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CHAPTER I

INTRODUCTION

1.1 The Background of the Study

Every day in daily life, people use language as a means of communication

which involves the process of sending and receiving information. Language is

used as a media to express one’s feeling and idea. In the process of

communication, the language structure used to express one’s meaning can be

different from the language structure used by others; moreover, when people from

different countries with different languages and cultural backgrounds involve in

the communication. Thus, in order to make the communication possible, the

translation process is needed.

Translation is the process of changing speech or writing from one

language (source language) into another language (target language) (Richard,

1985 : 229). The desire to know and understand information, namely since,

technology, and knowledge, translating form the SL and TL is need.

A work of translation requires many aspects in order to produce a good

translation. Since it involves two different language, namely source language (SL)

and target language (TL), therefore a translator should know both SL and TL,

should be familiar with the subject matter and should be some facilities the

expression in target language (TL) (Brislin, 1976:71). In translation there must be

a correspondence of meaning between source language and target language.

For the translator, it is not easy to transfer the message the two languages

because there are same factors that will influence translation process, they are

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lexicon, grammatical structure, communication situation, and cultural context of the

source language text. Every language has different communication situation,

culture, structure or grammar. The translator has to transfer the message as exactly

as possible. There must be correspondence of meaning between source language (SL)

and target language (TL). A translator should have a perfect knowledge of the

original language, and a competence acquaintance with the subject of which it treats.

Of course, it is not easy for the translator to make natural translation and has the

exactly same meaning with the source language, because every language has the

different structures or grammar, for example, English and Bahasa Indonesia has

grammatical differences.

One of the element grammar is conjunction that used to link words,

phrases, and clauses together and provide a smooth transition between ideas.

Conjunction refers to the use of formal markers to link sentences or the bigger

parts of text, which also realize semantic relations between parts of text and;

therefore, functions as a cohesive device. Baker (1991: 191)

Conjunctive elements are cohesive not in themselves but directly, by virtue

of their specific meanings; they are not primarily devices for reaching out into the

preceding (or following) text, but they express certain meanings which presuppose

the presence of other components in the discourse (Halliday: 1976:266).

Conjunction sometimes is named as conjunctive relation.

Halliday and Hasan (1984: 227) stated that conjunctive relation is a

relationship that indicates how the subsequent sentence or clause should be linked

to thepreceding or the following (part of the) sentence. In other words,

conjunction relation is a word or part of speech to link other words or phrases.

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One use of a conjunctive relatiom is to connect words or phrases that have the

same grammatical function in a sentence.

The existence of conjunction or conjunctive relation is absolutely

important to be observed because conjunction is used as the glue that ties in every

sentence. In this case, this study also observes conjunction used in novel. In it the

writers have to create their statement as well as possible in order to make the

language they used arranged nicely so that the ideas can be received easily

without ambiguous statement. Therefore, it needs cohesive markers such as

conjunction to make it clearly interpreted.

The basic purpose of translation is to reproduce various

types of texts, comprising literary, religious, scientific, or

philosophical texts in another language and thus making them

available to wider readers, to a greater number of target

audience and to bring the world closer. So, translation is very

important, not only in scientific and technology books, but also in

literary books.

Literary book is the art of written work. Literature may

consist of texts based on factual information (journalistic or non-

fiction), as well as on original imagination, such as poetry, prose,

short story, novel, play and etc.

Novel is one example of literature work, and inside of it

there is an equivalent effect to reader. The researcher uses the

novel written by Elizabeth Gilbert’s Novel “Eat, Pray, Love” into

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“Makan, Doa, Cinta” by Silamurti Nugroho. This novel was an

international bestseller, translated into over thirty languages, with over 10 million

copies sold worldwide. In 2010, Eat, Pray, Love was made into a film starring

Julia Roberts, and some Indonesia players like Chritina Hakim, Hadi Subiyanto,

and etc. The novel became so popular that Time Magazine named Elizabeth as

one of the 100 most influential people in the world.

The subject of this research is the conjunctive relation in

the novel its translation into Indonesia. This research tries to

analyze the conjunctive elements in the novel and its translation

into Indonesia. The reason why this topic is interesting to be discussed is

because in this novel the researcher can find various kinds of conjunctive relation

that can be analyzed. The difference between the Indonesian and English

conjunctive relation and how they are coded in the novel will be discussed in this

research.

Some previous researches had been conducted in dealing with this novel

by university student . One of the research is Damayanti, O (2013) in her thesis

“Translation Shift on The Translation of Noun Phrase in Elizabeth Gilbert’s

Novel “Eat, Pray, Love“ into Makan, Doa, Cinta by Silamurti Nugroho”.

Damayanti, O (2013) was the student of Faculty Humanities Dian Nuswantoro

University of Semarang. In this thesis she discuses the findings of

translation shift of noun phrases used in Eat,Pray, Love novel

translated into Makan, Doa, Cinta.

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Another research was conducted by Harmeigawati, D (2010) in her thesis

entitled Usaha Liz Dalam Menemukan Keseimbangan Hidup Dalam Novel Eat,

Pray, Love Karya Elizabeth Gilbert. She was a student of English Department,

Faculty of Literature, Diponegoro University.

Based on all the explanations above, the writer is concerned in researching

deeply the analysis of the conjunctive relation in the novel pray, eat and love its

translation into Indonesian.

1.2 The Problems of the Study

Talking about literary book especially in novel we can not avoid talking

about conjunctions, since conjunction is one of the elements that construct a

sentence. The use of conjuntion become a phenomenon and interested study to

research. Regarding to the topic that is going to be discussed, this

research addreses the following problem:

1. What types of conjunctive relations are there in the source

language?

2. How are the conjunctive relations translated in the target

language?

3. Why are the conjunctive relation translated the way they are?

1.3 The Scope of the Study

This study is only concerned with the novel entitled Eat, Pray, Love

which is used as the data source of conjunctive relations and their translations in

Indonesian Makan, Doa, Cinta translated by Silamukti Nugroho. The discussion

of the research will cover word, syntax, semantic, pragmatic, conjunctive relative.

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In this thesis, the researcher will apply the theory of Halliday that devides

conjunctive relation into , they are : additive relation, adversative relation, causal

relations and temporal relation.

1.4 The Objectives of the Study

In general this research aims at improving my knowledge, especially in the

area of translation, as well as to put into application the theories and concepts of

translation by conducting a research. The research focuses on the functions of the

conjunctive relations in English and their translation in Indonesian. The objectives

of the study are more specifically as follow :

1. to find out the types of conjunctive relations are there in the

source language.

2. to analyze the process the conjunctive relations translated in

the target language.

3. to know the reason the conjunctive relation translated the way

they are.

1.5 The Significances of the Study

Based on the problems in translating English conjunctives into Indonesian

and the objectives of the study, the significance of the study is stated as follows:

1) The result of this study can be used as additional knowledge to improve the

vocabulary of conjunctive relations for Indonesian learners who study English.

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2) The result of the study is expected to be able to improve the ability of

Indonesian learners in studying English and the quality of translation in

Indonesian.

3) This study is also useful to anyone who is doing translation. For the translators

this study can be used to improve the quality of translation.

CHAPTER II

REVIEW OF LITURATURE

2.1. Translation

Translation is the comprehension of the meaning of a text and the

subsequent production of an equivalent text, likewise called a "translation," that

communicates the same message in another language. The text to be translated is

called the source language (SL) or source text (ST), and the language that it is to

be translated into is called the target language (TL); the final product is sometimes

called the target text (TT).

There are so many definition of translation that is suggested by the

experts. In this study the researcher discusses them more clearly about the

translation definition, some definition of translation may be different as many

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experts express their own thought or idea about the definition of translation. In

this chapter, the writer wants to discuss the definition based on Newmark (1984),

Catford (1965), Larson (1984), and Nida and Taber (1974: 12).

Newmark (1981:7) defines translation as “a craft consisting in the attempt

to replace a written message and/or statement in one language by the same

message and/or statement in another language” while Larson (1984: 3) describes

translation as “transferring the meaning of the source language (SL) into the

receptor language”. Nida gives emphasis to the transfer of meaning by adding that

the priority in translating a message is the response of the receptor (Nida, 1974:

1), in which the receptor of the target language (TL) should respond to the

translation in the same manner as the receptor of the SL ones (Nida, 1974: 24).

A similar idea proposed by Nida & Taber (1974) implies the accuracy and

naturalness of the use of the TL in the translation. The idea proposed by Newmark

is that the idea of the replacement of message in one language by the same

message in another language cannot be operated up to the sentence level only.

Since the goal of translation is transferring meaning, the use of acceptable and

readable expressions in the TL would be the most important consideration.

On the other hand, a translation needs a skill to synchronize both Source

Language and Receptor Language on syntactic, semantic, and pragmatic levels.

Catford (1965) states that translation may be defined as the replacement of textual

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

(TL).

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From the four translation experts above, it can be concluded that

translation is the task that deals with two different kind of language. The first is

the source language (SL), that is the language that is about to translate, and the

second is target language (TL) or the form of language that become the target.

Translation does not only change the form but translation is a process of

transferring the meaning from source language (SL) to target language (TL), the

important thing in translation is the way to find the equivalent in source language

(TL) to target language (TL). In process of translating, there are some steps that

must be done, studying the source text, analyzing it, and reconstructing the

meaning. So, a translator must know about process and procedure in translation.

Actually the aim process of translation is the clarity of the message of

source language and the possibilities how to transfer the data. The process of

translation differs slightly from various translator and is influenced by the

particular work translated. Newmark (1998) concedes that it usually happens that

the literary translator first has to deal with words set on the page by an author

“who may be dead physically or metaphorically and now lives in the variegated

reading by a host of readers of the source language (Newmark 1998:117).

Nida and Taber (1974:33) say that there are 3 steps to translate, they are:

1. Analysis

The content and purpose in the source text is entirely read and understood.

2. Transfer

The translation in the source text is transferred into the target text. The

message can be a content / meaning, idea or thought.

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3. Restructure

Restructure means rearrange. After transferring the message from the source

text into the target text, a translator has to rearrange translation. Restructure

process is elaborated by step by step procedure that has the opposite to Nida

and Taber’s statement.

In the other hand, Bell (1991:60) describes “the translation process which

consist of three main steps, those are syntax, semantics and pragmatics.” Each

step should be analyzed and synthesized. He adds that in the process there might

be some quickly ignored steps and the combination of bottom up and bottom

down process norm both in pattern introduction and inference procedure.

In process of translation, there are some classifications. Newmark (1988:

45-47) uses the eight classifications, they are word for word, literal, faithful,

semantic, communicative, idiomatic, free, and adaptation that were organized into

two areas: SL textual approach and TL textual approach. He puts them in

following diagram called diagram V

SL Emphasis TL Emphasis

Word for word Adaptation

Literal translation Free Translation

Faithful translation Idiomatic translation

Semantic translation Communicative translation

(Newmark, 1998 : 45)

Figure 2.1 Newmark’s V Diagram

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The explanations of the method of SL textual approach mentioned above

are explained below and the examples are from Maxsinatalia’s thesis (2007:15-

17).

1. Word-for-word Translation

This often demonstrates as interlinear translation, with the target language

immediately below the source language words. The source language word - order

is preserved and the words translated singly by their most common meanings out

of context. Cultural words are translated literally. The main use of word- for-word

translation is either to understand the mechanics of the source language or to

construe a difficult text as a pre-translation process.

For example:

SL : I can walk

TL : Saya bisa berjalan

2. Literal Translation

The SL grammatical constructions are converted to their nearest TL equivalents

but the lexical words are again translated singly, out of context. As a pre-

translation process, this indicates the problems to be solved.

For example:

SL : Jangan bawa tasku

TL : Don’t bring my bag

3. Faithful Translation

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A faithful translation attempts to reproduce the precise contextual meaning of the

original within the constraint of the target language grammatical structure. It

“transfers” cultural words and preserves the degree of grammatical and lexical

“abnormality” (deviation from source language norms). It attempts to be

completely faithful to the intentions and the text-realization of the SL writer.

For example:

SL : Could you close the door?

TL : Dapatkah kamu menutup pintu?

4. Semantic Translation

It may translate less important culture words by culturally neutral third or

functional terms but not cultural equivalent and semantic translation is more likely

to be economical than a communicative translation.

Unless for the latter, the text is poorly written. In general, a semantic

translation is written at the author’s linguistic level, a communicative at the

readership’s. Semantic translation is used for ‘expressive’ and ‘vocative’ texts.

Semantic translation is personal and individual, follows the thought processes of

the author, tends to over-translate, pursues nuances of meaning, yet aims at

concision, in order to reproduce pragmatic impact.

For example:

Situation A (SL)

Mr. Andrew : You must not go out tonight

Harry : Yes, dad

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Situation A (TL)

Mr. Andrew : Kamu seharusnya tidak keluar malam ini

Harry : Iya, ayah

Situation B (SL)

Mr. Andrew : You must not go out tonight

Harry : Yes, sir

Situation B (TL)

Mr. Andrew : Kamu seharusnya tidak keluar malam ini

Harry : Iya, pak

The explanation of the method of TL textual approach mentioned above are :

5. Free Translation

It reproduces the matter without manner, usually a paraphrase than the original.

For example:

SL : She was between devil and the deep sea

TL : Ia berada di anatara dua bahaya yang besar

6. Adaptation Translation

This is the “freest” from of translation. It is used mainly for the plays (comedies),

a poetry, the SL culture converted to the culture and the text rewritten. The

deplorable practice of having a play or poem literally translated and then rewritten

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by an established dramatist or poet has reproduced many poor adaptations, but

other adaptations have “rescued” period plays.

For example:

SL : My heart is like a singing bird

TL : Kalbuku bagaikan kicauan burung

7. Idiomatic Translation

Idiomatic translation reproduces the message of the original but tends to distort

the nuances of the meaning by preferring colloquialism and idioms where these do

not exist in the original.

For example:

SL : She explains in broken English

TL : Dia menjelaskan dalam bahasa Inggris yang kurang sempurna

8. Communicative Translation

It renders the exact contextual meaning of the original in such a way that both

content and language are acceptable and comprehensible for readers.

For example:

SL : Never mind

TL : Tidak apa-apa

According to Newmark (1988 : 47), only semantic and communicative

translation fulfill the two main aims of translation, which are first, accurancy and

second, economy. In general a semantic translation is written at author’s linguistic

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level, a communicative at the readership’s semantic translation is used for

‘expressive’ text, communicative for ‘informative’ and ‘vocative’ texts.

2.3 The Process of Translating Conjunctive Relation

Nida and Taber (1974: 33) introduce three stages in the process of

translation. This process begins by analyzing ST into grammatical and semantic

structure of the TL, transferring the meaning and at last by reconstructing the

grammatical and semantic structure into the appropriate TL forms in order to

create an equivalent TT.

However, the process of translation based on Nida and Taber’s theory is

too simple and general than the real process. The process of translation is actually

more complicated, difficult and unique. Larson (1984 : 476 – 490) in his book

Meaning-Based Translation A Guide to Cross-Language Equivalence divides the

process of translation into eight different steps, they are :

1. Preparation

There are two kinds of preparation. First, there is the preparation which the

translator should have before beginning the translation task, and secondly, there is

the preparation which he undertakes as he begins work on a specific translation

project. The first kind of preparation should have include training in writing, in

linguistics and in translation principles.

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During the reading and re-reading of the text, the translator will want to

makes notes. For example, he will note the key terms, and the sections which

seem obscure and will need further research. There may be cultural barriers which

immediately strike him as potential problems. He will want to study more in detail

or deeply on these. As he researches, he should make notes for later use he should.

When he feels acquainted with the text he is ready to begin the analysis.

2. Analysis

As the translator reads through the text, he should note down any lexical

items which seem to be the key words. These will be words which are crucial to an

understanding of the text. One of the first steps in the analysis should be a careful

study of these key words, in order to find a good lexical equivalent in the receptor

language. Often it will be necessary to consult dictionaries and encyclopedias for

more information. The components of meaning which are crucial and need to be

transferred should be identified.

How detailed the analysis will be vary with the difficulty of the text. The more

difficult the text, the more need there will be for a careful re-writing into semantic

structure before any transfer begins. The translator should not become burdened by

making extensive semantic displays. It is a tool to help in his analysis. Some find it

most helpful to simply re-write the text in a near semantic presentation.

3. Transfer

Transfer is a process of going from the semantic structure analysis to the

initial draft of the translation. The transfer takes place in the mind of the translator.

The semantic analysis will have eliminated most of the skewing between the deep and

surface structure of the source text. After this is done the translator is faced with

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transferring this meaning into the second language, and introducing the appropriate

receptor language skewing.

In carrying out this process, he will find a lexical equivalent for concepts of

the source language and culture. The translator will decide whether or not the

figurative and rhetorical devices of the source language will be transferred or if some

adjustments will need to be made, he will consider what grammatical forms to use to

communicate the correct meaning. Without an adequate study on the translation

principles the transfer process can be very difficult and the result is unsatisfied.

4. Initial draft

The translator begins making his initial draft after moving back and forth from the

source to the receptor text. He may need to go back for more background reading or

check again the dictionary. In this process, the translator should work at paragraph

level. He must be sure of what the paragraph communicates, then he composes the

draft naturally, without looking at the SL or even the semantic rewrite. He should just

let it flow naturally and express the meaning clearly.

However, there are number of things which the translator should keep in mind

as he does the initial draft. He should know who will use the translation, and their

level of education. He should know about the author’s purpose, the topic of the

paragraph, and semantic structure analysis. If the number things are combinated, the

initial draft will be accurate and natural.

5. Reworking the initial draft

The reworking of an initial draft should not be undertaken until a larger

section is completed. It is best if the draft has been left untouched for a week or two.

In this way the translator comes with a fresh look at it and is able to be more objective

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in his evaluation and reworking of it. The reworking of the initial draft includes

checking for naturalness and for accuracy.

The first thing that the translator will do is to read through the manuscript of this

larger unit which he is checking. In doing this, the translator should be looking for:

Wrong grammatical forms or obscure constructions

Places that seem too wordy

Wrong order, awkward phrasing

Places where the connections do not seem right and it does not flow easily

Collocation clashes

Questionable meaning

Style

The second thing the translator will need to do is to check for accuracy of

meaning. He can only do this by a careful comparison with the source text and the

semantic analysis. Some trouble he may find are: something omitted, something

added, a different meaning, or a zero meaning, that is, the form used just doesn’t

communicate any meaning at all. When checking for meaning, he will look not only

at the meaning of the words, but also of the sentences and especially the relations

between the sentences and the paragraphs and larger units.

The third thing the translator will need to check is whether or not the theme

comes through clearly. He should have a look at the draft for a while and evaluate

this. This may be one of the things that will be more easily evaluated. After the

translator himself has done the drafting, he will have it tested.

6. Testing the translation

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This step is needed to know whether the translation product had done by the

translator perfectly transferred or not. There are three main reasons in doing testing

translation. They are accurate, clear and natural.

In order to make the translation as accurate, clear and natural as possible, the

translation must involve at least four persons. They are translator, consultant, tester,

and reviewer. The translator will do self-checks by making a comprehension testing.

He asks people to read the translation whether they understand or not. He also does

the naturalness checking by comparing his translation with the TT. The consultant

helps the translation in accuracies and correcting use of translation principles. He can

train the translator in how to do other kinds of testing. He also encourages the

translator throughout the project. A consultant can often help with difficult exegetical

questions. The tester tests the translation with people whether the ST familiar or not.

The reviewer reads through the translation and makes comments concerning clarity

and naturalness

7. Polishing

After doing all those steps above, the translator needs to polish the translation

he had done. He needs to know whether he makes an adequate translation or not.

8. Preparing the Manuscript for the Publisher

In this last step, the translator checks the translation by having it tested

over.

According to Halliday and Hasan (1976), the conjunction is one of the four

kinds of cohesive devices in texts, “expressing certain meanings which

presuppose the presence of other components in the discourse,” and the

relationship expressed by the conjunctions are termed as conjunctive relations.

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Halliday and Hasan (1976) further subdivided conjunctive relations into

four categories, according to the relationship they express: additive, adversative,

causal, and temporal conjunctions. They explore the function of conjunctive

relations in great details.

To get a general description of the use of conjunctive relations, Yu (1990)

interprets Halliday and Hasan’s four classes of conjunctions as follows:

Additives : The connectives that link units of semantic similarity. The

additives introduce discourse units that repeat and

emphasize the key points or add relevant new information

to the prior expression.

Adversatives : The connectives that bring in the expressions that are

contrary to expectation. The expressions indicate a contrary

result or opinion to the content mentioned previously. In

this sense, the adversatives signal the beginning of a

different viewpoint.

Causals : The connectives are used to introduce result, reason or

purpose. The clauses connected are related to each other

either in the cause-and-effect relation or in the conditional

relation.

Temporals : The connectives that express the time order of events. In

order to manifest the temporal relations of successive and

simultaneous events, this category includes the preceding,

sequential, and simultaneous connectives….

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Examples for additive relation include and, or, likewise, furthermore, etc.

Conjunctive relation of the adversative type is characterized by such conjunctions

as but, however, on the contrary, etc. The third type is casual relation expressed

by conjunctions such as so, thus, hence, therefore, consequently, etc. Finally, the

temporal relation can be expressed through then, previously, before that and so on.

Temporal relation also includes the sense of conclusiveness by such items as

finally, to sum up, in short. (Halliday and Hasan, p. 243).

Halliday and Hasan (1976) treat conjunctions as a type of cohesive ties that

relate “linguistic elements that occur in succession.” Besides, Halliday and Hasan

(1976) explains that “cohesion is the relation between sentences in a text,”

conjunctions are, in fact, linking elements among sentences. In other words, the

term ‘conjunctions’ refers to those linking elements occurring inter-sententially,

while those used intra-sententially should not be considered as true conjunctions.

Halliday and Hasan’s (1976) model provided a straightforward categories of

English conjunctions. The four categories reflected four semantic relations

between sentences. It thus helps students to understand the role of conjunctions in

organizing discourse.

The process of translating conjunctive relations into Bahasa Indonesia can

be summarized as table below :

Type of conjunctive relation

SL(Source Language)

TL(Target Language)

Process of Translating

Additive

And

or

also

Dan

atau

juga

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in addition

furthermore besides

similarly

likewise

by contrast

for instance

lagi pula, tambahan lagiselanjutnya selain

demikian pula

juga

sebaliknya

misalnya

Adversative

But

yet

however

instead

on the other hand

nevertheless

at any rate

as a matter of fact

Tetapi

namun, masih

namun, meskipun

sebaliknya

disisi lain

namun

bagaimanapun

sebenarnya

Causal

So

consequently

it follows

for

because

under

the circumstances

for this reason

Maka

akibatnya

mengikutinya

untuk ; karena

karena

dibawah

bagaimanapun

untuk alasan ini

Then Kemudian

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temporal

next

after that

on another occasion

in conclusion

an hour later

finally

at last

Selanjutnya

Sesudah itu

disisi lain

kesimpulannya

satu jam kemudian

akhirnya

akhirnya

continuatives

now

of course

well

anyway

surely

after all

Sekarang

tentu saja

selanjutnya

cara apapun

tentu saja

sesudah semuanya

2.3.1 Equivalence in Translation Studies

When translating some words in SL into TL, sometimes translator finds it

difficult to find the words in TL that have the same meaning with the words in SL.

This happen because not every word in one language can be translated into

another. As the way to solve it, translator must modify his translation by using

another word in TL that equivalence with the words in SL so the reader of the

translation in TL can understand more what the original author want to tell.

Translator has to have deep knowledge about both language, SL and TL,

in order to find the equivalence words. It is important thing to do to make sure the

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message from original author in SL can be delivered and transferred correctly in

the translation using TL.

Nida (2000:133) states that it is not easy to produce a completely natural

translation, especially if the original writing is good literature, precisely because

truly good writing intimately reflects and effectively exploits the total idiomatic

capacities and special genius of the language in which the writing is done. A

translator must therefore not only contend with the special difficulties resulting

from such an effective exploitation of the total resources of the source language,

but also seek to produce something relatively equivalent in the receptor language.

Nida (Venuti, 2000 : 134) explains about two types of equivalence in

translation, which are :

a. Formal Equivalence.

Formal equivalence translation basically source-oriented; that is, it is

designed to reveal as much as possible of the form and content of the original

message. In doing so, a formal equivalence attempts to reproduce several formal

elements, including: (1) grammatical units, (2) consistency in word usage, and (3)

meanings in terms of the source context. Nida also calls this type of translation a

‘gloss translation’, which aims to allow the reader to understand as much as the

ST context as possible. The translator attempts to reproduce as literally and

meaningfully as possible the form and content of the original. A gloss translation

of this type is designed to permit the reader to identify himself as fully as possible

with a person in the source-language context, and to understands as much s he can

of the costumes, manner of thought, and means of expression.

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Nida (1991 : 26) states that Formal Equivalence focuses attention on the

message itself, in both form and content. In such a translation one is concern with

such correspondences as poetry to poetry, sentence to sentence, and concept to

concept.

b. Dynamic Equivalence.

A Dynamic Equivalence translation may be described as one concerning

which a bilingual and bicultural person can just justifiably say, “That is just the

way we would say it”. In Dynamic Equivalence translation the focus of attention

is directed, not so much toward the source message, as toward the receptor

response. One way of defining a Dynamic Equivalence translation is to describe it

as “the closest natural equivalent to the source-language message.” This type of

definition contains three essential items: (1) equivalent, which points toward the

source-language message, (2) natural, which points toward the receptor language,

and (3) closest, which binds the two orientations together on the basis of the

highest degree of approximation.

Based on the clarification above it can be conclude that equivalence in

translation is the important thing that must be achieved in translation process, a

translation product can be said successfully if the readers or listeners of that

translation product do not know that they are reading or listening of translation

product that means responds of the readers or listeners when they read and listen

the source text is same when they read or listen the translation product.

2.3.2 Loss Information in Translation

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Nida (1974) states that there is no exact equivalent in translation. Because

of this, translation always involves loss (losing of meaning) and gain (gaining of

meaning). Loss of information can occur in all linguistic levels. For example, ‘She

is a teacher’ becoming ‘Dia guru’ The meaning of dia partly lies in its opposition

to she and it, in Indonesian dia is third person, singular system has no opposition

at that level because dia covers her and him but does not cover it. This means that

she has more meaning than the Indonesian dia because she contains the idea of

female, which is, absent in Indonesian dia, thus loss of information occurs in

translation.

Another examples of gain from the previous researches in order that we

can understand clearer the loss theory. For examples,

(1) SL : Di Pura Kawitan itulah kerukunan keluarga dibina secara berjenjang.

TL : Family harmony flourishes in the Pura Kawitan (Suardana, 2008).

There is a loss of information because the adverbial group ‘secara berjenjang’

that exists in the SL cannot be found the equivalence in the TL.

(2). SL : You ought to be ashamed of yourself.

TL : Kau harus malu TomSawyer (Putra, 2006).

There is loss of information that occurs in the translation because usually

preposition ‘of’ is translated into ‘dari’ in Indonesian language.

(3). SL : Empty seat

TL : Tempat kosong ( Pastini, 2004)

There is loss of information that occurs in the translation because the word

‘seat’ is translated into ‘tempat’ that is not equivalent with the word ‘seat’

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2.3.3 Gain Information in Translation

Translation may not be possible unless linguistically relevant information

is added. If necessary information is not inferable from the sentence or the larger

unit, the information should be seen from outside the language. If it is not

possible, the translator has to make its own decision with the hope that it does not

contradict the message of the sentence.

For example ‘Uang saya habis’ which becomes ‘I am broke’. It could be

assumed that the translation would be like this my money is empty, but it does not

make any sense in the TL, so the translator then makes some adjustment here, and

the result is, I am broke, which is still related to SL, especially its sense. Another

example, ‘Mereka kumpul kebo’ becomes they live as an unmarried couple. It

could be assumed that the translation would be like this: “They are together with

the bulls”, but it does not make any sense in the TL, so the translator then makes

some adjustments here, and the possible result is: they live as an unmarried

couple, which is still related to SL, especially its sense. (Adidharma, 2006).

The other examples of gain of information can be taken from the previous

researches. For example, SL: The mad Bluger – TL: Si Bluger gila ( Pastini,

2004). There is gain of information from the SL to the TL because the definite

marker ‘the’ is translated into ‘si’.

2.4 Reason of Translating Conjunctive Relation

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Conjunctive relation is word (phrase) which merely joins together

sentences and sometimes word. Conjunctive relation joins together sentence and

often makes them more compact, as a member of small class that have no

characteristic form, their function are chiefly as non moveable structure words

that join such units as part of speech , phrases, or clauses.

Generally, the functions of conjunction are to link or join words, phrases,

and clauses. Kardimin (2004:167) said that the functions of conjunction are parts

of speech that connect words, phrases, clauses, and sentences. The most common

one: “and”, “but”, and “or”. while, “because”, “so”, and “however” are also

conjunctions.

There are some reason why it is very important to translate conjunctive relation

well in a sentence ; they are :

1. Conjunctive relation is used to describe the cohesive tie between clauses or

sections of text in such a way as to demonstrate a meaningful relationship between

them. It is also possible to perceive this process as the linking of ideas, events or

other phenomena.

2. Conjunctive relation is as one of cohesion that makes the text sentences hang

together and textual quality. Conjunctive relations play an important

role in discourse as they are used as coordination to conjoin

“different grammatical units: clauses, clause elements, words.

The existence of conjunctive relation is absolutely important to be

observed because conjunction is used as the glue that ties in every sentence. A

good writer have to create the statement as well as possible in order to make the

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language he/she used arranged nicely so that the ideas can be received easily

without ambiguous statement. Therefore, it needs cohesive markers such as

conjunction to make it clearly interpreted.

Conjunctive relation may occur in either an external or an internal context.

The conjunction may be located in the phenomena that constitute the content of

what is being said (external), or in the interaction itself, the social process that

constitutes the speech event (internal).

2.5 Reason of Novel Eat, Pray, and Love

Eat, Pray, Love is a story about a woman who tries to heal herself from

depression after her unsuccessful marriage. After she decides to end her marriage,

Elizabeth makes plans to visit Italy, India, and Indonesia. At first she visits Italy

to search the worldly pleasures, and then she goes to India to find God, the last

she visits Indonesia to balance the worldly pleasure and to devotion to God. These

experiences make her learn to conquer her fears and depressions.

The writer has chosen this book because Eat, Pray, Love can motivate

people to keep fighting for their independence and happiness. Because of her

dissatisfaction, Elizabeth leaves her luxurious life to find peace and happiness.

She inspires people to always have positive thinking. By reading this book the

readers can learn how to face a problem with confidence and patience. In addition,

this novel is also a fun book to read since it is taken from the real situation and

written in a simple language style.

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Another reason why the researcher tries to analyze this memoir Eat, Pray,

Love, novel, which chronicled the journey alone around the world, looking for

solace after a difficult divorce. The book was an international bestseller, translated

into over thirty languages, with over 10 million copies sold worldwide. In 2010,

Eat, Pray, Love, was made into a film starring Julia Roberts, and some Indonesia

players like Chritina Hakim, Hadi Subiyanto, and etc . The book became so

popular that Time Magazine named Elizabeth as one of the 100 most influential

people in the world.

2.6 Summary of Eat, Pray and Love

When Elizabeth Gilbert turns to thirty one years old, she enters the worst

period in her life. She feels depressed and unhappy with her marriage. She is

afraid that someday she must settle down in one place and has babies. One night

when her husband is sleeping, she sneaks out from their bedroom and cries in the

bathroom floor. She says over and over, “I don’t want to be married anymore, I

don’t want to live in this big house, I don’t want to have a baby.” Then she prays

to God for the first time in her life. From that night Elizabeth starts to realize the

presence of God around her.

Seven months later, Elizabeth decides to divorce her husband. In the

middle of her difficult divorce process she meets David, an actor and a writer. But

their relationship does not work out. They break up and reunite for several times.

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One day Elizabeth gets a chance to visit Bali, Indonesia. During her visits in Bali

her Yoga trainer introduces her to Ketut Liyer, a ninth-generation Balinese

medicine man. Ketut Liyer reads Elizabeth’s palm. He says that someday she will

return to Bali and become his English teacher for three or four months.

When she returns to New York, her husband is ready to discuss the terms

of their divorce settlement. After hearing her husband’s requirements, Elizabeth

asks her lawyer to make a modified deal. Finally her husband approves the

modified deal and they officially divorce.

After she gets divorce from her husband, she quits her job, and makes plan

to travel around the world alone. At first she goes to Italy and studies the art of

pleasure. During her visits in Italy, Elizabeth goes to various cities in Italy to eat

and learn Italian language.

After a few months in Italy, Elizabeth thinks that she must clarify her

relationship with David. They agree to end their relationship. She feels sad for a

while but then Elizabeth spends the rest of her time in Italy with joy and happiness

On 30th December, she goes to India. She makes plan to live in the

Ashrams (a place of religious retreat for Hindus). She finds many difficulties at

the beginning of her stays in Ashram. She cannot concentrate while meditating.

But then she can master her mind by addresses her prayer for Nick, her nephew.

After she spends four months in India, Elizabeth finds peace in her soul.

Elizabeth continues her journey to Bali. Her main purpose in Bali is to

meet Ketut Liyer. When she arrives in Ketut Liyer’s place, he forgets who

Elizabeth is. When Liz says that she is a book writer from New York he

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remembers about her. She spends her time in Ubud as Ketut’s student to learn the

art of balancing the worldly pleasure and the divine transcendence.

In the middle of her journey in Bali, she meets Felipe, a Brazilian man.

Elizabeth realizes that she loves Felipe, but she is afraid of getting hurt again. But

then they spend their days together in Bali with love and pleasure. Elizabeth can

fulfill her purposes in Bali to enjoy the worldly pleasure but she still devotes

herself to God.

CHAPTER III

RESEARCH METHODOLOGY

3.1 The Object the Study

The object of the study in this thesis is the novel “Eat Pray Love”

written by Elizabeth Gilbert. The discussing this thesis will be focused on the

conjunctive relations, that consist of additive relation, adversative relation, causal

relations and temporal relations. Based on the research design the researcher will

use descriptive qualitative research design. In other side, the object of the

qualitative of literature is in the data source of literature. The data source of

literature is the words, sentences, and discourse. According in Patton, M.Q.

(2002) there are two kinds research, they are field research and library research.

The researcher used library research. Generally speaking the library research

researches especially as text.

3.2 Unit of Analysis

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The source of data used in this research is Eat, Pray, love written by

Elizaberth Gilbert (2006). Since the novel presents the story of journey written in

a first point of view, the novel is categorized as travel writing. This English novel

consist of 108 units, 348 pages, while Indonesia translation covers 402 pages. The

writer will take the sample of conjunctive relation from some units of this novel.

In collecting the data, the writer as the researcher needs population and

sample as object of this research. Sample is the part of the population. Sample in

qualitative research is teoritis sample, because the purpose of qualitatif research is

get a theory. Sample in qualitative reseach also called as constructive sample.

3.3 Data and Data Source

The data in this study are collected from one translation product.

Translating involves two languages, Indonesian as the SL and English as the TL.

The novel entitled Eat, Pray, Love (Elizabeth Gilbert, 2006) which was translated

into Indonesian Makan, Doa, Cinta by Silamukti Nugroho.

There are some reasons to choose this novel for the data source in this

study. First, it is one of translation products. It should be studied in order to get

some advantages from other translator’s ability, especially the function of

conjunctive translation. Second, this novel has 334 pages. Therefore, it is enough

to obtain the data of conjunctive relation. It is a popular novel which was written

by Elizabeth Gilbert in 2006. Another reason this novel is chosen as data source

because this is a popular novel which has been filmed. The novel is a best seller

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and has been sold for million copies around the world including Indonesia. This

novel has also been translated into Indonesia.

In this study, only the conjunctive relations indicating an additive,

adversative, causal and temporal are collected as data source for analysis.

3.4 Research Method

The researcher uses content analysis as one type of descriptive qualitative

method. Denzin & Lincoln (1994) state content analysis is used to determine the

presence of certain words or concepts within texts or sets of texts. Researchers

quantify and analyse the presence, meanings and relationships of such words and

concepts, then make inferences about the messages within the texts, the writer(s),

the audience, and even the culture and time of which these are a part.

Content analysis is one of the descriptive qualitative methods means that

all data in this research are in form of sentences and words, not in the form of

numbers. Qualitative is research method which based on filsafat postpositivisme,

which used to examine on condition of object in nature (as side of experiment),

where the examiner as key instrument, the analysis data is qualitative and the

result of qualitative method more empasize to meaning more than generalisation.

According to Wilkinson (2000 : 7), the resulting data is presented in the

form of descriptions. So, the data in this research is in the form of descriptions.

Wilkinson (2000 : 79) states that “qualitative data is usually analyzed by

subjecting it to some form of coding process.” This research is descriptive

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qualitative method because it analyzes the translation of the conjunctive relation

in Elizabeth Gilbert’s Novel “Eat, Pray, Love” into “Makan, Doa, Cinta” By

Silamurti Nugroho, because the result of conjunctive relation is description and it

does not establish calculations.

3.5 Technique of Collecting Data

Data collection will be conducted through library research. The

observation method as introduced by Sudaryanto (1993: 133-136) will be applied.

In collecting the data, the English novel and its translation into Indonesian are

observed and documented as the data. The data are the English sentences that

contained conjunctive relations in them. Along with the English text, the

Indonesian translation text was also observed in order to compare it with the

source text. The choice of this method is in accordance with the type of data

source which is written language.

There are some steps in collecting the data, those are:

(1) Observing

The novel both the English and Indonesian versions will be read. Then

both texts will be skimmed and the sentences with conjunctive relations found are

marked in the texts.

(2) Documenting

The English sentences with conjunctive relations along with the

Indonesian translation will be typed. The sentences are set with the English

sentences on top and the Indonesian texts below and then they are paired.

(3) Identifying the conjunctive relations

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After the text and the translation are typed and paired, the sentences that

have correlation this research ,that is, conjunctive relations will be identified.

Then how the original texts are translated into Indonesian will be analyzed, and

note taking technique will be used to collect all of the data especially to calculate,

sort out, identify and classify the occurrences of the conjunctive relations in

Indonesian translated text.

3.6 Technique of Analyzing the Data

The research of the data analysis gave flowchart or conceptual framework

to make easily corrected the data of the thesis. The conceptual framework is in the

thesis used Miles and Huberman (1992:2) based on their book as the qualitative

data second edition.

Interpretation of the data Predictiong to process Analyzing data to organize

The object data selecting data as text accordance with the goal make

Figure 3.1

The data will be analyzed according to the concepts which are presented as

the way to find the type of conjunctive relation, the procedure that adopted by the

translator in translating the data in the process of English-Indonesian translation

and supported by loss and gain of information.

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Data Data Data Display Conclusion

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a. find out the conjunctive relation in the English novel and its translation

b. Categorize the conjunctive relation based theory of

c. Analyze the process of translating the conjunctive relations

d. Analyze the reason the way of conjunctive relation translating.

3.7 Trusthworthiness

Validity, reliability, and objectivity are criteria used to evaluate the quality

of research in the conventional positivist research paradigm. As an interpretive

method, qualitative content analysis differs from the positivist tradition in its

fundamental assumptions, research purposes, and inference processes, thus

making the conventional criteria unsuitable for judging its research results

(Bradley, 1993).

Recognizing this gap, Lincoln and Guba (1985) proposed four criteria for

evaluating interpretive research work: credibility, transferability, dependability,

and confirmability.

Credibility refers to the “adequate representation of the constructions of

the social world under study” (Bradley, 1993, p.436). Lincoln and Guba (1985)

recommend a set of activities that would help improve the credibility of your

research results: prolonged engagement in the field, persistent observation,

triangulation, negative case analysis, checking interpretations against raw data,

peer debriefing, and member checking. To improve the credibility of qualitative

content analysis, researchers not only need to design data collection strategies that

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are able to adequately solicit the representations, but also to design transparent

processes for coding and drawing conclusions from the raw data.

Transferability refers to the extent to which the researcher’s working

hypothesis can be applied to another context. It is not the researcher’s task to

provide an index of transferability; rather, he or she is responsible for providing

data sets and descriptions that are rich enough so that other researchers are able to

make judgments about the findings’ transferability to different settings or

contexts.

Dependability refers to “the coherence of the internal process and the way

the researcher accounts for changing conditions in the phenomena” (Bradley,

1993, p.437).

Confirmability refers to “the extent to which the characteristics of the data,

as posited by the researcher, can be confirmed by others who read or review the

research results” (Bradley, 1993, p.437). The major technique for establishing

dependability and confirmability is through audits of the research processes and

findings. Dependability is determined by checking the consistency of the study

processes, and confirmability is determined by checking the internal coherence of

the research product, namely, the data, the findings, the interpretations, and the

recommendations. The materials that could be used in these audits include raw

data, field notes, theoretical notes and memos, coding manuals, process notes, and

so on. The audit process has five stages: preentry, determinations of auditability,

formal agreement, determination of trustworthiness (dependability and

confirmability), and closure.

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