The Translation Procedures in Translating English- Indonesian Text at

Translation Class Applied by Fourth Semester Students Translation

Class of Yogyakarta State University in the Academic Year 2012/2013
By Muhammad Agung Buono
09202244015

A. Background of the Study

Translation is a part of English language learning where the language is not first
language. It is also one of the regular units in the Translation Studies Curriculum
of English Language and Literature Study Program and English Language
Education Study Program, with a credit value of 2 points. It is a pre-requisite unit
to Translation Study Program. The unit requires the student to undertake
bilingual translating practice that that involves English text as Source Text (ST)
and Bahasa Indonesia Text as Target Text (TT) and vice versa. It aims at providing
student with pre-intermediate bilingual translating practice at the level of
discourse semantic and the level of lexico-grammar.

The purpose of translation methods and procedures and of translating itself is

to achieve maximal equivalence, or equivalent effect. One of efforts to achieve
this aim is the student applied translation procedure.
mentions

the

difference

between

translation

Newmark
methods

and

(1988b)
translation

procedures. He writes that, "While translation methods relate to whole texts,

translation procedures are used for sentences and the smaller units of language"
(p.81).

Wrong translation procedure may result in awkward translation even the product
does not have any sense at all. Some procedures are suitable to apply at certain

sentence, but not all are fit for any sentence. It is important to investigate what
translation procedures applied by the students so that their characteristic can be
identified as a tool to design more effective translation teaching-learning
process.
B. Identification of the Problem
Probem dealing with translation as mentioned by Dr. Miremadi (1991), translation
problems are divided into two main categories: lexical problems and syntactic
problems.

1. Lexical Problems
In the interpretation of lexical problems, Miremadi states that, although words
are entities that refer to objects or concepts, a word in one language may not be
substituted with a word in another language when referring to the same
concepts or objects.

He divides lexical problems into five subcategories:

a. Straight/ denotative meaning
This kind of meaning refers to those words of the source text that can be
matched with those
of the target text "without missing images" (e.g. mother, father, etc).
b. Lexical meaning
Lexical meaning refers to words or phrases which seem to be equivalen,
although in that situation this may not be the case; the translator must be aware
of the intention beyond the words in order not to misrepresent the author's
message.
c. Metaphorical expression

This subcategory refers to the problematic issues of translating idioms and

similar expressions. Broeik (1981) quoted by Dr. Miremadi (1991) offers the
following suggestions for translating
idiomatic expressions:
a) Distinguishing between ordinary expressions and metaphors
b) Having access to the resources of translating a single metaphor
c) Being aware of different contexts and their constraints on using metaphors
d) Correctly realizing the constraints on the translation, and rendering the
message.

d. Semantic voids
This subcategory includes those words and/or expressions that represent
concepts that cannot be found in other special communities. The close
equivalents may be found, although the exact equivalent cannot.

According to Dr. Miremadi (1991), this may happen in two cases, subjects to
extra-linguistic factors such as those words that have referents in a certain
speech community but not in others, and subject to intra-linguistic factors such
as those concepts that may exist in two language communities but the structure
of their use may be completely different, Dagut (1931) believes, as Dr. Miremadi
(1991) mentioned, that this case occurs when the systems of lexicalization of
shared expressions are different from each other.

e. Proper names
The last but not the least sub-category in this group is the problem of proper
names. Although proper names refer to individuals and can be transcribed from
one language into another, sometimes the specific meaning that they carry,

which do not exist in the target speech community, may be lost (e.g. Asghar Rize
in Persian).

2. Syntactic problems
Syntactic problems are the other main category of translation problems; as Dr.
Miremadi (1991) quoted Nida (1975), one can find no two languages that have
the exact identical systems of structural organizations (i.e. language structure
varies from one language to another). These differences include:
a. Word classes
Languages differ from each other in the internal word formation of language
classification.
b.

Grammatical relations

.This difference exists among the languages in the

way that a constituent of a sentence functions within that sentence.

c. Word order
d. Style
e. Pragmatic aspects

Considering all these problems, a translator is expected to convey the message

of the source text to target readers; however, there is no completely exact
translation between any two languages and as Dr. Miremadi (1991) quoted
Werner (1961), the degree of approximation between two language systems
determines the effectiveness of the translation.

C. Limitation of the Problem

This research tried to investigate Translation Procedures in Translation Class
Applied by Fourth Semester Students of Yogyakarta State University in the

Academic Year Translation Class of 2012/2013. It does not investigate translation

strategy, ideology, approach or other component.

D. Formulation of the Problem

Based on the background, identification, and limitation of the problem, the
problem is formulated as follows: what are translation procedures in translation
class applied by fourth semester students of Yogyakarta State University in the
Academic Year Translation Class of 2012/2013 ?

E. Objective of the Research

This research is aimed to investigate translation procedures in translation
class applied by fourth semester students of Yogyakarta State University in the
Academic Year Translation Class of 2012/2013.

F. Significance of the Research

1. For the lecturers, it is expected that this research will give them knowledge
about translation procedure applied by translation class so they can find student
failure in translation based on their procedure used thus more effective teachinglearning process can be design.
2. The result of this research will give information about translation procedure
applied by translation class students that can be used to other researchers to
study further in translation field.
3. The result of this result can be used as source to help investigating students
characteristics in translation procedure because unsuitable translation procedure
may result in awkward translation even failure.

4. It can be used as consideration in choosing material in translation text to help

student understand suitable procedure to sentence and translation units in
certain kinds of text.

G. Theorical Review
The characteristics of sentence and units of translation in English text are
different to Indonesian so that understanding of this concept is necessary to use
appropriate procedure.
The following are the different translation procedures that Newmark
(1988b) proposes:
1.

Transference: it is the process of transferring an SL word to a TL text.

It

includes transliteration and is the same as what Harvey (2000:5) named

"transcription."
2. Naturalization: it adapts the SL word first to the normal pronunciation, then to
the normal morphology of the TL. (Newmark, 1988b:82)
2. Cultural equivalent: it means replacing a cultural word in the SL with a TL one.
however, "they are not accurate" (Newmark, 1988b:83)
3. Functional equivalent: it requires the use of a culture-neutral word. (Newmark,
1988b:83)
4. Descriptive equivalent: in this procedure the meaning of the CBT is explained
in several words. (Newmark, 1988b:83)
5. Componential analysis: it means "comparing an SL word with a TL word which
has a similar meaning but is not an obvious one-to-one

equivalent, by

demonstrating first their common and then their differing sense components."
(Newmark, 1988b:114)
6. Synonymy: it is a "near TL equivalent." Here economy trumps
(Newmark, 1988b:84)

accuracy.

7. Through-translation: it is the literal translation of common collocations, names

of organizations and components of compounds. It can also be called: calque or
loan translation. (Newmark, 1988b:84)
8. Shifts or transpositions: it involves a change in the grammar from SL to TL, for
instance, (i) change from singular to plural, (ii) the change required when a
specific SL structure does not exist in the TL, (iii) change of an SL verb to a TL
word, change of an SL noun group to a TL noun and so forth. (Newmark,
1988b:86)
9. Modulation: it occurs when the translator reproduces the message of the
original text in the TL text in conformity with the current norms of the TL, since
the SL and the TL may appear dissimilar in terms of perspective. (Newmark,
1988b:88)
10. Recognized translation: it occurs when the translator "normally uses the
official or the generally accepted translation of any institutional term."
(Newmark, 1988b:89)
11. Compensation: it occurs when loss of meaning in one part of a sentence is
compensated in another part. (Newmark, 1988b:90)
12. Paraphrase: in this procedure the meaning of the CBT is explained. Here the
explanation is much more detailed than that of descriptive equivalent.
(Newmark, 1988b:91)
13. Couplets: it occurs when the translator combines two different procedures.
(Newmark, 1988b:91)
14. Notes: notes are additional information in a translation. (Newmark, 1988b:91)

In addition, there are eight stretegies proposed by Mona Baker (1992: 26-42:
1.

Translation by a more general word . This is one of the most common

strategies to deal with many types of nonequivalence. As Baker believes, it works

appropriately in most, if not all, languages, because in the semantic field,

meaning is not language dependent.
2. Translation by a more neutral/ less expressive word . This is another strategy
in the semantic field of structure.
3. Translation by cultural substitution. This strategy involves replacing a culturespecific item or expression with a target language item considering its impact on
the target reader. This strategy makes the translated text more natural, more
understandable and more familiar to the target
reader. The translator's decision to use this strategy will depend on:
a. The degree to which the translator is given license by those who commission
the translation
b. The purpose of the translation
4. Translation using a loan word or loan word plus explanation
This strategy is usually used in dealing with culture-specific items, modern
concepts, and buzz words. Using the loan word with an explanation is very useful
when a word is repeated several times in the text. At the first time the word is
mentioned by the explanation and in the next times the word can be used by its
own.
5. Translation by paraphrase using a related word
This strategy is used when the source item in lexicalized in the target language
but in a different form, and when the frequency with which a certain form is used
in the source text is obviously higher than it would be natural in the target
language.
6. Translation by paraphrase using unrelated words The paraphrase strategy
can be used when the concept in the source item is not lexicalized in the target
language.

When the meaning of the source item is complex in the target

language, the paraphrase strategy may be used instead of using related words; it

may be based on modifying a super-ordinate or simply on making clear the

meaning of the source item.
7. Translation by omission
This may be a drastic kind of strategy, but in fact it may be even useful to omit
translating a word or expression in some contexts. If the meaning conveyed by a
particular item or expression is not necessary to mention in the understanding of
the translation, translators use this strategy to avoid lengthy explanations.
8. Translation by illustration
This strategy can be useful when the target equivalent item does not cover some
aspects of the source item and the equivalent item refers to a physical entity
which can be illustrated, particularly in order to avoid over-explanation and to be
concise and to the point.
There are numerous translation procedure can be used to translate English
text into Indonesian text and vice versa. Inadequate of this knowledge may
result awkward translation because the student to use their known procedure.

References
URL: http://translationjournal.net/journal/63theory.htm. Last updated on:
12/19/2012 02:54:39
URL: http://translationjournal.net/journal/41culture.htm. Last updated on:
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Translation Strategies Used by Students of Translation, TEFL and Literature:
A Study of English-Persian Renderings of Argumentative Texts