EQUIVALENCE OF LOCATIVE PREPOSITIONAL PHRASES IN SOCIAL SCIENCE BILINGUAL TEACHING TEXTBOOK OF JUNIOR HIGH SCHOOL.
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A THESIS
EQUIVALENCE OF
LOCATIVE PREPOSITIONAL PHRASES
IN SOCIAL SCIENCES BILINGUAL TEACHING
TEXTBOOKS OF JUNIOR HIGH SCHOOL
SUWITO
Registration Number: 082188310017
English Applied Linguistics Study Program
Postgraduate School
State University of Medan
Approved by
Adviser Commission
Second Adviser
·~
Dr. D~
. Ed.,
TESP.
NlP.I9570412 198403 I 001
APPROVAL
This thesis was examined on 241h February 2011 by the board of Examiners.
Board of Examiners
Prof. Tina Mariany Arifin. Ph.D.• M.A.
NIP. 19440302 196902 2 001
Dr. Drs. Eddy Setia, M.Ed. TESP.
NIP. 19570412 198403 1 001
I
Prof. Amrin Saragih, Ph.D., M.A.
NIP. 19550113 198203 I 002
Prof. Dr. Busmin Gurning, M.Pd.
NIP: 19590713 198601 I 001
Dr. Didik Santoso. M.Pd
NIP. 19660616 199403 1 006
ACKNOWLEDGEMENTS
This piece of academic work as one of the requirements in obtaining the Master of
Humaniora degree, in its present form, is not without the excellent knowledge given by
some outstanding people who deserve their names to be listed below.
First and foremost the writer's greatest and highest gratitude is to Allah SWT, who
because of His blessings, the prime health, luck, and guidance that has been poured to him,
especially in the process of completing this thesis.
To Prof. Hj. Tina Mariany Arifin, Ph.D, M.A, his first Advi ser, a very sincere
appreciation for her excellent supervision in the overall content of the thesis, con-ections,
comments, and sharp criticisms, that have awoken his mind to present the best of
everything. It should be added that during her term as Head, English Applied Linguistics
Study Program, she showed the care and motivation to the "BAPPEDA" class to speed up
the process of completing the courses.
To Dr. Drs. Eddy Setia, M.Ed, TESP., for the valuable time spent for his super
ideas and all details that should be well-considered as important sources to be analysed and
included in the thesis.
Special thanks is extended to Prof. Dr. Busmin Guming, M.Pd. and Prof. Dr. Lince
Sihombing, M.Pd. as Head and Secretary of the English Applied Linguistics Study
Program, and to all lecturers for the valuable knowledge that has been passed on to him.
The writer would like to express his gratitude and thanks to Prof. Amrin Saragih,
Ph.D, M.A., Prof. Dr. Busmin Guming, M.Pd., and Dr. Didik Santoso, M.Pd., the
reviewers and examiners for the sharp critiques and suggestions that should be included in
this thesis.
11
Special thanks to his colleagues, Suwanto, Fachri Yunanda, Fatimah Purba, Linny
Rustina Nasution, Ferry Zulyanti, and Nurjannah who always give brilliant opinions, ideas,
and suggestions to make his thesis more perfect.
In addition, his thanks is due to the Board of Education of Dharma Pancasila North
Sumatera Province, Mrs. T. Rizal Nurdin, Mrs. Sukarna, Mrs. BMD. Siahaan, and all his
colleagues at Dharma Pancasila, Drs. Ibrahim Daulay, M.Pd., Drs. Mahyuddin, Umar
Dhani, Riduan, S.Pd., and Amran Sinulingga, who have given him the full support during
his study.
The writer would like to thank his beloved parents, Satimin and Rupi'ah, and his
elder and younger brothers and sisters, Rumini, Rohani, Asni, Walniah, Kasti'ah, Suci pto,
Rohiman, Marliani, Widoto, and Kastriana, for the support, a love, and prayers throughout
his study.
Last but not least, a very deep thankfulness is especially directed to his beloved
wife, Ora. Susilawati, and children, lka Ramadhani Syafitri Suwito, Nova Dwiana Syafitri
Suwito, and Tri Nugraha Putra Suwito, for the patience, understanding, love, and full
support during the period of completing his study.
May God Bless Us!
Medan, February, 2011
The writer,
SUWI T O
Registration Number: 082 188310017
iii
TABLE OF CONTENTS
ABSTRACT .................................................................... ............. .
Page
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
ii
TABLE OF CONTENTS ............................................... ..... ................
tv
vii
IX
LIST OF FIGURES
X
LIST OF APPENDICES ...................................................... ... ....... .. .
XI
CHAPTER I : INTRODUCTION .......................................... ... ... .
1.1 Background of Study
CHAPTER Il
1.2 Problem of the Study
3
1.3 Objective of the Study
3
1.4 Scope of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . ....
4
1.5 Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
4
REVIEW OF LITERATURE ................................ .
6
2.1 An Understanding of Translation
..... . ................... .
6
2.1.1 Some Relevant Studies in Translation . . . . . . . . . . . . .
I0
2.2 Translation Concepts ... .. . ...... ... ... . .. .. . . .. ... . .. . .. . . . . . .
12
2.2.1
Types of Translation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
2.2.1.3 Modified Literal Translations .. . . . . . . ...
16
iv
2.3
Translation Equivalence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
2.3.1 Using Descriptive Phrase
····························
20
2.3.2 Using Related Words . . . . .. ... . .. .. .. .. . . ...... .....
20
2.3 .3 Using Generic Specific Words .. .. . . . . .... . . .. . .. ....
20
2.3.4 Using a Figurative Equi valence for Figurative Sense ... 20
-z
2.3.4.3 Literal or Word-per-word Translation
22
2.3.4.5 Modulation
····································
22
··································
23
2.3.4.7 Adaptation ...... ............................. .
23
2.3.4.6 Equivalence
?
2.4 Preposition and Prepositional Phrase
93
25
2.4.1 Preposition ......................................... .... ..
25
2.4.2 Prepositional Phrases .. . . .. . . . . . . .. . ................. ..
27
2. 5 Locative and Directive Prepositional Phrases
CHAPTER III: RESEARCH METHOD .. .......................................
3.1 Data Source . . . . .. .. . . ... ... .. . ... . . . . . . . . ... .. . .. . .. . . .. .. ... . .
v
27
35
35
3.2
Method and Techniques of Collecting Data...............
35
3.3
Method of Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . ...
36
3.4
Method of Presenting Data Analysis . . . . . . . . . . . . . . . . . . . . . .
37
CHAPTER IV : ANALYSIS AND FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .
4.1 Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
40
4.1. 1 An Equivalence Analysis of Locative Prepositional
Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
4.1.2
An Analysis of Locative Prepositional Phrase with
Preposition in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.1.3
z
CHAPTER
55
An Analysis of Locative Prepositional Phrase with
Preposition on .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.1.5
42
An Analysis of Locative Prepositional Phrase with
Preposition at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.1.4
40
66
An Equivalence Analysis of Locative Prepositions
at, in, and on ................................. .. .. .
71
4.2 Findings ............................. . ....................... .
V
CONCLUSION, IMPLICATION, AND
SUGGESTIONS . . . . .. . . . . . .. . . . .. . . . . . . . . . .. . . . . ... . . . . . . . . . . . .. .
74
5.1 Conclusions
74
5.2 Implication
75
5.2 Suggestions
76
REFERENCES
77
APPENDICES : ··········································· ··································· 81-129
vi
LIST OF TABLES
Tabel
Page
3.1
Sample of Analysis ........... . .. . . .. .. .. .... . . .. ... . .... ..... ....... .. .. . ..... .
38
4.1
Data 1 : Locative Prepositional Phrase with Preposition in .. . .. . . .. ... .. . .
42
4.2
Other examples of Data 1 Locative Prepositional Phrase
with Preposition in ..... . ... .. ...... .. ... ... . ....... .. . . . ... . ..... .. ......... ... . .
44
4.3
Data 2: Locative Prepositional Phrase with Preposition in .. .. .... .. .... ..
44
4.4
Other examples of Data 2 Locative Prepositional Phrase
w ith Preposition in ........................................................ .. ..... ..
46
4.5
Data 3 :Locative Prepositional Phrase with Preposition in
47
4.6
Other examples of Data 3 Locative Prepositional Phrase
with Preposition in ............................................................... .
49
4.7
Data 4 :Locative Prepositional Phrase with Preposition in ..... .
50
4.8
Other examples of Data 4 Locative Prepositional Phrase
with Preposition in ........ ... ........................... . ... . .. .
52
4.9
Data 5 : Locative Preposi tional Phrase with Preposi tion in ..... . .......... .
52
4.10.
Other examples of Data 4 Locative Prepositional Phrase
with Preposition in .......... ..... ...... ... .. . .... .. .. .. .. .. . .. .. .. .. .. . . .. .. . .. ..
55
4.11.
Data 6 : Locative Prepositional Phrase with Preposition at
55
4.12.
Other examples of Data 6 Locative Prepositional Phrase
with Preposition at ................................................ .. ......... ..
57
4.13 .
Data 7: Locative Prepositional Phrase with Preposition at .. .. . . ......... ..
58
4.14.
Data 8 : Locative Prepositional Phrase w ith Preposition
59
a/
4.16. Data I 0 : Locative Prepositional Phrase with Preposition at . . . . . . . . . . . . . . .
62
4.17. Data 11 : Locative Prepositional Phrase with Preposition at .. . . .. .. .. .. ...
64
vii
4.18. Data 12 : Locative Prepositional Phrase with Preposition on . . . . . . . . . . . . . .
67
4.19. Data 13 : Locative Prepositional Phrase with Preposition at . . ... . . . . . . . .
68
4.20
69
Data 14: Locative Prepositional Phrase with Preposition on.............
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?
93
viii
LIST OF ABBREVIATIONS
Bahasa Indonesia
EN
English
SL
Source Language
TL
Target Language
pp
Prepositional Phrase
NP
Noun Phrase
AP
Adjective Phrase
Det.Art.
Determiner Article
p
Preposition
N
Noun
A
Adjective
E
Economics
G
Geography
c
Civics Education
s
Source
SLT
Source Language Text
TLT
Target Language Text
Rei. Clause
Relative Clause
z
?
BI
m
IX
LIST OF FIGURES
Figure
Page
2.1
The Diagram of Translation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16
4.2
The Diagram of the Equivalence Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
X
LIST OF APPENDICES
APPENDICES
Page
1
Selected Data
. . . . . . . . . .. . . . . . . . .. . . . . . . . .. . . . . . .. . .. .. . . . . . . . . . . . . . . . .
2
Samples of SLT and TL T . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
xi
81
85-129
CHAPTER I
INTRODUCTION
1.1 Background of Study
Globalization can be seen as a consequence of the development of
technologies speci fically in reducing the costs of communication. This reduction
has led both to the rise of English as the international lingua franca and to an
increase in the global demand for translation. The simultaneous movement on
both fronts is explained by the divergent communication strategies informing the
production and distribution of information, where translation can only be expected
to remain significant for distribution, and not for production. The fundame ntal
change in the resulting communication patterns is the emergence of one-to-many
document production processes, which are displacing the traditional source-targef
models still used in Translation Studies. In today's world, communication between
different nations with different languages is feasible through translation.
Due to the globalized era, some of the developing countries including
Indonesia, have internationalized their educational system. Indonesia is a highly
diverse island archipelago. There are three main priorities that have been
determined by the government to develop education in Indonesia, i.e. (1)
improving equity and access, (2) enhancing quality and relevance, and (3)
strengthemng management and accountability. However, the focus on achieving
the target in completing the basic education program (9 - year - school program)
by the end of the first decade in the 21 51 century has given more attention to access
than to that of quality and management.
The efforts in improving the education in Indonesi a have encountered
various obstacles: limitations in learning facilities; inadequate quantity, quality,
and welfare of teachers; and limitation in the budget for education. As a
consequence, the quality of school education in Indonesia has not developed as
well as others as indicated by the achievement of 81h Grade Bl students in TIMSS
(Trends in Mathematics and Science Study) in the year 2003, gaining rank 34 for
math and 36 for science out of 45 participating countries (Martinet a!. 2004 ).
In some provinces in Indonesia, many schools have established
international schools and some semi-international ones. The teaching materials in
semi-international schools are written in two languages, i.e. bahasa Indonesia (BI)
and English (EN). One of the purposes of bilingual teaching materials is in order
that the students are able to understand EN well, specifically those that are related
to the subj ect matters (Natural and Social sciences). The managing system of
composing these bilingual textbooks is each of the topic discussion is written in
BI and EN.
Since English is still as a foreign language in Indonesia and the system of
teaching and learning process are still far from perfect, therefore the students still
facing various problems in mastering the language. One of the problems is in
using prepositions in sentences in English. It is said so because the mles in
constructing English sentences using prepositions are different compared with
bahasa Indonesia.
2
1.2 Problems of the Study
As it has been mentioned in the background of the study, the ultimate goal
of translation is to transform a piece of linguistic work into another language
using its closest natural equivalence as possible. On the other hand, many
Indonesians still consider that in the process of translating, in this case locative
prepositional phrases, particularly with the preposition at, in, and on is very
challenging.
Based on the phenomena, the researcher formulates the research questions
as follows.
1. What types of lexical and syntactical forms of the EN locative
prepositional phrases are found in BI?
2. What types of procedure and shifts occur in translating these EN locative
prepositional phrases into BI?
3. What is the closest equivalence of EN locative prepositional phrases with
the prepositions at, in, and on in BI?
1.3 Objectives of the study
Finding the answers of the research questions is the most important
objective of this present study. The researcher will try to discover how EN
locative prepositional phrases are translated and how they are lexically and
syntactically described in BI.
This study is mainly intended for the following objectives:
1. To investigate lexical and syntactical forms of locative prepositional
phrases in EN into BI.
3
2. To ascertain translation procedure used and shifts occur m translating
locative prepositional phrases in EN into BI.
3. To analyze the closest equivalence of locative prepositional phrases in EN
and BI.
1.4 Scope of the Study
One of the problems in the process of translation is related to the
grammatical aspects. No languages have the same grammatical rules on them. As
a result, in the process of translating one language to another, grammar is taken
into consideration.
As the problems related to prepositional phrases are very broad and
complex. The researcher tends to focus the study on how the locati ve
prepositional phrases using the prepositions at, in, and on are translated. Then,
these EN locative prepositional phrases are analyzed in tem1 of their equivalence
in BI using the approach of the theories of translation.
1.5 Significance of the Study
The findings of the study are expected to have both theoretical and
practical importance to both translation as a process and product, especially within
the frame of translating EN locative prepositional phrases into BI.
I . Theoretically, the findings of the study is expected to enhance the theories
of translation studies and to support the empirical evidences of the
importance of translation studies in transforming messages from one
linguistic work into another.
4
2. Practically, the findings of the study is expected as a feedback to the ENBI translators or vice versa concerning the translation of BI and EN
locative prepositional phrases.
3. It is also intended to be used as a reference in translation studies.
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5
CHAJ>TER V
CONCLUSION, IMPLICATION, AND SUGGESTIONS
5.1 Conclusion
1. English and Indonesian have different characteristics both in lexical and
syntactical forms. Knowing the distinctive of these languages is very
important to understand the contents of a text before doing a work concerning
on English- Indonesian translation or vice versa. The study of translation helps
people to comprehend the characteristics of two or more languages
Translation involves a very broad field of studies such as linguistic and cultural
>
studies. Therefore, it is necessary for translators to consider different
translation procedures in doing translation-work and understand the principals
of translation. Since grammatical forms can make the meaning of the
translation different, it is also important for a translator to comprehend the
syntactical patterns and lexical terms both in the source and the target
language in order to be able to shift the levels and the categories of word and
stmcture in the target language.
3. The results of the analysis described in chapter IV shows that a translator has
to consider different procedures, e.g. borrowing, literal or word-per-word
translation. Translation shift in term of unit shift, structure shift, "ntra-systcm
shift and level shift occurs in the translation process to have the closest natural
equivalence in the target language. Nida proposed the translation principal of
loss, gain and skewing of information are also found in the translation process.
74
4. To find the closest natural equivalence of the English locative prepositional
phrases into Indonesian, meaning must be more emphasized than forms. The
equivalence analysis in chapter IV also remarks that the locative preposition
at, in, and on has the equivalence of preposition di in the target language.
5. These variation fo rms of Indonesian equivalence that are translated trom
English locative prepositional phrases are infl uenced by the nouns or noun
phrases that followed these prepositions. These findings indicate that locative
preposition is clearly considered as a term of syntactic connecting word,
which means that the selection of a preposition is decided by the meaning of
the syntactic elements that determine it.
6. However, there is still a varied way of how to translate these three locative
prepositions. Locative prepositional phrase with preposition at has also an
equivalence of prepositional phrase and verb phrase in the target language .
These variations are strongly influenced by the verb that came up before the
preposition.
5.2 Implications
Based on the drawn conclusions and research findings, it can be said that
the attempts to improve the students' capability of comprehending the English
texts is very significant. Besides, bilingual teaching materials has a very important
role in the process of comprehending because the students can see obviously the
equivalency between the source and target language. The appropriate teaching
materials especially the equivalency of the target language towards the source
75
language has the potential to improve the students' ability in comprehending the
bilingual texts. Consequently,
1.
The attempts to improve the students' capability in understanding the
different locative prepositional phrases are useful in teaching
bilingual text books
2.
In the classroom, it can be informed to the students to that locative
prepositional phrases has significant contribution to thei r text
comprehending.
It can be one of sources in bilingual - based teaching in L2 students
in Junior High School level.
Suggestions
After having analyzed the data, it is suggested that a translator and/or
student of translation or those who are interested in translation studies need to:
l . Be creative in applying different procedures in doing translation work.
2. Be positively flexible with the lexical choice and syntactical forms when
translating a piece of linguistic work
3. Comprehend the grammatical concept of both the source and target
language.
4. Keep improving the translation skill by doing constant practice.
5. Emphasize on contextual meaning rather that language forms in translating
a pi ece ofwork.
76
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L(C4· f)
S:tJl"'
e
-z
?
m
A THESIS
EQUIVALENCE OF
LOCATIVE PREPOSITIONAL PHRASES
IN SOCIAL SCIENCES BILINGUAL TEACHING
TEXTBOOKS OF JUNIOR HIGH SCHOOL
SUWITO
Registration Number: 082188310017
English Applied Linguistics Study Program
Postgraduate School
State University of Medan
Approved by
Adviser Commission
Second Adviser
·~
Dr. D~
. Ed.,
TESP.
NlP.I9570412 198403 I 001
APPROVAL
This thesis was examined on 241h February 2011 by the board of Examiners.
Board of Examiners
Prof. Tina Mariany Arifin. Ph.D.• M.A.
NIP. 19440302 196902 2 001
Dr. Drs. Eddy Setia, M.Ed. TESP.
NIP. 19570412 198403 1 001
I
Prof. Amrin Saragih, Ph.D., M.A.
NIP. 19550113 198203 I 002
Prof. Dr. Busmin Gurning, M.Pd.
NIP: 19590713 198601 I 001
Dr. Didik Santoso. M.Pd
NIP. 19660616 199403 1 006
ACKNOWLEDGEMENTS
This piece of academic work as one of the requirements in obtaining the Master of
Humaniora degree, in its present form, is not without the excellent knowledge given by
some outstanding people who deserve their names to be listed below.
First and foremost the writer's greatest and highest gratitude is to Allah SWT, who
because of His blessings, the prime health, luck, and guidance that has been poured to him,
especially in the process of completing this thesis.
To Prof. Hj. Tina Mariany Arifin, Ph.D, M.A, his first Advi ser, a very sincere
appreciation for her excellent supervision in the overall content of the thesis, con-ections,
comments, and sharp criticisms, that have awoken his mind to present the best of
everything. It should be added that during her term as Head, English Applied Linguistics
Study Program, she showed the care and motivation to the "BAPPEDA" class to speed up
the process of completing the courses.
To Dr. Drs. Eddy Setia, M.Ed, TESP., for the valuable time spent for his super
ideas and all details that should be well-considered as important sources to be analysed and
included in the thesis.
Special thanks is extended to Prof. Dr. Busmin Guming, M.Pd. and Prof. Dr. Lince
Sihombing, M.Pd. as Head and Secretary of the English Applied Linguistics Study
Program, and to all lecturers for the valuable knowledge that has been passed on to him.
The writer would like to express his gratitude and thanks to Prof. Amrin Saragih,
Ph.D, M.A., Prof. Dr. Busmin Guming, M.Pd., and Dr. Didik Santoso, M.Pd., the
reviewers and examiners for the sharp critiques and suggestions that should be included in
this thesis.
11
Special thanks to his colleagues, Suwanto, Fachri Yunanda, Fatimah Purba, Linny
Rustina Nasution, Ferry Zulyanti, and Nurjannah who always give brilliant opinions, ideas,
and suggestions to make his thesis more perfect.
In addition, his thanks is due to the Board of Education of Dharma Pancasila North
Sumatera Province, Mrs. T. Rizal Nurdin, Mrs. Sukarna, Mrs. BMD. Siahaan, and all his
colleagues at Dharma Pancasila, Drs. Ibrahim Daulay, M.Pd., Drs. Mahyuddin, Umar
Dhani, Riduan, S.Pd., and Amran Sinulingga, who have given him the full support during
his study.
The writer would like to thank his beloved parents, Satimin and Rupi'ah, and his
elder and younger brothers and sisters, Rumini, Rohani, Asni, Walniah, Kasti'ah, Suci pto,
Rohiman, Marliani, Widoto, and Kastriana, for the support, a love, and prayers throughout
his study.
Last but not least, a very deep thankfulness is especially directed to his beloved
wife, Ora. Susilawati, and children, lka Ramadhani Syafitri Suwito, Nova Dwiana Syafitri
Suwito, and Tri Nugraha Putra Suwito, for the patience, understanding, love, and full
support during the period of completing his study.
May God Bless Us!
Medan, February, 2011
The writer,
SUWI T O
Registration Number: 082 188310017
iii
TABLE OF CONTENTS
ABSTRACT .................................................................... ............. .
Page
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
ii
TABLE OF CONTENTS ............................................... ..... ................
tv
vii
IX
LIST OF FIGURES
X
LIST OF APPENDICES ...................................................... ... ....... .. .
XI
CHAPTER I : INTRODUCTION .......................................... ... ... .
1.1 Background of Study
CHAPTER Il
1.2 Problem of the Study
3
1.3 Objective of the Study
3
1.4 Scope of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . ....
4
1.5 Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
4
REVIEW OF LITERATURE ................................ .
6
2.1 An Understanding of Translation
..... . ................... .
6
2.1.1 Some Relevant Studies in Translation . . . . . . . . . . . . .
I0
2.2 Translation Concepts ... .. . ...... ... ... . .. .. . . .. ... . .. . .. . . . . . .
12
2.2.1
Types of Translation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
2.2.1.3 Modified Literal Translations .. . . . . . . ...
16
iv
2.3
Translation Equivalence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
2.3.1 Using Descriptive Phrase
····························
20
2.3.2 Using Related Words . . . . .. ... . .. .. .. .. . . ...... .....
20
2.3 .3 Using Generic Specific Words .. .. . . . . .... . . .. . .. ....
20
2.3.4 Using a Figurative Equi valence for Figurative Sense ... 20
-z
2.3.4.3 Literal or Word-per-word Translation
22
2.3.4.5 Modulation
····································
22
··································
23
2.3.4.7 Adaptation ...... ............................. .
23
2.3.4.6 Equivalence
?
2.4 Preposition and Prepositional Phrase
93
25
2.4.1 Preposition ......................................... .... ..
25
2.4.2 Prepositional Phrases .. . . .. . . . . . . .. . ................. ..
27
2. 5 Locative and Directive Prepositional Phrases
CHAPTER III: RESEARCH METHOD .. .......................................
3.1 Data Source . . . . .. .. . . ... ... .. . ... . . . . . . . . ... .. . .. . .. . . .. .. ... . .
v
27
35
35
3.2
Method and Techniques of Collecting Data...............
35
3.3
Method of Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . ...
36
3.4
Method of Presenting Data Analysis . . . . . . . . . . . . . . . . . . . . . .
37
CHAPTER IV : ANALYSIS AND FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .
4.1 Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
40
4.1. 1 An Equivalence Analysis of Locative Prepositional
Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
4.1.2
An Analysis of Locative Prepositional Phrase with
Preposition in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.1.3
z
CHAPTER
55
An Analysis of Locative Prepositional Phrase with
Preposition on .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.1.5
42
An Analysis of Locative Prepositional Phrase with
Preposition at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.1.4
40
66
An Equivalence Analysis of Locative Prepositions
at, in, and on ................................. .. .. .
71
4.2 Findings ............................. . ....................... .
V
CONCLUSION, IMPLICATION, AND
SUGGESTIONS . . . . .. . . . . . .. . . . .. . . . . . . . . . .. . . . . ... . . . . . . . . . . . .. .
74
5.1 Conclusions
74
5.2 Implication
75
5.2 Suggestions
76
REFERENCES
77
APPENDICES : ··········································· ··································· 81-129
vi
LIST OF TABLES
Tabel
Page
3.1
Sample of Analysis ........... . .. . . .. .. .. .... . . .. ... . .... ..... ....... .. .. . ..... .
38
4.1
Data 1 : Locative Prepositional Phrase with Preposition in .. . .. . . .. ... .. . .
42
4.2
Other examples of Data 1 Locative Prepositional Phrase
with Preposition in ..... . ... .. ...... .. ... ... . ....... .. . . . ... . ..... .. ......... ... . .
44
4.3
Data 2: Locative Prepositional Phrase with Preposition in .. .. .... .. .... ..
44
4.4
Other examples of Data 2 Locative Prepositional Phrase
w ith Preposition in ........................................................ .. ..... ..
46
4.5
Data 3 :Locative Prepositional Phrase with Preposition in
47
4.6
Other examples of Data 3 Locative Prepositional Phrase
with Preposition in ............................................................... .
49
4.7
Data 4 :Locative Prepositional Phrase with Preposition in ..... .
50
4.8
Other examples of Data 4 Locative Prepositional Phrase
with Preposition in ........ ... ........................... . ... . .. .
52
4.9
Data 5 : Locative Preposi tional Phrase with Preposi tion in ..... . .......... .
52
4.10.
Other examples of Data 4 Locative Prepositional Phrase
with Preposition in .......... ..... ...... ... .. . .... .. .. .. .. .. . .. .. .. .. .. . . .. .. . .. ..
55
4.11.
Data 6 : Locative Prepositional Phrase with Preposition at
55
4.12.
Other examples of Data 6 Locative Prepositional Phrase
with Preposition at ................................................ .. ......... ..
57
4.13 .
Data 7: Locative Prepositional Phrase with Preposition at .. .. . . ......... ..
58
4.14.
Data 8 : Locative Prepositional Phrase w ith Preposition
59
a/
4.16. Data I 0 : Locative Prepositional Phrase with Preposition at . . . . . . . . . . . . . . .
62
4.17. Data 11 : Locative Prepositional Phrase with Preposition at .. . . .. .. .. .. ...
64
vii
4.18. Data 12 : Locative Prepositional Phrase with Preposition on . . . . . . . . . . . . . .
67
4.19. Data 13 : Locative Prepositional Phrase with Preposition at . . ... . . . . . . . .
68
4.20
69
Data 14: Locative Prepositional Phrase with Preposition on.............
-z
?
93
viii
LIST OF ABBREVIATIONS
Bahasa Indonesia
EN
English
SL
Source Language
TL
Target Language
pp
Prepositional Phrase
NP
Noun Phrase
AP
Adjective Phrase
Det.Art.
Determiner Article
p
Preposition
N
Noun
A
Adjective
E
Economics
G
Geography
c
Civics Education
s
Source
SLT
Source Language Text
TLT
Target Language Text
Rei. Clause
Relative Clause
z
?
BI
m
IX
LIST OF FIGURES
Figure
Page
2.1
The Diagram of Translation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16
4.2
The Diagram of the Equivalence Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
X
LIST OF APPENDICES
APPENDICES
Page
1
Selected Data
. . . . . . . . . .. . . . . . . . .. . . . . . . . .. . . . . . .. . .. .. . . . . . . . . . . . . . . . .
2
Samples of SLT and TL T . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
xi
81
85-129
CHAPTER I
INTRODUCTION
1.1 Background of Study
Globalization can be seen as a consequence of the development of
technologies speci fically in reducing the costs of communication. This reduction
has led both to the rise of English as the international lingua franca and to an
increase in the global demand for translation. The simultaneous movement on
both fronts is explained by the divergent communication strategies informing the
production and distribution of information, where translation can only be expected
to remain significant for distribution, and not for production. The fundame ntal
change in the resulting communication patterns is the emergence of one-to-many
document production processes, which are displacing the traditional source-targef
models still used in Translation Studies. In today's world, communication between
different nations with different languages is feasible through translation.
Due to the globalized era, some of the developing countries including
Indonesia, have internationalized their educational system. Indonesia is a highly
diverse island archipelago. There are three main priorities that have been
determined by the government to develop education in Indonesia, i.e. (1)
improving equity and access, (2) enhancing quality and relevance, and (3)
strengthemng management and accountability. However, the focus on achieving
the target in completing the basic education program (9 - year - school program)
by the end of the first decade in the 21 51 century has given more attention to access
than to that of quality and management.
The efforts in improving the education in Indonesi a have encountered
various obstacles: limitations in learning facilities; inadequate quantity, quality,
and welfare of teachers; and limitation in the budget for education. As a
consequence, the quality of school education in Indonesia has not developed as
well as others as indicated by the achievement of 81h Grade Bl students in TIMSS
(Trends in Mathematics and Science Study) in the year 2003, gaining rank 34 for
math and 36 for science out of 45 participating countries (Martinet a!. 2004 ).
In some provinces in Indonesia, many schools have established
international schools and some semi-international ones. The teaching materials in
semi-international schools are written in two languages, i.e. bahasa Indonesia (BI)
and English (EN). One of the purposes of bilingual teaching materials is in order
that the students are able to understand EN well, specifically those that are related
to the subj ect matters (Natural and Social sciences). The managing system of
composing these bilingual textbooks is each of the topic discussion is written in
BI and EN.
Since English is still as a foreign language in Indonesia and the system of
teaching and learning process are still far from perfect, therefore the students still
facing various problems in mastering the language. One of the problems is in
using prepositions in sentences in English. It is said so because the mles in
constructing English sentences using prepositions are different compared with
bahasa Indonesia.
2
1.2 Problems of the Study
As it has been mentioned in the background of the study, the ultimate goal
of translation is to transform a piece of linguistic work into another language
using its closest natural equivalence as possible. On the other hand, many
Indonesians still consider that in the process of translating, in this case locative
prepositional phrases, particularly with the preposition at, in, and on is very
challenging.
Based on the phenomena, the researcher formulates the research questions
as follows.
1. What types of lexical and syntactical forms of the EN locative
prepositional phrases are found in BI?
2. What types of procedure and shifts occur in translating these EN locative
prepositional phrases into BI?
3. What is the closest equivalence of EN locative prepositional phrases with
the prepositions at, in, and on in BI?
1.3 Objectives of the study
Finding the answers of the research questions is the most important
objective of this present study. The researcher will try to discover how EN
locative prepositional phrases are translated and how they are lexically and
syntactically described in BI.
This study is mainly intended for the following objectives:
1. To investigate lexical and syntactical forms of locative prepositional
phrases in EN into BI.
3
2. To ascertain translation procedure used and shifts occur m translating
locative prepositional phrases in EN into BI.
3. To analyze the closest equivalence of locative prepositional phrases in EN
and BI.
1.4 Scope of the Study
One of the problems in the process of translation is related to the
grammatical aspects. No languages have the same grammatical rules on them. As
a result, in the process of translating one language to another, grammar is taken
into consideration.
As the problems related to prepositional phrases are very broad and
complex. The researcher tends to focus the study on how the locati ve
prepositional phrases using the prepositions at, in, and on are translated. Then,
these EN locative prepositional phrases are analyzed in tem1 of their equivalence
in BI using the approach of the theories of translation.
1.5 Significance of the Study
The findings of the study are expected to have both theoretical and
practical importance to both translation as a process and product, especially within
the frame of translating EN locative prepositional phrases into BI.
I . Theoretically, the findings of the study is expected to enhance the theories
of translation studies and to support the empirical evidences of the
importance of translation studies in transforming messages from one
linguistic work into another.
4
2. Practically, the findings of the study is expected as a feedback to the ENBI translators or vice versa concerning the translation of BI and EN
locative prepositional phrases.
3. It is also intended to be used as a reference in translation studies.
z
?
5
CHAJ>TER V
CONCLUSION, IMPLICATION, AND SUGGESTIONS
5.1 Conclusion
1. English and Indonesian have different characteristics both in lexical and
syntactical forms. Knowing the distinctive of these languages is very
important to understand the contents of a text before doing a work concerning
on English- Indonesian translation or vice versa. The study of translation helps
people to comprehend the characteristics of two or more languages
Translation involves a very broad field of studies such as linguistic and cultural
>
studies. Therefore, it is necessary for translators to consider different
translation procedures in doing translation-work and understand the principals
of translation. Since grammatical forms can make the meaning of the
translation different, it is also important for a translator to comprehend the
syntactical patterns and lexical terms both in the source and the target
language in order to be able to shift the levels and the categories of word and
stmcture in the target language.
3. The results of the analysis described in chapter IV shows that a translator has
to consider different procedures, e.g. borrowing, literal or word-per-word
translation. Translation shift in term of unit shift, structure shift, "ntra-systcm
shift and level shift occurs in the translation process to have the closest natural
equivalence in the target language. Nida proposed the translation principal of
loss, gain and skewing of information are also found in the translation process.
74
4. To find the closest natural equivalence of the English locative prepositional
phrases into Indonesian, meaning must be more emphasized than forms. The
equivalence analysis in chapter IV also remarks that the locative preposition
at, in, and on has the equivalence of preposition di in the target language.
5. These variation fo rms of Indonesian equivalence that are translated trom
English locative prepositional phrases are infl uenced by the nouns or noun
phrases that followed these prepositions. These findings indicate that locative
preposition is clearly considered as a term of syntactic connecting word,
which means that the selection of a preposition is decided by the meaning of
the syntactic elements that determine it.
6. However, there is still a varied way of how to translate these three locative
prepositions. Locative prepositional phrase with preposition at has also an
equivalence of prepositional phrase and verb phrase in the target language .
These variations are strongly influenced by the verb that came up before the
preposition.
5.2 Implications
Based on the drawn conclusions and research findings, it can be said that
the attempts to improve the students' capability of comprehending the English
texts is very significant. Besides, bilingual teaching materials has a very important
role in the process of comprehending because the students can see obviously the
equivalency between the source and target language. The appropriate teaching
materials especially the equivalency of the target language towards the source
75
language has the potential to improve the students' ability in comprehending the
bilingual texts. Consequently,
1.
The attempts to improve the students' capability in understanding the
different locative prepositional phrases are useful in teaching
bilingual text books
2.
In the classroom, it can be informed to the students to that locative
prepositional phrases has significant contribution to thei r text
comprehending.
It can be one of sources in bilingual - based teaching in L2 students
in Junior High School level.
Suggestions
After having analyzed the data, it is suggested that a translator and/or
student of translation or those who are interested in translation studies need to:
l . Be creative in applying different procedures in doing translation work.
2. Be positively flexible with the lexical choice and syntactical forms when
translating a piece of linguistic work
3. Comprehend the grammatical concept of both the source and target
language.
4. Keep improving the translation skill by doing constant practice.
5. Emphasize on contextual meaning rather that language forms in translating
a pi ece ofwork.
76
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