ii
THE TRANSLATION OF ROMANTIC ELEMENTS IN
NICHOLAS SPARKS’S
A WALK TO REMEMBER: A CASE
STUDY ON THE INFLUENCE OF TRANSLATOR’S GENDER
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
DESTY ANISTYA Student Number: 124214124
ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
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, 30 January, 2017
vi
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama : Desty Anistya
Nomor Mahasiswa : 124214124
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul
THE TRANSLATION OF ROMANTIC ELEMENTS IN
NICHOLAS SPARKS’S
A WALK TO REMEMBER: A CASE
STUDY ON
THE INFLUENCE OF TRANSLATOR’S GENDER
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan memublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin kepada saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal 30 Januari 2017
Yang menyatakan,
vii The more I pray
viii In Dedication to
My Parents
ix
ACKNOWLEDGEMENTS
First of all I am very grateful to Allah SWT for the blessing and the guidance in my life so I can finish my undergraduate thesis and also my study in Sanata Dharma University. My big gratitude is also directed to my parents and my sisters for their love, care, and support from the beginning of my study until this time.
Besides, I would like to thank Harris Hermansyah Setiajid, M. Hum as my thesis advisor who guides me patiently in finishing this thesis. I would like to also express my gratitude to my co-advisor, Adventina Putranti, S.S., M.Hum, for the enlightenment and the suggestion. My extended gratitude also goes to all lecturers and staffs in English Letters Department for helping me finish my study.
Besides, I would like thank to my friends who are always there for me when I was up and down and in my sadness and happiness namely, Uvan Rezqi, Rosa Akhirunnisa, Reta Elfionisa, Vany Valeria, Anisa Fitriana, Roro Tyas, Anita Rahayu, Yohanes Awank. I also would like to express my gratitude to my lovely friends Christopher Tjia, Julyan Adhitama, A.M. Munthe, Ni Putu Vitria (Pipin), Sitoresmi Kriswardani, Pradina Fitryannisa, Femy Nurindah Sari, and Angeline Rebecca Binti. I thank all of them for giving the motivation and helping me finish my undergraduate thesis and also my study.
At last, I would like to thank people whom I cannot mention one by one, for the support, prayer, joy, and motivation. Words are never enough to express my gratitude. When all was said and done, I thank them for sharing your knowledge and experience with me.
x
TABLE OF CONTENTS
TITLE PAGE ... ii
APPROVAL PAGE ... iii
ACCEPTANCE PAGE ... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ... v
STATEMENT OF ORIGINALITY ... vi
MOTTO PAGE ... vii
1. Theory of Translation Equivalence ... 10
xi
CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS ... 27
A. The Translation of Equivalence of Romantic Elements ... 27
B. The Translation Readability Based on Translation Gender ... 44
C. Analysis on the Influence of Translators’ Gender ... 55
CHAPTER V: CONCLUSION ... 73
BIBLIOGRAPHY ... 76
APPENDICES ... 78
Appendix 1: Sangket Keterbacaan Terjemahan ... 78
Appendix 2: Translation by Female and Male Translators ... 89
Appendix 3: Translation Equivalence by Female and Male Translation ... 97
xii
LIST OF CHARTS
Chart 1. The Proportion of Formal and Dynamic Equivalence
Translation in Translator’s Gender ... 28 Chart 2. The Equivalence Classification of Females and Males’
Translation... 42 Chart 3. Assessment on Readability of the Female and Male
xiii
LIST OF TABLES
Table 1. Example of Code ... 21
Table 2. The Target Text in Equivalence ... 23
Table 3. Source Text, Target Text, and Ratings for Readability ... 25
Table 4. First Source Text Promoting Feelings and its Equivalence ... 29
Table 5. Second Source Text Promoting Feelings and its Equivalence ... 30
Table 6. Third Source Text Promoting Feelings and its Equivalence... 31
Table 7. Fourth Source Text Promoting Feelings and its Equivalence ... 32
Table 8. Fifth Source Text Promoting Feelings and its Equivalence ... 33
Table 9. Sixth Source Text Promoting Feelings and its Equivalence ... 33
Table 10. Seventh Source Text Promoting Feelings and its Equivalence... 34
Table 11. Eight Source Text Promoting Feelings and its Equivalence ... 35
Table 12. Ninth Source Text Promoting Feelings and its Equivalence ... 36
Table 13. Tenth Source Text Promoting Feelings and its Equivalence ... 37
Table 14. First Source Text Promoting Passion and Its Equivalence ... 38
Table 15. Second Source Text Promoting Passion and Its Equivalence ... 39
Table 16. Third Source Text Promoting Passion and Its Equivalence ... 40
Table 17. Fourth Source Text Promoting Passion and Its Equivalence ... 41
Table 18. Fifth Source Text Promoting Passion and Its Equivalence ... 41
Table 19. First Source Text with the Most Readable Target Text ... 45
Table 20. Second Source Text with the Most Readable Target Text... 46
Table 21. Third Source Text with the Most Readable Target Text ... 46
Table 22. Fourth Source Text with the Most Readable Target Text ... 47
Table 23. Fifth Source Text with the Most Readable Target Text... 48
Table 24. Sixth Source Text with the Most Readable Target Text ... 49
Table 25. Seventh Source Text with the Most Readable Target Text ... 49
Table 26. Eighth Source Text with the Most Readable Target Text ... 50
Table 27. Ninth Source Text with the Most Readable Target Text ... 50
Table 28. Tenth Source Text with the Most Readable Target Text ... 51
Table 29. Eleventh Source Text with the Most Readable Target Text ... 52
Table 30. Twelfth Source Text with the Most Readable Target Text ... 53
Table 31. Thirteenth Source Text with the Most Readable Target Text ... 53
Table 32. Fourteenth Source Text with the Most Readable Target Text ... 54
Table 33. Fifteenth Source Text with the Most Readable Target Text ... 55
Table 34. First Expression Emphasizing Autonomy... 56
Table 35. Second Expression Emphasizing Autonomy ... 57
Table 36. Third Expression Emphasizing Autonomy ... 59
Table 37. Fourth Expression Emphasizing Autonomy ... 60
Table 38. First Expression with Affective Adjective ... 61
Table 39. Second Expression with Affective Adjective ... 62
Table 40. Third Expression with Affective Adjective ... 63
Table 41. Fourth Expression with Affective Adjective ... 64
Table 42. Fifth Expression with Affective Adjective ... 65
xiv
Table 44. Seventh Expression with Affective Adjective ... 67
Table 45. Seventh Expression with Intensifier ... 68
Table 46. Seventh Expression with Intensifier ... 69
Table 47. Seventh Expression with Intensifier ... 70
xv ABSTRACT
ANISTYA, DESTY. The Translation of Romantic Elements in Nicholas Sparks’s A Walk to Remember: A Case Study on The Influence of Translator’s Gender. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University. 2017.
People assume that gender influences anything in life like language, thought, and feeling. Due to that assumption, this study analyzes the way male and female translators render the text. In this study, romantic text is taken as the object for the case study to justify the assumption that both male and female have hidden feelings or attitudes that can be reflected through their language usage. The researcher employs Nicholas Sparks’s AWalk to Remember in this study because it contains several romantic elements in the text.
Subsequently, there are three formulated problems to analyze in this study. The first problem is to see the translation equivalent of the translated text by male and female translators. The second problem is to assess the translation readability by male and female translators. The third problem is to find the influences of gender translation of Nicholas Sparks’s A Walk to Remember.
In order to gain the respondents for this study, the text, Nicholas Sparks’s A Walk to Remember, is translated by four students who had passed and taken Translation I and Translation II courses from the English Letters Department of Sanata Dharma University as the subjects of the study. The translated texts made by four students are compared by the researcher to show the difference between male and female translators. Finally, the difference that the researcher analyzes is the characteristics of their language in the translated texts produced by them.
xvi ABSTRAK
ANISTYA, DESTY. The Translation of Romantic Elements in Nicholas Sparks’s A Walk to Remember: A Case Study on The Influence of Translator’s Gender. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Sanata Dharma.
Orang beranggapan bahwa jenis kelamin mempengaruhi apapun dalam hidup seperti bahasa, pemikiran, dan perasaan. Karena asumsi tersebut, penelitian ini menganalisis cara penerjemah laki-laki dan perempuan menerjemahkan sebuah teks. Dalam penelitian ini, teks romantis diambil sebagai objek untuk studi kasus yang membenarkan asumsi bahwa baik laki-laki dan perempuan telah mempunyai perasaan atau sikap yang dapat tercermin melalui penggunaan bahasa mereka. Penulis menggunakan A Walk to Remember Nicholas Sparks karena mengingat dalam penelitian mengandung beberapa unsur romantis dalam teks.
Selanjutnya, ada tiga masalah yang dirumuskan untuk menganalisis penelitian ini. Masalah pertama adalah untuk melihat keterpadanan dari teks yang diterjemahkan oleh penerjemah pria dan wanita. Masalah kedua adalah untuk menilai keterbacaan terjemahan oleh penerjemah pria dan wanita. Masalah ketiga adalah untuk menemukan ada tidaknya pengaruh gender dalam terjemahan Nicholas Sparks A Walk to Remember.
Dalam rangka untuk mendapatkan responden untuk penelitian ini, teks, Nicholas Sparks adalah A Walk to Remember, diterjemahkan oleh empat mahasiswa yang telah lulus dan mengambil program Terjemahan I dan Terjemahan II dari Fakultas Sastra Inggris Universitas Sanata Dharma sebagai subyek dari penelitian ini. Teks yang sudah diterjemahkan oleh empat siswa dibandingkan oleh peneliti untuk menunjukkan perbedaan hasil terjemahan antara penerjemah pria dan wanita. Akhirnya, perbedaan yang dianalisis oleh peneliti adalah karakteristik dari bahasa mereka dalam teks diterjemahkan diproduksi oleh mereka.
1 CHAPTER I INTRODUCTION
A. Background of the Study
As era develops, communication is extended to the level where people need to interact with others who do not acquire our first language (mother tongue). Thus, as a human being, one cannot rely only on one language anymore in order to have a good communication with foreigners in a global sphere. Thus, mutual understanding is very needed and translation is the medium to build that
even though they do not understand each other’s first language. Talking about
translation, it is the process of reproduction in the closest natural equivalent of the
source language in terms of meaning and style (Nida and Taber, 1974: 208). The
meaning of the translation should be closest from the source text. Therefore, if the
communication runs well, it means that a certain text is translated successfully and
equivalently. An equivalent translated text could result into no misunderstanding between the writers and readers.
text because certain readers may not understand the reason behind the chosen translated word.
Besides, a text should be translated as readable as possible. According to Sakri (qtd. in Nababan, 1999: 62, translated), readability refers to the degree of easy and natural of a text that can be read and understood. The naturalness can be seen when the target text is understandable for the readers. In short, readability focuses on how written materials can be read easily. The choice of word is important because it will be easy to understand if the translator uses the correct word.
Nowadays, people assume that gender influences anything in life such as language, thought, and attitude. There is an assumption that women tend to use their feeling while men use their logic for their ways of thinking. People believe that women have “their own” language to say something. Therefore, in translating, the different ways of male and female translators in using their language can be applied in the way they translate certain texts. Thus, the researcher intends to analyze the “own way” used by male and female translators
for translating a text in this study. The analysis on equivalence and readability of the translators is made by the researcher in order to see whether or not their “own way” of translating a text is equivalent and readable. This is essential in order to show that the translations made by the four subjects are competent.
October 1999 by Nicholas Sparks Enterprises, Inc. A Walk to Remember contains 13 chapters and 94 pages. Related to the case of this study, this novel is very suitable to be used as the object of research because there are many romantic elements that can be found in the text. Romantic elements, stated by Stanford, are an expression that represents an engaging love or affection between a boy and a girl (1999: 58).
In order to gain the respondents for this study, the text, Nicholas Sparks’s A Walk to Remember, is translated by four students (two females and two males) as the subjects of the study who have passed both Translation I and Translation II course from the English Letters Department of Sanata Dharma University. The translated text made by four students will be compared by the researcher to see if there is any difference between male and female subjects in this study.
B. Problem Formulation
The researcher attempts to answer the following questions.
1. What are the equivalents found in the translations of romantic elements in Nicholas Sparks’s A Walk to Remember?
2. How readable are the translations of romantic elements in Nicholas Sparks’s A Walk to Remember?
C. Objectives of the Study
This research has three objectives. The first objective is to find out the equivalence in the translations of Nicholas Sparks’s A Walk to Remember produced by the subjects of this study. In this study, is revealed that the translations might have the formal equivalence or dynamic equivalence. The second objective is to assess the readability of the romantic texts in Nicholas Sparks’s A Walk to Remember that are translated by the subjects. The assessment
of readability is essential in order to relate the importance of the equivalence in the translated text of Nicholas Sparks’s A Walk to Remember. It is important because the readability of the translated text of Nicholas Sparks’s A Walk to
Remember depends on the equivalence of the translation. In this research, the researcher compares the translated text with formal equivalence and dynamic equivalence in order to assess which one is more readable.
The third objective is to find out whether or not gender of the subjects (translators) influences the process of translating a text. In order to achieve the third objective, the result of the translated text of Nicholas Sparks’s A Walk to Remember produced by both male and female translators is assessed by the researcher. The assessment of the translated text of Nicholas Sparks’s A Walk to
end, the difference can be related to the influence of gender towards the translation process.
D. Definition of Terms
Translation is the replacement of a representation by an equivalent text in the second language (Bell, 1991: 6). According to Bell, equivalence means that the source language (SL) and target language (TL) must be similar in the content of message. In other words, translation is a process of transferring an idea from an SL to a TL as equivalent as possible.
According to Nababan (1999: 62), readability focuses on how easily and naturally a text can be read. The readers could easily understand if the text shows naturalness. To sum up, readability is a degree to determine whether a text can be read and understood or not.
According to Eckert and McConnell-Ginet, gender is a social construction of people’s roles, activities, and behaviors, of man and woman. All of those elements are related to what we do and perform, not something that we have based on birth lottery (2003: 10). Talking about the relation of gender and language, it is elaborated by Eckert and McConnell-Ginet who state that gender is
a system of meaning - a way of constructing notions of male and female – and language is the primary means through which we maintain or contest old meanings, and construct or resist new ones (2003: 6).
7 CHAPTER II
REVIEW OF LITERATURE
A. Review of Related Studies
1. Utami’s Undergraduate Thesis “The Translation of Conflict Part in Riordan’s Percy Jackson and the Olympians: The Sea of Monsters: A
Study on the Influence of Translator’s Gender”
Utami talks about the influence of gender‟s translator in translating the conflict part in Riordian‟s Percy Jackson and the Olympians: The Sea of
Monsters. She discusses three problems. The first one is to compare the translation accuracy between male and female translators. The second one is to compare the translation readability between the translations made by both male and female translators. The last one is to identify whether the gender of the translator is influential or not.
In her thesis, Utami finds out that the female translators use complex language and long sentences whereas the male translators use simple sentences. The male translators use simple sentences to deliver the idea as clear as possible. The male translators also use some expressions that show power and certainty. The conclusion of her thesis is that the gender of the subjects (translators) influences the result of the translation in the conflict part of Riordan‟s Percy Jackson and the Olympians: The Sea of Monsters (2012: 41).
uses the theory of equivalence to know whether the translation is equivalent or not. Besides, Utami‟s thesis searches for the rightness of assumption that the male translator is powerful in translating the action text. Meanwhile, in this thesis, the researcher searches for the rightness of the assumption that the female translator is more powerful in the sense of translating the romantic text.
2. Myrlinda’s Undergraduate Thesis “Gender Stereotyping Language Features in English Seen in The Handmaid’s Taleby Margaret Atwood”
In her thesis, she talks about the stereotyping of gender in language features. There are two problems that are discussed in her thesis. The first problem is to analyze the kinds of language features implying gender stereotyping towards the stories in the novel. The second problem is to find the effects of using gender stereotyping towards the stories in the novel.
Myrlinda‟s thesis concludes that there are three effects of gender stereotyping seen in the novel The Handmaid’s Tale by Margaret Atwood. Three of them are related to the oppression of women that is directly in line with the inequalities between genders. The first effect is to cause women to feel unaddressed. The second effect is to cause women to view themselves in a negative or in the more stereotypical way. The third effect is to confuse the readers or listeners about the actual meaning of the words presented in the story. In short, language features are used to imply gender stereotyping in English.
Myrlinda‟s focus on the issue of women. This thesis focuses on determining whether female subjects (translators) can produce a stronger intimacy in translating a text taken from Nicholas Sparks‟s A Walk to Remember than male subjects (translators). The determination will later result into either justifying or debunking the gender stereotype by people that female translators can translate a text with a stronger intimacy than male translators.
3. Darsono’s Undergraduate Thesis “The Study of Acceptability and Translation Strategy of the Romantic Elements in Nicholas Sparks’s Dear John”
Her thesis talks about acceptability and translation strategy of the romantic elements in Nicholas Sparks‟s Dear John. She chooses this topic because translating the romantic elements of some works may result in different understanding between the source text (ST) readers and target text (TT) readers. She discusses two problems. The first one is how acceptable the translation of the romantic elements is. The second is about the translation strategy applied in translating the romantic elements.
as acceptable because they can grasp the story and the message from the author through the translation.
This present thesis is different from Darsono‟s. Darsono thesis‟s uses the theories of acceptability and translation strategy. Her thesis only researchers the accepetability and translation strategy in the romantic elements. This thesis is much more extensive because the romantic elements are not only analyzed by using the theories of readability and equivalence but also put as the object that will be translated by both male and female subjects. The subjects who will translate the romantic elements in Nicholas Sparks‟s A Walk to Remember are
essential for the case study of this thesis, for the result of their translation will be reflected to the initial assumption made by people about the contribution of gender to the usage of language. The theory of gender and language will be employed in this study to prove whether or not the initial assumption that women produce stronger intimacy is true.
B. Review of Related Theories
1. Theory of Translation Equivalence
According to Bell (1991: 6), translation is the replacement of a representation by an equivalent text in the second language. It means that the TL and SL must be similar in conveying the message to the readers.
message, first in terms of meaning and second in terms of style.” It is about theory of formal and dynamic equivalence by Nida and Taber.
Nida (qtd. in Munday 2001: 42) divide equivalence into two, namely formal equivalence and dynamic equivalence. Formal equivalence focuses on the message itself, both form and content. According to Nida (qtd. in Munday 2001: 42), it is stated that:
formal equivalence focuses attention on the message itself, in both form and content … One is concerned that the message in the receptor language should match as closely as possible the different elements in the source text.
Nida (qtd. in Munday 2001: 42) also states that “formal equivalence keenly oriented towards the source-text strucure, which exerts strong influence in determining accuracy and correctness”. It means that the translator translates the text literally and follows the rules of the SL. The arrangement of the sentence structures is also the same as the original.
On the other hand, Nida (qtd. in Munday 2001: 42), it is stated that: dynamic equivalence is based on what Nida calls “the principle of equivalent effect”, where the relationship between receptor and message should be substantially the same as that which existed between the original receptors and the message.
2. Theory of Readability
According to Sakri (qtd. in Nababan, 1999: 62), readability refers to the degree of naturally of a text that can be read and understood. The naturalness can be seen when the target text is understandable for the readers. In short, readability focuses on how written materials can be read easily. The choice of word is important because it will be easy to understand if the translator uses the correct word.
Nida (qtd. in Munday 2001: 42) put four basic requirements of translation, namely:
1. Making sense;
2. Conveying the spirit and manner of the original; 3. Having a natural and easy form expression; 4. Producing a similar response.
3. Theory of Romantic Elements
Stanford argues that romantic elements are expressions that covers: the spontaneous overflow of powerful feelings in a character (1999: 177) and perfected description of passion (1999: 218). Based on Stanford, it can be referred that romantic elements are expressions that promote powerful affection and passion among the characters in the romantic text.
4. Theory of Language and Gender
including their ways of using language. Lakoff (qtd. in Crawford, 1995: 24) states that
linguistic behavior reflects hidden feelings and attitudes, and is especially useful in revealing them because „linguistic data are there, in black and white, or on tape, unambiguous and unavoidable.
Based on the quotation above, it means that hidden feelings or attitudes can be reflected or seen through the language that is used by both male and female. Therefore, in this study, the examination of the female translator that reveals a hidden feeling or attitude can be done through their translation of romantic elements.
Related to the linguistic behavior, Eckert and McConell-Ginet (2003: 140) state that “women as most interested in promoting intimacy with others, in strengthening affiliative bonds among people, in promoting solidarity”. It is also elaborated by Eckert and McConnell-Ginet that women are “affiliative and eager to promote the right kind of warm fuzzy feelings, to downplay their individual aims and ambitions” (2003: 141). Based on their points, it validates the initial assumption that women tend to be more “intimate” in using language due to their eagerness in promoting the feelings instead of ambitions. The usage of language includes translating romantic elements in a text.
emotion”. In other words, male tend to portray reasons in conveying their ideas rather than emotions to show their autonomy.
5. “Women’s” Language
For women, in order to achieve their goal of promoting intimacy and feelings in translating romantic elements, Talbot argues that there are several features that are employed by women, namely:
a. Promotion of Weakness
Talbot argues that “women use language in a distinctive way, notable for
its uncertainty, powerlessness, and weakness” (2010: 36). In other words, it means
that rather than showing independence or autonomy, women tend to show the sense of weakness or powerlessness represented through their distinctive way of using language.
b. Affective Adjectives
According to Talbot, women tend to use words to show “affective
meaning to show expressive feelings, not referential meanings that refer to some objects” (2010: 36). Lakoff elaborates that such adjectives are used “in expressing
c. The Intensifier
Related to the intensifier, it is argued by Talbot that “women tend to use
language in order to strengthen the force of what a person is saying or doing” (2010: 37). Lakoff (qtd. in Talbot 2010: 37) “It has subsequently been viewed as a boosting device (like very)”. She adds that there are many forms to intensify or strengthen the force of the utterance, including the usage of “so” and “very”
(2010: 37). In different words, another feature is that women tend to emphasize or amplify certain words or phrases that lead to the promotion of feeling or intimacy in translating romantic elements.
6. “Men’s” Language
For men, it is stated by Eckert that “men usually speak directly to the point” (2003: 188). It is elaborated by Spender that “the structure of language is
more concrete and more readily traced” (1980: 148). Based on Spender‟s
elaboration, it can be concluded that the structure of men‟s language is more
concrete to show that the way male expresses something is direct to the point. It means that men tend to show the sense of power.
In order for male to maintain autonomy and independence reflected through their language use, including translating romantic elements, Spender argues the belief that “males „come first‟ in the natural order, and this is one of the first examples of a male arguing for not just the superiority of males but that is the superiority should be reflected in the structure of the language” (1980: 149).
encode forms which enhanced their status, to provide the justification for those forms, and to legitimate those forms” (1980: 152).
In different words, males tend to maintain their superiority through their language use. It is justified due to their position in the society as a dominant group. Because of their dominance, it is justified that they maintain any possible means to enhance their dominance through language use.
C. Theoretical Framework
There are three theories that are contributive to this thesis. In terms of answering the formulated problems, the first one is equivalence. This theory is used to analyze the SL and TL in Nicholas Sparks‟s A Walk to Remember. It is because the readers from the target language would get the message from the source language. If they do not get the message in the translation, it means that the translator‟s goal to convey the same message to the readers fails. The result of the equivalence will be the data to be considered.
The second one is readability. The translation should be easy for the readers to understand. The translator should choose the correct word so that the message of the ST can be delivered. The result of the readability will be the data to be considered. Nida‟s and Taber‟s basic requirements for the readable translation also important for the respondents to determine whether the translated text of Nicholas Sparks‟s A Walk to Remember is readable or not.
men have different languages to use. In this thesis, a case study is conducted to determine whether the assumption of people that both female and male have their own way and objective in using language is true or not. In short, the theory of language and gender is used as the basis to prove whether or not gender differences can be represented through language. “Women” language and “Men”
18 CHAPTER III METHODOLOGY
A. Areas of Research
This study focuses on two areas of research by William and Chestman (2002: 6). The first area is “Text Analysis and Translation”. This study aims to analyze the text and its translation. Therefore, this study conducts a further analysis on the ST and TT. Since this study is about the influence of gender in translating a text, the study focuses on one source text which is taken from
Nicholas Sparks‟s A Walk to Remember. In relation to the influence of gender, the
researcher needs to compare the ST to the TT. The TT itself is taken from the four students, two females and two males.
B. Object of the Study
The object of this study is the novel written by Nicholas Sparks entitled A Walk to Remember. The novel is first published in 1999 by Warner Books and contains 13 chapters and 94 pages. This novel is a romantic novel that portrays certain romantic elements throughout the story. In this novel, the romantic elements are portrayed through the sentences. In this study, the sentences containing romantic elements are being analyzed to prove whether or not gender influences the process of translation. Therefore, male and female respondents become the subjects of the study.
C. Method of the Study
In order to make the study specific, the text that was analyzed was Nicholas Sparks‟s A Walk to Remember. The four subjects who translated some of
the romantic texts in Nicholas Sparks‟s A Walk to Remember were the English
Letters Department students (two females and two males) of Sanata Dharma University who had taken and passed Translation I and Translation II courses with minimum score eighty. The translated texts made by those four students were analyzed by the researcher to identify whether or not the translated text of
Nicholas Sparks‟s A Walk to Remember was equivalent. If the translated text was
In assessing the readability, the researcher provided several questionnaires to twenty respondents. The respondents determined whether the translated texts made by the four subjects were readable or not. Nida and Taber‟s four basic requirements of readable translation were the guidelines for the respondents to decide the readability of the translated texts. Finally, the difference that the researcher would analyze is the specific expressions produced by either male or female translators in the translated texts. The analysis was assisted by the theory of language and gender that could show certain indicators to prove whether the initial belief that female translators could produce stronger intimacy in a text was true or not.
D. Research Procedure 1. Type of Data
a. Objective Data
The study has two data as its objectives. The first data were several sentences taken from the novel A Walk to Remember by Nicholas Sparks which contained the romantic elements. The texts were taken from the original novel in the English version. The second data were taken from the results of translations made by the subjects in this study (both female translators and male translators). b. Affective Data
two female subjects (translators), and an indicator of readability (measured from one until four, and in which one means the most readable TT).
The subjects or translators are the students from English Letters Department of Sanata Dharma University. The students who became the subjects were the ones who had taken and passed Translation I course (in fourth semester) and Translation II course (in sixth semester) with an optimal score (minimum score of eighty). The choice of the subjects was not based on whether he or she likes literary texts including romantic texts or not. The choice was based on their competence in translating a text, e.g. romantic text. The competence of their language use was seen through the theory of gender and language.
2. Data Collection
The data of this study were taken from books, assignments, and questionnaires. The first data of this study were the source text. The data were taken from several sentences in Nicholas Sparks‟s A Walk to Remember. The second data were taken from the four translators that were assigned to translate several sentences from the novel.
The coding was done as follows.
Code Text
14/ST/P/84/1 You‟ve got the biggest heart of anyone I‟ve ever met.
53/TT/F1 Kau punya hati seluas samudra yang tak bisa disaingi siapa pun.
54/TT/F2 Kau adalah orang yang paling berhati besar yang pernah kutemui
55/TT/M1 Hatimu adalah hati terbesar yang pernah kutemui.
56/TT/M2 Kamu punya hati paling besar diantara semua orang yang pernah kutemui
14/ST/P/84/1 meant that in the source text data number 14, the source text was categorized as promoting passion (P) or promoting feelings (F) on page 84 and 1 showed the line of the sentence. 53/TT/F1 meant the target text of the name of translator. For example, the text was the 53th in TT. F1 meant the first female translator.
After the researcher obtained the second data, the third data were the questionnaires to the respondents who assessed the translated text from female or male translators. The respondents chose and guessed the answer. Then, the researcher made the coding tables in each sentence.
3. Population and Sample
The population of this study was the sentences taken from Nicholas
Sparks‟s A Walk to Remember. The sample data are the sentences containing
certain romantic elements in the population. The sampling method that was used in this research was purposive sampling. The reason why the researcher used purposive sampling method was because the researcher focused on the sentences containing romantic elements which were related to the three formulated problems of this research. Thus, the sentences that did not contain romantic elements were discharged because it was unnecessary to answer the three formulated problems. 4. Data Analysis
gender. The second step was the researcher chose four translators who had the same ability in translating a ST taken from Nicholas Sparks‟s A Walk to Remember. The four chosen translators consisted of two male translators and two female translators. After choosing four translators, the researcher assigned them to translate several sentences taken from Nicholas Sparks‟s A Walk to Remember. After that, the researcher used the result of the translated text in order to analyze the equivalence of the TT made by the subjects. The table below illustrated how the researcher analyzed the equivalence of the TT made by the subjects.
No. Code Text Equivalence
Formal Dynamic 14. 14/ST/P/
84/1
You‟ve got the biggest heart of anyone I‟ve ever met.
45/TT/F1 Kau punya hati seluas samudra yang tak bisa disaingi siapa pun.
D
46/TT/F2 Kau adalah orang yang paling berhati besar yang pernah kutemui.
F
47/TT/M1 Hatimu adalah hati terbesar yang pernah kutemui.
D
48/TT/M2 Kamu punya hati paling besar diantara semua orang yang pernah kutemui.
F
Table 3.2. The Target Text in Equivalence
dynamic equivalence. On the other hand, the other translations only translated into formal equivalence translations.
Based on the different TTs produced by the four translators, the researcher assessed which TT had the formal equivalence and which TT had the dynamic equivalence. In order to determine the equivalence, the researcher used
Nida and Taber‟s theory of equivalence as the guideline to determine the
equivalence of the TT made by the four subjects (translators). The collected data are counted with the following formula.
in which,
= the average count
=i-th score sample = number of samples
After finding out the equivalence of the TT made by the four subjects (translators), this study needed several respondents to assess the quality of the
translated text of Nicholas Sparks‟s A Walk to Remember. The assessment of the
is less readable than the most readable one. Section No.3 was ticked to the TT that was less readable from section No.2. Section No.4 was ticked to the TT that was the least readable among all TTs. The table below illustrated the process of
assessing the readability of the translated text of Nicholas Sparks‟s A Walk to
Remember.
There were two steps to count the data of readability. The first one was to count the percentage of each translation product based on each reader‟s option with the following formula.
The second one, after finding out the result of the first step, it was to count the average of all translation products with the following formula.
No Code Text Ratings
1 2 3 4
7.
7/ST/F/ 73/29
I kissed her check as I squeezed her arm a little tighter to me. She winced, and I
could tell that I‟d hurt her somehow.
37/TT/ memegang lengannya sedikit lebih erat. Dia mengerjap, dan aku langsung tahu bahwa aku menyakitinya.
39/TT/ M1
40/TT/ M2
Kucium pipinya seraya mendekap lengannya lebih erat kepadaku. Dia mengejap, dan bisa kukatakan bahwa aku menyakitinya.
27 CHAPTER IV
ANALYSIS RESULTS AND DISCUSSIONS
This part presents the problems that are divided into three parts. The first part is the analysis on the equivalence of translated romantic elements in Nicholas
Sparks‟s A Walk to Remember. The second part is the analysis on the readability
of both female and male subjects (translators) in this study. The last part is the analysis on specific expressions that affirm the influences of gender in the
translation process of Nicholas Sparks‟s A Walk to Remember.
A. The Translation Equivalence of Romantic Elements
The first part of the analysis discusses the translation equivalence of female and male translators. The analysis of the data is divided into some sub-parts. Previously explained, translation should be equivalent between the TT and ST.
to change the structure. It aims to seek the naturalness of a translation in order to receive the same response as it does in the TL. It means that dynamic equivalence is more contextual.
0 10 20
Female translators
Male translators
The Proportion of Formal and Dynamic
Equivalence Translation in Translators'
Gender
Formal Equivalece Dynamic Equivalence
Chart 1. The Proportion of Formal and Dynamic Equivalence Translation in Translators’ Gender
From the chart above, the average score of the translation by the female and male translators is gotten by the calculation as follows.
a. Female Translators
Score of Formal Equivalence =
Score of Dynamic Equivalence =
b. Male Translators
Score of Dynamic Equivalence =
From the data stated above, the average is derived from the addition of the translation products between F1 and F2 for female translators or between M1 and M2 for male translators which are included in formal and dynamic equivalence. After being added, the result is divided by two based on the number of the existing samples (two female translators and two male translators).
It can be concluded that the number of formal equivalence produced by the female translators is less than the male translators. On the other hand, the number of dynamic equivalence produced by the female translators is more than the male translators. In short, the female translators use the more dynamic equivalence than the formal one. It means that the translations produced by female translators focus on the contextual (in romantic meaning) meaning rather than the structure of TT that needs to be maintained the same as the ST. It can be seen through many words, phrases, or sentences that are modified in the TT.
In order to classify the data easily, the data are divided into two based on
Stanford‟s theory about romantic elements including expressions that promote powerful feeling and passion among the characters in the romantic text.
1. The Formal and Dynamic Equivalence Done by Female and Male Translators in Expressions Promoting Feeling
No. Number of
Data ST F1 F2 M1 M2
1. 1/ST/F/66/8 We looked at each other under the light of a waxing crescent moon, and I almost kissed her right then, but she turned away
a moment too soon and said something that sort of threw me.
Table 4. First Source Text Promoting Feelings and its Equivalence
F1‟S, F2‟s, M1‟s, M2‟s translations are included in the dynamic
equivalence. First, F1 translates “sort of threw me” into “membuat hatiku urung”. F1 changes the word in the TL, but it does not change the meaning. F1 makes the
reader understand easily. F2 translates “sort of threw me” into “merasa ditolak”. F2 translates the active form of the phrase “sort of threw me” in the ST into the passive form “merasa ditolak” in the TT. By changing the form of the phrase, F2‟s translation can be classified into the dynamic equivalence.
M1‟s translation is also a form of dynamic equivalence because M1
translates “sort of threw me” into “menjatuhkan aku”, which means M1 changes
the meaning of each word, such as “threw” into “menjatuhkan” which is not the
literal meaning. M2‟s translation also changes the active phrase in the ST into passive phrase TT. M2 translates the active phrase “sort of threw me” into the
passive one “membuatku terhempas”. By changing the form of the phrase, M2‟s
translation can be classified as the dynamic equivalence. No. Number of
Data ST F1 F2 M1 M2
2. 2/ST/67/13 It wasn‟t that long, and it
certainly wasn‟t the kind of kiss
you see in movies these days, but it was wonderful in its own way, and all I can remember about the moment is that when our lips touched, I knew the memory would last forever
D D F F
F1‟s and F2‟s translations are categorized into the dynamic equivalence
because F1 translates “It wasn‟t that long” into “Ciuman yang tak terlalu lama”.
F2 also translates “It wasn‟t that long” into “dia menciumku tak terlalu lama”. F1
translates “but it was wonderful in its own way” into “Namun ciuman itu sangat
istimewa dalam keunikannya”. F1 always refers “it” into “kiss”. It is seen in the
sentence above. F1 also translates “own way” into “keunikannya”. It is dynamic
equivalence because the translator only focuses on the meaning and modulates the structures. Based on the F1‟sand F2‟s translations, the “it” refers into “a kiss” that is not that long, proven by the Indonesian verbs “menciumku” and “ciuman”
which belong to the meaning of “kiss”.
In contrast, M1 translates into “singkat saja”, M2 translates into “tidak
terlalu lama memang”. From the data stated above, two subjects can be classified
as the formal equivalence because they retain the literal meaning and the structure of the ST. M1 and M2 use the correct and standard form of language.
No. Number of
Data ST F1 F2 M1 M2
3. 3/ST/72/26 I held her close to me with my eyes closed, wondering if anything in my life had ever been this perfect and knowing at the same time that it
hadn‟t
D D D D
Table 6. Third Source Text Promoting Feelings and its Equivalence From the datum stated above, F1 is included into the dynamic equivalence because F1 translates “I held her close” into “Aku merengkuhnya
erat”. From KBBI “merengkuh” means “pulled her closer then hugged her tightly”
(http://kbbi.web.id/rengkuh). F1 adds the word “erat” after the word
“wondering if anything in my life” into “membayangkan momen”. The four
words “anything in my life” are translated into one word “momen”. It has the same meaning in the different words. It also makes the reader understand easily. F2 translates the ST above into four parts and gives a comma in each sentence.
M1‟s and M2‟s translations above are included as the dynamic
equivalence because they do not translate the word “close” and they translate
directly into “aku mendekapnya” and “kupeluk dia”. It means they omit the word
“close” because the translators show the power as men.M1 translates “held” into
“mendekapnya”. On the other side, M2 translates “held” into “kupeluk”. In KBBI (http://kbbi.web.id/dekap) “dekap” means “peluk”.
No. Number of
Data ST F1 F2 M1 M2
4. 4/ST/72/28 I was in love and the feeling was even more wonderful than I ever imagined it could be.
F F F F
Table 7. Fourth Source Text Promoting Feelings and its Equivalence All translators maintain the structures of the STs and literal meanings of each word, phrase, and sentence. However, they use different words when
translating “wonderful”. F1 translates “wonderful” into “indah” and M1 translates
“wonderful” into “menakjubkan”. F2 translates “wonderful” into “indah” and M2
translates “wonderful” into “hebat”. The three words “takjub”, “indah”, and
“hebat” have the same idea in meaning. From KBBI (http://kbbi.web.id/takjub)
No. Number
of Data ST F1 F2 M1 M2
5. 5/ST/73/3 There was something nice when I kissed her, something gentle and right, and that was enough for me.
D F F F
Table 8. Fifth Source Text Promoting Feelings and its Equivalence From table 8, F1 is included into the dynamic equivalence. F1 translates
“There was something nice when I kissed her, something gentle and right” into
“Indah, ketika kucium dia. Lembut dan terasa benar”. F1 rearranges the word
“indah” into the first in the sentence and also gives a comma to break the sentence
into two parts. From one sentence “There was something nice when I kissed her,
something gentle and right”, F1 breaks the sentence into two sentences.
In addition, three of the translations above are included as the formal equivalence because they translate the whole texts maintaining the structures of the STs and literal meanings of each word, phrase, and sentence.
No. Number of
Data ST F1 F2 M1 M2
6. 6/ST/73/10 I‟ll never forget that day because of the quiet she had been, and I had the funny feeling all day long that something important was on her mind.
D D D F
Table 9. Sixth Source Text Promoting Feelings and its Equivalence
F1‟s, F2‟s and M1‟s translations can be classified as the dynamic equivalence. First, F1 translates “I had the funny feeling all day long that
something important was on her mind into “bisa kurasakan bahwa ada sesuatu yang mengganggu benaknya sepanjang hari itu”. F1 does not translate the word
“funny”. It is very different, but the meaning is understandable for the reader in
“yang mengganggu benaknya” F1 interprets “something important” as the thing
that bothers Jamie.
Second, F2‟s translation, the clause “I‟ll never forget that day because of
the quiet she had been” is translated into “Ketenangannya hari itu tak akan
terlupakan olehku”. Third, in M1‟s translation, the clause “I‟ll never forget that
day because of the quiet she had been” is translated into “Karena diamnya yang
membuatku berpikiran dia sedang memikirkan sesuatu yang penting”. Based on
the translations made by the two subjects, both of them do not start the TT with the same structure as the ST (translating the subject “I” into “Aku”). Instead, they
start the TT by another word or phrase: “ketenangannya” made by F2, and
“karena diamnya” made by M1. Therefore, they change the structure of the
sentence which is suitable for the characteristic of dynamic equivalence. On the
other hand, M2 translates “I had the funny feeling all day long that something
important was on her mind” into “dan aku berpikir seharian penuh bahwa dia
sedang memikirkan sesuatu yang penting”. M2 also translates “I‟ll never forget
that day because of the quiet she had been” into “Aku tidak akan pernah lupa hari itu karena dia begitu diam”. The data above show that M2‟s translation maintains the structure and the literal meaning of the ST.
No. Number of
Data ST F1 F2 M1 M2
7. 7/ST/73/29 I kissed her cheek as I squeezed her arm a little thighter to me. She
winced, and I could tell that I‟d hurt
her somehow.
D D F F
F1‟s translation is considered into the dynamic equivalence. F1 translates “I kissed her cheek” into “Aku mencium pipinya yang lembut”. F1 adds
“yang lembut” to add further explanation about Jamie‟s cheek. F2 also translates
“I kissed her cheek” into “aku mencium pipi lembutnya”. F2 adds “lembutnya” to describe about Jamie‟s cheek.
The other two translations are included in the formal equivalence. They do not add the other word to explain or describe anything. They maintain the structure of the ST and literal meaning of each word, phrase, and sentence. They use different words but have the same meaning.
No. Number of
Data ST F1 F2 M1 M2
8. 8/ST/83/6 I watched as hers began to shine. She sighed and looked away, running her hand through her hair, then turned to me again. I kissed her hand, smiling in return.
D D F F
Table 11. Eighth Source Text Promoting Feelings and its Equivalence
F1‟s and F2‟s translations are included into the dynamic equivalence. F1
translates “I watched as hers began to shine” into “Aku memandangnya saat wajah indahnya mulai bersinar.” F1 interprets “hers” into “wajah”. F1 also adds
“indahnya” to describe Jamie‟s eyes which are beautiful. F1 also translates “She
sighed and looked away” into “Ia merona merah dan menghindari pandanganku”.
F1 also adds the words “merah merona” because F1 interprets that she sighs with a face embarrassment because he sees her. F2 translates “I watched as hers began
“matanya” as an object of the verb “watch”. F2 also adds “indahnya” to give more
explanations about Jamie‟s eyes.
On the other hand, M1 and M2 do not add other words. F1 translates into
“aku menatapnya seolah ia mulai bersinar‟, M1 translates into “aku
memandanginya seraya ia berangsur-angsur berseri”, and M2 translates into
“Kulihat ia mulai bersinar”. In short, M1‟s translation is included into the formal equivalence because the other translations maintain the structure and the word to word translation.
No. Number of
Data ST F1 F2 M1 M2
9. 9/ST/85/43 Jamie watched all this silence, my arm tight around her, her breathing shallow and weak. As the sky was finally turning to black and the first twinkling lights began to appear in the distant southern sky, I took her in my arms, I gently kiss both her cheeks and then, finally, her lips.
D D D D
Table 12. Ninth Source Text Promoting Feelings and its Equivalence All of the translations can be classified into the dynamic equivalence.
They translate the word “black” into “menggelap”. They translate „black‟ into
„gelap‟. Supposedly, the word “black” should be translated into “hitam” (to show
the literal meaning). However, all of the translators translate it into “gelap” in
order to emphasize the “darkness” that modifies the noun “sky” in the table above.
The main reason why they choose the word “gelap” instead of “hitam” is because
No. Number of
Data ST F1 F2 M1 M2
10. 10/ST/91/18 Finally getting control of myself, I kissed her again, she brought my hand to her face, gently running my fingers over her cheek. I marveled at the softness of her skin, the gentleness I saw in her eyes. Even now she was perfect.
D D F F
Table 13. Tenth Source Text Promoting Feelings and its Equivalence There are two translations that can be included into the formal
equivalence because M1‟s and M2‟s translations maintain the structure of the ST and literal meaning of each word, phrase, and sentence. F1‟s translation belongs to the dynamic equivalence because F1 translates “my hand to her face” into
“Lembut, jariku mengelus pipinya”. F1 adds “lembut” to explain more about the
skin of her cheek. F1 also translates “Even now she was perfect” into “Ia
sempurna!” F1 translates two words and adds exclamation marks. It means that he is very satisfied to say that.
F2‟s translation is an example of translation with the dynamic
equivalence because of F2‟s translation on this sentence of the ST: „she brought
my hand to her face, gently running my fingers over her cheek‟. F2 changes the
ST „brought my hand‟ and „gently running in my fingers‟ into „kusentuh‟ in the
TT. F2 changes the word but does not change the meaning with the aim of easier understanding for the readers who read the TT produced by F2. F2 also translates
“gently running my fingers over her check” into “kusentuh pipinya dengan
lembut”. F2 adds the word “lembut” to describe how Landon touches Jamie‟s
2. The Formal and Dynamic Equivalence Done by Female and Male Translators in Expression Promoting Passion
No. Number of
Data ST F1 F2 M1 M2
1. 11/ST/60/30 I looked at Jamie, then up to the ceiling and around the room, doing my best to keep my composure, then back to Jamie, again. She smiled at me and I smiled at her and all I could do was wonder how I‟d ever fallen in love with a girl like Jamie Sullvian.
D D F F
Table 14. First Source Text Promoting Passion and its Equivalence
From the first datum above, F1‟s and F2‟s translations are included in the dynamic equivalence because F1 translates “I looked at Jamie” into “Aku menatap Jamie lekat-lekat”. F1 adds word “lekat-lekat” which is in KBBI (Kamus Besar
Bahasa Indonesia) “lekat-lekat” means “very close” (http://kbbi.web.id/lekat). F1 interprets that Landon looked Jamie very close. F1 also translates “doing my best
to keep my composure” into “berusaha sekuat tenaga menahan emosiku”. The
idea of the F1‟s translation is fully understood, because in Bahasa Indonesia
“berusaha sekuat tenaga” has the same meaning and implying as “berusaha sebaik
mungkin” but in the different form of expression.
TT. M1 translates “doing my best to keep my composure” into “berusaha sebaik yang kubisa untuk terlihat tenang”. M2 translates “doing my best to keep my
composure” into “berusaha melakukan yang terbaik untuk mempertahankan
ketenanganku”. It means that M1‟s and M2‟s translations use language that follows structure.
No. Number of
Data ST F1 F2 M1 M2
2. 12/ST/63/11 Now I didn‟t know if Jamie would kiss me; in fact, I actually doubted that she would. But with her looking so pretty, with her hair down and all, and everything that
had happened tonight. I didn‟t
want to miss the opportunity if it came up.
D D F F
Table 15. Second Source Text Promoting Passion and its Equivalence
The second datum shows that F1‟s and F2‟s translations can be included in the dynamic equivalence. F2 translates “I actually doubted that she would” into
“bahkan sebenarnya aku ragu ia mau menciumku”. F1 adds one word in the last sentence. F1 interprets “would” into “menciumku”. It can make the reader understand easily. FI and F2 add one phrase in the first sentence of the ST. For the
first evidence, F2 translates “with her hair down” into “rambut tergerai indah” and
“tergeraiindahnya”. F1 and F2 put “indahnya” to add further explanation towards
Jamie‟s hair. The second, “the opportunity if it came up” is translated into
“kesempatan untuk menciumnya”. F2 adds the word “menciumnya” because F2 understands the context of the sentence that the opportunity refers to the opportunity to kiss Jamie. Meanwhile, M1 translates “with her hair down” into
three subjects can be included in the formal equivalence because they retain the structure of the ST, and there is no additional word that clarifies the context of the ST in the TT.
No. Number of
Data ST F1 F2 M1 M2
3. 13/ST/68/35 You know it‟s love when all you want to do is spend time with other person, and you sort of know that the other person feels the same way.
D D F F
Table 16. Third Source Text Promoting Passion and its Equivalence From table 5, F1 is categorized into the dynamic equivalence because F1
translates the ST/68/35 into “Yah, seperti itulah cinta: ketika yang kau inginkan adalah selalu bersamanya, dan dia juga menginginkan hal yang sama”. F1 uses the
word “yah” in the first sentence. F1 translates “You know it‟s love” into “Yah,
seperti itulah cinta”. F2 also translates “You know it‟s love” into “Yah, begitulah
cinta”. It means that F1 and F2 break the ST into two parts. The female translators
do not translate the word “you” and “know”. The both translation show the expression about the definition of what love is.
On the other hand, two translations above are included as the formal equivalence because three subjects maintain the structures of the STs and literal meanings of each word, phrase, and sentence. They translate “You know it‟s love” into the literal translation. M1 translates “You know it‟s love” into “kau tahu itu
No. Number of
Data ST F1 F2 M1 M2
4. 14/ST/84/1 You‟ve got the biggest heart of
anyone I‟ve ever met. D F D F
Table 17. Fourth Source Text Promoting Passion and its Equivalence Two of the translations are the formal equivalence because their translations maintain the structure and the literal meaning of the ST. They
translate “You‟ve got the biggest heart” into “kau adalah orang yang paling berhati besar (F2), and “kamu punya hati paling besar” (M2).
Besides, F1‟s translation is grouped into the dynamic equivalence. F1 translates “You‟ve got the biggest heart of anyone I‟ve ever met” into “Kau punya hati seluas samudra yang tak bisa disaingi siapa pun”. F1 describes her heart with
the word “samudra”. The word “samudra” means an ocean. An ocean has a very large area. In short, the translator aims to compare her heart with an ocean. M1‟s translation can be included in the dynamic equivalence because M1 refers “you”
to “hati” instead of “kamu” which diminishes the literal meaning of “you”.
No. Number of
Data ST F1 F2 M1 M2
5. 15/ST/89/29 I am not commanding you, but I want to test the sincerity of your love by comparing it to the earnestness of others.
F F F F
commanding you” into “Aku tidak memintamu”. F2 translates “but I want to test
the sincerity of your love by comparing it to the earnestness of others” into “tapi
aku ingin menguji ketulusan cintamu dengan membandingkannya dengan kesungguhan orang-orang”. In short, all of the translations are included into the formal equivalence because their translations maintain the structure and the word- to-word translation.
3. Equivalence Classification of Female’s and Male’s Translations
0 2 4 6 8 10 12 14
F1 F2 M1 M2
Formal Equivalence
Dynamic Equivalence
Chart 2. The Equivalence Classification of Females’ and Males’ Translations in which,
F1 : First Female Translator F2 : Second Female Translator M1 : First Male Translator M2 : Second Male Translator
formal equivalence is two and dynamic equivalence is thirteen. Second, F2‟s
translation shows that F2‟s number of formal equivalence is four and dynamic equivalence is eleven. Third, M1‟s translation shows that M1‟s number of formal equivalence is eleven and dynamic equivalence is four. The last, M2‟s translation
shows that M2‟s number of formal equivalence is thirteen and dynamic equivalence is two.
The data show that M1‟s and M2‟s translations have the more formal equivalence. It is because the number of translations produced by them that contains the formal equivalence is more than the translations that they produce
with the dynamic equivalence. On the other hand, F1‟s and F2‟s produce the dynamic equivalence more than the translations produced with the formal equivalence.
