UNIT SHIFTS IN THE INTERPRETING
OF REVEREND’S ENGLISH SERMON
INTO BAHASA INDONESIA
A THESIS
BY
DHANY NOVI ANESTHASIA
Reg. No. 050705032
ENGLISH DEPARTMENT
FACULTY OF LETTERS
UNIVERSITY OF SUMATERA UTARA
ACKNOWLEDGEMENTS
Firstly, I would like to thank The Almighty God, Jesus Christ whose blessings and Might strengthen every step I make in life and make this thesis possible to accomplish.
I address my gratitude to the Dean of Faculty of Letters, University of Sumatera Utara, Prof. Syaifuddin, M.A. Ph.D, for facilitating all students’ academic needs and support their study. I am also grateful to the Head and the Secretary of Department of English for their concern and the facilities given during my study. I am thankful to be a student of this English Department.
I also would like to express my gratitude to Dr. Eddy Setia, M.Ed TESP and Dr. Roswita Silalahi, Dip. TESOL M.Hum, as my Supervisor and my Co-Supervisor. I am grateful for their helps, guidance, understanding, and contributions to my thesis.
I feel grateful for greatest supports and prayers from my family, especially my parents. I can hardly find any proper words to express the greatest gratitude I have to my parents, brother and sisters for their understanding and help. I feel thankful as well to my beloved brothers and sisters in Persekutuan Babtisan Roh Kudus dan Api, Jubel, Cita, kak Fitmelia, Riko, ayah and Leo for their support in
ABSTRAK
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ... i
ABSTRAK ... ii
TABLE OF CONTENTS ... iii
LIST OF ABBREVIATIONS ... vi
CHAPTER I INTRODUCTION 1.1 Background of Analysis ... 1
1.2 Scope of Analysis ... 4
1.3 Problems of Analysis ... 5
1.4 Objectives of Analysis ... 5
1.5 Significances of Analysis ... 5
1.6 Review of Related Literature ... 6
CHAPTER II THEORETICAL FRAMEWORK 2.1 Translation ... 7
2.1.1 Definitions of Translation ... 7
2.1.2 Functions of Translation ... 9
2.1.3 Process of Translation ... 9
2.1.4 Types of Translation ... 11
2.2 Interpreting ... 12
2.2.2 Function of Interpreting ... 13
2.2.3 Process of Interpreting ... 13
2.2.4 Types of Interpreting ... 14
2.2.5 Difficulties in Interpreting ... 19
2.3 Shifts ... 21
2.3.1 Level Shifts ... 21
2.3.2 Category Shifts ... 22
2.3.2.1 Structure-Shifts ... 23
2.3.2.2 Class-Shifts... 24
2.3.2.3 Unit-Shifts ... 24
2.3.2.4 Intra-System-Shifts ... 24
CHAPTER III METHODOLOGY OF RESEARCH 3.1 Research Method ... 26
3.2 Population and Sample ... 26
3.3 Data Analysis Procedure ... 27
CHAPTER IV ANALYSIS AND FINDINGS 4.1 Data Analysis ... 28
4.2 Data Findings ... 44
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 47
LIST OF ABBREVIATIONS
Adj Adjective
Adv Adverb
C-S Clause to Sentence
N Noun
P-C Phrase to Clause P-S Phrase to Sentence P-W Phrase to Word(s) SL Source Language
S-P Sentence to Phrase TL Target Language
V Verb
ABSTRAK
CHAPTER I
INTRODUCTION
1.1 Background of Analysis
Language as a means of communication has been used by human for
thousands years. The role of language is very important in human being to help
them in conveying thoughts, ideas, and even to do transactions, commerce and
international cooperation. One thing that cannot be denied is the diversity of
languages. There are thousands of languages in this world, include the traditional
languages. This diversity can be a barrier to international communications. This
barrier is definitely a problem needing solution that can transfer the language. It is
translation.
Basically, translation is transferring the same message in one language
(Source Language) to another language (Target Language) by considering the
equivalences of both languages, e.g. semantic and stylistic equivalences.
Translation functions as a means to transfer equivalent message from one
language to another, so that the communication of human keeps going on,
especially in international communication. Translation plays great role in human
life. It engages people around the world since it enables people with different
languages to understand one text, such as history of pyramid, governmental
system of one’s country, Einstein’s theory, etc. translation can be done in any text
either written or oral. The oral translation can also be called as direct translation,
Interpreting is not a new subject. Interpreting as well as translation has
been used for centuries. For instance, in the end of World War II, there were many
war criminals sent to the court. Some of the criminals spoke different languages
with others on the court. So, in order to solve the language barriers, interpreting
was used there. Interpreting is simply defined as transferring messages from one
language to another language orally in one occasion.
Interpretation or language interpretation is an activity to facilitate oral
communication in between two or more users of different languages. Pöchacker
(2004: 10) states, “Interpreting as form of translation in which a first and final
rendition in another language is produced on the basis of one-time presentation of
an utterance in a source language”
Interpreting shows a situation of oral communication involving three
participants: person speaking in source langue, an interpreter (the one interpreting
the language) and another person(s) speaking in different language, the target
language. The situation of interpreting shows the interpreters processes the
information given in SL spontaneously and transfer it into TL.
Nida (1964) in Venuti (2000: 126) says that there can be no absolute
correspondence between languages since no two languages are identical. Hence, it
can be concluded that due to no two identical languages, shifts may occur in
translation. It occurs in either translation or interpreting.
Catford (1965) in Venuti (2000: 141) states that shifts mean the departures
from formal correspondence in the process of going from SL to TL. Catford says
that there are two major types of shifts occur. They are level shifts and category
A level shift is a shift from grammar to lexis. It means that a grammatical
unit in English, such as noun, affixes, etc, has a lexical unit in Bahasa Indonesia
as its translation equivalent (Machali, 1998: 14). An illustration of this is
Leonardo has stopped working in that company, and its translation Leonardo
sudah berhenti
The interpreter does unit-shifts in the interpreting to create equivalent
meaning in TL to carry out the interpreting of the English sermon naturally and
communicatively so that audiences can comprehend what the reverend conveys.
An example of unit-shifts is:
bekerja di perusahaan itu. The form ‘has + past participle’ as a
unit in English grammar is translated into Bahasa Indonesia by the lexis ‘sudah’.
Category shift is about unbounded and rank-bounded translation. It is a
matter of finding SL-TL equivalences that are set up at whatever rank is
appropriate.
This thesis focuses on category shifts. These category shifts have four
subs, namely structure-shifts, class-shifts, unit-shifts, and intra-system-shifts.
However, in order to avoid the excessive discussion of category shift, the shift
becoming the main focus in this thesis is unit-shifts.
Unit-shift is simply defined as changes of rank. It is about departures from
formal correspondence wherein the translation equivalent of a unit at one rank in
the SL is a unit at a dissimilar rank in the TL. For instance, adjective in SL
translated into modifier (a clause) in TL.
The source data in this thesis is the interpreting of English sermon done by
interpreter assisting a reverend, recorded in a cassette. The record that is going to
SL (English)
Understanding minds Adjective
TL (Bahasa Indonesia)
Pemikiran
From the example above, it is clearly seen that there is a change of rank in unit-shift,
namely the adjective ‘understanding’ turning into modifier (a clause) ‘yang memahami
1.2 Scope of Analysis
’.
The reason of choosing the data is writer had ever watched a video of one
reverend, an English native speaker assisted by an Indonesian interpreter, and she finally
found that the interpreting of sermons have never been touched by any research,
especially in English department in University of Sumatera Utara. In addition, she also
thinks that this field is interesting to analyze since it relates to her belief as well.
In order to avoid excessively large discussions, the analysis is focused on
unit-shifts. The data that are going to analyze are found in the interpreting of reverend’s
1.3 Problems of Analysis
Followings are the problems of analysis in the thesis:
1. What are the unit-shifts found in the interpreting of reverend’s English sermon into
Bahasa Indonesia?
2. What is the most dominant unit-shifts occurred in the interpreting of reverend’s
English sermon into Bahasa Indonesia?
1.4 Objectives of Analysis
Followings are the problems of analysis in the thesis:
1. To figure out the unit-shifts found in the interpreting of reverend’s English sermon
into Bahasa Indonesia.
2. To figure out the most dominant unit-shift occurred in the interpreting of reverend’s
English sermon into Bahasa Indonesia.
1.5 Significances of Analysis
This thesis is intended to be helpful theoretically and practically. Theoretically,
this thesis is expected to enlarge the comprehending of interpreting, since readers quite
seldom learn interpreting, especially the students. This thesis may also be a reference for
those who are interested in learning interpreting.
Practically, this thesis is expected to be helpful for people especially by the
student who wants to be an interpreter or currently work as an interpreter, to learn how to
1.6 Review of Related Literature
This thesis is referred to some books and thesis related to translation and shifts in
order to support the analysis.
Hatim (1990) in Discourse and the Translator places the translator at the centre of
communicative activity. Within this point of view, the translator has the part as the
mediator between different cultures, each of which has its own vision s of reality,
ideologies, myths and so on.
Simatupang (2000) in Pengantar Teori Terjemahan explains that each language
has its own rules that might be different from another language and the consequence of
the differences is shifts in the translation.
Sahrial (2003) in An Analysis of Grammatical Unit Shifts in the Translation of
John Grisham’s the Street Lawyer to Pengacara Jalanan sums up that the grammatical
unit shifts occur due to the differences in language systems and grammatical structure
between SL and TL.
Pasaribu (2009) in Functional Shifts in the Translation of “Guidelines For The
Better Management Practices on Avoidance, Mitigation and Management of Human –
Orangutan Conflict in and Around Oil Palm Plantations” in Bahasa Indonesia, discusses
one of the subs of category shifts, namely functional shifts. She comes to a conclusion
CHAPTER II
THEORETICAL FRAMEWORK
2.1. Translation
2.1.1 Definitions of Translation
As it is generally stated in Oxford Advanced Learner’s Dictionary (2000: 1382),
translation is the process of changing something is written or spoken into another
language. Nevertheless, the definition of translation is not that simple. Further elaboration
is needed to make it obvious. Many experts in translation theory define translation in
different ways.
In universal point of view, translation is the matter of transferring something from
one language to another language. As Newmark (1981: 7) states, “Translation is a craft
consisting in the attempt to replace a written message and/or statement in one language
by the same message and/or statement in another language”.
However, translation is not limited only about transferring matter but it also deals
with the equivalence. Catford (1969: 20) says, “Translation is the replacement of textual
material in one language (SL) by equivalent textual material in another language (TL)”
Furthermore, translating a text deals with the meaning too. Translation with
correct structure is useless without meaning. Larson (1984: 3) states that translation
means transferring the meaning of the source language into receptor language. Moreover,
Newmark presents further view towards the transferring meaning in a translation. He says
(1988: 5), “Translation is rendering the meaning of one text into another language in the
restructures the meaning into TL in as natural as possible according to valid rules of TL.
Hence, structure is not the one that is transferred, but meaning is. He states the previous
statement in his book:
“menerjemahkan adalah mengalihkan makna yang terdapat dalam bahasa sumber ke dalam bahasa sasaran dan mewujudkan kembali di dalam bahasa sasaran dengan bentuk – bentuk yang sewajar mungkin menurut aturan-aturan yang berlaku dalam bahasa sasaran. Jadi, yang dialihkan adalah makna bukan bentuk”
Moreover, translation also deals with semantic and culture aspects. Hatim and
Mason (1997:1) say, “Translating … as an act of communication which attempts to relay,
across cultural and linguistic boundaries, another act of communication (which may have
been intended for different purposes and different readers / hearers)”. Kridalaksana, an
Indonesian expert in translation theory, supports their statement. On his book (1983:
128), he states that translation is transferring message among cultures or among
languages in grammatical and lexical point by preserving the message, effect or structure
as possible as it can be. In his book, he writes, “Terjemahan ialah pengalihan amanat
antarbudaya dan/atau antarbahasa dalam tataran gramatikal dan leksikal dengan
maksud, efek atau ujud yang sedapat mungkin tetap dipertahankan”. In brief, he views
translation as transferring message which across culture among languages. Regarding to
the semantic case in translation, Bell (1991: 5) says, translation is the expression in
another language (or target language) of what has been expressed in another, source
language, preserving semantic and stylistic equivalences.
2.1.2 Functions of Translation
form a process of communication. The three essential elements are source, message, and
receptor, and these elements must be found in all communication activities”. In brief
words, translation means inter-lingual communication by involving two different
languages.
Moreover, Duff (1989: 5) says, “As a process of communication, translation
functions as the medium ‘across the linguistic and cultural barriers’ in conveying the
messages written in the foreign languages”. In other words, the function of translation is
as a bridge, that is, to carry the messages (meanings) from the SL to the TL. Translation
is very helpful for people facing a barrier in understanding a text written in a foreign
language, for example.
2.1.3 Process of Translation
According to Oxford Advanced Learner’s Dictionary (2000: 1008), process is a
series of things that are done in order to achieve a particular result. In relation to process
of translation, Larson says (1984: 17), when translating a text, the aim of the translator is
an idiomatic translation making each effort to communicate their meaning of the Source
Language (SL) text into the natural forms of the receptor language. In addition, he says
that translation is concerned with a lexicon study, grammatical structure, communication
situation, and cultural context of the SL text, which is analyzed to determine its meaning.
The discovered meaning is then re-constructed or re-expressed using grammatical
context. Larson (1984), in Choliludin (2006: 31) simply presents the diagram of the
translation process (Figure 1) as follows:
Figure 1
Diagram of the Translation Process
The different forms between square and triangle illustrate the forms of the text to be
translated and the translation results. They explain that in translation text, the forms of the
source language may be altered into appropriate forms of the receptor language to reach
the idiomatic translation.
Furthermore, Nababan (2003: 25) states three steps in the process of translation.
He says that process of translation consists of three steps, namely 1) the analysis of
source of SL, 2) transferring the message, 3) restructuring. In Teori Menerjemahkan
Bahasa Inggris (2003, 25), he writes, “Proses penerjemahan terdiri atas tiga tahap,
2.1.4 Types of Translation
Catford (1965: 21) formulates categories of translation into three parts, namely
extent, levels, and rank of translation. Based on the extent, he categorizes translation into
a full translation and a partial translation. Based on levels of translation, he classifies
translator in terms of total and restricted translation whilst on the ranks there are bound
and unbounded translation.
In the case of full translation, the whole text is submitted to the process of
translation, namely each part of the SL text is substituted by text material. According to
Catford (1965: 21), text is any stretch of language, spoken or written, which is under
discussion and according to circumstances, a text may be a whole library of books, a
single volume, a chapter, a paragraph, a sentence, a clause, etc. In contrast with full
translation, a partial translation is some part(s) of the SL text are left untranslated. They
are merely transferred to the target language text. In a literary translation, it is unusual for
some SL lexical items to be treated that way.
There are total translation and restricted translation based on the levels of
translation. A total translation is a replacement of SL grammar and lexis by equivalent
grammar in TL and lexis with important replacement of SL phonology/graphology by
non-equivalent TL graphology/phonology. Nonetheless, a restricted translation is a
replacement of textual material in SL by equivalent textual material in TL at only one
level, i.e. translation that is performed only at the graphological or at the phonological
level, or at only one of the two levels of lexis and grammar.
typically at word or morpheme rank, namely setting up word-to-word or
morpheme-morpheme equivalence. On the contrary, normal translation wherein the equivalence
shifts freely up and down the rank scale is identified as unbounded translation.
Occasionally it tends to be at the higher ranks and sometimes between larger units than
the sentences.
As stated by Larson (1984: 15), translation is classified into two major types.
They are form-based and meaning-based translation. Form-based translation is known as
literal translation since it makes every effort to follow the SL form. On the other hand,
meaning-based translation attempts to communicate the meaning of SL text in natural
forms of the receptor language. This kind of translation is called as idiomatic translation.
2.2. Interpreting
2.2.1 Definitions of Interpreting
Pőchhacker (2004:10) formulated the definition of interpreting as “Form of
translation in which a first and final rendition in another language is produced on the
basis of one-time presentation of an utterance in a source language”. Riccardi in Hung
(2002: 116) supports the point of one-time presentation above by stating that interpreting
is something evanescent that vanishes as soon as it is presented.
Interpreting is relatively similar with translation. The difference is merely on the
characteristic of the result. Translation result is to be read while interpreting requires
listening.
Translation is basically similar with translation.
th, 2009) states,
“Translation is the
a
in another language”
Previous reference supports that function of translation is also the functions of
interpreting since translation is interpreting as well. Their difference only lies on which
on the result of the translation process, whether it is in written or in oral.
Referring to Duff’s statement (1989: 5), interpreting functions in a process of
communication. Interpreting functions as a means that across the barriers of linguistic
and cultural in expressing the messages spoken in the foreign languages. In brief,
interpreting has a function as a bridge, namely, to carry the messages (meanings) from
the SL to the TL.
2.2.3 Process of Interpreting
Due to the similarity of interpreting and translation, their process is similar as
well. Referring to Nababan’s book, Teori Menerjemahkan Bahasa Inggris, the process of
translation or it can also be stated as oral translation (interpreting) breaks down into three
steps. He (2003: 25) says that process of translation consists of three steps. They are 1)
the analysis of source of SL, 2) transferring the message, 3) restructuring. In the book
(2003, 25), he writes, “Proses penerjemahan terdiri atas tiga tahap, yaitu 1) analisis teks
2.2.4 Types of Interpreting
Keiser (1978) and Weber (1984) in Nababan (2000: 115) divide types of
interpreting on how they are performed. They are sight translation, consecutive
interpretation, simultaneous interpretation, and whispered interpretation.
In sight translation, interpreter performs his job by translating written text in SL
orally. In short, the SL is written text and the product of translation is oral.
Consecutive interpretation occurs normally in a conference or a meeting. The
interpreter sits or stands beside the SL speaker and takes notes what the speaker says.
Every time the speaker pauses or finishes his speaking (usually after one or two
sentences), the interpreter translates the speech into TL with or without the assistance of
the notes she / he made.
Nowadays, the segments of consecutive interpretation tend to shorter than fifty
years ago. (http://en.wikipedia.org/wiki/Interpreting, accessed on March 2nd
In simultaneous interpretation, the interpreter is not in the same room with the SL
speaker. The rooms are separated by a window of the special room. The interpreter works
in the other room where he listens to the SL speaker through earphones and watches the , 2009). Last
fifty years, the interpreter would interpret the SL speech in 20 or 30 minutes while today,
10 or 15 minutes is regarded as a long duration since audiences do not like to sit during
20 minutes to wait for a speech they are not able to comprehend.
Sometimes, the interpreter especially the inexperienced interpreter finds
difficulties in doing the oral translation because of the rare terms or the terms he does not
know. Therefore, he occasionally pauses his interpreting and asks the words he does not
mimic or the body language of the speaker at the same time. The interpreter then renders
the TL message by speaking into a microphone. This simultaneous interpretation is
performed by turning the SL into the language of target listeners via their earphones.
Whispered interpretation is also called as chuchotage in French. Whispered
interpretation can be committed into two ways. First, the interpreter is sitting among the
conference’s participants whisper the TL message to them. Second, the interpreter sits in
a particular room and then whispers the oral translation through a microphone to the
target listeners.
According to http://en.wikipedia.org/wiki/Interpreting (accessed on September
14th, 2009), interpreting is divided into eight parts, namely conference interpreting, legal
and court interpreting, focus group (marketing) interpreting, escort interpreting, public
sector interpreting, medical interpreting, sign language interpreting and media
interpreting. They are differentiated by the place they are performed.
Conference interpreting is the interpretation of a conference; it is performed either
consecutively or simultaneously. This interpretation is divided into two markets: the
institutional and private. International institutions holding multi-lingual meetings
frequently favor interpreting some foreign languages to the mother tongues of the
interpreters. In contrast, local private markets tend to have bi-lingual meetings (the local
language plus another), the interpreters work both into, and out of their mother tongues.
Legal and court interpreting takes place in justice courts, administrative tribunals,
and wherever a legal proceeding is conducted (e.g. a conference room used for taking a
Depending on the standards and regulations that are adhered to per state and
venue, court interpreters usually do the job alone in consecutive interpreting, or they
work as a team in simultaneous interpreting. The interpreters are frequently required to
have formal authorization from the State to work in the Courts. Thus, they are called
certifie
part of the evidence. Unskilled interpretation can direct to a mistrial.
Focus group (marketing) interpreting is the condition that an interpreter sits in the
soundproof booth or in the observer's room with the clients. Usually, there is
can watch the participants, but the participants can only see their own reflection. The
interpreter hears the conversation in the source language via headphones and interprets
the language simultaneously into the target language for the clients. In any given focus
group, the numbers of participants are usually between 2 to 12 (or even more). Hence,
experienced interpreters will not only interpret the meanings and phrases but also mimic
intonation, speech patterns, laughs, emotions, and tone.
In escort interpreting, an interpreter accompanies a person on a tour, a visit, a
meeting or to an interview. The interpreter in this case is called an escort interpreter or
an escorting interpreter. This is also called as liaison interpreting.
Public sector interpreting is also known as community interpreting. It is the type
of interpreting which occurs in certain fields such as legal, health, and local government,
communication production, namely speech's emotional content, hostile or polarized
social surroundings, the power of relationships among participants, and the interpreter's
degree of responsibility
Medical interpreting is a public service interpreting which consist of
communication among medical personnel and the patient and his or her family. It is
facilitated by an interpreter who is usually formally certified. In some conditions, medical
employees who are multilingua l persons may participate. The medical interpreters must
have a deep and strong knowledge of medicine, general medical procedures, the patient
interview, the processes of medical examination, and the daily workings of the
personnel effectively. In addition, medical interpreters frequently ar
those (regardless of language) who are not familiar with or uncomfortable in clinical,
hospital, or medical settings.
In sign language interpreting, at the time an interpreter
will render the speaker's meaning into the sign language used by the deaf party. When a
signs into the spoken language for the hearing party. It sometimes refers to as voice
interpreting or voicing. It may be conducted either as simultaneous or consecutive
interpreting. Experienced sign language interpreters will place themselves in a room or
space allowing them both to be seen by deaf participants and heard by hearing
Media interpreting has to be performed simultaneously. The illustrations of this
interpreting are press conferences, live or taped interviews with political figures, artists,
sportsmen musicians, or people from the business world. In this interpreting, the
interpreter has to sit in a sound-proof booth where ideally he can see the speakers on a
monitor and the set. As a usual job of an interpreter, all equipment should be checked
before recording starts. Particularly, satellite connections must be double-checked to
make sure that the interpreter's voice is not sent back and the interpreter will hear only
one channel at a time. The interpreter who works for a media must sound as confident
2.2.5 Difficulties in Interpreting
Each field of study has its own difficulties and so are translation and interpreting.
However, difficulties in translation are less complex than difficulties in interpreting. In
general, difficulties in translation are created by the language factor and background of
both translator’s and reader’s culture. Meanwhile, difficulties in interpreting are
commonly categorized into three factors, namely non-physical factor, physical factor and
psychological factor.
Non-physical factor consists of the language factor and the culture background of
both speaker and listener. First, structure is one example of the language factor case. For
instance, the difference between position of adjective and noun in English and Bahasa
Indonesia. In English, adjective is placed before the noun. In contrast, adjective is
positioned after noun in Bahasa Indonesia. Followings are the illustration of the
differences:
English
New
Bahasa Indonesia
building Adj N
Bangunan N Adj
The interpreter is expected to master the structure of both SL and TL and
comprehend the culture of both languages in order to present the equivalent oral
translation.
Physical factors mean the difficulties created by the physical surroundings
where the interpreting takes place. The physical factors refer to the equipments
provided in the place, such as loudspeakers, microphones, and earphones. Thiery
(1974) in Nababan (2000: 123) describes the physical aspects lessening the quality
of interpreting. He states:
“…if the interpreters cannot hear properly; if they cannot see the speakers and audience properly, and of course the screen if slides are to be shown; … if they are expected to squat for a full working day in ill-ventilated rabbit-hutches; …if the participants cannot hear the interpreters properly over the head phones; or if they hear the interpreters only too well because of bad sound-proofing of the booths; if there is interference between the simultaneous interpreting system and the loudspeaker system.”
Hence, the interpreter needs to check and re-check the equipments before the
interpreting occurs.
The last is physiological factor. Generally, interpreting takes places in
official meetings. The situation in the meetings can create strains inside of the
interpreter (Nababan, 2000: 117). Another psychological factor, as stated by
Nababan, (2000: 117), is inferiority. The interpreter feels this inferiority because
he is facing official people at the moment and working as a “bridge” between the
communications of two important sides. As a result, the meetings expect
professional experienced interpreters who have broad vision.
Moreover, interpreters are expected to be sensitive to the speaking act of
the speaker and his body language. The speaking act refers to the speaker’s accent
straightforward way. In that condition, the interpreter must be careful in
comprehending what actually the speakers intend to say. He also should wait until
the speakers finish their speech and then he should restructure the speakers’
speech into a more straightforward and brief statements without lessening the
original message of the speech. In brief, interpreters should pay attention on the
2.3 Shifts
There can be no absolute correspondence between languages (Nida (1964)
in Venuti (2000: 126)). Consequently, shifts may occur in translation. Shifts occur
in either translation or interpreting. As stated by Catford (1965) in Venuti (2000:
141), shifts are departures from formal correspondence in the process of going
from the source language (SL) to the target language (TL). He also classifies the
shifts into two major types, namely level shift and category shift.
2.3.1 Level Shift
In brief, Catford (1965) in Venuti (2000:141) means level shift as a shift
from a grammatical unit in SL to a lexical unit in TL. For instance, in the case of
English and Bahasa Indonesia, a grammatical unit in English (i.e. affixes, noun,
verb, etc) has a lexical unit in Bahasa Indonesia. The followings are the examples
of level shift:
1. (a) Ricky and Tanaka have accomplished
(b) Ricky dan Tanaka
the assignment.
telah menyelesaikan
2. (a) Ayah
tugas tersebut.
pun
(b)
tidak suka berbelanja di pusat perbelanjaan.
Even father dislikes shopping at shopping centre.
In example (1), it can be seen that in English if ‘have’ comes together with
past participle of ‘accomplish’ then it indicates the act of ‘accomplishing’ has
begun before the time of speaking and the effect of the action still resumes at the
time of speaking. The form ‘have + past participle’ in English is translated into
‘sudah’, a lexis in Bahasa Indonesia. Similarly, ‘pun’ in (2 a), a unit (morpheme)
2.3.2 Category Shift
The second type of shift, category shift, deals with unbounded and
rank-bound translation. The term “rank-rank-bound” translation simply refers to particular
cases where equivalence is intentionally limited to ranks below the sentences.
Meanwhile, unbounded translation means the translation equivalences may take
place in any appropriate rank whether it is a sentence, clause, phrase (group),
word, or morpheme.
Halliday (1985) in Machali (1998: 13) identifies five units representing ranks
in English, namely sentence, clause, group (or phrase), word, and morpheme.
1) Sentence
Sentence is a group of words conveying a question, a statement, etc.
E.g. ‘Quinn will visit me this coming December.’
2) Clause
Clause is a group of words having a subject and a verb.
E.g. ‘Quinn will visit me this coming December and bring me a present.’
Example above consists of two clauses based on the verbs used.
3) Group (phrase)
Group (phrase) means a group of words which do not have a finite verb.
Phrase forms a part of a sentence. In some cases, phrase is a group of words
containing a certain meaning if they are used together. There are five kinds of
phrase, namely noun phrase, adjective phrase, adverb phrase, verb phrase and
prepositional phrase.
Example above is an illustrations of noun phrase where a noun ‘table’ is
modified by three adjectives ‘new’, ‘brown’ and ‘wooden’.
4) Word
Word is a letter or a group of letters which have meaning.
E.g., ‘brown’
5) Morpheme
Morpheme means a smallest unit of meaning which a word can be separated
into.
E.g., the suffix ‘ence’ in the word ‘correspondence’ indicates that the word is
a noun in English.
Those units of language are found in Bahasa Indonesia as well (Machali,
1998: 13). The recognition of their distribution, status, and meaning are not
similar in Bahasa Indonesia.
In the group of category shift, there are four shifts. They are
structure-shifts, class-structure-shifts, unit-structure-shifts, and intra-system-shifts.
2.3.2.1 Structure-shifts
Structure-shift deals with a grammatical change between the structure of
the SL and that of the TL. Moreover, in grammar, this type of shift is able to take
place at all ranks.
An illustration of this shift is:
(a) That pretty doll
Adj. N
is bought by my cousin yesterday.
(b) Boneka yang cantik
N which+modifier
2.3.2.2 Class-shifts
In brief, Catford (1965) in Venuti (2000: 145) views class-shifts as shifts
occurred when the equivalent translation of a SL item is a component of a
different class in TL. For instance:
(a) corridor
Adj N
development
(b) Membangun
Verb N
2.3.2.3 Unit-shifts
Unit shift refers to changes of rank. It is about departures from formal
correspondence wherein the translation equivalent of a unit at one rank in the SL
is a unit at a different rank in the TL. In brief, unit shift engages with changes of
rank. For instance, adjective in SL translated into modifier (a clause) in TL. koridor
(a) understanding
Adj. N
mind
(b) pemikiran
N a clause
2.3.2.4 Intra-system-shifts
The last shifts, intra-system-shifts, are the shifts occurring internally
within the system of the language concerned. The system involves a selection of a
non-corresponding word in the system of TL. An example of this is: yang memahami
(a) a pair of
N (+ plural) scissors
(b) sebuah
It is obviously seen from the example above that though we have a
corresponding plural form of ‘scissors’ (e.g. through repetition of the word
‘gunting’ in Bahasa Indonesia), system in Bahasa Indonesia needs the use of the
CHAPTER III
METHODOLOGY OF RESEARCH
3.1 Research Method
This thesis deals with descriptive qualitative method. It refers to a research
explaining the analysis or a hypothesis of a research. The formula dealing with
calculating data is merely used to support the data analysis. The formula is not
intended to be the main focus on the research.
This thesis is simply about fact-finding. Nawawi (1993: 31) states a
research method that is limited on the effort of finding a problem or a condition or
an event as the way it is. In another words, this method is simply about
fact-finding:
“Penelitian ini terbatas pada usaha mengungkapkan suatu masalah atau keadaan
atau peristiwa sebagaimana adanya sehingga bersifat sekedar untuk
mengungkapkan fakta (fact finding)”
In collecting the required data, purposive sapling in applied in this thesis.
As Bailey (1987:94) states in his book:
“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.”
3.2 Population and Sample
The data are gathered from a cassette recording the process of interpreting
English sermon done by an interpreter. The cassette’s title is Suatu Perjanjian (A
3.3 Data Analysis Procedures
Followings are the steps done in collecting and analyzing the data:
1. Obtaining the record of interpreting.
2. Transferring the record of interpreting event into text form.
3. Comparing the transformed texts, the sermon in English text (SL) and
its translation in Bahasa Indonesia (TL).
4. Contrasting the words in SL and TL in order to figure out the
unit-shifts.
5. Listing the unit-shifts occurred as the data findings.
6. Identifying the changes of rank occurred in the unit-shifts.
7. Classifying the changes of ranks occurred in the interpreting.
8. Finding out the most dominant change of rank occurred in the
interpreting of reverend’s sermon.
In order to figure out the most dominant change of rank occurred in the
interpreting, this thesis is going to apply a formula referring to Nawawi’s
social analysis method. Following is the formula of calculating the
percentage of the data.
X: Number of subcategory of unit-shifts
Y: Number of all data
N: The percentage of subcategory of unit-shifts X x 100% = N
CHAPTER IV
ANALYSIS AND FINDINGS
4.1 Data Analysis
Table 1: Table of Data Analysis
NO. DATA
SOURCE TEXT TARGET TEXT
UNIT SHIFTS
1.
Holy Spirit is here in a very special
Roh Kudus pagi ini hadir dengan cara
and the Holy Spirit always puts the spotlight
dan Roh Kudus selalu mengarahkan
on Jesus. Phrase
perhatian P - W
Noun kita kepada Tuhan Yesus.
3.
That’s why there is some students are on their knees this morning bowing before Almighty
Itu sebabnya ada beberapa siswa yang sedang berlutut saat ini menyembah di hadapan
Di dalam badan atau daging kita, kita ingin .
But when the Holy Spirit puts spotlight on
Tapi kalau Roh Kudus mengarahkan perhatian
then we really wanna give Him the Glory
nanti kita jadi ingin memberikan
7. Give us obedient hearts Beri kami hati Adjective
yang taat
W - C
8.
Give us obedient hearts today
Beri kami hati yang taat pada
Give us a revelation around in heritance in Christ today
Berilah kami pewahyuan akan kekayaan warisan kami di dalam Kristus pada
Father, let everything is going to happen today
Biarlah segala sesuatu ya Bapa
yang akan terjadi pada
Yang satu satunya yang ingin kami
and give Him the Glory. dan biarlah segala Phrase kemuliaan
P - W bagi Dia.
Noun
15.
Are you asking Jesus to tie you down on
Apakah tiap hari anda minta Tuhan Yesus
I use the example Saya menggunakan Phrase
of Jesus tie me down.
contoh
18.
that you know the script says ‘tie the sacrifice to the... to the horns
that you know the script says ‘tie the sacrifice to the... to the horns of
ayat Kitab Sucinya mengatakan ‘ikatkanlah
korban itu pada tanduk
tanduk
These four horns on the four corners
Phrase
P - S
dan di mezbah korban bakaran itu ada empat tanduk di empat ujung
Sentence 21.
If you lay on the altar Kalau saudara berbaring di atas
You can stay on Maka saudara akan tetap tinggal di jam sehari, tujuh hari seminggu.
23.
I don’t know whether many of you even had much
24. the crucified life atau kehidupan
Adjective W - C
yang tersalibkan
Clause 25. the crucified life
Phrase P - C
atau kehidupan yang tersalibkan
Clause
26.
Noun
28.
How many of you feel that you starting to worship the Lord
Berapa banyak diantara saudara merasa mulai menyembah
like never before? Phrase
Don’t be ashamed live in the presence of God. You want to kiss the Lord
Jangan malu kalau saudara ada di hadirat Tuhan
worship, kiss, adore sembah, puja, cium the Lord
How many are spending time, interceding and
And how many have been hearing the Lord
Okay. Let’s go over here. What did according to the pattern, Phrase
Tapi Kemah Suci itu harus sesuai pola
P - W dan
to you. padamu.
38.
But you must build it according to the pattern, the… the design
Tapi Kemah Suci itu harus sesuai pola dan that
And God told the Moses Tuhan memberi tahu pada
Phrase all dimensions all the
materials that needed to go in to the Tabernacle.
Musa dimensi P - W
Noun
dimensinya dan juga bahan bahan untuk Kemah Suci.
40.
And God told the Moses all dimensions all
the materials
Tuhan memberi tahu pada Musa dimensi
dimensinya dan juga
that needed Phrase
to go in to the Tabernacle.
bahan bahan
God use the same Tuhan juga memberi kata kata according to the pattern the design
Maaf, Aku mau kamu membangun sebuah Bait Suci, tapi kamu harus bangun dengan
The priests could not Sehingga
Phrase
stand to minus day.
imam imam
P - W
Noun
tidak bisa…tidak sanggup berdiri untuk melayani.”
44.
And they are gaining man’s pathetic
Dan akibatnya… hasilnya adalah hasil manusiawi results.
Adjective yang menyedihkan
W - C
bahwa,“Aku mau kamu pertama tama menjadi saksi di Yerusalem.
46.
The same people group, Yang punya budaya Adjective
yang
47.
The same people group, the same
Yang punya budaya yang sama dan kelompok suku culture.
Adjective yang sama
W - C .”
Clause
48.
The same people group, the same culture.
Phrase
P - C
Yang punya budaya yang sama dan kelompok suku yang sama
tapi kamu harus jadi saksi witness
Two thousand years ago, Dua ribu tahun Word
the Holy Spirit was poured out.
Dan hanya sepertiga dari dunia ini people no longer in the church
Dan saya sudah eee…beritahukan juga mengapa ada banyak orang tidak lagi di
.
58.
the more you’ll be ready Phrase
70.
whose builder and maker is God
The Bible said he would Phrase
And he called out the name Kemudian dia memanggil Phrase
And he called out the name of the Lord
We read the David Kita membaca bagaimana Phrase
and the Bible said they Phrase
really loved to each other.
Alkitab
And the Bible says Phrase
that they each took off their
Alkitab berkata, mereka P - W
Noun
81.
and said the same thing. dan mengatakan hal Adjective
language to what God said in Genesis 15.”
Tapi Aku juga akan menjadi pahalamu
Something else happened Ada sesuatu Adverb
in the covenant service as well
yang lain
W - C
Clause terjadi di dalam kebaktian perjanjian itu
85.
God wants to enter into covenant
Tuhan ingin masuk di dalam
And then the interesting Hal Adjective
and God would be his shield and exceeding great
yaitu bahwa Tuhan akan menjadi perisainya dan
Waktu dia bangun, dia lihat sesuatu
He saw a smoking oven Dia lihat perapian Adjective
and a burning torch”
yang
berasap dan suluh W - C
91.
He saw a smoking oven and a burning
Dia lihat perapian yang berasap dan suluh atau obor obor atau perapian obor ?
Why…or first of all, who was that burning torch and smoking… or smoking
Tetapi siapakah itu perapian
Adjective torch and burning oven?
yang berasap
W - C
Clause
dan suluh yang berapi itu?
95.
Why…or first of all, who was that burning torch and smoking… or smoking torch and burning
It requires the words dan juga menuntut Phrase
orang yang mengikat janji
98.
It requires the words of the covenant
Aku akan jadi perisai dan pahala
101.
What was the word of the Apakah Phrase
covenant that Jesus spoke?
perkataan di P - W
Noun
dalam perjanjian itu yang dikatakan Yesus?”
102.
And then, has Jesus Apakah Noun
fulfilled the covenant?
Tuhan Yesus
Mereka ambil pisau itu, masukkan ke
It was a permanent Itu adalah ingat ingatan Adjective
reminder.
yang permanen. W - C
Clause
107.
The Bible says, since that day David lived in
the palace
Alkitab berkata sejak hari itu, Daud tinggal di
.
And David was preparing…. God was preparing David for bigger
and he killed the bear.
112.
And the lead of Philistines was a big giant
Roh Tuhan turun atas Daud.
114.
You know, he took the five stones on the brook
Dan saudara tahu, dia ambil lima batu dari .
Some of you have come Ada beberapa diantara saudara
with the giants in your life. dengan raksasa Phrase
The Prophet Samuel had been instructed to go down to the household
121.
He says to Jesse, ‘bring your elder
Samuel berkata pada Isai, ‘bawa anakmu
son’.
Adjective yang tertua
W - C ’.
Clause 122.
David became the king Daud menjadi Phrase
and instituted the whole new form of worship.
Clause C - S
Yang saudara lakukan di sini ini bukan
It is Davidic worship. Melainkan penyembahan Adjective ala Daud
W - P .
Phrase
127.
He might be walking around the walled
He’s living in that dirty dusty
Phrase Noun
Aku mau kamu hidup, tinggal di
I’m gonna feed you. Aku akan memberi kamu makan,
Mel Gibson so emphasized the suffering
Mel Gibson memberikan tekanan yang begitu kuat kepada
sengsara, rasa sakit dan pengorbanan
Yesus.
136.
Mel Gibson so emphasized the suffering, the agony
Mel Gibson memberikan tekanan yang begitu kuat kepada penderitaan, ,
Phrase
the pain of Jesus.” sengsara
P - W
, rasa sakit dan Noun
pengorbanan Yesus.
137.
You know what Jesus says to you today
Saudara tahu apa yang dikatakan Yesus pada
God revealed Himself Tuhan mengungkapkan Noun
kebutuhanmu.”
He wants to gather you like little lambs to Himself
Dia ingin mengumpulkan anda seperti anak anak
domba dikumpulkanNya
The Jewish man put his head out the window
Saya sudah cerita banyak hanya dari ayat
Covenant is a beautiful Perjanjian adalah kebenaran
Because there are two relationships in
the body
151.
Some of you have never really known the love
You have spoken in so many ways today
please You. menyenangkan Pronoun
hatiMu. W - P
Phrase
158.
Because we pray in the name
Oleh karena kami berdoa dalam
(W-P), word(s) to clause (W-C), phrase to word(s) (P-W), phrase to clause (P-C), phrase to sentence (P-S), clause to sentence (C-S), sentence to phrase (S-P) and sentence to clause (S-C).
Table 2: Table of Findings
No.
Kinds of
Unit
Shifts
No. Data Total Percentage
1. W-P 5,8, 11, 12, 13, 23, 32, 49, 56, 63, 69, 71, 85, 102, 114, 125,
126, 137, 139, 140, 144, 154,
157,
23 14.56%
2. W-C 1, 3, 7, 9, 10, 24, 26, 35, 36, 41, 44, 46, 47, 50, 51, 52, 60, 65, 66,
77, 81, 82, 83, 84, 86, 87, 90, 91,
92, 94, 95, 96, 99, 106, 108, 112,
118, 120, 121, 127, 128, 129,
148, 149, 153
45 28.48%
3. P-W 2, 4, 6, 14, 15, 16, 17, 18, 19, 21, 22, 27, 28, 30, 31, 33, 34, 37, 38,
39, 40, 42, 43, 45, 53, 54, 55, 57,
58, 59, 62, 67, 68, 70, 72, 73, 74,
75, 76, 78, 79, 80, 88, 97, 100,
101, 103, 104, 105, 107, 109,
110, 111, 113, 116, 119, 122,
123, 130, 131, 132, 133, 135,
136, 141, 143, 145, 146, 147,
150, 151, 152, 155, 156, 158
4. P-C 25, 48, 64, 89, 98, 115, 117, 142 8 5.06%
5. P-S 20, 61, 138 3 1.9%
6. C-S 124 1 0.63%
7. S-P 93 1 0.63%
8. S-C 29, 134 2 1.27%
Total 158 100%
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion
After analyzing the data, it is obviously seen that there are many unit-shifts
occurred on the interpreting of the English sermon. Totally, there are 158 unit shifts containing 8 types of rank changes, namely the changes from word(s) to phrase (W-P), word(s) to clause (W-C), phrase to word(s) (P-W), phrase to clause (P-C), phrase to sentence (P-S), clause to sentence (C-S), sentence to phrase (S-P) and sentence to clause (S-C). There are 23 changes from word(s) to phrase or 14.56 %, 45 word(s) to clause or 28.48 %, 75 changes from phrase to word(s) or 47.47 %, 8 changes from phrase to clause or 5.06 %, 3 phrase to sentence or 1.9 %, 1 clause to sentence or 0.63 %, 1 sentence to phrase or 0.63 % and 2 sentence to clause or 1.27 %.
The data calculated based on Nawawi’s method shows that the unit-shifts occurred from phrase to word(s) is the most dominant since it has 75 data or 47.47%.
5.2 Suggestions
BIBLIOGRAPHY
Bailey, Kenneth D. 1987. Methods of Social Research. ---: Free Press.
Bell, R. T. 1991. Translation and Translating: Theory and Practice. London: Longman.
Catford, John C. 1965. A Linguistic Theory of Translation: an Essay on Applied Linguistics. London: Oxford University Press.
Catford, John C. 1969. A Linguistic Theory of Translation: an Essay in Applied Linguistics. London: Oxford University Press.
Choliludin. 2006. The Technique of Making Idiomatic Translation. Bekasi: Kesaint Blanc.
Duff, A. 1989. Translation. Oxford: Oxford University Press.
Gentile, Adolfo; Uldis Ozolins, Mary Vasilakakos. 1996. Liaison Interpreting: A Handbook. Australia: Melbourne University Press.
Hammond, Deanna L. 1994. Professional Issues for Translators and Interpreters. Amsterdam: John Benjamins Publishing Company.
Hatim, B. and I. Mason. 1997. The Translator as Communicator. London:
Hatim, B.; I. Mason. 1990. Discourse and The Translator. New York: Longman.
Hornby. A. S. 2000. Oxford Advanced Learner’s Dictionary. New York: Oxford University Press.
Hung, Eva. 2002. Teaching Translation and Interpreting 4: Building Bridges. Amsterdam: John Benjamins Publishing Company.
Interpreting accessed at nd,
2009.
Larson, M.L. 1984. Meaning Based Translation a Guide to Cross Language Equivalence. London: University Press of America, Inc.
Machali, Rochayah. 1998. Redefining Textual Equivalence in Translation. Jakarta: The Translation Center.
Nababan, M. Rudolf. 2003. Teori Menerjemahkan Bahasa Inggris. Yogyakarta: Pustaka Pelajar.
Nawawi. 1993. Metode Penelitian Bidang Sosial. Yogyakarta: Gajah Mada University Press.
Newmark, Peter. 1981. Approaches to Transaltion. Oxford: Pergamon.
Newmark, Peter. 1988. A Textbook of Transaltion. London: Prentice Hall International.
Nida, Eugene. 1981. ‘Translators are born not made,’ The Bible Translator 32 (4): 401-405
Ollis, Rev. John. Suatu Perjanjian (recorded sermon). Semarang: Media Injil Kerajaan.
Pasaribu, Monalisa. 2009. Functional Shifts in the Translation of “Guidelines For The Better Management Practices on Avoidance, Mitigation and Management of Human – Orangutan Conflict in and Around Oil Palm Plantations” in Bahasa Indonesia . Medan: Faculty of Letters USU.
Pőchhacker, Franz. 2004. Introducing Interpreting Studies. London: Routledge.
Sahrial. 2003. An Analysis of Grammatical Unit Shifts in the Translation of John Grisham’s the Street Lawyer to Pengacara Jalanan. Medan: Faculty of Letters.
Simatupang, Maurits D. 2000. Pengantar Teori Terjemahan. Jakarta: Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional.
Venuti, Lawrence. 2000. The Translation Studies Reader. London: Routledge.
List of Figure:
Figure 1 : Diagram of the Translation Process (Source: Choliludin (2006: 31))
List of Tables:
APPENDIX
Below is the Orthographic Transcription of the recorded English sermon brought by Rev. John Ollis interpreted by an interpreter. The sermon is entitled Suatu Perjanjian (A Covenant).
Rev. John Ollis : “Holy Spirit is here in a very special wides one.” Interprter : “Roh Kudus pagi ini hadir dengan cara yang sangat
istimewa.”
Rev. John Ollis : “and the Holy Spirit always puts the spotlight on Jesus.” Interpreter : “dan Roh Kudus selalu mengarahkan perhatian kita
kepada Tuhan Yesus.”
Rev. John Ollis : “That’s why there is some students are on their knees this morning bowing before Almighty God.”
Interpreter : “Itu sebabnya ada beberapa siswa yang sedang berlutut saat ini menyembah di hadapan Dia Yang Maha Kuasa.”
Rev. John Ollis : “In our flesh, we want the Glory.”
Interpreter : “Di dalam badan atau daging kita, kita ingin kemuliaan” Rev. John Ollis : “But when the Holy Spirit puts spotlight on Jesus” Interpreter : “Tapi kalau Roh Kudus mengarahkan perhatian kita
kepada Tuhan Yesus”
Rev. John Ollis : “then we really wanna give Him the Glory.”
Interpreter : “nanti kita jadi ingin memberikan kemuliaan kepada Dia.”
Interpreter : “Sekarang dengan lembut, dengan tenang, dengan teduh, engkau mengasihi Dia, engkau memuja, menyembah,
mencintaiNya, menciumNya.”
Rev. John Ollis : “Hallelujah... hallelujah... hallelujah.
Our Father, we still have our heart before You this morning.”
Interpreter : “Bapa, kami meneduhkan jiwa kami di hadapanMu pagi hari ini.”
Rev. John Ollis : “We don’t wanna just receive information today.” Interpreter : “Kami tidak mau sekedar menerima informasi.” Rev. John Ollis : “We want to receive revelations”
Interpreter : “Kami ingin menerima pewahyuan.”
Rev. John Ollis : “We wanna leave this room at one o’clock today changed by the power of God.”
Interpreter : “Kami ingin meninggalkan ruangan ini pada jam satu siang ini Tuhan, terang dengan kemuliaan dengan kuasa
Tuhan.”
Rev. John Ollis : “We open our hearts to You.”
Interpreter : “Kami membuka hati kami kepadaMu Bapa.” Rev. John Ollis : “Give us obedient hearts today.”
Interpreter : “Beri kami hati yang taat pada hari ini.” Rev. John Ollis : “We want to be changed.”
Interpreter : “Kami ingin menjadi lebih seperti Yesus.”
Rev. John Ollis : “We wanna love You with all our hearts and mind and soul and strength.”
Interpreter : “Kami ingin mengasihi Engkau dengan segenap hati kami, jiwa kami akal budi kami, kekuatan kami.”
Rev. John Ollis : “Without You, we can do nothing.”
Interpreter : “Tanpa Engkau, kami tidak bisa berbuat apa-apa.” Rev. John Ollis : “We declare again this morning.”
Interpreter : “Kami mendeklarasikan kembali pagi hari ini.” Rev. John Ollis : “Let the weak say ‘I am strong’ ”
Interpreter : “Biar dia yang lemah berkata ‘aku kuat’” Rev. John Ollis : “Let the poor say ‘I am rich’”
Interpreter : “Biar yang miskin berkata ‘aku kaya’”
Rev. John Ollis : “Give us a revelation around in heritance in Christ today.” Interpreter : “Berilah kami pewahyuan akan kekayaan warisan kami di
dalam Kristus pada hari ini.”
Rev. John Ollis : “Father, let everything is going to happen today”
Interpreter : “Biarlah segala sesuatu ya Bapa yang akan terjadi pada hari ini”
Rev. John Ollis : “only give honour and glory to You.”
Interpreter : “memberi kemuliaan hanya kepadaMu saja.” Rev. John Ollis : “Help me to be hidden behind the cross of Jesus.” Interpreter : “Tolonglah kami untuk tersembunyi di balik salib
Rev. John Ollis : “We only wanna see Him today”
Interpreter : “Yang satu satunya yang ingin kami lihat sepanjang hari ini”
Rev. John Ollis : “and give Him the Glory.”
Interpreter : “dan biarlah segala kemuliaan bagi Dia.” Rev. John Ollis : “and all the students say”
Interpreter : “dan semua siswa berkata” Rev. John Ollis : “Amen.”
Interpreter : “Amin.”
Rev. John Ollis : “Please take a seat.” Interpreter : “Silahkan duduk.”
Rev. John Ollis : “Hallelujah… Okay, I still using those principles of prayer that I shared with you.”
Interpreter : “Apakah saudara masih pakai prinsip prinsip doa yang saya bagikan kepada anda?”
Rev. John Ollis : “Let me see your hands.”
Interpreter : “Coba lihat tangan….angkat tangan.”
Rev. John Ollis : “Do you feel that more and more that you are having an open heaven into the presence of God?”
Interpreter : “Apakah saudara merasa lebih lagi ada langit terbuka jalan masuk anda pada Tuhan?”
Rev. John Ollis : “Please let me see your hands.”
Interpreter : “doa rasanya lebih mudah ya.”
Rev. John Ollis : “Are you asking Jesus to tie you down on the altar everyday?”
Interpreter : “Apakah tiap hari anda minta Tuhan Yesus mengikatkan dirimu di atas mezbah?”
Rev. John Ollis : “Do you feel that you are staying in surrender longer each day?”
Interpreter : “Apakah anda semakin hari semakin merasa lebih lama tinggal di dalam penyerahan itu?”
Rev. John Ollis : “I use the example of Jesus tie me down.”
Interpreter : “Saya menggunakan contoh bagaimana Yesus mengikat tangan saya.”
Rev. John Ollis : “Brother Stefanus shared with me”
Interpreter : “Saudara Stefanus membagikan kepada saya.”
Rev. John Ollis : “that you know the script says ‘tie the sacrifice to the... to the horns of the altar’”
Interpreter : “ayat Kitab Sucinya mengatakan ‘ikatkanlah korban itu pada tanduk tanduk mezbah’”
Rev. John Ollis : “These four horns on the four corners”
Interpreter : “dan di mezbah korban bakaran itu ada empat tanduk di empat ujung”
Rev. John Ollis : “If you lay on the altar,”
Interpreter : “maka tiap kaki diikat” Rev. John Ollis : “and each hand down”
Interpreter : “tiap tangan diikat juga ke tanduk mezbah” Rev. John Ollis : “You can stay on the altar 24 seven.”
Interpreter : “Maka saudara akan tetap tinggal di mezbah itu 24 jam sehari, tujuh hari seminggu.”
Rev. John Ollis : “The only life worth living”
Interpreter : “Satu satunya kehidupan yang layak untuk dijalani” Rev. John Ollis : “is a life of surrender.”
Interpreter : “adalah hidup dalam penyerahan.”
Rev. John Ollis : “I don’t know whether many of you even had much teaching on the surrendered life.”
Interpreter : “Saya juga bahkan bertanya tanya apakah anda pernah dapat pengajaran yang cukup banyak berkenaan dengan
hidup dalam penyerahan.”
Rev. John Ollis : “the crucified life”
Interpreter : “atau kehidupan yang tersalibkan”
Rev. John Ollis : “because I said before we so open a…. so encouraged to be busy working…serving…”
Interpreter : “Ada kalanya… seperti saya katakan sebelumnya ada kalanya kita begitu sibuk diajak melayani…melayani”
Rev. John Ollis : “and in the mid of all the business and all of the serving” Interpreter : “lalu di tengah tengah segala kesibukan dan pelayanan
