Procedures of Translating Culture-Specific Concepts (CSCs)

Name               : Laily Nur Iffah Sari

NIM                : 2201412055

Rombel            : 4

Subject            : English-Indonesian Translation

Lecturers         : Dr. Issy Yuliasri, M.Pd.

                          Dr. Rudi Hartono, S.S., M.Pd.

The 4^th assignment of English-Indonesian Translation

Procedures of Translating Culture-Specific Concepts (CSCs)

The following are some examples of 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."

Examples: a) SL: I want to be a police.

TL: Saya ingin menjadi seorang polisi.

b)  SL: Sorry, I can’t. My computer is still in repairing center.

 TL: Maaf, saya tidak bisa. Komputerku masih dalam perbaikan.

   2.      Naturalization: it adapts the SL word first to the normal pronunciation, then to the normal morphology of the TL. (Newmark, 1988b:82)

Examples: a) SL: You have to go a photo copy center before Mr. John comes back here.

TL: Kamu harus pergi ke tempat foto kopi sebelum Tuan John kembali ke sini.

b) SL: Sir, I want to buy that red pencil.

TL: Aku mau beli pensil merah itu, pak.

3. Cultural equivalent: it means replacing a cultural word in the SL with a TL one. however, "they are not accurate" (Newmark, 1988b:83)

Examples: a) SL: Sorry for this accident. I promise to replace your carriage.

TL: Maaf ya buat kecelakaan ini. Aku janji akan mengganti dokarmu.

b) SL: The headmaster said that all of science students should play baseball in Friday.

TL: Kepala sekolah mengatakan bahwa semua siswa IPA harus bermain olahraga kasti pada hari Jum’at.

4. Functional equivalent: it requires the use of a culture-neutral word. (Newmark, 1988b:83)

Examples: a) SL: My mother bought apples, oranges, bananas, and grapes yesterday.

TL: Mamaku kemaren beli banyak apel, jeruk, pisang, dan anggur.

b) SL:Mom, where is the spoon for rice?

TL: Ma, dimana sih centong nasinya?

5. Descriptive equivalent:in this procedure the meaning of the CBT is explained in several words. (Newmark, 1988b:83)

Examples: a) SL: Let me repair the software of your computer.

TL: Ijinkan aku memperbaiki perangkat lunak komputermu.

b) SL: I believe that nationalist person will pay the taxes.

TL: Aku yakin bahwa orang yang cinta tanah air akan taat membayar pajak.

6. 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)

Examples: a) SL: Mrs. Sally sellsbanana chips in the market only every Sunday.

TL: Bu Sally berjualan keripik pisang di pasar hanya pada hari minggu saja.

b)SL: Add butter before you mix the eggs and sugar.

TL:Tambahkan mentega sebelum Anda mengocok telur dan gula.

7. Synonymy: it is a "near TL equivalent." Here economy trumps accuracy. (Newmark, 1988b:84)

Examples: a) SL: Sorry for my error, Sir. I’ll check this letter again.

TL: Maafkan kekeliruan/kesalahan saya, pak. Saya akan meneliti surat ini lagi.

b) He was my ex-boyfriend.

TL: Dia itu bekas/mantan pacar saya.

8. 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)

Examples: a) SL: He had entered a police academy in Jakarta around three months.

TL: Dia masuk akademi polisi di Jakarta kira-kira sudah tiga bulan.

b) SL: My husband has prepared all of the requirements to get the insurance policy for our new baby.

TL: Suamiku sudah menyiapkan semua syarat-syarat polis asuransi untuk bayi kami yang baru lahir.

9. 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)

Examples: a) English pluralbecomes singular in Indonesian

SL: Use only a short trousers or pants in the boy’s swimming pool.

TL: Hanya boleh mengenakan celana pendek untuk kolam renang laki-laki.

b) Unit transposition of phrase becomes clause

SL:The lady with yellow shoes is my wife.

TL: Wanita yang memakai sepatu warna kuning adalah istriku.

10. 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)

Examples: a) SL: You’re to be a mother.

TL: Kamu sebentar lagi akan punya anak.

b) SL: Let’s get the summer in Bali together.

TL: Ayo kita pergi liburan bersama ke Bali.

11. Recognized translation: it occurs when the translator "normally uses the official or the generally accepted translation of any institutional term." (Newmark, 1988b:89)

Examples: a) SL: In the new curriculum, students have to join with Scout.

TL: Kurikulum terbaru mewajibkan siswa untuk mengikuti kegiatan PRAMUKA.

b) SL: Barack Obama who is the president of the United State of America (USA) is from Indonesia.

TL: Presiden Amerika Serikat Barack Obama berasal dari Indonesia.

12. Compensation: it occurs when loss of meaning in one part of a sentence is compensated in another part. (Newmark, 1988b:90)

Examples: a) SL: Have you ever heard the story of Robin Hood?

TL: Kamu sudah pernah mendengar cerita tentang Si Pitung belum?

b) SL: What have you said?You thought that I was a sap?

TL: Barusan kamu bilang apa? Kamu pikir aku ini bebek bodoh?

13. 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)

Examples: a) SL: In a storytelling group, we also need an interlocutorthat is a teacher.

TL: Dalam sebuah kelompok bercerita, dibutuhkan seorang guru sebagai interkolutor, yaitu pemberi umpan balik dari kegiatan yang telah dilaksanakan baik oleh pencerita, pendengar, maupun sekretaris.

b)SL: The education ministry are better to use the Bloom taxonomy in thenewest curriculum.

TL:Kementerian pendidikan sebaiknya menggunaka ntaksonomi Bloom, yaitu suatu klasifikasi tujuan pembelajaran yang mengacu pada kemampuan kognitif, afektif, dan psikomotor pada kurikulum yang baru.

14. Couplets: it occurs when the translator combines two different procedures. (Newmark, 1988b:91)

Examples: a)Borrowing and Descriptive

SL: One of the criteria to makethe decision of marking the first day of Syawal is itjimak, the conjunction between the moon and the sun.

TL: Salah satu syarat dalam menentukan tanggal 1 Syawal adalah itjimak, yaitu konjungsi antar bulan dan matahari.

b)Descriptive and Notes

SL:Heartburn¹occurs when the LES (the lower esophageal sphincter) does not close properly, thus allowing stomach acid to climb back (reflux) into the lower part of your esophagus.

TL: Heartburn¹ bterjadi ketika LES (lower esophageal sphincter) tidak menutup dengan benar, sehingga memungkinkan asam lambung naik kembali (refluks) ke bagian bawah kerongkongan Anda.

Note:

1Heartburn is colloquial term for a feeling of warmth or burning in the chest or upper stomach. It is not caused by heart but stomach acid. This pain discomfort may spread to your throat, jaw, arms, or back.

¹ Heartburn adalah istilah sehari-hari untuk perasaan kehangatan atau terbakar di dada atau perut bagian atas. Hal ini tidak disebabkan oleh jantung tapi asam lambung. Ketidaknyamanan karena rasa nyeri ini bisa menyebar ke tenggorokan Anda, rahang, lengan, atau punggung.

15. Notes: notes are additional information in a translation. (Newmark, 1988b:91)

Examples: a) SL: To improve students writing descriptive text skill, teacher can apply scaffolding approach² in teaching and learning process.

TL: Untuk meningkatkan kemampuan menulis teks deskriptif siswa, guru dapat mengaplikasikan pendekatan scaffolding² dalam kegiatan belajar mengajar.

Note:

2 It is a step-by-step process that provides the learner with sufficient guidance until the process is learned, and then gradually removes the supports in order to transfer the responsibility for completing the task to the student.

² Ini adalah proses langkah-demi-langkah yang menyediakan  bimbingan yang memadai untuk siswa sampai pada proses belajar, dan kemudian secara bertahap dapat menimbulkan  dukungan kepada siswa untuk mentransfer tanggung jawab menyelesaikan tugasnya.

b) SL: The beneficial method to focus learners’ attention on the gaps in their English competence is incorporating back-translating³ writing exercises into reading classes.

TL: Metode bermanfaat untuk memusatkan perhatian peserta didik pada kesenjangan dalam kompetensi bahasa Inggris mereka adalah dengan menggabungkan latihan menulis menggunakan metode back-translating³ ke dalam kelas membaca.

Note:

³ Translating English text into the students’ for language (L1) and then back into English.

³ Menerjemahkan teks bahasa Inggris ke bahasa yang digunakan siswa (L1) dan kemudian kembali ke dalam bahasa Inggris.