BASIC TRANSLATION

Module

Compiled By :
DIANA HARDIYANTI , M. HUM
 Basic Translation Module

By :
Diana Hardiyanti, M. Hum

English Literature Program Faculty of

Foreign Language and Culture U N I M
US
Topics :

1. Translation and Translator , Terminologies

2. Steps in Translation
3. Translator’s requirements
4. Methods of Translation
5. Methods of Translation
6. Translation Shift
7. Translation practices : translating texts
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AN INTRODUCTION TO TRANSLATION THEORIES

1.1 The definition of translation

• Translation is the replacement of textual material in one language

(source language or SL) by equivalent textual material in another
language (target language or TL) (Catford, 1965).

• Translation is rendering the meaning of a text into another

language in the way that the author intended the text (Newmark,
1988: 1-5).

• Translation is transferring the meaning of the source language into

the receptor. This is done by going from the form of the first
language to the form of the second language by way of semantic
structure. It is meaning which is being transferred and must be
held constant, only the form changes. Translation consists of
studying lexicon, grammatical structure, communication situation,
and cultural context of the source language text, analyzing it in
order to determine its meaning, then reconstructing this same
meaning using the lexicon and grammatical structure which are
appropriate in the receptor language and its cultural context
(Larson, 1984:3).

• Translation is not only transferring something written in source

language into target language. Munday (2000:4) says that the term
translation itself has several meanings: it can refer to the product
and the process. The product involves the translated text and the
process involves the translator changing an original written text

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 (source language) into written text (target language) in different
verbal language.

• Nida and Taber (1982:12) proposes a rather complete definition of

translation. According to the two experts, translating consists of
reproducing in the receptor language the closest natural
equivalence of source language message, first in terms of meaning
and secondly in terms of style. The definition proposed by Nida
and Taber contains some elements that should be taken into
account by a translator in performing his/her task: reproducing the
message, equivalence, natural equivalence, closest equivalence,
priority on meaning and also style.

According to the definitions, the translator should try to reproduce

the message contained in the source language into the one in the target
language. In this matter, what the translator should do in translating is to
create the equivalent message, not the form in the target language. It can
be stated that an emphasis should be put on the reproduction of the
message rather than on the conversion of the form or grammatical
structures. To get such equivalent message, many grammatical and lexical
adjustments should be made. Concerning this, Machali (2000:5) states: (1)
penerjemahan adalah upaya mengganti teks bahasa sumber dengan teks
yang sepadan dengan bahasa sasaran; (2) Yang diterjemahkan adalah
makna, sebagaimana yang dimaksudkan pengarang.

Translation is basically a change of form. When we speak of the form

of a language, we are referring to the actual words, phrases, clauses,
sentences, paragraphs, etc. which are spoken or written. These forms are
referred to as the surface structure of a language. It is the structural part

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of the language which is actually seen in print or heard in speech. In
translation the form of the source language (SL) is replaced by the form of
the target language (TL).

Translation is a process of abstracting the meaning of the forms of a

text in one language and reproducing that meaning into very different
forms of a text in another language. Translation, then, consists of studying
the lexicon, grammatical structure, communicative situation, and cultural
context of the source language text, analyzing it in order to determine its
meaning, and then reconstructing this same meaning using the lexicon and
grammatical structure which are appropriate in the receptor language and
its cultural context. The process may be diagrammed below (Larson 1998):

Diagram from Larson l984:4

1.2 A translator

In our daily life, someone may say that a translator is someone who
can translate or transfer a text from one language into the target language.
This can be explained from the term ‘translation’. Translation is a means of
communication. It is an intercultural verbal activity. A translator is

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someone who can transfer the meaning from one language into the target
one by considering linguistic and non-linguistic factors.

Nord (1997:17) says “Translators enable communication to take place

between members of different culture communities. They bridge the gap
between situations where differences in verbal and non-verbal behavior,
expectations, knowledge and perspectives are such that there is not
enough common ground for sender and receiver to communicate
effectively by themselves”.

Another way of characterizing translators is by looking at their

professional status and the nature of their daily working practice. On the
basis of professional status, translators can be categorized into amateur,
semi-professional, and professional translators. Amateur translators are
those who do translation as a hobby. Professional translators, in contrast,
are those doing the work to earn money rather than as a hobby (Robinson,
1997:33). Semi-professional translators are between the professional and
amateur translators.

Based on the nature of their daily working practice, Nababan

(2004:66) says that translators can be categorized into part-time
translators and full-time translators. Part-time translators generally do
translation as a second job. Full-time translators, in contrast, earn money
by working solely as translators. This division implies that part-time
translators may be semi-professional translators while full-time translators
are professional translators.

Brislin (in Haryanti, 2002:2) states that a translator should know both
the source and receptor languages, should be familiar with the subject
matter, and should have facility expression in the receptor language. As a

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translator, s/he should have the requirements of a translator. With regards
to this, Machali divides the requirements of a translator into intellectual
requirements and practical requirements. The intellectual requirements
consist of:

(1) good ability in the source language;

(2) good ability in the target language;
(3) the knowledge of problem that will be translated;
(4) applying her/his knowledge; and
(5) skills;

while the practical requirements consist of:

(1) the ability in using references (book, dictionary, etc.) and

(2) the ability of knowing the context of text, directly or indirectly.

Both types of requirements are basic requirements for a translator. In

translating texts, a translator sometimes finds some difficulties and
problems. As stated above, a translator should comprehend the culture of
both the source and target languages. Every language has its own rules
and system. So, a translator should translate the text equivalence in target
language. A translator cannot avoid translation shifts, for example in the
form of a word in the source language translated into a word, phrase,
clause or even sentence in the target language (see Unit 5).
1.3 Translation terminology

Some of the terminologies (registers) used in translation studies

include:

• Source Language (SL) – Bahasa Sumber (BSu)

• Target language (TL)/Receptor Language (RL) – Bahasa Sasaran (BSa)

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• Source Text (ST) – Teks Sumber (TSu)
• Target Text (TT) – Teks Sasaran (TSa)
• Translation – Penerjemahan
• Translator – Penerjemah
• Translation Shift – Pergeseran
• Equivalence - keakuratan
1.4 Exercise

Answer these questions!

1. What is the definition of translation according to Larson and
Newmark?
2. How do you define a translator?
3. Why does a translator have to master the source and the target
languages?
4. What is meant by SL and TL?
5. Explain the steps of translation with your own words!
6. Work in groups. Mention some real products of translation you can
identify in your discussion.
7. As a translator which one is more important, the form or the
message of the text?
8. What is meant by amateur, semi-professional, and professional
translators?
9. A translator should have practical and intellectual requirements.
What is meant by practical requirements?
10. A translator can be characterized on the basis of the nature of their
daily working practice. What are they?

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 2 STEPS IN TRANSLATION

When we want to translate a source text into a text in another

language, there are some steps that have to be followed to make our text
‘readable’ to the people in the TL. Experts like Peter Newmark, Mildred
Larson, and Machali, have figured out the steps, or the process, in doing
translation.

Translation is transferring the meaning of the source Language into

the receptor or target language. This is done by going from the form of the
first language to the form of the second language by way of semantic
structure. It is meaning which is being transferred and must be held
constant, only the form changes. (Larson, 1984:3)

Newmark (1988:21) suggests that you start the translation by

translating sentence by sentence, for, say, the first paragraph or chapter,
to get the feel and the tone of the text, and then you deliberately sit back,
review the position, and read the rest of the SL text (when you trust your
intuition). You read the whole text two or three times, and find the
intention, register and tone, mark the difficult words and passages and
start translating only when you have taken your bearings (when you trust
your power of analysis).

Larson (1984:4) suggests that you start the translation by analysing

the source text, sentence, vocabulary, expression and meaning until you
get the message. After that you translate the text and re-express the
meaning and it becomes a new text in the target language (see the figures
below).

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 Text to be
translated Translation

Discover the Re-express the

meaning meaning

(Larson, 1984:4)
MEANING

THE PROCESS OF TRANSLATING

ORIGINAL TEXT ANALYZING DRAFTING

(Source language)

TRANSLATION TEXT
FINALIZING REVISING
(Target language)

Translation covers two activities: remembering facts and

remembering feeling. A translator has owned the information and then
knows how to perform in action. A translator’s work has to be clear,
accurate and understandable. The process of transferring is not an easy
task. He has to find the closest meaning of the source language in the
target language. To get the points, there so many thing that the translator
to be considered. Beside the linguistic aspect, non linguistic aspect is also
important. Another thing that is very important is experience and habit.

Another set of steps of translating English text into Indonesian is

shown in the diagram below:

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 Bahasa Sumber Bahasa Sumber
Naskah asing Naskah Terjemahan

Analisis teks, kalimat,

kata, ungkapan, Penyusunan Kembali

Pesan
Alih bentuk
Naskah Terjemahan

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An example of translating a text using the above steps can be seen below:

ST: ‘They were told of Susan ’s death’

Text Analysis: • Who was death?

• Who were being told?

Encode the Meaning: • Susan was death

• Somebody told them about it

TL Form:
SVO TT1: ’Mereka diberitahu bahwa Susan meninggal.’

TT2: ‘Mereka diberitahu kabar kematian Susan.’

In practicese, there is a considerable variation in the types of

translation produced by translators. Some translators work only in two
languages and are competent in both. Others work from their first
language to their second language, and still others from their second
language to their first language. Depending on these matters of language
proficiency, the procedures used will vary from project to project. In most
projects in which SL is involved, a translation team carries on the
project. Team roles are worked out according to the individual skills of
team members. There is also some variation depending on the purpose of
a given translation and the type of translation that will be accepted by the
intended audiences.

Now let’s practice. Translate the text below into Indonesian by using
the steps of translation above:

1. Man is a thinking animal.

2. Apples are a good source of dietary fiber.

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3. John found a book on the floor.
4. Research has shown that eating eggs at breakfast can help you fight
weight gain all day long.
5. The Indonesian tourist industry is one of the major non-oil and gas
income producers for Indonesia. Each year a total of 3 million tourists
from all over the world visit the archipelago.

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 A TRANSLATOR’S REQUIRE-
3 MENTS

In Unit One we discussed the definition of ’a translator’. In this unit,

we are going to learn how to become a good translator. Translating is a
complex activity. Larson (1984:22) states that translation is a complicated
process. However, a translator concerned with transferring the meaning
will find that the receptor language has a way in which the desired
meaning can be expressed, although it may be very different from the
source language form. There are aspects in translation that cannot be
separated, linguistic aspects and non-linguistic aspects. Nida (1975:95)
maintains that ‘The actual process of translating can be described as a
complex use of language; but the scientific study of translating can and
should be regarded as a branch of comparative linguistics, with a dynamic
dimension and focus upon semantics’. To be able to translate well,
translators should remember a number of aspects.
3.1 Basic Requirements

Naturally, a translator has to know at least two languages: SL and TL.

The source language is the language of the original text you are translating.
The target language is the language you are translating into. Most
translators will only translate into their native language or mother tongue.
There are exceptions, of course, especially when a translator has been
living abroad for many years. Generally, most people only have native
proficiency in their native language. However, just being a native speaker

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is not enough. If you are a good writer in your first language, you have
probably come across some writing, even published writing, that makes
you shudder. Native speakers can write poorly too! Here are the require-
ments to be translators:

• Having the competence in SL and TL. The work of translators is not only
transfering the meaning from SL into TL. They have to have knowledge
to enable them to translate. Translating is not only transferring the
meaning from SL into TL. Besides the language knowledge (SL and TL),
the translator should possess cultural knowledge, language style used in
SL and TL as well as the process of translation. Nababan (2004:70)
suggests that translators should have: (1) language competence, (2)
textual competence, (3) subject competence, (4) cultural competence,
and (5) transfer competence.
• Having the necessary knowledge about the topic to be translated. This
deals with the register or the specific terms being used in the text. We
have to choose between ‘fund’ and ‘money’ in our translation for
example. It is good to have broad education and general knowledge of
certain specialist fields. Translation agencies and clients look for
translators that are familiar with the topic of the translation. There is
nothing harder to translate than a text that you do not really
understand.
• Having the necessary translation techniques. One of the techniques to
translate an English noun phrase into its equivalent in Indonesian is:
Adjective + Noun (English) → Noun + Adjective (Indonesian).
For example: ST: ‘a beautiful girl’ → TT: gadis cantik.
3.2 Technical Resources

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 As a translator we can use technologies to help us. Here is a
minimum gadget you have to own as a translator.

• A computer

Operating System (OS) like Windows will support office suite like MS
Word and Excel. The facilities in the MS Word surely help translators to
produce better writing. Not just for typing your text, MS Word provides
menus that are useful for the translator, such as: ‘Spelling and Grammar’,
‘Thesaurus’, ‘Set Language’. They are under the ‘Review’ menu in Windows
toolbar as shown on the pictures below.

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• An Internet connection

The internet facilities will help you to find information you need. It
will provide you with pictures too, so that it is easier for you to grasp the
meaning. Use the search engine like ‘Google’ or ‘Firefox’ to help you.
For example, in the ST you found:
ST : ‘Please take a good care of my Van Goghs, they are so
precious to me.’
If you consult your dictionary, you are not going to find who or what
‘Van Goghs’ are. This is the time you need ‘Google’ to help you. In the
internet you will find out that ‘Van Gogh’ is actually ‘Vincent van Gogh’ a
famous painter. So what ST means by ‘Van Goghs’ are the speaker/writer’s
valuable paintings by Vincent van Gogh.

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 You can also use free translation facilities provided by Google in
‘Google translate’ menu, but be careful with grammatical form because in
many cases the results of Google translate still need revision.

• Dictionaries and reference books

Nowadays, a dictionary is not identical with a thick book that is very

heavy to carry with. You can use software such as the Oxford Dictionary
Cambridge Dictionary, Merriam-webster Dictionary or you can use on-line
dictionary in the internet, such as Cambridge Dictionary, Merriam-webster
Dictionary. You can never have too many reference books to carry along.
The Internet has become an excellent resource too.

There is ‘urban dictionary’ to find the meaning of slang words, or the

present meaning of the new word in the society. Don’t forget about
Indonesian dictionary, you may also need Indonesian’s dictionary, such as
KBBI (Kamus Besar Bahasa Indonesia), sinonim kata.com

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https://www.urbandictionary.com/

Pic: sinonimkata.com

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 Pic. KBBI online

• As a professional translator you might need a pay pal account, bank

account, and an office equipment, to support your work as a
professional translator.

3.3 Exercise

Answer these questions.

1. Mention the requirements of a translator.

2. Mention some resources that can be used to help a translator.
3. What is the difference between ‘to carry’ and ‘to lift’?
4. What is the English translation for ‘kolam ikan’?
5. What is the difference between ‘acne’ and ‘pustule’? Find the picture
of both in the internet.
6. Find another word for ‘beautiful’ by using a thesaurus.
7. In which field would you find these texts:

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 When anyone opens a current account at a bank, he is lending the
bank money, repayment of which he may demand at any time, either
in cash or by drawing a cheque in favour of another person.
Primarily, the banker-customer relationship is that of a debtor and a
creditor – depending on whether the customer’s account is in credit
or is overdrawn.
8. How would you translate ‘two splendid ancient cars’ into Indonesian?
9. Consult your dictionary to find the meaning of ‘a rest room’.
10. How would you translate ‘signed’ in ‘He signed the proposal.’
11. Find in the internet what ‘bacon’ is.

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 4 METHODS OF TRANSLATION

4.1 Definition and Explanation

The Macquarie Dictionary (1982) defines a method as a way of doing

something, especially in accordance with a definite plan. From this
definition there are two important things: Firstly, a method as a way of
doing something, that is, how to do a translation. Secondly, a method that
deals with a certain plan, that is a plan of doing the translation.

A translation method is the way that a translation process is done

and it is aimed at achieving the purpose of the translation. The translation
method is a global choice which influences a whole text. The translator will
first decide the method before he does the translation (Molino dan Albir,
2002: 507-508).

The translation is done through three important stages: analysis,

drafting, and adaptation. These three stages are applied using a certain
way. The way is called a method.

4.2 Translation Methods

Newmark (1988b) mentions the difference between translation

methods and translation procedures. He writes, "while translation
methods relate to whole texts, translation procedures are used for
sentences and the smaller units of language" (p. 81). He proposes two
groups of translation methods, (1) methods which emphasize more on the
source language, and (2) methods which emphasize more on the target
language (TL).

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 Using the first kind of methods, the translator tries to realize the
contextual meaning of the source text (ST) accurately although syntactic
and semantic problems on the target text (TT) are found. Using the second
kind of methods, the translator tries to produce the effect that is relatively
the same as what the native writer hopes towards the readers of the
source language version. Below is the diagram of the translation method.

Translation Methods

• Word-for-word • Adaptation
translation • Free translation
• Literal translation • Idiomatic translation
• Faithful translation • Communicative
• Semantic translation translation

Translation is not specified only for the literal or free translation.

There are problems outside the text that also require attention in deciding
which translation methods to be used. Therefore, Newmark proposes the
two groups of translation methods above.

The translation methods belonging to the first group are:

(1) Word-for-word translation

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 • A translation in which the source language (SL) word order is
preserved and the words are translated singly by their most
common meanings and out of context.
• A translation which seeks to match the individual words of the
original as closely as possible to individual words of the target
language. Words related to culture are translated literally.
• The translator seeks to translate an original word by the same
target word as much as possible (this is technically called
concordance). In addition, the order of words of the original
language will be followed as closely as possible.
• This method is usually used as the stage of pre-translation when
translating difficult texts or learning the mechanism of the source
language. Therefore, this method is used in the stage of analysis or
the early translation process. Besides, this method is usually used
for specific purposes and is not common for general translation.
When the structure of the source language is the same as the
structure of the target language, this kind of translation can be used
and the translation is acceptable (see examples 3 and 4).

Example:
1. The owner of the shop quickly realized that one of his radios was
gone.
*Pemilik toko dengan cepat menyadari bahwa salah satu
radionya telah pergi.
2. How old are you?
*Seberapa tua Anda?

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 The translation of the sentences is not acceptable based on the
structure of the TL. A radio is inanimate, so it can’t go anywhere. A
more acceptable translation would be: Pemilik toko segera
menyadari bahwa salah satu radionya telah hilang. So is the
translation of Sentence 2, a more acceptable translation would be:
Berapa umur Anda?
3. They will leave for Bali next week.
Mereka akan pergi ke Bali minggu depan.
4. Andi gave me a bunch of flowers yesterday.
Andi memberi saya seikat bunga kemarin.
The translation of Sentences 3 and 4 is more acceptable because
the structure of SL and TL is almost the same. Even, the translation
can be reformed to make it more natural like Minggu depan mereka
akan pergi ke Bali and Kemarin Andi memberiku seikat bunga.

(2) Literal translation

• A translation in which the source language (SL) grammatical

constructions are converted to their nearest target language (TL)
equivalents, but the lexical words are again translated singly and
out of context.
• A translation which reproduces the plot and all its attending details
as closely as possible to the letter of the book and out of context.
• A translation where the forms of the original are retained as much
as possible, even if those forms are not the most natural forms to
preserve the original meaning. Literal translation is sometimes
called word-for-word translation (as opposed to thought-for-
thought translation).

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 Example:
1. Who has he been living with?
*Siapa telah dia sedang tinggal dengan?
2. It’s raining cats and dogs.
*Hujan kucing dan anjing.
3. His heart is in the right place.
*Hatinya berada di tempat yang benar.
These sentences would be more acceptable if translated into:
Dengan siapa dia tinggal?, Hujan deras sekali., and Dia baik hati.

(3) Faithful translation

• A translation which attempts to produce the precise contextual

meaning of the original within the constraints of the TL grammatical
structures.
• A word which contains culture is translated but still there is a
diversion of diction and grammar.
• This translation is sometimes still stiff because it strictly holds on to
the purpose of the ST (Machali, 2000:51).

Example:
1. Ben is too well aware that he is naughty.
*Ben menyadari terlalu baik bahwa ia nakal.
2. I have quite a few friends.
*Saya mempunyai sama sekali tidak banyak teman.
Even though the meaning is so closed to the ST, the TT is still stiff. It
would be more natural if it is adjusted to the structure of TT. In
adjusting the structure of the ST into the TT there is a shift of meaning

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 of too well into sangat. The more natural translation of Sentence 1
above would be Ben sangat sadar bahwa ia nakal, and Sentence 2
would be Saya tidak punya banyak teman.

(4) Semantic translation

• A translation which is different from 'faithful translation' only in as

far as it must take more account of the aesthetic value of the SL
text.
• A translation which focuses on the finding of word equivalent and is
still in relation with the culture of the SL, and tries to convert the
contextual meaning of SL as closely as into the syntactic and
semantic structure of TL. When an imperative English sentence is
translated into bahasa Indonesia, the translation should have the
same form. The imperative words of English should have the same
component of meaning as the one in the TL translation.
• This translation is more natural than the faithful translation. The
faithful translation is stiff and does not compromise with the rule of
TL but it is more related to the SL, whereas the semantic translation
is more flexible with the TL.

Example:
1. Benny is a book-worm.
Benny adalah seorang yang suka sekali membaca.
The idiomatic phrase book-worm is translated accordingly to the
cultural context which is acceptable in the TL. That is Benny seorang
kutu buku.

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 The translation methods that belong to the second group are:

(1) Adaptation

• A translation 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.

Example:
This is a lyric of a song that is translated from English into bahasa
Indonesia (http://anotherfool.wordpress.com):
Hey dude, don’t make it bad
Kasih, di manakah
Take a sad song and make it better
Mengapa kau tinggalkan aku
Remember to let her into your heart
Ingatlah-ingatlah kau padaku
Then you can start to make it better
Janji setiamu tak kan kulupa (Hey Jude-The Beatles)

(2) Free translation

• A translation which produces the TL text without the style, form, or

content of the original.
• A translation which is not tied to the finding of word or sentence
equivalent but tends to find it on the level of text. This method of
translation is different from the adaptation. The message of the free
translation should be faithful to the message of the SL text. The
translator has only a limited freedom in expressing the message in

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 the TL and does not modify the original work. On the contrary, the
translator may do some modification in the method.
• The translator usually paraphrases the text longer than the original
form so that the content or message can be accepted more clearly
by the user of TL. The translation is very long and even does not
look like one (Machali, 2003:53).

Example:
1. A news headline:
(Time, May, 28, 1990): “Hollywood Rage for Remakes”
(Suara merdeka, 15 Juli 1990): “Hollywood Kekurangan Cerita:
Lantas rame-rame Bikin Film Ulang.”
2. The flowers in the garden
Bunga-bunga yang tumbuh di kebun
3. How they live on what he makes?
Bagaimana mereka dapat hidup dengan
penghasilannya?
4. Tatik is growing with happiness.
Tatik, hatinya berbunga-bunga.
5. Look, little guy, you-all shouldn’t be doing this.
Dengar nak, mengapa kamu semua melakukan hal-hal seperti
ini. Ini tidak baik.
The following is an example of an extreme free translation pointed
out by Moentaha (2006:52). The translation seems to be radical but
the content or message is still maintained. The translation could
simply be Saya telah menciumnya.
6. I kissed her.

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 Saya telah mencetak sebuah ciuman pada bibirnya yang merah.
(accessed from http://kiflipaputungan.wordpress.com/2010/06/12/
metode-penerjemahan-bahasa-ala-newmark/)

(3) Idiomatic translation

• A translation which 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.
• Larson (in Choliludin, 2006:23) stated that idiomatic translation uses
a natural form of the TL according to the grammatical construction
and lexical choice. The real idiomatic translation does not sound like
a translation. The result should be as natural as if it is originally
written in the target language. A good translator will try to translate
text idiomatically. Newmark (1988:47) added that idiomatic
translation reproduces message text in the TL with a more natural
and has common expression than the SL.

Example (taken from Choliludin, 2006:222-225):

1. Salina!, Excuse me, Salina!
Salina!, Permisi, Salina!
2. I can relate to that.
Aku mengerti maksudnya.
3. You’re cheery mood.
Kamu kelihatan ceria.
4. Tell me, I am not in a cage now.
Ayo, berilah aku semangat bahwa aku orang
bebas.
5. Excuse me?

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 Maaf, apa maksud Anda?

(4) Communicative translation

• A translation which 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. In other words, the communicative translation method
cares very much about the effect problem raised towards the
reader who does not hope a trouble and unclear translation. This
translation method also concerns the effectiveness problem of
translation language. Therefore, the communicative translation
method acclimatizes the translation language to have form,
meaning, and function. Sometimes, a sentence is correct
syntactically but the meaning is illogical or the form and the
meaning are correct but the use is inappropriate or unnatural.

Example:
1. Beware of the dog is translated into Awas anjing galak in the TL.
Eventhough there is no word which explains that the dog is galak
(vicious) in the SL, the sentence has indicated that the dog is vicious.
4.3 Exercise
Answer the following questions!
(1) Mention two groups of translation method proposed by Newmark.
(2) What is the difference between word-for-word and literal translation?
(3) Which methods of translation does this text belong to? What clues
help you to identify the text?

ST: Di luar salju terus. Harapan pagi.

Unit 4.
Unit
Methods
4. Methods
of of 2 2
 Dirimu terbit dari berahi.
Angin menembus. Hilang pagi.
Nafasmu membayang dalam dingin.
Mencari.
(Ranjang Pengantin Kopenhagen, Gunawan Mohamad)

TT: Outside snow falls. Almost morning

Your body shaped in sensual feeling
The wind pierces. And is clearing.
Your breath a shadow in the cold. Searching.
(4) Look at the text and its translation below! What kind of translation is
it? Give your reason!

When anyone opens a current account at a bank, he is lending the

bank money, repayment of which he may demand at any time, either
in cash or by drawing a cheque in favour of another person. Primarily,
the banker-customer relationship is that of debtor and creditor –
depending on whether the customer’s account is in credit or is
overdrawn.

Apabila seseorang membuka suatu catatan arus dalam sebuah

bank, ia (laki-laki) sedang meminjami bank uang, pembayaran kembali
yang mana ia boleh minta pada segala waktu, baik dengan tunai atau
dengan menarik sebuah cek untuk kepentingan daripada orang lain.
Pokoknya, bankir-pelanggan hubungan adalah apakah daripada
debitor dan kreditor – tergantung pada apakah catatan
pelanggan
adalah dalam kredit ataukah penarikannya lebih.

Unit 4.
Unit
Methods
4. Methods
of of 3 3
(5) Translate this text into Indonesian! Decide the method you are using!

Unit 4.
Unit
Methods
4. Methods
of of 3 3
 Biodiversity is the totality of genes, species, and ecosystem in a region.
The wealth of life on Earth today is the product of hundreds of millions
of years of evolutionary history. Over the course of time, human
cultures have emerged and adapted to the local environment,
discovering, using, and altering local biotic resources. Many areas that
now seem ‘natural’ bear the marks of millenia of human habitation,
crop cultivation, and resources harvesting. The domestication and
breeding of local varieties of crops and livestock have further shaped
biodiversity (from Lokakarya Penerjemahan Bidang Iptek, PP-
FSUI,
1993, in Machali,-----).

Unit 4.
Unit
Methods
4. Methods
of of 3 3
 5 TRANSLATION SHIFTS

5.1 Introduction

In finding the closest equivalence, whether equivalence at word level

or above word level, grammatical equivalence, textual equivalence and
pragmatic equivalence, the translators might do the translation shift. Shift
in translation is permitted as far as it does not change the meaning. Shift is
something unavoidable in translation. In his attempt to transfer the
meaning from one language (SL) to another (TL) by means of the
universally known practice of translation, the translator faces a plethora of
linguistics, stylistic and even cultural problems. In this case, Popovic
(1970:79) says that ‘this transfer is not performed directly and is not
without difficulties.’ This means that the act of translation can be analyzed
along a range of possibilities, which brings about a number of shifts in the
linguistic, aesthetic and intellectual values of the source text (ST).

Baker (1998:77) uses the notion of equivalence for the sake of

convenience because most translators use it, rather than because it has
any theoretical statements. Thus equivalence is variously regarded as a
necessary condition for translation, an obstacle to a progress in translation
studies, or a useful category for describing translation. Baker also adds
that proponent of equivalence as the relationship between a source text
(ST) and a target text (TT). That’s allowed the TT to be considered as a
translation of the ST in the first place.

3 3
 Gentzler (1993:86) commented Popovic’s opinion about shift
(1970:78) that each individual method of translation is determined by the
presence or absence of shifts in the various layers of the translation. All
that appears as new with respect to the original or fails to appear where it
might have been expected may be interpreted as a shift. So, when the
form in source language has a new form or different form in the target
language, it is called a shift.

According to Baker (1992:20), non-equivalence at word level means

that the target language has no direct equivalence for a word which occurs
in the source text. The type and level of difficulty posed can vary
tremendously depending on the nature of non-equivalence. Different
kinds of non-equivalence require different strategies, some very
straightforward, others more complicated and difficult to handle.

5.2 Types of Translation Shift

As far as translation shifts are concerned, Catford defines them as

departures from formal correspondence in the process of going from SL to
TL. Catford argues that there are two main types of translation shifts,
namely level shifts and category shifts. Level shifts are departures from
formal correspondence in the process of going from SL to TL, where the SL
item at one linguistic level (e.g. grammar) has a different level (e.g. lexis).
Category shifts are a departure from formal correspondence in translation.
A category shift occurs when the source language (SL) has different forms
from the target language (TL) which are divided into four types:

3 3
a. Structure shifts are the most common form of shift, which involves
mostly a grammatical shift between the structure of ST and that of the
TT;
b. Class shifts occur when an SL item is translated into a TL item
which belongs to a different grammatical class from the original
item, for instance, when a verb is translated into a noun;
c. Unit shifts mean a change of ranks, that is, departures from
formal correspondence in which the translation equivalent of a
unit at one rank in SL is a unit at a different rank in TL;
d. Intra-system shifts occur when SL and TL process systems which
approximately correspond formally as to their constitution, but
when translation involves selection of a non-corresponding term
in the TL system. For instance, when the SL singular becomes a TL
plural.
Simatupang (2000:74-82) mentions several types of translation shifts
as follows:

a. Shift on the morpheme rank: a syllable to a word

impossible tidak mungkin
reexamine menguji kembali
recycle mendaur ulang
b. Shift on the syntactic rank
b.1) A shift of word to phrase
girl anak perempuan
stallion kuda jantan
puppy anak anjing
lending bank bank yang memberikan pinjaman

3 3
 thinking person orang yang berpikir

b.2 ) A shift of phrase to clause

Not knowing what to say, (he just kept quiet)
(Karena) dia tidak tahu apa yang hendak dikatakannya, (…)
After reading the letter, … Setelah dia membaca surat itu, …

b.3 ) A shift of phrase to sentence

His misinterpretation of the situation (caused his downfall).

Dia salah menafsirkan situasi (dan itulah yang menyebabkan

kejatuhannya).

b.4) A shift of clause to sentence

Her unusual voice and singing style thrilled her fans, who reacted by
screaming, crying, and clapping.

Suaranya yang luar biasa dan gayanya bernyanyi memikat para

penggemarnya. Mereka memberikan reaksi dengan berteriak-teriak
dan bertepuk tangan.

b.5) A shift of sentence to discourse

Standing in a muddy jungle clearing strewn with recently felled
trees, the Balinese village headman looked at his tiny house at the
end of a line of identical buildings and said he felt strange.

Kepala kampung orang Bali itu berdiri di sebuah lahan yang baru
dibuka di tengah hutan. Batang-batang pohon yang baru ditebang
masih berserakan di sana-sini. Dia memandang rumahnya yang
kecil yang berdiri di ujung deretan rumah yang sama bentuknya dan
berkata bahwa dia merasa aneh.

3 3
c. Shift on word category
c.1) A shift of noun to adjective

He is in good health (noun) ---Dia sehat (adjective)

He is in doubt (noun) ---Dia ragu-ragu (adjective)
c.2) A shift of noun to verb

We had a very long talk (noun) ---Kami berbicara lama

sekali (verb)
Have we met John before? --Pernahkan kita bertemu
John sebelumnya?
No, we’re strangers (noun)-- Kami tidak saling
mengenal (verb)
d. Shift on semantic rank

The shift on the semantic rank can be the shift of generic meaning
to the specific one or vice versa. For instance, on the translation of
English word leg or foot to bahasa Indonesia, the nearest
equivalent for those words is kaki. It means that the translation
moves from the spesific meaning to the generic meaning.

e. The shift of meaning caused by different viewpoint of culture

The shift of meaning also happens because of the different

viewpoint and culture of speakers of different languages. For
instance, English associates the outer space with a depth whereas
Indonesian associates it with a height or a distance. Therefore,
English says The space-ship travelled deep into space while
Indonesian says Kapal ruang angkasa itu terbang tinggi sekali di
ruang angkasa.

3 3
 Here is an example of how shifts happen in a process of translation.
The text used in the example is taken from a novel titled ‘No Greater Love’
by Danielle Steel and ‘Harry Potter and the Goblet of Fire’ by J.K. Rowling.

(1) SL: There were eleven people in the enormous dining room, and it
was so cold that Edwina could barely move her finger.
TL: Padahal dalam ruang makan luas itu ada sebelas manusia. Udara
di situ dinginnya bukan main sampai jari Edwina kaku, hampir tak
bisa digerakgerakkan.

Based on description above, we see that the translator did the

structural shift and also class shift. The Translator changes one sentence
into two. The translator also changes the subject of the sentence. The
subject of the first sentence is eleven people, and the second sentence is it.
It can be said that the translator did the class shift from eleven people to
it. The shift found in the translation does not change the meaning of the
sentence.

(2) SL: She had a lithe figure and slim waist, and walking behind them at a
distance, it was often difficult to discern Kate from her oldest
child, Edwina, who was also tall and had shining dark hair and blue
eyes.

TL: Perawakannya ramping luwes. Dilihat dari belakang saat dia dan
putri sulungnya, Erwina, berjalan berdampingan – sulit dibedakan
mana yang ibu dan mana yang anak. Edwina juga berperawakan
semampai dengan rambut hitam berkilau dan sepasang mata biru
jernih.

3 3
 In this translation, the translator did a class shift in translating the
clause She had a lithe figure. This clause is translated into perawakannya.
There is a change from clause into noun. So it is categorized in class shift.
In this translation, the translator also did structural shift. She did the a
grammatical change between the structure of ST and that of the TL. In the
SL, there is only one sentence but in TL there are two sentences. So, it can
be said that there are two subjects in TL. Also, the translator changes the
active voice in the SL into passive voice in the TL. It was found also that the
translator altered the phrase blue eyes into biru jernih. This change
actually does not change the meaning but it is categorized as no accurate
translation.

(3) In the translation of Harry Potter and the Goblet of Fire, the writer
finds the occurrences of translation shifts. The shift also occurs in word
level. The words are noun, verb, adjective, and adverb.

SL: The villagers of Little Hangleton still called it “The Riddle House”
eventhough it had been many years since the Riddle family had
lived there.
TL: Penduduk desa Little Hangleton masih menyebutnya Rumah
Riddle, meskipun sudah bertahun-tahun lamanya Keluarga Riddle
tak tinggal di sana lagi.

In the text above, there are three verbs: called, had been, and had
lived. The word called is verb (act past) translated into action verb
menyebut. The verb menyebut is derived from sebut with an affix meN In
English language, the sentence should be considered by the grammar. Had
been is translated into sudah. In this process of translation, there is a shift

3 3
from auxiliaries into adverb. This shift is classified into category shift of
translation. Had lived is (aux) verb phrase or past perfect verb phrase
translated into tidak tinggal. In this process of translation, shift occurs
from auxiliary verb phrase into verb phrase.

(4) SL: Frank caught a glimpse of a small man, his back to the door,
pushing the chair into the fire.
TL: Sekilas Frank melihat seorang laki-laki kecil, punggungnya
menghadap pintu, mendorong kursi ke dekat perapian.

In this sentence, the verb caught (past form) is translated into

melihat. The verb melihat is from verb lihat attached with an affix me-.
This shift is classified into level shift of translation. Pushing is V-ing
translated into mendorong. The same as melihat, dorong is a verb attached
with an affix me-. This shift is classified into level shift of translation.

5.3 Exercise:

1. Find as many shifts as you can from the translation of this prose text
from the roman ”Jennie Gerhardt”, by an American writer, Theodore
Dreiser, a poetry by Robert Burns, a poet from Scotland (Great Britain),
and a text of ‘No Greater Love’ by Danielle Steel.

a. Below is a short text of a conversation between Jennie and her

lover, Lester, when they were looking round a pyramid in Egypt.

”You are almost right. But climate does it. Heat. The tropics.
Life is always mushy and sensual under these conditions.
They can’t help it.”

3 3
 “Oh, I know that. I don’t blame them. They’re just queer.”

The translation in bahasa Indonesia:

“Sebagian kau benar. Tapi, di sini persoalannya ialah

iklim. Panas. Tropika. Tentu saja hal ini membuat orang
menjadi lemah lunglai dan perasa. Mereka tidak bisa
disalahkan.”

“Ya, saya tahu. Saya tidak menyalahkan mereka. Hanya

saja, mereka tampak aneh.”

4 4
 6 EXERCISES

In this unit, we are going to practice translating real texts, authentic

ones. It can be taken from magazines, newspapers, products, books, or the
internet. The exercises will help you to develop your ability to translate
many kinds of texts since every text has its own characteristic.

You will learn to translate instructions, socio-cultural narratives and

scientific texts. Remember, not every text can be translated word by word.
As a good translator you should produce the target text as natural as you
can, just as Machali (2000) said, ‘Suatu terjemahan tidak harus terbaca
sebagai hasil terjemahan, suatu hasil terjemahan harus terbaca sewajar
mungkin.’ It means that the target text has to be ‘readable’ to the people
in target language. Consult your dictionary and search some information in
the internet when needed, these will avoid misinterpretation in translating
a text. Good Luck.

4 4
1. Instruction Texts
An instruction text can be in the form of recipes, manual instruction
of equipment, the instruction on the medicine leaflet, etc. Here is the
text that you need to translate based on the theories you have
learned from the previous units.

Text 1

Dry cleaning instructions

This is the dry cleaning symbol, but the symbol itself doesn't tell the full story.
There should be an additional letter inside the circle, indicating what type of
dry cleaning a garment can be put through. In addition, the bar underneath the
symbol gives additional information.

Articles cleanable in all normally Wool, cotton, rayon, linen, polyester and
available dry cleaning solvents. nylon.

Fabrics which are stable in

All the above, where restrictions on
Perchloroethylene, and
agitation are not indicated.
hydrocarbons, without restriction.

Acrylics, polyesters and silks where

Garments cleanable in the above
weaves, surfaces or fibre mixes make
range but with restrictions on
garments or fabrics sensitive to
heat, water addition and agitation.
treatment.

4 4
 Articles cleanable in hydrocarbons Garments where surfaces, additions or
(white spirit) and solvent 113 using materials are sensitive to cleaning
normal dry cleaning techniques. solvents or heat.

Fabrics sensitive in normal Any fabric with this symbol is very

cleaning solvents but with further sensitive to heat and movement. It
restrictions on water addition, should be cleaned in a bag and not pre
agitation and heat. or post treated.
Polyolefins. Items with special finishes or
DO NOT DRY CLEAN
additions.

Text 2

How to Make Pancake Batter

Pancake batter can also be used to make waffles.

Pancake batter is easy to make from scratch with only a few common kitchen
ingredients. Buttermilk yields light and fluffy cakes that even the pickiest eaters
can enjoy, however, you can also use yogurt or cottage cheese for high-protein

4 4
 and low fat options. This basic recipe can be modified to include fruit, like
banana, cinnamon, or chocolate pancakes. For those who cannot eat dairy,
there are recipes without milk, too. It makes enough batter for approximately 24
4-
inch pancakes, or enough to serve four to six people.

Things You'll Need

• Flour
• Granulated sugar
• Large mixing bowls
• Baking powder
• Baking soda
• Salt
• Eggs
• Buttermilk
• Whole milk
• Wire whisk

Instructions
o 1
Add 2 cups of flour and 2 tbsp. of granulated sugar to a large mixing bowl. Stir
well to combine. Use presifted flour or sift it yourself before beginning for best
results.

o 2
Add 2 tsp. baking powder, 1 tsp. baking soda and 1/2 tsp. salt to the flour and
sugar mixture. Stir well to thoroughly incorporate all ingredients.

o 3

4 4
 Combine 2 large eggs, 2 cups of buttermilk and 1/2 cup whole milk in a separate
large mixing bowl. Lightly beat the ingredients using a wire whisk until
thoroughly combined.

o 4
Add the milk and egg mixture to the flour mixture, and stir gently just enough to
combine. Avoid overmixing. The pancake batter should have some lumps in it,
but don't be concerned. These will cook out when heat is applied.

o 5
Allow the pancake batter to sit uncovered for about 5 to 10 minutes. It will
thicken considerably in this time. If the batter is too thick for your taste, add
water a tablespoon at a time until the desired consistency is achieved.

o 6
Prepare the pancakes by ladling 1/4 cup of batter per pancake onto a preheated
griddle and cooking 2 to 3 minutes on each side, turning when the underside is
golden brown and bubbles cover the surface.

(http://www.ehow.com/how_5061236_make-pancake-batter.html#ixzz1Rcul
JYTK)

4 4
2. Socio-cultural Texts

In translating this kind of text you should know about the culture of
the society in the target language. Knowing the culture of the source
language will help you in avoiding misinterpretation, especially if your
culture is different from culture of the text being translated. Consult
your dictionary and search in the internet for the information you
need. Or maybe you can ask some people that you believe he/she
has the knowledge that you needed.

4 4
Text 3

THANKSGIVING TRADITIONS
HTTP://KIDS.NATIONALGEOGRAPHIC.COM/EXPLORE/HISTORY/THANKSGIVING-TRADITIONS/

Each year, Americans in the United States celebrate the

Thanksgiving holiday on the fourth Thursday of November. Most families
follow traditions begun on the first Thanksgiving, but many have their
own traditions that they follow each year. Here are some of the common
traditions associated with "Turkey Day."

Travel
One of the best things about Thanksgiving is spending time with family.
Many people live far from family members and travel long distances by
car, train, or plane to be with their loved ones. Thanksgiving is the busiest
travel day of the year!

The Feast
Traditional foods are a large part of Thanksgiving celebrations. Many
families include the entire family in the food preparation. Traditional foods
include turkey, stuffing, gravy, sweet potatoes, cornbread, mashed
potatoes, and cranberry sauce. Many people serve pie for dessert at the
end of the meal. Popular pie flavors are pumpkin, pecan, sweet potato,
and apple.

Vegetarian Foods
Some families choose to serve vegetarian Thanksgiving dinners instead of
a stuffed turkey. Some people eat vegetarian turkey, which is made out of
tofu. Others prefer to eat squash, salads, or other fruit and vegetable
dishes.

4 4
 The Wishbone
Some families include breaking the turkey's wishbone as part of their
celebration. The wishbone is found attached to the breast meat in the
turkey's chest. After the meat has been removed and the wishbone has
had a chance to become dry and brittle, two people each take one end of
the bone, make a wish, and pull. Whoever ends up with the larger part of
the bone gets their wish!

The Turkey Pardon

Each year at Thanksgiving, the President of the United States receives a
gift of a live turkey (along with an alternate in case something happens to
the official turkey). At a White House ceremony, the president traditionally
"pardons" the National Thanksgiving Turkey and the alternate turkeys,
allowing them to live out the rest of their lives on a farm.

Helping Others
Many generous folks use Thanksgiving as an opportunity to help the less
fortunate. Some people volunteer to serve food at homeless shelters on
Thanksgiving Day and others donate to shelters or participate in canned
food drives

After the Meal

After the feast families often do additional activities. Some like to take
walks after eating such a large meal. Some people take naps. Others sit
down together to play board or card games together.

Fast Facts
• A ripe cranberry will bounce.
• All turkeys and chickens have wishbones.
• Canadians celebrate their own Thanksgiving every October.
• Abraham Lincoln declared a national day of Thanksgiving in 1863.
• The first Macy's Thanksgiving Day Parade was held in 1924.

4 4
Text 4

The land of Toraja’s Sizzling Highlights

www.thejakartapost.com

Rare skill: A Torajan woman weaves a tenun cloth. — Photo by Amelia

Winnie

Known for its remarkable tenun or woven cloth and funeral

ceremonies, Tana Toraja — “the Land of Toraja” — is a lot more than
meets the eye.

Located in South Sulawesi, this prominent tourist destination in

Indonesia is encircled by mountains, cliffs, forests and dotted with
coffins as well as buffaloes.

4 4
It was an eight- to 10-hour drive from South Sulawesi’s capital city,
Makassar. I did not want to close my eyes and fall asleep as the
journey to Toraja offers a scenery I might regret missing.

Paddy fields and forests could be seen to the left of the road, and
scary yet tremendous gaps to the right. The sky was bright blue and,
through large clouds, the sun shone brightly.

Because it is a famous tourist destination, Tana Toraja is packed with

visitors all year round, from backpackers to wealthy travelers.
Wealthy family: The number of horns in front of tongkonan, the
traditional house in Tana Toraja, shows how prosperous their owner.
If you want to go to Tana Toraja’s famous spots in Makale, Rantepao
and Batutumonga easily, you can rent a car, which costs around Rp
400,000 (US$46) a day (negotiable). You can also take public
transportation, such as a minivan (angkot) or bentor — short for
becak motor (motorcycle-pedicab) — if you want to tour around the
city.

5 5
3. Narrative Texts

The text is kind of a story or an account of a sequence of events. You

can use free translation method to translate these kind of text.
Samples of narrative texts are children story, novel, fiction , etc.

Text 5

Alligator Alley
www.emilydoyledesign.com

At first, nothing seemed out of the ordinary on that Tuesday

evening in Belvar. The local bowling alley was packed for the
26th Annual Belvar Bowling Championship. Everyone was
excited for the event to get started.

"Okay, this is the last call. Is there anyone else who wants to
register for the tournament before we get underway?"
asked the mayor.

5 5
The crowd was silent.

"Well, let’s get started then," the mayor said.

The bowling alley erupted in cheers, but then a deep, husky

voice said, "Wait. Count me in." At that moment, terror
engulfed the entire bowling alley. Parents reached for their
children, and the bowlers braced for the worst.

The mayor, who was now on wobbly knees said, "Ple… Ple…
Please leave, sir. We don’t want any trouble."

"Relax! I’m not going to hurt anybody," declared an alligator

wearing sunglasses.

The alligator took off his sunglasses and said, "Look, I’m just
here for the tournament. May I please play?"

"You bowl?" asked a frightened old lady from the crowd.

"Whenever I get the chance," said the alligator. "But as you

can imagine, there are very few opportunities for me to do
so. I read about this tournament and would really like to be
a part of it."

5 5
The mayor, who had finally collected his breath said, "Well,
if you behave and promise that you’re just here for the
tournament, then I don’t see any problem with you
participating."

"I give you my word," said the alligator. "After the

tournament is over, I’ll leave as I came, in peace."

"Are there any objections?" asked the mayor to the other

bowlers.

None of the bowlers said a word. Why would they? Who

would take a chance on upsetting an alligator?

"Very well then," said the mayor. "Let the tournament

begin."

After the alligator thanked the mayor for allowing him to

participate, he headed for the shoe racks. Everyone in the
bowling alley was watching his every move. "What’s your
name?" asked a little girl hidden behind her mother’s
protective grasp. "Al," replied the alligator. "My name is Al."

5 5
Text 6

8 Ways To Have Fun When Broke

https://herbeauty.co/en/lifestyle/8-ways-to-have-fun-when-broke/2/

This year, a lot of us are pinching pennies. It’s nothing to be ashamed of — when the
economy is uncertain, it’s smart not to splurge on too much. That being said, staying
cooped up in the house can get rather boring. Rather than turning into a full-on antisocial
hermit, you can get your social and cultural needs met through lots of other activities.
Don’t worry — we also included some hermit-f riendly p icks f or when it ’s col d outsi
de and you need to be cozy. Here are our top picks.

1. Take a virtual class online

Whether it’s a fitness or a cooking class, virtual lessons are the way of the future, post-
COVID. You can turn this into a fun hang with friends or a romantic date. There are even
virtual art and photography classes available.

2. Have a good old fashioned slumber party

Hanging out with friends and sipping on tea (or something a little stronger) while
spilling
the tea is one of the most stress-relieving things you can do. Have them over in the
morning for coffee and brunch, or in the evening for a Netflix and Wine night.

3. Go on a hike
Reconnecting with nature never fails to disappoint us, and it’s always free. Explore the
nooks and crannies of your area, or drive someone more remote for fresher air and a hike
that gets the blood pumping. Plus, soaking in a gorgeous, tree or mountain lined view
does wonders for your mental health and soul.

4. Purge your closet

Do a Marie Kondo and clean up your closet, donating or throwing out what doesn’t
“bring you joy.” There’s nothing like a good closet clean to make us feel brand new. It’s
the ultimate way to perfect your “capsule wardrobe” which is a concept that lets you build
lots of outfits over strategic basic pieces mixed in with quality statement garments. Also, if
you coordinate a closet purge with friends, you can end up with some new clothes
without spending any money.

5. Do a themed Netflix night

This is always a timeless activity with bae, friends, or the best company of all: yourself. You
can choose a decade theme (80s, 90s, early 2000s) or go gangster, rom-com, childhood
favorites…the possibilities here are infinite. You can dress up as well — who said costumes
were only for Halloween.

5 5
6. Learn to cook something new instead of takeout
Many of us have gotten addicted to the takeout train during the pandemic, but
there’s
something so fulfilling (and entertaining) about making dinner at home. Find a classic
comfort food your mom used to make, or something you’ve always wanted to try.

7. Watch free tutorials online

Who needs to go to school to learn something? There are lots of online lessons and
tutorials to teach you everything from earning multiple income streams to woodworking.
Plus, these are all ways to develop skills that can help you invest in your future.

8. Have a dance party at your house

There’s nothing super special about just listening to music, though it can be
entertaining.
What’s more fun is the freedom of dancing around your house in whatever you want, a la
Tom Cruise in Risky Business. You can multitask cleaning the house if you want, but we
prefer to be as unproductive as possible when doing this.

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4. Scientific texts

In translating this kind of text you should know about the register or
specific used in the scientific study. Knowing the common scientific
terms will help you in avoiding misinterpretation. Consult your
dictionary and search in the internet for the information you need. It
is better if you can ask the expert for the specific terms used for
specific field study. Examples of these texts are: journals, articles,
books in various kinds of subjects.

Text 7

Apples Can Keep You Thin

It's true: Apples can help you stay thin. (Thinkstock)

Apples

Apples are a good source of dietary fiber. Dietary fiber not only
contributes to a healthy digestive system and reduced cholesterol,
but it also benefits smart eaters by yielding no calories while keeping
them satisfied.

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And there's something else about the fruit that might help you feel
full. A study in the journal "Appetite" found that when women added
either three apples or three pears to their daily meals, they lost more
weight than people who added three oat cookies to their diets – even
though the fruit and the cookies contained the exact same amount of
dietary fiber.

Although the reason behind this finding may be a mystery, there is

something to be said for the findings. According to Alan Aragon, a
nutritionist and author of "Girth Control: The Science of Fat Loss &
Muscle Gain," crunchy foods in particular can trick a person into
feeling fuller. The act of chewing may send satiety signals to your
body, he says, making you think you've eaten more than you really
have and keeping hunger at bay.

Text 8

RI, US ink deal on environmental partnership

The Jakarta Post, Jakarta | Mon, 06/27/2011 8:15 PM

The Indonesian Environment Ministry and the U.S. Environmental

Protection Agency (EPA) signed a memorandum of understanding
(MoU) here on Monday on partnership for environmental protection
and sustainable utilization of natural resources.

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“The MoU is a positive step in our efforts to tackle tremendous
challenges in protecting our environment,” Indonesian Environment
Minister Gusti Muhammad Hatta said after the signing.

He said the EPA had a great deal of experience in dealing with various
environmental issues, such as rehabilitating mining sites and heavily-
polluted areas.

EPA assistant administrator for international and tribal affairs

Michelle DePass said the U.S. recognized Indonesia as an essential
partner in strengthening global environmental protection efforts.

“We are pleased to cooperate with Indonesia on protecting human

health and the environment in both of our countries,” DePass
said. (rpt)

Text 9

Is it too late now to say pardon? Justin Bieber plays tourist at the
Arc de Triomphe as his Purpose world tour hits Paris
By JASON CHESTER FOR MAILONLINE
PUBLISHED: 15:11 GMT, 19 September 2016 | UPDATED: 17:49 GMT, 19 September
2016 www.dailymail.uk

He’s been immersing himself in local traditions as his Purpose world tour
winds its way across mainland Europe.

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But after indulging in all that Munich’s world famous Oktoberfest has to
offer on Saturday evening, Justin Bieber was engaged in a rather more
sobering cultural pursuit in Paris on Monday afternoon.
The Canadian pop sensation, 22, played tourist during an appearance at
the French capital’s historic Arc de Triomphe during a welcome break
between shows.

Arriving in some style, Justin was heard to miss as he climbed from the
rear of his gleaming Range Rover in a pair of heavily distressed acid wash
jeans.

A baggy hooded top and matching Adidas trainers completed his casual
ensemble as he soaked up the sights with a small entourage that included
his father Jeremy and a small group of bodyguards.
Seemingly in the mood for sightseeing, the Sorry hit-maker soon made his
way to the sprawling Père Lachaise Cemetery, the largest graveyard in
Paris and the final resting place of luminaries including classical pianist
Frédéric Chopin, playwright Oscar Wilde, singer Édith Piaf and legendary
rocker Jim Morrison.
Justin is currently in the final throes of his current world tour as it takes in
a series of shows across Europe en route to the United Kingdom, where it
will end with a closing performance at London's O2 Arena on November
29.

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The singer's latest outing follows a rather more raucous appearance at
Munich's annual Oktoberfest over the weekend.
Following his show at the city's Olympiahalle arena on Saturday night, the
hit-maker, 22 made sure to sample its much talked about local brew.
Heading straight from the stage to the Kaeferschaenke restaurant's tent at
the event, Justin looked to be particularly parched after his performance.
Finishing of a helping of amber beer from a traditional German stein, the
Canadian pop wonder couldn't help but smile.
With another tall cool one in from of him, Justin certainly appeared to
have embraced the party spirit.
But while the former hell-raiser and his entourage looked to be enjoying a
slice of German life - though the group declined to opt for the traditional
lederhosens sported by many guests at the festival.

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 X REFERENCES

Baker, Mona. 1992. In Other Words. New York: Routledge.

Machali, Rochayah. 2000. Pedoman bagi Penerjemah. Jakarta: Grasindo

Mahmoud Ordudari. Translation Procedures, Strategies and Methods.

http://translationjournal.net/journal/41culture.htm

Moentaha, Salihen.2006.Bahasa dan Terjemahan. Jakarta. Kesaint Blanc.

Nababan, M.Rudolf. 1999. Teori Menerjemahkan Bahasa Inggris.

Jogyakarta:Pustaka Pelajar

Newmark, Peter. 1988. A Textbook of Translation. Prentice Hall.

http://technicalenglish101.wordpress.com/2010/10/11/klasifikasi-

terjemahan-dalam-bahasa-inggris/

http://www.scribd.com/doc/39998099/Power-Point-Penerjemahan

http://kiflipaputungan.wordpress.com/2010/06/12/metode-

penerjemahan-bahasa-ala-newmark/

Widyamartaya, A., 1989. Seni Menerjemahkan. Yogyakarta: Penerbit

Kanisius.

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 Answer
Unit 1

1. a. The definition of translation by Larson :

Translation is transferring the meaning of the source language into the
receptor which is done by going from the form of the first language to the
form of the second language using semantic structure.
b. The definition of translation by Newmark :
Translation is rendering the meaning of a text into another language in the
way that the author intended the text.
2. A translator is person who can translate or transfer the meaning from source
language into the target language, by considering linguistic and non linguistic
factors.
3. A translator have to master the source and the target languages because
every language has its own rules and system. A translator should be able to
bridge the gap between situations in SL and TL and convey the meaning of the
message from the source language to the target language by considering the
culture and the grammatical rule.
4. SL = Source Language, it is the language of the original text. TL =Target
Language, it is the language of the receptor reader.
5. The steps of translation :
a. Discover the meaning of the of the source text
b. Analyzing : to analyze the lexicon, grammatical structure, communicative
situation, and cultural context of the source language text in order to
determine its meaning
c. Reconstructing : reorganize the text by using the lexicon and grammatical
structure which are appropriate in the receptor language and its cultural
context
6. Translation product can be found in : novel, user’s manual book, product
description, leaflet etc.
7. The message of the text.
8. a. Amateur translators are those who do translation as a hobby.
b. Professional translators are those doing the work to earn money rather
than as a hobby.
c. Semiprofessional translators are between the professional and amateur
translators.
9. Practical requirements consist of :

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 ➢ The ability in using references (ex : books, dictionary)
➢ The ability of knowing the context of text, directly or indirectly.
10. Translators can be categorized into part time translators and full time
translators.
➢ Part time translators generally do translation as a second job.
➢ Full time translators , to earn money by working solely as a
translators.

Unit 2 Answer:
1. Manusia adalah makhluk yang berfikir
2. Apel adalah sumber serat yang baik.
3. John menemukan buku di lantai.
4. Riset menunjukan bahwa sarapan dengan telur dapat membut perut kenyang
sepanjang hari, sehingga membantu penurunan berat badan.
5. Industri pariwisata adalah penyumbang pendapatan terbesar di bidang non
migas bagi Indonesia. Setiap tahun, sekitar 3 juta wisatawan seluruh dunia
mengunjungi nusantara.

Unit 3.
1. Having the competence in SL and TL, having the necessary
knowledge about the topic to be translated, having the necessary
translation technique.
2. computer, internet source, reference book and dictionary
3. a.pond : a small area of still water, especially one that is
artificial;
b. pool : small area of still water, especially one that has formed
naturally.
c. fish pond
4. a. acne : skin condition that produce many pimples (spots) especially on the
face or neck;
b. pustule : a medical term for a spot on the kin containing pus
5. pretty, handsome , attractive, handsome, lovely gorgeous, stunning,
good-looking
6. banking domain
7. dua mobil kuno yang sangat bagus.

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 8. ‘kamar kecil’
9. ‘Dia menandatangani proposal tersebut.’
10. Daging babi yang diasinkan dan dikukus.

Unit 4
1. Methods that emphasize more on the source language, and methods that
emphasize more on the target language.

2. The grammatical construction. Word for word translation keeps the SL

grammatical construction. In literal translation, SL grammatical
constructions are converted into the nearest TL equivalent.

3. It is a free translation. The translation is not tied to the finding of word or

sentence equivalent but it tends to find the equivalence on the text
level.

4. A faithful translation, the translation is sometimes still stiff because it strictly

holds on to the purpose of the ST.

5. Keanekaragaman hayati ( biodiversitas) adalah keseluruhan gen, spesies, dan

ekosistim dalam suatu daerah. Kekayaan alam yang ada di bumi adalah hasil
evolusi selama ratusan juta tahun. Selama kurun waktu tersebut, peradaban
manuasia mulai tampak dan beradaptasi dengan dengan lingkungan sekitar,
manusia mulai menemukan hal- hal baru , memanfaatkan dan mengubah
sumber biotik yang ada. Banyak daerah yang sekarang ini tampak ‘alami’
menjadi tanda adanya habitat manusia di era millenium, adanya pengolahan
lahan pertanian, dan pemanfaatan sumber daya alam. Domestikasi dan
pembiakan tanaman dan hewan lokal telah membentuk keanekaragaman
hayati yang lebih luas (dari Lokakarya Penerjemahan Bidang Iptek, PP-FSUI,
1993, in Machali,-----).

Unit 5
Based on Catford’s translation shift, the translator did class shifts in
translating adverb ‘almost into noun ‘sebagian’ ; verb ‘does’ in ‘But climate
does it’ is shifted into noun ‘persoalannya’. The translator also did unit shift,
the word ‘life’ is shifted into clause ‘hal ini membuat orang’
Based on Simatupang, the translator also did shift on meaning. ‘They can’t
help it’ is shifted into ‘Mereka tidak bisa disalahkan’. Because of different

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view point of culture, the idiomatic expression of SL, is adjusted into
expression that close to SL reader, ‘Mereka tidak bisa disalahkan.

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