ADDITION AND OMISSION IN THE ENGLISH – BAHASA INDONESIA MEMORANDUM OF UNDERSTANDING (MOU)BETWEEN THE MINISTRY OF EDUCATION AND CULTURE OF THE REPUBLIC OF INDONESIA AND THE DEPARTMENT FOR BUSINESS, INNOVATION AND SKILLS OF THE UNITED KINGDOM OF GREAT BRITA

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(MOU)BETWEEN THE MINISTRY OF EDUCATION AND CULTURE OF THE REPUBLIC OF INDONESIA AND THE DEPARTMENT FOR

BUSINESS, INNOVATION AND SKILLS OF THE UNITED KINGDOM OF GREAT BRITAIN TEXTS

A THESIS

Presented in Partial Fulfillment of the Requirements for the Attainment of a Sarjana Sastra Degree in English Literature

By

Rosma Puspitasari 09211144009

ENGLISH LITERATURE STUDY PROGRAM ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGES AND ARTS YOGYAKARTA STATE UNIVERSITY

2016

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With my deepest gratitude and warmest affection, I dedicate this thesis to

my parents, Alm. Bapak Atmaji Sabarudin and Ibu Satiyem

and

for everyone who waits for my graduation

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MOTTOS

“Overconfidence is your worst enemy”– Scarlet Heart Ryeo

“Verify, Allah will not change the (good) condition of people as long as they

do not change the state of (goodness) themselves”–Ar-Rad: 11

“Nothing bad in accepting “It was my fault”” - Anonymous

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Alhamdulillahhi rabbil alamin; all praise be to Allah SWT, the

Almighty, the most Beneficial, the most Merciful and the only one God who

is never tired of listening to men. Greeting and invocation are presented to the

Prophet Muhammad SAW, who has guided mankind to the right path.I

acknowledge my family, my lecturers, and my friends who have encouraged

me to finish this thesis and who have given me continous support for me on

the process of this thesis writing.

It is with immense gratitude that I acknowledge the support and help

of my first supervisor Bapak Drs. Asruddin B Tou, MA. Ph.D and Bapak

Yosa Abduh Alzuhdy, SS, M.Hum, as my second supervisor for the patience,

guidance, advice, care, encouragement and support during the process of

writing this thesis. Furthermore, I am indebted to all lecturers of the English

Department of Yogyakarta State University with whom I have learned and

discussed the knowledge.

This thesis is dedicated to my dearest parents, Alm. Atmaji Sabarudin

and mamak Satiyem, who have given me the opportunity of an education from

the best institution and support throughout my life, for their endless loves,

supports both physically and financially. I would like to apologize for taking

too long finish this thesis. I would like to thanks my beloved sister Deny Ika

Anggraini for being such a good sister, my troublemaker nephew Darrelino

Algibran Illinsyah for being such a mood booster for me.

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In addition, I also owe billion thanks to my brother Akhmad

Amirudin who lent me his precious laptop to finish my thesis. An enormous

thank also goes to Dek Katrin Rahma, Lemu Tri Nur lianingsih, Moong Hilma

Aulia Tejawati, Syalala Nurissa Fatmawati my partners in “sad and happy”

condition, who always has time listen to my a long and mournful complaint

during the process of consultation on writing this thesis. I also thank all of my

friends in English Literature Study Programme, particularly the G class and

Translation Concentration.

In the end, I realize that this thesis is far from being perfect.

Therefore, comments and suggestions are kindly accepted. I also hope that

this thesis can contribute to translation study.

Yogyakarta, August 18th, 2016

Rosma Puspitasari

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LIST OF TABLES

Table 1 : The Occurrence of Addition and Omission…... 31

: Degree of Meaning of the Expressions translated with Addition Table 2 and Omission ... 31

Table 3 :The Degree of Meaning Equivalence ………... 32

Table 4 :The Types of Addition………... 33

Table 5 : The Types of omission………... 33

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LIST OF FIGURE

Figure1 :Process of translation (Nida, 1975: 80)………... 11

Figure2 :Analytical Construct………. 26

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ST : Source Text

TT : Target Text

SL : Source Language

TL : Target Language

MoU : Memorandum of Understanding

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ADDITION AND OMISSION IN THE ENGLISH – BAHASA INDONESIAMEMORANDUM OF UNDERSTANDING (MOU) BETWEEN THE MINISTRY OF EDUCATION AND CULTURE OF THE

REPUBLIC OF INDONESIA AND THE DEPARTMENT FOR BUSINESS, INNOVATION AND SKILLS OF THE UNITED KINGDOM

OF GREAT BRITAIN TEXTS into TT, and also to investigate the impacts of the techniques on the degree of equivalence that can be viewed in TT.

This research used a descriptive qualitative research with the content analysis method. The main source of this research was Memorandum of Understanding (MoU) text between The Ministry of Education and Culture of The Republic Indonesia and The Department for Business, Innovation and Skills of the United Kingdom of Great Britain. The main instrument of the study was the researcher and the secondary instrument was a data sheet. The data analysis was conducted through four steps: collecting the data, analyzing addition and omission technique,writing down the data in the data sheets and Drawing conclusion of the result analysis. The researcher also triangulated the data to achieve trustworthiness of the data by repeatedly doing consultations and asking some peers to re-check the data.

The results of the research show that there are 22 cases from 40 of the data using additions and omission techniques. Addition techniques are the most occurrences in the translation process, i.e. twelve cases of data. Omission is the second place with ten cases that occurred in this research. The researcher found that almost a half of the data is fully equivalence and followed by partly equivalence with the increased meaning is twelve cases and decreased meaning with ten in the data. Increased and decreased meaning are not change the meaning significantly. On the other hand, there is no equivalence case. And also, no case of no meaning found the data

Keywords: Addition, omission, equivalence, translation technique

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INTRODUCTION

A. Research Background

Language is one of the tools used by all people in the world to

communicate. Communication is the interaction of one person with another

person with the intention of trying to deliver a message. Indonesian people use

Bahasa to communicate with each other because Indonesian is the language of

unity even though Indonesia has diverse local languages. Not only Indonesia

which has its own language but in almost all countries of the world also have

their language to communicate. In addition, language is a bridge between

Indonesia to other countries.

The language uses in a wide range of variety. Other than verbal language

there is also a language that uses symbols language. The traffic sign is one of

the examples of symbols language. Another example is code language. The

language used by the person whose have physical disability. For examples,

people who cannot see then they are using Braille as their language. A poet

who makes a poem uses figure of speech that not the readers understand the

meaning of a poem if it is not translated deeply by the expert in this field. And

the last, most universities in Indonesia who want to cooperate with overseas

universities are required to make an agreement to achieve common goals. The

agreement contains the will of both parties who have the same goals. To avoid

misunderstandings, the agreement should be made in two languages, in

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Bahasa Indonesia and in English. The contents of the agreement in

Indonesian should be equal to the contents of the agreement in English. It

requires translators who can translate the agreement in Indonesian to English

with the same content without added or omitted. This agreement is commonly

called Memorandum of Understanding (MoU).

Language and Memorandum of Understanding (MoU) have important

relation with translation. Translation plays an important role in many areas of

our lives and our country. Our country cannot go forward without the help of

other countries. For the bilateral and multilateral cooperation is needed to help

the country in education, economic, social and others. The relation of

translation and partnership is very close because one country to another has

different languages and to reach an agreement and avoid any

misunderstandings the two sides make a written agreement containing the

agreement of both sides to achieve a common goal.

Addition and omission often appear in the two similar texts but use

different languages. The author using this strategy is intended to add a word in

a sentence to make it more understandable or omit a word in a sentence that

does not cause misunderstanding of the meaning to be conveyed. This can

happen in any text but not for Memorandum of Understanding (MoU) text.

The contents of the text in Bahasa should be the same meaning in English text

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In this study, the researcher tried to examine the Memorandum of

Understanding (MoU) text by using addition and omission. This method is

used by the researcher to know that the Memorandum of Understanding

(MoU) in Bahasa Indonesia and English texts is equivalent. The examination

includes finding the addition and omission technique itself and describing the

degree of equivalent of the addition and omission on the Memorandum of

Understanding (MoU) texts.

B. Focus of the Research

Novels and movies is one of the data that is widely used research to

develop their scientific work. Researcher is focus on the data that has never

been used by previous researchers. Researcher will use a memorandum of

understanding texts from the Ministry of Education and Culture of the

Republic of Indonesia and the Department for Business, Innovation and Skills

of the United Kingdom of Great Britain and Northern Ireland. The

Memorandum of Understanding (MoU) of both sides is written in the

document form. The document contains the same framework that will be

performed by the two departments. The agreement was written in English and

Bahasa Indonesia. The understanding of defining the content of the document

must be in one line between the two sides. The researcher will explore the

addition and omission in the text. The degree meaning of both texts will also

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meaning in a text is important in order to avoid misunderstandings between

both parties.

According to the background above, the formulation of problems can

be arranged as follows.

1. What kinds of addition and omission are used by the translator in

The Memorandum of Understanding (MoU) texts?

2. What is the degree of meaning equivalence of the addition and

omission in The Memorandum of Understanding (MoU) texts?

C. Research Objectives

Related to the formulation problems above this research has two

objectives:

1. to describe the addition and omission translation types are used by

the translator in The Memorandum of Understanding (Mou) texts,

and

2. to describe the degree of meaning equivalence of the addition and

omission in The Memorandum of Understanding (MoU) texts.

D. Research Significance

According to the objectives of the research, it is expected to give

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1. Theoretically

It is highly expected that this research can enrich the knowledge

regarding translation fields especially those which are related to addition and

omission techniques and the meaning equivalence in translation.

2. Practically

For the students of English Language Education Department, this

research is expected to give wider knowledge about addition and omission

techniques that related to the meaning equivalence which is used in

Memorandum of Understanding (MoU) texts.

For the lectures and faculty, there is expectation that this research can

add further information about translation field especially addition and

omission techniques that relate to the meaning equivalence in the

Memorandum of Understanding (MoU) texts. Finally, this research is

expected to be a reference for other researchers in conducting similar

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CHAPTER II

LITERATURE REVIEW

A. Theoretical Review 1. Translation

Translation is the process of translating a text from one language to

another language with existing methods with the goal of reader can

understand without having to understand the source language. Translation

has many meanings, and the experts define translation with a variety of

languages and according to their understanding but still have the same

contents.

a. Notions of Translation

Everyone has his own definition in interpreting translation, depending on

the context he used. According to Catford (1965) translation is the

replacement of textual material in one language (Source Language) by

equivalent textual material in another language (Target Language). It means

that the text, which is translated into various languages, is the result of the

translation process and it should have the same meaning as the original text.

The process of translation between two different written languages

involves the translator changing an original written text (the source text or ST)

in the original verbal language (the source language or SL) into a written text

(the target text or TT) in a different verbal language (the target language or

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TL) (Munday, 2001: 5). The same with Catford, Munday also defines

translation is translating the source text into written language by using the

target language text. Both definitions above imply that translation involves

two languages: source language (SL) and target or receptor language (TL).

Moreover, Mettham and Hudson in Bell (1991: 6) say that translation is

the replacement of a representation of a text in one language by representation

of a text in one language by representation of an equivalent text in a second

language. It can be seen that they emphasize the word replacement and

representation as a reference that the results from the translation done by the

translator should have the same meaning in the form of different language.

Larson (1984:3) defines translation as transferring the meaning of source

language into receptor language. It is only the meaning that is being

transferred. The meaning should not change, only the form may change. He

stated that there are some processes in order to get the meaning. One should

study the lexicon, grammatical structure, communication situation and cultural

context of the SL and analyze it to determine its meaning, and then reconstruct

this same meaning using the lexicon and grammatical structure which are

appropriate in the receptor language and its cultural context. Therefore, a

translator should be bilingual person. This means that he/she must master the

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b. Types of Translations

There are three types of translation according to Roman Jakobson

(Jakobson 1959/2000:114) in his seminar paper “On linguistics aspect on

translations”:

1) Intralingual translation, or „rewording‟: „an interpretation of verbal signs by means of other signs of the same language‟;

2) interlingual translation, or „translation proper‟: „an interpretation of verbal signs by means of some other languages‟;

3) intersemiotic translation, or „transmutation‟: „an interpretation of

verbal signs by means of signs of non-verbal signs systems‟).

First, intralingual translation is an interpretation of verbal signs by means

of other signs of the same language. It means the translator will be rephrased

with the same language to clarify or make something said or written clear.

Second, interlingual translation is an interpretation of verbal signs by means

of some other languages. It occurs in a movie that translates the conversation

from the movie into another language, for example, English into Bahasa.

Third, intersemiotic translation is an interpretation of verbal signs by means of

signs of non verbal signs systems. It might occurs in the written text which is

translated into music, film or painting.

Catford (1965: 21-26) divides types of translation into three different

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1) the extent translation

a) Full translation

Full translation is a translation in which all of source language (SL) texts

are replaced to the target language texts (TL) material. For example:

SL: She will cook noodle.

TL: Dia akan memasak mie.

b) Partial Translation

In partial translation, translations that some parts of the source language

(SL) texts are left . They are simply transferred in target texts (TL). For

example:

SL: He like pizza

TL: Dia suka pizza

2) Levels

a) Total translation

Total translation is the replacement of source language grammar and lexis

by equivalent target language grammar and lexis with consequential

replacement of language phonology/graphology by (non-equivalent) target

text language phonology/graphology.

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It is the replacement of SL textual material with equivalent TL material at

only one level; whether at the phonological level, graph logical level, or at

the level of grammar and lexis.

3) Ranks

a) Rank-bound translation

It is the selection of target language (TL) text is limited at only one same

rank such as word – for – word equivalence, morpheme-for-morpheme equivalence.

b) Free translation

Another name of free translation is unbounded translation. It means

equivalence shunts up and down the rank scale but tends to be at the

higher ranks. It is between larger units than the sentence.

c) Literal translation

Literal translation lies between the two extremes, rank-bound translation,

and free translation. It may start, s it were, from word-for-word

translation, but make changes in conformity with target language (TL)

grammar (e.g. inserting additional words, changing structures at any rank,

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c. Process of Translations

The products of translating do not appear out of nowhere but there is a

process behind it done by translator to produce a good and properly

translation. According to Nida and Tabet in Munday (2001:40), state that

there three stages in translations process.

1) Analysis, in which the surface (i.e. the meaning as given in source

language) is, analyzed the grammatical relationship and the

meaning of the word and combinations of the words.

2) Transfer, in which the analyzed material is transferred in the mind

of translator from source language to receptor one.

3) Restructuring, in which the transferred material is restructured in

order to make the final message fully acceptable in the receptor

language.

The translation can be illustrated in figure 1.

Source language Receptor

Analyzing Restructuring

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Figure1. Process of translation (Nida, 1975: 80)

It can be seen from the diagram that the first thing translator must do is

analyze the source language (SL). Then, they are transferring the message to

the reader. Finally, the message is restructured into target language (TL) and

delivered in a proper way to the readers.

2. Addition and Omission a. Definitions of Addition

In translation, there are many factors that affect a translator to be able to

modify, change, add or subtract a translation that is translated. One of the

factors is the lack of translation version when the equivalent term is not

found in the target text. Addition is also called grammatical expansion for

clarify of meaning. It becomes an imprecise translation procedure if it

results to over translation.

According to Nida (1964), there are some circumtances that might

oblige a translator to make an addition: to clarify an eliptic espression, to

avoid ambiguity in the target language, to change a grammatical category, to

amplify implicit elements, to add connectors.

Moreover, Berman (1985) states that target text (TT) with addition often over-translate the source text (ST), leading unfavorable effects such as

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It means translator sometimes say more in target text than the source text

(ST). For example:

ST:He may be able to get my ball.

TT: Dia bisa mendapatkan bolaku dan memberikannya padaku.

Furthermore, Newmark (1988: 91), says information added to the

translation is normally cultural (accounting for the differences between SL

and TL culture), technical (relating to the topic), or linguistic (explaining

wayward use of words).

1). Explanation of term

Baker (1992) sustains Newmark‟s opinion that addition is regarded as an

extra explanation of culture-specific concepts and is obligatory specification

for comprehension purpose. The differences in culture and language greatly

affect the equivalence of the translation itself that cannot be found in some

other language. For example:

The word “kebo-keboan” literally means “fake buffalo” ._{The majority of}

Javanese are work as farmers also have its own rituals. “Kebo-keboan” is a

Javanese traditional ceremony performed to refuse all the plagues and

disasters on the plants they had planted, so that the plants will grow well and

produce a satisfactory harvest. In this ceremony, 30 people dressed up to

resemble a buffalo that will be paraded around the village. They will be

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“kebo-keboan” cannot be translated as real the literally meaning but must be

explained clearly so that there is no misunderstanding.

2). Addition of information for specification purpose

Nida (1964) classifies two obligatory specification purposes;

ambiguity in the receptor language formation and the fact that greater

specificity may be required so as to avoid misleading reference.

Misunderstanding on the target text may occur if there is one word in the

source language that is uncertain.

3). Addition information due to the shift of voice

According to Nida (1964:227), addition of information may also be

required due to the shift of voice and alteration of word classes to avoid

misinterpretation.

For example:

“I cut my finger”. When native speaker of Indonesian translated it into

Indonesian, s/h should add „oleh pisau (with knife). One of the reasons is the

word “cut” is an active voice and the world class should be changed into

passive one; the word “cut” becomes „tersayat “was cut”. It is to show that

she or he did it by accident.

4). Addition of information due to the alteration of word classes

Addition of information due to the alteration of word classes uses to

avoid misinterpretation. It contains the changes of adjective to adjective

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(which can be renewed)‟. The addition of „yang (which)‟ is obligatory to

achieve grammatically.

5). Amplification from implicit to explicit status

Some of the situation that apply amplification from implicit to explicit

are the addition following verb, noun changes to phrase, identifying an object

or an event, and expanded by a classifier to specify object, and then an

explanation of term.

For example: “Tell me about the basketball.”

“Ceritakan kepadaku tentang pertandingan bola basket.”

The word “pertandingan” is added to identify the event of basketball

match, not what the baseball is.

6). Addition of categories

The addition of categories in translation done by translator is used to

make the target language explicit. The type is used because the lack

information about one word in the target language. The other of category is

the use of connectives.

For example: “I convinced her children are noisy”

“ Saya berhasil meyakinkan dia bahwa anak-anak berisik”

The word “bahwa” is added by translator although the word “bahwa” is not significant in carrying the meaning as a connective.

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Based on Baker (1992:40-41), omission is dealing with meaning of the source text. It means that „…the meaning conveyed by a particular item

expression is not vital enough to the development of the text to justify

distracting the reader with lengthy explanation, translator can and often

simply omit translating the word of expression….”

Based on Vazques Ayora (1977) uses the term operative technical

procedures, although he sometimes refers to them as the translation method.

He defines that omission is to omit redundancy and repetition that is

characteristic of the SL.

Newmark (1981:149) uses the word „deletion /omission‟. Sometimes

„deletion /omission‟ is allowed in translation when the word in the source text

functions only as supporting information.

2) Omission of double expression

The category of plural in English is both morphologically conditioned

and phonologically conditioned. A plural noun is also preceded by determiner

showing plurality, If it is expressed Indonesian, redundancy will occur.

Indonesian plural category is lexically formed by repetition of the noun buku-

buku (book-book) or by adding a noun quantifier such as beberapa (some) or

tiga (three). Once a given noun is in the plural form, the quantifier has to be

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noun is question should be in the singular form or the repetition of the noun

should be avoided.

For example: Five breads = Lima roti-roti should be lima roti

Some mice = beberapa tikus-tikus should be beberapa tikus

3) Specification of reference

Some references that is used several times or repeated in text, a

translator can omit some of them to avoid the repetition of using same

references.

For example:

SL: “Since she had no foods for many days, she ate a large amount of corn.”

TL: “Karena tidak makanan selama beberapa hari, dia makan

sejumlah besar jagung.”

The omission of the reference „she‟ is due to the repetition using of the reference itself. The omission of reference appears in the vice versa of the

filling out elliptical expression.

For example:

SL: “Push it little more,” he shouts. “Push it hard.”_{Push it so that you}

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TL “Dorong sedikit lagi,” teriak lelaki itu. “Dorong yang kuat.”

Dorong sehingga kamu bisa memindahkanya ke pojok.”

The translator decides not translate the word “it” because it does not

change the meaning of the whole sentence that can keep the stylistic of the

literary work.

4) Conjunctions and Transition

Not only in addition but also in omission there is omission of

conjunction and transitional. A translator can omit the conjunction which link

as co-ordinate.

For example:

“… that the old man was now definitely and finally salao,…”

The translator omits the connectives „and‟, so that the translation becomes;

“… bahwa lelaki tua itu sekarang akhirnya benar-benar telah menjadi

salao,…”

3. Equivalence in Translation

a. Notions of Equivalence in Translation

The most important concept in translation is equivalence that becomes

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Target text should be equal in order that the message can be accepted by the

readers. According to Catford (1965: 20) that translation is replacement of

textual material in one language (SL) by equivalent textual material in another

language (TL).

Moreover, Munday (2001: 37) states that for the message to be equivalent

in ST and TT, the code-units will be different since they belong to two

different sign systems or language, which partition reality differently. So, the

equivalent message in Source Text (ST) and Target Text (TT) will be different

because every language has their own structure and system. Furthermore

Machali (1998: 3) also states that the central problem of translating is to find

the translation equivalence for a text in a given context.

b. Types of Meaning Equivalence

1). Full Equivalence

The meaning of full equivalence is the meaning in the source language

text is completely transferred into target language text.

Example:

ST: She is dumb. TT: Dia bodoh.

From the example above, it can be seen that the source text is completely translated into target text.

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Partial equivalence is a translated text in which there are some

elements or meaning that is lost or changes from the SL.

Example:

ST: Give away some tissues TT: Berikan tisu.

It can be seen from the target text that the article „some‟ is omitted. It can be concluded that some elements in the sentence is lost.

3). No Equivalence

It means that the meaning of target text is totally different from the SL.

Example:

ST: Bring it up to the basket. TT: Masukan ke keranjang.

It is so clear that there is no equivalence between the source text and target text because if the source text literally translated into target text, it will

be „bawa ke keranjang‟, but it is translated into „masukan ke keranjang‟.

4). No Meaning

No meaning means the target text has no meaning at all from the SL.

Example:

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It can be seen from the example above that the words „well made‟, it is

not translated into target language. There is no meaning of the source text in

the target text.

c. Degree of Meaning Equivalence

In translation, degree of meaning can be categorized into: equivalent

meaning (fully meaning, increased meaning, and decreased meaning) and

non-equivalent (fully different meaning and fully no meaning). Bell states

(1991: 6) that texts in different languages can be equivalent in different

degrees; fully and partly equivalent.

1) Equivalent Meaning a) Full Meaning

Full meaning appears when the target language is not adding or

omitting the information from source language.

b) Increased Meaning

Increased meaning occurs when the translator adds information in

target language (TL) which is not found in source language (SL).

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Decrease meaning happens when the translator omits some

information that found in the source language (SL) text so the information

content in the TL decreases.

2) Non Equivalent Meaning

Non-equivalent meaning is the meaning of the translation that does not

convey the original writing. Non equivalent meaning consists of fully

different meaning and fully no meaning.

a) Fully Different Meaning

A translation of the source expression (e.g. a clause) is categorized

into different meaning when there is a lexical item which meaning is different

from that source expression, so that the meaning is fully different)

b) Fully No Meaning

The category appears when a clause of the source expression has no

meaning in the target expression because there is no translation at all.

4. Memorandum of Understanding (MOU)

Memorandum of understanding comes from the words memorandum and

understanding. Memorandum itself means a written proposal or a reminder or

note. And understanding means the statement (oral or written) of an exchange

of promises or an inclination to support or be loyal to or to agree with an

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of understanding made by the two sides that will conduct cooperation as the

basis for the early formation of a valuable agreement that legally binding.

According to Cambridge Dictionary, memorandum of understanding is a

document that records the details of an agreement between two companies or

organizations, which has not yet been legally approved.

Based on Collins English Dictionary, memorandum of understanding is a

noun which means a document that describes the general principles of an

agreement between parties, but does not amount to a substantive contract.

Memorandum of understanding between the Ministry of Education and

Culture of the Republic of Indonesia and the Department of Business,

Innovation and Skills (on behalf of the Government and Devolved

Administrations of the United Kingdom of Great Britain and Northern

Ireland) on Cooperation in the Field of Education selected as the data of this

thesis. It signed in London, on 13th June 2002. The objective of this cooperation is to strengthen mutual cooperation in education on a reciprocal

basis for the advancement of knowledge and intellectual development.

This memorandum of understanding contains of twelve articles. There are

objective, scopes of cooperation, implementation, funding, participation of

other institutions, and limitation of personnel activities, joint working group,

confidentiality and intellectual property rights, traditional knowledge,

settlement of dispute, amendment and entry into force, duration, and

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The Memorandum of Understanding (MoU) is duplicate into two

languages, there are in English and Bahasa Indonesia.

B. Conceptual Framework

Translation is a process to convert the source text to the target text

without changing the meaning that contains in the source text. The purpose

of this process is to convey the message of the text to the reader to be easily

understood. In order to avoid misunderstanding for the reader, a text

translation should be equivalence with the source text. Catford (1969:20)

states that translation is the replacement of textual material in one language

(SL) by equivalent textual material in another language (TL).

The purposes of this research focused on the use of the addition and

omission which is part of translation techniques in the Memorandum of

Understanding (MoU) texts between the Ministry of Education and Culture

of the Republic of Indonesia and the Department for Business, Innovation

and Skills of the United Kingdom of Great Britain and Northern Ireland and

describes the impact on the degree of equivalence. Using the addition and

omission as translation technique to analyze is one of the main point of this

research because it is used to see the way the translator translating the

Memorandum of Understanding (MoU). Besides translation technique,

degree of equivalence is very essential, which is used to analyze the equality

of The Memorandum of Understanding (MoU) texts in English and

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The degree of meaning equivalence is divided into two; equivalent and

non-equivalent. The equivalent meaning is consists of a fully equivalence

and partly equivalence and non-equivalent meaning are no meaning and no

equivalence. In partly equivalence is divided into increased meaning and

decreased meaning. Increased meaning happens when the translator adds

information in the target language (TL) which is not found in the source

language (SL). Decreased meaning means that the translator omits some

information that found in the source language (SL) text so the information

content in the TL decreases. The researcher uses degree of meaning to

measure the meaning quality of the realizations after the strategies are

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Addition

1. Explanation of terms 2. Addition of information for specification purpose 3. Addition information due to the shift of voice 4. Addition information due to the alteration of world classes

5. Amplification from implicit to explicit status 6. Addition of categories.

Omission

1. Simply omitting the information

2. Omission of double expression

Source Text (MoU in English) Target Text (MoU in

Bahasa Indonesia) Indonesia) Translation Techniques

Bahasa Indonesia

Degree of Meaning Equivalence

1. Equivalent 2. No-equivalent

a. Fully Equivalent a. Different Meaning b. Partly Equivalent b. No Meaning

- Increased Meaning - Decreased Meaning

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CHAPTER III

RESEARCH METHOD

A. Type of Research

This research is descriptive qualitative research. It does not deal with

testing of a theory or hypothesis, but it deals with understanding of theory

(Hadi, 2001:23). Based on Wiersma (1995:217) there are some characteristic

of qualitative research. First, the research should be conducted in the natural

setting so it needs a holistic interpretation. The second is that qualitative

research emphasizes on narrative description and interpretation. Third, the

study has a theory that is grounded in the data. The fourth, it tends to analyze

the data inductively, and the last is that the purpose is to understand the social

phenomena. It is the study in which the researcher needs to collect and

analyze data to get conclusion. This researcher is concerned with providing a

description of phenomena which occurs naturally without intervention.

B. Sources and Data

According to Wuardji in Praopo (2001:3), a research should be done

systematically; having valid, reliable, and objective results; and should be

supported by data empirically. Memorandum of understanding between the

Ministry of Education and Culture of the Republic of Indonesia and the

Department of Business, Innovation and Skills (on behalf of the Government

and Devolved Administrations of the United Kingdom of Great Britain and

Northern Ireland) on Cooperation in the Field of Education selected as the

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data of this thesis. It contains of twelve articles and four pages. There are

objective, scopes of cooperation, implementation, funding, participation of

other institutions, and limitation of personnel activities, joint working group,

confidentiality and intellectual property rights, traditional knowledge,

settlement of dispute, amendment and entry into force, duration, and

termination. It signed in London, on 13th June 2002. It was duplicate into two

languages, there were in English and Bahasa Indonesia.

Based on Fraenkel and Wallen (1993:100-101), states that data as the

kinds of information that researcher obtained on the subject on their research.

There are two data resources were used in this research. The data sources are

the Memorandum of Understanding in English and Bahasa Indonesia texts.

The data forms in this research are words, phrases or the whole sentences. The

sources of this data will help the researcher get a great number of information

that is needed.

C. Method of Data Collection

The data will be collected by selecting all addition and omission terms in

the Memorandum of Understanding in English and Bahasa Indonesia texts.

The researcher read the texts several times to obtain the data to be analyzed.

Data were taken to support the research question. The researcher was reading

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a note that the addition and omission can be found in the words, phrases,

sentences or clause.

D. Technique of Data Analysis

These are the steps designed to perform the research:

a. Collecting the data that appear in the form of words, phrases,

sentences and clauses from the two data resources: Memorandum

of Understanding in English and Bahasa Indonesia texts.

b. Analyzing addition and omission technique in Memorandum of

Understanding in English and Bahasa Indonesia texts.

c. Writing down the data in the data sheets and then coded the

data.

d. Drawing conclusion of the result analysis.

E. Trustworthiness

Qualitative studies are tools used and describe human experience. These

studies also use subjectivity of the researcher in describing the phenomena

under the study. To obtain trustworthiness of the qualitative research, the

research will apply credibility and dependability. Therefore, there must be

credibility to ensure the findings of qualitative research (Vanderstoep and

Johnston, 2006: 179). The researcher applied the triangulation technique to

achieve the credibility by asking some observes to verify the data. The experts

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researcher asked her friends from English Language and Literature program to

help in this triangulate technique.

The data finding were triangulated by the friends of the researcher was

discussed and consulted to the advisors. It helped the researcher to get the

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CHAPTER IV

FINDINGS AND DISCUSSION

A. Research Findings

In this chapter, there are two majors part. The first is findings and the

second is discussion. The findings are contains of the data found in the

Memorandum of Understanding (MoU) texts between The Ministry of

Education and Culture of the Republic of Indonesia and the Department

for Business, Innovation and Skills of the United Kingdom of Great

Britain and Northern Ireland. Addition came out as the most common

techniques in this research and the second strategy is omission.

The researcher uses degree of meaning to measure the meaning quality

of the realizations after the strategies are applied in the target language.

The degree of meaning equivalence is divided into two; equivalent and no-

equivalent. Surprisingly, the researcher finds that the realization of the

data mostly equivalent.

The result of the analysis of the strategies and degree of equivalent can

be seen in the table below.

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Table 1. The Occurrence of Addition and Omission

No. Method Frequency Percentage

1. Addition 12 30%

2. Omission 10 25%

3. Total 22 100%

The researcher finds 22 cases from 40 of the data using additions and

omission techniques. Addition techniques are the most occurrences in the

translation process, i.e. twelve cases of data (30%). Omission is the second

place with ten cases or 25%.

Table 2. Degree of Meaning of the Expressions translated with

Addition and Omission

No Degree of Meaning Frequency Percentage

1. Equivalent Meaning 40 100%

2. Non-equivalent Meaning 0 0%

Total 40 100%

In the degree of meaning, equivalence meaning is the most significant.

To be more specific, the researcher is separated the equivalent degree into

four different categories. First category is fully equivalence. It can be seen

from the table below that almost a half of data is fully equivalence. There are

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equivalence that divided into increased meaning with twelve cases or 30% and

decreased meaning with ten cases or 25% of the data. Third is different with

no case or 0%. Lastly, no meaning is no case or 0% of the data.

Table 3. The Degree of Meaning Equivalence

No. Meaning Equivalence Frequency Percentage

1.

Equivalence

Fully Equivalent meaning 18 45%

2. Partly

Equivalent

Increased

meaning 12 30%

Decreased

meaning 10 25%

3. _Non-

equivalence

Different -

-4. No meaning -

-Total 40 100%

The researcher divides each of the two types into subcategories to analyze the data. The addition types consist of six classifications:

a. explanation of terms,

b. addition of information for specification purpose,

c. addition information due to the shift of voice,

d. addition information due to the alteration of world classes,

e. amplification from implicit to explicit status and

f. addition of categories.

In table 4 below, it can be seen that the most types that occur is

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No. The Kinds of Omission Frequency

1. Simply omitting the information 7

2. Omission of double expression 2

3. Specification of reference 0

4. Omission of conjunction and

transitional 1

implicit to explicit status is five cases. Third, it is addition of information

for specification purpose that occurs two times.

Table 4.The Types of Addition

No. The types of addition Frequency

1. Explanation of terms 0

2. Addition of information for specification

purpose 2

3. Addition information due to the shift of voice 0 4. Addition of information due to the alteration

of word classes 0

5. Amplification from implicit to explicit status 5

6. Addition of categories 6

Omission types fall into four subcategories:

a. simply omitting the information,

b. omission of double expression,

c. specification of reference, and

d. omission of conjunction and transitional.

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From Table 5 it can be seen from the four types there are the most

appear is simply omitting the information. From the ten cases that exist,

seven cases of them are simply omitting the information. It is followed by

the omission of double expression with two cases. The third and fourth are

specification of reference and the omission of the conjunction and

transitional equally totaled one case.

B. Discussion

1. The Types of Addition and Omission Types are Used by the Translator in The Memorandum of Understanding (MoU) Texts

Addition and omission strategies are used by translation in

Memorandum of Understanding is to help the reader to understand the

content that written in the Memorandum of Understanding without

misunderstanding. In this case, non-equivalence is not significant. It can

be concluded that the translator is successful in keeping the function of the

original work in terms of meaning with the percentage of 100%

categorized as fully equivalent and 0% categorized as no-equivalent.

Moreover, the translator has several reasons uses addition and omission

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a. Additions

The addition strategies have six subcategories. There are three

subcategorized that are not used by the translator to translate the

Memorandum of Understanding (MoU). The categories are explanation of

terms, addition information due to the shift of voice and addition of

information due to the alteration of word classes. The other three

categories will be discussed below.

1) Addition of categories

Addition of categories became the most techniques that have

appeared in this research data. In this addition of categories can be

divided into a classifier, pronoun, noun, adverb, verb and conjunction.

(a) Addition of conjunction

In a translation, the translator often adds conjunction into the

target text to make the sentence is easier to understand.

SL: “Believing that education cooperation would benefit the Participants;”

TL:“Mempercayai bahwa kerjasama pendidikan ini akan menguntungkan para Peserta;”

It is very obvious on the target text in the example above that

the translator added the word "it" to connect the previous sentence and

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SL: “Referring to the Agreement between the Government of the United Kingdom of Great Britain and Northern Ireland and the Government of the Republic of Indonesia on Cooperation in the Fields of Education,Science, and Culture, signed in London, on 13th June

2002;”

TL: “Merujuk ke pada Persetujuan antara Pemerintah Kerajaan Britain Raya dan Irlandia Utara dan Pemerintah Republik Indonesia tentang Kerjasama di Bidang Pendidikan, Ilmu Pengetahuan, Budaya yang ditandatangani di London, padatanggal 13 Juni 2002;”

SL: Taking into account the joint Communiqué between The Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and Northern Ireland on the Partnership in the field of Education, signed in Jakarta on 11th April 2012;

TL:Memperhatikan Komunike bersama antara Kementrian Pendidikan dan Kebudayaan Republik Indonesia dan Departemen Bisnis, Inovasi dan ketrampilan Kerajaan Britania Raya dan Irlandia Utara tentang kemitraan di bidang Pendidikan, yang ditandatangani di Jakarta, pada tanggal 11 April 2012;

From the both examples above, the use of the word "yang" is

the link that is used to emphasize the previous and after words in the

sentence.

(b) Addition of Verb

Translator adds a verb so that targets the text producedis

perfectin its delivery. This technique aims to get a grammatical

sentence in the target language.

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TL:Para Peserta akan memastikan bahwa data dan informasi pendidikan yang diberikan dan dikembangkan bersama, termasuk hasil penelitian bersama yang dilaksanakan berdasarkan MSP ini, akan dirahasiakan dan tidak akan dialihkan atau diberikan kepada pihak ketiga sebelum memperoleh persetujuan tertulis dari Peserta lainnya;

The verb "memperoleh" here was added to make the sentence

is appropriate grammar complete. Besides, the word is to clarify that

the participants will get their rights after obtaining the written consent

from the other participants.

SL: The Participants will recognize the value of traditional knowledge and recognize the rights of holders of traditional knowledge to the effective protection over traditional knowledge against misuse and misappropriation of the Participants

TL: Para peserta wajib mengakui nilai dari pengetahuan tradisional, dan mengakui hak-hak yang dipegang oleh pemilik pengetahuan tradisional dimaksud untuk secara aktif melindunginya dari penyalahgunaan dan penyimpangan yang dilakukan oleh para Peserta.

As well as the addition of "yang dilakukan" by the translator

has the objective to emphasize and tell who actively protect it of the

misuse and irregularities in this Memorandum of Understanding.

2) Amplification from implicit to explicit status

One of the translation technique purposes, especially addition

is to translate a source text that is implicit to the explicit text targets.

The differences of culture and language makes translator has a duty to

translate a complicated text into text that is clear, straightforward and

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SL: The Participants will recognize the value of traditional knowledge and recognize the rights of holders of traditional knowledge to the effective protection over traditional knowledge against misuse and misappropriation of the Participants

TL: Para peserta wajib mengakui nilai dari pengetahuan tradisional, dan mengakui hak-hak yang dipegang oleh pemilik pengetahuan tradisional dimaksud untuk secara aktif melindunginya dari penyalahgunaan dan penyimpangan yang dilakukan oleh para Peserta.

From the example above, the translator added the word "wajib"

to affirm and emphasize that each participant must acknowledge the

value offrom the traditional knowledge, and recognize the rights held

by the owners of traditional knowledge.Although at a target source

does not exist, in order that no one broke the rules, the word has a very

strong strength of command.

The addition of the word "dimaksud" has the power to clarify

the purpose of the participants were required to recognize the value of

traditional knowledge and Recognize the rights of holders of

traditional knowledge.

SL: to provide scholarships to students, faculty members, teachers, and administrations staff of the participants, on the availability of fund; TL:untuk menyediakan beasiswa-beasiswa bagi peserta didik, tenaga pengajar pada lembaga perguruan tinggi , guru, dan pegawai administrasi bagi Para Peserta berdasarkan ketersediaan dana;

Translator translates the words “faculty members” with

"tenaga pengajar pada lembaga perguruan tinggi", the addition is

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every faculty that involved in the Memorandum of Understanding

(MoU).

SL: Pursuant to the prevailing laws and regulations in their respective countries as well as the procedures and policies on education;

TL: Sesuai dengan hukum dan peraturan perundang-undangan yang berlaku di masing-masing Negara serta prosedur dan kebijakan tentang kerjasama pendidikan;

The word“kerjasama” added to the target text is intended to

clarify the law applicable to the types of activities undertaken by the

participants of this Memorandum of Understanding (MoU). So the

participants who were in Indonesia will not be confused or do not

understand when reading this Memorandum of Understanding (Mou).

SL: Each participant will protect, within its territory, intellectual property rights of the other Participant on accordance with the domestic law in force in their respective country; and

TL: Masing-masing Peserta wajib melindungi di dalam wilayahnya, hak atas kekayakan intelektual Peserta lainnya sesuai dengan peraturan dan ketentuan hukum domestik yang berlaku di masing- masing negara; dan

The literally terms of “law” in Indonesian is “hukum”. From

the example above, the translator translate the law more broadly by

adding "peraturan dan ketentuan". In addition to emphasize also

explained in detail in order that misunderstandings do not occur.

3) Addition of information for specification purpose

The third classification of addition is addition of information

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the translator to avoid any ambiguity in translating into the target text.

For some reason, the author does not write the complete information

about the sentence or text so the translator must add the missing word

so it will be relevant in the target text. For example:

SL: to promote the establishment of an Indonesian Studies Centre in the UK;

TL: untuk mempromosikan pembentukan Pusat Study Indonesia di Kerajaan Britania Raya dan Irlandia Utara;

As we know that the UK is “Kerajaan Inggris” in Indonesia or

any other name is a Monarchy in northwestern Europe occupying most

of the British Isles; divided into England and Scotland and Wales and

Northern Ireland; `Great Britain 'is often used loosely to refer to the

United Kingdom. In the source text, the author just wrote UK alone.

For the reader who does not know what the UK will create

misunderstandings while reading this Memorandum of Understanding

(MoU). Therefore, the translator adds information when translating

UK became“Kerajaan Britania Raya dan Irlandia Utara.”

b) Omission

In omission, there are four classifications are simply omitting

the information, omission of double expression, specification of

reference, and the omission of the conjunction and transitional. From

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one or two words in the sentence in a translation are often done

because the omission of the word is meant to eliminate words that are

not relevant and has no important information.

1) Simply omitting the information

Simply omitting the information is the most occurrences of the

omission technique. Translator may reduce or omit the word in the

target text omitted if the word does not have an important meaning.

SL: The Participants may invite other government and non- governmental institutions to implement this MoU in accordance with the applicable laws in their respective countries.

TL: Para Peserta dapat mengikutsertakan lembaga-lembaga pemerintah dan non-pemerintah untuk melaksanakan MSP ini sesuai dengan hukum yang berlaku di Negara masing-masing.

In the data above the word “other” is omitted by the translator

because it will not affect the meanings that will be delivered by the

author in the target text.In factthe word “other” should not be

eliminated because of the word could further clarify who can be

included in the Memorandum of Understanding (MoU).

The omission of the word "it's" is similarly no effect on the

meaning of the target text itself because it does not change the term of

the sentence.The word “its”itself only as a preposition to further

asserts a sentence grammatically. It can be seen in the example below:

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TL: MSP ini mulai berlaku sejak tanggal penandatanganan;

Translator also removes the word "duplicate" to avoid the same

meaning word repeatedly in a sentence. Although omit one of the

words, it will not change the meaning of the sentence. See the example

below:

SL: DONE in duplicate in London on the twenty eight day of May in the year two thousand and twelve in Indonesian and English, all text

being equally authentic.

TL: DIBUAT di London pada tanggal dua puluh delapan bulan Mei

tahun dua ribu dua belas dalam bahasa Indonesia dan bahasa Inggris,

kedua naskah memiliki kekuatan hukum yang sama.

2) Omission of double expression

The omission of double expression appears two times in the data.

Double plural expression is not usual to use in Bahasa Indonesia. For

Example:

SL: to increase the exchange of students, faculty members, teachers, experts, and administration staff on projects and programmes that will be mutually beneficial to the Participants.

TL:untuk meningkatkan pertukaran peserta didik, tenaga pendidikdan

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pegawai administrasi pada proyek-proyek dan program-program yang

akan saling menguntungkan bagi para Peserta.

The differences in rules occur in double plural expression in

Bahasa Indonesia. So, if in the source language the words “teachers”

and “experts” is not translated become “guru-guru” and “ahli-ahli”. In

Bahasa Indonesia, if this problem is found then there will be the

addition of the word "para" or "semua". Those words are considered

as plural.

3) Omission of conjunction and transition

In the Memorandum of Understanding, it is found a datum that

uses omission of the conjunction and transitional technique. In the

source text of, the word "whereof" is omitted by the translator when

translating it into Bahasa Indonesia. “Whereof” means “tentang apa”

and it is a conjunction. The word “Whereof” was omitted because it is

not relevant to the entire contents of the sentence.

SL: IN WITNESS WHEREOF, the undersigned have signed this MoU.

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2. The Degree of Meaning Equivalence of the Addition and Omission in Memorandum of Understanding (MoU) Texts

The use of addition and omission techniques should be based on

the meaning of equivalence. The intention is not to change the value and

purpose of the original source. Therefore, researcher uses a degree

meaning of equivalence which is divided into equivalence and non-

equivalence. Equivalent consists of the fully and partly equivalent. Partly

equivalent consists of the Increased and Decreased meaning. And non-

equivalence consists of no meaning and different meaning.

Addition and omission technique is used in the text of the

Memorandum of Understanding between the Ministry of Education and

Culture of the Republic of Indonesia and the Department for Business,

Innovation and Skills of the United Kingdom of Great Britain and

Northern Ireland. The researcher found that almost a half of the data is

fully equivalence. There are eighteen cases or 45% that occurs in this

research. Second is partly equivalent with increased meaning is divided

into twelve cases or 30% and decreased meaning ten cases or 25% of the

data. Increased and decreased meaning do not change the meaning

significantly. On the other hand, there is no equivalent case and also, no

case of no meaning and different meaning found in the data.

The example of fully equivalent translation can be seen in the data

ADDITION AND OMISSION IN THE ENGLISH – BAHASA INDONESIA MEMORANDUM OF UNDERSTANDING (MOU)BETWEEN THE MINISTRY OF EDUCATION AND CULTURE OF THE REPUBLIC OF INDONESIA AND THE DEPARTMENT FOR BUSINESS, INNOVATION AND SKILLS OF THE UNITED KINGDOM OF GREAT BRITA

TABLE OF CONTENTS

LIST OF TABLES

CHAPTER II

LITERATURE REVIEW

CHAPTER III

RESEARCH METHOD

CHAPTER IV

FINDINGS AND DISCUSSION