THE EQUIVALENCE AND TRANSLATION STRATEGIES OF THE ...repository.usd.ac.id/35763/2/124214014_full.pdf · mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,

THE EQUIVALENCE AND TRANSLATION STRATEGIES OFTHE TRANSLATION OF DISCOURSE MARKER IN THE

SHORT STORIES PUBLISHED BY FIKSI LOTUS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirementsfor the Degree of Sarjana Sastra

in English Letters

By

SATRIO WIDYATAMA

Student Number: 124214014

ENGLISH LETTERS STUDY PROGRAMDEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERSSANATA DHARMA UNIVERSITY

YOGYAKARTA2019

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

THE EQUIVALENCE AND TRANSLATION STRATEGIES OFTHE TRANSLATION OF DISCOURSE MARKER IN THE

SHORT STORIES PUBLISHED BY FIKSI LOTUS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirementsfor the Degree of Sarjana Sastra

in English Letters

By

SATRIO WIDYATAMA

Student Number: 124214014

ENGLISH LETTERS STUDY PROGRAMDEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERSSANATA DHARMA UNIVERSITY

YOGYAKARTA2019


ASarjana Sastra Undergraduate Thesis

THE EQUIVALENCE AND TRANSLATION STRATEGIES OFTHE TRANSLATION OF DISCOURSE MARKER IN THE SHORT STORIES

PUBLISHED BY FIKSI LOTUS

By

SATRIO WIDYATAMAStudent Number: 124214014

Approved by

Harris Hermansyah Setiaiid. 5.5.. M.Hum.Advisor

,h . W

Co-Advisor

. iii

August 23,2019

August 23, 2019


A Sarjana Sastra Undergraduate Thesis

THE EQUIVALENCE AND TRANSLATION STRATEGIES OF THETRANSLATION OF DISCOURSE MARKER IN THE SHORT

STORIES PUBLISHED BY FIKSI LOTUS

By8ATRIO WIDYATAMA

8tudent Number: 124214014

Defended before the Board of ExaminersOn August 29, 2019

and Declared Acceptable

BOARD OF EXAMINERS

Name

Chairperson : Harris Hermansyah 8etiajid. 8.S., M.Hum

8ecretary : 8cholastica Wedhowerti. 8.Pd., M.Hum

Member 1 : Adventina Putranti, 8.8., M.Hum

Member 2 : Harris Herrnansyah 8etiajid. 8.8., M.Hum

Member 3 : 8cholastica Wedhowerti. 8.Pd., M.Hum

Yogyakarta, August 30, 2019

Faculty of Letters

Sanata Dharma University

iv


LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAHUNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma

NamaNomor Mahasiswa

: Satrio Widyatama: 124214014

Demi pengembangan ilmu pengetahuan, saya memberikan kepada PerpustakaanUniversitas Sanata Dharma karya ilmiah saya yang berjudul

THE EQUIVALENCE AND TRANSLATIONSTRATEGIES OF THE TRANSLATION OF

DISCOURSE MARKER IN THE SHORT STORIESPUBLISHED BY FIKSI LOTUS

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikankepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalandata, mendistribusikan secara terbatas, dan mempublikasikannya di internet ataumedia lain untuk kepentingan akademis tanpa perlu meminta ijin kepada sayamaupun memberikan royalty kepada saya selama tetap mencantumkan nama sayasebagai penulis.

Demikian surat ini saya buat dengan sebenamya.

Dibuat di YogyakartaPada tanggal 30 Agustus 2019

Yang menyatakan,

Satrio Widyatama

v


STATEMENT OF ORIGINALITY

I certify that this undergraduate thesis contains no material which has been

previously submitted for the award of any other degree at any university, and that,

to the best of my knowledge, this undergraduate thesis contains no material

previously written by any other person except where due reference is made in the

text of the undergraduate thesis.

Yogyakarta, August 30, 2019

Satrio Widyatama

VI


vii

“GEK NDANG DIGARAP”

MY MOM


viii

FORMY BELOVED FAMILY

ANDFRIENDS


ix

ACKNOWLEDGEMENTS

First of all, I would like to thank to God, who gave me all the

strength and health so that I can finish this undergraduate thesis. I would

also like to thank to Mr. Harris Hermansyah Setiajid., M.Hum. as my

advisor for his guidance during the term of my thesis writing in these years.

Without his attention and assistance, this thesis would not have been

finished. I would like to say thank to Ms. Scholastica Wedhowerti, S.Pd.,

M.Hum. for the revision and the advice regarding to my thesis, and thank to

Ms. Adventina Putranti, S.S., M.Hum as my examiner.

I would also like to thank to my parents for their huge supports for

me during my time writing this thesis. I would also like to thank to my

dearest friends from Trah Blankers, which established since my earlier time

in this university, my thanks go to Si Om, Dwigo, Gatot, Antony, Dryan,

John, Papam, Nopen, Jampezz, Toto, Asmara, and Ikhsan. I would also like

to thank to all members of Kopmasus and class A batch 2012. Last but not

the least, I would like to thank to my family from UKM MAPASADHA.

Satrio Widyatama


x

TABLE OF CONTENTS

TITLE PAGE ........................................................................................................ iiAPPROVAL ......................................................................................................... iiiACCEPTANCE PAGE .........................................................................................ivLEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ....vSTATEMENT OF ORIGINALITY ....................................................................viMOTTO PAGE ................................................................................................... viiDEDICATION PAGE........................................................................................ viiiACKNOWLEDGEMENTS..................................................................................ixTABLE OF CONTENTS.......................................................................................xLIST OF TABLES ............................................................................................. xiiiLIST OF CHARTS .............................................................................................xivLIST OF ABBREVIATIONS .............................................................................xvABSTRACT .........................................................................................................xviABSTRAK........................................................................................................... xvii

CHAPTER I: INTRODUCTION .........................................................................1A. Background of the Study............................................................................1

B. Problem Formulation..................................................................................4

C. Objectives of the Study ..............................................................................4

D. Definition of Terms....................................................................................4

CHAPTER II: REVIEW OF LITERATURE .....................................................6

A. Review of Related Studies .........................................................................6

B. Review of Related Theories .......................................................................8

1. Theory of Translation...........................................................................8

2. Theory of Equivalence ..........................................................................9

3. Theory of Translation Strategies .........................................................10

4. Theory of Discourse Marker ...............................................................15

C. Theoretical Framework ............................................................................20

CHAPTER III: METHODOLOGY ...................................................................21

A. Area of Research ......................................................................................21

B. Object of the Study...................................................................................21

C. Method of the Study .................................................................................22


xi

D. Research Procedure ..................................................................................22

1. Types of Data .....................................................................................22

2. Data Collection...................................................................................23

3. Population and Sample.......................................................................24

4. Data Analysis .....................................................................................25

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS........................26

A. Translation Equivalence of Discourse Markers .......................................26

1. Ten Indian/Sepuluh Indian.................................................................27

a. Formal Equivalence.........................................................................28

b. Dynamic Equivalence .....................................................................31

c. Missing Discourse Marker ..............................................................33

2. Cat in the Rain/Balada Hujan.............................................................35




3. Hills like White Elephants/Obrilan Siang Bolong .............................41




4. Upturned Face/Dilema sang Komandan ............................................49




5. Changed Discourse Marker................................................................54

B. Translation Strategies and Its Applications on Discourse Markers..........57

1. Structural Strategies ...........................................................................58

a. Addition...........................................................................................58

b. Subtraction ......................................................................................59


xii

2. Semantics Strategies...........................................................................59

a. Borrowing........................................................................................59

b. Cultural Equivalent .........................................................................60

c. Synonym..........................................................................................60

d. Omission .........................................................................................61

CHAPTER V: CONCLUSION ...........................................................................63

BIBLIOGRAPHY ................................................................................................65

APPENDICES ......................................................................................................67

Appendix 1: DATA EQUIVALENCE.......................................................67

Appendix 2: DATA TRANSLATION STRATEGIES ............................74


xiii

LIST OF TABLES

Table 3.1. Sample of Equivalence..........................................................................23

Table 3.2. Sample of Translation Strategies ..........................................................24


xiv

LIST OF CHARTS

Chart 4.1. Translation Equivalence of Discourse Markers ....................................27

Chart 4.2. Translation Strategies of Discourse Markers ........................................55


xv

LIST OF ABBREVIATIONS

ST : Source Text

TT : Target Text

DM : Discourse Marker

DMs : Discourse Markers

PA : Parallel Marker

CONC : Conceding Marker

SEQ : Sequencing Marker

CONT : Contrastive Marker

INF : Inferential Marker

ELA : Elaborative Marker

TC : Topic Change Marker

RE : Refocusing Marker

F : Formal Equivalence

D : Dynamic Equivalence


xvi

ABSTRACT

WIDYATAMA, SATRIO. The Equivalence and Translation Strategies of theTranslation of Discourse Marker in the Short Stories Published By FiksiLotus. Yogyakarta: Department of English Letters, Faculty of Letters, SanataDharma University, 2019.

Globally, people understand English even though their native language ismuch different. For the example, in Indonesia people know English from books,news, entertainments, and from their gadgets. For the people from country whereEnglish is not their native language, it is a translator job to translate the Englishinto the target language to replace textual material from one language into theequivalent textual material in another language. This work can be found also inliterary work such as short stories. Regarding with translation and literary works,this study focuses on the equivalence and translation strategies of discoursemarker in short stories published by website Fiksi Lotus.

The researcher created two objectives in this study. The first was to findout the translation equivalence of the discourse markers in the four short storiesbased on Nida’s category. The second was to discover the translation strategiesapplied in translating the discourse marker from the four different short stories.

In this research, the method used was library method in order to find outthe equivalence from the short stories and the translation strategies applied. Theresearcher read the short stories and collected the data in order to analyze thediscourse marker to find what the equivalence and what the strategies are applied.

The result of this result showed that from 136 data of discourse marker,there were 92 of formal equivalence, 22 dynamic equivalence, and 22 nottranslated discourse marker. Another result from this undergraduate thesis showedthat the translation of discourse marker in four short stories used six strategiesfrom theory of Suryawinata and Hariyanto (2003). The most strategy applied onthis translation was synonym strategy with 85 data, followed with structuraladdition strategy 12 data, subtraction strategy 7 data, borrowing strategy 5 data,cultural equivalent strategy 1 data, and omission strategy 14 data.


xvii

ABSTRAK

WIDYATAMA, SATRIO. The Equivalence and Translation Strategies of theTranslation of Discourse Marker in the Short Stories Published By FiksiLotus. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, UniversitasSanata Dharma, 2019.

Secara global, orang-orang memahami bahasa Inggris meskipun bahasaibu mereka berbeda dari bahasa Inggris. Sebagai contoh, orang Indonesiamengetahui bahasa Inggris dari buku-buku, berita televisi, acara hiburan, dan darigawai mereka. Untuk orang-orang yang berasal dari negara yang bahasa ibunyabukanlah bahasa Inggris,ini adalah tugas dari penerjemah untuk menerjemahkanbahasa Inggris ke bahasa tujuan untuk mengganti materi tekstual dari satu bahasake materi tekstual bahasa lain yang setara. Tugas ini dapat juga ditemukan dalamkarya sastra seperti cerita pendek. Berkaitan dengan terjemahan dan karya sastra,skripsi ini berfokus pada kesetaraan dan strategi penerjemahan penanda wacanadalam cerita-cerita pendek yang dipublikasikan oleh situs Fiksi Lotus.

Peneliti menganalisis dua pembahasan dalam skripsi ini. Yang pertamaadalah untuk menemukan kesetaraan terjemahaan dalam penanda baca yangditemukan dalam empat cerita pendek berdasarkan teori dari Nida. Yang keduaadalah untuk menemukan strategi terjemahan yang diaplikasikan dalam prosespenerjemahan dari penanda wacana yang ditemukan di empat cerita pendek yangberbeda.

Dalam penelitian ini, metode yang digunakan adalah studi pustaka denganmaksud untuk menemukan kesetaraan dari cerita-cerita pendek dan strategipenerjemahan yang diaplikasikan. Peneliti membaca cerita-cerita pendek danmengumpulkan data untuk menganalisis penanda wacana lalu menemukankesetaraan dan strategi penerjemahan yang diaplikasikan

Hasil yang ditemukan adalah, dari 136 data penanda wacana, 92 adalahkesetaraan formal, 22 adalah kesetaraan dinamis, dan 22 merupakan penandawacana yang tidak diterjemahkan. Hasil lain dari skripsi ini menunjukanterjemahan penanda wacana dari empat cerita pendek menggunakan enam strategidari teorinya Suryawinata dan Hariyanto (2003). Yang paling sering digunakanadalah strategi sinonim, 85 data, penambahan structural 12 data, pengurangan 7data, peminjaman 5 data, kesetaraan budaya 1 data, dan strategi penghilangan 14data.


1

CHAPTER I

INTRODUCTION

A. Background of the Study

People globally know English even though their native languages vary

and are different, for example, in Indonesia, most people use Indonesian

language, but they know English. From academic readings and news,

nowadays, people usually deal with English by using gadget such as

smartphones and computers. What happens if Indonesian people want to read

some English readings but their English is not fluent? It is time for the

translators to do their job to translate the ST (Source Text) into TL (Target

Language) and send the same meaning on both texts. As Catford states in his

book, “translation is the replacement of textual material in one language (SL)

by equivalent textual material in another language (TL)” (1965: 20).

In this study, the researcher has the topic that belongs to Indonesian

translation of discourse marker that can be found on the official website

named Fiksi Lotus. Although people can buy short stories in printed form,

nowadays, as the technology of humankind is growing, some readings are

published online. There is an official website that publishes translated short

stories managed by Indonesian translators called Fiksi Lotus.


2

The reason why the researcher uses online source as their object is that

it is free to access so that anyone who has internet connection can read the

published short stories. Moreover, the researcher wants to know the quality of

Fiksi Lotus’ translated works.

In those short stories, there are some interesting contents, such as

idioms, proverbs, and even the discourse markers. Discourse marker (DM)

itself is a word or phrase that is used to direct or redirect the flow of

conversations, has no particular grammatical function and syntactically

independent (Andreas and Ziv, 2004:117). Levinson states, “DM are words

and phrases which not only have a component of meaning which resists truth-

conditional treatment but also indicate, often in very complex mays, just how

the utterance that contains them is a response to, or a continuation of, some

portion of the prior discourse” (Blakemore, 2006: 222).

To categorize discourse markers (DMs) based on the function, the

researcher applied theory from Fraser, they categorized into; topic changer,

refocusing marker, clarifying marker, conceding marker, explaining marker,

interrupting marker, repeating marker, sequencing marker, summarizing

marker, parallel marker, contrastive marker, elaborative marker, inferential

marker (1988: 19-33).

The example of the DM that appears in the short stories, which is the

one of objects of the research:

“and after a while he forgot to think about Prudence and finally he

went to sleep”


3

The word finally here is a discourse activity marker which has a function as

sequencing marker. Discourse activity marker itself signals the current

discourse activity relative to some part of the foregoing discourse. It can be

mark of sequencing, clarifying, explaining, etc.

The researcher analyzes the DM (discourse marker) from the short

stories by Ernest Hemingway, entitled Cat in the Rain, Ten Indians, and Hills

like White Elephant. They are followed by the tranlated short stories published

by Fiksi Lotus, each of them are; Balada Hujan, Sepuluh Indian, and Obrolan

Siang Bolong. There is one addition of short story by Stephen Crane added

into this research, Upturned Face, in TT entitle Dilema Sang Komandan. The

purpose is to add more data of discourse marker. This research is worth to

discuss because all of four short stories consist of DMs which are interesting

to be analyzed. In translated texts, the same publisher translated all of them.

Therefore, here the researcher wants to analyze the equivalence of the DMs

from SL and the TL using the theory of equivalence by Nida, which is divided

into formal and dynamic equivalence, and to find what the strategies that

applied.

The researcher considers that it is important to know the value of the

translation of DMs in the free sources (electronic media-website) because of

they are published on the internet and they are different from printed sources

that has another procces to publish a work.


4

B. Problem Formulation

This research has two research questions as follows:

1. What is the translation equivalence of the discourse markers in the

four following short stories based on Nida’s category?

2. What translation strategies are applied to translate the discourse

marker in the four following short stories?

C. Objectives of The Study

This research consists of two objectives that are considered by the

researcher as the main purpose of it. Firstly, this research is made to find out

the equivalence of the DMs in the four short stories. Secondly, the researcher

wants to identify and analyzes what strategies are applied to translate the DMs

in those four following short stories published by Fiksi Lotus.

D. Definition of Terms

To avoid misunderstandings, the researcher mentions the main terms in

this study.

Discourse marker, according to Jucker and Ziv, is word or phrase that is used

to direct or redirect the flow of conversations and has no particular

grammatical function and syntactically independent (2004:117).

Equivalence consists of reproducing in the reproducing in the receptor

language the closest natural equivalent of the source language message, first in

terms of meaning and second in terms of style (Nida, 1974: 14).

In addition, according to J.C. Catford in A Linguistic: Translation Theories;

Translation equivalence occurs when a Source Language and a Target


5

Language text or item are relatable to same features of substance (Catford,

1965:50).

Translation Strategies, based on Suryawinata and Hariyanto, are a

translator’s way to translate a word, or a group of word, or even a full sentence

if the sentence cannot be broken down into smaller units to be translated

(2003:67).


6

CHAPTER II

REVIEW OF LITERATURE

In this chapter, the researcher mentions about the related studies which used to

get the information about the related research and the theories applied by

researcher to do the research and how the shape of theoretical framework

about this research.

A. Review of Related Studies

The researcher uses two related studies to collect the information of

research, which have the related ideas with the present topic. First is the study

of Djohar (2012), in this study, the researcher tries to analyze the DMs by

considering the function of them according to Juker. She inputs five functions,

which are; discourse connectors, turn takers, confirmation seekers, intimacy

signals, and topic switchers. She analyzes the five DM in the novel not by the

researcher herself, she collects the data of correspondents by giving

questionnaires to give the assessment about the equivalence and the

acceptability of the discourse marker.

The second study is from Pakasi (2015). This study is about the

equivalence and the readability of the translation of Discourse Markers, which

found in the novel of Nicholas Sparks’ Safe Heaven. The researcher uses

seven kinds of the DM by the function, which are discourse connector,

confirmation-seekers, intimacy-signals, topic-switchers, hesitation

markers/fillers, repair markers, and attitude markers. The problems that are be


7

analyzed in the study are the equivalence of the translation of the DMs and the

readability of the translation of DMs in the Nicholas Sparks’ Safe Heaven.

The difference from present research and the previous researches is the

present researcher uses the different theory of the discourse marker’s function,

where the two researches used Andreas H.Juker than the present research uses

theory from Bruce Fraser means that the present researcher divides the DMs

based on the function differently than them. Next is on the assessment of the

equivalence, where both of them used survey than the present researcher uses

explicatory method where they analyze the equivalence by themself. The

theory of assessment used by present researcher is different from the previous

researchers; he used theory from Angeleli while two of them used Nababan’s

to assess the equivalence discourse markers.

The last is from Lidya Sistanto, the title is “The Indonesian Translation

of Food and Beverage Product Labels: A Study of Readability and Strategies

Applied”. This study about the readability and strategies applied to translate

the label of food and beverage products. This researcher uses Suryawinata and

Hariyanto’s theory to find what strategies applied on translating the product

labels, the translation strategies that mentioned in this research are; structural

strategy, which divided into; addition, subtraction, and transposition. Next

after structural strategy is semantic strategy that divided into borrowing

(transliteration and naturalization), cultural equivalent, descriptive equivalent

and componential analysis, synonym, official translation, reduction and

expansion, addition, omission, modulation.


8

What make the researcher uses the study from Lidya are because they

have the same focuses on analyzing the strategies that applied by the

translator. Moreover, they share same theories by using Suryawinata and

Hariyanto’s. The difference is the previous researcher using product label as

the object while the present use discourse marker. Both studies are related

each other because they are analyzing on word(s) and phrase(s).

B. Review of Related Theories

1. Theories of Translation

The main purpose of translation is to transfer the message from the

source language into the target language. It is considering about the meaning

and the message of source text that is be delivered to the form of target text.

As stated by Catford, “Translation is an operation performed on languages: a

process of substituting a text in one language for text in another” (1974: 11).

By considering the message, the choice of words is another important

thing that considered to. It influences the style from the translator to send the

meaning by his/her work. As stated by Bell, translation is “the expression in

another language (or target language) of what has been expressed in another

SL, preserving semantic and stylistic equivalence” (1997: 5).

It means that the ST is must be translated into TT by sending the same

value of expressions that implied inside the context of ST and must equal as in

the semantic and stylistic part on both of the ST and TT.


9

2. Theories of Equivalence

Formal equivalence and dynamic equivalence are two kinds of

equivalence as stated by Nida and Taber.

Formal equivalence quoted in Munday’s book:

Formal equivalence focuses attention on the message itself, in bothform and content. One is concerned that message in the TL shouldmatch as closely as possible the different elements in the SL (2008:42).

From the statement above, the translator must consider the form of the

TT first and then analyzing about the equivalence. The structure must be same

even though the equivalence is a little bit different. The structure patterns from

the SL also adjusted in the TL, for example in “Good morning” transformed

into the same structure as “Selamat pagi”. This same structure in SL and TL

contributes a strong influence in determining the accuracy and correctness

(Munday, 2008: 42).

Second, dynamic equivalence quoted from Nida’s:

Dynamic equivalence is based on ‘the principle of equivalent effect’,where the relationship between receptor and message should besubstantially the same as that which existed between the originalreceptors and the message (1964: 159)

Here the dynamic equivalence allows the translator to change the

structure from SL into the structure of TL. It is not the form that is considered,

but the message, the content of the text is must be sent to the reader first.

Moreover, as stated by Nida in Munday, the goal of the dynamic equivalence

is “seeking the closest natural equivalent to the source-language message”

(2008: 42).


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3. Translation Strategies

To find what strategies that applied by translator to translate the DMs

from English into Indonesian language, the researcher uses the theory of

Suryawinata and Hariyanto. The researcher uses this theory because the

strategies used for general text and not only pointed to analyze one kind of

work. For example, there is also kind of strategies from Baker but they only

work for idiomatic expression. Translation strategies is a translator’s way to

translate a word, or a group of word, or even a full sentence if the sentence

cannot be broken down into smaller units to be translated (2003:67).

Basically, theory of Suryawinata and Hariyanto is divided into two

types in way to arrange the translation process properly and to transfer the

source text into target text, the types are: structural strategy; is a strategy

which related with structural perspective; addition, subtraction, and

transposition, and next type is semantic strategy: a strategy which related with

consideration of meaning (2003:67). These are the following theories:

a. Structural Strategy

As mentioned before, there are three basic strategies related to

structural problem, which is divided into three categories: Addition,

Subtraction, and Transposition (Suryawinata and Hariyanto, 2003:67-69).

i. Addition

This strategy used to add some words in the source language (SL)

because the SL needs some words to be accepted.


11

For example:

SL: Saya guru

TL: I am a teacher

The word “am” and “a” are must be added in order to make the target

language (TL) can be accepted.

ii. Subtraction

It means omitting some structural elements in the target language. For

example:

SL: You should go home

TL: kamu mesti pulang

The structural elements of “go” is omitted from the target text (TT)

iii. Transposition

The translator changes the original structure of source language (SL) in

the target language (TL) sentence to get the same meaning.

The changes of the structure can be plural into singular, adjective

phrase, or the whole sentences. For example:

SL: Musical instruments are can be divided into two basic groups

TL: Alat musik bisa dibagi menjadi dua kelompok dasar

From the example above, the plural word in the source language (SL)

into singular in the target language (TL). “Instruments” (plural) changed into

“alat” (singular). Similarly, the word “groups” translated into “kelompok”, not

“kelompok-kelompok” (plural).


12

b. Semantic Strategies

Semantic strategies is a translation strategy related with the meaning.

Those strategies are focusing on the words, phrases, clauses, and sentences.

Semantics strategies divided into 9 strategies. Those are borrowing, cultural

equivalent, descriptive equivalent, synonym, official translation, reduction and

expansion, additional, omission, and modulation (Suryawinata 2003:70-76).

i. Borrowing

Borrowing is a translation strategy whereby the translators use a word

or expression from source language in the target language. The reason of using

this strategy is to show the respect through the words. Another reason is that

there is no equivalence in the target language.

There are two kinds of borrowing strategy, first is transliteration and

second is naturalization. Transliteration is a situation when the translator keeps

the source language in its original form, either the sound or spelling. Second is

naturalization, it is when the source language word’s sound and spelling are

adapted into the target language. For example:

Source Language Transliteration Naturalization

Mall Mall MallSandal Sandal Sandal

Orangutan Orangutan Orangutan

ii. Cultural Equivalent

In this strategy, the translator use the cultural word of SL to change the

cultural word of the TL.


13

For example:

The Indonesian words “Jaksa Agung” translated as “Attorney General”

in English, not “Great Attorney”.

iii. Descriptive Equivalent and Componential Analysis

This strategy used because the source language (SL) related with the

cultural of SL. It expressed through description and function. This strategy

placed in the glossary. For example:

The Japanese word “samurai” described as “Japanese aristocracy from

eleventh to nineteenth century”.

iv. Synonym

This strategy is used when the translator use the more or less the same

meaning for the source language (SL).For example:

SL: What a cute baby you’ve got!

TL: Alangkah lucunya bayi anda!

The word “cute” translated into “lucu” because they are synonym. Cute

is an attractive child, and lucu is a child who is attracting people to stare at

them. The relation between cute and lucu is an attractive child to get the other’s

attention.

v. Official Translation

This strategy usually applied in the formal translation. Therefore, the

translators translate a text from another language by using a manual book

“Pedoman Pengindonesiaan Nama dan Kata Asing” Published by Pusat

Pengembangan dan Pembinaan Bahasa, Depdikbud R.I.


14

For example:

“Read-only memory” translated into “Memori Simpan Tetap”

vi. Reduction and Expansion

Reduction means reducing the source language (SL) component. For

example:

The word “automobile” translated into “mobil”. Here, the word

element (“auto”) omitted.

The expansion is the opposite of the reduction. Here, the word

component expanded in the target language (TL). For example:

The word “whale” translated into “ikan paus”. If there is no expansion

in the TL, then it means paus as Pope.

vii. Addition

In this strategy, the translator gives more information for the target

language (TL) readers. It may come in the text, bottom of the text, or the end of

the text. For example:

SL: The skin, which is hard and scaly, is greyish in color, thus helping

to camouflage it from predators when underwater.

TL: Kulitnya, yang keras dan bersisik, berwarna abu-abu. Dengan

demikian, kulit ini membantunya berkamuflase, menyesuaikan diri dengan

keadaan lingkungan untuk menyelamatkan diri dari predator, hewan pemangsa,

jika berada dalam air. (Suryawinata 2003:75)


15

viii. Omission

Omission means deleting a word from source language (SL) in the

target language (TL) text. This strategy is used when the words meaning is not

important for the development of the text. For example

SL: “Sama dengan raden ayu ibunya,” katanya lirih

TL: “Just like her mother,” she whispered

Here, the word “raden ayu” not translated into target language (TL)

ix. Modulation

Modulation is a strategy to translate the phrases, clauses, or sentences.

Here, the translator use the different point of view to see the sentences in the

source language (SL). This strategy used if the literal translation of the words

does not create a natural translation.

For example:

SL: I broke my arm

TL: Lengankuku patah

For the example above, the translator, view the translation problem

from object (kaki), not from the subject (saya). It is becomes necessary in

Indonesian language.

4. Theory of Discourse Marker

Based on Levinson, “Discourse markers are words and phrases which

not only have a component of meaning which resists truth-conditional

treatment but also indicate, often in very complex mays, just how the utterance

that contains them is a response to, or a continuation of, some portion of the


16

prior discourse” (Blakemore, 2006: 222). Moreover, other definition of

discourse marker is; discourse marker is a word(s) or phrase(s) that is used to

direct or redirect the flow of conversations and has no particular grammatical

function and syntactically independent (Jucker and Ziv, 2004:117). There are

three basic types of discourse marker based on Fraser (1988:27-31); first is

topic markers, second is discourse activity markers, and third is message

relationship markers.

a. Topic Markers

This first subclass contains two groups of markers: those, which signal

some sort of topic shift; and those, which signal a refocusing on the current

topic.

i. Topic Change Marker

There is, however, a sizeable group of markers which signal that the

speaker wishes to change the topic, (if only temporarily), to continue with a

present topic, or to return to a former topic (Fraser, 1988:28).

For example:

Back to my original point, before I forget, by the way, continuing, in

any case, in case you do not recall, incidentally, just updating you,

moving right along, on a different note, speaking of, that reminds me, to

continue, to return to my original point, turning not to, while of it, while

I have you, with regards to.

ii. Refocusing Marker

Marker that signals a refocusing on a part of topic at a hand.


17

For example:

Again, alright, but here, hey, indeed, in fact, listen, look, now, ok, say,

see, well, y’see.

b. Discourse Activity Markers

This marker consists of discourse markers that signal the current

discourse activity relative to some part of the foregoing discourse (Fraser,

1988:28). This type is divided into 7 specifications and provided by the

researcher below:

i. Clarifying

By way of clarification, to clarify.

ii. Conceding

Admittedly, after all, all in all, all the same, anyhow, anyway, at any

rate, besides, for all that, in any case/event, of course.

iii. Explaining

By way of explanation, if I may explain, to explain

iv. Interrupting

If I may interrupt, to interrupt, not to interrupt

v. Repeating

At the risk of repeating myself, once again, to repeat

vi. Sequencing

Finally, first, in the first place, lastly, next, on the other hand, second, to

begin, to conclude, to continue, to start with


18

vii. Summarizing

In general, in summary, overall, so far, summarizing, summing up, thus

far, to sum up, at this point

c. Message Relationship Markers

This is a discourse marker to signal the relationship of the basic

message conveyed by current utterance to some prior message, this type

divided into four, there are parallel, contrasting, elaborative, and inferential

(Fraser, 1988:29).

i. Parallel Marker

This marker is the most general of these and signal the current basic

message in, in some way, parallel to some aspect of the prior discourse. For

example:

Also, alternatively, analogously, and, by the same token,

correspondingly, equally, likewise, or, otherwise, similarly, too.

Example:

Student 1: How was the party?

Student 2: Fantastic. Harold came. And who do you think he brought?

ii. Contrastive Marker

Similar to parallel markers, there seems to be a single, more basic

contrastive marker: but. Just as and signals that there is some sort of

parallelism at hand, but signals a sense of “dissonance.”


19

For example:

All the same, but, contrariwise, conversely, despite, however, I may be

wrong but, in spite of, in comparison, in contrast, instead, never,

nonetheless, notwithstanding, on the other hand, on the contrary rather,

regardless, still, that said, though, well, yet.

Example:

Son (whining) : I can’t do it

Father : But I know you CAN do it

iii. Elaborative Marker

These marker signal that the current utterance an elaboration of an

earlier one. Included in this group are the following:

Above all, besides, better, for example, for instance, furthermore, in

addition, in fact, in other words, in particular, in deed, more accurately,

more to the point, on top of it all.

iv. Inferential Marker

This marker signal the current utterance conveys a message, which is,

in some sense, consequential to some aspect of the foregoing, examples are:

Accordingly, as a consequence, as a result, consequently, hence, in this

case, of course, so, then, therefore, thus

Example:

John is remaining. So (in that case) I am leaving.


20

C. Theoretical Framework

The main aim of this research is to analyze the equivalence and find

translation strategies applied in four short stories. Firstly, in order to do that,

the researcher has to find the DMs, and in order to find them the researcher

needs to consider the function of each DM and classifies them in some

categories. After the researcher fully collects the data or DMs from four short

stories, the second step is to analyze the translation equivalence by comparing

the DMs from ST and TT. This comparison aims to find out the equivalence

whether they are formal or dynamic equivalence. The final step is to find the

translation strategies of the discourse markers based on the theory of

Suryawinata and Hariyanto by analyzing the DM one by one as same as the

method to find the equivalence.


21

CHAPTER III

METHODOLOGY

This chapter aims to explain the areas of the research, objects and method that

are used. This chapter also explains kinds of the collected data and narrates

how the researcher collects them. In this chapter, researcher provides the

population and sample of the data of the research followed with the data

analysis.

A. Areas of Research

Based on Williams and Chesterma’s statement (2002: 6), the

researcher, concludes that the area of this research is text analysis and

translations. The researcher focuses on the comparison of the translated

discourse markers in short stories and their originals.

B. Objects of the Study

The object of the study is discourse marker, which is a word(s) or

phrase(s) that is used to direct or redirect the flow of the conversations and has

no particular grammatical function and has no particular grammatical function

and syntactically independent (Jucker and Ziv, 2004:117). The discourse

markers that the researcher analyzed the DM (discourse marker) are from the

short stories by Ernest Hemingway, entitled Cat in the Rain, Ten Indians, and

Hills like White Elephant. In addition, by Stephen Crane, Upturned Face.


22

The DMs found in the source text will be compared to the target text that are

translated and published by Fiksi Lotus, each of them are; Balada Hujan,

Sepuluh Indian, Obrolan Siang Bolong, and Dilema Sang Komandan.

C. Methods of the Study

This present research applying one method, it is library method. It is a

method that applied by the researcher to find theories about translation,

discourse marker, equivalence, translation strategies. The study is qualitative

because it focuses to analyze the quality of equivalent and the strategies

applied on the short stories and translated short stories published by Fiksi

Lotus. The researcher uses the primary data in this study that not taken from

the other researches and studies that done before this present research finished.

D. Research Procedure

1. Types of Data

The datum which taken by the researcher was only Objectives Data

that are taken from source text (ST) and target text (TT). The objective data

taken from the source text or the short stories that published in the electronic

media, which were Cat in the Rain, Upturned Face, Ten Indians, and Hills

like White Elephant. Moreover, the target text which are translated and

published by Fiksi Lotus, each of them are; Balada Hujan, Dilema Sang

Komandan, Sepuluh Indian, and Obrolan Siang Bolong.

2. Data Collection

First, the researcher read the sources short stories which the English

version and tried to understand the content and the context of the texts,


23

especially the DMs of the short stories. After that, the researcher wrote the

types of the DM, which based on functions, found in the short stories and

reread them again to make sure that the DMs correctly collected. The next step

was to code the data, the data coded with the title code of short story, data

number, and the page where the researcher found the data in the short stories.

Those steps also done in analyzing the translated short stories.

Then arranged data will be:

No. Data Source Text No. Data Target TextST/A/2/PA/2 was down into the road

and back downTT/A/2/PA/2 turun dari kereta

dan kembaliTable 3.1. Sample of Equivalence

How to read the number of data

No. Data : Number of Data

ST : Source Text

A : Short Story A

2 : Type of DM Number 2

PA : Type of Discourse Marker (Parallel Marker)

2 : Data of PA number 2

TT : Target Text

When the process of analyzing the equivalence done, the researcher

made new column to determine what the strategies applied when the translator

translated the discourse markers from the source language into the target

language.


24

No. Data Source Text No. Data Target Text StrategyST/D/97/PA/41

and he did notseem to dare touchit

TT/D/97/PA/41

dan dia tidak beranimenyentuhnya

synonym

3.2. Sample of Translation Strategies

How to read the number of data

No. Data : Number of Data

ST : Source Text

D : Short Story D

97 : Type of DM Number 2

PA : Type of Discourse Marker (Parallel Marker)

41 : Data of PA number 41

TT : Target Text

Strategy : Applied Strategy

Synonym : Type of Strategy

3. Population and Sample

There are 136 data of discourse marker found by researcher in the

short stories. The researcher analyzes all of the data to find the equivalence of

the discourse marker and to find what strategies applied to translate this

discourse marker.


25

4. Data Analysis

To solve the problem formulations mentioned in the first chapter, the

researcher collected the data of the DMs from the original version and the

translated version and then listed them into a list of DMs based on the function.

Moreover, to answer the first problem formulation, the researcher analyzes the

equivalence of the DMs by himself using Nida’s theory of equivalence whether

they are formal or dynamic equivalence and it will provided in the chapter four.

To answer the second problem formulation, which was what the

strategies applied to translate the DMs in the short stories, the researcher

analyzed the both source and target text to find the strategies that applied and

then mentioned them by putting the strategies based on their kind.


26

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

In this chapter, the researcher discuses two recent questions mentioned

in chapter one. First, the researcher wants to know what types of equivalence of

the discourse markers based on Nida’s categorization. Second, the researcher

wants to know what strategies applied to translate the discourse markers based

on Suryawinata and Hariyanto’s theory. To answer the questions, the

researcher collected the data from short stories and found 136 data of discourse

marker (DM). Each of them is divided into parallel markers (PA), conceding

markers (CONC), sequencing markers (SEQ), contrastive markers (CONT),

inferential markers (INF), elaborative markers (ELA), topic change markers

(TC), and refocusing markers (RE).

In order to gain the acceptable results, the researcher wants to analyze

those two questions one by one. In addition, the researcher uses the same

dictionaries to find the definition of words; they are Webster’s Dictionary of

the English Language (1995) and Kamus Besar Bahasa Indonesia Edisi Ketiga

(2001). To avoid misunderstandings, the researcher italicized the words that

become the object of the discussion.

A. Translation Equivalence of Discourse Markers

In this part, researcher divided into four sections based on the short

stories title and then analyzed the equivalence of the discourse marker whether

they are formal or dynamic equivalence and any other possible result.


27

Chart 4.1. Translation Equivalence of Discourse Markers

1. Ten Indian (Sepuluh Indian)

In this short story, researcher found 26 data of discourse marker.

Fourteen of them are parallel markers, the other eight are conceding markers,

and the rest are sequencing markers.

The equivalence of the discourse marker is divided into 18 formal

equivalence and 5 dynamic equivalence. Another result gained by researcher is

that there are 3 discourse markers from ST which are not translated into TT.

The three discourse markers were omitted by the translator which changed the

structure in TT.

Formal Equivalence

Dynamic Equivalence

Not Translated

0 20 40 60 80 100

Chart of the Equivalence

Table of the Equivalence


28

a. Formal Equivalence

i. Parallel Marker

Formal equivalence itself is mostly found in categorization of parallel

marker; a mark that signals the current basic message in parallel to some aspect

of the prior discourse.

In this short story, there are eleven parallel markers of formal

equivalence. All of them are and word from ST. Here is the sample of parallel

marker found in the short stories provided by the researcher:

No. Data Source Text No. Data Target TextST/A/2/PA/2 was down into the road

and back downTT/A/2/PA/2 turun dari kereta dan

kembali

From the table above, parallel marker and is translated into dan. Based

on that, the researcher concluded it as a formal equivalence because they share

the same meaning and structure. The translator did not change any form of the

marker that shown in the following table. For the detail, researcher uses

English dictionary to find the meaning of and, and tried to find dan in

Indonesian dictionary.

In English, and has a definition as: a joining word, used between two

words, two phrases, and two clauses, and other more or less similar (WDEL,

1995). In Indonesian, dan has a definition as penghubung satuan Bahasa (kata,

frasa, klausa, dan kalimat) yang setara, yang termasuk tipe yang sama serta

memiliki fungsi yang berbeda. (KBBI, 2001)

From the table above and the definitions each the marker themselves,

researcher considers that it is a formal equivalence.


29

ii. Conceding Marker

This marker signals the second speaker of admitting something. In this

short story, the researcher found five conceding discourse markers of formal

equivalence. The sample shown by the researcher in the following tables:

No. Data Source Text No. Data Target TextST/A/6/CONC/1 well, they smell

aboutTT/A/6/CONC/1 ya, tapi kan bau

mereka

From table above, we can see the conceding marker well is a word that

has a meaning to give an expression of agreement (WDEL, 1995). Same as

from the dictionary, well is defined as expressing agreement. It is transferred

into ya in Indonesian. Ya is used to give an admitting respond about something

to, or agree about something that mentioned previously. The definition of ya is

kata untuk menyatakan setuju (KBBI, 2001). Another sample of conceding

marker of formal equivalence is provided below:

No. Data Source Text No. Data Target Text

ST/A/13/CONC/6

Alright. Good night,nickie

TT/A/13/CONC/6

Baiklah. Selamatmalam, Nickie

There is alright in English and baiklah in Indonesian language, alright

here has a function to admit the situation of the utterance, same as baiklah.

There is also one sample of conceding marker of formal equivalence

provided, it is a well in the short story, but is not translated and the form is still

the same as in the ST.


30

No. Data Source Text No. Data Target TextST/A/16/CONC/7 Well, Nickie TT/A/16/CONC/7 Well, Nickie

iii. Sequencing Marker

The researcher found two data of sequencing marker which are formal.

Both of them have different words. Sequencing marker itself is a marker that

signals the sequencing of the utterance. It signals the set of the related events,

movements, or things that follow each other.

First, last, and again are the samples of them. Here is the first sample of

sequencing marker provided by the researcher:


ST/A/10/SEQ/3 Joe laughed again TT/A/10/SEQ/3Joe tertawalagi

This the example has again as the marker in the ST and lagi in the TT.

What happens on the story is: Joe was laughing before this and laughing for the

second time, it happens both in ST, same as in the TT. Again means once more

in Webster’s Dictionary of the English Language (1995). Lagi means tambah

sekian (atau sedemikian) in Kamus Besar Bahasa Indonesia Edisi Ketiga

(2001).

Another example provided:


ST/A/26/SEQ/4he forgot to think aboutPrudence and finally hewent to sleep

ST/A/26/SEQ/4

ia lupa terhadapprudence danakhirnyatertidur


31

The markers from example above are words finally and akhirnya. Both

shows the sequence of the utterance that happens in the end of the day. Finally

means lastly in Webster’s Dictionary of the English Language (1995) and

akhirnya has definition as kesudahannya (KBBI, 2001).

b. Dynamic Equivalence

This short story has five data of discourse marker that is dynamic.

They are divided into three types of discourse marker: three from parallel

marker, one from conceding marker, and one from sequencing marker.

i. Parallel Marker

No. Data Source Text No. Data Target TextST/A/1/PA/1 dragged him into the

bushes and got backup to wagon box

TT/A/1/PA/1 menarik orang tersebutke pinggir, diantarasemak belukar, sebelumkembali ke atas keretakuda

ST/A/23/PA/12 He heard a windcome up in the tressoutside and felt itcome in cool

TT/A/23/PA/12 Ia juga mendengardesau angin yangmengusik pepohonan diluar, sebelum berembus

They are the samples of dynamic equivalence, and here is translated by

the translator into sebelum in Indonesian. The meaning or message is not very

different if we read them, but if it analyzed one by one, they are two different

type of marker. The word and, as mentioned earlier is a joining word, used

between two words, two phrases, and two clauses, and other more or less

similar as in Webster’s Dictionary of the English Language (1995). While

sebelum in Indonesian dictionary means: ketika belum terjadi; lebih dulu dari.

(KBBI, 2001).


32

The researcher provided another sample of parallel marker:

No. Data Source Text No. Data Target TextST/A/24/PA/13 He lay for a long

time with his face inthe pillow, and aftera while

TT/A/24/PA/13 Ia terbaring di atasranjang untuk waktuyang cukup lama,dengan wajah tertanamdi bantal. Namunsetelah beberapa jam

The marker and is translated into namun, here, the type of both word is

different. The word and connects both words in the same value while namun,

as in Kamus Besar Bahasa Indonesia (2001) means kata penghubung antar

kalimat untuk menandai perlawanan, is used as a connector to show the

contradictory inside the conversation, such as word but. Moreover, in this

sample, the meaning of the sentence and the message from the ST is considered

as a good translation by the researcher since it changed only in the form of

word and they connect sentence to inform that he in the story sleeps after the

previous part of the sentence.

ii. Conceding marker

There is only one sample provided from conceding marker, it found in the the

data:

No. Data Source Text No. Data Target TextST/A/11/CONC/4 Well, get along

thenTT/A/11/CONC/4 kalau begitu, lebih

baik kau tak berlama-lama, agar tidakkemalaman

Well as mentioned earlier, is a word of discourse marker that shows the

act of agreement with the topic. It translated into kalau begitu that has

different structure of word, kalau begitu is a phrase that has the own meaning


33

by word as (kalau) kata penghubung untuk menandai syarat, seandainya, bagi

(KBBI. 2001). In KBBI, word begitu means segera setelah, and if both are

combined, they have a meaning as a connector to show what happens right

after the previous topic spoken.


The researcher only found one marker from the type of dynamic. It

provided by the researcher in this following table.

No. Data Source Text No. Data Target TextST/A/7/SEQ/2 girls never got a man

anywhereST/A/7/SEQ/2 wanita tak bisa

membuat hidupmu lebihmaju

The marker here is word never from ST and is translated into tak bisa.

What makes this sample as dynamic is not because it changed from word into

phrase, instead, in Indonesian, never is translated as tak pernah which is also a

phrase, not a word. The never is an adverb that has meaning as not at any time

or not at any occasion (WDEL, 1995). The tak bisa is closer to cannot rather

than never. The translator changed the meaning by the marker but the message

is not totally changed. The main idea from the sentence is that the woman is not

someone who helps a man go anywhere.

c. Missing Discourse Marker

There are three markers from ST that are not translated into the TT.

One of them are sequencing marker, and two are conceding marker.


34

i. Conceding Marker

No. Data Source Text No. Data Target TextST/A/8/CONC/2 Yes, that's what you

would sayTT/A/8/CONC/2 (no-dm) sekarang kau

bicara begitu

ST/A/9/CONC/3 Well, you hadplenty of

TT/A/9/CONC/3 (no-dm) dulu pacarmubanyak sekali

Those are the samples of the markers that are not translated or included

in the TT. The marker yes and well are omitted in the TT while they are exist in

ST as a conceding marker of the recipient of admitting or agreeing with the

topic mentioned in the sentence earlier.

ii. Sequencing Marker

The researcher found one sequencing marker that is not translated into

Indonesian or TL in the TT. The data is provided by the researcher in the

following table.

No. Data Source Text No. Data Target TextST/A/5/SEQ/1 back into the wagon

againST/A/5/SEQ/1 naik ke atas kereta

In the ST, there is a marker again in the end of the sentence. It has a

function to shows the activity of going back into the wagon for the second time

or the next time after the first time. While in the TT, there is no marker

included in the sentence. Marker that has the same value or closely has the

meaning as again in Indonesian is lagi. It shows that there is another action

follows the previous one. Naik ke atas kereta only shows the activity as the

first one because there is no adverb that shows there is/are once more action

after the first action.


35

The short story titled Ten Indians/Sepuluh Indian has 18 formal

equivalences, 5 dynamic equivalences, and 3 not translated discourse markers.

2. Cat in the Rain (Balada Hujan)

In this story, the researcher found eighteen markers; they are eleven

formal equivalence markers, five dynamic equivalence markers, and two are

not translated markers.


This story has eleven discourse markers which are considered as

formal equivalence. They are divided into six parallel markers, two conceding

markers, one contrastive marker, one sequencing marker, and one topic change

marker.

i. Parallel Marker

This marker mostly shown in the short stories as a connector in using

word and and translated into dan. Therefore, the researcher only put the table

as this discussion is already mentioned in the first short story, Ten Indians

(Sepuluh Indian). There are six data of markers that are formal equivalence.

The researcher shows only the three samples of them.

The samples of parallel marker are provided below:

No. Data Source Text No. Data Target TextST/B/28/PA/16 the hotel owner

stood up and bowedTT/B/28/PA/16 Si pemilik hotel segera

berdiri ketika melihatnyadan membungkuk

ST/B/34/PA/20 she went over andsat in front of themirror

TT/B/34/PA/20 wanita itu bangkit berdiridan menghampiri mejarias


36

ST/B/42/PA/25 and I want to eat ata table of my ownsilver

TT/B/42/PA/25 dan aku inginmenggunakan perangkatmakanku sendiri yangterbuat dari perak

i. Conceding Marker

The researcher found two data of conceding marker that are different

from the marker mentioned in the sample of Ten Indian/Sepuluh Indian,

while the previously mentioned sample are well and alright. The present

sample is different. Here are the sample provided by the researcher:

No. Data Source Text No. Data Target TextST/B/30/CONC/9 of course, the

hotel-keeper hadsent her

TT/B/30/CONC/9 tentu saja si pemilikhotel yangmenyuruhnya untukmembawakan payung

The markers shown in the sample are of course and tentu saja. The

form themselves they are not changed, in ST and TT the markers are in a

phrase form. The meaning itself from the ST shows the agreement of the

recipient with the topic mentioned earlier. It is the same as in the TT; tentu saja

also has the meaning as agreeing with the topic.

The other sample that not transferred in the TL has the form that is exactly the

same as in SL.

This is the sample provided:

No. Data Source Text No. Data Target TextST/B/44/CONC/10 anyway, I want

a catTT/B/44/CONC/10 anyway, aku ingin

memelihara seekorkucing

This marker of anyway is not translated into TL, but the form and the meaning

are same since it used the SL.


37

iii. Contrastive Marker

This marker shows the contrasting idea or thing that mentioned after

the marker. It is usually shown as word but in the text.

In this short story, the researcher only found one contrastive marker and it is a

formal equivalence. The sample is:

No. Data Source Text No. Data Target TextST/B/31/CONT/1 but the cat was

goneTT/B/31/CONT/1 namun kucing tadi

tidak ada lagi ditempat yang sama

From the table, the researcher found the markers in but and namun.

Both have the same meaning in their own language as contrastive marker to

show the contrary between previous topic and another topic follows. The

structures are same, both in a word and is not changed into another form, or as

a phrase. The researcher considers both words as conjunctions so in the

dictionary they must have the same function to define themselves. The word

but here, has meaning: yet and on the other hand (WDEL, 1995). This means

that in the dictionary but has a function to connect both topics that are contrary.

In Indonesian, namun means: kata penghubung (conj) antar kalimat untuk

menandai perlawanan; tetapi (KBBI, 2001). The Indonesian definition is the

same, both shows the contradictive value from the previous and present topic

discussed.

iv. Sequencing Marker

The researcher only found one marker of formal equivalence. The data

is provided by the researcher in the table below:


38

No. Data Source Text No. Data Target TextST/B/35/SEQ/5 first one side TT/B/35/SEQ/5 pertama wajahnya, dari

sisi kanan

From the sample, there is a marker from ST: first, and pertama from TT. Both

show the sequence of the topic or the activity. In the dictionary and adverb

meaning, first is located before any other person or thing (WDEL, 1995). The

word pertama in Kamus Besar Bahasa Indonesia means kesatu (2001).

The structure from ST is not changed in TT, the form and message are also the

same that the person is firstly doing thing with her right side of her face.

v. Topic Change Marker

This marker signals that the speaker wishes to change the topic. The

example is only one, and the data is provided by the researcher in the table

below:

No. Data Source Text No. Data Target TextST/B/43/TC/1 oh, shut up and get

something to readTT/B/43/TC/1 oh, diamlah dan

baca sesuatu

It is formal because the marker has the same meaning, form, and

structure, and even the message sent to the reader is just like in the ST.

Shut up in English means to be quiet or not talking and pay attention to

what present speaker says. It also signals the feeling of disagreement with the

previous topic and in this sample sentence, it followed by a wish to change the

topic for the second person in the conversation.


39


This short story only has five data of dynamic equivalence. All of them

are from parallel marker.

This is the sample provided by the researcher:

No. Data Source Text No. Data Target TextST/B/27/PA/15 going down and get

that kittyTT/B/27/PA/15 turun untuk

mengambil anakkucing itu

As we can see, the marker of and is translated into untuk. The form is

changed by the word but the meaning and the message of the sentence are still

the same in the TT. Both shows the activity of going down then get the kitty.

The word and is a joining word, used between two words, two phrases, and two

clauses, and other more or less similar as in Webster’s Dictionary of the

English Language (1995). The word untuk has the closest meaning, is

considered by the researcher, to the context as tujuan atau maksud (KBBI,

2001). Even though to is the proper translation of untuk but it does not give

much different perspective that contradictory to and. The researcher concluded

that this is a dynamic equivalence.

There are still at least two interested samples to mention, the first is:

No. Data Source Text No. Data Target TextST/B/29/PA/17

she opened the doorand looked out

TT/B/29/PA/17 wanita itu membukapintu masuk hoteldengan perasaanbersahabat, lantasmelirik ke kiri dan kekanan


40

From the table before, the marker and is translated into lantas. In

Kamus Besar Bahasa Indonesia (2001), lantas means as langsung, terus (adv);

lalu, kemudian (p). The and is mostly translated into dan but in here it is

translated into lantas that means to continue the previous topic into the next

topic, rather than only to connect it in the parallel way. The message is not

changed, both shows the process of looking from one side to another side.

No. Data Source Text No. Data Target TextST/B/41/PA/24 I want to have a

kitty to sit on my lapand purr when Istroke her

TT/B/41/PA/24 aku ingin meletakkanseekor anak kucing dipangkuanku agar akubisa mengelusnya

This second sample shows that the marker changed form of word from

and into agar. The agar itself in Indonesian means kata penghubung untuk

menandai harapan; supaya (KBBI, 2001). The purpose is different, from the

connector of parallel into wishing something to happen. In the sentence, the

message is not completely changed, the point is that the woman wants to stroke

the cat.


In this short story, researcher found only two data of discourse marker

that are omitted from ST into TT. Both of them are from parallel and

sequencing marker.

i. Parallel Marker

No. Data Source Text No. Data Target TextST/B/38/PA/22 george looked up and

sawTT/B/38/PA/22 Missing


41

From table above, the discourse marker of parallel marker “and” does not exist

in the TT.

ii. Sequencing Marker

No. Data Source Text No. Data Target TextST/B/39/SEQ/6 she started to speak TT/B/39/SEQ/6 missing

In the table above, the marker of the sequence does not exist in the TT also

with the sentence.

There are 18 data of discourse marker from this short story; 11 formal

equivalence, 5 dynamic equivalence, and 2 not translated discourse marker.

3. Hills like White Elephants (Obrolan Siang Bolong)

In this shorts stories, the researcher found 42 data of discourse marker,

30 of them are formal equivalence, seven of them are in dynamic equivalence,

and five of them are not translated discourse marker.


There are 30 data of formal equivalence found in the short story, four

of them are from parallel marker, seven from sequencing marker, eleven

contrastive markers, six conceding markers, one elaborative marker, and one

inferential marker.

i. Parallel Marker

There are four data of formal parallel marker; the researcher provided

the data in the following table:


42

No. Data Source Text No. Data Target TextST/C/76/PA/32 at the table and the

girl looked acrossTT/C/76/PA/32 di meja yang sama dan si

gadis memandangi

ST/C/80/PA/33 and I know it'sperfectly simple

TT/C/80/PA/33 dan aku juga tahu bahwaprosedurnya sangatsederhana

ST/C/85/PA/35 he picked up twoheavy bags andcarried them

TT/C/85/PA/35 pemuda itu mengangkutdua koper besar nan beratdan memindahkannya

ST/C/87/PA/36 she was sitting atthe table and smiledat him

TT/C/87/PA/36 gadis tadi masih duduk dimeja yang sama danmelemparkan senyum kearahnya

The analysis of translating and into dan is the same with the first short

story. The researcher put the discussion there and, for the rest, when the formal

parallel marker is shown, the researcher only put the sample without explaining

it again because it was already mentioned in Ten Indians/Sepuluh Indian

discussion.

ii. Contrastive Marker

The researcher found eleven data of formal contrastive marker in this

short story. The researcher provided the different sample from the previous

short stories.

No. Data Source Text No. Data Target TextST/C/60/CONT/3 but I don’t want

you to do itTT/C/60/CONT/3 tapi jangan lakukan

kalau kau tidak inginmelakukannya

Most of contrastive markers found in this short story are in form of but and

tapi. The other samples also appear in the story where the marker is not in the

form of tapi.


43

They are selain and namun. They appear on:

No. Data Source Text No. Data Target TextST/C/79/CONT/10 I don’t want

anybody but youTT/C/79/CONT/10 aku tidak

menginginkan oranglain selain dirimu

ST/C/86/CONT/13 but could not seethe train

TT/C/86/CONT/13 namun tak melihatada kereta lewat

In Indonesian language, tapi, close to tetapi, means kata hubung

intrakalimat untuk menyatakan hal yang bertentangan atau tidak selaras (KBBI,

2001). It is the same as but that has definition: yet, and on the other hand

(WDEL, 1995), both shows the contradiction of the context. Meanwhile, selain

in Kamus Besar Bahasa Indonesia means kecuali; lain, while namun means

kata penghubung antar kalimat untuk menandai perlawanan (1995).

All of them share the same value, and form, and the message which is sent

similarly from ST into TT does not decrease or even have another meaning.

iii. Conceding Marker

From nine data of conceding markers, there are six of them that

considered as formal equivalence.

No. Data Source Text No. Data Target TextST/C/67/CONC/14 oh, yes. ST/C/67/CONC/14 oh, memang

The conceding oh, yes into oh, memang shows that the translation is not

only on the marker but also on the structure. The meaning of the word yes is

the same as memang because both of them are admitting the previous topic

heard by the recipient and then giving the response to another speaker.


44

Another sample provided:

No. Data Source Text No. Data Target TextST/C/58/CONC/13 'well" the man

saidTT/C/58/CONC/13 "well" kata si

pemuda


There are seven of sequencing marker that has value of formal

equivalence. The researcher gave samples that were not mentioned before.

Here is the sample provided:

No. Data Source Text No. Data Target TextST/C/54/SEQ/8

then what will we doafterward?

TT/C/54/SEQ/8

lantas apa yang akan kitalakukan setelah itu?

This sample shows the marker of afterward which means as the event

in the future. The translator changed it into setelah itu. The form is changed

from a word into phrase, but in Indonesian, this is an equal translation from

afterwards.

In English, afterward is an adverb, means: at a later time (WDEL, 1995). It has

the same value as setelah, which is also giving a definition of time in the

future, or later in time. Another sample provided:

No. Data Source Text No. Data Target TextST/C/69/SEQ/11 across, on the

other sideTT/C/69/SEQ/11 di seberang sana, di

sisi lain

This marker shows the location that is on the opposite side of the

current location of the speaker. The on the other side has the same meaning and

the form of the text by the ST into TT. The di sisi lain has the same value as on

the other side to become formal equivalence by Nida.


45

There is another sample already mentioned before.


ST/C/64/SEQ/10it will be niceagain

TT/C/64/SEQ/10maka hubungankita akan kembaliharmonis

Same as the previous sample in earlier short stories, there is again as

the marker of repeating the activity. It is translated into kembali in Indonesian.

In Kamus Besar Bahasa Indonesia, kembali means lagi (2001), it is the same as

again for repeating the same activity as before the current event occurs.

v. Elaborative Marker

This marker has function to elaborate and give more description or

example of the object. The researcher only found one marker in this short story.

No. Data Source Text No. Data Target TextST/C/49/ELA/1 you've waited so

long for, likeabsinthe

TT/C/49/ELA/1 terutama semuaminuman yang sulitdicari, sepertiabsinthe

From the table above, we can see the marker of like that has a function

to mention the example of the object that been written before. This is the same

as seperti, which in Indonesian defined as misalnya (KBBI, 2001).

vi. Inferential Marker

The researcher found one data from the short story provided in the

table below.


ST/C/63/INF/2 then it will be nice TT/C/63/INF/2maka hubungankita akan kembaliharmonis


46

The inferential marker is a marker that shows the effect from the previous

event happened in the story. In this sentence, the speakers’ relationhip will be

nice as it were because of the topic they discussed earlier. The message and the

form of the marker are the same, it shows the effect to their relationship. While

maka means kata penghubung untuk menyatakan akibat, implikasi. (KBBI,

2001).


From 42 total data found in this short story, there are only seven of

them which are dynamic equivalence, four from parallel marker, two from

conceding marker, and one from contrastive marker.

i. Parallel Marker

No. Data Source Text No. Data Target TextST/C/46/PA/27 on the table and

looked at the manTT/C/46/PA/27 di atas tatakan sambil

menatap ke arah

The researcher found the data of and is translated into sambil. Sambil

in Kamus Besar Bahasa Indonesia means that kata penghubung untuk

menandai peristiwa atau perbuatan bersamaan; seraya; sembari (KBBI, 2001).

And which has function to connect the events becomes sambil that has meaning

doing the other things while the previous one still on progress.



ST/C/81/CONC/17

yes, you know it'sperfectly simple

TT/C/81/CONC/ 17

aku tahu,kau sudahmengatakan itu berkali-kali


47

From the table above, yes is translated into aku tahu. Yes here means

an admitting or agreement word, so the translator would rather to use word ya

in Indonesian, they use the words mentioned later in the conversation. It used

aku tahu to confirm that the speaker knows about the topic said before.


No. Data Source Text No. Data Target TextST/C/82/CONT/11 he did not say

anything butlooked at thebags

TT/C/82/CONT/11 si pemuda punsegera bungkamdan menataptumpukan koper

As in the table above, the marker but is translated into dan. The word

dan was already discussed by the researcher in the first short story on this

chapter. It has the same meaning as and. It is a conjunction to connect two or

more objects of the discussion or any other thing that has the same or related

value. The matter is, it is the section of contrastive marker, a marker that shows

the contradictory elements between the object and the topic of conversation.

The translator changed it into parallel rather than stick to the

contrastive one, but here the meaning that the young man looked at the bags is

not changing from ST into TT.


There are five data of discourse marker found in the ST and not

mentioned in the TT. Three of them are from parallel marker, one from

refocusing marker, and one from conceding marker.


48

The data are provided by the researcher in the table below.

i. Parallel Marker

No. Data Source Text No. Data Target TextST/C/61/PA/30 and if I do it you'll

be happyTT/C/61/PA/30 (no-dm) jika aku

melakukannya, makasemua akan seperti dulu

ST/C/70/PA/31 and once they takeit away

TT/C/70/PA/31 (no-dm) begitu merekamengambilnya

ST/C/84/PA/34 with two glasses ofbeer and put themdown on the dampfelt

TT/C/84/PA/34 membawa dua gelas bir.(no-dm) Ia meletakkangelas itu di atas meja

In the table of parallel marker above, all markers of and do not exist in the TT.

The researcher considered that the message as parallel markers do not have any

effect on the message delivery from the ST into TT.

ii. Refocusing Marker

No. Data Source Text No. Data Target TextST/C/48/REF/1 the man called

"Listen" through thecurtain

TT/C/48/REF/1 pemuda itu memanggil(no-dm) pelayan lewattirai yang sama

The refocusing marker signals the speaker wants the attention from the other

character, here the refocusing marker is omitted by the translator.

iii. Conceding Marker

No. Data Source Text No. Data Target TextST/C/66/CONC/13 well, I care

about youTT/C/66/CONC/13 aku sayang

terhadapmu

Well in the ST has function as a conceding marker and the translator omitted

the marker in the TT.


49

From this short story entitle Hills like White Elephants/Obrolan Siang

bolong, the researcher found 42 data of discourse marker, 30 of them are

formal equivalence, seven of them are in dynamic equivalence, and five of

them are not translated discourse marker.

4. Upturned Face (Dilema sang Komandan)

From this short story, the researcher found 38 data of discourse

marker. They came from parallel marker, conceding marker, contrastive

marker, sequencing marker, and inferential marker.

a. Formal Equivalence.

This short story has eleven parallel discourse markers that have value

as formal equivalence; nine from conceding marker, three contrastive marker,

seven sequencing marker, and three inferential marker.

i. Parallel Marker

Same with the previous short stories discussed, this marker appears in

the form of and word. It is translated into dan so that it has formal equivalence.

Although it has eleven markers, the researcher provided the three samples of it.

No. Data Source Text No. Data Target TextST/D/88/PA/37 and we've got to

bury old BillTT/D/88/PA/37 dan kita harus

memakamkan Billsekarang

ST/D/90/PA/38 and two men cameslowly

TT/D/90/PA/38 dan dua prajurit pun

ST/D/97/PA/40 and he did notseem to dare touchit

TT/D/97/PA/40 dan dia tidak beranimenyentuhnya


50


The researcher found nine data of conceding marker. Here are the

sample provided by the researcher:

No. Data Source Text No. Data Target TextST/D/101/CONC/21 "Yes" said the

adjutantTT/D/101/CONC/21 "ya" kata sang

ajuda

The conceding marker of yes here is translated into ya in Indonesian, where

both share the same meaning and form of word.


From this short story, researcher only gathered three data of this

contrastive marker that has value of formal equivalence.

Most of them were already discussed in the previous short stories. In

ST, this marker is usually in a form of but and in this short story it is translated

as tapi, namun, and the new word here is kecuali. In Indonesia, kecuali means

tidak termasuk (KBBI, 2001). Here is the table provided by researcher:

No. Data Source Text No. Data Target TextST/D/135/CONT/19 was nothing to

be seen but thechalk-blue face

ST/D/135/CONT/19 yang taktertimbun tanahkecuali wajahnyayang biru sepertikapur barus

In the story, it is imagined that there is nothing to be seen but the chalk

blue face or the face of the dead body. Same as kecuali, which means that there

is nothing except the face.


51


From eleven data of this marker, there are seven of them has value of

formal equivalence.

The researcher only gave the sample of word which is not mentioned yet in the

previous short stories.

No. Data Source Text No. Data Target TextST/D/93/SEQ/13 began to shovel TT/D/93/SEQ/13 mulai menggali

Here, began is translated into mulai in Indonesian. The word began itself has a

definition as to start (WDEL, 1995), just the same as mulai that has a meaning

as mengawali berbuat (KBBI, 2001). Both have the same value as to start the

activity or start something.

v. Inferential Marker

The marker has only four data and the three of them have the value of

formal equivalence.

Here is the sample provided:

No. Data Source Text No. Data Target TextST/D/92/INF/3 because they could

not lookTT/D/92/INF/3 karena takut berada

Both share the same meaning of word marker which mentioned the

cause of what happened in the conversation.


From this short story, there are only six data of dynamic equivalence.

They are two parallel markers, two contrastive markers, and two sequencing

markers.


52

i. Parallel Marker

No. Data Source Text No. Data Target TextST/D/102/PA/42

and then he burst out TT/D/102/PA/42 sebelum tiba tiba

And here is translated into sebelum in Indonesia. Both are different in

meaning as the researcher already discussed it. Sebelum means an event before

the present topic so here the meaning of marker is different but the message

that the man bursts out is still same.

ii. Contrastive marker

No. Data Source Text No. Data Target TextST/D/116/CONT/17 but he stopped

with a hopelessfeeling

TT/D/116/CONT/17 di mana iamendadakberhenti

The contrastive word but is translated into an adverb of di mana or

closely to where in English. Both of them have different form of word but have

the same meaning to deliver the activity of getting stop. Therefore, the

researcher considered this as a dynamic equivalence.


No. Data Source Text No. Data Target TextST/D/124/SEQ/20 for he turned

suddenly uponhis two men

TT/D/124/SEQ/20 akhirnya memutarbadan ke arahkedua prajuritnya

From the table we can see the marker suddenly is translated into

akhirnya. Akhirnya has definition as kesudahannya (KBBI, 2001). Moreover,

the suddenly has a meaning as a change or event which occurs without

noticeable preparation (WDEL, 1995). Even though both do not share the same


53

meaning but the delivery of the marker to sequence the event is still the same.

Both are showing activities that happened right away in the conversation.


There are twelve discourse markers are not translated or omitted by the

translator to be put in the TT. Four from parallel marker, four from conceding

marker, one contrastive marker, two sequencing marker, and one inferential

marker.

i. Parallel Marker

No. Data Source Text No. Data Target TextST/D/91/PA/39 and frightened

merelyTT/D/91/PA/39 Sentence is missing

This is the sample of the marker when and is omitted by the translator

including the words following the marker.


No. Data Source Text No. Data Target TextST/D/111/CONC/26 "alright" said

LeanTT/D/111/CONC/26 Sentence is

missing

Marker of conceding here has a function to concede the previous topic. From

the sample marker, alright is followed by the mentioning of Lean as the

speaker. Both of the contents are omitted in TT.


No. Data Source Text No. Data Target TextST/D/95/CONT/14 but his hands

waveredTT/D/95/CONT/14 (no-dm) kedua

tangannya mulai


54

The marker is aimed to show the contrary when but is omitted by the translator

in the TT.


No. Data Source Text No. Data Target TextST/D/125/SEQ/21 his first shovel-

loadTT/D/125/SEQ/21 Sentence is missing

The marker is aimed to show the sequence of the topic when first and the

following words are omitted by the translator.

v. Inferential Marker

No. Data Source Text No. Data Target TextST/D/136/INF/6 then Lean began

to stutterTT/D/136/INF/6 (no-dm) Timothy

mulai gugup

Marker of then here signals the event happens after the previous event is

omitted by the translator.

The result of formal and dynamic equivalence is that there are 33

formal equivalences, six dynamic equivalences, and 12 not translated discourse

markers.

5. Changed Discourse Marker

The researcher also found data that changed based on their

functions. There are 9 parallel markers, 2 contrastive markers, and 1 conceding

marker that changed in those short stories. The researcher provided the samples

based on the original function that changed into other function.


55

a. Parallel Marker

No.Data Source Text No. Data Target Text

ST/A/1/PA/1

dragged him into the bushesand got back up to wagonbox

TT/A/1/PA/1

menarik orang tersebut kepinggir, diantara semakbelukar, sebelum kembalike atas kereta kuda

In the table above, the marker and is translated into sebelum. The original

marker has function as a parallel then changed into sequencing marker, this

marker signals the earlier time (before).


ST/A/24/PA/13

He lay for a long time withhis face in the pillow, andafter a while

TT/A/24/PA/13

Ia terbaring di atasranjang untuk waktu yangcukup lama, denganwajah tertanam di bantal.Namun setelah beberapajam

In the table above, is a changing of marker and into namun. Both have different

function as what mentioned in the related theories in chapter two. The original

one has function as parallel that changed into marker of contrastive. Namun

here has the same meaning as but. It used to mention the contradictory topic.


ST/C/56/PA/29

and you think then we'll bealright and happy

TT/C/56/PA/29

kalau begitu menurutmukita akan bahagia setelahitu

The table above is a sample of marker and changed into inferential marker. It

used to mention the effect that happens after previous event spoken earlier by

speakers.


56

b. Contrastive Marker


ST/C/82/CONT/1

1

he did not say anything butlooked at the bags

TT/C/82/CONT/11

si pemuda pun segerabungkam dan menataptumpukan koper

This is a sample of marker but changed into dan. Both have different functions.

Original one is to mark a contradictory, and other one is to connect between 2

or more topics that has similiarity.

c. Conceding Marker


ST/A/11/CONC/4

Well, get along then TT/A/11/CONC/4

kalau begitu lebih baikkau tak berlama-lama,agar tidak kemalaman

Conceding marker is marker that signals agreeing or admitting response to the topic on

hand, the original one is a marker of this type, while the translated version is different.

The translated discourse marker has a function to connect the present topic as the

effect of previous topic. The translated version has function as inferential marker.

By this end of this first discussion of translation equivalence, the

researcher wanted to summarize the collected data that can answer the first

questions of this research. To answer the questions, researcher done collecting

the data from short story and found 136 data of discourse markers (DM), each

of them divided into 53 parallel markers (PA), 32 conceding markers (CONC),

24 sequencing markers (SEQ), 19 contrastive markers (CONT), 5 inferential


57

markers (INF), 1 elaborative markers (ELA), 1 topic change markers (TC), and

1 refocusing markers (RE).

The first question: What is the translation equivalence of the discourse

markers in the four following short stories based on Nida’s category? The total

data of discourse markers found in four short stories are 136 data; they are

divided into formal equivalence and dynamic equivalence.

Formal equivalence : 92 discourse markers

Dynamic equivalence : 22 discourse markers

Non-translated : 22 discourse markers

B. Translation Strategies and Its Applications on Discourse Markers

In this section, the researcher wanted to answer the second question of

this research. In order to do that, researcher analyzes the strategies that applied

on each discourse markers. They will be divided into each strategy from

Suryawinata and Hariyanto (2003).


58

Chart 4.2. Translation Strategies of Discourse Markers

1. Structural Strategies

a. Addition

Addition is a strategy to add words in the source language because the

source language needs some words to be accepted. This strategy found in 12

data. The example is provided below:

No. Data SourceText No. Data Target Text Strategy

ST/D/136/SEQ/22 he againfilled theshovel

TT/D/136/SEQ/22 sekali lagi,Timothymemenuhisekop

st. addition

The example mentioned that again is translated into sekali lagi. This

addition strategy is applied into this marker because there is an addition of

structure to the TT. The additional word here is sekali. There will be no

changing in message whether sekali is mentioned or not.

0 10 20 30 40 50 60 70 80 90

Synonym

Structural Addition

Substraction

Borrowing

Cultural Equivalent

Omission

Missing Objects

Strategies Used

Strategies Used


59

b. Subtraction

This strategy omits some structural structure elements in the target

language. The researcher found seven data that apply this strategy.

Here is the example of translation discourse marker using subtraction strategy:

No. Data Source Text No. Data TargetText

Strategy

ST/D/133/PA/55 and then in amovement

TT/D/133/PA/52 dan dengangerakan

substraction

Researcher considered the translation of and then becomes dan as

subtraction strategy because the translator omitted the word then which in

Indonesian is translated as kemudian. This omitting is necessary to minimalize

the ambiguity of the marker.

2. Semantic Strategies

a. Borrowing

Borrowing is a translation strategy whereby the translator uses a word

or expression from source language in the target language. Researcher found at

least five data that using this strategy. The example is provided below:

No. Data SourceText No. Data Target

TextStrategy

ST/A/16/CONC/7 Well, Nickie ST/A/16/CONC/7 Well,Nickie

borrowing

In ST, the marker well is not translated in Indonesian, but it is transferred just

as the same as the source language. It does not use the target language to

translate the marker.


60

b. Cultural Equivalent

Translator uses the cultural word of SL to change the cultural word of

the TL. Researcher found only one data of this strategy.

No. Data Source Text No. Data Target Text StrategyST/D/100/CONC/20

"well" saidLean

ST/D/100/CONC/20

"nah" kataTimothy

culturalequivalent

Marker well here is translated into nah, based on Indonesian dictionary

it means kata seru untuk menyudahi (KBBI, 2001). It is a word to end and

admit the truth mentioned in the conversation.

c. Synonym

This strategy is used when the translator translated more or less the

same meaning for the source language. Synonym strategy is the most applied

strategy since discourse marker in this research mostly found in parallel

marker. Means that most of them are simple conjunction like and. Researcher

found 85 data of translation discourse markers that are using this strategy.

No. Data Source Text No. Data Target Text StrategyST/D/97/PA/41

and he did notseem to daretouch it

TT/D/97/PA/41

dan dia tidakberanimenyentuhnya

synonym

ST/D/92/INF/3

because theycould not look

TT/D/92/INF/3 karena takutberada

synonym

ST/D/89/CONC/18

of course TT/D/89/CONC/18

tentu saja synonym

The markers, and, because, and of course are translated into dan,

karena, and tentu saja. Three of them share more or less the same meaning as

in SL and TL.


61

d. Omission

In this strategy, the translator omitted a word from source language in

the target language text. The researcher found 14 data of omitted markers from

the short stories as follows:

No. Data Source Text No. Data Target Text StrategyST/C/62/PA/31

and if I do ityou'll be happy

TT/C/62/PA/31

(no-dm) jika akumelakukannya, makasemua akan seperti dulu

omission

ST/B/28/PA/16

wentdownstairs andthe hotelowner

TT/B/28/PA/16

menuruni tangga menujulantai dasar. (no-dm) Sipemilik hotel

omission

As we can see, both example markers of parallel marker are omitted in

the target text. There are no discourse markers in the TT sentence but the

messages are still the same as in ST.

Some data do not apply any strategies because it is not only the

discourse markers are missing but the sentences too. At least, the researcher

cannot found 12 data from ST in the TT.

From the analysis above, the researcher found that from 136 data of

discourse marker in the short stories, there are 85 data using synonym strategy,

12 data using structural addition strategy, 7 data using subtraction strategy, 5

data using borrowing strategy, 1 data using cultural equivalent strategy, 14 data

using omission strategy. There are 12 data taken from the source text that not

included in the target text, so that the marker and sentence where the marker

appears in ST do not exist in TT.

The answer of the second question in this research is found in short

stories published by Fiksi Lotus using; 1). structural addition; 2). subtraction;


62

3). borrowing; 4). synonym; 5). cultural equivalent; 6). omission. Moreover,

according to Suryawinata and Hariyanto (2003) theory, six more strategies are

not used by the translator which are transposition, descriptive equivalent and

componential analysis, official translation, reduction and expansion, semantic

addition, and modulation.


63

CHAPTER V

CONCLUSION

This research found out that there are 136 data of discourse marker from

short stories. In this study, the researcher has two problem formulations. The first

is to find what type of equivalence of the discourse markers found in four short

stories based on Nida’s theory of equivalence (formal or dynamic). The second is

to find what translation strategies are used to translate the discourse marker based

on Suryawinata and Hariyanto’s theory of translation strategy.

For the first problem, the researcher categorized the discourse marker

found in the four short stories based on their function. The total data collected are

136, they are divided into 54 parallel markers, 33 conceding markers, 22

sequencing markers, 19 contrastive markehrs, 6 inferential markers, 1 elaborative

marker, 1 topic change marker, and 1 refocusing marker. Later, the researcher

analyzed them based on Nida’s theory of equivalence and found that 92 data are

formal, 22 are dynamic, and 22 data are not translated into target text.

For the second problem, the researcher found out that the translation of

discourse marker in the short stories published by Fiksi Lotus uses 6 strategies out

of 12 strategies by the theory of Suryawinata and Hariyanto (2003). Synonym

strategy is the most frequent used theory by the translator to translate discourse

marker. There are 85 data using synonym strategy, 12 data using structural

addition strategy, 7 data using subtraction strategy, 5 data using borrowing


64

strategy, 1 data using cultural equivalent strategy and 14 data using omission

strategy. There are 12 data of discourse marker that do not exist in the target text.

The final conclusion is that the original four short stories published by

Fiksi Lotus on website consist of discourse markers that are translated mostly

using formal equivalence into target text, which means that the translation is using

the same form, structure, and meaning. The most frequent strategy applied in the

process of translation is synonym strategy. It indicates that the words’ element is

sharing the more or less same meaning.


65

BIBLIOGRAPHY

Bell, Roger T. Translation and Translating: Theory and Practice. New York:Longman Inc., 1997

Blakemore, Diane. The Handbook of Pragmatics. Oxford: Blackwell PublishingLtd, 2006.

Catford. John C. A Linguistic Theory of Translation: An Essay in AppliedLinguistic. Oxford: Oxford University Press, 1965.

Catford. John C. A Linguistic Theory of Translation. London: Oxford UniversityPress, 1974.

Departemen Pendidikan Dan Kebudayaan. Kamus Besar Bahasa Indonesia EdisiKetiga. Jakarta: Balai Pustaka, 2001.

Djohar, Winda Adeputri. “The Equivalence and the Acceptability of theTranslation of Discourse Markers In John Boyne’s The Boy In The StrippedPyhamas”. Undergraduate Thesis. Yogyakarta: Sanata Dharma University,2012.

Tjoakin, Maggie. Sepuluh Indian. Fiksi Lotus, 2013.(https://fiksilotus.com/2013/09/03/sepuluh-indian/). January 2019.

Tjoakin, Maggie. Balada Hujan. Fiksi Lotus, 2012.(https://fiksilotus.com/2012/06/02/balada-hujan/). January 2019.

Tjoakin, Maggie. Obrolan Siang Bolong. Fiksi Lotus, 2012.(https://fiksilotus.com/2012/03/30/obrolan-siang-bolong/). January 2019.

Tjoakin, Maggie. Dilema sang Komandan. Fiksi Lotus, 2010.(https://fiksilotus.com/2010/04/10/dilema-sang-komandan/), January 2019.

Fraser, Bruce. Acta Linguistica Hungaria: An International Journal ofLinguistics. Vol.38. Budapest: Akademiai Kiado, 1988.

Jucker, Andreas H. and Yael Ziv. “Discourse Marker: Introduction”. DiscourseMarkers: Description and Theory. Ed. Andreas H. Jucker and Yael Ziv.Amsterdam: John Benjamins Publishing Co., 2004.

Munday, Jeremy. Introducting Translation Studies: Theories and Applications.Oxford: Routledge, 2008.

n.a. The New Lexicon: Webster’s Dictionary of the English Language.Connecticut: Lexicon Publications Inc, 1995


66

Nida, Eugine. Toward a Science of Translating. Leiden: E.J. Brill, 1964.

Nida, Eugine and Charles Tabir. The Theory and Practive of Translation. Leiden:E.J. Brill, 1974.

Pakasi, Marcella Ruth Stephanie. “The Equivalence and Readability of theTranslation of Discourse Markers in Nicholas Sparks’ Safe Heaven”.Undergraduate Thesis. Yogyakarta: Sanata Dharma University, 2015

Scribner Jr, Charles. The Complete Short Stories of Ernest Hemingway: The FincaVigia Edition. Scribner. 1998.

Sistanto, Lidya. “The Indonesian Translation of Food and Beverage ProductLabels: A Study of Readability and Stategies Appled”. UndergraduateThesis. Yogyakarta: Sanata Dharma University, 2015

Suryawinata, Zuchridin dan Sugeng Hariyanto. Translation: Bahasa Teori danPenuntun Praktis Menerjemahkan. Yogyakarta: Penerbit Kanisius, 2003.

Williams, Jenny and Andrew Chesterman. The Map a Beginner’s Guide to DoingResearch in Translation Studies. Manchester: St. Jerome Publishing, 2002.


67

APPENDICES

APPENDIX 1: DATA EQUIVALENCE

No. Data Source Text No. Data Target Text Equivalence

ST/A/1/PA/1

dragged him into thebushes and got back up towagon box

TT/A/1/PA/1

menarik orang tersebutke pinggir, diantarasemak belukar,sebelum kembali keatas kereta kuda

D

ST/A/2/PA/2

was down into the roadand back down

TT/A/2/PA/2

turun dari kereta dankembali

F

ST/A/3/PA/3

from the main high wayand went up into

TT/A/3/PA/3

dari ruas jalan utamadan mulai menanjakke

F

ST/A/4/PA/4

got down and walk down TT/A/4/PA/4

turun dan berjalankaki

F

ST/A/5/SEQ/1

back into the wagon again TT/A/5/SEQ/1

naik ke atas kereta-

ST/A/6/CONC/1

well, they smell about TT/A/6/CONC/1

ya, tapi kan baumereka

F

ST/A/7/SEQ/2

girls never got a mananywhere

TT/A/7/SEQ/2

wanita tak bisamembuat hidupmulebih maju

D

ST/A/8/CONC/2

Yes, that's what youwould say

TT/A/8/CONC/2

(no-dm) sekarang kaubicara begitu

-

ST/A/9/CONC/3

Well, you had plenty of TT/A/9/CONC/3

(no-dm) dulu pacarmubanyak sekali

-

ST/A/10/SEQ/3

Joe laughed again TT/A/10/SEQ/3

Joe tertawa lagiF

ST/A/11/CONC/4

Well, get along thenTT/A/11/CONC/4

kalau begitu lebih baikkau tak berlama-lama,agar tidak kemalaman

D

ST/A/12/CONC/5

Alright TT/A/12/CONC/5

baiklahF

ST/A/13/CONC/6


TT/A/13/CONC/6

baiklah. Selamatmalam, Nickie

F

ST/A/14/PA/5

in the swamp mud, andthenclimbed up

TT/A/14/PA/5

terendam lumpur, (no-dm) ia memanjat

F

ST/A/15/PA/6

climbed over the fenceand walked

TT/A/15/PA/6

memanjat pagar yangmembatasi pondok itudan melangkah

F

ST/A/16/CONC/7

Well, Nickie TT/A/16/CONC/7

Well, NickieF

ST/A/17/PA/7

watching him eat andfilled his TT/A/17/

PA/7

menatap Nick melahapsantapan malam ituseraya menuangkansusu

F

ST/A/18/PA/8

Nick drank and wiped TT/A/18/PA/8

Nick meneguk isigelas dan menyeka

F

ST/A/19/P got up from the table and TT/A/19/ beranjak dari meja dan F


68

A/9 went out PA/9 melangkah keluarST/A/20/CONC/8


baiklahF

ST/A/21/PA/10

Nick went into his room,undressed, and got intobed

TT/A/21/PA/10

Nick pergi ke kamartidurnya, melepaskanpakaiandanmembaringkantubuh di atas ranjang

F

ST/A/22/PA/11

his father blow out thelamp and go into his ownroom

TT/A/22/PA/11

ayahnya meniuplampu petromaks danberanjak ke kamartidurnya sendiri

F

ST/A/23/PA/12

He heard a wind come upin the tress outside andfelt it come in cool

TT/A/23/PA/12

Ia juga mendengardesau angin yangmengusik pepohonandi luar, sebelumberembus

D

ST/A/24/PA/13

He lay for a long timewith his face in thepillow, and after a while

TT/A/24/PA/13

Ia terbaring di atasranjang untuk waktuyang cukup lama,dengan wajahtertanam di bantal.Namun setelahbeberapa jam

D

ST/A/25/PA/14

he forgot to think aboutPrudence and finally hewent to sleep

TT/A/25/PA/14

ia lupa terhadapprudence dan akhirnyatertidur

F

ST/A/26/SEQ/4

he forgot to think aboutPrudence and finally hewent to sleep

TT/A/26/SEQ/4

ia lupa terhadapprudence dan akhirnyatertidur

F

ST/B/27/PA/15

going down and get thatkitty

TT/B/27/PA/15

turun untukmengambil anakkucing itu

D

ST/B/28/PA/16

the hotel owner stood upand bowed TT/B/28/P

A/16

Si pemilik hotel segeraberdiri ketikamelihatnyadanmembungkuk

F

ST/B/29/PA/17

she opened the door andlooked out

TT/B/29/PA/17

wanita itu membukapintu masuk hoteldengan perasaanbersahabat,lantasmelirik ke kiridan ke kanan

D

ST/B/30/CONC/9

of course, the hotel-keeper had sent her TT/B/30/

CONC/9

tentu saja si pemilikhotel yangmenyuruhnya untukmembawakan payung

F

ST/B/31/CONT/1

but the cat was goneTT/B/31/CONT/1

namun kucing taditidak ada lagi ditempat yang sama

F

ST/B/32/PA/18

they went along the gravelpath and passed in thedoor

TT/B/32/PA/18

mereka kembalimenyusuri jalan untukkembali ke hotel

F


69

ST/B/33/PA/19

felt very small and tightinside the girl

TT/B/33/PA/19

wanita itu merasakerdil dantersanjungpada saat bersamaan

F

ST/B/34/PA/20

she went over and sat infront of the mirror

TT/B/34/PA/20

wanita itu bangkitberdiri danmenghampiri meja rias

F

ST/B/35/SEQ/5

first one side TT/B/35/SEQ/5

pertama wajahnya,dari sisi kanan

F

ST/B/36/PA/21

and then the other TT/B/36/PA/21

dan kiriD

ST/B/37/INF/1

then she studied the backof her head

TT/B/37/INF/1

lantas, iamemperhatikanbelakang kepalanya

F

ST/B/38/PA/22

george looked up and saw TT/B/38/PA/22

missing-

ST/B/39/SEQ/6

she started to speak TT/B/39/SEQ/6

missing-

ST/B/40/PA/23

pull my hair back tightand smooth

TT/B/40/PA/23

menarik rambutku kebelakang danmenguncirnya

F

ST/B/41/PA/24

I want to have a kitty tosit on my lap and purrwhen I stroke her

TT/B/41/PA/24

aku ingin meletakkanseekor anak kucing dipangkuanku agar akubisa mengelusnya

D

ST/B/42/PA/25

and I want to eat at a tableof my own silver

TT/B/42/PA/25

dan aku inginmenggunakanperangkat makankusendiri yang terbuatdari perak

F

ST/B/43/TC/1

oh, shut up and getsomething to read

TT/B/43/TC/1

oh, diamlah dan bacasesuatu

F

ST/B/44/CONC/10

anyway, I want a catTT/B/44/CONC/10

anyway, aku inginmemelihara seekorkucing

F

ST/C/45/PA/26

for two minutes andwenton to Madrid

TT/C/45/PA/26

selama dua menitsebelum melanjutkanperjalanan ke madrid

D

ST/C/46/PA/27

on the table and looked atthe man

TT/C/46/PA/27

di atas tatakan sambilmenatap ke arah

D

ST/C/47/SEQ/7

I've never seen oneTT/C/47/S

EQ/7

aku belum pernahmelihat bentuk gajahputih

F

ST/C/48/REF/1

the man called "Listen"through the curtain

TT/C/48/REF/1

pemuda itu memanggil(no-dm) pelayan lewattirai yang sama

-

ST/C/49/ELA/1

you've waited so long for,like absinthe

TT/C/49/ELA/1

terutama semuaminuman yang sulitdicari, seperti absinthe

F

ST/C/50/CONC/11

well, let's tryTT/C/50/CONC/11

baiklah kalau begitujangan memicupertengkaran

F

ST/C/51/CONC/12

alright. I was trying. TT/C/51/CONC/12

oke, aku hanyamencoba

F


70

ST/C/52/PA/28

look at things and try newdrinks?

TT/C/52/PA/28

menikmati berbagaihal sambilmencobaminuman baru

D

ST/C/53/CONC/13

alright. TT/C/53/CONC/13

bolehF

ST/C/54/SEQ/8


TT/C/54/SEQ/8

lantas apa yang akankita lakukan setelahitu?

F

ST/C/55/SEQ/9

we'll be fine affterward.Just like we were before

TT/C/55/SEQ/9

setelah itu hubungankita akan sepertisebelumnya

F

ST/C/56/PA/29

and you think then we'llbe alright and happy

TT/C/56/PA/29

kalau begitumenurutmu kita akanbahagia setelah itu

D

ST/C/57/SEQ/8

and afterward they wereall so happy

TT/C/57/SEQ/8

dan setelah itu merekatampak bahagia

F

ST/C/58/CONC/13

'well" the man said TT/C/58/CONC/13

"well" kata si pemudaF

ST/C/59/CONT/2

but I know it's perfectlysimple

TT/C/59/CONT/2

tapi menurutkuprosedurnya sangatsederhana

F

ST/C/60/CONT/3

but I don’t want you to doit

TT/C/60/CONT/3

tapi jangan lakukankalau kau tidak inginmelakukannya

F

ST/C/61/PA/30

and if I do it you'll behappy TT/C/61/P

A/30

(no-dm) jika akumelakukannya, makasemua akan sepertidulu

-

ST/C/62/CONT/4

but, if I do it TT/C/62/CONT/4

tapi kalau akumelakukannya F

ST/C/63/INF/2

then it will be niceTT/C/63/I

NF/2

maka hubungan kitaakan kembaliharmonis

F

ST/C/64/SEQ/10

it will be nice againTT/C/64/S

EQ/10

maka hubungan kitaakan kembaliharmonis

F

ST/C/65/CONT/5

I love it now but I justcan't think about it TT/C/65/

CONT/5

sekarang pun akumendukungmu, tapiaku sedang tidak bisaberpikir jernih

F

ST/C/66/CONC/13

well, I care about you TT/C/66/CONC/13

aku sayangterhadapmu

-

ST/C/67/CONC/14

oh, yes. TT/C/67/CONC/14

oh, memangD

ST/C/68/CONT/6

but I don’t't care about me TT/C/68/CONT/6

tapi aku tidak sayangterhadap diriku sendiri

F

ST/C/69/SEQ/11

across, on the other side TT/C/69/SEQ/11

di sebereang sana, disisi lain

F

ST/C/71/PA/31

and once they take itaway

TT/C/71/PA/31

(no-dm) begitu merekamengambilnya

-

ST/C/72/SEQ/11

you never never get itback

ST/C/71/SEQ/11

kita tidak akan bisamerebutnya kembali

F

ST/C/73/CONT/7

but they haven't taken itaway

TT/C/73/CONT/7

tapi mereka belummengambilnya

F


71

ST/C/74/CONC/15

alright TT/C/74/CONC/15

baiklahF

ST/C/75/CONT/8

but you've got to realize TT/C/75/CONT/8

tapi harus mengertibahwa F

ST/C/76/PA/32

at the table and the girllooked across

TT/C/76/PA/32

di meja yang sama dansi gadis memandangi

F

ST/C/77/CONC/16

of course it does TT/C/77/CONC/16

tentu saja hal ituberarti untukku

F

ST/C/78/CONT/9

but I don’t want any bodybut you

TT/C/78/CONT/9

tapi aku tidakmenginginkan oranglain selain dirimu

F

ST/C/79/CONT/10

I don’t want anybody butyou

TT/C/79/CONT/10

aku tidakmenginginkan oranglain selain dirimu

F

ST/C/80/PA/33

and I know it's perfectlysimple

TT/C/80/PA/33

dan aku juga tahubahwa prosedurnyasangat sederhana

F

ST/C/81/CONC/17


TT/C/81/CONC/17

aku tahu,kau sudahmengatakan ituberkali-kali

D

ST/C/82/CONT/11

he did not say anythingbut looked at the bags

TT/C/82/CONT/11

si pemuda pun segerabungkam danmenataptumpukan koper

D

ST/C/83/CONT/12

but I don't want you to TT/C/83/CONT/12

tapi aku tidak mau kauberhenti bicara'

F

ST/C/84/PA/34

with two glasses of beerand put them down on thedamp felt oads

TT/C/84/PA/34

membawa dua gelasbir. (no-dm) Iameletakkan gelas itu diatas meja

-

ST/C/85/PA/35

he picked up two heavybags and carried them TT/C/85/P

A/35

pemuda itumengangkut dua koperbesar nan berat danmemindahkannya

F

ST/C/86/CONT/13

but could not see the train TT/C/86/CONT/13

namun tak melihat adakereta lewat

F

ST/C/87/PA/36

she was sitting at the tableand smiled at him TT/C/87/P

A/36

gadis tadi masih dudukdi meja yang sama danmelemparkan senyumke arahnya

F

ST/D/88/PA/37

and we've got to bury oldBill

TT/D/88/PA/37

dan kita harusmemakamkan Billsekarang

F

ST/D/89/CONC/18


tentu sajaF

ST/D/90/PA/38

and two men came slowly TT/D/90/PA/38

dan dua prajurit punF

ST/D/91/PA/39

and frightened merely TT/D/91/PA/39

missing-

ST/D/92/INF/3

because they could notlook

TT/D/92/INF/3

karena takut beradaF

ST/D/93/SEQ/13

began to shovel TT/D/93/SEQ/13

mulai menggaliF

ST/D/94/CONC/19

"yes" he said TT/D/94/CONC/19

"benar" sahut TimothyF


72

ST/D/95/CONT/14

but his hands waveredd TT/D/95/CONT/14

(no-dm) keduatangannya mulai -

ST/D/96/SEQ/14

the firstbutton was brick-red

TT/D/96/SEQ/14

kancing pertamanyadilapisi

F

ST/D/97/PA/40

and he did not seem todare touch it

TT/D/97/PA/40

dan dia tidak beranimenyentuhnya F

ST/D/98/PA/41

and his fingers TT/D/98/PA/41

sementara jarinyaD

ST/D/99/SEQ/15

at last he rose withghastly face

TT/D/99/SEQ/15

akhirnya, dia mulaibanhkit berdiri denganwajah pucat

F

ST/D/100/CONC/20

"well" said Lean TT/D/100/CONC/20

"nah" kata TimothyF

ST/D/101/CONC/21

"Yes" said the adjutant TT/D/101/CONC/21

"ya" kata sang ajudanF

ST/D/102/PA/42

and then he burst out TT/D/102/PA/42

sebelum tiba tibaD

ST/D/103/SEQ/16

the adjutant again lookedat each other

TT/D/103/SEQ/16

sang ajudan kembalisaling bertukar tatapan F

ST/D/104/CONC/22

"well" he said TT/D/104/CONC/22

"well" katanyaF

ST/D/105/CONC/23

"yes" said Lean TT/D/105/CONC/23

"yes" kata TimothyF

ST/D/106/CONC/24


"benar" kata sangajudan F

ST/D/107/INF/4

then apparentlyremembering

TT/D/107/INF/4

lalu, teringat akanF

ST/D/108/PA/43

and took hold of the deadofficer's clothing

TT/D/108/PA/43

(no-dm) ia berusahasekuat tenaga

-

ST/D/108/PA/44

and the two officers TT/D/108/PA/44

dan baik sang ajudanmaupun Timothy

F

ST/D/109/SEQ/17

again at each otherTT/D/109/

SEQ/17

kembali melempartatapan ke arah satusama lain

F

ST/D/110/CONC/25

"oh, well" he cried TT/D/110/CONC/25

missing-

ST/D/111/CONC/26

"alright" said Lean TT/D/111/CONC/26

missing-

ST/D/112/CONT/15

I can repeat two lines,but-

TT/D/112/CONT/15

aku bisa mengatakandua baris doa, tapi-

F

ST/D/113/CONC/27

"well, do it" said theadjutant TT/D/113/

CONC/27

(no-dm) "lakukansaja" dorong sangajudan

-

ST/D/114/PA/45

and the beasts have gotout range exactly TT/D/114/

PA/45

apalagi musuh kitasekarang sedang sibukmembidik kita darijauh

F

ST/D/115/CONT/16

but his spirit has leapedtoward

TT/D/115/CONT/16

namun rohnya telahnaik menuju

F

ST/D/116/CONT/17

but he stopped with ahopeless feeling

TT/D/116/CONT/17

di mana ia mendadakberhenti

D

ST/D/117/PA/46

and from Thy superbheights-

TT/D/117/PA/46

dan dari ketinggian-Mu

F


73

ST/D/118/SEQ/18

he began TT/D/118/SEQ/18

ia melanjutkanD

ST/D/119/PA/47

and then he too came toan end

TT/D/119/PA/47

(no-dm) juga denganasal asalan

-

ST/D/120/PA/48


TT/D/120/PA/48

dan dari ketinggian-Mu

F

ST/D/121/PA/49

and he exploited it TT/D/121/PA/49

dan ia mengutarakanF

ST/D/122/SEQ/19

repeated the adjutant TT/D/122/SEQ/19

ulang sang ajudanF

ST/D/123/PA/50

and then he was movedby some violence offeeling

TT/D/123/PA/50

yang kemudiantergerak oleh perasaantidak enak

F

ST/D/124/SEQ/20

for he turned suddenlyupon his two men

TT/D/124/SEQ/20

dan akhirnya memutarbadan ke arah keduaprajuritnya

D

ST/D/125/SEQ/21

his first shovel-load TT/D/125/SEQ/21

missing-

ST/D/126/PA/54

and for a moment TT/D/126/PA/51

dan untuk sesaatF

ST/D/127/INF/5

then the soldier emptiedhis shovel

TT/D/127/INF/5

lalu, sang prajuritF

ST/D/128/SEQ/22

the first shovelful TT/D/128/SEQ/22

missing-

ST/D/129/CONC/28

well TT/D/129/CONC/28

missing-

ST/D/129/CONC/29


tentu sajaF

ST/D/130/CONT/18

but he was different TT/D/130/CONT/18

walau, anehnyaD

ST/D/131/PA/55

and then in a movement TT/D/131/PA/52

dan dengan gerakanF

ST/D/132/PA/56

and as it landed TT/D/132/PA/53

saat mendarat-

ST/D/133/CONC/30

of course, if we advance TT/D/133/CONC/30

tentunya, kalau kitamaju

F

ST/D/134/SEQ/22

he again filled the shovel TT/D/134/SEQ/22

sekali lagi, Timothymemenuhi sekop

F

ST/D/135/CONT/19

was nothing to be seenbut the chalk-blue face TT/D/135/

CONT/19

yang tak tertimbuntanah kecualiwajahnya yang biruseperti kapur barus

F

ST/D/136/INF/6

then Lean began to stutter TT/D/136/INF/6

(no-dm) Timothymulai gugup

-


74

APPENDIX 2: DATA TRANSLATION STRATEGY

No. Data Source Text No. Data Target Text Strategy

ST/A/1/PA/1

dragged him into thebushes and got backup to wagon box

TT/A/1/PA/1

menarik orangtersebut ke pinggir,diantara semakbelukar, sebelumkembali ke ataskereta kuda

synonym

ST/A/2/PA/2was down into theroad and back down

TT/A/2/PA/2turun dari keretadan kembali

synonym

ST/A/3/PA/3from the main highway and went up into TT/A/3/PA/3

dari ruas jalanutama dan mulaimenanjak ke

synonym

ST/A/4/PA/4got down and walkdown

TT/A/4/PA/4turun dan berjalankaki

synonym

ST/A/5/SEQ/1

back into the wagonagain

TT/A/5/SEQ/1

naik ke atas keretaomission

ST/A/6/CONC/1

well, they smell about TT/A/6/CONC/1

ya, tapi kan baumereka

synonym

ST/A/7/SEQ/2

girls never got a mananywhere

TT/A/7/SEQ/2

wanita tak bisamembuat hidupmulebih maju

sem. addition

ST/A/8/CONC/2

Yes, that's what youwould say

TT/A/8/CONC/2

(no-dm) sekarangkau bicara begitu

omission

ST/A/9/CONC/3

Well, you had plentyof

TT/A/9/CONC/3

(no-dm) dulupacarmu banyaksekali

omission

ST/A/10/SEQ/3

Joe laughed again TT/A/10/SEQ/3

Joe tertawa lagisynonym

ST/A/11/CONC/4

Well, get along thenTT/A/11/CO

NC/4

kalau begitu lebihbaik kau takberlama-lama, agartidak kemalaman

sem. addition

ST/A/12/CONC/5


baiklahsynonym

ST/A/13/CONC/6


TT/A/13/CONC/6

baiklah. Selamatmalam, Nickie

synonym

ST/A/14/PA/5

in the swamp mud,and thenclimbed up

TT/A/14/PA/5

terendam lumpur,(no-dm) iamemanjat

omission

ST/A/15/PA/6

climbed over the fenceand walked

TT/A/15/PA/6

memanjat pagaryang membatasipondok itu danmelangkah

synonym

ST/A/16/CONC/7

Well, Nickie TT/A/16/CONC/7

Well, Nickieborrowing

ST/A/17/PA/7

watching him eat andfilled his

TT/A/17/PA/7

menatap Nickmelahap santapanmalam itu serayamenuangkan susu

synonym

ST/A/18/PA/8

Nick drank and wiped TT/A/18/PA/8

Nick meneguk isigelas dan menyeka

synonym

ST/A/19/PA/ got up from the table TT/A/19/PA/ beranjak dari meja synonym


75

9 and went out 9 dan melangkahkeluar

ST/A/20/CONC/8


baiklahsynonym

ST/A/21/PA/10

Nick went into hisroom, undressed, andgot into bed

TT/A/21/PA/10

Nick pergi kekamar tidurnya,melepaskanpakaiandanmembaringkantubuh di atasranjang

synonym

ST/A/22/PA/11

his father blow out thelamp and go into hisown room

TT/A/22/PA/11

ayahnya meniuplampu petromaksdan beranjak kekamar tidurnyasendiri

synonym

ST/A/23/PA/12

He heard a wind comeup in the tress outsideand felt it come incool

TT/A/23/PA/12

Ia juga mendengardesau angin yangmengusikpepohonan di luar,sebelum berembus

synonym

ST/A/24/PA/13

He lay for a long timewith his face in thepillow, and after awhile

TT/A/24/PA/13

Ia terbaring di atasranjang untukwaktu yang cukuplama, denganwajah tertanam dibantal. Namunsetelah beberapajam

synonym

ST/A/25/PA/14

he forgot to thinkabout Prudence andfinally he went tosleep

TT/A/25/PA/14

ia lupa terhadapprudence danakhirnya tertidur

synonym

ST/A/26/SEQ/4

he forgot to thinkabout Prudence andfinally he went tosleep

TT/A/26/SEQ/4

ia lupa terhadapprudence danakhirnya tertidur

synonym

ST/B/27/PA/15

going down and getthat kitty

TT/B/27/PA/15

turun untukmengambil anakkucing itu

synonym

ST/B/28/PA/16

the hotel owner stoodup and bowed

TT/B/28/PA/16

Si pemilik hotelsegera berdiriketika melihatnyadanmembungkuk

synonym

ST/B/29/PA/17

she opened the doorand looked out

TT/B/29/PA/17

wanita itumembuka pintumasuk hoteldengan perasaanbersahabat,lantasmelirik kekiri dan ke kanan

synonym

ST/B/30/CONC/9

of course, the hotel-keeper had sent her

TT/B/30/CONC/9

tentu saja sipemilik hotel yangmenyuruhnyauntuk

synonym


76

membawakanpayung

ST/B/31/CONT/1

but the cat was gone TT/B/31/CONT/1

namun kucing taditidak ada lagi ditempat yang sama synonym

ST/B/32/PA/18

they went along thegravel path and passedin the door

TT/B/32/PA/18

mereka kembalimenyusuri jalanuntuk kembali kehotel

synonym

ST/B/33/PA/19

felt very small andtight inside the girl

TT/B/33/PA/19

wanita itu merasakerdildantersanjung padasaat bersamaan

synonym

ST/B/34/PA/20

she went over and satin front of the mirror

TT/B/34/PA/20

wanita itu bangkitberdiri danmenghampiri mejarias

synonym

ST/B/35/SEQ/5

first one side TT/B/35/SEQ/5

pertama wajahnya,dari sisi kanan synonym

ST/B/36/PA/21

and then the other TT/B/36/PA/21

dan kirisubstraction

ST/B/37/INF/1

then she studied theback of her head

TT/B/37/INF/1

lantas, iamemperhatikanbelakang kepalanya

synonym

ST/B/38/PA/22

george looked up andsaw

TT/B/38/PA/22

missing-

ST/B/39/SEQ/6

she started to speak TT/B/39/SEQ/6

missing-

ST/B/40/PA/23

pull my hair back tightand smooth

TT/B/40/PA/23

menarik rambutkuke belakang danmenguncirnya

synonym

ST/B/41/PA/24

I want to have a kittyto sit on my lap andpurr when I stroke her

TT/B/41/PA/24

aku inginmeletakkan seekoranak kucing dipangkuanku agaraku bisamengelusnya

synonym

ST/B/42/PA/25

and I want to eat at atable of my own silver

TT/B/42/PA/25

dan aku inginmenggunakanperangkat makankusendiri yangterbuat dari perak

synonym

ST/B/43/TC/1

oh, shut up and getsomething to read

TT/B/43/TC/1

oh, diamlah danbaca sesuatu

substraction

ST/B/44/CONC/10

anyway, I want a cat TT/B/44/CONC/10

anyway, aku inginmemelihara seekorkucing

borrowing

ST/C/45/PA/26

for two minutesandwent on to Madrid

TT/C/45/PA/26

selama dua menitsebelummelanjutkanperjalanan kemadrid

synonym


77

ST/C/46/PA/27

on the table andlooked at the man

TT/C/46/PA/27

di atas tatakansambil menatap kearah

synonym

ST/C/47/SEQ/7

I've never seen one TT/C/47/SEQ/7

aku belum pernahmelihat bentukgajah putih

synonym

ST/C/48/REF/1

the man called"Listen" through thecurtain

TT/C/48/REF/1

pemuda itumemanggil (no-dm) pelayan lewattirai yang sama

omission

ST/C/49/ELA/1

you've waited so longfor, like absinthe

TT/C/49/ELA/1

terutama semuaminuman yangsulit dicari, sepertiabsinthe

synonym

ST/C/50/CONC/11

well, let's try TT/C/50/CONC/11

baiklah kalaubegitu janganmemicupertengkaran

synonym

ST/C/51/CONC/12

alright. I was trying. TT/C/51/CONC/12

oke, aku hanyamencoba

cultural

ST/C/52/PA/28

look at things and trynew drinks?

TT/C/52/PA/28

menikmatiberbagai halsambilmencobaminuman baru

synonym

ST/C/53/CONC/13

alright. TT/C/53/CONC/13

bolehsynonym

ST/C/54/SEQ/8


TT/C/54/SEQ/8

lantas apa yangakan kita lakukansetelah itu?

synonym

ST/C/55/SEQ/9

we'll be fineaffterward. Just likewe were before

TT/C/55/SEQ/9

setelah ituhubungan kita akanseperti sebelumnya

addition

ST/C/56/PA/29

and you think thenwe'll be alright andhappy

TT/C/56/PA/29

kalau begitumenurutmu kitaakan bahagiasetelah itu

sem. addition

ST/C/57/SEQ/8

and afterward theywere all so happy

TT/C/57/SEQ/8

dan setelah itumereka tampakbahagia

sem. addition

ST/C/58/CONC/13

'well" the man said TT/C/58/CONC/13

"well" kata sipemuda

borrowing

ST/C/59/CONT/2

but I know it'sperfectly simple

TT/C/59/CONT/2

tapi menurutkuprosedurnya sangatsederhana

synonym

ST/C/60/CONT/3

but I don’t want you todo it

TT/C/60/CONT/3

tapi jangan lakukankalau kau tidakinginmelakukannya

synonym

ST/C/61/PA/30

and if I do it you'll behappy

TT/C/61/PA/30

(no-dm) jika akumelakukannya,maka semua akanseperti dulu

omission

ST/C/62/CONT/4

but, if I do it TT/C/62/CONT/4

tapi kalau akumelakukannya synonym


78

ST/C/63/INF/2

then it will be nice TT/C/63/INF/2

maka hubungankita akan kembaliharmonis

synonym

ST/C/64/SEQ/10

it will be nice again TT/C/64/SEQ/10

maka hubungankita akan kembaliharmonis

synonym

ST/C/65/CONT/5

I love it now but I justcan't think about it

TT/C/65/CONT/5

sekarang pun akumendukungmu,tapi aku sedangtidak bisa berpikirjernih

synonym

ST/C/66/CONC/13

well, I care about you TT/C/66/CONC/13

aku sayangterhadapmu omission

ST/C/67/CONC/14

oh, yes. TT/C/67/CONC/14

oh, memangsynonym

ST/C/68/CONT/6

but I don’t't care aboutme

TT/C/68/CONT/6

tapi aku tidaksayang terhadapdiriku sendiri

synonym

ST/C/69/SEQ/11

across, on the otherside

TT/C/69/SEQ/11

di sebereang sana,di sisi lain

substraction

ST/C/71/PA/31

and once they take itaway

TT/C/71/PA/31

(no-dm) begitumerekamengambilnya

omission

ST/C/72/SEQ/11

you never never get itback

ST/C/71/SEQ/11

kita tidak akan bisamerebutnyakembali

sem. addition

ST/C/73/CONT/7

but they haven't takenit away

TT/C/73/CONT/7

tapi mereka belummengambilnya

synonym

ST/C/74/CONC/15

alright TT/C/74/CONC/15

baiklahsynonym

ST/C/75/CONT/8

but you've got torealize

TT/C/75/CONT/8

tapi harus mengertibahwa synonym

ST/C/76/PA/32

at the table and thegirl looked across

TT/C/76/PA/32

di meja yang samadan si gadismemandangi

synonym

ST/C/77/CONC/16

of course it does TT/C/77/CONC/16

tentu saja hal ituberarti untukku

synonym

ST/C/78/CONT/9

but I don’t want anybody but you

TT/C/78/CONT/9

tapi aku tidakmenginginkanorang lain selaindirimu

synonym

ST/C/79/CONT/10

I don’t want anybodybut you

TT/C/79/CONT/10

aku tidakmenginginkanorang lain selaindirimu

synonym

ST/C/80/PA/33

and I know it'sperfectly simple

TT/C/80/PA/33

dan aku juga tahubahwa prosedurnyasangat sederhana

synonym

ST/C/81/CONC/17


TT/C/81/CONC/17

aku tahu,kau sudahmengatakan ituberkali-kali

sem. addition

ST/C/82/CONT/11

he did not sayanything but looked atthe bags

TT/C/82/CONT/11

si pemuda punsegera bungkamdanmenatap

synonym


79

tumpukan koperST/C/83/CO

NT/12but I don't want you to TT/C/83/CO

NT/12tapi aku tidak maukau berhenti bicara'

synonym

ST/C/84/PA/34

with two glasses ofbeer and put themdown on the damp feltoads

TT/C/84/PA/34

membawa duagelas bir. (no-dm)Ia meletakkangelas itu di atasmeja

omission

ST/C/85/PA/35

he picked up twoheavy bags and carriedthem

TT/C/85/PA/35

pemuda itumengangkut duakoper besar nanberat danmemindahkannya

synonym

ST/C/86/CONT/13

but could not see thetrain

TT/C/86/CONT/13

namun tak melihatada kereta lewat

synonym

ST/C/87/PA/36

she was sitting at thetable and smiled athim

TT/C/87/PA/36

gadis tadi masihduduk di meja yangsama danmelemparkansenyum ke arahnya

synonym

ST/D/88/PA/37

and we've got to buryold Bill

TT/D/88/PA/37

dan kita harusmemakamkan Billsekarang

synonym

ST/D/89/CONC/18


tentu sajasynonym

ST/D/90/PA/38

and two men cameslowly

TT/D/90/PA/38

dan dua prajuritpun synonym

ST/D/91/PA/39

and frightened merely TT/D/91/PA/39

missingomission

ST/D/92/INF/3

because they could notlook

TT/D/92/INF/3

karena takutberada

synonym

ST/D/93/SEQ/13

began to shovel TT/D/93/SEQ/13

mulai menggalisynonym

ST/D/94/CONC/19

"yes" he said TT/D/94/CONC/19

"benar" sahutTimothy

synonym

ST/D/95/CONT/14

but his handswaveredd

TT/D/95/CONT/14

(no-dm) keduatangannya mulai omission

ST/D/96/SEQ/14

the firstbutton wasbrick-red

TT/D/96/SEQ/14

kancingpertamanyadilapisi

addition

ST/D/97/PA/40

and he did not seem todare touch it

TT/D/97/PA/40

dan dia tidakberanimenyentuhnya

synonym

ST/D/98/PA/41

and his fingers TT/D/98/PA/41

sementara jarinya-

ST/D/99/SEQ/15

at last he rose withghastly face

TT/D/99/SEQ/15

akhirnya, dia mulaibanhkit berdiridengan wajahpucat

substraction

ST/D/100/CONC/20

"well" said Lean TT/D/100/CONC/20

"nah" kataTimothy

culturalequivalent

ST/D/101/CONC/21


"ya" kata sangajudan

synonym


80

ST/D/102/PA/42

and then he burst out TT/D/102/PA/42

sebelum tiba tiba-

ST/D/103/SEQ/16

the adjutant againlooked at each other

TT/D/103/SEQ/16

sang ajudankembali salingbertukar tatapan

synonym

ST/D/104/CONC/22

"well" he said TT/D/104/CONC/22

"well" katanyaborrowing

ST/D/105/CONC/23

"yes" said Lean TT/D/105/CONC/23

"yes" kata Timothyborrowing

ST/D/106/CONC/24


"benar" kata sangajudan synonym

ST/D/107/INF/4

then apparentlyremembering

TT/D/107/INF/4

lalu, teringat akansynonym

ST/D/108/PA/43

and took hold of thedead officer's clothing

TT/D/108/PA/43

(no-dm) iaberusaha sekuattenaga

omission

ST/D/108/PA/44

and the two officers TT/D/108/PA/44

dan baik sangajudan maupunTimothy

synonym

ST/D/109/SEQ/17

again at each other TT/D/109/SEQ/17

kembali melempartatapan ke arah satusama lain

synonym

ST/D/110/CONC/25

"oh, well" he cried TT/D/110/CONC/25

missing-

ST/D/111/CONC/26

"alright" said Lean TT/D/111/CONC/26

missing-

ST/D/112/CONT/15

I can repeat two lines,but-

TT/D/112/CONT/15

aku bisamengatakan duabaris doa, tapi-

synonym

ST/D/113/CONC/27

"well, do it" said theadjutant

TT/D/113/CONC/27

(no-dm) "lakukansaja" dorong sangajudan

-

ST/D/114/PA/45

and the beasts havegot out range exactly

TT/D/114/PA/45

apalagi musuh kitasekarang sedangsibuk membidikkita dari jauh

addition

ST/D/115/CONT/16

but his spirit hasleaped toward

TT/D/115/CONT/16

namun rohnyatelah naik menuju

synonym

ST/D/116/CONT/17

but he stopped with ahopeless feeling

TT/D/116/CONT/17

di mana iamendadak berhenti

addition

ST/D/117/PA/46


TT/D/117/PA/46

dan dariketinggian-Mu

synonym

ST/D/118/SEQ/18

he began TT/D/118/SEQ/18

ia melanjutkanaddition

ST/D/119/PA/47

and then he too cameto an end

TT/D/119/PA/47

(no-dm) jugadengan asal asalan

omission

ST/D/120/PA/48


TT/D/120/PA/48

dan dariketinggian-Mu

synonym

ST/D/121/PA/49

and he exploited it TT/D/121/PA/49

dan iamengutarakan

synonym

ST/D/122/SEQ/19

repeated the adjutant TT/D/122/SEQ/19

ulang sang ajudansynonym


81

ST/D/123/PA/50

and then he wasmoved by someviolence of feeling

TT/D/123/PA/50

yang kemudiantergerak olehperasaan tidak enak

substraction

ST/D/124/SEQ/20

for he turned suddenlyupon his two men

TT/D/124/SEQ/20

dan akhirnyamemutar badan kearah keduaprajuritnya

addition

ST/D/125/SEQ/21

his first shovel-load TT/D/125/SEQ/21

missing-

ST/D/126/PA/54

and for a moment TT/D/126/PA/51

dan untuk sesaatsynonym

ST/D/127/INF/5

then the soldieremptied his shovel

TT/D/127/INF/5

lalu, sang prajuritsynonym

ST/D/128/SEQ/22

the first shovelful TT/D/128/SEQ/22

missing-

ST/D/129/CONC/28

well TT/D/129/CONC/28

missing-

ST/D/129/CONC/29


tentu sajasynonym

ST/D/130/CONT/18

but he was different TT/D/130/CONT/18

walau, anehnyasynonym

ST/D/131/PA/55

and then in amovement

TT/D/131/PA/52

dan dengangerakan

substraction

ST/D/132/PA/56

and as it landed TT/D/132/PA/53

saat mendarat-

ST/D/133/CONC/30

of course, if weadvance

TT/D/133/CONC/30

tentunya, kalau kitamaju

substraction

ST/D/134/SEQ/22

he again filled theshovel

TT/D/134/SEQ/22

sekali lagi,Timothy memenuhisekop

st. addition

ST/D/135/CONT/19

was nothing to be seenbut the chalk-blue face

TT/D/135/CONT/19

yang tak tertimbuntanah kecualiwajahnya yang biruseperti kapur barus

synonym

ST/D/136/INF/6

then Lean began tostutter

TT/D/136/INF/6

(no-dm) Timothymulai gugup

-


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