EQUIVALENCE OF ENGLISH PRE-MODIFIERS IN INDONESIAN BILINGUAL PHYSICS AND CHEMISTRY TEXTBOOKS OF THE SEKOLAH MENENGAH ATAS.
ABSTRACT
Nasution, Linny Rustina. Registration Number: 082188310035. Equivalence of
English Pre-Modifiers in lndo~esia
Bilingual Physics and Chemistry
Textbooks of the Sekolllh Menengah Alas. A Thesis: English Applied
Linguistics Study Program, Postgraduate School, State University of
Medan, 2011.
The purpose of this research is three-folds; ( 1) to find out the closest equivalents of the BI
pre-modifiers in nominal group constructions; (2) to find out and describe the
possibilities of loss and gain of information, and (3) to fmd out and describe the reasons
of the pre-modifiers are translated as they are. The method used is content analysis with
some objectives, i.e. find out the conceptual framework for a practical fmding in the
equivalence of English pre-modifiers in bilingual Physics and Chemistry textbooks as the
sources of data. The data are all pre-modifiers in both SL and TL. The research fmdings
are (1 ) some combinations of pre-modifiers can be seen in terms of two structures.
namely logical and experiential structures, e.g. the translation equivalent of pre-modifier
the concept of redox reaction which is equivalent to lwnsep reaksi redox. Category shift
occurred in this analysis, as in pre-modifier of nominal group construction in the
chemical reaction becomes a clause reaksi kimia. Then, for class shift is in an organic
chemical compound becomes suatu senyawa kimia organik. In this translation, the words
organic and chemical are adjectives in SL. Unit shift occurred in dichlorine heptaoxide
becomes dildor heptaoksida. The definite article an is not translated but it does not
change the meaning because the different system between SL and TL. (2) the translation
by using procedures of translation as proposed by Vinay and Daberlnet, as in : dichlorine
heptaoxide in SL becomes dildor heptaolrsida in TL and it is called borrowing: the
equivalent reaction is equivalent to realrsi ekivalen , in this case literal procedure of
translation i:; applied. (3) the theory of loss and gain of information (Nida 1985) and the
occurrence of gain and loss of information caused by the differences in the structure and
culture of both the SL and TL. The conclusion is category shift occurs in pre-modifier of
nominal group construction mn, mn, h and it is translated into different structure such as
H, Qn, Qn. The implications of the study are it can function as subject and complement in
a clause and as the complement of a preposition in a prepositional phrase.
40L(.
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A THESIS
EQUIVALENCE OF ENGLISH PRE-MODIFIERS IN INDONESIAN
BILINGUAL PHYSICS AND CHEMISTRY TEXTBOOKS OF
THE SEKOLAH MENENGAH ATAS
BY
LINNY RUSTINA NASUTION
Registration Number: 082188310035
English Applied Linguistics Study Program Postgraduate School
State University of Medan
This Thesis was examined on March 3"', 2011 by the Board of Examiners
Approved by
Adviser Commission
First Adviser
APPROVAL
This thesis was examined on 3rd March 201 t by the Board of Examiners.
Board of Examiners
Prof. Amrin Saraeih, Ph.D., M.A.
NIP. 19550 11 3 198203 1 002
Prof. Dr. Busmin Gurning, M.Pd.
NIP: 19590713 198601 I 001
>
Prof. Tina Mariany Arifin. Ph.D•• M.A.
NIP. 19440302 196902 2 001
Prof. Dr. Lince Sihombing, M.Pd
NIP. 19610425 198601 2 001
Dr. Didik Santoso, M.Pd.
NIP. 19660616 199403 l 006
I
ACKNOWLEDGMENTS
First of all, the writer's gratitude goes to God Almighty, Allah SWT for His
guidance during the completion of her study in the postgraduate Program of the State
University ofMedan.
On this occasion the writer would like to express her sincere gratitude and
appreciation to a number of people who have given her invaluable help, support,
suggestions, motivation, and encouragements in completion of this thesis
To Prof. Amrin Saragih, Ph.D., M.A. and Prof. Dr. Busmin Gurning, M.Pd. as her
first and second advisers for their valuable comments, suggestions, criticism, and
correction on this thesis in order to qualify its contents.
To Prof. Dr. Busmin Guming, M.Pd. and Prof. Dr. Lince Sihombing, M.Pd. as the
Head and Secretary of the English Applied Linguistics Study Program for their assistance
in processing the administration requirements during the process of her study in this
program.
A special gratitude is addressed to Prof. Tina Mariani Arifin, Ph.D., M.A, Prof.
Dr. Lince Sihombing, M.Pd. and Dr. Didik Santoso, M.Pd who have guided, helped and
pointed the right path in both the study and in writing this research report.
A very special thanks are due to the writer's beloved husband Syaiful Bahri,
daughters Rina Amana, Ennisahmora, and Makhraini Agustina for their material and
spiritual supports during her academic year.
A very special gratitude is also directed to her father :H. Ruslan Nasution and my
late mother: Hj. Tinar Machri Hsb and also all her brothers and sisters; M. Nasir, M.
ii
Alisahlan, Netty Ermina, Farida Naini, Nuraisyah, Yusnidar, and Doharni Safitri for
their supports and prays.
A special thank and gratitude is also due to Dr. Drs. Eddy Setia, M.Ed TESP, her
lecturer in Translation subject for encouraging her to take on this voyage and for sharing
his theoretical insights and ideas. His theoretical contributions from the basis of the work
described here, and without his support and insight she would not have had the
conceptual basis to understand open source.
Many colleagues in SMA I Medan and friends in the English Applied Linguistics
Study Program made a difference to her during these three academic years. A few who
should be mentioned are Suwanto, Suwito, Fatimah Purba and Dince Lasma Tarihoran
for fruitful discussions, coauthorship, and comments on various drafts of this thesis,
sharing their research and life perspectives and experiences, enlivening university life.
Special thanks go to her Headmistress, Dra. Hj. Rebekka Girsang, for being
source of motivation and for inviting and supporting her in continuing her study. She
provided useful perspectives and insights, and perhaps most importantly strengthens her
own confidence in fmishing this study.
May God bless us.
Medan,
February 201
The writer
Linny Rustina Nasution
RegistrationNumber: 082188310035
iii
TABLE OF CONTENTS
Page
ABSTRACT
ACKNOWLEDGEMENTS
..... .. .. .. ...... . . ..... ... . ..... ... ... ... ... . ..... .. . . .....
ii
TABLE OF CONTENTS ..... ....................... ......... .. ........................
iv
LIST OF TABLES
vii
................................................... ..... . ... ...... ....
LIST OF APPENDICES.... .. .. ......... ..... ... .... .. ....... .... .......... .. ..... ... ..
-
CHAPTER II
viii
1.2 Problems of the Study ................................. .... .... .
3
1.3 Objectives of the Study ........................................ .
3
1.4 Scope of the Study
.......................................... ..
4
1.5 Significance of the Study ................................... ..
4
1.5.1 Theoretical Significance ...............................
5
1.5.2 Practical Significance
5
REVIEW OF LITERATURE ................................... .
6
2.1 Theoretical Framework ...................................... .
6
2.l.l Equivalence in Translation
.. . . . . . . . .. . . . . . . . . . . . . . . . .
6
2.1.2 Translation and Translation Procedures ..............
8
2.1.2.1 Translation
. . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
2.2 Concepts . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
2.2.1 Nominal Group Construction in EN and BI . . . . . . ..
22
2.2.l.l Nominal Group Construction in EN . . . ...
22
iv
2.2.1.1.1 Pre-modifier in EN Nominal
Group Construction . . . . . . . . . . . . ..
24
2.2.1.2 Nominal Group Construction in BI . . . . . . . . .
27
2.2.2 Loss and Gain of Information . . . . . . . . . . . . . . . . . . . . . . . .
35
2.3 Nominalization and Nominal Groups in English . . . . . . . . . ..
36
2.4 Conceptual Framework ... .... ................. ..... . ... .......
39
3.1 Research Design
....................................... .... ....
42
3.2 Data Source .................................................... ..
42
3.3 Technique of Collecting Data . . ....... .. . . . . . . . . . . . . . . . . . . . . . ..
43
3.4 Technique of Analyzing the Data .............................
44
3.5 Trustworthiness .............................. ...................
45
3.6 Technique of Presenting the Analysis..........................
47
CHAPTER IV ANALYSIS, FINDINGS, AND DISCUSSION..................
48
4.1 Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
48
4.1.1 The Closest Equivalents of the Bl Pre-modifier in
Nominal Group ................................... ... ... ...
49
4.2 Loss and Gain in Information Concerning the Translation
of BI Pre-modifier ............ .. ........ .... ... ............... .
53
4.2.1 Related to m,h Construction ...... ..... .......... ......
53
4.2.2 .Related to h Construction .............. .... ...........
61
4.2.3 Related to m,h,q Construction . . . ... . . . . . . . . . . . . . . . . . . . .
66
4.3 Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
v
4.4 Discussion........................................................
71
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND
SUGGESTIONS
73
S.l Conclusions
73
REFERENCES
APPENDICES
-z
?
00
vi
LIST OF TABLES
Table
Page
1.1
Pre-modifier Construction
2.1
Nominal Group Constructions (Margono, 2006) ............. . .... ...... . ........
27
4.1
Element Structure of mh in Physics ........ .... .. .. .. ..... . ..... .......... ....... ..
50
4.3
Element Structure of h in Physics
4.4
Element Structure of m,h in Chemistry . .. .. .. . .. .. .. .. . .. .. . .. .. . .. . . . .. .. .. . . .. ... 60
4.5
The pre-modifiers in the SL text . . .. . .. . . . . . . . .. . .. . .. . .. .. .. . . . . . .. . . . . . .. . .. . . .. .. 62
4.6
Element Structure of m,h,q in Physics .. .. . . .. .. .. .. .. .. . . .. .. .. . . .. .. .. ...... . .. .
-z
4.7
?
.. .. . . .. . .. . . .. .. . .. . .. . . . . . .. . . .. .. .. . .. .. . . . . .. 60
62
Element Structure of m,h,q in Chemistry .. .... . .. .. .... . .. .. . .. .. .. .. . ... .. .. .. .. . 63
w
vii
LIST OF APPENDICES
APPENDIX
Page
I.
Elements of Structure (ES) of nominal groups in Physics ......... ...... 82
2.
Elements of Structure (ES) of nominal groups in Physics . . . . . . . . . . . . . . . 88
3.
Overall Data
viii
CHAPTER I
INTRODUCTION
1.1 Background of Study
Mastering English (EN) is considered very important to tlie extent that this
language is assumed to have a more prestigious position than bahasa Indonesia (Bl).
Nowadays, the use of language of wider communication, particularly EN is basically
needed in the areas of politic, business, education, etc. Mass media are various basic
needs today, where EN, as an international language is also needed. The media could
be in both print from and in electronic such as in the form newspaper, magazine,
bulletin, radio, TV, and the newest one, internet, where EN also plays an important
role. The different in many aspects of grammar in two different languages cause the
problems for the learners to master it.
In education, in order to reach a high quality of the students in mastering
English, besides the four skills, i.e. listening, speaking, reading, and writing,
translation is also an important skill today. Translation is needed by them because the
textbooks they use (mostly the natural sciences ones) are written in bilinguals - BI
and EN. In wider scope, translation in particular is very needed in Indonesia in which
global information from other countries in terms of business, international
relationships, education, science and technologies and infrastructure can be obtained.
Translation in various areas from EN to the other languages including BI is very
1
important. In fact not all references are written in BI because they are from different
countries and using different languages. One hand, in this case, translation is very
significant for grasping the message from foreign languages into BI. On the other
hand, when people in other countries need information from Indonesia, translation
also plays an important role. The BI text should be translated into the other target
languages.
The use of bilingual textbooks is very important because the students can
learn both the knowledge (Biology, Chemistry, and Physics) and the English
language. As an English teacher in Senior High School and the school uses bilingual
textbooks, such as Biology, Physics, and Chemistry, it is suggested that teachers who
teach those subjects should have high competence in English.
In order to increase students' ability in English, some senior high schools use
bilingual textbooks. The main objectives of the use of bilingual textbooks are
twofold. Besides understanding its subjects, the students are also hoped to be familiar
enough with the English in its specialized subject. By reading the bilingual textbooks
the students also learn the way of translating indirectly. The process of translating
while they are studying the text is simply the process of semantic and syntactic
transfer from a sentence written in Bahasa Indonesia (BI) as the source language (SL)
to a sentence in English (EN) language as the target language (TL). This process is
rigidly constructed, in order to preserve sentence alignment between the original text
(in this case BI) and the target text (EN). In the followings, it is necessary to describe
the translation procedures that are adopted in this thesis.
2
Within the target-oriented approach to translation. which views translation as
a cuJtural product of the target system, Toury (1995) focuses on the translated texts,
their processes, features and functions. isolating them from their context and
ideology, thereby not fully addressing the quality in translation. While Lefevere
(1992a) also follows the view on translation as a cultural product of the target system,
he addresses ideology and power which initiate the act of translation in his analysis.
l .l Problems of the Study
There are three problems to be taken into account in transferring the meaning
pf the pre-modifier especially Bl nominal group constructions into EN which are
-z
?
found in the two textbooks. The problems can be formulated as the following:
1) How are the closest equivalents of the BI pre-modifiers in nominal group
constructions in the translated versions as found in the textbooks?
2) What loss and gain of information are there concerning the translation of BI
pre-modifiers in nominal group constructions in the translation of the two
textbooks?
3) Why are the pre-modifiers translated in that way?
1.3 Objectives of the Study
The objectives of the study in this thesis are to fulfill the answers of the
problems given. Specifically there are three objectives in this study. They are
3
1) to analyze the texts in order to fmd out the closest equivalents of the BI premodifiers in nominal group constructions in the translated versions as found
in the textbooks,
2) to find out and describe the possibilities of loss and gain of information
concerning the translation of BI pre-modifiers in nominal group
constructions in the translation of the two textbooks, and
3) to fmd out and describe the reasons of the pre-modifiers are translated as
they are.
1.4 Srope of the Study
The analysis in this thesis focuses on pre-modifiers with their varieties found
in the two textbooks mentioned. Those modifiers are analyzed in order to see how
they are translated into the target language text. Then related to the procedures used
in the translating process, all of the seven procedures will be analyzed. Finally, the
study will be ended by the description of loss and gain of information on the premodifiers of nominal group constructions.
1.5 Significance of the Study
The fmdings of this research may have two general significances, i.e.
theoretical and practical ones. The description of these significances can be seen in
the following.
4
1.5.1 Theoretical Significance
Theoretically, there are four significances of the findings. They may provide
a new contribution to the development of the conceptual knowledge on the study of
(I) pre-modifiers in nominal group constructions in both English and Bahasa
Indonesia; (2) translating English nominal groups (as a source language) into bahasa
Indonesia (as a target language); (3) investigating equivalency in the process of
translation of SL nominal groups into TL; and (4) fmding reasons why the TTL is
translated in that way"
1.5.2 Practical Significance
Practically, the fmdings may be used to improve the ability of the researcher
in one hand. and the readers who are interested in nominal groups of the two
languages (SL and TL) in another. Besides, the findings may help the readers to know
more about ways of translating English nominal groups into bahasa Indonesia.
5
CHAPTERV
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusion
1.
The closest equivalents of the BI Premodifiers can be seen from their
constructions in elements of structure (ES) of the nominal groups: (m), h, (q),
where h is the nominal group with head only, e.g. finger print;
mh is the
nominal group with head and preceding modification, e.g. chemical reaction;
>
-
mhq is the nominal group with head with pre and post-modification, e.g. the
number of hydrocarbon; and hq
is the nominal group with head and post
modification of head, e.g. missing in action.
2. Finding the translation by using procedures of translation as proposed by Vinay
and Daberlnet, the following can be shown: dichlorine heptaoxide(ll3) in SL
is translated into diklor heptaolrsida in TL and; therefore, it is called borrowing:
the equivalent reaction is equivalent to reaksi elcivalen, in this case literal
procedure of translation is applied.
3.
The theory of loss and gain of information proposed by Nida and the occurrence
of gain and loss of information in the process of the translation is caused by the
73
differences in the structure and culture of both the source language and target
languages.
5.2 Implications
The concept of nominal group is very important. First of all, it can function
as subj ect and complement in a clause. Secondly, it can also function as the
complement of a preposition in a prepositional phrase. Theoretically, there are three
functional components or metafunctions are realized in language. In the English
clause a combination of th..ree different structures derives from the three distinct
functional components. On the grammar of the group, although we can still recognize
the same three components, they are not represented in the form of separate whole
strucwres but rather as partial contributions to a single structural line." Group
structure is, therefore, interpreted in terms of the ideational metafunctions.
The ideational component in group structure is split into two: experiential and
logical. The logical component defmes the logical-semantic relations in the group,
and the relationship in the nominal group is that of modification. The element
preceding the head is called the pre-modifier and that which follows the head the
post-modifier. On the logical component three positions can then be identified: pre-
modifier, head and post-modifier.
Based on the research findings, it is worth to say that the attempts to improve
the students' capability in uderstanding both the English and bahasa Indonesia
74
nominal groups through bilingual textbooks is very significant. Bilingual teaching
materials are rich with various linguistic and more specific grammatic characteristics
that make these texts are very important and challenging in the process of
understanding all grammatic characteristics.
By observing and searching the bilingual textbooks, the students can see
obviously the equivalency in the nominal groups between the source language
(English) and target language (bahasa Indonesia). Bilingual teaching materials have
two targetted skills. Firstly, the skill related to the field of study (Physics, and
Chemistry) and those that are related to comprehending the two languages.
equivalency of the target language towards the source 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
nominal group constructions that are very useful in teaching bilingual text books
2. In the classroom, it can be informed to the students that the analysis of nominal
group constructions in conjunction with the elements that construct the nominal
group, i.e.
(m}, h, (q) where (h)
=
nominal group with head only,; (mh)
nominal group with head and preceding modification, (mhq)
with head with pre- and post-modification, e.g. and (hq)
=
=
=
nominal group
nominal group with
head and post modification of head, e.g. missing in action.
3. The results of the analysis will be important for the students in comprehending
the various constructions of nominal group and the way to translation.
75
5.3 Suggestion
This suggestion is for the readers who are interested in translation that
(I) In translating the SL which is culturally loaded, besides bilingual, the
translator is also required to master the two cultural backgrounds in order to
be able to transfer as closely as possible the meaning and messages of the SL.
(2) Equally in academic area, when translating medical SL text as example which
is full of medical terms, those terms could have different meanings from
general of basic meanings so that the translator should cross check the
meanings between the dictionary and meanings according the register of in
medical area.
(3) The translator should be aware of translating all the paragraphs in SL text into
TL text because it can distort the original messages from SL text.
76
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Warren, M.R. (2004). Medieval Translation and Postcolonial Theory. Retrieved
March 10, 2010, from http://acl.ldc.upenn.edu/coling2004/W5/pdf/W5-ll.pdf
81
Nasution, Linny Rustina. Registration Number: 082188310035. Equivalence of
English Pre-Modifiers in lndo~esia
Bilingual Physics and Chemistry
Textbooks of the Sekolllh Menengah Alas. A Thesis: English Applied
Linguistics Study Program, Postgraduate School, State University of
Medan, 2011.
The purpose of this research is three-folds; ( 1) to find out the closest equivalents of the BI
pre-modifiers in nominal group constructions; (2) to find out and describe the
possibilities of loss and gain of information, and (3) to fmd out and describe the reasons
of the pre-modifiers are translated as they are. The method used is content analysis with
some objectives, i.e. find out the conceptual framework for a practical fmding in the
equivalence of English pre-modifiers in bilingual Physics and Chemistry textbooks as the
sources of data. The data are all pre-modifiers in both SL and TL. The research fmdings
are (1 ) some combinations of pre-modifiers can be seen in terms of two structures.
namely logical and experiential structures, e.g. the translation equivalent of pre-modifier
the concept of redox reaction which is equivalent to lwnsep reaksi redox. Category shift
occurred in this analysis, as in pre-modifier of nominal group construction in the
chemical reaction becomes a clause reaksi kimia. Then, for class shift is in an organic
chemical compound becomes suatu senyawa kimia organik. In this translation, the words
organic and chemical are adjectives in SL. Unit shift occurred in dichlorine heptaoxide
becomes dildor heptaoksida. The definite article an is not translated but it does not
change the meaning because the different system between SL and TL. (2) the translation
by using procedures of translation as proposed by Vinay and Daberlnet, as in : dichlorine
heptaoxide in SL becomes dildor heptaolrsida in TL and it is called borrowing: the
equivalent reaction is equivalent to realrsi ekivalen , in this case literal procedure of
translation i:; applied. (3) the theory of loss and gain of information (Nida 1985) and the
occurrence of gain and loss of information caused by the differences in the structure and
culture of both the SL and TL. The conclusion is category shift occurs in pre-modifier of
nominal group construction mn, mn, h and it is translated into different structure such as
H, Qn, Qn. The implications of the study are it can function as subject and complement in
a clause and as the complement of a preposition in a prepositional phrase.
40L(.
MILIK PERPL'STAKAAN
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0 L{ G 2-
A THESIS
EQUIVALENCE OF ENGLISH PRE-MODIFIERS IN INDONESIAN
BILINGUAL PHYSICS AND CHEMISTRY TEXTBOOKS OF
THE SEKOLAH MENENGAH ATAS
BY
LINNY RUSTINA NASUTION
Registration Number: 082188310035
English Applied Linguistics Study Program Postgraduate School
State University of Medan
This Thesis was examined on March 3"', 2011 by the Board of Examiners
Approved by
Adviser Commission
First Adviser
APPROVAL
This thesis was examined on 3rd March 201 t by the Board of Examiners.
Board of Examiners
Prof. Amrin Saraeih, Ph.D., M.A.
NIP. 19550 11 3 198203 1 002
Prof. Dr. Busmin Gurning, M.Pd.
NIP: 19590713 198601 I 001
>
Prof. Tina Mariany Arifin. Ph.D•• M.A.
NIP. 19440302 196902 2 001
Prof. Dr. Lince Sihombing, M.Pd
NIP. 19610425 198601 2 001
Dr. Didik Santoso, M.Pd.
NIP. 19660616 199403 l 006
I
ACKNOWLEDGMENTS
First of all, the writer's gratitude goes to God Almighty, Allah SWT for His
guidance during the completion of her study in the postgraduate Program of the State
University ofMedan.
On this occasion the writer would like to express her sincere gratitude and
appreciation to a number of people who have given her invaluable help, support,
suggestions, motivation, and encouragements in completion of this thesis
To Prof. Amrin Saragih, Ph.D., M.A. and Prof. Dr. Busmin Gurning, M.Pd. as her
first and second advisers for their valuable comments, suggestions, criticism, and
correction on this thesis in order to qualify its contents.
To Prof. Dr. Busmin Guming, M.Pd. and Prof. Dr. Lince Sihombing, M.Pd. as the
Head and Secretary of the English Applied Linguistics Study Program for their assistance
in processing the administration requirements during the process of her study in this
program.
A special gratitude is addressed to Prof. Tina Mariani Arifin, Ph.D., M.A, Prof.
Dr. Lince Sihombing, M.Pd. and Dr. Didik Santoso, M.Pd who have guided, helped and
pointed the right path in both the study and in writing this research report.
A very special thanks are due to the writer's beloved husband Syaiful Bahri,
daughters Rina Amana, Ennisahmora, and Makhraini Agustina for their material and
spiritual supports during her academic year.
A very special gratitude is also directed to her father :H. Ruslan Nasution and my
late mother: Hj. Tinar Machri Hsb and also all her brothers and sisters; M. Nasir, M.
ii
Alisahlan, Netty Ermina, Farida Naini, Nuraisyah, Yusnidar, and Doharni Safitri for
their supports and prays.
A special thank and gratitude is also due to Dr. Drs. Eddy Setia, M.Ed TESP, her
lecturer in Translation subject for encouraging her to take on this voyage and for sharing
his theoretical insights and ideas. His theoretical contributions from the basis of the work
described here, and without his support and insight she would not have had the
conceptual basis to understand open source.
Many colleagues in SMA I Medan and friends in the English Applied Linguistics
Study Program made a difference to her during these three academic years. A few who
should be mentioned are Suwanto, Suwito, Fatimah Purba and Dince Lasma Tarihoran
for fruitful discussions, coauthorship, and comments on various drafts of this thesis,
sharing their research and life perspectives and experiences, enlivening university life.
Special thanks go to her Headmistress, Dra. Hj. Rebekka Girsang, for being
source of motivation and for inviting and supporting her in continuing her study. She
provided useful perspectives and insights, and perhaps most importantly strengthens her
own confidence in fmishing this study.
May God bless us.
Medan,
February 201
The writer
Linny Rustina Nasution
RegistrationNumber: 082188310035
iii
TABLE OF CONTENTS
Page
ABSTRACT
ACKNOWLEDGEMENTS
..... .. .. .. ...... . . ..... ... . ..... ... ... ... ... . ..... .. . . .....
ii
TABLE OF CONTENTS ..... ....................... ......... .. ........................
iv
LIST OF TABLES
vii
................................................... ..... . ... ...... ....
LIST OF APPENDICES.... .. .. ......... ..... ... .... .. ....... .... .......... .. ..... ... ..
-
CHAPTER II
viii
1.2 Problems of the Study ................................. .... .... .
3
1.3 Objectives of the Study ........................................ .
3
1.4 Scope of the Study
.......................................... ..
4
1.5 Significance of the Study ................................... ..
4
1.5.1 Theoretical Significance ...............................
5
1.5.2 Practical Significance
5
REVIEW OF LITERATURE ................................... .
6
2.1 Theoretical Framework ...................................... .
6
2.l.l Equivalence in Translation
.. . . . . . . . .. . . . . . . . . . . . . . . . .
6
2.1.2 Translation and Translation Procedures ..............
8
2.1.2.1 Translation
. . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
2.2 Concepts . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
2.2.1 Nominal Group Construction in EN and BI . . . . . . ..
22
2.2.l.l Nominal Group Construction in EN . . . ...
22
iv
2.2.1.1.1 Pre-modifier in EN Nominal
Group Construction . . . . . . . . . . . . ..
24
2.2.1.2 Nominal Group Construction in BI . . . . . . . . .
27
2.2.2 Loss and Gain of Information . . . . . . . . . . . . . . . . . . . . . . . .
35
2.3 Nominalization and Nominal Groups in English . . . . . . . . . ..
36
2.4 Conceptual Framework ... .... ................. ..... . ... .......
39
3.1 Research Design
....................................... .... ....
42
3.2 Data Source .................................................... ..
42
3.3 Technique of Collecting Data . . ....... .. . . . . . . . . . . . . . . . . . . . . . ..
43
3.4 Technique of Analyzing the Data .............................
44
3.5 Trustworthiness .............................. ...................
45
3.6 Technique of Presenting the Analysis..........................
47
CHAPTER IV ANALYSIS, FINDINGS, AND DISCUSSION..................
48
4.1 Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
48
4.1.1 The Closest Equivalents of the Bl Pre-modifier in
Nominal Group ................................... ... ... ...
49
4.2 Loss and Gain in Information Concerning the Translation
of BI Pre-modifier ............ .. ........ .... ... ............... .
53
4.2.1 Related to m,h Construction ...... ..... .......... ......
53
4.2.2 .Related to h Construction .............. .... ...........
61
4.2.3 Related to m,h,q Construction . . . ... . . . . . . . . . . . . . . . . . . . .
66
4.3 Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
v
4.4 Discussion........................................................
71
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND
SUGGESTIONS
73
S.l Conclusions
73
REFERENCES
APPENDICES
-z
?
00
vi
LIST OF TABLES
Table
Page
1.1
Pre-modifier Construction
2.1
Nominal Group Constructions (Margono, 2006) ............. . .... ...... . ........
27
4.1
Element Structure of mh in Physics ........ .... .. .. .. ..... . ..... .......... ....... ..
50
4.3
Element Structure of h in Physics
4.4
Element Structure of m,h in Chemistry . .. .. .. . .. .. .. .. . .. .. . .. .. . .. . . . .. .. .. . . .. ... 60
4.5
The pre-modifiers in the SL text . . .. . .. . . . . . . . .. . .. . .. . .. .. .. . . . . . .. . . . . . .. . .. . . .. .. 62
4.6
Element Structure of m,h,q in Physics .. .. . . .. .. .. .. .. .. . . .. .. .. . . .. .. .. ...... . .. .
-z
4.7
?
.. .. . . .. . .. . . .. .. . .. . .. . . . . . .. . . .. .. .. . .. .. . . . . .. 60
62
Element Structure of m,h,q in Chemistry .. .... . .. .. .... . .. .. . .. .. .. .. . ... .. .. .. .. . 63
w
vii
LIST OF APPENDICES
APPENDIX
Page
I.
Elements of Structure (ES) of nominal groups in Physics ......... ...... 82
2.
Elements of Structure (ES) of nominal groups in Physics . . . . . . . . . . . . . . . 88
3.
Overall Data
viii
CHAPTER I
INTRODUCTION
1.1 Background of Study
Mastering English (EN) is considered very important to tlie extent that this
language is assumed to have a more prestigious position than bahasa Indonesia (Bl).
Nowadays, the use of language of wider communication, particularly EN is basically
needed in the areas of politic, business, education, etc. Mass media are various basic
needs today, where EN, as an international language is also needed. The media could
be in both print from and in electronic such as in the form newspaper, magazine,
bulletin, radio, TV, and the newest one, internet, where EN also plays an important
role. The different in many aspects of grammar in two different languages cause the
problems for the learners to master it.
In education, in order to reach a high quality of the students in mastering
English, besides the four skills, i.e. listening, speaking, reading, and writing,
translation is also an important skill today. Translation is needed by them because the
textbooks they use (mostly the natural sciences ones) are written in bilinguals - BI
and EN. In wider scope, translation in particular is very needed in Indonesia in which
global information from other countries in terms of business, international
relationships, education, science and technologies and infrastructure can be obtained.
Translation in various areas from EN to the other languages including BI is very
1
important. In fact not all references are written in BI because they are from different
countries and using different languages. One hand, in this case, translation is very
significant for grasping the message from foreign languages into BI. On the other
hand, when people in other countries need information from Indonesia, translation
also plays an important role. The BI text should be translated into the other target
languages.
The use of bilingual textbooks is very important because the students can
learn both the knowledge (Biology, Chemistry, and Physics) and the English
language. As an English teacher in Senior High School and the school uses bilingual
textbooks, such as Biology, Physics, and Chemistry, it is suggested that teachers who
teach those subjects should have high competence in English.
In order to increase students' ability in English, some senior high schools use
bilingual textbooks. The main objectives of the use of bilingual textbooks are
twofold. Besides understanding its subjects, the students are also hoped to be familiar
enough with the English in its specialized subject. By reading the bilingual textbooks
the students also learn the way of translating indirectly. The process of translating
while they are studying the text is simply the process of semantic and syntactic
transfer from a sentence written in Bahasa Indonesia (BI) as the source language (SL)
to a sentence in English (EN) language as the target language (TL). This process is
rigidly constructed, in order to preserve sentence alignment between the original text
(in this case BI) and the target text (EN). In the followings, it is necessary to describe
the translation procedures that are adopted in this thesis.
2
Within the target-oriented approach to translation. which views translation as
a cuJtural product of the target system, Toury (1995) focuses on the translated texts,
their processes, features and functions. isolating them from their context and
ideology, thereby not fully addressing the quality in translation. While Lefevere
(1992a) also follows the view on translation as a cultural product of the target system,
he addresses ideology and power which initiate the act of translation in his analysis.
l .l Problems of the Study
There are three problems to be taken into account in transferring the meaning
pf the pre-modifier especially Bl nominal group constructions into EN which are
-z
?
found in the two textbooks. The problems can be formulated as the following:
1) How are the closest equivalents of the BI pre-modifiers in nominal group
constructions in the translated versions as found in the textbooks?
2) What loss and gain of information are there concerning the translation of BI
pre-modifiers in nominal group constructions in the translation of the two
textbooks?
3) Why are the pre-modifiers translated in that way?
1.3 Objectives of the Study
The objectives of the study in this thesis are to fulfill the answers of the
problems given. Specifically there are three objectives in this study. They are
3
1) to analyze the texts in order to fmd out the closest equivalents of the BI premodifiers in nominal group constructions in the translated versions as found
in the textbooks,
2) to find out and describe the possibilities of loss and gain of information
concerning the translation of BI pre-modifiers in nominal group
constructions in the translation of the two textbooks, and
3) to fmd out and describe the reasons of the pre-modifiers are translated as
they are.
1.4 Srope of the Study
The analysis in this thesis focuses on pre-modifiers with their varieties found
in the two textbooks mentioned. Those modifiers are analyzed in order to see how
they are translated into the target language text. Then related to the procedures used
in the translating process, all of the seven procedures will be analyzed. Finally, the
study will be ended by the description of loss and gain of information on the premodifiers of nominal group constructions.
1.5 Significance of the Study
The fmdings of this research may have two general significances, i.e.
theoretical and practical ones. The description of these significances can be seen in
the following.
4
1.5.1 Theoretical Significance
Theoretically, there are four significances of the findings. They may provide
a new contribution to the development of the conceptual knowledge on the study of
(I) pre-modifiers in nominal group constructions in both English and Bahasa
Indonesia; (2) translating English nominal groups (as a source language) into bahasa
Indonesia (as a target language); (3) investigating equivalency in the process of
translation of SL nominal groups into TL; and (4) fmding reasons why the TTL is
translated in that way"
1.5.2 Practical Significance
Practically, the fmdings may be used to improve the ability of the researcher
in one hand. and the readers who are interested in nominal groups of the two
languages (SL and TL) in another. Besides, the findings may help the readers to know
more about ways of translating English nominal groups into bahasa Indonesia.
5
CHAPTERV
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusion
1.
The closest equivalents of the BI Premodifiers can be seen from their
constructions in elements of structure (ES) of the nominal groups: (m), h, (q),
where h is the nominal group with head only, e.g. finger print;
mh is the
nominal group with head and preceding modification, e.g. chemical reaction;
>
-
mhq is the nominal group with head with pre and post-modification, e.g. the
number of hydrocarbon; and hq
is the nominal group with head and post
modification of head, e.g. missing in action.
2. Finding the translation by using procedures of translation as proposed by Vinay
and Daberlnet, the following can be shown: dichlorine heptaoxide(ll3) in SL
is translated into diklor heptaolrsida in TL and; therefore, it is called borrowing:
the equivalent reaction is equivalent to reaksi elcivalen, in this case literal
procedure of translation is applied.
3.
The theory of loss and gain of information proposed by Nida and the occurrence
of gain and loss of information in the process of the translation is caused by the
73
differences in the structure and culture of both the source language and target
languages.
5.2 Implications
The concept of nominal group is very important. First of all, it can function
as subj ect and complement in a clause. Secondly, it can also function as the
complement of a preposition in a prepositional phrase. Theoretically, there are three
functional components or metafunctions are realized in language. In the English
clause a combination of th..ree different structures derives from the three distinct
functional components. On the grammar of the group, although we can still recognize
the same three components, they are not represented in the form of separate whole
strucwres but rather as partial contributions to a single structural line." Group
structure is, therefore, interpreted in terms of the ideational metafunctions.
The ideational component in group structure is split into two: experiential and
logical. The logical component defmes the logical-semantic relations in the group,
and the relationship in the nominal group is that of modification. The element
preceding the head is called the pre-modifier and that which follows the head the
post-modifier. On the logical component three positions can then be identified: pre-
modifier, head and post-modifier.
Based on the research findings, it is worth to say that the attempts to improve
the students' capability in uderstanding both the English and bahasa Indonesia
74
nominal groups through bilingual textbooks is very significant. Bilingual teaching
materials are rich with various linguistic and more specific grammatic characteristics
that make these texts are very important and challenging in the process of
understanding all grammatic characteristics.
By observing and searching the bilingual textbooks, the students can see
obviously the equivalency in the nominal groups between the source language
(English) and target language (bahasa Indonesia). Bilingual teaching materials have
two targetted skills. Firstly, the skill related to the field of study (Physics, and
Chemistry) and those that are related to comprehending the two languages.
equivalency of the target language towards the source 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
nominal group constructions that are very useful in teaching bilingual text books
2. In the classroom, it can be informed to the students that the analysis of nominal
group constructions in conjunction with the elements that construct the nominal
group, i.e.
(m}, h, (q) where (h)
=
nominal group with head only,; (mh)
nominal group with head and preceding modification, (mhq)
with head with pre- and post-modification, e.g. and (hq)
=
=
=
nominal group
nominal group with
head and post modification of head, e.g. missing in action.
3. The results of the analysis will be important for the students in comprehending
the various constructions of nominal group and the way to translation.
75
5.3 Suggestion
This suggestion is for the readers who are interested in translation that
(I) In translating the SL which is culturally loaded, besides bilingual, the
translator is also required to master the two cultural backgrounds in order to
be able to transfer as closely as possible the meaning and messages of the SL.
(2) Equally in academic area, when translating medical SL text as example which
is full of medical terms, those terms could have different meanings from
general of basic meanings so that the translator should cross check the
meanings between the dictionary and meanings according the register of in
medical area.
(3) The translator should be aware of translating all the paragraphs in SL text into
TL text because it can distort the original messages from SL text.
76
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81