DOCUMENTATION AND TRANSLATION TECHNIQUES OF TRADITIONAL KARONESE MEDICAL TEXT
ON FRACTURED BONE SETTING
DISERTASI
Oleh
HERLINA SURBAKTI
NIM: 128107011
PROGRAM DOKTOR (S3) LINGUISTIK
FAKULTAS ILMU BUDAYA UNIVERSITAS SUMATERA UTARA
MEDAN
2016
DOCUMENTATION AND TRANSLATION TECHNIQUES OF TRADITIONAL KARONESE MEDICAL TEXT
ON FRACTURED BONE SETTING
DISERTASI
Diajukan sebagai salah satu syarat untuk memperoleh gelar Doktor dalam Program Doktor Linguistik pada Fakultas Ilmu Budaya Universitas Sumatera Utara di bawah pimpinan Rektor Sumatera Utara Prof. Dr. Runtung Sitepu, SH., M.Hum.
untuk dipertahankan dihadapan sidang Terbuka Senat Universitas Sumatera Utara
Oleh
HERLINA SURBAKTI NIM: 128107011
Program Doktor (S3) Linguistik
FAKULTAS ILMU BUDAYA UNIVERSITAS SUMATERA UTARA
MEDAN
2016
Judul Disertasi : DOCUMENTATION AND TRANSLATION TECHNIQUES OF TRADITIONAL KARONESE MEDICAL TEXT ON FRACTURED BONE SETTING Nama Mahasiswa : Herlina Surbakti
Nomor Pokok : 128107011
Program Studi : Doktor (S3) Linguistik
Menyetujui Komisi Pembimbing
(Prof. T. Silvana Sinar, M.A., Ph.D.) Promotor
(Dr. Syahron Lubis, M.A.) (Dr. Muhizar Muchtar, M.S.) Co-Promotor Co-Promotor
Ketua Program Studi Dekan
(Prof.T. Silvana Sinar, M.A.,Ph.D.) (Dr. Syahron Lubis, M.A.)
Tanggal Lulus:
Diuji pada Ujian Disertasi Terbuka (Promosi) Tanggal:
PANITIA PENGUJI DISERTASI Pemimpin Sidang:
Prof. Dr. Runtung Sitepu, SH., M.Hum. (Rektor USU)
Ketua : Prof. T. Silvana Sinar, M.A., Ph.D. (USU Medan) Anggota : Dr. Syahron Lubis, M.A. (USU Medan) Dr. Muhizar Muchtar, M.S. (USU Medan)
Prof. Amrin Saragih, M.A., Ph.D. (UNIMED Medan) Prof. Dr. Busmin Gurning, M.Pd. (UNIMED Medan) Dr. Matius C.A. Sembiring, M.A. (USU Medan) Dr. Roswita Silalahi, M.Hum. (USU Medan)
TIM PROMOTOR
Prof. T. Silvana Sinar, M.A., Ph.D.
Dr. Syahron Lubis, M.A.
Dr. Muhizar Muchtar, M.S.
TIM PENGUJI LUAR KOMISI
Prof. Amrin Saragih, M.A., Ph.D.
Prof. Dr. Busmin Gurning, M.Pd.
Dr. Matius C.A. Sembiring, M.A.
Dr. Roswita Silalahi, M.Hum.
PERNYATAAN Judul Disertasi
DOCUMENTATION AND TRANSLATION TECHNIQUES OF TRADITIONAL KARONESE MEDICAL TEXT
ON FRACTURED BONE SETTING
Dengan ini penulis menyatakan, bahwa disertasi ini disusun sebagai syarat untuk memperoleh gelar Doktor Linguistik pada Program Studi Linguistik Fakultas Ilmu Budaya Universitas Sumatera Utara adalah benar merupakan hasil karya penulis sendiri.
Adapun pengutipan-pengutipan yang penulis lakukan pada bagian-bagian tertentu dari hasil karya orang lain dalam penulisan disertasi ini, telah penulis cantumkan sumbernya secara jelas sesuai dengan norma, kaidah, dan etika penulisan ilmiah.
Apabila dikemudian hari ternyata ditemukan seluruh atau sebagian disertasi ini bukan hasil karya penulis sendiri atau adanya plagiat dalam bagian-bagian tertentu, penulis bersedia menerima sanksi pencabutan gelar akademik yang penulis sandang dan sanksi-sanksi lainnya sesuai dengan peraturan perundang-undangan yang berlaku.
Medan, Januari 2016 Penulis,
Herlina Surbakti
ABSTRAK
Kebanyakan cederatulang di Sumatera Utara diobatioleh‖Guru Pertawar Penggel‖.
Dokumentasi untuk pemulihan tulang secara tradisional jarang ada, bahkan mungkin belum ada sama sekali. Untuk melestarikan pengetahuan ini, catatan tertulis otentik pengetahuan medis Karo ini harus dibuat tersedia untuk orang Karo dan semua masyarakat Indonesia. Penelitian ini berjudul ―DOCUMENTATION AND TRANSLATION TECHNIQUES OF TRADITIONAL KARONESE MEDICAL TEXT ON FRACTURED BONE SETTING‖metode kualitatif, etnografi participant dalam wawancara pengumpulan data adalah prosedur yang digunakan oleh ―Guru PertawarPenggel dan herbalis yang tinggal di pedesaan Sumatera Utara dan metode kualitatif digunakan mendokumentasikan dan menggambarkan penerjemahan.
Wawancara yang dalam dilakukan dengan empat pertawar penggel dan dua orang herbalist, salah satu dari pertawar penggel praktek di Medan, dua di Munte dan satu di Sukababo serta dua herbalist di Pancur Batu diwawancarai tentang koleksi tumbuh- tumbuhan. Transkripsi wawancara diterjemahkan dari Bahasa Karo (ST) kedalam Bahasa Indonesia (TT1) dan dari Bahasa Karo (ST) kedalam bahasa Inggris (TT2).
Wawancara dilakukan dengan empat guru dan dua orang herbal. Dari 395-22 sumber data yang dianalisis, (147 data dari ST ke TT1,129 data dari ST ke TT2) yang diterjemahkan dengan menerapkan teknik tunggal, (51 data dari ST ke TT1, 44 data dari STke TT2) yang diterjemahkandenganteknikkupletdan 2 data dari ST ke TT2 yang diterjemahkan oleh teknik triplet. Teknik penerjemahan dari ST kedalam TT2 dianalisis (130 data dari ST ke TT1, 99 data dari ST ke TT2) menerapkanteknik Literal (69 data dari ST ke TT1 dan 62 data dari ST ke TT2) dengan teknik pinjaman murni (9 data dari ST ke Data TT1,10 data dari ST ke TT2) established equivalent (1data dari ST ke TT1, 2 data dari ST ke TT2) dengan Teknik calque dengan total 209.183 = (84%, data dari ST ke TT1 dan 71% data dari ST ke TT2), Juga, data penekanan bahasa target digunakan adalah: Selain (20 data dari ST menjadi data TT1, 38 dari ST kedalam TT2), penghilangan (5 data dari ST menjadi data TT1, 9 dari ST kedalam TT2), Transposisi (14 data dari ST ke TT1, 21 data dari ST kedalam TT2) dan adaptasi (3 data dari ST ke TT2) dengan total 39,71 = (16% data dari ST kedalam TT1 dan 29% data dari ST kedalam TT2). Kesimpulannya adalah penerjemah telah menggunakan teknik harfiah yang paling setara dari penekanan bahasa sumber dalam menerjemahkan dari ST ke TT1 adalah 84% dan dari ST ke TT2 adalah 71% data.
Oleh karena itu, terjemahan dari―Translation Techniques Of Traditional Karonese Medical Text On Fractured Bone Setting‖ terbukti menghasilkan penerjemahan yang penekanannya ada pada Bahasa Sumber. Ini bukan hanya layak tetapi juga diperlukan agar istilah pengobatan tradisi Karo dapat dijaga dengan baik dalam terjemahannya.
Kata kunci: obat tradisional Karo, teknik penerjemahan, Pengobatan Patah Tulang
ABSTRACT
DOCUMENTATION AND TRANSLATION TECHNIQUES OF TRADITIONAL KARONESE MEDICAL TEXT
ON FRACTURED BONE SETTING
The majority of bone injuries in North Sumatra are treated by traditional bone setters.
Documentation of traditional bone setting is rare, if existent at all. To preserve this knowledge, authentic written records of Karonese medical knowledge should be made available to Karonese and all Indonesian Society. This study is entitled
“Documentation And Translation Techniques Of Traditional Karonese Medical Text On Fractured Bone Setting”qualitative methods, ethnography and participant were used in data collection.Interviews were conducted with four bonesetters and two herbalists. From 395-22 data sources analyzed, (147 data from ST into TT1,129 data from ST into TT2) were decoded by applying single techniques, (51data from ST into TT1, 44 data from ST into TT2) were decoded by couplet techniques and 2 data from ST into TT2 were decoded by triplet techniques. The translation techniques from the Karonese into English analysed (130 data from ST into TT1, 99 data from ST into TT2) are Literal (69 data from ST intoTT1,62 data from ST into TT2) are pure borrowing (9 data from ST into TT1,10 data from ST into TT2) are established equivalent (1data from ST into TT1 ,2 data from ST into TT2) are Calque Techniques with a total of 209,183= (84%, data from ST into TT1 and 71% data from ST into TT2) , Also, target language emphasis data used are: addition(20 data from ST into TT1,38 data from ST into TT2), deletion (5data from ST into TT1,9 data from ST into TT2) , Transposition (14 data from ST into TT1, 21 data from ST into TT2) and adaptation (3 data from ST into TT2) with total of 39,71=(16% data from ST into TT1 and 29% data from ST into TT2).The conclusion is the translator has used the most literal equivalent of source language emphasis translation techniques in translating fromfrom ST into TT1 is 84% and from ST into TT2 is 71% data. This is not only feasible but also necessary so that the original Karonese medical terms can be faithfully preserved in the translation. Therefore, most data that are as many as 84%, 71% were being translated using the translation techniques that oriented towards source language and 16% data from ST into TT1 and 29% data from ST into TT2 of are decoded using of the Target Language Emphasis Methods of translation which were dominated by Word-for-word, Literal, Faithful, Adaptation and free Translation methods. Therefore, the translation of “Translation Techniques Of Traditional Karonese Medical Text On Fractured Bone Setting”was proven to be resulted as a Source Language Emphasis orientation. A language-source-oriented approach to translation is not only highly desirable, but is also self-respecting and Easily Achieved.
Keywords: Karonese traditional medicine, translation technique, Fractured Bone Setting.
ACKNOWLEDGMENT
First of all, I would like to express my deep gratitude to the Rector of University of Sumatera Utara Prof. Dr. Runtung Sitepu, SH, M.Hum., Dean of Faculty of Cultural Sciences and Dr. Syahron Lubis, M.A, who have accepted me as a Ph.D students of this university and provided the Faculty to support learning at the department of Linguistics, University Of Sumatera Utara.
I owe an immense debt to Head of Linguistics Studies Program of Faculty of Cultural Sciences, University of Sumatrea Utara, who is also my promotor, Prof.T.
Silvana Sinar, M,A., Ph.D., for her directives, and gentle reminders. More importantly, is the wisdom, foresight, energy, and determination through the University's Linguistics Studies Program that has provided an academic framework devoted to the development, improvement, and control objectives in maintaining and preserving local wisdom through the field of Translation Studies.. Without this innovative endeavor, I would never have had the opportunity to be involved in this study.
I also would like to extend my thanks to Dr. Syahron Lubis, M.A. who inspired me to choose my subject The Translation of Karonese Traditional Medical Text in Fractured Bone Setting. Kindly, he was willing to act as my co-promotor, and provided efficient oversight in the planning and execution of this study. In particular, Dr. Lubis helped me to understand the importance of translation as a way to preserve the local wisdom of North Sumatra.
My thanks also go to Dr. Muchizar Mukhtar, M.S., who was willing to act as a second co-promotor, for supervision, planning and implementation of this research, and especially for his encouragement to join the graduate program at the Faculty of Cultural Sciences, University of North Sumatra.
My special thanks go to my examiner, Prof. Saragih, M.A, Ph.D of University Of Medan (UNIMED) Studies and Prof. Busmin Gurning, Ph.D of University Of Medan (UNIMED)I am deeply indebted to Dr. Matius C.A. Sembiring, M.A. as an examiner, who patiently has helped me in translating research Source Text and helped me a lot on the terms in Traditional Karonese medication. I am also very grateful to Dr. Roswita Silalahi, M.A. on criticisms both as an examiner and as a lecturer; she taught me many things about translation I had not known before. I would also like to thank both of my professors who taught and participated in the process of determining the title that I chose, Prof. Roger T. Bell and Prof. Dr. Zubaidah Ibrahim-Bell.
Last, but not least, my thanks are dedicated to my late mother, Terdun S. br Ginting, for her love and her spiritual support during her life time, as in all my activities. I am deeply grateful to my brother, Armensyah Surbakti, and my nephew, Adam, who helped with technical support and to my daughter Zoya Agina Yohanna who was willing to live away during my studies.
Medan, Januari 2016 Penulis
Herlina Surbakti
RESUME A. DATA PRIBADI
NamaLengkap : HerlinaSurbakti
Tempat/Tgl. Lahir : Kabanjahe, 29 Agustus 1955 NIP : N/A
Pangkat/ Golongan : N/A
Pekerjaan : PensiunanGuruSekolah Int‘l Instansi : Jakarta International School
Nama Ayah : P. H, Surbakti
NamaIbu :TerdunS.J. Br Ginting
Alamat Kantor : N/A
No hp : 081288666639
Alamat e-mail : [email protected]
B.RIWAYAT PENDIDIKAN
1. SD Yayasan Pembangunan Didikan Islam, Padang Bulan, Medan Baru, lulus tahun1966
2. SMP PerguruanDipanegara, PadangBulan, Medan Baru. Lulus thn 1970 3. SMA Negeri 4, Medan, lulus tahun 1972
4. FakultasSastra, JurusanBahasaInggris,Universitas Sumatera Utara, lulus tahun 1979
5. Master of Arts in TEASOL, School For International Training lulus tahun 1992
6. Program Doktor (S-3)Universitas Sumatera Utara Medan,BidangTerjemahan C.PENGALAMAN MENGAJAR
1) IBT, FULBRIGHT, PusatBahasa, Universitas Sumatera Utara 2012 - 2013
2) Jakarta International School Jakarta, Indonesia
3) Indonesia Australia Language Foundation/Kelian Equatorial MiningKalimantan Timur, Indonesia 1993–1994
4) School for International Training,Brattleboro, Vermont, USA 1991-1992 5) South Kent School Ambassador Program, South Kent, Connecticut, USA
1991
6) MohawkValley Resource CenterUtica, New Yo1990 7) Overseas, The British Council, Jakarta1979-1984
A. PENGALAMAN ADMINISTRASI
1) Voluntary Service Overseas, Secretary to the Field Directors 1979 - 1984 2) English Language Training International1986-1989
Assistant Director of Studies
3) The Consortium of the Experiment in International Living and Save the Children, Galang, Indonesia.Testing Dept.1984 - 86
D.BERTANGGUNG JAWAB UNTUK MEMBUAT DESAIN DAN
MELAKSANAAN LOKAKARYA BERIKUT:
1) Professional Learning Community Leadership Training by Dr. Austin …, Jakarta International School, Jakarta, Indonesia, (August 2009)
2) Restitution by Diane Gossen, Jakarta International School, Indonesia, (1-5August 2007)
3) The Six Traits of Writing: Self Assessment Through the Language of the Traits- Judy P, Sept 7, 2007
4) American Education Reaches Out, State Departments of America, World Languages, Curriculum Writing Institute, the Potomac School, Alexandria, VA (June 2007)
5) UnderstandingByDesign, by Jane Smith, ACDC presenter, Jakarta International School, Indonesia. (October 2006)
6) Differentiated Instruction, Midwest Conference, Indianapolis, IN (June 2006) 7) derating, by Peter Round, Jakarta International School, Indonesia (January to
April 2006)
8) Examining Student Work: JoellenKillion, Director of Special Projects NSDC, March 17-19, 2006
9) Differentiated Instruction: Indianapolis, USA July 2006
10) Making a Difference – Going Deeper- Specific Topics In Differentiated Instruction, Jakarta, 24-25 September 2005
11) Developing Teaching Materials, University of Minnesota, Minneapolis, MN (July 2005)
12) Performance Assessment, University of Minnesota, Minneapolis, MN (August 2004)
13) An Adaptive School, Working in Cooperation and Collaboration, Bob Garmston, Jakarta International School, October 2004
14) Learning Strategies, Language Proficiency Interviews, Technology, George Washington University and Georgetown University, Washington D.C.
(July 2003)
15) Developing Teaching Materials, The British Council, Malyi, Hungary, (July 2002)
16) Integrated Thematic Instruction, by Susan Kovalik, St. Petersburg, FLorida (June 2001)
17) Techniques for Teacher Education and Curriculum Writing, School For International Training Extension, Brattleboro, VT (June 2000)
18) Advanced Educational Technology, Thailand Summer 1997(Face to face)- April 1998 (on Line)
19) Advanced Educatioal Technology, Michigan State University. Thailand 1999 20) Teacher Refresher Course, St, Claire, Oxford, England, (July 1997)
21) Restitution by Diane Gossen, Jakarta International School, Indonesia, (September 1998)
22) Writing Course, East Asia Regional Conference of Overseas Schools, Pattya, Thailand (Summer 1996)
23) HTML course, Jakarta International School, Jakarta, Indonesia 1995
24) Certificate of Training and Service,Consortium of the Experiment of International Living and Save the Children Foundation, Galang, Riau Province, Indonesia (1984 - 1986)
F, KONFERENSI GURU SEKOLAH INTERNASIONAL YANG DIHADIRI 1) East Asia Teacher Conference(ETC), Kotakinabalu Malaysia, 2011
2) East Asia Teacher Conference(ETC)Conference, Kuala Lumpur, 2008 3) East Asia Teacher Conference(ETC), Bangkok, 2007.
4) Differentiated Instruction, Midwest Conference, Indianapolis, IN (June 2006) 5) East Asia Teacher Conference(ETC), Ho Chi Minh City, 2005
6) East Asia Teacher Conference(ETC), Bangkok, 2004 7) East Asia Teacher Conference(ETC), Bali , March 2001
8) South East Asia Teacher Coference (SEATCO), Bangkok, March 2000 9) South East Asia Teacher Coference (SEATCO), Jakarta, March 1999 10) South East Asia Teacher Coference (SEATCO), Bangkok, March 1998 11) South East Asia Teacher Coference (SEATCO), Kuala Lumpur, March. 1997 12) South East Asia Teacher Coference (SEATCO), Singapore, March, 1996 13) South East Asia Teacher Coference (SEATCO), Jakarta, March, 1995.
14) The Intercultural Education, Training and Research SIETAR Conference, Amstrdam,
15) Horn and Hilversum, (May 1986)
REFERENCE: AVAILABLE UPON REQUEST
TABLE OF CONTENTS
ABSTRAK ... i
ABSTRACT ... ii
ACKNOWLEDGMENT ... iii
RESUME ... iii
TABLE OF CONTENTS ... viii
LIST OF FIGURES ... xi
LIST OF TABLES ...xii
LIST OF ABBREVIATIONS ...xiii
CHAPTER I : INTRODUCTION ... 1
1.1 Backgroud of the Study ...1
1.2 The Problems of the Study ...6
1.3 Objectives of the Study ...6
1.4 Significances of the Study ...6
1.5 The Scope and Limitation of the Study ...8
1.6Description of Terms ...10
1.7Data Source Translated into Indonesia as TT1 and into English as TT2 ..12
CHAPTER II : THEORETICAL FRAMEWORK AND REVIEW OF RELATED LITERATURE 14
2.1 Introduction ...14
2.2Definition of Translation ...16
2.2.1 The Approach to Translation ...17
2.2.1.1Linguistic Approach ...18
2.2.1.2Cultural Approach in Translation ...19
2.2.2Translation Strategies ...20
2.3Linguistics and Translation Study ... 35
2.4Translation Assessment ...38
2.4.1Criteria and Assessor Number ...42
2.5Previous Studies ...42
2.5.1Interlingual Translation ...54
2.5.2Translation Equivalence ...56
2.5.3Equivalence ... 60
2.5.3.1Equivalence Exists at Different Levels ...60
2.5.4The Concept of Culture ... 62
2.6Karonese Society ... 65
2.6.1Current Karo Ethnix Domicile ...66
2.6.2Karo Language ...66
2.6.3Karo Tradition and Customs ... 68
2.6.4 Karonese Local Wisdom ………..69
2.6.5“Guru” or Healer in Karonese Society ... 69
2.6.6Kind of Medicines and Treatment in Karo Traditional Medication 70 2.7Research Construction ...75
CHAPTER III: RESEARCH METODOLOGY ...77
3.1 Research Design ...77
3.1.1Research Approaches ...79
3.2 Place and Time of the Research ...80
3.3 Research Ethics ...80
3.4 Data and Data Sources ...81
3.5Data Collection Techniques ...82
3.5.1Interviews ...82
3.5.2Interview Protocol ... 84
3.6Data Analysis Techniques ... 84
3.7Data Validity Testing Plan ... 85
3.8Translating the Source Text into the Target Text ... 85
3.8.1Comparison of Translation Techniques of Source and Target Texts88 3.8.1.1Translation Techniques Molina & Hurtado Albir (2002) 89 CHAPTER IV: DOCUMENTATION OF TRADITIONAL KARONESE MEDICAL TEXT ON FRACTURED BONE SETTING 95 4.1 Introduction ……... 95
4.2Research Paradigm ……... 100
4.2.1 The Philosophy and the Local Wisdom ...107
4.2.2The Local Genius ...113
CHAPTER V: EXPOSURE OF DATA AND RESEARCH FINDINGS …...114
5.1 Introduction ... 114
5.2Translation Technique ...128
5.2.1 Translation from Karonese (ST) into Bahasa Indonesia (TTI)...128
5.2.1.1 Single Technique ...128
5.2.1.1.1Literal Technique ...130
5.2.1.1.2Established Equivalent ... 131
5.2.1.1.3 Pure Borrowing Technique...132
5.2.1.1.4Addition Technique ...134
5.2.1.1.5Reduction/Deletion Technique ...135
5.2.1.1.6 Transposition Technique ...136
5.2.1.2Couplets Translation Technique...137
5.2.1.2.1Literal + Pure Borrowing Technique ... 138
5.2.1.2.2Literal Technique + Calque ... 139
5.2.1.2.3 Addition + Pure Borrowing Technique ...140
5.2.1.2.4Addition + Transposition Technique...140
5.2.1.2.5Deletion + Pure Borrowing ...141
5.2.1.2.6Transposition + Pure Borrowing Technique...141
5.2.1.2.7Literal + Transposition Technique...142
5.2.2Translation from Karonese into English ...142
5.2.2.1 Single Technique ...143
5.2.2.1.1Literal Technique ... 144
5.2.2.1.2Established Equivalent ... 145
5.2.2.1.3 Pure Borrowing Technique ... 147
5.2.2.1.4Addition Technique... 149
5.2.2.1.5Reduction/Deletion Technique ... 149
5.2.2.1.6 Transposition Technique ... 150
5.2.2.1.7Adaptation Technique ... 151
5.2.2.2Couplets Translation Technique ...151
5.2.2.2.1Literal + Pure Borrowing Technique ...153
5.2.2.2.2Literal Technique + Calque... 154
5.2.2.2.3Literal + Establishes Equivalent Technique 155
5.2.2.2.4Addition + Pure Borrowing Technique... 155
5.2.2.2.5Addition + Transposition Technique... 156
5.2.2.2.6 Deletion + Pure Borrowing ... 156
5.2.2.2.7Adaptation+ Pure Borrowing Technique... 157
5.2.2.2.8 Transposition + Pure BorrowingTechnique 157 5.2.2.3Triplet Translation Technique ... 158
5.2.2.3.1Literal + Addition + Pure Borrowing Technique 159 5.2.2.3.2Literal + Calque + Pure Borrowing Technique... 159
5.3Method of Translation ... 160
5.3.1Method of Translation from Karonese (ST) into Bahasa Indonesia (TT1) ... 160
5.3.2 Method of Translation from Karonese into English... 164
5.3.3 Medical Terms in Traditional Karonese Medication...168
CHAPTER VI:DISCUSSION OF RESEARCH FINDINGS……...183
6.1 Translation Technique ... 183
6.2 Translation Method ... 186
CHAPTER VII:CONCLUSIONS AND SUGGESTIONS……... 189
7.1 Conclusion ... 189
7.2 Suggestions ... 192
7.3 Implications ……… 193
REFERENCES ... 199
APPENDIX I: INTERVIEW DATA SOURCES (ST ONLY) ... 202
APPENDIX II: TERJEMAHAN DARI BAHASA KARO KE BAHASA INDONESIA ... 219
APPENDIX III: TERJEMAHAN DARI BAHASA KARO KE BAHASA INGGRIS ... 258
APPENDIX IV: GLOSSARY ... 293
PARAPHRASE ... 305 EQUIVALENCE……….
. 311
LIST OF FIGURES
Figure 2.1: Map of disciplines interfacing with Translation Studies (Hatim and Munday 2009: 8)
Figure 2.2: Top-down approach translation Figure 2.3: The relationship between ST and TT1 Figure 2.3a: Nida and Taber‘s process
Figure: 2.4: The Process of Translation According to Larson
Figure 2.4a: Nida‘s Three-Stage System of Translation (from Nida and Taber 1969:
33)
Figure 2.5: Holmes and Tour‘s Conception of Translation Studies Figure 2.6:A V diagram Translation Approaches (Newmark, 1988: 45) Figure 2.7: A Functional Theory of Language
Figure 2.8: The Regions of Karonese Society Figure 2.9: Framework of Translation SL into TL
Figure 3.1: This is a Script Written in The Language and Writing Karo Figure 7.1: Implication Diagram
LIST OF TABLES Table 5.1: Single Translation Technique from ST to TT1 Table 5.2: Couplets Translation Technique from ST to TT2 Table 5.3: Single Translation Technique from ST to TT2 Table 5.4: Couplets Translation Technique from ST to TT2 Table 5.5: Triplet Translation Technique from ST to TT1 Table 5.6: Usage Frequency of Translation Techniques Table 5.7: Orientation of Translation Techniques Table 5.8: Usage Frequency of Translation Techniques Table 5.9: Orientation of Translation Techniques
Table 7.1: Orientation of Translation Techniques from ST to TT1 Table 7.2: Orientation of Translation Techniques from ST to TT2
LIST OF ABBREVIATIONS
SL = Source Language TL = Target Language ST = Source Text TT1 = Target Text 1 TT2 = Target Text 2
TM = Traditional Medicine CM = Complementary Medicine WHA = World Health Assembly WHO = World Health Organization
CHAPTER I INTRODUCTION
1.1 Background of the Study
Globalization has promoted the practice of translation as a tool to improve cross-cultural understanding. Although reading and writing are not traditionally part of the culture in Indonesia, it recently has become more prevalent as a result of globalization. With this study, it is expected that Karonese cultural traditions that have been eroded due to the insistence of Indonesian and English language, can be recorded. This study was conducted as a way to preserve the oral tradition of Karo Ethnic Society by recording interviews, transcribing and translating them from Karonese into Indonesian and from Indonesian into English. This type of research should continue in North Sumatra because ancestral traditions are still being practiced in daily life by the people who live in rural areas and there is a concern that without considerable documentation, their knowledge and traditions may disappear.
As a result of globalization, there is an increase of mobility and a growing relationship between the world community of speakers of many languages. Although this may change, English is currently the language in which most communication is now taking place worldwide. It has become almost a necessity for people to speak English if they are to enter a global workforce and interact with professionals throughout the world. While speaking the same language has a multitude of benefits,
there is a concern that languages which have relatively small numbers of speakers will be threatened.
Charles Darwin in "The Origin of Species‖ stated that a species can survive and pass through a series of challenges and violent nature if the species is able to adapt to change. It's not the stronger molecular makeup that will cause it to survive, but rather its ability to adjust to changes - i.e., climate, famine, drought, etc. Those creatures that have a natural intelligence and flexibility to respond to changing circumstances will survive; others will become extinct. Similarly, globalization presents the individual and the nation with challenges of survival. Those who intelligently adjust and "ride over the wave" will excel and be able to succeed in the international arena. For the Indonesian people, success will only be possible if they are provided with an awareness of their cultural values and are able to adapt to socio- cultural influences from other countries. Without the cultural toughness, foreign culture will eliminate Indonesian culture completely (Purba, 2013).
Individual adaptation and adjustment to the changing global and social environment is the key to success. However, before adapting to the globalization era, one needs to understand one‘s own cultural values and beliefs in order to be able to adapt to other cultures. Indonesian children should therefore be aware of and understand their family's cultures and the values and beliefs of their ancestors held dear.
Education today is school-based and ignores the importance of local knowledge and wisdom. In this era of globalization development focuses on mainly economic growth. The purpose of this dissertation partly is to examine knowledge and local wisdom in Karonese Community. Karonese Indigenous knowledge which is unique to Karonese society. It is the systematic body of knowledge acquired by local people through the accumulation of experiences, informal experiments, and an intimate understanding of the environment. Indigenous knowledge evolved from years
of experience and trial-and-error problem solving by people working in their environments. Source of knowledge management relating to their production derive from their local knowledge and traditions originated by their ancestors. In this case to overcome health problems of fractured bones. Fractured Bone Setting is done by a Healer, "Guru Pertawar Penggel‖ by using different kinds of traditional medicines such as medicinal oil known as‗minak pengalun‘, ‗sembur‘, ‗tawar‘ and ‗dampel‘
made specially by the healer in the treatment of related problems including muscles, and bones for example: sprains, bone shifted, bruise, fractured bones to crushed bones. Traditional treatments are not as complicated as modern methods in hospitals where patients have X-rays or under extreme circumstances, amputations. The traditional healer, ―Guru Pertawar Penggel‖, only sees to the bone or muscles that are problematic, then sets it to the normal position using his/her touch alone. Then the bone setter smeares special oils made by the healer him/herself. The fracture is then propped up by a buffer made of bamboo or wood and the like and the patient is sent home with traditional herbal medicine or tawar, minak and kompres.The traditional Medical Treatment Systems in Karonese culture are still being used today but have been dwindling as a result of the competition with modern practices. Karo medicine is a system of medicine based on cultural beliefs handed down from generation to generation. The concept includes mystical and magical rituals (spiritual therapy) as well asphytotherapy, which is the study of the use of extracts of natural origin as medicines or health-promoting agents. Phy totherapy medicines differ from plant- derived medicines and other treatments that cannot be explained by modern medicine.
It is alarming if we do not conserve the treatment of these fractures. This research may encourage the Indonesian government in order to support traditional medication available for bone setting and provide subsidies to support for clinics that
exist in Indonesia, particularly in North Sumatra. Secondly for University of North Sumatra, knowing there are so many herbals that available and are in use, it might be a good idea to build a herbarium in North Sumatra. Last but not least, one of the objectives of this study after having documented, described and analyzed ―The Translation Traditional Karonese Medical Text in Fractured Bone Setting‖, is to introduce it to Indonesian as well as the International Community including the World Health Organization.
To catch up with our neighboring countries and the rest of the world, like it or not as a nation we are increasingly required to use more translation practice. We establish diplomatic relations, economic ties, education development, military and cultural exchanges experience and other cooperative relationships with one another.
In doing so we usually use two different languages. Science and technology developed rapidly in developed countries resulted in third world lagged far behind.
The only way for the third world to be able to bridge the gap which is getting bigger is a strong translation team to translate the books of science and technology into Indonesian is a necessity.
Translation has been a "bridge" that connects the two people who do not understand each other. Books such as religion, culture, literature, art, politics, technology, and science have been translated from one language to another. Many different countries such as Japan, Malaysia and China have done a lot of translation in order to transfer knowledge and technology from developed countries, which in turn can improve the economy and prosperity of these countries. By contrast, Indonesia and in particular in North Sumatra the translation/interpretation studies has not been encouraged or desirable as much as other interdisciplinary studies. So far there has been no college in North Sumatra that produces a dissertation on the translation.
Discrepancy between the growths of translation studies with a variety of other linguistic disciplines should be considered and addressed in view of the contribution of translation to accelerate the progress of a country and the smooth communication across culture. Translation theory translation applies to all human languages and all kinds of scientific, political, social, religious to culture text.
The characteristics and structure of a text is not the same with one another.
Scientific texts, for example, is not tied to any culture, e.g
“After being heated for hours the oil separates from the residue. The oil will be on the top and the residue is at the bottom.”
while in the cultural texttranslator is not only dealing with the differences linguistic structure of both languages but also dealing with the cultural gap that underlie the source language (SL) and target language (TL).e.g
In the Wisdom of the Karonese traditional bone setting practice, the leaves of
“Surat Dibata” are used as drink medicine to cure any internal injuries, to make
“kuning” and “minak pengalun”, the medicine to heal sprains, cracked and fractured bones.
Thus the translation of cultural texts faces more problems and challengesof translation requires more varieties of translation strategies.
Indonesia inhabited by hundreds of ethnic groups which makes the country multicultural and multilingual. Indonesia is famous for its distinctive cultural richness and diversity like no other. However,these beautiful and diverse cultural background, are not widely known outside of Indonesia because of the language barriers. In the era of globalization where a country's dependence on other countries is getting higher the intensity of international communication are increasingly high therefore it is not
enough when science and technology alone that we absorb from developed countries by means of translation. For example Karoland is an area of North Sumatra, which has specific culture in practice such as traditional medicine, Karo medicine is very diverse ranging from nursing mother to the treatment of fractures. This particular study is about the translation strategies used in translation of the ―The Translation of Traditional Karonese Medical Terms in Fractured Bone Setting‖.
1.2 The Problems Of The Study
The subject matter of this research is detailed and formulated as follows:
1) How did the Karonese Medical Text on fractured bone setting documented?
2) What techniques of translation are used in translating ―The Traditional Karonese Medical Text in Fractured Bone Setting‖
3) What is the model of translation proposed for translator?
1.3 Objectives Of The Study
1) To describe how the Karonese Medical Text on fractured bone setting documented.
2) To describe the translation techniques used in translating ―The Traditional Karonese Medical Text in Fractured Bone Setting‖
3) To propose a model for translation.
1.4 Significances of the Study
Theoretically, findings of the study are expected to enlarge the horizons in the theories of translation specifically those related to specific fields such as ―Techniques and Methods in translation Traditional Karonese Medical Terms in Fractured Bone Setting‖ and be the references for further studies in the translation sphere.The significances of the study can be theoretical and practical Significance such as follows:
1) Theoretically, the findings of this study can be used as the proposed model that can be applied and used for other studies by other practitioners.
Furthermore, the analysis of documentation for Karonese medicine can be as contributing in terms of empirical study and method of analysis
2) Practically, the research findings are expected to be useful to provide young people of Indonesia, specifically the Karonese young generation, with knowledge of translating old legacy into English and Bahasa Indonesia. In order to be successful in today's era of globalization, our young people need to be adaptable and aware of their own cultures which include values, beliefs and behavior so as to keep them in the right track to face the competition in the in today‘s Indonesia, youth frown upon the traditions and values of their parents and in many ways, have lost their identity. It is for this reason the Ministry of Education has created programs to nurture the dignity of the mother tongue and local wisdom. This research project has the potential to instill a sense of pride among Karo youth in particular, as they learn how Karo traditional medicines can benefit society as a whole. By raising awareness of their ancestral values and beliefs, Karo youth will also change their attitudes and behavior to become more productive members of society of 21st century era.
3) Thirdly, the focus on traditional medical practices of Karonese is also in line with the World Health Organization's (WHO) recommendations. This study will be the first step in raising WHO's awareness of traditional medical treatments that have been in practice in the Karonese society for hundred of years so that further research might be supported by the Indonesian Government.
4) Equally important is the fact that a student at this University‘s Medical School might consider combining Traditional Karo practice with Modern medicine.
1.5 The Scope and Limitation of the Study
Karonese medical treatment includes many health problems such as treatment for scabies, chicken pox, swelling, epilepsy, diarrhea, syphilis and gonorrhea, pregnant mothers, and other predominant illnesses. This study will concentrate on the study of
“Techniques and Methods in translation Traditional Karonese Medical Terms in Fractured Bone Setting”. The translationis from Karonese into Indonesian and from Indonesian into the English language.
Treatment of fractured bones using Karonese traditional methods and medicine has long been known by the people of North Sumatra. However, other treatments and other forms of treatment of Karonese still need to be documented as alternative treatments to the community at large. Until now, most Kerosene traditional medicines and methodologies are still passed down orally from generation to generation.
This study aims to show that the source-oriented approach to translation using the most literal equivalence that are closely attached to the terms of the source language is not only feasible, but also desirable, even necessary, if the concept of the original Karonese can be faithfully preserved in the translation. It also aims to show that such an approach illustrates a comprehensive and accurate transmission of knowledge from one culture to another.This research focuses on the translation process through interviews of four Karonese bone-setters and a traditional herbalist.
One bonesetter practices in Juhar, one in Medan and two other practices in desa Munte, in the District of Tanah Karo. The herbalists are from Pancur Batu.
The translation units are assessed by word, phrase, clause, and sentence level contained in the interview of four people - Guru Pertawar Penggel or the bone setters and the herbalist. Because this research focuses on the translation process, translation strategy will be the focus of this study. Thus, statements about translation techniques, methods of translation, translation ideology and matters concerning the quality of translation is concluded based on the study of the product and to link it with the translator directly.
To complete this study involves the compiling translation techniques that are applied to the translation of words, phrases, clauses, and sentences in the text from the interviews of four Traditional Karonese Fractured Bone Setters and a couple herbalist which is recorded and transcribed by the researcher and translated from Karonese into Indonesian and from Indonesian into English by Dr. Matius Sembiring. Describing the translation method set used, assessing the impact of the techniques, methods, and ideology of the text on the translation quality.
The documents being used will be the recordings of:
1. Interviews with ―Guru Pertawar Penggel‖ or practitioners of traditional Karonese bone setter.
2. Interviews with people who understand the herbal plants of the rainforest in North Sumatra thatprovide ingredients for traditional medicines, traditional medication; and providers of traditional Karonese medicines.
1.6 Description of Terms
The terms used in this dissertation are terms commonly used in the field of translation studies. The use of these terms needs to be clarified to avoid
misunderstandings. There are also terms used in the field of translation which are not consistent. The terms in question are as follows:
1) Source Language and Target Language
Source Language is the language from which a text is to be translated into another language; while the Target Language is a language into which a text has to be translated. If someone translates a text from Indonesian into French then Indonesian is the source language and French is the target language.
2) Translation Techniques
The categories used to analyze translations allow us to study the way translation works. These categories are related to text, context and process.
Textual categories describe mechanisms of coherence, cohesion and thematic progression. Contextual categories introduce all the extra-textual elements related to the context of source text and translation production. Process categories are designed to answer two basic questions. Which option has the translator chosen to carry out the translation project, i.e., which method was chosen? How has the translator solved the problems that have emerged during the translation process, i.e., which were chosen? However, research requirements may make it important to consider textual micro-units as well. Molina & Albir (2002).
3) Translation Methods
Newmark (1988) mentions the difference between translation methods and translation procedures. He writes that, ―while translation methods relate to whole texts translation procedures are used for sentences and the smaller units of language. He continuous to refer to the following methods of translation:
a. Word-for-word translation: in which the SL word order is preserved and the words translated singly by their most common meanings, out of context.
b. Literal translation: in which the SL grammatical constructions are converted to their nearest TL equivalents, but the lexical words are again translated singly, out of context.
c. Faithful translation: it attempts to produce the precise contextual meaning of the original within the constraints of the TL grammatical structures.
d. Semantic translation: which differs from 'faithful translation' only in as far as it must take more account of the artistic value of the Source Language text.
e. Adaptation: which is the freest form of translation, and is used mainly for plays (comedies) and poetry; the themes, characters, plots are usually preserved, the SL culture is converted to the TL culture and the text is rewritten.
f. Free translation: it produces the TL text without the style, form, or content of the original.
g. Idiomatic translation: it reproduces the 'message' of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms where these do not exist in the original.
h. Communicative translation: it attempts to render the exact contextual meaning of the original in such a way that both content and language are readily acceptable and comprehensible to the readership.
Newmark (1991) writes of a continuum existing between "semantic" and
"communicative" translation. Any translation can be "more, or less semantic—
more, or less, communicative—even a particular section or sentence can be treated more communicatively or less semantically." Both seek an "equivalent effect."
1.7 Data Source Translated Into Indonesian as TT1 and into English as TT2 Since the time of Indonesia's independence,Karo cultural traditions have eroded considerably because of the government's insistence to teach and use the national language at schools. This, coupled with the current era of globalization, has caused many parents in urban and rural areas to diminish the importance of local languages.
For many Indonesian families, it is most to learn English. Parents do not realize that if today's youth do not have a strong mother tongue, they will not be able to learn a second language or third language as well. One of the goals of this research is to preserve local knowledge andKaro oral traditions, specifically in regard to treatment of bone fractures.
Why are all three languages, Karonese as the source text, Bahasa Indonesian as the first target text, and English as a second target text, important in this study?
Karo language as the source language is no longer respected by the younger Karo generation who do not speak it anymore. Therefore, to to enable them to understand the text, they have to read it in Indonesian. Similarly, if target text I (TT1) is written in Indonesian, young people from various ethnic groups in Indonesia will be able to understand the text. As English is an international language, the international community will be able to fully understand what is written in the study. Therefore, all three languages are used to maximize the capacity of this study to the Karo people, the people of Indonesia and the international community, particularly the World Health Organization (WHO).
According to some philosophers, language is a tradition. Kaelan (1998) Treatment of bone fractures is Karonese Local Wisdom in the form of oral tradition and has been in practice for hundreds of years. However, these treatments may
gradually become extinct if young people no longer speak or understand Karonese or consider traditional Karonese medication as an option. As one of the objectives of this study is to describe and analyze "The Translation of Traditional Medical Karo in Fractured Bones Text Settings", the writer encourages the younger generation in Indonesia, especially Karo, to be proud of their cultural identity while simultaneously gain skills to communicate with the international community in order to cooperate, collaborate and compete in a globalized world.
CHAPTER II
THEORETICAL FRAMEWORK AND REVIEW OF RELATED LITERATURE
2.1 Introduction
A professional translator is required to have linguistic mastery of both the Source Language and Target Language. It is not just being able to speak both languages, but s/he should be able to detect the differences and similarities between the two linguistic features of the language.Hatim and Munday (2009) wrote that Translation is a multi-disciplinary discipline and that Translation requires the contribution of various sub-disciplines of linguistics such as semantics, sociolinguistics, pragmatics, analysis discourse, contrastive linguistics, cognitive linguistics, and other disciplines such as philosophy, language engineering, cultural studies and literature.
Thus, translation should not be based only on one theory; rather, it should be based on a number of theories (eclectic) that are mutually related and supportive of each other. This type of translation corresponds to ‗interlingual translation‘ and is one of the three categories of translation described by the Russo-American structuralist Roman Jakobson in his seminal paper ‗On Linguistic Aspects of Translation‘
Jakobson in Hatim and Munday (2009).
Figure 2.1: Map of disciplines interfacing with Translation Studies (Hatim and Munday 2009:8)
Jakobson‘s categories are:(1) intralingual translation, or ‗rewording‘: ‗an interpretation of verbal signs by means of other signs of the same language‘;(2) interlingual translation, or ‗proper translation‘: ‗an interpretation of verbal signs by means of some other language‘: (3) inter-semiotic translation, or ‗transmutation‘: ‗an interpretation of verbal signs by means of signs of non-verbal sign systems‘.
Intralingual translation occurs, for example, when we rephrase an expression or when we summarize or otherwise rewrite a text in the same language. Intersemiotic translation occurs if a written text is translated, for example, into music, film or painting. It is interlingual translationbetween two different verbal languages, which is the traditional, although by no means exclusive, focus of translation studies.
Translation has several meanings. It can be referred to as a general subject field: a product or a text that has been translated or the process of the act of producing the translation. Translation is associated with cognitive processes that occur in the brain while the translator translates. This is a process that cannot be observed with the naked eye. The translating process can be seen in the behavior of the translator, when the translator opens a dictionary and reads it, and so on., The process of translation between two different languages involves the translator changing an original or the source text (ST) into written text or target language text (TT1).
2.2 Definition of Translation
According to Nida (1964), translating means generating a message that is the closest andmost appropriate expressions from a source language to the target language. Translation can consist of words, phrases, sentences, paragraphs and text that are called "forms" (form or surface structure)Nida and Taber (1969). Meanwhile, Beekman and Callow (1974) said that the translation is to convey a message from one language into another language. Newmark (1981) states that: ―translation is the transfer of a written message from source language text into the target language text‖;
Larson (1984) sees translation as the transfer of messages from the source language text into the target language text using grammatical and lexical forms of the appropriate target language. De Groot (1997) defines translation as an activity redefining source language text into the target language text.
The accuracy of translation can be achieved through the translator's mastering of the source language (SL) and the target language (TL).This involves the mastery of grammar and vocabulary as well as the culture of both the source language and the target language. An effective translation must show that the translator has sufficient knowledge of the material translated, including the socio-cultural context of both the
source and the target languages. Regardless of differences in the definition of the term "translation", the experts agreed on the basic principles of translation that isunderstanding the process of translation as described above. The process of translation refers to a linguistic operation carried out by the translator in an attempt to divert the source language text message into the target language, and translated into three stages, i.e., 1) the source language text analysis phase, in order to understand the message, 2)the stage transfer of messages, and 3) the stage of restructuring,Nida(1964).
2.2.1 The Approach to Translation
After Holmes (1972/2000) declared translation studies an independent scientific field, translation became the object of extensive research. This is easily understood because translation is most oftenthe highlighted aspects of the target readers and it is real that the data is easily accessible in an effort to uncover the phenomenon of translation. Fairclough (1995), Perez Calzada (2007) assert that translation research is identical to factors which are developing out of the center as well as factors which are growing towards the center, causing the emergence of contradictions such as translation studies of literal versus non-literal, and product versus process. The last two of the most interesting contradictions are the linguistic approach versus the cultural aproach.
2.2.1.1 Linguistic Approach
At first, translation was regarded as an operating language alone. It can be seen with the work of a language approach that was used to assess the translation,
Vinay and Darbelnet 1958 in Catford (1965). These works were widely discussed by experts as a work that tries to uncover the activities of translation using linguistic approach, Munday (2001), Molina and Hurtado Albir (2002). Vinay and Darbelnet reviewed the translation by performing a comparative analysis between English and French. They observed the text body of the source and target language to reveal differences and similarities between the two languages. Darbelnet identified two general strategies: Direct translation and Oblique translation. Derived from both of these strategies are seven translation procedures. Three fell under the category of Direct translation strategy: borrowing, calque and literal translation. The remaining four procedures fell under the category of Oblique translation:, they are transposition, modulation, equivalence, and adaptation, Hatim and Munday (2004).
In assessing both strategies, it can be concluded that both of the strategies fall on the classic contradiction they are the literal translation method versus the free translation method (Direct translation vs. Oblique translation). Although Vinay and Darbelnet did not mention the term shift in their work, it is clear to us that the strategies and procedures they found led us to the talks of the translation shifts by the translator because of the differences in language and culture in order to get good translation results. The text equivalence is a situation where a translation is considered equivalent with the source text. Due to this classification, when a dispute between formal correspondence and the equivalence of the text, it can be concluded that shifts occurred.Shifts may include level and category. With direct quote from Catford (2000: 141), ‖Translation shifts are thus departures from formal correspondence in the process of going from the Source Language to the Target Language‖.
2.2.1.2 Cultural Approach in Translation
This approach is currently undergoing rapid growth. Snell-Hornby (1990) is a character who raised the issue of translation in cultural perspective. This approach makes sense because it is a translation of cultural transaction. Both practitioners and experts acknowledged that cultural translation is a translation of the behavioral aspects that make up itself. Venuti (1995) stated that the translation method applied translator oriented writers or readers much influenced by the culture and ideology.
Language is part of culture that is closely related to the way of thinking, so that a particular cultural community will have its own way of thinking and usually in the present way of thinking through language. Therefore, when one studies a foreign language one will also automatically will learns the related culture. For example an Indonesian world views in contrast to an American world view. The most fundamental relationship of language and culture is that the language should be studied in the context of culture and culture can be learned through language learning.
Different cultures will produce different words because every culture has a different concept. Therefore, translating is not limited to cross-language transfer but also on cross-cultural transfer as well. English only has meaning in cultural background into the container. The existence of cultural differences that inspires language usually causes problems in finding the exact same translation. For those who embrace the cultural approach, research translation using language approach, especially formal language, not able to explain the behavior of the translator. Language cannot be separated from the cultural aspect.
The translation approaches used directly affect the quality of the translation.
There are two theories approaches to translation (see Baker, 1992; Newmark, 1988):bottom-up and top-down. When the translator begins with lingual units smaller
than the text - words, phrases, clauses, and sentences – the translator applies the bottom-up approach. On the other hand, when the translator starts from the highest level, the text, and continues to a lower level, then the translator is applying the top- down approach (see Baker, 1992: 6; Hervey, Higgins, and Haywood, 1995: 1).
Procedures and measures in the top-down approach is illustrated through the triangles
Figure 2.2: Top-down approach translation 2.2.2 Translation Strategies
Translation strategies are part of the translation process, which are applied while the translation process takes place. Lorscher (2005) defines translation strategy as the procedures a translator uses in solving the problems of translation. Therefore, a strategy for translation begins with the realization that there are problems that must be solved during the translation process. A strategy is terminated when those problems are solved or when the translator realizes the problems are unsolvable.
The word strategy is used in a wide context. In translation studies, strategy is a general term with some differences in meaning and perspectives. When referring to Translation, strategy has its own characteristics. Inexperienced translators are sometimes deceived when they translate words or phrases word for word with the use of a dictionary, they fail to understand that the problem remains and changes must be
made at a different level of translation. Many believe that word-for-word translation is irrelevant; instead, solving the problem is the most important functions of a strategy
According to Dr. Miremadi (1991), translation problems can be divided into two categories, lexical and syntactic. A lexical problem occurs, when words are entities that refer to an object or a conception one language but cannot be replaced with a word in another language when referring to the same concept or object. In the analysis of lexical problems, he divided lexical problems into five subcategories: i.e.:
1) Straight/Denotative: This kind of meaning refers to the words of the source text that can be matched with the target text, the words "without missing image" (i.e., mother, father, etc.), 2) Lexical Meaning: refers to the words or phrases that seem equivalent, although in this situation may not occur; translator should be aware of implied intention of the words, 3) Metaphorical Expressions: This subcategory refers to the problematic issues in translating idioms and similar expressions. Broeik (1981), offers the following suggestions for translating idiomatic expressions: a) Distinguishing between regular expressions and metaphors, b) Have access to resources to translate single metaphor, c) Be aware of the different contexts and constraints they use in metaphors, d) Be aware of the constraints on the translation, and the delivery of messages such as Semantic Void: This subcategory includes the words and/or expressions that represent concepts that cannot be found in other specialized communities. Close equivalent can be found, although the exact equivalent concepts cannot. According to Dr. Miremadi (1991), this may happen in two cases: the subject of extra-linguistic factors that have specific references in the speech community but not in the target community, and subject to the intra-linguistic factors such as concepts that may exist in two language communities, but the structure of its use may be completely different, Dagut (1931) argues, Dr. Miremadi (1991)
mentions, that this case occurs when the expression of lexicalization systems differ from one another. Proper Name The final subcategory in this group is the proper name issue. Although the correct name of the individual can be transcribed from one language to another, sometimes they carry a special meaning, which does not exist in the target speech community. (e.g., Jadi Ateta, Karonese name. Jadi means to become and ateta means our heart therefore ―Jadi ateta‖ translation is: “To Become Our Heart” although in real meanging in Karonese it is “Our Love”).
A. Syntactic problem is another major category of problems of translation. Nida (1975) stated thatone can find no two languages that have the exact same system of structural organization.
These differences include: Word Language. Languages differ from each other in the formation of an internal Word Language classification. Grammatical relations These differences exist between the language in a way that is a constituent of the function of a sentence in that sentence. Word order, Style, pragmatic aspects. Given all these problems, the translator is expected to deliver a clear message from the source text to the target text. Although, there is no completely accurate translation between two languages, the ways in which a translator approaches the two language systems, that is, the strategy used by the translator, determines the effectiveness of the translation.
As Chesterman (1997) argues, the general characteristics of translation strategy are as follows: Classification intended: firstly, to read and understand the text; secondly, analyze the differences between source and target text, and only then determine the type of strategy to be used. Finally, write the equivalent text in the target language. Lorscher (1996) identified nine basic elements, which he called, the building blocks translation strategy. They are as follows:
1) Realizing a translational Problem RP
2) Verbalizing a translational Problem VP
3) Searching for a possible solution to a translational Problem SP 4) Solution to a translational Problem SP
5) Preliminary Solution to a translational Problem PSP 6) Parts of a Solution to a translational Problem SPa, SPb…
7) Solution to a translational Problem is still to be found SPø 8) Negative Solution to a translational Problem SP=ø
9) Problem in the reception of the Source Language text PSL
Hatim and Munday (2004) stated that some of the major issues associated with the translation of the form and content strategy involve literal and free translation.
This division can help identify specific problems of translation is too literal destructive comprehensibility. However, the real problem underlying the translation lies in areas such as the type of text and audience.
Chesterman (1997)argued that taxonomy strategy can be presented with a simple translation. In his statement, Chesterman (1997) does not refer to the replacement of the source text with their equivalent in the target text; it means that this replacement cannot be the only task of the translator and it was not enough.
Normal type changes made by the translator can be classified as:
a) the words used in the source text;
b) the structure of these words;
c) the natural context of the source text.
Thus, according to Chesterman (1997), local translation strategies can be categorized into changes in semantics, syntactic, and pragmatic; each group has its own subcategories. Also, there is no clear distinction between them, making it
difficult to say which strategies are appropriate to use. In the following subsections, (1997) Chesterman classification of translation strategies are described as:
B. Syntax Strategy
Local strategiesto change the grammatical structure of the target text in relation to the source text. Chesterman (1997) presents the first syntactic strategy, the literal translation. He believes that this is a strategy of "default".
1) Literal meaning: It means the translator follows the source text as close as possible without having to follow the structure of the source language.
2) Loan translation: This follows the structure of unfamiliar source text for the target text readers.
3) Transposition: Another term Chesterman (1997) borrowed from Vinay and Darbelnet (1958) refers to any change in the class of words, e.g., changing adjectives into to nouns.
4) Shifting Unit: This is a term that has been borrowed from Catford (1965) at the level of morpheme, word, phrase, clause, sentence and paragraph. (Can you explain this better???)
5) Paraphrase changes in structure: This strategy refers to the changes in the internal structure of noun phrases or verb phrases, although the source language sentence itself may be translated by the appropriate phrase in the target language.Clause
6) Structural Change: This is a term that refers to a strategy in which changes affecting the composition of the constituent phrases or clauses. For example, a change from active to passive.
