An Analysis of Literal Translation and Oblique Translation in Some Fable Books

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AN ANALYSIS OF LITERAL TRANSLATION AND OBLIQUE TRANSLATION IN SOME FABLE BOOKS

A THESIS

BY:

RINA PURWATI

REG. STUDENT NO: 060705025

ENGLISH DEPARTMENT FACULTY OF LETTERS

UNIVERSITY OF SUMATERA UTARA MEDAN

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ABSTRAK

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AUTHOR’S DECLARATION

I declare that I am the sole author of this thesis. Expect where reference is made in the text of this thesis, this thesis contains no material published else where or extracted in whole or in part from a thesis by which I have qualified for or awarded another degree.

No another person’s work has been submitted for the award of another degree in any tertiary education.

Signed :

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COPYRIGHT DECLARATION

Name : Rina Purwati

Title of Thesis : An analysis Of Literal Translation and Oblique Translation in Some Fable Books

Qualification : S-1 / Sarjana Sastra Department : English Literature

I am willing that my thesis should be available for reduplication at the discretion of the librarian of University of Sumatera Utara, Faculty of Letters, English Departement on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.

Signed :

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I dedicated this thesis to:

My beloved amazing father Arif Basuki

And my beloved mother Tuyem

Thank you for unconditional love,

Thank you for your great life,

T hank you for the care and heart for me,

I always remember and love you

And thank you for

The sacrifice you perform for me will never be in vain, Mom.

I thank god because I have a mother like you,

May Allah Swt give a special place for you in Paradise

And I know He has a great plan for us..

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ACKNOWLEDGEMENTS

Alhamdulillahirabbil’alamin

First of all, the writer would like to thank to Allah SWT, the Almighty God for blessing and leading me during all my life. Praise is to the prophet Muhammad SAW, the leader of messengers and guiding of faithful so that the writer could finish her study to fulfill one of requirements for the degree of Sarjana Sastra from the English Department, Faculty of Letters, University of North Sumatera, Medan.

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The writer also would like to express her deepest gratitude and love to her parents, Arif Basuki and the late Tuyem. They are so meaningful for her and especially for her father that always works hard to support her either moral or material. And Thank you for her step mother Saminem, for her brothers (Joko Susilo and Bambang Irawan), her sister (Fitriyani) and her youngest sister (Suci Kurnia Dewi) who always support and help her.

The writer also want to say thank you so much to all her friends (all of the students of 2006 batch), the writer is very sorry because the writer cannot mention each of them, but they are great friends for me. They have been willing to be her good friend during the writer study in English Department, and the most special thanks is for her best friends in college (Wilda Yanti, Rindianti’riyuki’, Yuanita ‘riyuki’, Rizki Arfah ‘riyuki’, Dewi Syahputri, Rizki Amalianti, Rika Asmah, Efa Handayani, Heni Pusphitasarie, Nur Fatima h,Aini yati). They are sincere friends for her. They always support, suggest, and accompany her in doing this thesis, especially for Wildayanti and Rindnianti’riyuki’. They are her very sincere friends. They never sigh to be beside her and always encourage her in doing this thesis. And thank you also for her roommate Rita Purnama Sari which trusts me use her computer, so the writer can finish this thesis. And the last is for someone special (M. Ramlan) who always give her suggestion, especially to make this thesis better, thanks so much for all support and courage your full attention has made her life more colorful and precious.

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The writer hopes this thesis will be useful for every one who would like to read or analyze the subject matter that related to this thesis analysis.

May Allah SWT, the almighty bless us all. Amin.

Medan, Juli 2010

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TABLE OF CONTENTS

ABSTRACT ... i

AUTHOR’S DECLARATION ... ii

COPYRIGHT DECLARATION ... iii

ACKNOWLEDGEMENTS ... v

TABLE OF CONTENTS ... viii

LIST OF ABBREVIATIONS ... xi

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Analysis ... 1

1.2 Problems of the Analysis... 3

1.3 Objectives of the Analysis ... 3

1.4 Scope of the Analysis ... 4

1.5 Significances of the Analysis ... 4

CHAPTER II REVIEW OF RELATED LITERATURE ... 5

2.1 Translation Theory ... 5

2.1.1 The Definition of Translation ... 7

2.1.2 Translation as a Process ... 9

2.1.3 Translation as a Product ... 10

2.2 Translation Procedures ... 12

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2.2.1.1 Borrowing... 13

2.2.1.2 Calque ... 14

2.2.1.3 Literal Translation... 15

2.2.2 Oblique Translation ... 16

2.2.2.1 Transposition ... 16

2.2.2.2 Modulation ... 17

2.2.2.3 Equivalence ... 18

2.2.2.4 Adaptation ... 19

CHAPTER III RESEARCH METHODS ... 21

3.1 Research Design ... 21

3. 2 Data and the Data Source ... 21

3. 3 Data Collecting Method ... 22

3. 4 Data Analyzing Method ... 22

CHAPTER IV ANALYSIS AND FINDING ... 25

4.1 Data Analysis…….. ... 25

4.2 Classification of Translation Procedures Found in the Three Fable Books ... 46

4.2.1 Literal Translation ... 47

4.2.1.1 Literal Translation... 47

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4.2.2.1 Transposition ... 51

4.2.2.2 Modulation ... 55

4.2.2.3 Equivalence ... 63

4.2.2.4 Adaptation ... 64

4. 3 Characteristics of Literal and Oblique Translation procedures .. 66

4.3.1 Literal Translation ... 67

4.3.2 Oblique Translation ... 68

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 70

5.1 Conclusions ... 70

5.2 Suggestions ... 71 BIBLIOGRAPHY

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LIST OF ABBREVIATIONS

TL : Target Language SL : Source Language ST : Source Text TT : Target Text

OptT : Optional Transposition

OblT : Oblique Translation

FrM : Free Modulation

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ABSTRAK

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CHAPTER I INTRODUCTION 1.1Background of the Analysis

Many people think that translation is not easy to do, because in translation there are many processes and methods. Generally, translation is known as a process of transferring a language to another. Translation is very important in order to understand message or knowledge found in the source language. Newmark (1988:7) says, “translation is a two- edged instrument, it has the special purpose of demonstrating the learner’s knowledge of foreign language…”. Cartford (1969:20) says that translation is the replacement of textual material in one language (SL) by equivalent textual material in another language (TL).

Newmark (as quoted by Machali 1998:1) defines translation as a craft consisting in the attempt to replace a written massage and statement in one language by that same message and statement in another language. Nida (1969:12) states that translation consists in reproducing in the receptor language that natural equivalent of the source language message, first in term of meaning and second in term of style.

Translation has many procedures or methods. So, in translating the translator may uses procedures that differ in importance according to contextual factors of both of the source language (SL) and target language (TL). Newmark (1988: 81) mentions the difference between translation method and translation procedures. He writes that, while translation methods relate to whole texts, translation procedures are used for sentences and the smaller unit of language.

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literal or direct translation; consists of Borrowing, Calque, and Literal translation, and (b) oblique translation; consists of Transposition, Equivalent, Modulation and Adaptation.

Literal or direct translation procedures are used when structural and conceptual elements of the source language can be transposed into the target language. For example, all the geese which is translated into semua angsa, it is example of literal translation procedure because the direct transfer of source language text into a grammatically and idiomatically target text.

Oblique translation procedures are used when the structural or conceptual elements of the source language cannot be directly translated without altering meaning or upsetting the grammatical and stylistics elements of the target language. For example, crocodiles and cranes which are translated into buaya dan burung bangau, it is the example of transposition, because replacing one word class with another without changing the meaning of the message.

Nowadays, many people are doing translation, for example translating kid’s story book such as fable. In some cases, some fable books are written in two languages such as in Bahasa Indonesia and English. It happens in order to make people understand or follow the story especially for those who cannot understand English. Beside that the translator wants the message in the Source Language (English) can be transferred clearly in Target Language (Bahasa Indonesia). So, there is no miscommunication in transferring the message.

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Source Language to the Target Language, because there are many differences in meaning of a word of culture between the Source Language and the Target Language.

Like most of art’s types, the distinctive feature of a story is different, depending on the author. Usually a fable implies a moral or profound meaning. Fable inclines not too complex if it is compared with a novel. Usually fable has one plot, just one setting, and the total of a limited character, and includes the short of period of time. But fable shows us something that is universal by remaining the variety. Fable also shows clumsiness in the structure and pliancy in the expression and puts forward one of the cultural aspects.

Pardede

After reading Vinay and Darbelnet’s translation theory and some fable books that are written in bilingual, the sources of data in writing this thesis, the writer is interested in analyzing and finding the translation procedures found in fable books to see whether the translation of fable book applied Vinay and Darbelnet’s theory of translation procedures mentioned above or not.

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1.2 Problems of the Analysis

Based on the background above, the writer has some problems to discuss, they are:

a. What is the classification of translation procedure found in the target text? b. What are the characteristics of Literal and Oblique translation found in the

target text?

1.3 Objectives of the Analysis

The objectives of the analysis as the answers of the problems above can be described as follows:

a. To find out the classification of translation procedure found in the target text

b. To analyze and find out the characteristics of Literal and Oblique translation found in the target text

1.4 Scope of the Analysis

In translation there are many aspects that can be discussed, such as translation equivalent, translation shift, and translation procedures. But in this thesis, the writer focuses on analyzing the translation procedures found in three fable books (Little Humpty, Lucy Goosey, and Kiss Kiss) by using Vinay and Darbelnet’s theory to get the kinds and the most dominant translation procedure.

1.5 Significance of the Analysis

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CHAPTER II

REVIEW OF RELATED LITERATURE 2.1 Translation Theory

Translation theory is not a solution for all problems that appear in the process of translation. It is general orientation for the translators in taking a decision while they are doing translation. Actually, the understanding about general concept of translation theory is very important and useful for the translators. So, it is impossible for the translators to get a good translation without understanding the meaning or definition of translation, because translation is as general concept of translation theory.

Nababan (1999:13) states, “teori menerjemahkan memusatkan perhatiannya pada karakteristik dan masalah-masalah penerjemahan sebagai suatu penomena.”(Translation’s theory is concentrating the attention to the characteristics and the problems of translation as a phenomenon). Lauven-Zwart (as quoted by Nababan 1999:15) says, “Menghasilkan penerjemah dan terjemahan yang lebih baik bukan merupakan tujuan utama teori penerjemahan. Penerjemah dan terjemahan yang lebih baik mungkin saja merupakan produk teori dan metode penerjemahan.” (To produce the translators and translations are not the first purpose of translation theory. The better translators and translations may be as a product of theory and translation’s method)

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Newmark (1988:9) says, “what translation theory does is, first, to identify a translation problem (no problem – no translation theory!); second to indicate all the factors that have to be taken into account in solving the problem; third, to list all the possible translation procedures (or methods); finally, to recommend the most suitable translation procedures, plus the appropriate translation”. Besides that, Translation theory is pointless and sterile if it does not arise from the problems of translation practice, from the need to stand back and reflect, to consider all the factors, within the text and outside it, before coming into a decision in fact translating (or translation process) is a matter of taking decisions. Because translation has to do with selecting one option among many, many scholars take it as an artistic activity; others, however, argue that because it arise thinking and discussions and has to do with grammatical rules, it is a science.

The linguistic approach to translation theory focusing on the key issues of meaning, equivalence and shift began to emerge around 50 years ago. This branch of linguistics, known as structural linguistics, features the work of Roman Jakobson, Eugene Nida, Newmark, Koller, Vinay, Darbelnet, Catford and Leuven-Zwart.

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other. The literal translation (direct) procedures are borrowing, calque and literal translation. While oblique translation occurs when word for word translation is impossible. The oblique procedures are transposition, modulation, equivalence and adaptation.

Kelly (as quoted by Venuti 2000:4) argues, “a complete theory of translation has three components: specification of function and goal; description and analysis of operations; and critical comment on relationships between goal and operations.” On the other hand Venuti (2000:5) says”translation theory always rests on particular assumption about language use, even if they are no more than fragmentary hypotheses that remain implicit or unacknowledged.” 2.1.1 The Definition of Translation

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sumber ke dalam bahasa sasaran dengan pertama-tama mengungkapkan maknanya dan kemudian gaya bahasanya.” (Translation as transferring a message from Source Language to the Target Language by firstly expresses the meaning and then the style of language).

On the other hand, Nida (1969:12) states, “translation consists in reproducing in the receptor language that natural equivalent of the source language message, first in term of meaning and second in term of style”. Translation can be simply defined as transferring the message from the source language (SL) into the Receptor Language (RL), both in terms of meaning and style. So the ideal translation should make sense and be easily understood by thee target readers. However, the message in the TL should be equivalent with that in the SL.

Newmark (as quoted by Machali 1998:1) adds that translation is as a craft consisting in the attempt to replace a written massage and statement in one language by that same message and statement in another language. While Pinchuck (1977:38) says, “translation is a process of finding a TL equivalent for an SL utterance. Carford (as quoted by Nababan 1999:19) also defines translation is as process of changing a Source Language Text to the Target Language Text.

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process of translation is important because there is an assumption that in the process of translating literary works needs a style of language.

Duff (as quoted by Nababan 1999:20) mentions,

“Saya pikir tidak benar jika kita menganggap bahwa hanya penerjemah karya sastra saja yang berurusan dengan gaya bahasa. Disiplin apa saja yang mungkin dia terjemahkan, penerjemah harus mempertimbangkan, misalnya untuk siapa karya sastra itu diperuntukkan dan bagamana tingkat kemampuan khusus para pembaca itu berarti dia harus menetukan ragam bahasa terjemahannya dan mempertahankan ragam bahasa itu secara ajeg.”

(I think that it is not true if we judge that only the translating of literary works that relate to the stylistics. The translators should consider every discipline that he may translate. For example, for whom the literary woks is and how the ability of reader. It means that he should decide the variation of his translation language and to preserved the variation of language constantly).

Catford, Nida, Newmark, McGuire and Pinhuct in Machali (1998) propose different definition of translation but their definitions share three common motions, namely:

1. the term ‘equivalent’ which is used by Catford (1980:20), Nida (1969:12) and Pinchuck (1977:38), McGuire (1980:2) for them, the use of the term is ‘similar’

2. the term ‘textual material’ or ‘text’, which are used by Catford and McGuire, while Newmark uses the term ‘written massage’ and Nida ‘SL message’

3. the term ‘replacement’ is used by Catford and Newmark, while Nida uses the term ‘reproducing’ for the same concept.

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Indonesia” has given a lot of contribution to this thesis. Her thesis is very closely relevant to this thesis. Especially the theory and methodology used in analyzing the data.

2.1.2 Translation as a Process

Translation is not only about changing a SL to TL. It is not writing his owns thinking, how best it is, and it is not to re-write only. Besides understanding what the translation is and what should be produce in translation, a translator should know that translation is complex; there are processes which contains of a bunch activities-elements.

Nababan (1999:24) defines proses adalah serangakaian kegiatan yang dilakukan dengan sengaja. (Process is a bunch of activities that doing in a …). Machali (2000:9) states “apabila kita melihat penerjemahan sebagai proses, berarti kita meniti jalan yang dilalui penerjemah untuk sampai pada hasil akhir”. Translation is the process to translate the activity rather than the tangible object whereas a translation is the product of the process of translating for example the translated text. Levy (in Venuti 2000:148) says, “translation is a process of communication: the objective of translating is to improve the knowledge of the original to the foreign reader.” While Hatim and Munday (2004:3) says, “the first of these two senses relates to translation as a process, the second to the product”. So a process of translation means as some activities that doing by a translator while he transferring the message from SL to TL.

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that there are three process of translation; they are Analysis of Source Language, Transferring message, and Restructuring (1999:25).

Nida and Taber (as quoted by Widyamartaya 1989:14) also state that the process of translation can be divided into three; they are Analysis, Transfer, and Restructuring. Analysis used for knowing the message that will be translated and contain of grammatical analysis and semantic analysis. Transfer discussed “how the product of the analysis transfers from SL to TL by a little fault of meaning and connotation, but by a same reaction like in the original. Restructuring discussed about “kinds of languages or stylistic, technique that can be use for making style that want.

Different from Nababan and Nida, Dr. Ronald H. Bathge (as quoted by Widyamartaya 1989:15) state that there are seven process of translation, they are: Tuning, Analysis, Understanding, Terminology, Restructuring, Checking, and Discussion.

2.1.3 Translation as a Product

After doing translation’s activity, that is process of translation, next we will see the result of translation. As the readers of translation text, it means that we read the “result” that served by translator. In the other word we read the “product” of translation. As the reader we just read the product without knowing the process that the translator has applied.

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the translator to get a good product of translation. In addition Machali (2000:9) expressed this view as follows:

“Perbedaan antara produk dan proses ini penting sekali dalam kegiatan penerjemahan. Apabila kita melihat penerjemahan sebagai proses berarti kita meneliti jalan yang dilalui penerjemah untuk sampai pada hasil akhir. Kita melihat tahap-tahap apa saja yang dilalui seoarng penerjemah, prosedur apa yang di dilewatinya,metode apa yang digunakan untuk menerjemahkan dan mengapa dia memilih metode itu, mengapa ia memilih suatu istilah tertentu untuk menerjemahkan suatu konsep dan bukannya memilih istilah lain yang sama maknanya, dan sebagainya”.

(The differences between product and process are very important in translation. If we see the translation as a process, it means that we observe the way of translator to get a result. We see the steps that through by translator, what procedure that he used, what method that he used to translate and why did he choose that method, why he chose a certain term to translate a concept. And why hi did not choose another term which has a same meaning and etc)

The writer in this thesis actually wants to see the product of translation. The writer wants to analyze the product and find out the procedures of translation used by translator. The procedures are Literal and Oblique.

2.2 Translation Procedures

There are many methods or procedures in translation. A procedure is the act or manner of proceeding in any action or process. In the Mcquarie Dictionary (1982) as quoted by Machali (2000:9) explains that “a method is a way to doing something, especially in accordance with a definite plan”. From the explanation, we can take two important things. First, method is the way to do something that is “the way to doing translation”. Second, method relates to “the certain planning that is a plan in doing translation.”

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four into the category of non-literal translation (traduction oblique). But Vinay and Darbelnet divided translation procedures into two namely Direct or Literal Translation which cover three procedures (borrowing, calque, and Literal translation) and Oblique Translation which cover four procedures (transposition, modulation, equivalence, and adaptation).

2.2.1 Literal Translation

Literal or direct translation procedures are used when structural and conceptual elements of the source language can be transposed into the target language. Vinay and Darbelnet (in Venuti 2000:84) says,

“In some translation task it may be possible to transpose the source language message element by element into the target language, because it is besed on either (i) parallel categories, in which case we can speak of structural parallelism, or (ii) on parallel concepts, which are the result of metalinguistic parallelism”.

According to Vinay and Darbelnet, there are three procedures of Direct or Literal Translation; they are Borrowing, Calque, and Literal Translation.

2.2.1.1 Borrowing

Borrowing is usually used in terms of new technical or unknown concepts, to overcome a gap, usually a metalingunistic one Borrowing is the simplest of all translation method. We can say that this task refers to a case where a word or an expression is taken from the SL and used in the TL, but in a ‘naturalized’ form, that is, it is made to conform to the rules of grammar or pronunciation of the TL.

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According to Haugen in Sari (2009:18) there are some possibilities that may occur in this procedure; first, borrowing with no change in form and meaning (pure loanwords), the second, borrowing with changes in form but without changes the meaning (mix loanwords) and the third, borrowing when part of the term is native and other part is borrowed, but the meaning is fully borrowed (loan blends).

Examples:

a. Borrowing with no change in form and meaning (pure loanwords): email → email

dollar → dollar

b. Borrowing with change in form but without change the meaning (mix loanwords):

contract → kontrak packet → paket negotiation → negosiasi

c. Loan blend

computer network → jaringan komputer broadcast network → jaringan broadcast

But according to Vinay and Darbelnet, there is only one kind of Borrowing. Example:

email → email 2.2.1.2 Calque

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language. It consists of phrases in direct (literal) translations of fixed expression in target language, for example French Compliment de la saison, which come from English Christmas greeting compliments of the season. The result can also be a structural calque, which introduces a whole new construction into the target language, for example science-fiction, used as such in French. Calque is loan translation (linear substitution) of morphologically analyzable source language syntagms which after a time, are often accepted, or at least tolerated by the target language community.

Examples:

service user → service user transceiver cable → kabel transceiver

2.2.1.3 Literal Translation

Literal, or word for word, translation is the direct transfer of a SL text into a grammatically and idiomatically appropriate TL text in which the translators’ task is limited to observing the adherence to the linguistic servitudes of the TL. In principle, a literal translation is unique solution in which is reversible and complete in itself. The translation has not needed to make any changes other than the obvious one, like those concerning grammatical concord or inflectional endings, for example English ‘where are you?’ translated into French ‘Ou etes vous?’. This procedure is most commonly found in translations between closely related language, for example French-Italian, and especially those having a similar culture. Vachon-Spilka finds that,

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There are other examples of literal translation. Examples:

Leafy trees → pepohonan lebat Long grass → rerumputan tinggi All the geese → semua angsa

If, after trying the first three procedures, translators regard a literal translation unacceptable, they must turn to the methods of Oblique translation. By unacceptable mean that the message, when translated literally

i gives another meaning, or ii has no meaning, or

iii is structurally impossible, or

iv does not have a corresponding expression within the metalinguistic experience of the TL, or

v has a corresponding expression, but not within the same register. 2.2.2 Obique Translation

Oblique translation procedures are used when the structural or conceptual elements of the source language cannot be directly translated without altering meaning or upsetting the grammatical and stylistics elements of the target language.

Vinay and Darbelnet (in Venuti 2000:84) says,

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According to them there are four procedures of Oblique, they are Transposition, Modulation, Equivalence, and Adaptation.

2.2.2.1 Transposition

Transposition is the procedure which involves replacing one word class with another without changing the meaning of the message. It can also be used within a language, as when rewarding the phrase, for example ‘He announced that he would return’ to ‘He announced his return’ (the subordinate verb becomes a noun).

It is also a change in the grammar from source language to target language (singular to plural; position of the adjective, changing the word class or part of speech). In translation, there are two types of transposition, namely obligatory transposition and optional transposition. Obligatory transposition occurs when the target language has no other choices because of the language system.

Examples:

A pair of glasses → sepasang kacamata. Long grass → rerumputan yang tinggi

An optional transposition is a transposition that, for the sake of style, can be chosen by the translator if it fits better into the utterance.

Examples:

Small Pebble → Kerikil

Medical Student → Mahasiswa Kedokteran 2.2.2.2 Modulation

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because of nonlinguistic reason. It is mostly used to stress the meaning, to affect coherence or to find out natural form in the TL.

Examples:

By the will of the God → di luar kemampuan manusia. The stars went out → pagi menjelang

‘it isn’t expensive → ini murah

Fixed or obligatory modulation occurs when a word, phrase or structure cannot be found in the TL. When an active sentence is translated into a passive one, this is an instance of this type of modulation.

Examples:

I grew up in Jakarta → Saya dibesarkan di Jakarta.

I will submit the report tomorrow morning → laporan itu akan saya sampaikan besok pagi.

The difference between fixed and free modulation is one of degree. In the case of fixed modulation, translators with a good knowledge of both languages and freely used this method, as they will be aware of the frequency of use, the overall acceptable, and the confirmation provided by a dictionary or grammar of the preferred expression.

2.2.2.3 Equivalence

Equivalent is often desirable for the translator to use an entirely different structure with different meaning from that of the source language text so long as it is considered appropriate in the communicative situational equivalent to that of the source language text.

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accidentally hits his finger with hammer: if he were French his cry of pain would be transcribed as, “aie!” but he were English this would be interpreted as, “ouch!” Another striking case of equivalences are the much onomatopoeia of animal sounds.

Examples:

cocorico → cock-a-doodle-do

miaou → miaow

hi han → hee haw

2.2.2.4 Adaptation

Adaptation is the extreme limit of translation which is used in cases the translator has to create a new situation that can be considered equivalent.

Example:

Cricket (UK) → baseball (US)

This involves changing the culture reference when a situation in source culture does not exist in target culture. The concept of loss and gain is proposed by Nida and he said (1975:102), a translator should have good knowledge of the languages of the cultures of both languages. The linguistic knowledge that should be mastered includes morphology, lexis, syntax, and semantics, while cultural knowledge should be sufficiently possessed as the background of the user of these languages. As a matter of fact, it is very difficult to find lexical equivalents between TL culture and SL culture since they are different from one another. The lexical meaning of the two languages will not exactly be the same. There tends to be loss, gain and skewing of information.

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two languages (SLT and TLT) have different characteristics. In transferring the message from SL into the TL, the translator should add or omit some the information in order to have natural translation and the naturalness of the translated work can be realized if the Target Language Text is read and the readers feel that it is not like translated text. This definition expresses the idea that if we want to have the meaning of words or phrase, it must be in the context of sentence. An example is in sentence like this: ‘The man who had pressed the remote control device’ and the translator translates it into ‘Lelaki yang baru saja menekan tombol alat control jarak jauh’. In this case the translator necessary gives addition of information in translating the underlined nominal group construction by the word tombol

Examples:

which is not stated in the SL.

You → Ibu

Peekaboo → Cilukba

Hide and seek → petak umpet

Some of the source language data do not have exact equivalents in the target language because of the different cultural backgrounds between the source language and target language. Therefore, not all of the source language terms can be translated into the target language if the source language terms are considered as not having the equivalents, for example English borrowing word ‘orang utan’ is from Bahasa Indonesian.

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CHAPTER III RESEARCH METHOD

This thesis deals with four main research items, the first is research design, the second is data and data source, the third is data collecting method and the fourth is data analyzing method. Research method can be namely as scientific way to get the data with purpose and certain use. Research method consists of qualitative method and quantitative method, which both of them has a different meaning.

3.1 Research Design

This thesis is conducted in the form of library research in which the data is

in the form of English and Indonesia language. Bungin in Metodologi Penelitian

Sosial (2001:32) states, “penelitian kepustakaan adalah penelitian yang dilakukan di perpustakaan dan peneliti berhadapan dengan berbagai macam literature sesuai tujuan dan masalah yang sedang dipertanyakan” (Library research is a research that is done in library where a researcher faces many kinds of literatures that is suitable with the objective and problem of the analysis).

3.2 Data and Data Source

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The sources of data are collected from three fable books that are written in two languages. Every sentence in the fable books becomes the data. The titles of fables are Little Humpty (31 pages), Lusy Goosey (32 pages), and Kiss Kiss (21 pages). The TL text is observed to find out whether the Literal and Oblique translation procedures are applied or not. In reference to the data, this study focuses on translation as a product. Beside that, the writer also collects some books which are related to translation especially Vinay and Darbelnet’s theory of translation procedures.

3. 3 Data Collecting Method

The data that are considered to be relevant for this study are collected by

using technique of sampling. Purposive sampling is used to collect the required

data. Sutopo (2002:36) says, “Teknik cuplikan penelitian kualitatif cenderung bersifat “purposive” karena dipandang lebih mampu menangkap kelengkapan dan kedalaman data”. Besides, Bailey (1987:94) also cites:

“In purposive sampling the investigator does not necessarily have a quota to fill from within various strata, as in quota sampling, but neither does he or she just pick the nearest warm bodies, as in convenience sampling. Rather, the researcher uses his or her own judgment about which respondents to choose and picks only those who best meet the purposes of the study.”

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This technique is usually done because of some considerations, for example the limitation of time, energy, and fund, so it cannot take a great and far sample).

3.4Data Analyzing Method

In analyzing the data in this thesis, the writer uses the descriptive qualitative method. Qualitative research is more descriptive because the data shaped of words and more emphasize on process more than product.

As quoted from Bungin’s book, “Penelitian kualitatif adalah penelitian yang dilakukan dengan keterbatasan sasaran penelitian, tetapi kedalaman data/kualitas data tidak terbatas. Semakin berkualitas data yang dikumpulkan, semakin berkualitas penelitian tersebut” (qualitative research is a research that is done with a limitation of target research, but thedeep of data/quality of data unlimited. More quality the data that is collected more quality that reseach).

The data is analyzed in three steps. First, the writer tabulated all of the data. Second, the writer tabulated all of the data consisting of literal and oblique translation procedures. Third, the writer classified the kinds of literal and oblique translation procedures and finally characterized the literal and oblique translation procedures.

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N = f / N x 100% With: f = the frekuensi

N = the total of frekuensi

Descriptive research consists of explaining the variable examined, by giving the definition, complex explanation from another reference, so that something that is searched is more completed and directed.

The systematic procedures in conducting the analysis are as follows: 1) collecting the data from three fable books

2) reading the data 3) identifying the data

4) analyzing the data and find out the literal and obique translation procedures 5) classifying and characterizing the data

6) drawing the conclusion and suggestion

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CHAPTER IV

ANALYSIS AND FINDINGS 4. 1 Data Analysis

Based on the data that have been collected from the fable books, then the writer gives the analysis of the data. In analyzing the data, the writer gives the cases (procedures of translation) and the analysis that is taken from the data. In this part, the writer describes it by using the table. The table consists of six columns; they are number, Book/data, Source Language, Target Language, Cases, and Analysis.

Table of number consist of the sequences of the cases (procedures of translation) that will be found from the data. In table of Book/data consists of the sequence of the data that is taken from the three fable books (source of data). The first book that will be analyzed is ”Little Humpty” which consists of 60 of data, the second book is “Lucy Goosey” which consists of 54 of data, and the third is “Kiss Kiss” which consists of 23 of data.

In table of Source Language, the writer shows the data that is taken from the three fable books and the table of Target Language, the writer also shows the data that is taken from the three fable books. Each of the data that is found by the writer as the procedures is typed in italic and bolded. In table of Cases, the writer shows the name of procedures that is found from the data. And then, in the last table, the writer gives the analysis of each procedure that is found from the data.

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Table 4.1: Data analysis No Book/

data

Source Language Target Language Cases Analysis

1 I/1 Little Humpty Si Unta Kecil A The dditional “si” in the TL in order to make the sentence in TL equivalent with the SL. 2 I/2 In the hot, hot desert

where the wind whirled and the san swirled, lived Big Humpty and Little Humpty.

Ibu Unta dan si Unta kecil

T tinggal di gurun, tempat yang sangat panas dengan angin berputar dan pasir beterbangan.

There is a changing of structure in the SL to TL, that is Adv+ V + S becomes S + V +Adv.

3 I/3 Little Humpty liked to play all day.

Unta Kecil senang bermain sepanjang hari.

LT The SL transfer directly word for word to the TL and it is appropriate in the TL.

4 I/4 He liked stepping in Big Humpty

footprints.

Ia senang mengikuti jejak kaki ibunya.

T There is a changing of world class in the SL to the TL, from word ‘footprints’ becomes phrase ‘jejak kaki’. 5 I/5 He liked scampering

under her tummy.

Ia senang berlari-lari di bawah perut ibunya.

M The translating of SL to TL like that in order to make a good translation or to find out natural form in the TL

6 I/6 He especially liked tugging her tail, then running off, calling, “You can’t catch me!”

Ia paling senang menarik ekor ibunya, lalu berlari sambil berkata, “Ibu tidak dapat menangkapku!”

A The word “you” in the SL is translated into Ibu in order to match the culture in the TL

7 I/7 Big Humpty chased him here and there.

Ibu Unta mengejar unta kecil kesana kemari.

M The translating of SL to TL happened in order to stress the meaning, so the word “him”is translated into Unta Kecil

8 I/8 When She caught him, she gave him a big, sloppy kiss and said, “You know, Little Humpty, I love you best in all the world!”

Ketika berhasil menangkapnya, ibu Unta mencium Unta Kecil dengan hangat dan berkata, “Ibu sangat

menyayangimu “!

M The translating of SL to TL happened in order to affect coherence in the TL

9 I/9 With a happy wriggle, Little

Dengan gembira, si Unta Kecil berkata,

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Humpty said, ” tell me about the world, Big Humpty. Tell me!”

“ceritakan tentang dunia, Ibu”.

‘with a happy wriggle’ in the SL becomes phrase ‘dengan gembira’ in the TL 10 I/10 So Big Humpty told

him, about crocodiles and cranes, about eagles and

elephants, about hippos and rhinos, about fishes and frogs…

“I’m a frog!”Said Little Humpty”.

Ibu Unta bercerita tentang buaya dan burung bangau, tentang burung elang dan gajah, tentang kudanil dan badak, tentang ikan dan katak…“Akulah sang katak!” kata si Unta Kecil.

T There is a changing of word class from plural becomes singular and word becomes phrase such as the word ”cranes” in the SL is translated into ‘burung

bangau’ in the TL and

“eagles” in the SL is translated into ‘burung elang’ in the TL.

11 I/11 “Look at me jumping in the puddles! Come and jump, too, Big

LT The SL transfer directly word for word to the TL and it is appropriate in the TL.

12 I/11 “Look at me jumping in the puddles! Come and jump, too, Big TL happened in order to stress the meaning in the TL. So the word “too” is translated into bersamaku 13 I/12 So she did. Ibu Unta pun ikut

melompat-lompat.

M There is a varying of language in order to find out natural form in the TL.

14 I/13 One day, after Big Humpty’s tail had been tugged three times in a row, she said, “No more for now,”

Suatu hari, setelah ekornya ditarik berulang kali, Ibu Unta berkata, “Sudah cukup permainan hari ini.”

M The translating of SL to TL happened in order to stress the meaning in the TL.

15 I/14 And flopped down in the shade of the one palm tree.

Lalu ia berbaring di bawah pohon palem yang teduh.

M The translating of SL to TL happened in order to stress the meaning in the TL, so there is additional the word “ia“ in the TL.

16 I/15 Little Humpty played on his own for a while.

Unta Kecil bermain sendiri.

M There is a varying of language in order to find out natural form in the TL.

17 I/16 He whooshed on his bottom down a

Ia meluncur,

menuruni bukit pasir

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billowy, pillowy dune.

yang lembut. find out natural form in

the TL. 18 I/17 He stuck his head

between his legs.

Unta Kecil menjulurkan kepalanya di antara kaki-kakinya.

M The translating of SL to TL happened in order to stress the meaning so the word “he” is translated into Unta Kecil

19 I/18 He ran round and round in circles, trying to catch his tail. word class from clause in the SL becomes word in the TL

20 I/19 Then there was absolutely nothing else to do, he looked hopefully at Big Humpty.

Ketika tak ada lagi permainan yang dapat dilakukan, Unta Kecil memandang ke arah Ibu Unta.

M The translating of SL to TL happened in order to stress the meaning so the phrase “nothing else” is translated into tak ada lagi permainan. The additional of “permainan” in the TL to make the meaning clear.

21 I/20 When there was absolutely nothing else to do, he looked hopefully at Big Humpty.

Ketika tak ada lagi permainan yang dapat dilakukan, Unta Kecil memandang ke arah Ibu Unta.

T There is a changing of word class from phrase ‘looked hopefully’ in the SL becomes word ‘memandang’ in the SL 22 I/21 But her eyes were

half-closed.

Sayangnya, mata Ibu Unta sudah setengah terpejam.

M The translating of SL to TL happened in order to find out natural form in the TL, so the word ‘but’ in the SL is translated into ‘Sayangnya’ in the TL. 23 I/22 So Little Humpty

went looking for someone to play with.

Maka, Unta Kecil pergi mencari teman bermain.

M The translating of SL to TL happened in order to find out natural form in the TL. Tanya Unta kecil kepada bebatuan.

T There is a changing of word class from phrase ‘twisty rock’ in the SL

becomes word

‘bebatuan’ in the TL. 25 I/24 “Will you play with

me?” he asked Small Pebble.

“Maukah kamu bermain denganku?” Tanya Unta kecil kepada kerikil.

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26 I/25 “Will you play with me?” he asked Scraggly Bush.

“Maukah kamu bermain denganku?” Unta kecil kepada semak belukar.

M The translating of SL to TL happened in order to stress the meaning and give varying language by translate the word”he” into Unta

Kecil and “scraggly

bush” into semak belukar.

27 I/26 But Bebatuan, semak

belukar, dan kerikil tidak menjawabnya. Twisty Rock

and Scraggly Bush and Small pebble didn’t replay.

M The word “but” in the SL doesn’t translated here, it’s in order to find out natural form in the TL.

28 I/27 “Baaa!” said Little Humpty sadly.

“Huuh!” seru si Unta Kecil dengan sedih.

E The word “Baaa” in the SL is translated into ‘Huuh’ in the TL to described the same situation in the TL by different stylistic.

29 I/28 That night, while the wind whirled and the sand swirled, Little Humpty snuggled up against, Big Humpty as he always did, and quickly fell asleep.

Malam pun datang, angin berputar kencang dan pasir beterbangan. Unta Kecil meringkuk di samping Ibu Unta, seperti yang selalu ia lakukan, dan segera tidur.

M The translating of SL to TL happened in order to find out natural form in the TL so the translator choose the words, Malam pun datang, meringkuk di samping Ibu Unta, segera tidur.

30 I/29 But Big Humpty was awake until the stars went out.

Ibu Unta tetap terjaga sampai pagi

menjelang.

M There is a varying of language that use bby translator in order to find out natural form in the TL

31 I/30 She thought about how fast Little humpty was growing up, and how she’d seen him trying to play with the rock and the bush and the pebble.

Ibu Unta berpikir, betapa cepatnya Unta Kecil

bertambah besar dan bagaimana ia

mengajak bermain bebatuan, semak belukar, dan kerikil.

M The translating of SL to TL happened in order to stress the meaning and give varying language by translating the word “she” into Ibu Unta and betapa cepatnya Unta Kecil bertambah besar 32 I/31 “Baaa!” she said

softly

“Ehmm!” Ibu Unta mendesah lembut.

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Humpty said, and it is appropriate in the TL.

34 I/33 Today we’re going to walk all the way to the Great

Waterhole!”

Hari ini kita akan pergi ke Mata Air yang sangat besar!”

T There is a changing of word class from clause in the SL becomes word in the TL.

35 I/34 “The Great Waterhole!” said Little Humpty

“Mata air yang T sangat besar!” seru Unta Kecil.

There is a changing of word class from Adj +

“Apakah yang akan kita lihat disana, bu?”

LT The SL transfer directly word per word to the TL and it is appropriate in the TL

37 I/36 “What do you think?” asked Big Humpty.

“Menurutmu apa?” Tanya Ibu Unta.

M The translating of SL to TL happened in order to find out natural form in the TL.

38 I/37 As they began the long, hot walk, Little Humpty said, “I think we’ll see hippos.

Ketika mereka memulai perjalanan panjang dan panas, Unta Kecil berkata, “Aku pikir kita akan melihat kuda nil.

LT The SL transfer directly into the TL, and it is appropriate in the TL’s grammatical.

39 I/37 As they began the long, hot walk, Little Humpty said, “I think we’ll see hippos

Ketika mereka memulai perjalanan panjang dan panas, Unta Kecil berkata, “Aku pikir kita akan melihat kuda nil.

T The changing of word class from plural becomes singular

40 I/38 Lots and lots of roly-poly hippos rolling in the mud!”.

Banyak sekali kuda nil pendek dan gemuk berguling-guling di Lumpur!”

M The translating of SL to TL happened in order to find out natural form in the TL.

41 I/39 “Godness! Wouldn’t that be wonderfull!” said Big Humpty.

“Ah! Bukankah itu sangat

menyenangkan?” jawab Ibu Unta.

M There is a varying of language that used by translator in order to find out natural form in TL. So the word “Godness” translated into ah

42 I/40 As they walked on and on, Little

humpty said, “Are we there yet? Are we there yet?”

Ketika terus berjalan, Unta Kecil bertanya, “Apakah kita sudah sampai? Apakah kita sudah sampai?

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43 I/41 “Not yet. There’s still a long, long way to go.” said Big Humpty.

“Belum, Unta Kecil. M Kita masih harus

berjalan cukup jauh,” jawab Ibu Unta.

The translating of SL to TL happened in order to stress the meaning in the TL. So the translator add the word “Unta Kecil” in the TL

44 I/42 What else do you think we’ll see at the Great Waterhole, Little Humpty?”

Apalagi yang kamu pikir dapat kita lihat di Mata Air yang sangat besar, Unta Kecil?”

M The translating of SL to TL happened in order to find out natural form in the TL

45 I/43 Little humpty said,” I think we’ll see

elephant

Unta kecil berkata,” Aku pikir kita akan melihat gajah. s.

T The changing of word class from plural becomes singular 46 I/43 Little humpty said,” I

think we’ll see elephants.

Unta kecil berkata, ” Aku pikir kita akan melihat gajah

47 I/44 Lots and lots of elephants tramping and trumpeting!”

Banyak sekali gajah berjalan-jalan sambil bermain dengan belalainya!”

M The translating of SL to TL happened in order to stress the meaning and to find out natural form in the TL

48 I/45 “I’d like to see that!” said Big Humpty.

Ibu akan sangat senang melihatnya!” kata Ibu Unta.

A The word “I” is translated into Ibu in order to match the culture in the TL

49 I/46 As they on and on and on, Little Humpty said, “Are we nearly there yet? Are we nearly there?”

Ketika terus berjalan, Unta kecil bertanya lagi, “Apakah kita sudah hampir sampai?”

M The translating of SL to TL happened in order to stress the meaning. So, the word “said” translate into bertanya lagi

50 I/47 Not quite,” said Big Humpty.

“Belum, Unta kecil,” M jawab Ibu Unta

The translating of SL to TL happened in order to stress the meaning in the TL.

51 I/48 “What else do you think we’ll see at the Great Waterhole, Little Humpty?”

“Apalagi yang kamu pikir dapat kita lihat di Mata Air yang sangat besar, Unta Kecil?”

Apalagi yang kamu pikir dapat kita lihat di Mata Air yang sangat besar, Unta Kecil?”

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think we’ll see Crocodiles

“Aku pikir kita akan melihat buaya

word class from plural in the SL becomes singular in the TL 54 I/49 Little Humpty said,”

I think we’ll see Crocodiles.

Unta Kecil berkata, “Aku pikir kita akan melihat buaya

55 I/50 Lot and lots of crocodiles going snip snap, snippety snap!’ “oooh!” Said Big Humpty.

Banyak sekali buaya sedang membuka dan menutup mulutnya!’ “Oooh!” seru Ibu Unta.

E The word “Ohh”

translated into the same word Ohh to described the same situation,but it show the classical example of equivalence. 56 I/50 Lot and lots of

crocodiles going snip snap, snippety snap!’

“oooh!” Said Big Humpty.

Banyak sekali buaya sedang membuka TL happened in order to stress the meaning and to find out natural form in the TL, so the translator uses simple word in the TL

57 I/51 ”That’d be

something to see!”

“Itu harus dilihat!” M The translating of SL to TL happened in order to find out natural form in the TL

58 I/52 As they on and on and on, Little Humpty said, “Are we nearly there yet? Are we nearly there?”

Ketika terus

berjalan, Unta kecil terus bertanya, “Apakah kita sudah hampir sampai? Apakah kita sudah hampir sampai?”

59 I/53 And, at last, Big Humpty said, Yes, we are nearly, nearly, nearly there.”

Akhirnya, Ibu Unta menjawab, “ya, kita sudah hampir sampai.”

60 I/54 Then they were right there… Little Humpty’s eyes grew big.

Ketika sampai di Mata Air yang sangat besar…Unta Kecil terbelalak.

M The translating of SL to TL happened in order to stress the meaning, so the word “there”is translated into mata air yang sangat besar 61 I/55 What he saw was

better than roly-poly hippos rolling in the mud, better than elephants tramping and

Ia melihat hal yang jauh lebih

menyenangkan daripada kuda nil pendek dan gemuk berguling-guling di

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trumpeting, better than crocodiles going snip snap, snippety snap… “Oh!’ said Little Humpty. better than roly-poly hippos rolling in the mud, better than elephants tramping and trumpeting, better than crocodiles going snip snap, snippety snap… “Oh!’ said Little Humpty.

Ia melihat hal yang jauh lebih

menyenangkan daripada kuda nil pendek dan gemuk berguling-guling di

translated into the same word Oh to describe the same situation,but it shows the classical example of equivalence.

63 I/56 “ I see lots and lots of little humpties, just like me!”

“Aku melihat banyak sekali anak unta, seperti aku!”

M The translating of SL to TL happened in order to affect coherence in the TL, so the word “little humpty” is translated into anak unta

64 I/56 “I see lots and lots of little humpties, just like me!”

Aku melihat banyak sekali anak unta, seperti aku!”

T There is a changing of word class from plural becomes singular 65 I/57 “Lots and lots of

little humpty to play with!’ said Big Humpty.

“Banyak sekali anak unta yang bisa diajak bermain!”Kata Ibu Unta.

M The translating of SL to TL happened in order to match the SL to the TL structure

66 I/58 “Baaa!’ said Little Humpty happily.

“Hore!” seru Unta Kecil gembira.

E The word “Baaa”is translated into hore to describe the same situation in the TL by different stylistic.

67 I/59 Big Humpty tugged his

Ibu Unta menarik ekor

tail.

M Unta Kecil.

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stress the meaning in TL, so the word “his” is translated into Unta Kecil

68 I/60 “You can’t catch me!”she said, and off they ran to the Great Waterhole.

“Kamu tidak dapat menangkap Ibu!” ucap Ibu Unta, dan mereka pun berlari menuju Mata Air yang sangat besar

A The word “me” is translated into Ibu in order to match the culture in the TL

69 II/1 Lucy Goosey. Lusi si Angsa. A The word “si” is added in the TL in order to make the sentence in TL equivalent and more accepted in the TL

70 II/2 Ever since she was a fluffy gosling with flippy flappy feet, Lucy Goosey had lived in this pond.

Sejak Lusi menjadi anak angsa yang berbulu lembut dengan kaki berselaput, ia telah tingga l di kolam.

M The translating of SL to TL happened in order to match the SL to the TL structure

71 II/2 Ever since she was a fluffy gosling with flippy flappy feet, Lucy Goosey had lived in this pond.

Sejak Lusi menjadi anak angsa yang berbulu lembut dengan kaki berselaput, ia telah tinggal di kolam

T There is a changing of word class from Adj + N in the SL becomes N + clause in the TL.

72 II/3 She had jumped off that branch sticking out of the water.

Lusi melompat dari M

dahan pohon dan terjun ke dalam kolam.

The translating of SL to TL happened in order to find out natural form in the and to stress the meaning.

73 II/3 She had jumped off that branch sticking out of the water

Lusi melompat dari T dahan pohon dan terjun ke dalam kolam.

The changing of word class from word in the SL becomes phrase in the TL

74 II/4 She had sat on that rock as big as a cow

Lusi duduk di atas batuan, berukuran sebesar seekor sapi

75 II/5 And she Dan bermain petak umpet di semak, segelap gua.

had played hide-and-seek in those bushes, dark as caves.

M The translating of SL to TL happened in order to affect coherence in TL 76 II/5 And she had played

hide-and-seek in those bushes, dark as

Dan bermain petak

umpet di semak,

segelap gua.

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caves. and it is accepted in the culture of TL.

77 II/6 Now Lucy Goosey was nearly full grown.

Sekarang Lusi hampir dewasa.

78 II/7 She had proper feathers and she had even learned to whiffle her wings as she landed in the pond.

Lusi memiliki bulu yang mendarat di kolam.

There is a changing of word class from Adj + N in the SL becomes N + clause in the TL

79 II/8 She had proper feathers and she

Lusi memiliki bulu yang sangat kuat dan telah belajar

mengepakkan sayapnya saat mendarat di kolam. had

even learned to whiffle her wings as she landed in the pond.

80 II/9 What good whiffling, Lucy Goosey!’ said her mother.

“Kepakan sayap yang bagus, Lusi!” ucap Ibu.

M The translating of SL to TL happened in order to affect coherence in TL 81 II/10 You will find it very

useful during our long flight.

kepakan sayapmu akan sangat berguna saat kita menempuh perjaanan panjang nanti.

M The translating of SL to TL happened in order to affect coherence in TL

82 II/11 ‘I don’t want to go,’ said Lucy Goosey.

Aku tidak ingin pergi,” seru Lusi.

LT The SL transfer directly word per word to the TL and it is apropriate in the TL

83 II/12 The time had come for all the geese-Lucy Goosey, her mother, her cousins, her aunties and her uncles-to fly away to another country.

Waktunya telah tiba bagi semua angsa –

Lusi, ibunya, sepupunya, bibi dan

pamannya- untuk

terbang ke tempat lain.

LT The SL transfer directly word per word to the TL and it is apropriate in the TL

84 II/13 They were leaving that very night, as soon as the sun went down.

Mereka akan segera pergi malam itu, setelah matahari terbenam.

85 II/14 Lucy Goosey stared up at the sky, It was vast, Never-ending.

Lusi menatap langit yang luas, tanpa batas.

M The translating of SL to TL happened in order to affect coherence in TL 86 II/15 I’m not going!’ she

said.

“Aku tidak akan pergi!” seru Lusi.

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the TL. 87 II/16 And off she ran on

her flippy flappy feet

Ia pun berlari menggunakan

kakinya yang

T

berselaput.

There is a changing of word class from Adj + N in the SLbecomes N + modifier in the TL 88 II/17 ‘Come back, Lucy

Goosey,’ called her mother, ‘or you’ll get left behind.’ TL happened in order to find out natural form in the TL.

89 II/18 Don’t care,’ honked Lucy Goosey.

“Aku tidak peduli,” hardik Lusi.

M The translating of SL to TL happened in order to stress the meaning in the TL

90 II/19 ‘Don’t care, don’t care, don’t care!’.

“Aku tak peduli, tak peduli, tak peduli!”.

LT The SL transfer directly word per word to the TL and it is appropriate in the TL.

91 II/19 Lucy Goosey crept into the bushes, dark as caves.

Lusi menyelinap ke dalam semak yang segelap gua.

LT The SL transfer directly word per word to the TL and it is appropriate in the TL.

92 II/20 Lucy Goosey crept into the bushes, dark as caves

Lusi menyelinap ke dalam semak yang segelap gua.

93 II/21 She hid among twigs and leaves.

Lusi bersembunyi diantara

ranting-ranting dan dedaunan.

94 II/22 She tucked her head under her wing, so she couldn’t hear or see a thing.

Lusi menekuk kepalanya di bawah sayapnya hingga ia tidak dapat

mendengar atau melihat apa pun.

95 II/23 She must have fallen asleep, because when she squeezed out of the bushes, it was night time.

Lusi pun jatuh tertidur. Ketika ia menyelinap keluar dari semak, hari sudah malam.

M The translating of SL to TL happened in order to stress the meaning in the TL and to affect coherence. So, the word ”she” is translated into Lusi and “because” is not translated because there was a word “when” so it feels enough to tranalate by “ketika”

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sunyi. stress the meaning in the TL. So the translator adds the word “suasana”in the TL

97 II/25 Lucy Goosey

hurried down to the pond.

Lusi segera pergi ke kolam.

98 II/26 It was empty. Namun, kolam itu tampak kosong.

M The translating of SL to TL happened in order to stress the meaning in the TL and to affect coherence. So the translator add the word “Namun”

100 II/28 Lucy Goosey swam around in lonely little circles

Lusi berenang kesepian

mengelilingi kolam

101 II/29 Then she huddled in the reeds, listening to leaves rustling, twigs cracking, things

102 II/30 ‘Mum?’ she

whispered.

‘Ibu?’ bisik Lusi. LT The SL transfer directly

word per word to the TL and it is appropriate in the TL

103 II/31 Suddenly there was the sound of wings whiffling and a long, sad honking-‘Lucy!

Tiba-tiba terdengar suara kepakan sayap

serta pekikan panjang dan

sedih-“Lusi!

M The translating of SL to TL happened in order to stress the meaning in the TL. So the translator adds the word “terdengar” into the TL 104 II/31 Lucy Goosey, my

dear, where are you?.

Lusi, anakku, dimana kamu?.

105 II/32 Lucy Goosey, my dear, where are you?.

Lusi, anakku, dimana kamu?.