Post on 08-Nov-2014
RESEARCH REPORT
TRANSLATION SHIFT FOUND IN THE NOVEL ‘NO GREATER LOVE’ BY DANIELLE STEEL
BY
DRA.THATHIT MANON ANDINI, M.HUM.
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MALANG
2007
P2I
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APPROVAL SHEET RESEARCH PROPOSAL PBI
1.a. Research title : Translation Shift Found in The Novel ‘No Greater Love’ by Danielle Steel
b. Field of study : Education c. Research categorization : I
2. Researcher : a. Name : Dra. Thathit Manon Andini, M.Hum. b. Sex : Perempuan c. Golongan, Pangkat dan NIP : IIIB, Penata Muda Tk.I , 104.9109.244. d. Fungsional degree : Asisten ahli e. Structural degree : Vice Dean III f. Faculty/departmet : Teacher Training and Education/English g. Research center : Research Bureau of Muhammadiyah
University of Malang 3. Address of Researcher :
a. Office/Telp/Fax/EMail : Jl.Raya Tlogomas 246. Malang (0341)464318.Fax. (0341) 460435
b. Residence/ Telp/Fax/EMail : Jl. Tlogo Indah IA/9 Malang 65144 (0341) 555729
5. Research location : Muhammadiyah University of Malang 6. Time allocation : 10 months 8. Research cost : Rp.2.000.000.(Two Millions Rupiahs)
Malang, 14 Juni, 2007 Legalized by: Researcher, Dean of KIP,
Drs. Fauzan, M.Pd. Dra. Thathit Manon Andini, M.Hum. NIP: 104.8809. 0077 NIPUMM:104.9109.244
Legalized by, Chairman of Research Bureau
DR.Ir.Wahyu Widodo,MS NIPUMM:110.8909.0128
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LEMBAR REGRISTRASI PERPUSTAKAAN UNIVERSITAS MUHAMMADIYAH MALANG
Yang bertanda tangan di bawah ini menerangkan bahwa:
Nama : Dra. Thathit Manon Andini, M.Hum.
NIPUMM : 104.9109.0244.
Pangkat/Jabatan/Golongan : Penata Muda Tk.I/Asisten Ahli/ IIIB
Unint Kerja : FIKP – Bahasa Inggris Universitas Muhammadiyah
Malang
Judulu Penelitian : Translation Shift Found in The Novel ‘No Greater Love’ by Danielle Steel
Bahwa Penelitian tersebut telah terdokumentasikan di Perpustakaan Pusat
Universitas Muhammadiyah Malang, dengan register No: 6.K /……../ Perpus /
UMM / ……… / 2007, tanggal ………………… 2007.
Malang, ……………………….
Ka Perpustakaan,
Drs. Ec. Shobari, M.M.
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ABSTRACT TRANSLATION SHIFT FOUND IN THE NOVEL ‘NO GREATER LOVE’ BY DANIELLE STEEL
BY Thathit Manon Andini
Translation is an interesting thing to do because in translation, translators do many things and also get so many things. The translators face many difficulties in finding the closest equivalence. Equivalence in meaning is the main factor in translation. Good translation is that there is no any distortion in meaning.
Due to those difficulties, Larson (1984:22) says that translation is a complicated process. Barnwell (1983:15) says that a good translation should be accurate, clear, and natural so it is not sound foreign. The principle in translation is the sameness meaning in the source language (TL) and the target language (TL). One of the competencies that should be possessed by translators is language competence. Other competencies are textual competence, subject competence, cultural competence, and transfer competence.
To get a good translation, there are so many factors that should be remembered by translator. The two important factors are linguistics factor that cover words, phrases, clauses and sentence; nonlinguistic factors cover the cultural knowledge on both source and target language culture (Nababan, 1999:20). Other difficulty in translation are related to idiomatic expression because each of the language express its own culture where it is used (Tarjana, 200:2). Another one is noun phrase. Soemarno (200:1) says that the difficulties not only the vocabulary but also the word structure. The other difficulty is in the process of transferring the meaning from source language into the target one.
To find the closest equivalence: Equivalence at word level and above word level, grammatical equivalence, Textual equivalence and Pragmatic equivalence, the translators do the translation shift. Shift in translation is permitted as far as it does not change the meaning. It is the reason why the researcher wants to conduct the research on translation shift.
As far as translation shift are concerned, Cardford gives two types of translation shifts, namely level shifts, and category shifts that are divided into structureshifts, classshifts, unitshifts, and Intrasystem shifts. In this research, it is limited in structureshifts.
This research is descriptive research. Descriptive research is design to obtain information concerning the current status of phenomenon (Ary,1979:295). According to John W. Best (1970:25) Descriptive research describes what it is. It involves the description, recording, analysis, and interpretation of conditions that exist.
The data sources of this research are:1) Documents. The documents in this research is the translated novel with the title ‘Yang Terkasih’ the translation from ‘No Greater Love’ by Danielle Steel Translated by Indri Ka Hidayat.
The result of this research shows that the translator did structural and class shifts in translating ‘No Greater Love’. In relation to this shift, some of them are inappropriate so it makes the meaning or the idea of the sentences are changed.
***
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CHAPTER I
INTRODUCTION
I. THE BACKGROUND OF RESEARCH
Translation is a target text written as a result of the translator’ comprehension
of source text. As a means of communication, the translation should be accurate,
clear and natural and also should be there sameness in meaning, paralellism in form.
To get a good translation, there are so many factors that should be
remembered by translator. The two important factors are linguistics factor that cover
words, phrases, clauses and sentence; nonlinguistic factors cover the cultural
knowledge on both source and target language culture (Nababan, 1999:20). Other
difficulty in translation are related to idiomatic expression because each of the
language express its own culture where it is used (Tarjana, 2000:2). Another one is
noun phrase. Soemarno (2000:1) says that the difficulties not only the vocabulary
but also the word structure. The other difficulty is in the process of transferring the
meaning from source language into the target one.
Due to those difficulties, Larson (1984:22) says that translation is a
complicated process. Barnwell (1983:15) says that a good translation should be
accurate, clear, and natural so it is not sound foreign. The principle in translation is
the sameness meaning in the source language (TL) and the target language (TL). One
of the competencies that should be possessed by translators is language competence.
Other competencies are textual competence, subject competence, cultural
competence, and transfer competence.
Students of English Department of teacher Training and Education of
Muhammadiyah University of Malang are not only given the knowledge about
teaching learning process, but also the knowledge on translation as one of optional
subjects besides English Business, English for Young Learners, and American study.
This subject given to the students to give the knowledge about translation. We know
that translation is much needed by someone to transfer one language to another
language. By giving this subject, it is hoped that it will give more chance to students
to get a job other than to be a teacher as the main purpose of their studying in
Faculty of teacher training and education to be a teacher. Besides, the optional
subject given to the students are.
In translating text, there are so many aspects that should be remembered by
translator. One of them is mastering language both source language and target
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language. It is one of the reasons why the researcher conducts the research related to
the students’ grammatical problems related to the linguistic aspect in English
language. The problems usually faced by students are lexical problems and
grammatical problems. Grammatical problems cover the problems related to the
word in relation to the other word. In getting a good translation, the translators or
students have to know the grammar of the two language. So that is why, according to
the researcher, this research is necessary to be done. By knowing the problems, the
teacher will choose the most appropriate the strategy how to solve the problem to get
better students’ acquisition.
Based on the previous explanation, the writer thinks that this research is
necessary to be done to know the students’ grammatical problems in translating
Indonesia into English and the solution taken by students. Knowing the solution done
by students is very important because if they can solve their problem appropriately,
they will result a good translation. By identifying their problems, the lecturer will
identify it and have the solution how to improve the weaknesses. It is hoped that by
joining translation class, their ability in translating will be better than before .
II. RESEARCH PROBLEMS
This research will be done to answer the problems (1)what kinds of
translation shifts found in ‘No Greater Love’ by Danielle Steel? And (2) how is the
equivalence of meaning of the translation shift ?
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CHAPTER II
REVIEW RELATED LITERATURE
1. The definition of translation
Translation is not only the transferring something written in source language
into target language. Munday (2000:4) says that the term translation itself has several
meanings: it can refer to the product and the process. The product involves the
translated text and the process involves the translator changing an original written
text (source language) into written text (target language) in different verbal language.
Nida and Taber (1982:12) proposes a rather complete definition of
translation. According to the two experts, “Translating consisting of reproducing in
the receptor language the closest natural equivalence of source language message,
first in terms of meaning and secondly in terms of style.” The definition proposed by
Nida and Taber contain some elements that should be taken into account by a
translator in performing his/her task: reproducing the message, equivalence, natural
equivalence, closest equivalence, priority on meaning and also style.
According to the definition, the translator should try to reproduce the
message contained in the source language into the one in the target language. In this
matter, what the translator should do in translating is to create the equivalent
message, not the form in the target language. Or it can be stated that an emphases
should be put on the reproduction of the message rather than the conversation of the
form or grammatical structures. To get such equivalent message, many grammatical
and lexical adjustments should be made.
Based on the two definition, it is known there are so many factors that should
be considered to get a good translation. A good translation, therefore, does not sound
like translation. It should be natural as if it is originally written in target language.
2. Translation as a product
The product of translation is the text as a result of transferring the content,
message, meaning from one language to another. Translation as a product is seen as
the translated text without knowing the process how the translators translate it. The
readers just see the product itself whether it is readable, understandable or not.
Barnwell (1984:15) says that translator can result a good translation if the translator
can transfer the meaning of source language into target language accurately, clearly ,
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and naturally. The most important thing to be remembered by translator is the
meaning because should be there sameness meaning in source language and target
language.
In transferring the meaning, translators have to pay attention to the
equivalence, Mc. Guire (1991:25) proposes four types of equivalence, (1) Linguistic
equivalence, (2) Paradigmatic equivalence, (3) Stylistic equivalence, and (4) Textual
equivalence.
3. The Nature of Linguistic Meaning and Equivalence
The principle in translation is the sameness meaning in the source language
(TL) and the target language (TL). For the message to be ‘equivalent’ in ST and TT,
the codeunits will be different because they belong to two different sign systems
(language). Jakobson in Munday (2000:37) says that ‘Equivalence in difference is
the cardinal problem of language and the pivotal concern of linguistic.’ He, further,
says that the problem of meaning and equivalence thus focuses on difference in the
structure and terminology of language of languages rather than on any inability of
one language to render a message that has been written in another verbal language.
The difference can be in the grammatical and lexical form.
Dullay et all ( 1982:148) says that the problems often found in translation is
the errors taxonomies have been based on the linguistic item. This linguistic category
taxonomies classify errors or problems according to the either or both the language
component or the particular linguistic constituent the error affects.
Language components include phonology (pronunciation), syntax and
morphology. Morphology involve indefinite article, possessive case, third person
singular verb, simple past tense, past participle, and comparative adjective. Syntax
involves noun phrase, verb phrase, Verband –verb construction, word order, and
some transformation.
4. Translators
In daily life, someone will say that a translator is someone who can translate
or transfer from one language into the target one. It can be explained from the
translation. Translation is a means of communication. It is an intercultural verbal
activity . Translator is someone that can transfer the meaning from one language into
the target one by considering linguistic factors. Nord (1997:17) says
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“Translators enable communication to take place between members of different culture communities. They bridge the gab between situations where differences in verbal and nonverbal behavior, expectations, knowledge and perspectives are such that there is not enough common ground for sender and receiver to communicate effectively by themselves”.
Another way of characterizing translators is by looking at their professional
status and the nature of their daily working practice. On the basis of professional status,
translator can be categorized into amateur, semiprofessional, and professional
translators. Amateur translators are those who do translation as hobby. Professional
translators, in contrast, are translators to earns money rather than a hobby
(Robinson,1997:33). Semi professional translators are between the professional
translators and amateur translators.
Based on the nature of their daily working practice (Nababan, 2004:66) says that
‘Translator can also be characterized as parttime translators and full time translator. Parttime translators generally do translation as a second job. Fulltime translator, in contrast, earn money by working solely as translator. This division implies that parttime translators may be semi professional translators while fulltime translators are professional translator.’
5. Translator’s Competence
Translating in a complex activity. Larson (1984:22) says ‘Translation is a
complicated process. However, translator who is concerned with transferring the
meaning will find that the receptor language has a way in which the desired meaning
can expressed, even though it may be very different from the source language form’.
Translation, of course, cannot be separated to two aspects, they the aspects of
linguistics and the aspects of nonlinguistics. Nida (1975:95) says ‘The actual
process of translating can be described as a complex use of language; but the
scientific study of translating can and should be regarded as a branch of comparative
linguistic, with a dynamic dimension and focus upon semantics’.
Based on the explanation above, to be able to translate well, there are so
many aspects that should be remembered by translators. They have to have
knowledge to enable them to translate.
The work of translating is not only transfer the meaning from SL into TL.
Besides the language knowledge (SL and TL), the translator should posses cultural
knowledge, language style used in SL and TL as well as the process of translation.
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Nababan says (2004:70) that translators should be competent in (1) Language
competence, (2) Textual competence, (3) Subject competence, (4) Cultural
competence, (5) Transfer competence.
6. Transation and habit.
Translation covers two activities, those are remembering facts and
remembering feeling. Translator has own the information and then how to perform in
action. Translator work has to be clear, accurate, and understandable. The process of
transferring is not easy work. He has to find the closest meaning of the source
language in the target language. To get the points, there so many thing that the
translator to be considered. Beside the linguistic aspect, non linguistic aspect is also
important. Another thing that is very important is experience and habit.
7. Translation Shifts
Shift is something unavoidable in translation. In his attempt to transfer the
meaning from one language (SL) to another (TL) by means of the universally known
practice of translation, the translator faces a plethora of linguistics, stylistic and even
cultural problems. In this case, Popovic (1970;79) says that ‘this transfer is not
performed directly and is not without difficulties.’ This means that the act of
translation can be analyzed along range possibilities, which bring about a number of
shifts in the linguistic, aesthetic and intellectual values of the source text (ST).
8. Catford and the introduction of translation shifts.
As far as translation shifts are concerned, Catford defines them as ‘depatures
from formal correspondence in the process of going from the SL to the TL. Catford
argues that there are two main types of translation shifts, namely levelshifts, where
the Sl item at one linguistic level (grammar) has at a different level (e.g. lexis), and
category shifts which are divided into four types:
1. Structure shifts, which involve a grammatical change between the structure of
ST and that of the TT;
2. Classshifts, when a SL item is translated with a TL item which belongs to a
different grammatical class, i.e. a verb may be translated with a noun;
3. Unitshifts, which involve change ranks;
4. Intrasystem shifts, which occur when ‘SL and TL process system which
approximately correspond formally as to their constitution, but when
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translation involves selection of a noncorresponding term in the TL system’.
For instance, when the SL singular becomes a TL plural.
9. English Sentence Structure
10. Indonesian Sentence Structure
11.THE PURPOSE OF THE RESEARCH
Based on the research problems. The purpose of this research are (1)what
kinds of translation shifts found in ‘No Greater Love’ by Danielle Steel? And (2)
how is the equivalence of meaning of the translation shift ?
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CHAPTER III
THE SIGNIFICANCE OF THE RESEARCH
The significance of this research is, theoretically, this study can give the
knowledge to the readers or students about the theory of translation especially shift in
translation; practically, the readers or the students will know the way how to translate
well because they can shift appropriately.
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CHAPTER IV
RESEARCH METHODOLOGY
1. Research Design
This research is descriptive qualitative research. Descriptive qualitative
research is design to obtain information concerning the current status of
phenomenon. Descriptive research describes what it is. It involves the description,
recording, analysis, and interpretation of conditions that exist.
This research belongs to descriptive qualitative research, since the data are
information about students’ grammatical problems in translating Indonesian into
English and the way how they solve their problems.
The key instrument of this research in the researcher herself, so the researcher
can get information as much as possible both predicable and unpredictable data as
Moleong says (2001:123).
2. Location of the Research
This research is done in Muhammadiyah University of Malang.
3. Data Sources
Data sources in qualitative research is man, event and attitude, documents.
Moleong says that books, scientific books, biography, and journal can be used as a
data sources. The data sources of this research are:
a. Documents
The documents in this research is the novel ‘No Greater Love’ by Danielle
Steel? And ‘Yang Terkasih’ by Indri K Hidayat.
4. Data Collection
The technique to get the data are making a note of document. Sources data in
this research, the novel ‘No Greater Love’ by Danielle Steel? And ‘Yang Terkasih’
by Indri K Hidayat.
5. Data analysis technique
In this research, the researcher uses interactive data analysis. According to
Sutopo (2002:96) there are three steps in this model, they are (1) reduction of data,
(2) presentation of data , (3) drawing conclusion or verification.
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Reduction of data is the step of choosing , focusing, simplifying and data
arranging of gathered data. The selected data is to be given a sign in order make
researcher easier to analyze the data. In this research, there are two kinds of data,
they are oral data and written data.
Data presentation is an important information in a research. Written data
presentation is the translated text by the students. While oral data is the oral data
contains the information about the difficulties faced by the students in translating the
English text into Indonesian.
Drawing conclusion or verification is the last step in the research. After data
have been available, drawing conclusion is done. If the researcher does not satisfied
yet on her conclusion, she can do the data collection to complete the data. In this
condition, it seems that qualitative research process run in around activities.
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CHAPTER V
FINDINGS AND DISCUSSION
5.1. Findings
In this chapter, the researcher presents the finding and discussion based on
the data analysis. This finding covers (1) Structure shifts, which involve a
grammatical change between the structure of ST and that of the TT; (2) Class shifts,
when a SL item is translated with a TL item which belongs to a different
grammatical class, i.e. a verb may be translated with a noun; (3) Unit shifts, which
involve change ranks; (4) Intrasystem shifts, which occur when ‘SL and TL process
system which approximately correspond formally as to their constitution, but when
translation involves selection of a noncorresponding term in the TL system’, for
instance, when the SL singular becomes a TL plural.
This finding presents the possibility finding of the four translation shift in No
Greater Love.
5.1. Findings
(SL2,TL2)
SL : There were eleven people in the enormous dining room, and it was so cold
that Edwina could barely more her finger.
TL : Padahal dalam ruang makan luas itu ada sebelas manusia. Udara di situ
dinginnya bukan main sampai jari Edwina kaku, hampir tak bisa digerak
gerakkan.
SL TL
There Were Eleven sebelas People manusia In dalam The Enormous Dining room ruang makan And It udara Was So bukan main Cold dingin That sampai Edwina Edwina Could Barely hampir tidak
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More Her nya Finger jari
Based on the contrastive analysis above, it is known that the translator did the
structural shift and also class shift. The Translator changes from one sentence
becomes two sentences. The translator also changes the subject of the sentence. The
Subject of the first sentence is eleven people, and the second sentence is It. It can be
said that the translator did the class shift that eleven people becomes it. The shift
found in the translation does not change the meaning of the sentence. It is allowed,
but the sentence become not effective.
(SL3, TL3)
SL : She glanced down at them and caught the gleam of her engagement ring in
the morning sunlight, and then smiled, as she glanced across the table at her
parents.
TL : Gadis itu mengerling jemarinya. Cincin pertunangannya kemilau ditimpa
sinar mentari pagi. Dia lalu tersenyum sambil melempar pandang kearah
kedua orang tuanya yang duduk di seberang meja.
SL TL
She Gadis itu Glanced down mengerling At them jemarinya And Caught The Gleam kemilau Of Her Engagement pertunangannya Ring Cincin In The Morning Sunlight sinar mentari pagi And Then lalu Smiled tersenyum As sambil Glance melempar pandang Across ke arah The Table meja At Her Parents kedua orang tuanya
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Duduk Di seberang
On the above translation, the translator translates from one sentence to three
sentences. Of course there is change of the structure of the two sentences (SL and
TL).
In the SL the structure of the sentence is S + V + Complement. In the TL the
subject becomes two, they are gadis and cincin pertunangannya. This structural
changes in this translation does not change the meaning but the problem is the
sentence is not effective. In translation, the translator also did the class shift that
Glance becomes melempar pandang.
(SL4,TL4)
1. SL: Even with his eyes cast down at his plate, she could see the mischief at the
corner of her father’s mouth.
TL: Walaupun tampak serius menghadapi piring sarapannya, garisgaris jenaka
di sudut di mulut ayahnya tak bisa disembunyikannya.
SL TL
Even walaupun with his eyes tampak serius cast down menghadapi at his plate piring sarapannya she could see the mischief garisgaris jenaka at the corner di sudut of her father’s mouth di mulut ayahnya tak bisa disembunyikan
Based on the analysis above, it can be seen that the translator adds and omits the
information that causes the changes of the message of the SL sentence. It can be seen
in the word tampak serius and tak bisa disembunyikan. The two informations are not
found in the SL. She did the structural shift. In SL, the subject of the sentence is
She that preceded by adverb clause. In TL, the subject of the sentence is garisgaris
jenaka. In this translation, the shift is not appropriate and disposible.
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(SL5,TL5)
SL: And she was sure that beneath the table, he was holding her mother’s hand.
TL: Edwina sudah bisa menebak – di kolong meja, tangan ayah dan ibunya pasti
sedang bergenggaman.
SL TL
And She Edwina Was sure sudah bisa menebak That Beneath the table di kolong meja He Was holding tangan ayah dan ibunya pasti sedang bergenggaman
The translation above, the translator also did unnecessary addition and omission.
The translator did not do the structural shift. In the SL, the Subject of the sentence
is She,and in the TL the Subject is Edwina.
(SL6,TL6)
SL: Left to themselves, they were always teasing and laughing, and whispering
playfully, and their friends liked to say that it was no wonder they had six
children.
TL: Memang begitulah mereka, terlebih kalau mereka sedang tidak
diperhatikan siapasiapa – saling menggoda , tertawa, berbisiskbisik,
cekikikan geli. Tak heran mereka punya enam anak, begitu kawankawan
mereka berkomentar.
SL TL
Memang begitulah mereka
Left to themselves terlebih kalau mereka sedang tidak
diperhatikan sispasiapa
They Were Teasing saling menggoda And Lauging tertawa And Whispering berbisik
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Playfully cekikikan geli. and
Tak heran mereka their friends liked to say that it was no wonder they mereka had punya six enam children anak
In the above translation, it can be seen that the translator did the class shift. It can
bee seen in the word Teasing that was translated into saling menggoda. In this
translation there is a change from word into phrase and this phrase become reciprocal
expression that was not found in the TL.
(SL7,TL7) SL: At fortyone, Kate Winfield still looked like a girl.
TL: Meskipun usianya sudah 41, Kate Winfield masih mirip gadis remaja.
SL TL
Meskipun
At fortyone usianya sudah 41
Kate Winfield Kate Winfield
still masih
looked like mirip
a girl. gadis remaja
The example above shows that the translator did the structural shift. It can be
seen that the translator change structure of SL. In the SL, the sentence consists of one
adverb clause At fortyone and one main clause Kate Winfield still looked like a girl.
In TL, the translator changes the meaning of the adverb clause as something
contradictive. It is not found in the SL. And in this translation, the translator did
addition in the word a girl becomes gadis remaja.
(SL8,TL8)
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SL: She had a lithe figure and slim waist, and walking behind them at a
distance, it was often difficult to discern Kate from her oldest child,
Edwina, who was also tall and had shining dark hair and blue eyes.
TL: Perawakannya ramping luwes. Dilihat dari belakang saat dia dan putri
sulungnya, Erwina, berjalan berdampingan – sulit dibedakan mana yang ibu
dan mana yang anak. Edwina juga berperawakan semampai dengan rambut
hitam berkilau dan sepasang mata biru jernih.
In this translation, the translator did a class shift in translating phrase She had a
lithe figure. This phrase is translated into perawakannya. There is a change from
phrase into noun. So it is categorized in class shift.
In this translation, the translator also did structural shift. She did the a
grammatical change between the structure of ST and that of the TL
In the SL , there is only one sentence but in TL there are two sentences. So, it can be
said that there are two subject in TL. And also the translator changes the active voice
in the SL int0 passive voice in the TL. It was found also that translator did the
addition the phrase blue eyes becomes biru jernih. This change actually does not
change the meaning but it is categorized no accurate translation.
(SL9,TL9)
SL: They were very close, as the entire family was.
TL: Hubungan ibu dan anak itu sangat dekat.
In this translation, the translator did class shift and structural shift. The
translator change the clause They were very close becomes Hubungan ibu dan anak
itu sangat dekat. And also, the translator did the structural shift that in the SL there is
adverb clause but not in the TL. This change cause the meaning of the sentence is not
transferred well. And also the idea is also changed.
(SL10,TL10)
SL: It was a family in which people laughed and talked and cried and hugged
and joked, and great mischief was conducted daily.
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TL: Keluarga Winfield keluarga yang hangat. Kehidupan mereka seharihari
diwarnai dengan canda tawa, obrolan, tangis, saling peluk, goda menggoda
yang tiada hentinya.
SL TL
It Keluarga Winfield
Was
A family keluarga
In which yang
People
Laughed and talked and cried and huge hangat
And great mischief
Was
Conducted daily
In above translation, the translator tries to translate communicatively, because the
translator change the idea of SL. It can be seen when She gives the information that
Keluarga Winfield keluarga yang hangat . It seems that she infers from that family
condition that the family in which the people laughed and talked means keluarga
yang hangat. So fat about meaning is not so changed but it is not allowed that the
idea is not accurate. In this case, it can be said that the translator did both structure
shift and class shift.
(SL11,TL11)
SL : It was difficult now for Edwina to keep a straight face as she watched her
brother George make clouds of vapor with his breath in the arctic dining
room, which their uncle Rupert, Lord Hickham, liked to keep slightly
colder than North Pole.
TL : Melihat George, adiknya, membuat uap dengan mengembusembuskan
napas dalam udara dingin, Edwin hamper tak bias menahan rasa geli.
Dengan susuah payah, dia berusaha agar wajahnya tetap berkesan serius.
Paman Rupert, Lord Hickham, memang suka mengatur suhu di dalam
rumahnyambeberapa derajad di bawah suhu normal kutub utara.
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(SL12,TL12)
SL: The Winfield children were used to none of.
TL: Keluarga Winfield tidak biasa begini.
SL TL
The Winfield Keluarga Winfield
Children
Were
tidak
Used to biasa begini
None of
In the above translation, it is known that the translator tries to translate
communicatively by changing the structure of the SL. In this case, the translator did
the structural shift. In this translation the translator omitted some information, that
is, children. Due to the omission, the message of the SL is not transferred well.
(SL13,TL13)
SL: They were used to the comforts of their American life in the warmer climate
of California.
TL: Mereka sudah biasa hidup santai ala Amerika dalam cuaca hangat
California.
SL TL
They Mereka
Were used to sudah biasa
To
The comforts of hidup santai
Their American life ala Amerika
In the dalam
Warmer climate cuaca hangat
Of California California
22
Based on the contrastive analysis, it is known that the translator did class shift.
The translation of of California becomes California. In this change, the translator
changes nous phrase to noun.
(SL14,TL14)
SL: They had come all the way from San Francisco a month before to stay with
their aunt and uncle, and announce Edwina’s engagement.
TL: Sebulan yang lalu mereka sekeluarga datang dari San Francisco,
berkunjung dan menginap di rumah Bibi dan Paman, mengumumkan
pertunangan Edwina.
SL TL
Sebulan yang lalu
They
mereka sekeluarga
Had come datang
All
The
Way
From dari
San Francisco San Francisco
A month
Before
To stay berkunjung dan menginap
With di rumah
Their
Aunt and uncle Bibi dan Paman
And
Announce mengumumkan
Edwina’s engagement pertunangan Edwina
(SL15,TL15)
SL: Their tries to England seemed to be repeating themselves.
23
TL: Pertalian dengan Inggris seakan berulang dalam sejarah keluarga.
SL TL
Their tries Pertalian
To England dengan Inggris
Seemed seakan
To be repeating berulang
Themselves dalam sejarah keluarga
(SL16,TL16)
SL: Kate’s sister, Elizabeth, had married Lord Rupert twentyfour years before,
and she had come to England to be the second viscountess and the mistress
of Havermoor Manoor.
TL: Kakak perempuan Kate, Elizabeth, menikah dengan Lord Rupert 24 tahun
silam dan pindah ke Inggris sebagai viscountess kedua sekaligus nyonya
rumah Havermoor Manoor.
SL TL
Kate’s sister Kakak perempuan Kate
Elizabeth Elizabeth
had married menikah
dengan
Lord Rupert Lord Rupert
twentyfour years before 24 tahun silam
and dan
had come pindah
to England ke Inggris
to be sebagai
viscountess viscountess
and
kedua
the mistress nyonya rumah
of Havermoor Manoor of Havermoor Manoor.
24
(SL17,TL17)
SL: At twentyone, she had met the much older Lord Hickham when he had
come to California with friends, and she’d been swept off her feet.
TL: Pada usia 21, Elizabeth berjumpa dengan Lord Hickham yang usianya jauh
lebih tua ketika bangsawan Inggris itu melawat ke California bersama
rekanrekannya. Elizabeth langsung jatuh cinta pada pandangan pertama.
(SL18,TL18)
SL: More than two decades later, her nieces and nephews found it difficult to
understand the attraction.
TL: Kini, lebih dari dua decade setelahnya, kemenakan kemenakan Elizabeth
sulit mengerti apa yang begitu menarik hati bibi mereka pada pribadi
suamimya
5.2. Discussion
25
CHAPTER VI
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
This chapter presents the conclusion that was derived from the data analysis in
chapter V. Based on the analysis, it can be concluded that the translator did the
structural and class shift. Based on the data, it can said that the translator did mostly
the structural and class shift. The shifts that were done mostly did not change the
meaning, but there were some of the shifts change the meaning or the idea of the SL.
It was suggested that it was no necessary for the translator did such kind of shift if
the shift changes the meaning.
5.2 Suggestion
Suggestions
In this study, practical and theoretical suggestions are offered.
Theoretical Suggestions
Translating means transferring messages, ideas, content or meaning from the source
language into the target language. Therefore, theoretically, in order to enable the
translators to find equivalence between the two languages, ideal translators must be
good bilinguals. In the sense that they should master either the source language or the
target language. On the basis of the research findings, that the translator of the novel
with title ‘Greater no Love’ did the shift and sometimes the shift is not appropriate,
therefore, it is suggested that the lectures of translation focus their attention on
grammatical items, for example, they ask the students to reread books on grammars.
Then, to improve the students’ sense of language, it is suggested that the students
should be given a lot of practice in translating.
Practical Suggestions
It is clear that the translator has problems in translating from English into
Indonesian in terms of structural and class shift. On the basis of the findings, some
practical suggestions are given to the teachers, students and other researchers.
For the teachers. Two suggestions are offered here. The first is that the
teacher gives materials appropriate with students’ level of , especially grammar. The
26
choice of materials should be based on the assumption that the TL (English) features)
which are similar with the ones of SL will be easy and those that are different will be
difficult. The second is that the teacher should choose appropriate methods in their
teachinglearning activities. The methods should be intended to enhance students’
skills in coping with translation problems, especially grammatical problems, they
face.
For the students. It was found that in the novel, especially in the Indonesia
version were found the inappropriate shift, so it is necessary suggest the students to
do shift as far as it does not the change, the idea of the SL meaning.. So, it is
reasonable to suggest that the students improve their knowledge on Translation shift.
The knowledge may be useful for anticipating the grammatical problems arising
from translation.
For other researchers. It is clear that the were some problems shift. So,
other researchers are advised to do similar research with different text types in order
to see the shift problems in a more detailed manner.
VII. RESEARCHER’S CURRICULUM VITAE
Thathit Manon Andini was born in Kediri, July 21, 1963. She started Elementry
School, then finished high school in 19711980. She graduated from Faculty of
Letters Jember University in 1990. She took her Postgraduate program at Sebelas
Maret University Surakarta , Linguistics Program focused on Translation Study. She
has thought in Muhammadiyah University, Faculty of Teaching Training and
Education, English Department from 1991 up to know.
27
REFERENCES
Baker, Mona. 1992. In Other Words. A Course Book on Translation. London:
Routledge
Barnwell, Katherine G.L. 1984. Introduction to Semantics and Translation. England:
Summer Institute of Linguistics
Bell, Roger T. 1991. Translation and Translating : Theory and Practice. New York: Longman
Dollerup, Cay and Lindegard, Annete. 1994. Teaching Translation and Interpreting
2. Philadelphia: John Benjamin Publishing Company.
Hatim, Basil and Mason, Ian. 1990. Discourse and The Translator. London:
Longman.
……………….……………. 1999. The Translator as Communicator.London:
Routledge
Leonardi, Vanessa, 2003.Equivalence in Translation: Between Myth and Reality.
Journal. http:/accurapid.com/journal/14equiv.htm. (05/03/2003)
Machali, Rochayah. 2000. Pedoman Bagi Penerjemah.Jakarta: Grasindo
Marshall.C. and Grechen B. R . 1995. Designing Qualitative Research. London:
Sage Publication.
Mildred, Larson.L.1984. MeaningBased Translation. Boston: University Press of
America.
Munday, Jeremy.2000. Introducing Translation Studies. London: Routledge
Nababan, M.Rudolf. 1999. Teori Menerjemahkan Bahasa Inggris. Jogyakarta:
Pustaka Pelajar.
…………………….. 2004. Translation Process, Practices, and Product of
Professional Indonesian Translators. Disertasi. New Zealand: Victoria
University of Wellington.
Nord, Christiane. 1997. Translation Theories Explained: Translating as a Purposeful
Activity. Manchester: St.Jerome.
Robinson, Douglas. 1978. Becoming a Translator. New York: Routledge
28
Soemarno, Thomas. 2001. Menafsirkan Frasa Nomina dan Kalimat. Surakarta:
Muhammadiyah University Press.
……………………..1999. Makna Dalam Penerjemahan, Seminar Nasional
Semantik I. Surakarta: UNS Press.
Sri Samiati Tarjana,M. 2000. English Idiomatic Expression and Some Problems of
Translating Them into Indonesian. Modul Mata Kuliah.
Sutopo, HB. 2002. Metodologi Penelitian Kualitatif. Surakarta: Sebelas Maret
University Press.
29
APPENDIXES
Data Translation Shift ‘No greater Love’
2. SL : The only sound in the dining room was the ticking of the large, ornate clock
on the mantelpiece, and the occasional muffled rustling of a heavy linen
napkin.
TL : Hanya detak jam besar kuno di rak perapian yang kedengaran di ruang
makan, terkadang diselingi generisik gesekan serbet kain katun.
3. SL : There were eleven people in the enormous dining room, and it was so cold
that Edwina could barely more her finger.
TL : Padahal dalam ruang makan luas itu ada sebelas manusia. Udara di situ
dinginnya bukan main sampai jari Edwina kaku, hamper tak bias digerak
gerakkan.
4. SL : She glanced down at them and caught the gleam of her engagement ring in
the morning sunlight, and then smiled, as she glanced across the table at her
parents.
TL : Gadis itu mengerling jemarinya. Cincin pertunangannya kemilau ditimpa
sinar mentari pagi. Dia lalu tersenyum sambil melempar pandang kearah
kedua orang tuanya yang duduk di seberang meja.
5. SL: Even with his eyes cast down at his plate, she could see the mischief at the
corner of her father’s mouth.
TL: Walaupun tampak serius menghadapi piring sarapannya, garisgaris jenaka
di sudut di mulut ayahnya tak bisa disembunyikannya.
6. SL: And she was sure that beneath the table, he was holding her mother’s hand.
TL: Edwina sudah bisa menebak – di kolong meja, tangan ayah dan ibunya
pasti sedang bergenggaman.
7. SL: Left to themselves, they were always teasing and laughing, and whispering
playfully, and their friends liked to say that it was no wonder they had six
children.
TL: Memang begitulah mereka, terlebih kalau mereka sedang tidak
diperhatikan siapasiapa – saling menggoda , tertawa, berbisiskbisik,
cekikikan geli. Tak heran mereka punya enam anak, begitu kawankawan
mereka berkomentar.
30
8. SL: At fortyone, Kate Winfield still looked like a girl.
TL: Meskipun usianya sudah 41, Kate Winfield masih mirip gadis remaja.
9. SL: She had a lithe figure and slim waist, and walking behind them at a
distance, it was often difficult to discern Kate from her oldest child,
Edwina, who was also tall and had shining dark hair and blue eyes.
TL: Perawakannya ramping luwes. Dilihat dari belakang saat dia dan putrid
sulungnya, Erwina, berjalan berdampingan – sulit dibedakan mana yang ibu
dan mana yang anak. Edwina juga berperawakan semampai dengan rambut
hitam berkilau dan sepasang mata biru jernih.
10. SL: They were very close, as the entire family was.
TL: Hubungan ibu dan anak itu sangat dekat.
11. SL : It was a family in which people laughed and talked and cried and hugged
and joked, and great mischief was conducted daily.
TL: Keluarga Winfield keluarga yang hangat. Kehidupan mereka seharihari
diwarnai dengan canda tawa, obrolan, tangis, saling peluk, goda menggoda
yang tiada hentinya.
12. SL : It was difficult now for Edwina to keep a straight face as she watched her
brother George make clouds of vapor with his breath in the arctic dining
room, which their uncle Rupert, Lord Hickham, liked to keep slightly
colder than North Pole.
TL : Melihat George, adiknya, membuat uap dengan mengembusembuskan
napas dalam udara dingin, Edwin hampir tak bisa menahan rasa geli.
Dengan susuah payah, dia berusaha agar wajahnya tetap berkesan serius.
Paman Rupert, Lord Hickham, memang suka mengatur suhu di dalam
rumahnyambeberapa derajad di bawah suhu normal kutub utara.
10. SL: The Winfield children were used to none of.
TL: Keluarga Winfield tidak biasa begini.
11. SL: They were used to the comforts of their American life in the warmer
climate of California.
TL: Mereka sudah biasa hidup santai ala Amerika dalam cuaca hangat
California.
12. SL: They had come all the way from San Francisco a month before to stay with
their aunt and uncle, and announce Edwina’s engagement.
31
TL: Sebulan yang lalu mereka sekeluarga datang dari San Francisco,
berkunjung dan menginap di rumah Bibi dan Paman, mengumumkan
pertunangan Edwina.
13. SL: Their tries to England seemed to be repeating themselves.
TL: Perta;lian dengan Inggris seakan berulang dalam sejarah keluarga.
14. SL: Kate’s sister, Elizabeth, had married Lord Rupert twentyfour years before,
and she had come to England to be the second viscountess and the mistress
of Havermoor Manoor.
15. TL: Kakak perempuan Kate, Elizabeth, menikah dengan Lord Rupert 24
tahun silam dan pindah ke Inggris sebagai viscountess kedua sekaligus
nyonya rumah Havermoor Manoor.
16. SL: At twentyone, she had met the much older Lord Hickham when he had
come to California with friends, and she’d been swept off her feet.
TL: Pada usia 21, Elizabeth berjumpa dengan Lord Hickham yang usianya jauh
lebih tua ketika bangsawan Inggris itu melawat ke California bersama
rekanrekannya. Elizabeth langsung jatuh cinta pada pandangan pertama.
17. SL: More than two decades later, her nieces and nephews found it difficult to
understand the attraction.
TL: Kini, lebih dari dua decade setelahnya, kemenakan kemenakan Elizabeth
sulit mengerti apa yang begitu menarik hati bibi mereka pada pribadi
suamimya.
18. SL: Lord Hickham was distant and gruff, inhospitable in the extreme, he never
seemed to laugh, and it was obvious to all of them that he found it
extremely unpleasant having children in his house.
TL: Lord Hickham orangnya angkuh, dingin, tak pernah tertawa, sangat
gampang marah, dan sama sekali tidak berusaha menyembunyikan rasa
tidak senangnya pada anakanak tinggal di rumahnya.