Unsur Pembentuk Kalimat Bahasa Jepang Pdf

Menurut Nitta (2003:1) kalimat bahasa Jepang terdiri dari dua buah unsur pembentuk berdasarkan maknanya yaitu: preposisi (meidai 命題) dan modalitas (modariti モダリテイ). Preposisi adalah unsur yang menunjukkan isi peristiwa (kotogara 事柄) pada bagian dalam kalimat, sedangkan modalitas adalah unsur yang mengungkapkan sikap pembicara. Berdasarkan penjelasan tersebut, maka dapat disimpulkan bahwa kalimat bahasa Jepang terbentuk dari beberapa jenis kata, di mana setiap kata tersebut dalam kalimat dapat berfungsi sebagai subjek, predikat, objek, dan lainnya. (kutipan dari bab II SKRIPSIku berjudul “Penggunaan Postposisi Bahasa Jepang Dalam Komik Doraemon Edisi Spesial 40. Dapat menambah wawasan pengetahuan tentang linguistik bahasa Jepang. Oleh karena bahasa Jepang dan bahasa Indonesia bukan bahasa yang serumpun, maka salah satu upaya untuk meneliti adalah dengan cara analisis kontrastif antara bahasa Jepang dengan bahasa Indonesia ditinjau dari segi linguistiknya.

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Unsur Pembentuk Kalimat Bahasa Jepang Pdf Reader

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2 PROCEEDINGS LILITRANS CONFERENCE 2018 (The Conference on Linguistics, Literature, and Translation) Elevating Intercultural Communication The Sun Hotel Madiun, April 14 th, 2018 Speakers: Prof. Dr. Djatmika, M. A. Dra. A. B. Sri Mulyani, M. A., Ph. D. Prof. Drs. M. R. Nababan, M. Ed., MA, Ph. D. Program Studi Sastra Inggris, Fakultas Sastra Universitas Katolik Widya Mandala Madiun i

3 PROCEEDINGS LILITRANS CONFERENCE 2018 (The Conference on Linguistics, Literature, and Translation) Elevating Intercultural Communication Copy Right 2018 Program Studi Sastra Inggris, Fakultas Sastra Universitas Katolik Widya Mandala Madiun Published by: Program Studi Sastra Inggris, Fakultas Sastra Universitas Katolik Widya Mandala Madiun Jl. Manggis Madiun Telp. (0351) , Fax. (0351) Editor: Christina Maya Irianasari, S.S., M. Hum Design Cover: Bertha Praditya Octovani Reviewer: Drs. Dwi Aji Prajoko, M. Hum. Drs. Obat Mikael Depari, M. Hum. Eko Budi Setiawan, S.S., M. Hum. Priska Meilasari, S.S., M. Hum. First Published hlm; 210 x 297 mm ISBN All Right Reserved No part of this publication may be reproduced without written permission of the publisher ii

4 PREFACE We are very pleased to have you to take part in the National Conference on Linguistics, Literature, and Translation (LILITRANS) held by English Study Program, Faculty of Letters, Universitas Katolik Widya Mandala Madiun. Thank you very much for coming in the event. Your long distant traveling reminds us how important LILITRANS is. LILITRANS is a conference which is committed to respond and disseminate knowledge about the current issues in the field of linguistics, literature and translation studies. It is the first and foremost conference that is ever held in Madiun. Our theme is Elevating Intercultural Communication. Intercultural communication is defined as situated communication between individuals or groups of different linguistic and cultural origins. Today, both culture and communication have evolved considerably and have become interdependent of one another, to the point that communication is considered to be a product of culture. Thus, our own culture has a deep impact on our thoughts and behaviors. Since each culture has its distinct aspects, intercultural communication can be the cause of conflict and disorder. Therefore, to bridge the cultural gap in communication, elevating intercultural communication is an urgent thing. Hereby, we aim to bring together leading linguists, researchers, scholars and teachers/lecturers/students to exchange and share their experiences and research findings in Linguistics, Literature, and Translation. It also provides the interdisciplinary forum for researchers, practitioners and educators to present and discuss the most recent innovations, trends, concerns, practical challenges encountered and the solutions adopted in the field of English linguistics, literature, and translation. We are honoured to have our invited keynote speakers, Prof. Dr. Djatmika, M.A and Prof. Drs. M. R. Nababan, M. Ed, M. A., Ph. D from Universitas Sebelas Maret Surakarta, and Dra. A. B. Sri Mulyani, M. A., Ph. D from Universitas Sanata Dharma Yogyakarta to share their valuable knowledge and contribution in the conference. They are all experts in their field of studies. Additionally, we have more than 50 parallel speakers who present different topics about linguistics, literature and translation. Moreover, we proudly announce that they are from various places in Indonesia. Once again, we are very thankful and pleased to have you here. Lilitrans Committee iii

5 CONTENTS Cover Page... i Publication... ii Preface... iii Table of Content... iv Skills for Performing Intercultural Interaction: a Multimodal Perspective Djatmika... 1 Competence in Interlingual Communication M. R. Nababan... 6 LINGUISTICS Wacana Humor dalam Stand-Up Comedy Wanita Korea-Amerika Margaret Cho: Psycho Anindita Dewangga Puri Modality Orientation in The Jungle Book Movie: Systemic Functional Linguistics Arifah Tenny Romdhati, Mangatur Nababan, Riyadi Santosa...20 Penanda Jamak Pada Nomina dalam Bahasa Inggris dan Bahasa Indonesia: Analisis Kontrastif Ayuninda Erdiani...27 Representasi Budaya Jepang dalam Penggunaan Verba Bermakna Serah Terima Bekti Setio Astuti...37 The Causes Students Do Not Speak English in an English Medium School (a Case Study in School X Kelapa Gading Jakarta) Charles Simanjuntak...47 The Use of Compliments and Responses to Compliments Used by Kemal and Fusun Within 44 Days in Orhan Pamuk s The Museum of Innocence Chatarini Septi Ngudi Lestari...53 Lexical Ambiguity Found in the Utterances Produced by Dota 2 Characters Daniel Jerry Christian...62 iv

6 The Study of Code Switching of English Language Education Study Program Lecturers in Giving Instruction Danin Christianto...67 Do Buy the Food by Its Name: a Study on Anti-Mainstream Indonesian Food and Beverage Names Erna Wardani...75 Analisis Citraan pada Lirik Lagu Tarlingdut Daerah Cirebon Karya Yoyo Suwaryo (Kajian Stilistika) Esi Yulistiana, Sumarlam, Sudiro Satoto...82 Peningkatan Kemampuan Pemahaman Kalimat dengan Metode Ideovisual pada Anak Tunarungu di SMALB Sinar Harapan Kajian : Psycholinguistic Fitria Hasan...88 Phonological Analysis of Japanese English Speaker s Pronunciation as Seen in One Ok Rock s Singer Gaby Valerie Yolanda...95 Meningkatkan Perspektif Interkultural Siswa Melalui Pengajaran Bahasa Berbasis Tugas Inayanti Peribahasa yang Menggunakan Unsur Sapi dalam Bahasa Jepang Kinanti Ratininingtyas Utami The Use of Politeness Strategies in Trump s Speech to 19 th Boy Scout Jamboree Novita Sari, Tan Michael Chandra Phonological Rules Applied in Madurese Nur Asia, Sri Andayani Verba Derivatif dalam Bahasa Jepang Nurlela Componential Analysis of Meaning Bring in English Oktaria Hasiyana Shared-Knowledge about Radicalism through Language Attitudes in The News Reports Putri Ayu Rezkiyana v

7 Morfem Bebas yang Bersuku Tunggal KV (Konsonan Vokal) dalam Bahasa Aceh dan Bahasa Indonesia (Studi Kontrastif) Rahil Helmi Elevating Intercultural Communicative Competence Through Total Immersion Days Ruruh Mindari Mengatasi Kendala Budaya dalam Komunikasi antara Penutur Asli dan Penutur Asing Bahasa Inggris Sogimin, S.S.,M.Hum The Geographical Status of the Madurese in the Islands of Java, Madura, and Bawean Sri Andayani A Spectrographic Analysis of Madurese EFL Learners Intonation Tjitra Ramadhani, R. Agus Budiharto Kesantunan Berbahasa pada Kolom Komentar Berita Infotainment di Media Online Wenny Wijayanti Morphological Error on Students Compositions in Appliying Basic Verb Forms Winantu Kurnianingtyas Sri Agung LITERATURE The Effects of the Setting Related to the Symbolic Violence on Okky Madasari s the Years of the Voiceless Antonius Wisnu Yoga Windharto Potret Ibu dalam Lima Cerita Pendek pada Kumpulan Cerita Cinta Indonesia Diani Febriasari, S.Pd., M.Pd Analisis Jenis-jenis Attitude pada Tokoh Utama dalam Novel Animal Farm Karya George Orwell Fedro Iswandi, M.R. Nababan, Djatmika vi

8 The Inner Battle, Self-Denial and Consequence of the Homosexual Characters in Annie Proulx s Brokeback Mountain Gregorius Subanti Intercultural Communication in Davenport s Shark Dialogues: Polyvocality and Storyworld Kristiawan Indriyanto Revealing a Shared Moral in Indonesian and Japanese Folktales Simon Arsa Manggala, S.S., M.Hum, Clara Pontifisia Selesiana Attitudes toward Sexism in Gone Girl Novel (an Appraisal Theory Approach) Siti Nuraisiah, Mangatur Rudolf Nababan, Riyadi Santosa The Struggles of African American Women Against the Double Discrimination in Hidden Figures Tiara Ika Putri Christianingrum A Literary Share on The Topic of Self Endurance In Stephen Crane s Maggie: The Girl of The Street Wiwin Widyawati TRANSLATION Analisis Terjemahan Tindak Tutur Ilokusi Kalimat Tanya Pada Komik Land Of Black Gold Dan Negeri Emas Hitam Ardya Setya Nurvrita Translation Analysis of Circumstances in the Gospel of Matthew Chapter 12 through 14 from English into Indonesian (Transitivity) Burwan Tilusubya, M. R. Nababan, Riyadi Santosa Loss and Gain in Translation of Cultural Specific Items (CSI) in Oky Madasari s Entrok into The Years of The Voiceless Damiana Maria Resya Nugrawidhanti Translation Researches: Opportunities And Challenges Harris Hermansyah Setiajid vii

9 The Use of Power in Translation: a Case Study Jean Antunes Rudolf Zico Ma u The Translation of Metaphorical Expression from Book of Proverbs into Kitab Amsal in Alkitab (1976) and Alkitab Bahasa Indonesia Masa Kini(2015) M.Y.Christy Gheda Pati Tiala Google Translate s and Bing s Performance in Translating a Bilingual Children s Story Book Pancuran Pangeran Muhamad Fazlurrahman Adiputra, Harris Hermansyah Setiajid Rubrik untuk Mengukur Kedekatan Bahasa Figuratif dalam Penerjemahan Ulang Nur Kholishoh Penerapan Metode Penerjemahan Komunikatif Dalam Sebuah Teks Deskripsi Rahmanti Asmarani Translation Errors on Tugu Pahlawan Museum Labels Retno Wulandari Setyaningsih Strategi Penerjemahan Cultural Words Berbahasa Indonesia Ke Dalam Bahasa Jepang Sri Muryati, S.S., M.Hum Penerjemahan Kata Diminutif dalam Cerita Anak Berbahasa Belanda Jip en Janneke I ke dalam Bahasa Indonesia Sri Sulihingtyas Drihartati Translating Romantic Elements in Green s The Fault in Our Stars: Subtle or Not Subtle? Stephanie Permata Putri, Anggita Getza Permata, Haris Hermansyah Setiajid Analysis and Assessment of Translation Quality in the BBC.com Website Article by Strategies Applied in the Translation Process Trias Noverdi Analisis Terjemahan Kata dan Frasa Yang Merepresentasikan Kondisi Tokoh Autism Spectrum Disorder Dalam Novel Flowers For Algernon Karya Daniel Keyes Trisakti Agriani, M.R.Nababan, Djatmika Teknik dan Keberterimaan Penerjemahan Teks Majalah Pariwisata Garuda Vera Damayanti, SE, S.Pd, M.Pd viii

10 SKILLS FOR PERFORMING INTERCULTURAL INTERACTION: A MULTIMODAL PERSPECTIVE Djatmika Universitas Sebelas Maret Abstract The capability in understanding and exploiting aspects of discourse for a verbal interaction is important to acquire by a language user either a mother tongue, second language or foreign language. With such an understanding, the language user will be able to exploit language in adjustment to norms, values, rules, beliefs, and ideology existing in the society and culture in which the interaction is going on. Consequently, the acquisition of competencies might shape wisdom. Further, a competent language user will be able to perform interaction effectively, strategically as well as pragmatically. Keywords: discourse, competence, interaction, intercultural Introduction As a social creature, human being must interact to others in fulfilling her/his needs put in other words, interaction supports human being to survive. In general, interaction is perfomed verbally, non-verbally or both. To do this, language becomes very important for human life. Problems will come up when such an interaction takes place between interactants with different social/ cultural background. This is in association with the fact that each culture will have norms, rules, values, beliefs and also ideology. Someone growing up in a different culture will understand these aspects in different way. On that account, misunderstanding is potentially to happen in an intercultural communication even when the two interactants have similar cultural background, misunderstanding might still occur because of different misunderstanding they have on such social and cultural aspects above. Such a phenomenon above suggests that someone who is going to interact with someone with different cultural background with her/him should have good understanding of social/ cultural aspects backgrounding such an interlocutor and this person should also do the same so that the interaction will go effectively in reaching the pragmatic target of the interaction. In addition to the mastery of grammar and lexicon choices, a speaker should also understans such cultural aspects in gaining the real pragmatic force behind each utterance an interlocutor is executing to her/ him related to the situational as well as cultural contexts nutshelling the on going interaction. In short, to achieve the pragmatic target of an interaction, an interactant should have what so called discourse competence. Discourse and Interaction Discourse is termed as language in use. Such a simple concept is not a final definition for the concept of discourse as further discourse analysts, as suggested by van Dijk (1997a:2) introduced another concept with wider coverage. Such a concept is not only related to language use, but it is also associated with several important components of discourse, such as who uses the language, how, why, when, and where s/he uses it. Two other features should also be considered to understand discourse, i.e. that a discourse is a process of communication and that it is an interaction taking place in a social context (Schiffrin, 1997: 31; van Dijk, 1997a: 13; van Dijk, 1997b: 11). Moreover, it is also claimed that to do a discourse analysis, language users or participants of interaction should consider grammatical, lexical, as well as contextual aspects. 1

11 Meanwhile, in relation to context, discourse is stated as something resulted, understood, and analysed in relation to the features of context (van Dijk, 1997a: 14). Therefore, theoretically it can be emphasized that in understanding the discourse of an ongoing interaction someone is engaged, s/he must involve any aspects of the interaction as well as the context. In short, van Dijk further suggested that understanding interaction means understanding discourse of the interaction. Moreover, communication is suggested as an action of message encoding from an encoder/ message sender to a decoder/ message receiver. The message transfer can be performed in several types of interaction, such as face to face, mediated, and delayed. The first is a direct interaction in which two participants are having the interaction in the same time and in the same spot, whereas the mediated interaction is one which goes with the support of media like telephone conversation, interaction in WAG, shot messages, and so on and the delayed one is an interaction which tend to last much longer than the firt two because of the mode of the message transfer like what happens in interaction using letters. An interaction or a dialog is a communication which is directly performed by at least two persons or more in a face-to-face mode. Each participant involved in a dialog has a status to be a speaker or a hearer and they take in turn to change such a status. Someone who is executing a question in an interaction is a speaker or a sender at the time of execution and the other participant who is receiving the executed question is the hearer or receiver. However, when the second person is responding to question such by answering it, s/he now becomes the sender or the speaker, while the first person who is receiving the answer becomes the hearer or the receiver. Put in other words, the roles of participants in an interaction overlap to each other, even though certain types of interaction position some one as the only speaker,whereas the other one as the hearer such as in a one way communication like sermoning, preaching, and so on. the ability to conduct an interaction effectively needs communicative competence as suggested by Canale and Swain (1980) and also Nunan (1993). Such a concept refers to the understanding and skills needed to perform a communication consisting of several aspects ranging from phonological to discoursal competence. This is actually closely related to the concept of discourse competence which suggests that to have an effective interaction someone should have competencies such as competence of linguistics, sociolinguistics, semantics, language typology, semiotic system, context of situation, and context of culture. These competencies background interaction or communication to happen, therefore if someone has them then s/he will be able to do a social interaction by exploiting language effectively. This is in line with what Norris (2004) has claimed that when viewing modes of communication heuristically, it becomes apparent that they are intricately interwoven, they are not easily separable and they are interlinked and often interdependent. All aspects related to the on going interaction must be interelated systemically so that the endoded messages can be decoded maximally by the receiver and vise versa. These are further elaborated below. The first competence to master is related to the language skills which is explained by Halliday (2004) as skills related to construct grammar construction and choice of words or termed as skill related to lexicogrammar. A speaker who understands and masters the language systems from phonological to semantic levels and then is able to exploit such systems effectively in her/ his interaction with others is classified as someone who has good language competence. In the first level, s/he will understand that each languange has certain types and numbers of sound which might be different from other language. And the sounds are exploited following phonological rules for such a language. For instance, for the two series of sounds represented by series of letters magol and gmalo, Javanese speakers will skillfully reject the latter to be one of their word in their language because of phonological rule in Javanese in which such a language does not have a cluster of /g/ and /m/, but they 2

12 accept the former as it is arranged following the phonological rules the language has. The other case for this level is recognizing English sound variants of the letter /u/. Such a letter in but, butcher, dan curtain is read in different sound as [Λ], [u], and [Ə]. An English learner with a low competence of English pronunciation tends to get problems with these sounds for the same letter. For the same case, several English learners might think that the letter of /g/ in English is read as [dj], so that they say the English words of target and organ wrongly as [tardjet] and [ourdjən]. Meanwhile, grammatical competence of one language is also very important for a language user to have a competence for such a language. Meaning contrued in any language unit will be reconized easily if the user understand the structure of the unit. As grammar rules of one language are different to others, then someone who speaks more than one language will have different grammar systems for the languages s/he has. With such a competence someone can judge that a language unit is constructed grammatically or not. For example, someone with good English grammar competence will suggest that the arrangement of Reachs you aspiration is sky high will not consture any clear meaning. This is due to the fact that such an arrangement is not grammatical and can not be classified as a languge unit. Otherwise, with a good grammar competence, a language user will be able to understand the deept structure of an ellipted unit such as Where to? a shorted construction that for her/him will constructed in her/his mind as Where are going to? Furthermore, the person with this competence will not be confused to decode a Javanese utterance Mas kowe kon mulih kon mangan ibuk. For her/ him this utterance will be reconstructed as Mas kowe dikongkon mulih ibu, kowe dikongkon mangan (dening Ibu). The next competece to obtain is related to get meaning or semantic competence. This is related to a person s competence in getting up the meaning behind any language unit s/he speaks. The capability in understanding the meaning of any language unit will make the person to be able to use the unit in any language usage correctly. On the other hand, someone with limited semantic competence might get problem in understanding and using language expressions. For example, an English speaker who uses the word cooker to refer to someone who cooks at hotels or restaurants as her/ his occupation shows limited mastery on semantic as well as morphological matter as s/he analogically constructs the doer from the action like teacher, dancer, singer, etc. Sociolinguistic competence has many aspects within it, but generally a language user with this type of competence will be able to exploit language for an interaction effectively. Put in other words, having such a competence a speaker will always consider social context related to who says what to whom, when, where, how and why. All of these lead her/him in using the language s/he is using even what kind of non verbal behavior can go along with the language exploitation. For instance, a competent Javanese speaker will choose high level of Javanese when s/he is talking to someone older or someone having higher social class than her/him. Moreover, with a sociolinguistic competence someone can recognize the origin of another speaker from her/his pronunciation or expressions. For example, an English speaker with such a competence that the expression of How are you today? is American, while How are you going today? is Australian English, especially when this expression is used i an interaction as an utterance. In the same case, Javanese language variation and the origin of a speaker can also be detected from the choice of lexicon s/he has in her/ his utterance. For instance, from the same word iwak, which originally means fish, in real interaction, we can see the origin of the speaker. For Javanese speakers in Surakarta and Jogjakarta, this word means meat based food as dish side, while for the speakers in East Java, this means general dish side not only meat based food. To support the language competence, a language user should also to have cultural schemata. One culture have norms, rules, traditions, beliefs, values, and ideologies in it. 3

13 These aspects are different from one culture to others and are related to language behavior performed by language users in the culture whether the culture influences the language behavior or in the other around. Wardhaugh (1988) suggested that culture can shape a language as many languages in hard area with four seasons tend to have tense rules. On the other hand, a diglosic language can shape a more polite culture. All aspects of competence above become main consideration for either speakers or hearers in encoding as well as decoding the messages in interaction. They will skillfully exploit language and adjust to everything existing in the discourse in which an interaction is going on. For example, after effective consideration, a Javanese speaker will respond to a direct dinner invitation with a refusal to check whether it is genuine or only phatic. This might happens twice or three times as the inviter might repeat the inviation. After recognizing the genuity of the invitation the hearer then has the point to accept it or refuse it. This will not work for a similar invitation delivered by an English speaker with English cultural background. In addition, getting meaning of an interaction might also involve other semiotic system existing in a culture. Messages sent in written mode will have these semiotic systems to support the verbal exploitation in providing the meaning. For example, types of font, types of case, color of the ink, even color of the paper will contribute meaning to the whole message. This is what is suggested by the term of multimodal semiotic system working in one culture (Levine & Scollon, 2004). All discourse is multimodal, that is, language in use, whether this is in the form of spoken language or text, is always and inevitably constructed across multiple modes of communication, including speech and gesture not just in spoken language but through such contextual phenomena as the use of the physical spaces in which we carry out our discursive actions or the design, paper, and typography of the documents within which our texts presented. The acquisition of competencies above is expected to shape the personality to be wiser. With a strong competence s/he will be able to understand to what is going on and to provide proper reaction to an going on event. On the hand, limited competence might lead to an understanding, especially in an intercultural interaction (Djatmika, 2004). Many cases can happen in such situation. For example, a phatic question of Are you taking a bath? executed by a Javanese speaker to a native English speaker who is clearly going to take a bath will become a big question. This is considered to be a too personal question, while for the speaker this is only a phatic question. For Javanese, greeting is executed in many types of utterances such as a question, a command, an invitation, a comment, and so on, while in English it is only accommodated by the expressions of good morning, good afternoon, and good evening. All in both languages function to maintain social relationship. Concluding Remarks To be perform an intercultural communication needs competencies ranging from language to aspects beyond the language. This is due to the fact that each language has its own systems and rules and it works in a different culture to other languages. Learning a language must be supported with learning social and cultural aspects. On that account, to be able to use one language, someone must also understand social and cultural background behind the language. References Canale, M. and Swain, N Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. 1/1, Djatmika, Bentuk dan Fungsi Umpatan dalam Bahasa Jawa: Sebuah Kajian Etnolinguistik. Jurnal Linguistik Bahasa. Volume 2 No. 1 Mei Halliday, M.A.K. (2004). An Introduction to Functional Grammar. London: Edward Arnold. 4

14 Levine Phillip dan Ron Scollon (eds) Discourse and Technology: Multimodal Discourse Analysis. Washington: George University Press. Norris, Sigrid Multimodal Discourse Analysis: A Conceptual Framework. Dalam Levine Phillip dan Ron Scollon (eds) Discourse and Technology: Multimodal Discourse Analysis. Washington: George University Press. Nunan, D Introducing Discourse Analysis. London: Penguin Book. Schiffrin, D Approaches to Discourse. Oxford: Blackwell. Van Dijk, T.A. 1997a. The Study of Discourse. Dalam Van Dijk, T.A.(ed) Discourse as Structure and Process. London: SAGE Publications. Pp b. Discourse as Interaction in Society. Dalam Van Dijk, T.A.(ed) Discourse as Social Interaction. London: SAGE Publications. Pp Wardhaugh, R An Introduction to Sociolinguistics. Cambridge: Blackwell. 5

15 COMPETENCES IN INTERLINGUAL COMMUNICATION M. R. Nababan Department of English, Faculty of Cultural Sciences, Sebelas Maret University Surakarta Abstract This paper suggests that a translation is a means of communication which can be produced only by those who are at least competent in two languages. This does not mean, however, that bilingualism can guarantee the production of a quality translation. While bilingual competence is considered the foundation of translation competence, other competences are needed to perform an interlingual communication effectively 1. Introduction Verbal communication can be categorized into intralingual and interlingual communication. The former involves one language while the latter includes at least two languages. Whether someone is engaged in a verbal intralingual communication or a verbal interlingual communication, she or he must have multivarious competences to ensure that the communication process occures effectively. In an intralingual communication situation, the sender and the receiver are expected to have enough common ground for communication to be successful. The same may not be assumed in an interlingual communication. This is due to the fact that an interlingual communication, also called translation, is characterized by divergences between the two languages in terms of system and culture. Apart from the linguistic barrier, the cultural background, expectations and the world view of the sender may differ to such an extent that meaningful communication cannot take place. In such a case, a translator is not only a linguistic mediator but also a cultural one. 2. Translator versus Bilingual As mentioned earlier, translation is a means of communication. It is an intercultural verbal activity (Lvovskaya, 2000: 28) which is needed when there is a communication gap between an author of the source language text and readers of the target language text. This kind of intercultural verbal activity requires the presence of a translator to eliminate the communication barrier. What is a translator? This question can be answered simply that a translator is someone who has the capability to transfer written ideas from one language to another language. However, can someone who translates a source language text into a target language be called a translator? The answer to the question is surely 'No'. Otherwise, a bilingual capable of using two languages should be categorized as a translator. Psycholinguistics which is also interested in studying the basic cognitive mechanism underlying translation, for instance, tends to deal with bilinguals as 'language users rather than as translators (Presas, 2000: 22). 6

16 The tendency to deal with bilinguals as language users rather than as translators is not without reason. Like translators, bilinguals can communicate in two languages. They have a multi component communicative competence consisting of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence (Bell, 1991: 41), which is also shared by translators. Unlike translators, however, bilinguals do not necessary have transfer competence (Neubert, 1994: 412). Interference and code-switching are inherent in the language use of bilinguals. Interference refers to the use of features of one language while speaking or writing another (Mackey, 1970). This phenomenon occurs involuntarily and unconsciously and is often understood as the incapability of the speaker or writer to use the second language. Codeswitching which occurs voluntarily and consciously refers to the alternating use of two languages in the same proposition or within a single conversation (Presas, 2000: 26). The switches, according to Holmes (1992), are often very short and they are made primarily for social reasons - to signal the speaker's ethnic identity and solidarity with the addressee (p. 41). While interference and code-switching may also occur among translators, the purpose of code-switching in the context of translation is different. For translators, translation is not merely a code-switching activity. In the field of translation studies, the exercise of the profession is thought to involve more than bilingualism (Seguinot, 1997: 106). It is a multifaceted activity and involves decision-making strategies. It can be said, therefore, that all translators must be at least bilinguals, but not all bilinguals are translators. 3. Translation competence and competencies Translating is a complex activity (Schaffner and Adab, 2000: viii). Richard (1953, as cited in Brislin, 1976: 1) even states that translating 'is probably the most complex type of event yet produced in the evolution of the cosmos'. One may ask what knowledge, skills and competences translators should have in order to perform the task effectively. Competence is the underlying system of knowledge and skills that enable someone to do particular things. Thus, translation competence can be defined as 'the underlying system of knowledge and skills needed to be able to translate' (PACTE, 2000: 100). In a similar vein, Shreve (1997) states: Translation competence is a specialized form of communicative competence. It is about knowing about translation and about knowing how to do translation. It is about producing translations that are well formed, referentially accurate with respect to source texts, and socially appropriate in their cultural contexts (pp ). It is widely accepted that translators should have knowledge to enable them to translate. They should have declarative knowledge (knowing what) and procedural knowledge (knowing how) (Schaffner and Adab, 2000; Anderson, 1983, as cited in PACTE, 2000). These two kinds of knowledge underlie competence, which is used as a cover term to encompass skills and expertise elements. As a specialized form of communicative competence, translation competence must consist of some competences on which it is grounded. In relation to this, Neubert (2000: 6) identifies five qualitative parameters of translation competence: language competence, textual competence, subject competence, cultural competence, and transfer competence. These five qualitative parameters of translation competence are expanded below. (a) Language competence. Translators should be competent in source and target languages. They should know the morphological, grammatical and lexical systems of 7

17 the two languages. In addition, they should be aware of changes in lexical items within the source and target languages generally reflected in dictionaries or other references. (b) Textual competence. It is rarely found that translators work on isolated sentences. In general, they deal with texts of various types. Therefore, they should be familiar with how sentences are combined into paragraphs, and paragraphs into a text. Depending on the domains of discourse they are translating, translators should be proficient in how the source and target language texts are structured. In short, 'they must be sensitised to identify textual features in addition to linguistic ones' (Neubert, 2000: 8). (c) Subject matter competence. Competency in linguistic systems of the source and target languages and familiarity with the textual features of the source an d target language text do not guarantee the production of a quality translation. Familiarity with the subject matter being translated is another important aspect. It should be noted, however, that being competent in the subject matter does not necessarily mean that translators must have highly specialist knowledge, but they must know the ways and the means of how to access this when they need it (Neubert, 2000: 9). Familiarity with the subject matter could enhance the comprehension process of the source language text, which in turn could affect the production process of the target language text. It also gives possible solutions to translators with regard to how unfamiliar technical terms should be rendered. (d) Cultural competence. There is a misunderstanding among those outside of translation or even novice translators that cultural competence is required only in translation of literary texts. If we accept the idea that the production process of the target language text, whether it is academic, technical or literary, is culturally bound, cultural competence is inevitably needed. In addition, if we look at the role of a translator as agent for affecting a symbiosis of the source culture and target culture at the linguistic level (Mohanty, 1994: 28), it becomes apparent that translators must know source and target cultures. They have to be biculturally competent (Witte, 1994: 71). (e) Transfer competence. Transfer competence refers to tactics and strategies of converting L1 texts into L2 texts (Neubert, 2000: 10) While bilinguals may have the four competences described above, it is the transfer competence that distinguishes translators from other communicators (Neubert, 1994: 412). Neubert argues that translation competence is where translators are judged' (2000: 10). He states further: Whatever they may boast about their knowledge, their amazing individual competences, their language skills and their multifarious erudition or their in-depth specialists expertise, even their profound understanding of two or more cultures, all these competences are feathers in the translators' cap. But if this excellent equipment is not matched by the unique transfer competence to produce an adequate replica of an original they have failed. It is not enough to know about translating, it has to be done (p. 10). The range of knowledge, skills and competences expected of translators may seem overwhelming and is sometimes not recognized in the level of compensation for the work. The requirements described above, however, are necessary for translators to accomplish their primary task of producing a target language version of the source language text (Danks Griffin in Danks at. al, 1997: 164). 8

18 4. Development of translation competence Bilingual competencies underlie translation competence. It is probably the reason why some translation scholars consider bilingualism as an important aspect in any account of the development process of translation competence. Harris (1977) and Harris and Sherwood (1978) introduced the concept of natural translation, positing that bilinguals 'naturally' acquire an ability to translate in line with the development of their competencies in two languages. Toury suggests that bilinguals have an innate translation competence comprising bilingual and interlingual ability, as well as transfer competence (Toury, 1984: ) and considers bilingual competence as the foundation of translation competence (1986). In addition, Toury sees that competence in two languages intersects and the point of intersection is the transfer competence, that is the ability to transfer texts. However, he does not believe that translation abilities are a necessary derivative of bilingualism (cited in Shreve, 1997: 121). Lorscher (1986, 1995) sees that natural translation is a result of a translation ability evidenced by bilinguals communicating in real mediating situations (cited in Shreve, 1997: 122). He distinguishes natural translation competence from the translation competence of second language learners, which is formed through didactic or formal instructional settings rather than real communication situations. In addition, he claims that a translation ability, which is acquired naturally, is sense oriented while the translation skill of the second language learners is sign oriented. In Loscher's view, professional translation is a developed form of natural translation (Shreve, 1997: 122). Harris and Sherwood's concept of natural translation, Toury's idea about the intersection of competencies in both languages which results in translation competence, and Loscher's view of the different nature of translation competence acquired by bilinguals and second language learners are generally accepted. It is also widely recognized that bilingual competence is an ideal foundation of translation competence. However, the statement that professional translation evolves from natural translation is still debatable. A growing number of professional translations (which can be considered competent) are produced daily by professional translators who acquired their translation competence through didactic rather than real communication situations. As has been described above, different scholars suggest different ideas about how translation competence develops. Despite the differences, however, there is agreement in the literature that variability is inherent in translation. Shreve (1997) states that there is little evidence that professional translators translate identically' (p. 125). In a similar vein, Seguinot (1997) states: Translators and people who study translation know that different text types require different approaches, and that different people can translate the same text in different ways. It is also clear that different levels of com petence, familiarity with the material to be translated, as well as different interpretations of the nature of the assignment will lead to differences in processes and results (p. 104). Seguinot (1997) identifies two general factors resulting in the varia tion of translation performance. The first factor is the variation in individual cognitive styles and the second factor is the variation in translation acquisition history (pp ). Shreve (1997) posits that variability in translation may result from the skill level of the translator and the use of different translation strategies (pp ). 9

19 References Bell, R.T Translation and Translating: Theory and Practice. London: Longman. Brislin, R.W. (ed.) Translation: Application and Research. New York: Gardner Press, Inc. Danks, J.H. and Griffin, J Reading and translation: A psycholinguistic perspective. In Danks, et al (eds.). Cognitive Processes in Translation and Interpreting. London: Sage Publications, Fraser, J The broader view: How freelance translators define translation competence. In Schaffner, C. and Adab, B. (eds.). Developing Translation Competence. Amsterdam: John Benjamins Publishing Company, Harris, B The importance of natural translation. Working papers in Bilingualism, 12, Harris, B. and Sherwood, B Translating as an innate skill. In Gerver, D & Sinaiko, H.W. (eds.). Language, Interpretation and Communication. New York and London: Plenum, Holmes, J An Introduction to Sociolinguistics. London: Longman. Lauscher, S Translation quality assessment: Where can theory and practice meet?. The Translator: Studies in Intercultural Communication. Vol. 6, No. 2, , Manchester: St Jerome Publishing. Lvovskaya, Z The scope of a communicative theory of translation: An attempt at systematization. In Beeby, A., Ensinger, D., and Presas, M. (eds.). Investigating Translating. Amsterdam: John Benjamins Publishing Company, Mackey, W. F The description of bilingualism. J. A. Fishman (ed.). Reading in the Sociology of Language. The Hague: Mouton, Mohanty, N Translation: A symbiosis of cultures. In Dollerup, C. and Lindegaard, A. (eds.). Teaching Translation and Interpreting 2: Insights, Aims, Visions. Amsterdam: John Benjamins Publishing Company, Neubert, A Competence in language, in languages, and in translation. In Schaffner, C. and Adab, B. (eds.). Developing Translation Competence. Amsterdam: John Benjamins Publishing Company, Competence in translation: A complex skill, how to study and how to teach it. In Hornby, S.H., Pochhaker, F., and Kaindl, K. (eds.). Translation Studies: An interdiscipline. Amsterdam: John Benjamins Publishing Company, PACTE Acquiring translation competence: Hypotheses and methodological problems of a research project. In Beeby, A., Ensinger, D., and Presas, M. (eds.). Investigating Translating. Amsterdam: John Benjamins Publishing Company, Presas, M Bilingual competence and translation competence. In Schaffner, C. and Adab, B. (eds.). Developing Translation Competence. Amsterdam: John Benjamins Publishing Company, Schaffner, C. and Adab, B Developing translation competence: Introduction. In Schaffner, C. and Adab, B. (eds.). Developing Translation Competence. Amsterdam: John Benjamins Publishing Company, vii -xv. Seguinot, C Accounting for variability in translation. In Danks et al (eds.) Cognitive Processes in Translation and Interpreting. London: Sage Publications, Shreve, G. M Cognition and the evolution of translation competence. In Danks et al (Eds.) Cognitive Processes in Translation and Interpreting. London: Sage Publications, Toury, G Descriptive Translation Studies and Beyond. Amsterdam: John Benjamins Publishing Company. 10

20 In Search of a Theory of Translation. Jerusalem: The Porter Institute for Poetics and Semiotics. Witte, H Translation as a means for a better understanding between cultures. In Dollerup, C. and Lindegaard, A. (eds.). Teaching Translation and Interpreting 2: Insights, Aims, Visions. Amsterdam: John Benjamins Publishing Company,

21 WACANA HUMOR DALAM STAND-UP COMEDY WANITA KOREAAMERIKA MARGARET CHO: PSYCHO Anindita Dewangga Puri Ilmu Linguistik, Fakultas Ilmu Budaya, Universitas Gadjah Mada Abstract Humor is one of the language phenomena that has spread around the world. It is used to entertain people in their daily activity. Basically, the main objective of the humor is to entertain the people. However, from day to day, humor can also be used to satirize something, whether it is for positive or negative things. Nowadays, people recognize so many types of humor, such as meme, stand-up comedy, humor tagline in an advertisement, sitcom, humor in a comic strip, humor in a serial comic, etc. There are many researchers conducting researches about humor, however the research about stand-up comedy is still less than the other types of humor. This research uses stand-up comedy by Margaret Cho entitled PsyCHO as the object of the study. The aim of this research is to explore the characteristics especially the structure and language aspects of the stand-up comedy conducted by Margaret Cho. The researcher uses descriptive qualitative method and pragmatic approach in conducting this research. As a preliminary conclusion, the researcher finds that there are various structures of stand-up comedy by Margaret Cho. Moreover, from the language aspects, the researcher also finds the maxim violation on that stand-up comedy which is used to build the humor situation. Keywords: pragmatics, Margaret Cho, female stand-up comedy. PENDAHULUAN Salah satu fenomena kebahasaan yang berkembang dalam masyarakat saat ini adalah wacana tentang humor. Humor sering diinterpretasikan sebagai cerita pendek yang menceritakan kejadian lucu dengan harapan dapat membuat seseorang menjadi tertawa karena hiburan yang disajikan oleh humor tersebut. Menurut Wijana (2003) dalam buku Kartun: studi tentang Permainan Bahasa, humor merupakan sebuah bentuk permainan kata di mana permainan kata ini dapat merangsang manusia untuk tersenyum dan tertawa bagi orang yang melihatnya. Hingga saat ini, penggunaan humor semakin meningkat di dalam masyarakat. Banyak sekali humor yang bermunculan seperti humor dalam bentuk komik strip, kartun komik, humor yang dikemas dalam bentuk film, humor yang dikemas dalam bentuk meme, humor dalam tagline iklan-iklan di televisi, stand-up comedy, bahkan humor yang terdapat dalam spandukspanduk yang ada di pinggir jalan. Hal ini terjadi karena adanya penyimpangan terhadap kaidahkaidah penggunaan bahasa. Sebagai suatu hal yang dapat mengundang tawa, humor ternyata juga memiliki beberapa fungsi seperti yang dikatakan oleh Suyasa (2010) dalam makalahnya yang berjudul Identifikasi Jenis Humor: Lucu, Lucu, dan Lucu yaitu (a) sebagai pelengkap dalam keterampilan memimpin, (b) sebagai fasilitas untuk berkomunikasi, (c) untuk menghambat agresifitas, (d) sebagai perantara untuk proses terapi, dan (e) untuk mengurangi tingkat stress. Memproduksi humor menjadi salah satu kemampuan yang dimiliki oleh manusia. Kemampuan ini akan selalu berkembang seiring dengan adanya perkembangan kebudayaan dan perkembangan waktu. Para pelaku humor pun tidak hanya identik dengan pria saja, namun saat 12

22 ini kaum wanita pun berlomba-lomba untuk menjadi komedian yang handal di masyarakat, salah satunya menjadi komedian atau komik dalam sebuah stand-up comedy.stand-up comedy merupakan salah satu humor yang berkembang pesat pada masa kini. Humor dalam bentuk stand-up comedy lebih mengedepankan komunikasi verbal dengan seorang komik (sebutan untuk pelaku stand-up comedy) berdiri di depan para penonton, diikuti dengan menceritakan hal-hal yang lucu sehingga membuat para penonton menjadi terhibur dan tertawa (Double, 2014). Dalam melakukan stand-up comedy, seorang komik tidak memerlukan banyak peralatan, yang dibutuhkan hanyalah sebuah mikrofon dikombinasikan dengan kemampuan untuk menarik perhatian para penonton menggunakan gerakan tubuh dan ekspresi wajah sambil bercerita halhal lucu. Humor dalam bentuk stand-up comedy juga dapat menjadi sarana untuk membuat kritikan atau sindiran, bahkan dalam stand-up comedy Amerika, seorang komik lebih berani untuk menciptakan materi yang merujuk pada hal-hal berbau rasis atau menyidir suatu etnis tertentu. Beberapa komik terkenal Amerika juga memiliki ciri khas masing-masing dalam menyampaikan materi komedinya, diantaranya adalah Christ Rock yang materi komedinya lebih kearah politik dan ras, Ellen Degeneres yang memiliki materi komedi tentang kehidupan sehariharinya sebagai seorang lesbian, George Charlin yang sering bersinggungan dengan topik berbau religi, dan Margaret Cho yang selalu mengandalkan topik tentang politik, ras, perempuan, dan hal-hal berbau seksual. Dalam membuat sebuah kritikan atau sindiran, para komik selalu menyuguhi materi komedinya dengan sesuatu yang dinamakan mock language atau dikenal dengan nama plesetan. Ketika seorang komik menggunakan mock language, mereka meyakini bahwa para penonton akan paham mengenai topik yang dibicarakan oleh komik tersebut dan kritik apa yang disampaikan secara tidak langsung oleh komik tersebut dalam stand-up comedynya. Salah satu komik Amerika yang terkenal dengan mock language nya adalah Margaret Cho. Chun (2004) dalam penelitiannya menyebutkan bahwa mock Asian sering digunakan oleh Margaret Cho sebagai bentuk dari sindiran dan kritik sosial yang dilakukan olehya. Kritik sosial dan sindiran ini dikemas dalam bentuk humor stand-up comedy yang hingga saat ini sangat dinikmati oleh para penggemarnya. Pada penelitian ini, peneliti mengambil humor sebagai objek penelitian. Oleh karena semakin berkembangnya kemampuan manusia untuk memproduksi humor, maka semakin banyak pula penelitian-penelitian yang khusus mengkaji tentang humor. Jenis humor yang akan diteliti dalam penelitian ini adalah stand-up comedy, karena hingga saat ini baru sedikit peneliti yang terjun untuk mengambil objek penelitian tersebut. Penelitian ini mengambil objek dari salah satu stand-up comedian wanita, Margaret Cho, yang merupakan seorang wanita keturunan Korea namun dibesarkan di wilayah Amerika. Margaret Cho terkenal dengan materi komedinya yang keras karena hampir seluruh materi komedi yang dia sajikan merupakan hasil dari pengalaman buruk di masa lalunya. Berdasarkan latar belakang yang telah dijabarkan tersebut, penelitian ini memiliki dua tujuan yaitu untuk menjelaskan struktur wacanastand-up comedy berjudul PsyCHO yang dibawakan oleh Margaret Cho dan untuk menjelaskan permainan bahasa yang terdapat dalam stand-up comedy tersebut sehingga dapat menimbulkan efek humor bagi para penonton. Semua data dalam penelitian ini pada dasarnyavakan dianalisis menggunakan pendekatan pragmatik karena pragmatik lebih mengedepankan konteks dalam sebuah wacana. 13

23 METODE PENELITIAN Penelitian wacana humor stand-up comedy ini menggunakan metode deskriptif kualitatif. Terdapat beberapa tahapan yang dilakukan oleh peneliti, yaitu tahapan pengumpulan data, tahap analisis data, dan tahap penyajian hasil analisis data (Sudaryanto, 1993). Tahap pengumpulan data merupakan tahap pertama yang dilakukan dalam penelitian ini. Peneliti mengambil data dari salah satu acara stand-up comedy Margaret Cho yang berjudul PsyCHO. Peneliti mendengarkan dan melihat video berdurasi kurang lebih 1 jam tersebut yang diunduh dari youtube, kemudian mentranskrip and 'no' and also between positive and negative polarity. Modality is divided into two types, namely modalization and modulation. The use of the modality depends on the function in the clause. If the clause has the meaning of 'giving or exchanging information' (proposition), the clause is realized by indicative Meanwhile, if the clause has the meaning of 'exchanging/requesting goods or services' (proposal), is realized by imperative(halliday & Matthiessen,2014, p.691). In SFL, modalization shows the meaning of proposition and modulation indicates the meaning of the proposal(santosa,2003, p. 112). (data: 001/00:01:33,301/TJB) a. Bagheraa: you are the very worst wolf I ve seen. b. Bagheraa: you must be the very worst wolf I ve seen. These samples show that Mowgli is the very worst wolf whom Bagheraahas ever seen. But example (a) only tells a fact as a preposition that gives information. In example (b),bagheraa expresses its judgement about probability about what it said is realized by high degree of finite modal operator must. Must in there does not tell about obligation but it tells about probability of something. The use of finite modal operator indicates that the modality has subjective implicit orientation. That orientation also shows that Baghera is the source of the judgment. Modality does not only deal with type (i.e. modalization that expresses meaning of probability and usuality or modulation which expresses meaning of obligation and inclination), but also with value (high, medium, and low) and its orientation (subjective, objective, implicit, explicit). Modality has been conducted by many researchers. Khristianto&Whulandary (2014)and Wicaksono (2017) analyze the meaning and value of modality in Indonesian editorial and tv debate. Wicaksono focusses his reseach only on modalization. Another researcher, Yang, Zheng, & Ge (2015) analyze value and orientation in medical research articles. Then, Royani, (2016) and Pastor & Luisa (2012) simplify their research only on epistemic modality. Besides, Jaime & Pérez-Guillot (2015) compare modal auxiliary in technical and general English. From the result of the previous studies review, the researcher has not found any research on the modality orientation in the movie which is a representation of authority (Halliday & Matthiessen, 2014). In Halliday s Introduction to functional Grammar, Halliday & Matthiessen (2014, p. 962) states that orientation is related to the authority in context. Halliday differentiates subjective and objective orientation based on its function in the language (subjective interpersonal and objective ideational) and its relation to the utterance (Verstraete, 2001, p. 1509). Orientation of modality can be expressed through the use of finite modal operator, modalization verb, modulated verb, and mood adjunct (Halliday & Matthiessen, 2014, p.693). Orientation can be said as implicit if the modality uses finite modal operator, mood adjunct and modulated verb (usually, possibly, must, be going to) or explicit if the modality uses modalization verb and relational clause with modal complement ( I think that, its likely that.. ).Orientation can also be subjective if the modality uses ( I think that, I know that.. ) or objective if the modality uses ( it is likely that.., it is usual that ). Orientation shows the source of modality and shows how speaker is responsible for the judgment that he/she expresses through linguistic 21

31 forms(thompson, 1996). The orientation is subjective when the speaker shows that he/ she is the source of modality and uses pronoun I. Then, the orientation is objective when the speaker gives suggestion or judgment about possibility of something in an objective way, which is the used of pronoun it. (Eggins, 2004; Thompson, 1992: 62 cited in Yang et al., 2015, p. 3). The researcher uses movie as a data source because movie reflects many aspects of life in real life such as social, culture, and science. Movie also reflects people communication in real life. Moreover, in this paper, the researcher uses The Jungle Book movie that was released in This movie which was directed by Favreau is popular not only for kids but also for adults. It is proved that this movie has 7.5 rating from 10 rating (m.imdb.com) Besides, this movie was released twice, that is in 1967 with cartoon version and in 2016 with animation version. METHODOLOGY This research was a descriptive qualitative study. This research is also an embedded-case study because the research design has been decided before the researcher conducted it. The data in this research are words, phrases and clauses as the marker of modality orientation in the movie. The subject of the research was The Jungle Book movie which was released in 2016 with 106 minutes duration.the data were obtained through content analysis based on Systemic Functional Linguistics as proposed by Halliday (Halliday & Matthiessen, 2014). FINDINGS AND DISCUSSION TABLE 1 Distribution of modality orientation in The Jungle Book movie Modality Type probability Usuality obligation inclination ability JUMLAH Modality realization Finite modal operator Mood adjunct Modalization verb Mood adjunct Finite modal operator Modulated verb Finite modal operator Modulated verb Finite modal operator SI 36 Orientation SE OI (SI= Subjective implicit; SE= subjective explicit; OI: Objective Implicit) Table 1 shows the distribution of modality orientation in The Jungle Book movie. There are 238 data which were found in the movie. The types of orientation of modality which were found in those data are subjective implicit, subjective explicit, and objective implicit orientation. Subjective implicit has higher frequency (160 data using finite modal operator) than the others. Then, implicit objective consists of 41 data (7 data are using modulated verb and 39 data are using mood adjunct). In addition, subjective explicit has 32 data using modalization verb. Based on the table, it shows that subjective implicit orientation with obligation and inclination meaning are used dominantly by the characters in the movie. It means that the characters in the movie tend to be subjective and have self-intention when they communicate with other characters. Moreover, the characters also have high power in the jungle, so they have authority to ask or command subjectively. Besides, they choose to speak implicitly rather than explicitly. 22

32 a. Subjective Implicit 1. Probability (002/00:01:36,436/TJB) Mowgli: Yeah, but if the branch didn't break, I would've made it Would ve expresses a meaning of probability. The speaker (Mowgli) expresses his high certainty about the possibility that he would succeed in hunting if the branch where he stood didn t break. That modality is realized by the use of finite modal operator, so the orientation of modality is subjective implicit. (156/00:52:33,300/TJB) Bagheraa: He may not know your game, but I do. In the example above, Bagheraa is not sure enough about the possibility that Bagheraaknows everything about Baloo. In the context of situation, Bagheraa is angry with Baloo because Baloo asks Mowgli to collect a lot of honey in the clift for his hibernation. He expresses his certainty using finite modal operator may with low value. The orientation of modality is subjective implicit because the modality form in that sample is finite modal operator. 2. Obligation (141/00:46:14,100/TJB) Shera Khan: But, the one you haveto watch out for is the cuckoo bird. The speaker (Shera Khan) has high power in the jungle, so it has authority to ask or command other animals.his authority can be seen from the use of modal finite have to which has high value. That modality expresses a meaning of obligation. have to has a meaning that the addressee is obligated to do what the speaker asks. The orientation of modality is subjective implicit orientation.table 1 shows that finite modal operator has higher frequency than the others. It is because finite modal operator is used in all types of modality either in modalization or modulation (Halliday & Matthiessen,2014, p ). Besides, finite modal operator has more variations than other markers. (097/00:38:49,000/TJB) Baloo:You can do it! In English utterance, Baloo convinces Mowgli that he can climb the cliff. Can has a meaning of obligation with low value. Canin that example has a meaning that the speaker commands the addressee that he can climb the cliff. Because the modality has low value, the addressee does not have obligation to do what the speaker said. Can is finite modal operator. It indicates that the modality orientation is subjective implicit orientation. 3. Inclination (039/00:14:46,400/TJB) Bagheraa: I am the one who brought him to you. And now I'll return him to where he belongs. In the example, Bagheraa expresses his willingness to send Mowgli to the manvillage. Bagheraa is using finite modal operator will. The modality orientation is subjective implicit. Bagheera has self-intention to do something toward Mowgli, so he speaks subjectively. 23

33 4. Ability (064/00:18:26,000/TJB) Bagheraa:Only man can protect you now. Can in English utterance expresses the meaning of ability. Can there has implicitly subjective orientation because it is indicated by the use of finite modal operator. b. Subjective Explicit 1. Probability (082/00:31:19,400/TJB) A snake:i know what you came from. (134/00:45:04,000/TJB) Baloo: And I think it would be interesting to see just how much honey Subjective explicit orientation is indicated by the use ofmodalization verb. The modalization verb is showed by the use of mental clauses such as I know, I bet, I suppose, I think, I imagine. It is only used in probability. The modalities in the examples above have different value (I know has high value and I think has medium value). However, both of them have explicitly subjective orientation. c. Objective Implicit 1. Probability (046/00:14:40,300/TJB) Bagheraa:Maybe I can be of help. Maybe is a mood adjunct. This marker is only used to express probability meaning. Maybe there has low value. Based on the context of situation in that sample, Bagheraa offers Akela to send Mowgli to the man village, but Bagheraa doesn t have high certainty about his ability to help Mowgli. The modality orientation is objective implicit. 2. Usuality (054/00:16:50,700/TJB) Mowgli: You always said we're not supposed to go near a man village. Always is a modal adjunct which has a meaning of usuality. Modal adjunct is divided into two, namely mood adjunct and comment adjunct. Usuality always uses mood adjunct such as always, usually, sometimes, never, ever, etc. It is proved by Thompson (2007) that 'A part from verbal operator. Modality may also be signaled in Mood by a modal adjunct. In fact this, rather than a modal operator is normal way of expressing usuality. Mood adjunct is a realization of objective implicit orientation. In table 1, the objective implicit orientation has the second highest frequency in the data. Objective implicit orientation is realized by mood adjunct and modulated verb. But, in this study, mood adjunct was mostly found in the objective implicit orientation. It is because mood adjunct is always used in usuality and the rest is used in probability. 235/01:31:50,500/TJB Baloo: No. We were never friends. Based on the context of situation, Baloo pretends that he and Mowgli are never friends. It is because Baloo wants Mowgli to leave jungle and go to man village. Never in that utterance has a meaning of usuality. That modality has implicitly objective myself. 24

34 Will never in that example above expresses a meaning of usuality. The form of that modality is mood adjunct. Based on the context of the situation, will does not stand alonebut will and never are a unit which expresses the speaker s judgement about the frequency of something which is happening. In that case, Bagheraa willnever forgive herself if something bad happens to Mowgli. That modality has implicitly objective. 3. Obligation Halliday stated that modulation has objective implicit orientation if the form of modality is modulated verb. (033/00:14:00,900/TJB) Wolf s children: Mowgli, you're not supposed togo up there! (014/00:03:09,700/TJB) Bagheraa: Akela, was a just and noble leader, he allowed Mowgli to dwell among them. Not supposed to and allowedin that utterances are examples of modulated verb. That modality expresses obligation meaning. But, those modalities do not have the same value. Sample 033 has medium value and sample 014 has low value. Both modalities are objective implicit orientation. 4. Inclination (011/00:03:09,700/TJB) Akela: If he was going to survive, I knew he needed a people. Going to expresses the meaning of willingness. Based on the context of situation, the speaker gives an explanation to Akela that Mowgli has to go to a human village if he wants to survive from Shera Khan because only humans that could protect Mowgli. CONCLUSION From this study, it can be concluded that types of modality orientation that are found in the movie are subjective implicit, subjective explicit and objective implicit. Subjective implicit orientation is mostly used in the movie. It is realized by the use of finite modal operator. Finite modal operator is mostly found in the utterances because that marker is used in all types of modality, either in modalization or modulation. Besides, finite modal operator has more variations than other markers. Subjectively implicit orientation with obligation and inclination meaning are used dominantly in the movie. It means that the characters in the movie tend to be subjective and have self-intention when they communicate with other characters. Moreover, the characters also have high power in the jungle, so they have authority to ask or command subjectively to the others. However, they choose to speak implicitly rather than explicitly. Subjective implicit orientation is only found in probability.it is realized by the use ofmodalization verb (I think, I know, I imagine, I suppose,etc). Then, objective implicit orientation is mostly found in modalization, especially in usuality. It is realized by the use ofmood adjunct,like always,never,ever, sometimes,etc. REFERENCES Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Journal of Sociolinguistics (Vol. 10). Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday s Introduction to Functional Grammar. Ney York: Routlege. Jaime, A., & Pérez-Guillot, C. (2015). A Comparison Analysis of Modal Auxiliary Verbs in 25

35 Technical and General English. Procedia - Social and Behavioral Sciences, 212, Khristianto; Whulandary, A. (2014). Modality Use and Its Reflection on Power Relation : A Case of Indonesian Editorials in New Order Era ( Indonesia 1990s ). M.imdb.com. (2016). The Jungle Book. Retrieved April 10, 2017, from m.imdb.com Pastor, C., & Luisa, M. (2012). A contrastive analysis of epistemic modality in scientific English, 1127, Royani, M. (2016). Modalitas epistemik bahasa Inggris pada rublik Headlines The Jakarta Post. Universitas Gajah Mada. Santosa, R. (2003). Semiotika sosial. Surabaya: Pustaka Eureka. Thompson, G. (1996). Introducing Funtional Grammar. London: Arnold Edward. Thompson, G. (2007). Introducing functional grammar. Language (Vol. 83). Verstraete, J. C. (2001). Subjective and objective modality: Interpersonal and ideational functions in the English modal auxiliary system. Journal of Pragmatics, 33(10), Wicaksono, E. S. N. D. (2017). Comparizon of modalization used by candidates in the third session debate of pilkada DKI st Interrnational Conference on Language, Lnguisticsand Literature, 1, Yang, A., Zheng, S. yuan, & Ge, G. chun. (2015). Epistemic modality in English-medium medical research articles: A systemic functional perspective. English for Specific Purposes, 38,

36 PENANDA JAMAK PADA NOMINA DALAM BAHASA INGGRIS DAN BAHASA INDONESIA: ANALISIS KONTRASTIF Ayuninda Erdiani Linguistik, Fakultas Ilmu Budaya, Universitas Gadjah Mada Abstrak Bahasa Indonesia mempunyai ciri-ciri umum dan kaidah-kaidah tertentu yang membedakannya dengan bahasa-bahasa lainnya di dunia ini, baik bahasa asing maupun bahasa daerah.salah satunya adalah kaidah mengenai penandaan jamak nomina dalam sebuah kalimat. Salah satu cara untuk mencari kesamaan dan perbedaan dua bahasa atau lebih merupakan pengertian dari analisis kontrastif (James, 1980). Hal ini juga sepaham dengan pendapat Umi Hijriyah dalam bukunya bahwa Analisis kontrastif, berupa prosedur kerja, adalah aktivitas atau kegiatan yang mencoba membandingkan struktur bahasa ibu dengan struktur bahasa asing yang dipelajari, untuk mengidentifikasi perbedaan-perbedaan di antara kedua bahasa (Hijriyah, 2014). Penelitian ini menggunakan teori morfologi untuk menganalisis pembentukan penanda jamak dan linguistik kontrastif sebagai teori dalam pembandingan bahasa. Penelitian ini mengkaji: 1) bentuk-bentuk penanda jamak dalam Bahasa Indonesia, 2) bentuk-bentuk penanda jamak dalam bahasa Inggris, dan 3) menentukan perbedaan dan persamaan atas kedua bahasa tersebut pada pengklasifikasian penanda jamak. Penelitian ini menggunakan metode kualitatif dan pengumpulan data menggunakan metode introspeksi.teknik penyajian data menggunakan metode informal (Mahsun, 2005, p ).hasil penelitian ini menunjukkan bahwa penanda jamak pada bahasa Inggris dan Bahasa Indonesia memiliki kesamaan dan perbedaan yakni dari pembentukan jamak, pemarkah, dan kata serapan yang digunakan. Kata kunci: Jamak, Nomina, Kontrastif A. PENDAHULUAN Bahasa Indonesia mempunyai ciri-ciri umum dan kaidah-kaidah tertentu yang membedakannya dengan bahasa-bahasa lainnya di dunia ini, baik bahasa asing maupun bahasa daerah.dengan ciri-ciri umum dan kaidah-kaidah pokok ini pulalah dapat dibedakan bagaimana struktur bahasa Indonesia, bahasa asing, dan bahasa daerah.salah satunya adalah kaidah mengenai penandaan jamak nomina dalam sebuah kalimat.masing-masing Bahasa memiliki kaidah penandaan jamak dalam nomina meskipun begitu kaidah-kaidah ini memiliki persamaan maupun perbedaan diantara keduanya.salah satu cara untuk mencari kesamaan dan perbedaan dua bahasa atau lebih merupakan pengertian dari analisis kontrastif (James, 1980). Hal ini juga sepaham dengan pendapat Umi Hijriyah dalam bukunya bahwa Analisis kontrastif, berupa prosedur kerja, adalahaktivitas atau kegiatan yang mencoba membandingkan strukturbahasa ibu dengan struktur bahasa asing yang dipelajari, untukmengidentifikasi perbedaan-perbedaan di antara kedua Bahasa (Umi Hijriyah, 2014). Penelitian ini sudah banyak diminati oleh akademisi yang meneliti mengenai struktur internal sebuah kata dan kalimat.beberapa penelitian terdahulu adalah penelitian Hayatul Cholsymengenai Penanda Jamak Dalam Bahasa Perancis Dan Bahasa Indonesia (2005).Dalam penelitiannya, Hayatul Cholsy menyatakan bahwa penanda jamak pada Bahasa Perancis terdapat di dalam bahasa tulis dan bahasa lisan. Didalam Bahasa tulis penanda jamak dapat diketahui dari penambahan [ x], [-s], atau perubahan-perubahan berdasarkan aturannya pada nomina dan 27

37 adjektif serta kesesuaian subjek dan predikat dalam kalimat kala, pasif dan majemuk sedangkan dalam Bahasa lisan dapat diketahui dari pengucapan artikel pada nomina jamak yang mengikutinya. Beliau juga menemukan bahwa penanda jamak dalam Bahasa Indonesia terdapat pada reduplikasi nomina, verba, dan adjektif. Pada kesimpulannya, penanda jamak Bahasa Indonesia sangat berbeda dengan Bahasa Perancis karena bahasa Indonesia tidak memiliki penanda jamak yang khas seperti Bahasa Perancis, baik dalam bahasa tulis maupun bahasa lisan. Penelitian lainnya adalah penelitian Aliyatul Himmah dan Ribut Wahyudi mengenai A Contrastive Analysis of Arabic and English Noun Plural Markers (2014). Dalam penelitian ini, Aliyatul Himmah dan Ribut Wahyudi menyatakan bahwa konsep jamak pada Bahasa inggris dimulai sejak hitungan kedua sedangkan Bahasa arab terhitung dari hitungan ketiga. Kedua Bahasa itu memiliki pola beraturan dan tidak beraturan. Penulis juga menemukan bahwa kebanyakan jamak dalam Bahasa Inggris lebih ditemukan pada nomina sedangkan pada Bahasa arab, jamak dapat ditemukan pada nomina dan adjektif. Dalam penelitian ini, penulis berusaha meneliti mengenai: 1) bentuk-bentuk penanda jamak dalam Bahasa Indonesia, 2) bentuk-bentuk penanda jamak dalam Bahasa inggris, dan 3) menentukan perbedaan dan persamaan atas kedua Bahasa tersebut pada pengklasifikasian penanda jamak. Berdasarkan dengan penelitianpenelitian sebelumnya, penulis berharap dalam penelitian ini dapat mengidentifikasi dan mampu mendeskripsikan perbedaan serta persamaan penanda jamak nomina pada Bahasa Inggris dan Bahasa Indonesia. B. LANDASAN TEORI 1. Morfologi Secara etimologi kata morfologi berasal dari kata morf yang berarti bentuk dan kata logi yang berarti ilmu.jadi secara harfiah kata morfologi berarti ilmu mengenai bentuk (Chaer, 2008, p.3).menurut Haryanta (2012, p.172) menyatakan bahwa yang dimaksud dengan morfologi adalah cabang linguistik yang mengidentifikasi satuan-satuan dasar bahasa sebagai satuan gramatikal.morfologi mempelajari seluk-beluk bentuk kata serta pengaruh perubahanperubahan bentuk kata terhadap golongan dan arti kata, baik fungsi gramatik maupun fungsi semantik.hal ini juga sejalan dengan pendapat J.W.M.Verhaar (2008, p.97) yang mengatakan morfologi adalah bidang linguistik yang mempelajari susunan bagian kata-kata secara gramatikal, karena setiap kata dapat dibagi atas segmen yang terkecil yang disebut fonem tetapi tidak harus berupa morfem. Morfem sendiri memiliki pengertian sebagai unit terkecil dari tata bahasa yang memiliki arti.morfem tidak dapat dibagi menjadi bentuk yang lebih kecil dari bahasa lagi. Dalam tata bahasa Inggris, morfem berfungsi untuk membedakan bentuk jamak (plural), mengatakan masa lalu (past tense), dan sebagainya tergantung pada proses morfologis yang dialaminya. Proses morfologis ataupun disebut dengan proses morfemis adalah prosespembentukan kata dari sebuah bentuk dasar melalui pembubuhan afiks (dalamproses afiksasi), pengulangan (dalam proses reduplikasi), pemendekan (dalamproses akronimisasi), dan pengubahan status (dalam proses konversi). Prosesmorfologi melibatkan komponen (1) bentuk dasar, (2) alat pembentuk (afiksasi,reduplikasi, komposisi, akronimisasi, dan konversi), (3) makna gramatikal, dan(4) hasil proses pembentukan (Chaer, 2012, p. 25). 2. Analisis Kontrastif Linguistik kontrastif merupakan salah satubagian subdisiplin linguistic yang berkonsentrasi pada perbandingan dua atau lebih Bahasa atau subsistem Bahasa untuk menentukan kedua 28

38 perbedaan dan persamaa diantara mereka (Fisiak, 1981, p.1).linguistik kontrastif dibagi menjadi dua yakni linguistik kontrastif teoritikal dan linguistik kontrastif terapan. Linguistic kontrastif teoritikal adalah ilmu linguistic yang membandingkan perbedaan dan kesamaan antara dua Bahasa atau lebih, yang didasari oleh kaidah teoritikal yang sama. Sedangkan linguistic kontrastif terapan adalah salah ilmu linguistik terapan yang mempelajari perbedaan dan persamaan kedua Bahasa atau lebih untuk dicari manfaat dalam proses pembelajaran kedua Bahasa tersebut (Fisiak, 1981, p. 2-9). Salah satu cara untuk mencari kesamaan dan perbedaan dua bahasa atau lebih merupakan pengertian dari analisis kontrastif (James, 1980). Hal ini juga sepaham dengan pendapat Umi Hijriyah dalam bukunya bahwa Analisis kontrastif, berupa prosedur kerja, adalahaktivitas atau kegiatan yang mencoba membandingkan strukturbahasa ibu dengan struktur bahasa asing yang dipelajari, untukmengidentifikasi perbedaan-perbedaan di antara kedua Bahasa (Hijriyah, 2014). C. METODOLOGI Penelitian ini dilakukan dengan metode kualitatif.dalam pengumpulan data, penulis menggunakan metode introspeksi. Metode intropeksi merupakan sebuah metode yang berupaya melibatkan atau memanfaatkan sepenuh-penuhnya atau seoptimal mungkin peran peneliti sebagai penutur bahasa tanpa melenyapkan peran penelitian (Mahsun,2005, p ). Dalam teknik analisis data, peneliti menggunakan metode agih karena objek penelitian tidak keluar dari unsur kebahasaan yang dikaji.dalam teknik penyajian datanya, peneliti akan menggunakan metode informal (Mahsun, 2005, p ). Metode informal perumusan dengan menggunakan kata-kata biasa, termasuk penggunaan terminologi yang bersifat teknis. D. ANALISIS 1) ANALISIS PENANDA JAMAK NOMINA DALAM BAHASA INDONESIA Dalam Bahasa Indonesia, penanda jamak nomina ditunjukkan dengan pemarkah-pemarkah khusus seperti reduplikasi utuh, reduplikasi sebagian, numeralia dan leksem bermakna jamak. Seperti yang telah dijabarkan oleh Alwi dkk (2003, p ) bahwa dalam Bahasa Indonesia, konsep tunggal itu ditandai oleh pemakaian kata seperti satu, sesuatu, sedangkan jamak umumnya dinyatakan dengan perulangan. 1. Bentuk pemarkah reduplikasi utuh Bentuk reduplikasi ini dibentuk dengan pengulangan bentuk dasar nomina secara utuh.reduplikasi ini digunakan pada penandaan jamak pada nomina yang dapat dihitung. Berikut ini contoh reduplikasi utuh: Anak-anak itu berlarian di halaman sekolah Orang-orang berbondong bondong berebut sembako yang dibagikan apparat pemerintah. Monyet-monyet itu bergelantungan di dahan pohon. Reduplikasi ini dapat juga diimbuhi akhiran { an} dalam bentuk pengulangan nomina yakni: Daun-daunan Sayur-sayuran Batu-batuan Akan tetapi kaidah ini berlaku hanya pada kata-kata tertentu saja karena beberapa kata yang menggunakan penggulangan nomina disertai dengan akhiran {-an} tidak memiliki arti jamak melainkan menyerupai nomina (tiruan) sepertimobil-mobilan. 2. Bentuk pemarkah reduplikasi sebagian 29

39 Bentuk reduplikasi ini dibentuk dengan pengulangan sebagian bentuk dasar nomina. Reduplikasi ini juga dapat digunakan untuk penandaan jamak pada nomina yang berupa kata majemuk.reduplikasi ini dilakukan sebagai efisiensi kata dalam kalimat.berikut ini contoh reduplikasi sebagian: surat-surat kabar *surat kabar-surat kabar kereta-kereta api *kereta api-kereta api kapal-kapal terbang *kapal terbang-kapal terbang Penanda jamak juga dapat diketahui dari pengulangan suku kata pertama nomina yang diikuti dengan vocal {-e} dan adanya akhiran {-an}, hanya saja penggunaan kaidah ini sangat terbatas dan berlaku pada kata tertentu saja seperti: Rerumputan Bebatuan Dedaunan 3. Bentuk pemarkah numeralia Bentuk pemarkah numeralia adalah penanda jamak yang menyatakan bilangan/jumlah jamak seperti dua, banyak, beberapa, sejumlah, sekumpulan, seorang, kaum, para dan lain sebagainya.untuk pemarkah numeralia dapat dibedakan menjadi dua yakni pemarkah numeralia yang menunjukkan jumlah untuk nomina yang dapat dihitung dan pemarkah numeralia yang menunjukkan takaran untuk nomina yang tidak bisa dihitung.berikut ini contoh bentuk pemarkah numeralia untuk menunjukkan benda yang dapat dihitung: Anita terkena denda peminjamam tiga buku di perpustakaan Sejumlah perhiasan ditemukan tersimpan dalam lemari besinya. Beberapa orang berkumpul di balai desa untuk pertemuaan rutin desa. Apabila sudah menggunakan pemarkah numeralia, bentuk dasar nomina tidak diulang kembali khususnya untuk penggunaan nomina yang dapat dihitung.berikut ini contoh bentuk pemarkah numeralia untuk menunjukkan benda yang tidak dapat dihitung: Dek, ibu sudah buatkan segelassusu. Jangan lupa masukkan setengah sendok teh garam nak! 4. Bentuk leksem bermakna jamak Bentuk pemarkah yang terakhir adalah bentuk kata yang sudah memiliki makna jamak bahkan dapat berupa kata serapan seperti datum data, alumnus alumni, dan lain sebagainya. Berikut ini contoh leksem bermakna jamak: Aksi massa yang sering terjadi belakangan ini telah banyak memakan korban jiwa. Kasus pelecehan agama yang dilakukan ahok telah menjadi sorotan utama publik. Masyarakat Indonesia merupakan masyarakat multikultural yang terdiri dari berbagai budaya dan etnis. 2) ANALISIS PENANDA JAMAK NOMINA DALAM BAHASA INGGRIS Dalam Bahasa inggris, penanda jamak banyak terlihat pada perubahan yang terjadi pada nomina baik secara morfologi dan fonologi. Penanda jamak juga dapat menggunakan pemarkah numeralia. 1. Penanda jamak melalui penambahan akhiran es/s dan -en Penanda bentuk jamak dilakukan melalui adanya penambahan akhiran es/s dan en pada nomina.umumnya penanda bentuk jamak ini digunakan untuk bentuk nomina yang dapat 30

40 dihitung.penanda bentuk jamak es/s pada penambahan akhiran ialah -es, ies, dan ves.berikut ini penanda jamak akhiran s. dipakai jika kata benda tersebut berakhiran dengan huruf mati (consonant) kecuali huruf yang berakhiran s, sh, ch, x, z. Contoh : - cat cats - dog dogs - chair chairs dipakai jika kata benda tersebut berakhiran dengan huruf Y yang didahului dengan huruf hidup (vowel). Contoh : - ashtray ashtrays - key keys dipakai jika kata benda tersebut berakhiran dengan huruf e yang didahului dengan consonant kecuali huruf f. Contoh : - table tables - kite kites 4. dipakai jika kata benda berakhir dengan huruf e tapi didahului dengan huruf f (tapi huruf f harus diganti dahulu dengan huruf v kemudian tambahkan s). Contoh : - wife wives - knife knives Sedangkan berikut ini merupakan bentuk jamak akhiran es: dipakai jika kata benda tersebut diakhiri dengan huruf O. Contoh : - mango mangoes - volcano volcanoes dipakai jika kata benda tersebut diakhiri dengan huruf s, sh, ch, x, z. Contoh : - cockroach cockroaches - box boxes - dish dishes dipakai jika kata benda tersebut diakhiri dengan huruf Y yang didahului dengan huruf mati (tapi ganti huruf Y tersebut dengan huruf i kemudian tambahkan es). Contoh : - fly flies - battery batteries Berikut ini penanda jamak melalui penambahan akhiran en: - ox oxen - child children 2. Penanda jamak melalui struktur internal kata yakni perubahan bunyi vocal Perubahan bunyi vocal ini terjadi di beberapa leksem untuk menandakan jamak yakni: a. Man Men b. Woman Women c. Tooth Teeth d. Foot Feet e. Mouse Mice f. Louse Lice g. Goose Geese 31

41 Pada contoh (a,b,c,d,h) di atas dapat terlihat bahwa vocal /a, o/ berubah menjadi menjadi /e/ ketika nomina menjadi jamak. sedangkan vocal (ou) berubah menjadi /i/ pada (e,f). 3. Penanda jamak melalui zero morfem Dalam bahasa inggris ada pula beberapa kata yang dari bentuk tunggal ke bentuk jamak tidak mengalami perubahan bentuk sama sekali. deer - deer sheep - sheep fish fish swine-swine Akan tetapi terjadi pengecualian pada bentuk jamak fish fish karena bentuk jamak fish fishes ditemukan di beberapa penggunaan. Penggunaan jamak fishes ini ditemukan dalam istilah biologi yang mana fishes digunakan untuk merujuk pada berbagai spesies ikan. Contohnya pada kalimat: a. I saw four fish coming to me while scuba diving. b. I saw four fishes coming to me while scuba diving. Pada kalimat (a)makna fourfish disini memiliki makna jumlah total individual ikan adalah empat sedangkan pada kalimat (b) four fishes berarti empat jenis spesies ikan yang dimungkinkan jumlahnya tidak diketahui. 4. Pemarkah penanda jamak Dalam Bahasa inggris, pemarkah jamak yang menyatakan jumlah seperti two, some, few, a lot of, both, several, various, many, much, a little, dan lain sebagainya. Pemarkah jamak ini penting karena dapat menyatakan apakah nomina itu merupakan nomina yang dapat dihitung atau tidak.pada kata family kita merasa bahwa kata tersebut sudah mengandung jamak karena dalam kata family terdapat kata son, daughter, father dan mother. Akan tetapi jika ada kalimat seperti ini there is a family that recently moved here, maka family disini menunjukkan satuan unit yang dinyatakan dengan pemarkah a. apabila family dijamakkan maka bentuknya berubah menjadi families. Begitu pula dengan kata shoe yang apabila dijamakkan akan menjadi shoes. Akan tetapi makna shoes disini akan berubah yang tadinya jamak menjadi tunggal atau singular dengan adanya penambahan pemarkah a pair of seperti a pair of shoes. Pemarkah jamak numeralia dapat menentukan makna dari nomina yang didampinginya.untuk pemarkah numeralia dapat dibedakkan menjadi dua yakni pemarkah numeralia yang menunjukkan jumlah untuk benda yang dapat dihitung dan pemarkah numeralia yang menunjukkan takaran untuk benda yang tidak bisa dihitung.akan tetapi ada juga pemarkah yang dapat dipasangkan dengan nomina yang dapat dihitung dan yang tidak dapat dihitung. Berikut ini merupakan contoh pemarkah berdasarkan dengan nomina: Tabel 1. Pemarkah Jamak Berdasakan Pada Nomina Nomina yang dapat dihitung Nomina yang tidak dapat Nomina yang dapat dihitung dihitung How manychild do dan tidak dapat dihitung you How much sugar do you I got a lot of time today have? want? I only wrote a few letters I think I have a little dizzy I had a lot of friends in my 32 previous school

42 I have several boots for you Is there any glass of water I love both of you Do you want a slice of pizza There are various type of There is a box of cereal books in the library I want a cup of tea Dalam penggunaan pemarkah jamak numeralia khususnya untuk nomina yang dapat dihitung, nomina akan didahului oleh pemarkah jamak numeralia dan akhiran pemarkah jamak s. seperti berikut ini: Two book -s NUM NOM JAMAK Several boot -s NUM NOM JAMAK 3) ANALISIS PERBEDAAN DAN PERSAMAAN PENANDA JAMAK NOMINA DALAM BAHASA INDONESIA DAN BAHASA INGGRIS Perbedaan penanda jamak nomina terlihat pada kaidah pembentukan penanda jamak nomina. Dalam Bahasa indonesia penanda jamak nomina lebih banyak terbentuk dari reduplikasi nomina baik reduplikasi secara utuh, sebagian maupun hanya suku depan nominanya. Sedangkan dalam Bahasa inggris, penanda jamak nomina lebih banyak terjadi akibat adanya infleksi pada nomina seperti adanya penambahan akhiran s dan -en, dan pengubahan bunyi vocal. Tabel 2. Perbedaan Penanda Jamak Pada Bahasa Inggris dan Bahasa Indonesia Bahasa Indonesia Bahasa Inggris Reduplikasi utuh Adanya penambahan akhiran -s Anak-anak - cat cats Orang-orang - wife wives Burung-burung - mango mangoes Reduplikasi utuh + {-an} Daun-daunan - cockroach cockroaches Batu-batuan - fly flies Sayur-sayuran adanya penambahan akhiran -en - ox oxen Reduplikasi sebagian surat-surat kabar - child children kereta-kereta api Adanya perubahan bunyi vokal kapal-kapal terbang - Man 33 Men

43 - Woman Reduplikasi suku pertama Rerumputan - Foot Bebatuan - Mouse Dedaunan - Goose Women Feet Mice Geese Perbedaan kedua Bahasa ini terhadap kaidah pembentukan penanda jamak dapat dilihat dalam penggunaannya terhadap pemarkah numeralia. Seperti pada contoh di bawah ini: I buy three book -s for my brother. I buy NUM (JAMAK) NOM JAMAK for my brother. Saya membeli tiga buku untuk adik laki-lakiku. Saya membeli NUM (JAMAK) NOM untuk adik laki-lakiku. Pada contoh diatas bisa kita lihat bahwa dalam Bahasa Inggris, kaidah penyusunannya adalah Numeralia diikuti dengan Nomina berakhiran jamak.sedangkan pada terjemahan Bahasa Indonesia, books tidak diterjemahkan menjadi buku-buku ketika didahului oleh Numeralia. Selain perbedaan yang terlihat pada kedua Bahasa tersebut, persamaan penanda jamak juga dapat dilihat dari bagaimana perubahan yang membentuk jamak itu berasal dari proses yang sama yakni proses morfologi. Persamaan kedua adalah kaidah penggunaan pemarkah numeralia khusus untuk nomina yang tidak dapat dihitung sama-sama ditandai dengan ukuran takaran dan tempat, seperti: Can you get me a glass of water? Bisa pesan secangkirteh panas? Pada contoh kalimat di atas, penggunaan pemarkah numeralia didasari oleh takaran tempat nomina.hal lainnya adalah bagaimana kedua Bahasa ini mengambil dan mengunakan bentuk tunggal dan jamak dari serapan Bahasa asing.dibawah ini beberapa kata serapan yang digunakan dalam Bahasa inggris maupun Bahasa Indonesia. Dalam bahasa Indonesia, terdapat beberapa kata serapan yang dalam berbagai bahasa asalnya misalnya:kata muslimin adalah bentuk jamak dari muslim (Arab), kata muslimin berarti para penganut agama Islam,Kata hadirin dari hadir (Arab), kata hadirin berarti semua orang yang hadir, kata alumni dari alumnus (Latin), kata alumni berarti orang-orang yang telah mengikuti atau tamat dari suatu sekolah atau perguruan tinggi, dan data dari datum (Latin), yang berarti keterangan yang benar dan nyata, Dalam bahasa Inggris, terdapat beberapa kata serapan yang berasal dari bahasa Latindan kata serapan yang berasal dari bahasa Yunani, yakni: Latin Yunani 34

44 Nebula Radius Bacterium Vortex Crux Thesis Ganglion Carcinoma Larynx dan lain sebagainya Nebulae Radii Backteria Vortices Cruces Theses Ganglia Carcinomata Larynges Tabel 3. Bentuk Kata Serapan Tungal-Jamak dalam Bahasa Inggris dan Bahasa Indonesia Kata Serapan Tunggal-Jamak Dalam Kata Serapan Tunggal-Jamak Dalam Bahasa Indonesia Bahasa Inggris agendum Agenda is a Hipotesis Hipotesa bacterium Bacteria Analisis Analisa datum Data um-a Datum Data um ia medium Media us-i Alumnus Alumni curriculum Curricula stadia, stadium stadiums criterion Criteria on a phenomeno Phenomena n analysis Analyses crisis Crises basis Bases is es hyphothesis hyphotheses oasis Oases thesis Theses antennas, antenna antennae a ae alga Algae radius radii, raiuses fungus fungi us i alumnus alumni cactus cacti 35

45 nucleus focus index ex/ix ices matrix appendix o i graffito concerto virtuoso nuclei foci indices, indexes matrices apprendices, appendixes graffiti concerti virtuosi E. KESIMPULAN Dari analisis yang telah dilakukan maka dapat disimpulkan bahwa penanda jamak pada Bahasa inggris dan Bahasa Indonesia memiliki kesamaan dan perbedaan. Dalam Bahasa Indonesia, penanda jamak terlihat lebih banyak pada pengulangan nomina atau reduplikasi yang terjadi. Sedangkan pada Bahasa Inggris, penanda jamak lebih banyak terlihat dengan adanya imbuhan { s} pada nomina itu. Meskipun begitu, kedua Bahasa memiliki kaidah penanda jamak yang cukup mirip yakni keduanya sama-sama mengalami proses morfologi, lalu pemarkah numeralia bagi nomina yang tidak dapat dihitung sama-sama ditandai oleh ukuran nomina dan tempat(wadah). Hal lainnya yang perlu dilihat adalah adanya penggunaan Bahasa serapan dikedua Bahasa sebagai penanda jamak. DAFTAR PUSTAKA A. Himmah dan R.Wahyudi. (2014). A Contrastive Analysis of Arabic and English Noun Plural Markers. Parole Vol. 4 No. 2. Chaer A. (2012). Linguistik Umum. Jakarta. Rineka Cipta (2008). Morfologi Bahasa Indonesia (Pendekatan Proses). Jakarta: Rineka Cipta. Cholsy, H. (2005). Penanda Jamak Dalam Bahasa Perancis Dan Bahasa Indonesia. Humaniora, Volume 17, No 1, Dr. U Hijriyah, M. Pd. (2014). Analisis Kontrastif Pembelajaran Bahasa Arab Dan Bahasa Indonesia. Lampung:Fakta Press. Fisiak, J. (1981). Contrantive Linguistics and The Language Teacher. Great Britain: A. Wheaton & Co. Ltd. Haryanta, A.T..(2012). Kamus Kebahasaan dan Kesusastraan. Surakarta: Aksara Sinergi Media. Hasan A. dkk.(2003). Tata Bahasa Baku Bahasa Indonesia Edisi ketiga. Jakarta: Balai Pustaka. J.W.M Verhaar. (2008). Asas-Asas Linguistik Umum.Yogyakarta. Gadjah Mada Unniversity Press. James, C. (1980).Contrastive Analysis. London: Longman. 36

46 REPRESENTASI BUDAYA JEPANG DALAM PENGGUNAAN VERBA BERMAKNA SERAH TERIMA Dra. Bekti Setio Astuti, M.Hum (Program Studi D3 Bahasa Jepang, Fakultas Bahasa dan Budaya Universitas 17 Agustus 1945 Semarang) Abstract Japanese has a language degree as the result of the system of social stratification within certain groups. Japanese is a language that always represents both the speaker s and the interlocutors feelings. One way to express these feelings is through the expression of yarimorai. Yarimorai is the Japanese way to express his feelings in an act of handling over both services and objects. This research aims at investigating the realization of yarimorai verbs. The data were collected by library non-participant observation method, that is, to look closely the sentences using verbs of yarimorai that describe the status relationship among the speakers. The result showed that there is a different relationship pattern in the use of verbs yarimorai when used in an expression that consider the value of sense and purpose of the speaker s feelings towards the interlocutors. The relationships that appear in the expressions of yarimorai always describe the speakers consideration based on a hierarchy of office or position, social status, closeness, intimacy, and inclusiveness in interacting with the interlocutors Keywords: yarimorai, relationship patterns, handover PENDAHULUAN Bahasa adalah alat komunikasi utama dalam kehidupan manusia. Bahasa yang digunakan sebagai alat komunikasi akan sangat dipengaruhi pemakainya, antara lain faktor status sosial antarpenutur, situasi percakapan, topik pembicaraan, tuturan resmi dan tidak resmi, bahasa lisan dan tulisan, dan lain-lain (Poedjosoedarmo, 1979). Sebagai produk sosial dan budaya, tentu bahasa merupakan wadah aspirasi sosial, kegiatan, ekspresi perilaku masyarakat, wadah penyingkapan budaya, termasuk teknologi yang diciptakan oleh masyarakat pemakai bahasa itu. Bahasa bisa dianggap sebagai cermin zaman, artinya bahasa itu dalam suatu masa tertentu mewadahi apa yang terjadi dalam masyarakat (Sumarsono, 2008:20). Oleh karena itu, mengkaji suatu budaya tidak bisa dilepaskan dari pembahasan mengenai bahasanya. Perkembangan bahasa dalam masyarakat melahirkan bidang ilmu yang berkaitan dengan fenomena sosial dan linguistik, yaitu ilmu sosiolinguistik. Sosiolinguistik memandang bahasa sebagai tingkah laku sosial (social behavior) yang dipakai dalam komunikasi. Selain itu bahasa juga dianggap sebagai produk sosial atau produk budaya, bahkan merupakan bagian tak terpisahkan dari kebudayaan itu. Kajian sosiolinguistik adalah bidang ilmu yang membahas penggunaan bahasa dalam tatanan sosial berkaitan dengan tata aturan tindak tutur berbahasa. Kajian ini akan sangat mudah ditemukan dalam masyarakat berbahasa, karena bahasa tidak terlepas dari aktivitas penutur bahasa itu sendiri. Penutur bahasa dalam kehidupan sosial dibedakan dalam posisi, tingkatan dan status sosial baik dalam masyarakat maupun asosiasi tertentu, sehingga aktivitas bahasa dan sosial dimungkinkan untuk diteliti. Sebagaimana halnya bahasa-bahasa lain di dunia, bahasa Jepangpun memiliki keanekaragaman tingkatan bahasa jika ditinjau dari sudut sosiolinguistiknya. Bahasa Jepang sebagai bahasa yang mengenal tingkatan bahasa memungkinkan terjadinya tingkatan bahasa 37

47 sebagai akibat adanya sistem stratifikasi sosial dalam golongan tertentu. Selain itu, bahasa Jepang juga mengenal gaya bahasa dengan ciri introvert dan inklusif sebagai mana orang Jepang yang selalu memperhatikan dan mendahulukan kepentingan perasaan orang lain dalam kehidupan sehari-harinya. Gaya bahasa dengan ciri introvert dapat dilihat dari sikap pembicara beranggapan statusnya berada di bawah mitra wicara, sedangkan ciri inklusif dapat dilihat dari sikap pembicara beranggapan tindakan tersebut diperuntukkan bagi pembicara dan lingkungannya sendiri. Cara mendahulukan kepentingan orang lain yaitu dengan menyembunyikan keinginan pribadi. Sikap seperti ini sangat mempengaruhi bahasa yang digunakannya, sehingga terkadang unsur-unsur bahasa Jepang tidak dapat dimaknai secara semantik saja namun juga harus difahami secara integral dari semua unsur internal dan eksternal pembentuk tuturan dalam bahasa tersebut. Ciri bahasa Jepang yang inklusif ini terkadang menyulitkan pembelajar bahasa Jepang di luar orang Jepang. Terkadang untuk menyampaikan suatu perasaan dalam tuturan tertentu penutur Jepang cukup menambahkan atau mengubah kata kerja tertentu secara struktural, sehingga hal ini akan memunculkan makna pragmatis yang memuat nilai rasa subjektif dari si penuturnya. Cara seperti ini akan sangat mempengaruhi penggunaan kata kerja atau verba dalam bahasa Jepang. Salah satu contohnya adalah verba yarimorai. Verba yarimorai berasal dari kata yari yang artinya memberi; melakukan dan morai yang artinya menerima. Yarimorai sering juga diistilahkan sebagai jujuhyougen (ungkapan serah terima) jika ia difungsikan sebagai verba bantu dalam sebuah kata kerja. Menurut Kihon Bunpou Jiten verba yang termasuk katagori jujuhyougen atau yarimorai adalah ageru, kureru, dan morau. Kata kerja ageru dan kureru sama-sama menggambarkan adanya perpindahan benda atau hak kepemilikan, dan sebagainya, sedangkan kata kerja morau, pada prinsipnya sama dengan ageru dan kureru, hanya saja penerima (benda atau hak kepemilikan) pada verba morau berposisi sebagai subyek. Penentuan penggunaan verba tersebut selain ditentukan oleh faktorfaktor lingustik, seperti sudut pandang pembicara, juga dipengaruhi oleh faktor-faktor ekstralingusitik, seperti hubungan pemberi dengan penerima benda, hubungan antara pembicara dengan pemberi atau penerima benda, hubungan antara pembicara dengan lawan bicara. Oleh karena itu, ketika pengguna menggunakan verba yarimorai dengan tepat, berarti pengguna memahami budaya yang direpresentasikan dalam verba tersebut. Tujuan artikel ini adalah menjelaskan perubahan makna verba yarimorai yang ditentukan oleh pola hubungan antarpenutur bahasa Jepang dan merupakan salah satu representasi dari budaya Jepang. Dalam penulisan artikel ini penulis mendeskripsikan perubahan makna dan pola hubungan yang ada dalam penggunaan verba yarimorai. Teori yang digunakan dalam penelitian ini antara lain teori kajian sosiolinguistik yang dikemukakan oleh Makiko Ikegami (1998: 99), Kridalaksana (1978: 94), Fishman (1972: 4) Sedangkan teori yang berkaitan dengan aspek-aspek yarimorai didasarkan pada teori konsep yarimorai menurut Iori (2001), Tomomatsu (2007) dan aspek tinjauan pola hubungan kebahasaan dalam aktifitas sosial menggunakan teori Nobuyuki (1986), Kikuchi (1994). 38

48 Secara ringkas teori konsep yarimorai digambarkan sebagai berikut. METODOLOGI Jenis penelitian dalam artikel ini adalah penelitian kepustakaan, yaitu penelitian dengan cara pengkajian korpus data yang diperoleh melalui referensi buku atau teks wacana tertulis. Dalam kajian ini terdapat data primer dan data skunder, data primer adalah data pokok yang menjadi objek kajian, dan data skunder adalah data pendukung yang menjadi contoh pembanding bagi data primer. Metode yang digunakan berupa pendekatan dari sudut pandang sosiolinguistik karena objek kajian berkaitan dengan penggunaan bahasa dalam situasi dan konteks tertentu yang terjadi antarpelaku bahasa dalam hubungan sosial masyarakat. Secara khusus metode penelitian analisis yang digunakan untuk menelaah pola hubungan antarpenutur adalah metode padan referensial, translasional dan pragmatik. Pola hubungan tersebut ditinjau berdasarkan hubungan status, kedekatan, kekerabatan, maupun hubungan yang netral melalui kajian sosiolinguistik. Data dikumpulkan dari buku buku bahasa Jepang dengan teknik pustaka dan data yang diambil dibatasi hanya pada kalimat yang mengandung verba yarimorai. Selanjutnya analisis data dilakukan dengan memisahkan data yang menggunakan verba yarimorai berdasarkan atas variasi verba yang digunakan, lalu masing masing kalimat tersebut dilihat unsur-unsur internal pembentuk yarimorai secara struktural dan pragmatik, yang kemudian dari analisis tersebut dikembangkan pada unsur-unsur eksternal yang mempengaruhi tindak tuturan. Kemudian, menjelaskan penggunaan verba yarimori dan difokuskan terutama pada representasi budaya yang muncul seperti hubungan netral, hubungan jouge (atas-bawah), hubungan senpai-kohai, hubungan uchi-soto dan hubungan kekerabatan antarpenutur bahasa Jepang. Penyajian hasil penelitian dan pembahasan dilakukan dengan menggunakan metode informal dan formal. Singkatan dan lambang digunakan untuk mempermudah dan menyederhanakan hasil analisis data, seperti Nama Diri disingkat dengan ND, Partikel disingkat dengan Part, dan Verba Yarimorai disingkat dengan VY, Verba Yarimorai bentuk Hormat disingkat VYH. Kemudian data ditulis dengan menggunakan huruf Jepang dan disertai cara bacanya. Penulisan glos gramatikal ditandai dengan tanda petik satu ( ) pada awal dan akhir kalimat, sedangkan glos semantis ditandai dengan tanda kurung ( ). PEMBAHASAN Verba yarimorai yang ditemukan dalam data penelitian adalah ageru (memberi), kureru (memberi) yaru (memberi), morau (menerima), sashiageru (memberi), kudasaru (memberi), dan 39

49 itadaku (menerima). Verba yarimorai digunakan untuk serah-terima benda dan serah-terima jasa. Kalimat yang menggunakan verba yarimorai menggambarkan perasaan senang penutur, sedangkan kalimat yang tidak menggunakan verba yarimorai tidak melibatkan perasaan penuturnya. 1. Verba Ageru (memberi), yaru (memberi), dan sashiageru (memberi). Verba ageru, yaru dan sashiageru, dalam bahasa Indonesia memiliki arti yang sama, yaitu memberi, tetapi dalam bahasa Jepang penggunaannya berbeda. Verba agemasu merupakan verba yang mengekpresikan proses memberi yang dilakukan oleh suatu pihak, dimana pihak pemberi merupakan si pembicara atau seseorang yang secara psikologis memiliki kekerabatan yang dekat kepada pihak pemberi. Verba ini digunakan dalam bentuk sashiagemasu ketika penerimanya secara tingkat social memiliki kedudukan yang lebih tinggi. Verba agemasu juga digunakan dalam bentuk yarimasu apabila ditujukan untuk binatang. Verba yarimasu juga ditujukan untuk pihak penerima dalam lingkungan keluarga, ketika pihak pemberi ingin menginformasikan kepada seseorang yang berada di luar keluarga bersangkutan (Tomomatsu, 2007:25).Berikut pembahasan dari contoh data penelitian. 1) A : ワットさんが来月イギリスへ帰ります B : そうですか お土産に何をあげたらいいでしょうか (MN II Hyoujun Mondaishuu) A: Wattosan ga raishuu Igirisu e ND part minggu depan Inggris part A: (Sdr. Watto minggu depan ke Inggris.) kaerimasu. V B: Sou desuka. Omiyage ni nani o agetara ii deshou ka. K oleh-oleh Part apa Part VY sebaiknya Part B: (Oh ya? Sebaiknya memberi apa untuk oleh-oleh?) Pada kalimat (1) ageru (pada contoh agetara: memberi ) menunjukkan bahwa kita (saya dan kamu) memberi kepada orang lain dalam hal ini adalah Mr. Watt. Verba ageru digunakan untuk menyerahkan benda (pada contoh diwakili oleh kata tanya nani (apa) yang menunjukkan kata tanya untuk benda, dan dalam kalimat (1),tidak mengandung nuansa makna yang lain. Sedangkan konteks pembicaraan yang terjadi antara penutur, mitra tutur, dan orang yang sedang dibicarakan pada kalimat (1), memiliki pola hubungan yang netral yaitu hubungan dekat dan tidak membedakan status, atau kedudukan mana yang lebih superior, melainkan menunjukkan hubungan sejajar. 2) 今日はいつもより早く帰らせてあげますよ kyou wa itsumo yori hayaku kaerasete agemasu yo hari ini Part biasa daripada cepat VY Part (Hari ini saya mengijinkan pulang cepat daripada seperti biasanya) (Gendai Nihongo Hyougen Bunten) Pada kalimat (2), ageru pada kaerasete agemasu menunjukkan makna memberi ijin pulang. Ageru (dalam contoh berubah menjadi agemasu) dikonjugasikan dengan verba kaerasemasu (menyuruh pulang) berubah menjadi verba bantu ~te agemasu, seperti yang dikemukakan oleh Morita Yoshiko dan Matsuki Masae (1989: ) bahwa kata kerja bernuansa memberi-menerima yang melekat pada verba bentuk ~te dianggap sebagai kata kerja 40

50 bantu yarimorai dalam aktivitas serah-terima jasa baik secara pragmatis maupun semantis. Verba bantu ~te agemasu menunjukkan serah terima jasa, yaitu kaerasete ( menyuruh pulang). Nuansa makna yang muncul dari kaerasete agemasu ( memberi ijin pulang) adalah rasa senang hati pembicara dan tanpa paksaan. Jika kalimat tersebut tanpa agemasu, maka kalimat tersebut tetap mengandung makna perijinan, namun tidak mengandung nilai rasa dari pembicara, karena ijin tersebut bisa saja bukan dari pembicara melainkan karena suatu keputusan di luar keinginan pembicara. Selanjutnya pola hubungan yang nampak adalah senpai-kohai (senior-yunior). Hubungan senioritas bagi orang Jepang adalah sesuatu yang harus dipertahankan demi menjaga dan memelihara kepatuhan, penghormatan, dan kedisiplinan kerja. Senioritas tidak dimaknai sebagai arogansi senior terhadap yunior, melainkan sebagai pembelajaran yang harus dipatuhi secara moral. Sistem hubungan ini tidak membatasi usia atau pun status keluarga melainkan siapa yang lebih dulu memahami nilai suatu pekerjaan, atau orang yang dianggap sudah lebih dulu belajar, maka akan dihormati dan dianggap sebagai senior. Menurut konsepsi hubungan ini, seorang senior haruslah benar-benar sebagai pelindung bagi yuniornya, sehingga yunior merasa nyaman yang efeknya yunior tersebut akan memberikan penghormatan sebagai tanda kesetiaan pada seniornya itu. Hubungan ini bisa terjadi dalam lingkungan perusahaan, organisasi, atau lembaga pendidikan. Pola hubungan senior-yunior berarti pola hubungan yang terjalin antara seseorang yang sudah lebih dulu dan orang yang kemudian. Konteks verba bantu ~te agemasu pada kalimat (2), adalah pembicara mengijinkan seseorang untuk pulang kepada lawan bicara, meskipun lawan bicara tidak nampak. Dalam konteks ini, pembicara tidak mempertimbangkan pengutaraan bahasa halus atau bukan, melainkan kelumrahan pengutaraan bahasa yang cenderung diucapkan oleh seorang senior ke yuniornya. 3) あの方のお荷物は私が持ってさしあげましょう ano kata no onimotsu wa watashi ga motte sashiagemashou orang itu Part barang-barang Part saya Part VY (Barang-barang orang itu biar saya bawakan) (Gendai Nihongo Hyougen Bunten) Pada kalimat (3), ageru berubah menjadi verba bantu ~te sashiagemashou. Sashiagemashou bentuk penawaran bantuan yang berkonjugasi ~mashou dari kata dasar sashiageru menjadi sashiagemasu.motsu (membawa) + sashiagemashou = motte sashiagemashou (mari saya bawakan). Nuansa makna verba bantu ~te sashiagemashou adalah pembicara memberi bantuan untuk membawakan barang-barang orang yang dianggap lebih superior daripada dirinya. Konteks yang terjadi pada situasi kalimat tersebut adalah seorang pegawai (office boy) berbicara kepada atasannya untuk menawarkan membawa barang tamu/customernya. Munculnya ungkapan sashiagemashou yang diutarakan si pegawai karena ia berbicara kepada atasannya sebagai suatu rasa penghormatan kepada atasannya, bukan sebab menghormati tamunya. Penggunaan sashiagemashou pada kalimat di atas digunakan pada kondisi bahwa orang yang sedang dibicarakan tidak di tempat pada waktu tuturan terjadi, ungkapan di atas bertujuan hanya menghormati mitra tutur, atau ungkapan penawaran bantuan tidak disampaikan secara langsung kepada orang yang bersangkutan (tamunya). Apabila si pegawai itu langsung menawarkan bantuan dengan menggunakan ungkapan sashiagemashou kepada tamu tersebut, maka dalam bahasa Jepang, kalimat seperti ini justru tidak baik, artinya tidak tepat dalam tata aturan 41

51 kesopanan, umumnya yang menggunakan ungkapan sashiagemasu dalam konteks langsung adalah orang yang statusnya lebih superior kepada yang inferior bukan malah sebaliknya. Pola hubungan yang terjadi pada konteks kalimat tersebut adalah bahwa pembicara beranggapan statusnya berada di bawah mitra wicara oleh karena itu bahasa yang digunakan biasanya bahasa hormat. Bahasa Jepang adalah salah satu bahasa yang mengenal tingkat tutur yang dipengaruhi oleh posisi atau kondisi pembicara, mitra wicara, atau pun topik pembicaraan. Berbagai variasi cara tuturan ditunjukkan melalui pengungkapan kata atau ungkapan tertentu atau perubahan kata tertentu. Tingkat tutur bahasa dalam bahasa Jepang biasa dinyatakan dengan pengungkapan bentuk formal dan bentuk hormat yang disebut ekpresi keigo. Keigo digunakan untuk menyatakan rasa hormat pembicara terhadap mitra wicara atau orang yang menjadi topik pembicaraan berdasarkan pertimbangan status atau hubungan yang jelas. Pembicara biasanya menggunakan bentuk keigo kepada orang yang harus dihormati berdasarkan hubungan hirarkis atau status sosial. Keigo merupakan ungkapan rasa penghormatan yang berupa ungkapan bahasa yang didasarkan pada pemahaman kedekatan atau adanya perbedaan derajat antar pembicara dan mitra wicara (Mariko Okabe dkk, 1998: 138). 4) かわいい犬でしょう でも 毎日水とえさをやるのは大変なんです kawaii inu deshou? demo, mainichi mizu to esa o lucu anjing K? tetapi setiap hari minum dan makan Part yaru nowa taihen nan desu. VY Part merepotkan Part K (Anjing yang lucu ya? tetapi setiap hari memberi makan dan minum, itu merepotkan ya.) 5) 私は毎晩弟の勉強を見てやります Watashi wa maiban otouto no benkyou o mite yarimasu saya part setiap malam adik Part V Part VY (Setiap malam saya melihat (mengawasi) adik belajar) (Gendai Nihongo Hyougen Bunten) Kata yaru pada kalimat (4) menunjukkan bahwa seseorang memberi sesuatu (pakan/umpan) kepada binatang (anjing), dan kata yaru digunakanjuga jika seseorang atau sesuatu yang menerima perlakuan atau yang diberi perlakuan atau sesuatu itu statusnya lebih rendah kedudukannya daripada pembicara atau penutur, hal ini berarti bahwa sesuatu atau orang tersebut dianggap tidak perlu diberi penghormatan secara verbal oleh pembicara (contoh kalimat (5)). Pola hubungan seperti ini umumnya terjadi dalam anggota keluarga, pertemanan yang akrab, komunitas superior kepada komunitas inferior atau senior kepada yuniornya terutama yang sering terjadi pada lingkungan pendidikan dan perusahaan yang memiliki tingkatan senioritas, dan memberi perlakuan kepada binatang piaraan, seperti dalam contoh kalimat (4) dan (5). 2. Verba kureru (memberi) dan kudasaru (memberi) Verba kuremasu memiliki arti memberi. Penerima adalah si pembicara atau biasanya merupakan diri sendri ataupun seseorang yang berada dalam pihak keluarga ataupun teman yang memiliki kekerabatan yang dekat. Verba kuremasu juga dapat digunakan dalam bentuk kudasaimasu apabila pihak pemberi merupakan seseorang yang berada pada tingkat sosial yang lebih tinggi (Tomomatsu, 2007:77). 42

52 6) A: 太郎君はおばあちゃんが好きですか B: はい 好きです おばあちゃんはいつもお菓子をくれます (Minna no Nihongo I) A: Taroukun wa obaachan ga suki desu ka. ND Part nenek Part suka K Part A: (Apakah Tarou suka sama nenek?) B: Hai, suki desu. Obaachan wa itsumo okashi o kuremasu. ya suka K. nenek Part selalu kue Part VY B: (Ya, suka, Nenek selalu memberiku kue.) Kata kureru (pada contoh kuremasu: memberi ) pada kalimat (5) menunjukkan bahwa orang lain (nenek) memberi kepada pembicara (si B). Meskipun sang nenek sebagai yang dianggap superior statusnya daripada si cucu, tetapi bukan berarti si cucu harus menggunakan ungkapan hormat kudasaru (bentuk hormat dari kureru: memberi ). Pada konteks ini ada dua proposisi yang menyebabkan penggunaan kureru ini dipakai, yaitu pertama, si nenek berada di luar lingkungan percakapan saat tuturan berlangsung, jadi ia sebagai orang yang sedang dibicarakan, sehingga bukan itadaku yang digunakan, melainkan kureru, dan kedua, karena si nenek dianggap sebagai orang yang berada di lingkungan dalam atau kerabat yang hubungannya sudah dekat dengan penutur, sehingga pada situasi ini si cucu tidak lagi harus menggunakan ungkapan halus. Pola hubungan seperti ini, dalam budaya Jepang, dikenal dengan hubungan Uchi-Soto (lingkungan dalam lingkungan luar). menurut pemikiran orang Jepang hubungan uchi-soto ini juga mempunyai pengaruh yang besar tehadap penggunaan ungkapan serah-terima dalam bahasa Jepang. Sering kita dengar bahwa orang Jepang luwes sekali berkomunikasi dengan orang-orang di dalam grupnya sendiri (uchi) dan sebaliknya kurang luwes berkomunikasi dengan orang-orang di luar grupnya (soto). Hal ini disebabkan oleh frame dalam lapisan masyarakat Jepang itu sendiri yang mengklasifikasikan pendekatan yang ada di dalamnya. Seperti yang dikemukakan oleh Nobuyuki (1986 : 318) bahwa orang Jepang hanya mengembangkan hubungan yang ada dalam grupnya sendiri, sehingga akan nampak kaku jika mengadakan hubungan dengan dunia luar yang memang mempunyai budaya yang berbeda, oleh karena itu orang Jepang sulit untuk memasukkan atau menggunakan orang lain yang ada di luar grupnya. 43

53 Berdasarkan hubungan uchi-soto inilah orang Jepang biasa berkomunikasi ke dalam dengan baik seperti dalam satu keluarga yang saling menggantungkan diri dan saling membantu dalam berbagai hal. Tetapi di sisi lain terdapat jarak yang membedakan orang-orang dalam dan orang-orang luar baik secara psikis maupun sosial. Kalau pembicaraan itu terjadi di antara anggota keluarga sendiri, misalnya pembicaraan anak terhadap orang tua, maka sikap dan ungkapan yang dipilih akan berbeda dibanding dengan jika berbicara dengan orang di luar anggota keluarga, seperti yang nampak pada kalimat (5). 7) あの方はいつも子供たちにいろいろな物をくださいました ano kata wa itsumo kodomo ni iroiro na mono orang itu part selalu anak-anak Part macam-macam Part barang o kudasaimashita Part VYH (Orang itu selalu memberi macam-macam barang kepada anak-anak) (Gendai Nihongo Hyougen Bunten: 171) Kata kudasaru (kudasaimashita) pada kalimat (6) menunjukkan bahwa orang lain yang dihormati pembicara memberi sesuatu kepada pembicara atau orang-orang yang berada di lingkungannya atau orang-orang yang dekat hubungannya dengan pembicara. Verba ini tidak digunakan kepada pemberi yang merupakan anggota keluarga atau kelompok pembicara. Konsep ini juga mengacu kepada pola hubungan uchi-soto dalam budaya masyarakat Jepang. 3. Verba morau (menerima) dan itadaku (menerima) Verba moraimasu memiliki arti menerima. Pihak penerima disini dapat merupakan si pembicara ataupun orang yang dekat dengan si pembicara. Verba ini juga dapat hadir dalam bentuk itadakimasu, apabila pihak pemberi memiliki tingkat sosial yang lebih tinggi. (Tomomatsu, 2007:388). 8) 友達はやなぎさんからお土産をもらいました tomodachi wa Yanagi-san kara omiyage o moraimashita teman Part ND dari oleh-oleh Part VY (Teman saya menerima oleh-oleh dari Sdr. Yanagi) Kata morau (moraimashita) pada kalimat (8) menunjukkan bahwa pembicara menerima sesuatu dari orang lain. Pola hubungan yang terjadi antara pembicara dengan Mr. Yanagi adalah sejajar meskipun bisa jadi antara mereka tidak saling kenal, namun pembicara menganggap orang tersebut bukanlah orang yang harus dihormati secara verbal. Ungkapan seperti ini biasanya berlaku manakala orang yang sedang dibicarakan tidak berada di tempat pada saat tuturan terjadi.pola hubungan seperti ini disebut sebagai pola hubungan netral. Hubungan netral bisa diutarakan dalam bentuk hormat ataupun bentuk biasa berdasarkan aturan kebahasaan dalam bahasa Jepang. Pengutaraan dalam bentuk hormat atau sopan semata-mata menghormati mitra tutur bukan karena adanya kedekatan atau keterikatan secara sosial antara penutur dan mitra tutur, melainkan karena secara budaya dan situasi yang menuntut demikian. Hubungan ini juga terlihat dari contoh kalimat dibawah ini. 9) 人にわざわざ何かをやってもらうよう頼む場合は いきなり頼むのではなく あ らかじめ[すみません][ちょっと]などの前置きをするのが普通である 44

54 Hito ni wazawaza seseorang Part sengaja nani ka o sesuatu Part yatte morau VY you tanomu baai wa, ikinari tanomu no dewa naku, Part V saat Part sekonyong-konyong V Part begitu saja arakajime sumimasen chotto nado no sebelumnya maaf sebentar dll Part maeoki o suru didahului Part V no ga futsuu de aru part biasanya K (Saat meminta seseorang agar melakukan sesuatu, tidak sekonyong-konyong meminta begitu saja, tapi biasanya didahului kata seperti maaf, maaf, sebentar dll.) Kalimat (9) dikutip dari prakata sebuah buku dan menjelaskan tentang topik bagaimana menyatakan ingin menerima perlakuan dari orang lain, atau saat seseorang akan meminta orang lain melakukan sesuatu untuk dirinya dan tindakan tersebut dianggap sebagai sesuatu yang mungkin mengganggu. Kalimat ini merupakan uraian penjelasan mengenai suatu topik kepada pembacanya. Pada kalimat (9), subjek yang menerima perlakuan itu adalah diri pembicara, pola hubungan yang terjadi dalam tuturannya, penulis menggunakan kata morau di atas untuk menunjukkan bahwa kaitan antar penulis dengan pembaca adalah netral, penulis tidak memperhitungkan hubungan status secara hirarkis, posisi, dan peran antara kedudukan pembaca dengan dirinya, karena pembaca dianggap sebagai penikmat yang berasal dari semua kalangan. Hubungan netral dalam perasaan bangsa Jepang yang diutarakan dalam bentuk hormat biasanya tetap memperhatikan perasaan mitra wicara sebagaimana karakter bangsa Jepang yang selalu mengutamakan perasaan orang lain dengan cara menekan perasaan pribadi. Konsep prilaku penghormatan seperti ini menurut Brown and Levinson (1987:77) dianggap sebagai degree of imposition atau derajat rendah atau tinggi dalam kesantunan bahasa Jepang yang mengacu pada level penekanan yang didefinisikan sesuai budaya dan situasi tertentu. 10) すみません 駅へどう行くか教えていただけませんでしょうか Sumimasen, eki e dou iku ka maaf setasiun Part bagaimana menuju Part oshiete itadakemasen deshouka VYH (Maaf, bisakah Anda menunjukkan kepada sayabagaimana menuju stasiun?) Itadakemasen deshou ka berasal dari oshieru (mengajar/menunjukkan) + itadakemasen (tidak bisa menerima). Konjugasi kedua kata tersebut menjadi oshiete itadakemasen yang berarti tidak bisa menerima untuk menunjukkan. Tetapi makna itadakemasen deshou ka pada kalimat (10) bukan pengingkaran, melainkan cara bertanya dalam bentuk negatif dengan tujuan mendapatkan jawaban positif atau memperhalus pertanyaan supaya terdengar lebih sopan. Kata itadakemasen deshou ka adalah bentuk halus dari moraemasen ka. Ungkapan perasaan yang tertuang dalam kalimat (10) adalah bahwa kalimat tersebut diutarakan oleh pembicara kepada orang lain yang belum dikenal. Pola hubungan yang terjadi pada konteks ini menunjukkan bahwa pembicara menggunakan bahasa sopan untuk menghormati orang yang ditanya, konteks seperti ini berlaku karena bagaimana pun pembicara mengharapkan bantuan 45

55 dari orang lain yang belum ia kenal sehingga tata aturan kebahasaan pun terjadi, yaitu dengan melalui pengungkapan yang menggunakan bahasa sopan. Oleh karena itu, ungkapan sopan pembicara bukan berdasarkan pada keterkaitan sosial secara khusus atau karena adanya perbedaan status melainkan karena penghargaan terhadap orang lain yang tidak dikenalnya. Ditinjau dari perbedaan pandangan hubungan sosial, pengungkapan menggunakan itadakemasen ka biasanya dapat digunakan kepada orang yang belum dikenal atau orang yang sudah dikenal namun dianggap sebagai orang yang harus dihormati dari sudut pandang pembicara. Sedangkan konteks pengungkapan menggunakan kata moraemasen ka sebenarnya bisa digunakan manakala pengungkapan bahasa itu ditujukan kepada orang yang sudah dikenal dan hubungannya sudah dekat atau akrab. PENUTUP Dari berbagai contoh kalimat dan tuturan yang sudah dijabarkan pada bagian pembahasan bisa diketahui bahwa verba bantu yarimorai (ageru, yaru, kureru, morau, sashiageru, kudasaru, itadaku) digunakan dalam kalimat berdasarkan sudut pandang dan nilai rasa pembicara dan mitra wicara. Dengan demikian, pola hubungan yang muncul pada ekspresi yarimorai selalu menggambarkan adanya pertimbangan pelaku tutur berdasarkan hirarki jabatan atau posisi, status sosial, keeratan, kekerabatan dan inklusifitas dalam berinteraksi dengan mitra tuturnya yang ada dalam budaya masyarakat Jepang. Verba bantu itadaku, kudasaru, dan sashiageru digunakan pada pola hubungan jouge, uchi-soto, dan senpai-kohai. Sedangkan kureru, morau, ageru dan yaru digunakan pada pola hubungan netral dan akrab, namun demikian khusus untuk verba bantu kureru bisa juga digunakan pada pola hubungan uchi-soto. REFERENSI Brown, Penelope dan Stephen Levinson Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press. Chaer, Abdul dan Agustina Sosiolinguistik: Perkenalan Awal. Jakarta : Rineka Cipta. Fishman, J.A Language and sociocultural Chage. California: Academi Press. Isao, Iori Chujoukyuu o oshieru hito no tame no nihongo bunpou handobukku. Tokyo: Takaidouhaku. Kazumi, Heta Jujudoushi (yaru, kureru, morau) bun no imi bunseki. Hiroshima: Hiroshima daigaku. Kikuchi K Keigo. Tokyo: Tsunokawa Shoten. Krisdalaksana Istilah Linguistik Indonesia-Inggris. Jakarta: Obor. Makino, Shiichi dkk Nihongo Kihon Bunpou Jiten. Tokyo: Japan Times Mitsutake, Nobuyuki Feodalisme Masyarakat Jepang. Surabaya: Lentera pelajar. Megumi, Sakamoto.1999.Keigo Hyogen. Tokyo: Daishukan Shoten. Nababan, P.W.J Sosiolinguistik: Suatu Pengantar. Jakarta: Gramedia. Namatame, Yasu Gendai Nihongo Hyougen Bunten. Tokyo: Bunjinsha. Poedjasoedarmo, Soepomo Tingkat Tutur Bahasa Jawa. Jakarta: Pusat Pembinaan dan Pengembangan Bahasa. Sudaryanto Metode dan Aneka Tehnik Analisis Bahasa: Pengantar Penelitian Wahana Kebudayaan Secara Linguistik. Yogyakarta: Duta Wacana University Press. Sumarsono Sosiolinguistik. Yogyakarta: SABDA. Tomomatsu, Etsuko dkk Donna Toki Donna Tsukau: Nihongo Hyougen Bunkei Jiten. Japan: Aruku. 46

56 THE CAUSES STUDENTS DO NOT SPEAK ENGLISH IN AN ENGLISH MEDIUM SCHOOL (A CASE STUDY IN SCHOOL X KELAPA GADING JAKARTA) Charles Simanjuntak Program Magister Linguistik Fakultas Ilmu Pengetahuan Budaya Universitas Indonesia Abstract Creating a school environment that uses English is one way for students to be exposed and used to speak English. There are many schools that require students to speak English, one of them is X high school in Kelapa Gading, North Jakarta. But the rules of using English in the school do not automatically make students always speak English. Through the observation in the canteen of school X, there are still many students who do not speak English. To find out why the students did not use English, 6 students were randomly selected to be interviewed. From the interview results a number of reasons non-english speaking students are categorized into two, namely external factors from the interlocutors and internal factors from within students. External factors are the absence of strict sanctions if students do not speak English and the influence of teachers and other students who do not speak English. Internal factors from within students are, students more comfortable and accustomed to using the Indonesian language and students can express feelings better using the Indonesian language. Keywords: TEFL, speaking, language learning barrier. 1. INTRODUCTION One way of learning a second language is by immersion method. The second language learner is placed in an environment that uses the target language that the learners is exposed to the target language naturally. It is hoped that the learner is able to absorb the target language and eventually use it. In other words the students are subconsciously learning the language even though the students do not intend to learn. (Brown, 2007). Living and staying for a long time in a targeted country or territory is an immersion program that is often held for students. But there is also another way, namely by making an educational institution as an immersion place for students. Teachers, school staff, and students who interact in target language are expected to make students absorb the language better and faster. According to Mitchell and Myles (2004) target language interaction is not merely an input but a central role in language leaning. Interaction in the target language must be held in a meaningful situation. Thus, interaction which is not merely practicing target language inside class is needed. The X School in Kelapa Gading, which is a combination of junior and senior high schools, is a school that requires all teachers to use English in lessons and communication. Students and school staff are also required to speak English in interaction. But there is no formal sanction if students, teachers, or school staff do not speak English. Nevertheless, teachers sometimes admonish students or head teachers to admonish non-english speaking teachers and employees. The overall level of English use is still considered to be lacking by 47

57 the principal so it has been discussed several times in teacher meetings. According to a quick glance by the author, the use of English either by students, teachers, or employees is not too high. Previously the author gave a questionnaire contains questions about the use of English to 20 students of grade 7. The results show the majority of students assume that their level of use of English is high, both inside and outside the classroom. The findings are quite contrary to the glance at the authors and their English teachers. The authors conclude that students might choose the ideal choice (using English) in answering the questionnaire. The authors felt the need to make documented observations and interviews of students for deeper findings. Through these observations and interviews, not only the level of English use to be known but also the cause of students not using English. The author aware that there is one obvious reason why students do not speak English which is, English is more difficult for them than Indonesian. But there maybe other causes the author might find. 1.2 Research Questions From slight observations in schools and from the previous results of research, the authors formulated some of the following research questions: 1. What is the level of English usage in school X? 2. What causes the students not to use English? 1.3 Purpose The purpose of this study is to provide recommendations for the application of full English use in schools so the immersion goal is achieved, making students speak in the target language. 1.4 Scope of Research This research centered on the level of students' English use in School X in Kelapa Gading. This study also discusses the causes of students not using English. The level of English use by teachers and school staff and the cause is not researched because students are considered the primary target of English language usage obligations in school X. 2. METHODOLOGY This research uses qualitative and quantitative. Qualitative data as primary data and quantitative data are used to support qualitative data. Qualitative data obtained from semistructured interviews on students and qualitative data from observation of English language use in the school. Interviews amounted to 6 students from high school level consists of 3 female students and 3 male students. High school students are chosen because of the consideration of maturity and more straightforward express opinion than junior high school students. Sampling is according to purposeful sampling principle because high school students are believed to be more helpful to understand the phenomenon to be studied (Creswell, 2012). While the subject of research for observation is all the school students who go to the canteen at the time of observation done.there are a total of 25 classes with the number of students ranging from people per class and the total number of students around 400 students. The students interviewed were randomly selected outside the classroom. They are asked for a willingness to be interviewed with the tape recorder and informed that the interview record will be used for the author's assignment. Observations were conducted in 48

58 the canteen hall to determine the level of English use. Two co-authors record students who use English, Indonesian or a mixture of both. Observations were done in the cafeteria and class hallways used tally count. The passage to the canteen was chosen as a place of observation because the assumption of the majority of students would pass through the aisle when the bell breaks at 11:40. Canteen is not a point of data collection because the recorder will have difficulty with crowd voices. Through the halls, students tend to pass along with friends while chatting and not simultaneously in a large group. There are two entrance halls to the canteen which will be used as data collection post. The recorder records the number of students who are passing to the canteen and the language used. Students walking from the cafeteria return to class are not counted. The language used is divided into 3, namely English, Indonesian, and mixed of Indonesian and English. If the student overheard inserting at least one word in English sentence and vice versa, then the language is counted as a mixed language. There are several students of South Korean, Taiwanese and Singaporean foreigners, to ease the recording, students who use Mandarin and Korean are classified into Bahasa Indonesia. The students who do not speak while passing the hall is not counted. Observation in the canteen hall lasted for about 30 minutes based on the duration of school break time. The semi-structured interview was conducted on 3 male students and 3 female students from high school level. They are randomly selected outside the classroom. High school students were selected because the authors felt they were more mature and straightforward in opinion than junior high school students. Semi-structured has main questions as starters and not limited to those questions (Nunan, Bailey, 2009). There are 4 core questions asked to all respondents. First, the question of English language obligation at school. Then their opinion about the level of English use in their school. Next, their opinion on the cause of students is not using English. Finally, about student responses if the level of English use is low. Data obtained from interviews analyzed using descriptive analysis. Observational data were analyzed quantitatively using Microsoft Excel charts. 3. FINDINGS AND DISCUSSIONS Based on the analyzed data of both interview and observation these are the findings: 3.1 Level of English use in school X All students are aware that the school requires students to speak English at school but from the interview it is found that students feel the level use of English in school X is still low. According to a student, among the students the level of English use is only about 40 percent. But the use of English is higher when talking to teachers. Furthermore, students feel the need to use English when interacting with expatriate teachers and foreign students. The use of English is higher inside than outside the classroom. The canteen became the place where Indonesian language oftenly spoken. Place and speaking partner determine the level of English use. From the interview, it can generally be concluded the use of English is about 60 percent overall. The results of observations show lower results of English use. Observations in two canteen aisles were only able to record 257 students from about 400 students in the school. One reason, not all students walk into the canteen because some bring lunch and eat in class. Of the 287 students only 53 students used English, 182 students used the Indonesian language. There were 52 students who used mixture of Indonesian and English. By using the diagram the percentage is as follows: 49

59 The use of English is only 19 percent. If the mixed language is considered English then the use of English goes up to 37 percent. The high use of Indonesian language in the canteen is concluded because students interact with students there. These results support the findings of interviews that the canteen is a place where students do not speak English because many interact with their own friends. Prediction of a student that only about 40 percent of English use between students is in line with the results of this observation. 3.2 Causes for not Using English. From the interview, the author classified two type of causes, i.e causes from students external situation and from within students themselves. The author then divides the causes as follows : a. External causes i. Students speaking partner does not speak English, either other students or teachers. ii. There are no sanctions from the school if students do not speak English iii. Teachers are not firm in the use of English. b. Internal causes i. More and comfortable and natural to speak Indonesian. ii. Students could express feelings better in the Indonesian. The first cause is the language used by speaking partner. If the other person uses English, the students will follow speak English. Even if English teachers invite them to speak in Indonesian then students tend to speak Indonesian. The presence of expatriate teachers and foreign students becomes a strong driver for students to speak English. It is like a troublesome circle if students wait for their friends to start speaking English and none start speaking English. It corresponds to the essence of language as one's identity. So if a student identifies himself as part of a group then he will behave like that group. 50

60 Next, the absence of clear sanctions if students do not speak English makes students feel free to use English. According to the students, if the teacher is firm about the English language rules then the students will speak English. There are two language teachers who require students to pay a fine of 5000 rupiah for each Indonesian word or sentence spoken in their class so the level of English usage is really high in their class. For the internal causes, students feel more comfortable to speak Indonesian especially to friends. Their feelings can also be more channeled with the Indonesian language. A student believes that jokes in Indonesian are more striking than English. But the student will be self-imposed, although it may not be as comfortable as the Indonesian language, speaking in English if the teacher is firm. Students are also 'forced' to speak English if students have to speak to expatriate teachers or foreign students. On the contrary, there is one case of an eighth grader of South Korean citizens becoming more fluent and comfortable speaking Indonesian than English for being 'forced' to speak Indonesian to his Indonesian friends. Thus, strict and compelling rules from schools and teachers can be considered to make students use English more often. Students' attitudes toward the phenomenon of low use of English in school X is various. Some are not worried about it because they believe their English skills are strong enough. One student thought he was able to change the language automatically and believed that the English system was 'embedded' in his mind. He only needs to remove it if needed. Others believe that not using English for long periods of time in school does not diminish his skills because he can speak English elsewhere, reading and watching English-language materials and others. While some students are worried if English is not used often then their ability will be lost. One student argues that it is unreasonable if a school with an 'international' label does not speak English. Some students would complain if there are teachers who do not speak English well in class. 4. CONCLUSIONS The level of English usage in School X can be said to be low even though students know they are required to speak English at all times in school. Causes that can be concluded are external factors namely; non-english speaking counterparts, no sanctions, and teachers who are less resolute. Factors from within students are; they feel used to speak English and can express their feelings better. Students' attitudes toward the phenomenon of low use of English in school X vary, some do not consider it important and some worry their English skills are affected. REFERENCES Brown, H. Douglas. (2007). Principles of Language Learning and Teaching. New York: Addison Wesley Longman, Inc. Creswell, John W. (2012). Educational Research. Boston: Pearson. 51

61 Mitchell, Rosamond & Myles, Florence. (20014). Second Language Learning Theory. London : Hodder Education Nunan, D. & Bailey, K. (2009). Exploring Second Language Classroom Research: a Comprehensive Guide. Boston: Heinle Cengage Learning. 52

62 THE USE OF COMPLIMENTS AND RESPONSES TO COMPLIMENTS USED BY KEMAL AND FUSUN WITHIN 44 DAYS IN ORHAN PAMUK S THE MUSEUM OF INNOCENCE Chatarini Septi Ngudi Lestari Sekolah Tinggi Ilmu Bahasa Dan Sastra Satya Widya Surabaya Abstract Compliments are oneof the kinds of speech acts to express solidarity between speaker and hearer. People use compliments in order to show social harmony. Complimentsin English often function as a Social Lubricant helping the social relationships to go smoothly (Ishihara and Cohen, 2010:57). Beside, complimentsare usually used to negotiate solidarity with a hearer in order to make feel good. So, compliments are related to the concept of face in Politeness Theory (Brown & Levinson, 1987).The aim of this study was to find the kinds of topics of compliments are used by Kemal when he communicates with Fusun within 44 days in OrhanPamuk s novel The Museum of Innocence, to describe the functions of his compliments, and to describe how Fusun gives her responses to Kemal s compliments. Inanalyzing the data, it employed a qualitative approach since the data are collected in the form of utterances, while the method applied was content analysis method in order to get the descriptive information related to the phenomena occurred in their dialogues.the results showed there are two topics of compliments and four functions applied by Kemal and there are two kinds of responses to compliments given by Fusun. Keywords: Compliments, Compliment Responses, The Museum of Innocence INTRODUCTION Language is a means of communication. When people communicate, they mightshare their ideas, wants, or feelings one another. Unconsciously, they also build relationship among others.an important aspect of human interaction is politeness. Politeness is an essentially social phenomenon which concerned with the representational function of language (Papi, 2009:155). In line with this statement, Yule (2011:60) stresses that politeness in an interaction is as means employed to show awareness of another person s face. Face is public self-image of a person which refers to the emotional and social sense of self that everyone has and expects everyone else to recognize (see Yule, 2014:132, 2011:60, Brown and Levinson, 1987:61, Goffman, 1967:5). Besides, when people communicate, if it pays attention in detail, they do not only produce the utterances, but they perform actions through their utterances.actions performed through utterances are called speech acts (Austin, 1962). The action can be quite pleasant, such as in the compliment performed ( You re so delicious ); the acknowledgement of thanks ( You re welcome ), or the expression of surprise ( You re crazy ), (see Yule, 2011:47). Compliments are one of the kinds of speech acts to express solidarity between speaker and hearer. People use compliments in order to show social harmony. Compliments, in English, often function as a Social Lubricant helping the social relationships to go smoothly (Ishihara 53

63 and Cohen, 2010:57). Compliments are usually used to negotiate solidarity with a hearer in order to make feel good. So, compliments are related to the concept of face in Politeness Theory (Brown & Levinson, 1987). There are researches concerned with compliments done by researchers up to now. It can be captured that compliments are an interesting and challenging topic to be analyzed. The recent researches are done by (1) Jin-Pai Zhang in 2013 conducted a research entitled Compliments and Compliment Responses in Philippine English; (2) Majed Mohamed. Hasan.Drbse, from Canadian University College in 2015 did a research entitled The Use of English Compliments and Compliment responses by the Arab Students at Jordan University in Jordan ; and (3) Wahyudiet.al. fromuniversitassebelasmaretin 2017 conducted a research entitled An Analysis of Compliment Speech Act in Subtitte Film Twilight Series and Translation Quality. Since the existence of the previous studies are not based on Pamuk s novel The Museum of Innocence, the present study bridges the gap by dwelling on compliments and responses to compliments employed by the main characters, Kemal and Fusun, within 44 days of their meeting in OrhanPamuk sthe Museum of Innocence. This present study conducted in order to find the kinds of topics of complimentsused by Kemal when he communicates withfusun within 44 days in OrhanPamuk s novel The Museum of Innocence, to describe the functions of Kemal s compliments and to describe how Fusun gives her responses to Kemal s compliments. Understanding the utterances which are produced by a speaker, it must be considered a certain theory in order to interpret the utterances. Black (2006: 17) points how utterance meanings revealed, it should apply the pragmatic components which include speech acts, classification of speech acts, felicity condition, co-operative principle, and conversational implicature. Pragmatics is the study of the relationships between linguistic forms and the users of those forms. Since pragmatics is concerned with spoken aspects of language and how words are interpreted so the relationship between language, its users, and its contexts of use should be accounted.context is clearly crucial in interpreting the utterances and pragmatics extends the analysis of meaning beyond grammatical and word meaning to relationship between the participants and the background knowledge they bring to a situation (see Holmes, 2013: 365). When ones express themselves, actually they not only produce utterances which contain grammatical structures and words, but also they perform action through their utterances. Actions performed through utterances are called speech acts. Speech act proposed by Austin, the British Philosopher, in1962. He distinguished three levels of action within utterances, namely locution, illocution, and perlocution. While Searle (1969) developed the idea of speech acts, especially illocution, in more detail which called five Searle s categories of speech acts, namely declarations, representatives, expressives, directives, and commissives. While, Yule (2011:47) adds that speech acts are actions performed via utterances and, in English, are commonly given more specific labels, such as apology, complaint, compliments, invitation, promise, or request.in addition, normally either in formal situation or in informal situation, a speaker expects that her utterances are understood by the hearers. Therefore, the communication can run smoothly if the interlocutors give and respond each other. These automatic sequences are called adjacency pairs in which they always consist of a first part and a second part produced by different speakers (see Yule, 2011: 77).However, when they interact, there is rule to be considered in order to maintain their interlocutor s face. 54

64 Face is the positive social value a person effectively claims for himself by the line other assume he has taken during a particular contact or understood as something that show public self-image (Goffman, 1967:5). The notion of face has been used by Brown and Levinson (1987) in developing the theory of politeness.they state that in order to enter into social relationships, it must be acknowledged and showed an awareness of the face, the public selfimage, the sense of self, of the people that are addressed. Face and politeness are universal characteristic across cultures so the speakers should respect each other s expectations regarding self-image, account of their feelings, and avoid face threatening acts (see Cutting, 2002: 45). A compliment is a speech act which explicitly or implicitly attributes credit to someone other than the speaker, usually the person addressed, for some good possession, characteristic, skill, etc) which is positively valued by the speaker and the hearer (Holmes, 1986 in Zhang, 2013: 26). While a compliment response is a verbal acknowledgement that the recipient of the compliment heart and reacted to the compliment. So compliment or compliment response interactions have been referred to as adjacency pairs (see Cutting, 2002: ). Compliments and responses to compliments are among the most investigated speech acts, along with apologies, requests, and refusals. Compliments not only express sincere admiration of positive qualities, but they also replace greetings, thanks, or apologies, and minimize face-threatening acts, such as criticism, scolding, or requests (Brown & Levinson, 1987; Holmes, 1988, and Wolfson, 1983, 1989 in Ishihara,: 64). There are 6 (six) functions of compliments (Ishihara and Cohen, 2010:57-58), they are (1) To express admiration or approval of someone s work/ appearance/ taste; (2) To establish/ confirm/ maintain solidarity; (3) To serve as an alternative to greetings/ gratitude/ apologies/ congratulation; (4) To soften face-threatening acts such as apologies, requests, and criticism; (5) To open and sustain conversation (conversation strategy); (6) To reinforce desired behavior. Furthermore,Ishihara and Cohen,(2010:59-60), add that semantically, common responses to compliments can be categorized into 3, namely acceptance, mitigation, and rejection. While each category has sub-categories, they are (1) Accept, which is divided into (a) token of application, for instance Thanks/ Thank you ; (b) acceptance by means of a comment, for example Yeah, it s my favorite, too ; (c) upgrading the compliment by self-praise, such as Yeah, I can play other sports well too ; (2) Mitigate, which covered (a) comment about history, for example I bought it for the trip to Arizona ; (b) shifting the credit, such as My brother gave it to me/ It really knitted itself ; (c) questioning or requesting reassurance or repetition, for instance :Do you really like them? ; (d) reciprocating, such as So s yours ; (e) scalling down or downgrading, such as It s really quite old ; (3) Reject, which included disagreeing, for instance : (A: You look good and healthy, B: I feel fat ); (4) No Response; (5) Request Interpretation which covers addressee interprets the compliment as a request, such as You wanna borrow this one too? METHODOLOGY The approach used in this study is qualitative approach since the data are in the form of utterances which are taken from the dialogues between main characters in the novel The Museum of Innocence. Qualitative methodologies refer to research procedures which produce descriptive data (Bogdan and Biklen, 1998:29). Creswel also says that qualitative research is a means for 55

65 exploring and understanding the meaning individuals or groups describe to a social or human problem (2009: 4). Themethod used in this study was content analysis method. It was used in order to achieve a better understanding of the phenomena occurred (Borg and Gall, 1991:511). The procedures of data collections were done as follows: (1)reading a novel carefully, (2) segmenting the dialogues into fragment based on the topic, (3)identifying the data. While the steps to analyze the data are (1) classifying the kinds of topics of compliments used by Kemal when he communicates with Fusun, (2) describing the functions of Kemal s compliments, and (3) describing how Fusun gives her responses to Kemal s compliments. DISCUSSION AND FINDINGS The novel entitled The Museum of Innocencewas written by OrhanPamuk. He is a Turkish novelist born on 7 June 1952 in Istanbul. In 2006 he won the Nobel Prize for Literaturethe first Nobel Prize to be awarded to a Turkish citizen. The Museum of Innocence was his first novel published in 2008 after winning the Nobel Prize for Literature and finally this novel to be International Bestseller. The novel, The Museum of Innocence, tells a tragic love story. Kemal, a thirty-year old, unmarried scion of one of Istanbul s wealthiest families, promises married to Sibel, the daughter of another prominent clan. However, Kemal meets Fusun, an eighteen-year old, beautiful shopgirl and poor distant relation at The Sanzelize Boutique, and he falls in love with her on first sight. They enter into a relationship, but once they violate the code of virginity, a rift opens between Kemal and the world of the westernized Istanbul bourgeoisie. Realizing Kemal is engaged to Sibel, Fusun disappears because she hates the fact that Kemal went ahead and got engaged to Sibel, eventhough Kemal loves her. In his pursuit of Fusun over the next eight years, Kemal becomes a compulsive collector of objects that chronicle his lovelorn. The series of events and coincidences change Kemal s entire life. Since there are three parts of the events in the story of the novel The Museum of Innocence, the researcher took one of them so-called the first partof the events. This event occurred for 44 days. Therefore, this analysisconducted as a preliminary analysis of compliments produced by Kemal and responses to compliments given by Fusun. The series of events and coincidences that were to change Kemal s entire life had begun a month before when Sibel happened to spot a handbag-designed by the famous Jenny Colon in a shop windowwhen they were walking along Valikonag Avenue, enjoying the cool spring evening. The following day Kemal came to the shop in order to buy a handbag for Sibel. Arriving at The Sanzelize Boutique, Kemal asked for the handbag on the mannequin in the window to the shop-girl. When the shop-girl gave him the handbag, Kemal remembers that the shop-girl at The Sanzelize Boutique is Kemal s distant relation, Fusun.This was a moment wherekemal met Fusunfor the first time since she grew up. From their communication, it can be known that Kemal produced his compliments to Fusun and on the other hand Fusun also gave her responses to Kemal s compliments. The followings are the description of the extracts quoted from the communication between Kemal and Fusunwhich are related to the first event of the story in the novel The Museum of Innocence within 44 days. 56

66 Theconversation in extract 1 (see appendix) takes place at The Sanzelize Boutique. Kemal wants to buy a handbag designed by famous Jenny Colon for his fiancée, Sibel. Without knowing, the shop-girl of the Boutique is his distant relation, Fusun. Kemal applies a compliment toward Fusun by uttering (1) Hello, Fusun. You re all grown up!.in this case, the function of Kemal s compliment is to serve as alternative to greetings and to express admiration or approval of Fusun s appearance. Besides, Kemal also goes on his compliment by saying Perhaps you don t recognize me in order to open and sustain conversation. Fusun is the addressee of the compliment. Fusun accepts Kemal s compliment by giving her compliment response in the form of acceptance by means of a comment (2) Not at all, Cousin Kemal, I recognized you right away, but when I saw you did not recognize me, I thought it would be better not to disturb you. While the conversation in extract 2 (see appendix) takes place still at The Sanzelize Boutique but it occurred at the following day after buying a handbag for Sibel, his fiancée. Knowing the handbag is not a genuine Jenny Colon, an imitation handbag, and the price is very expensive to this fake handbag, Sibel asks Kemal to go back to The Sanzelize Boutique and ask for the money back. Arriving at The Sanzelize Boutique, the shop was so gloomy that Kemal thought no one was there. Gradually, it seemed the shadow of the shop-girl, Fusun. When she saw Kemal, she smiled sweetly. Then Kemal says, (1) You seem busy. Kemal s utterances is indicated as compliments which function to establish or confirm. Fusun is the addressee of the compliments. Fusun accepts Kemal s compliments by giving her compliment responses in the form of acceptance by means of a comment (2) We re just about finished, I saw you walking down the street yesterday evening. After explaining the condition of the handbag, Kemal asked Fusun to back the money, but Fusun cannot give back the money directly. She explained that for lunch time, SenayHanim, the owner of the Boutique, goes home and locks the case and takes the key with her.fusun will give back the money the day after if Kemal promises not to come to the shop at all. Fusun will give the money to Kemal s mother but Kemal disagrees if his mother involved in this case. Finally Kemal initiated, it is better to leave the money at Kemal family Apartment. Kemal and Fusun agreed to meet at The Marhamet Apartment at 2 till 4 pm. The conversation in extract 3 (see appendix) takes place at The Marhamet Apartments. Kemal sat in the Marhamet Apartments between 2 and 4 pm, waiting forfusun, who never come. The next day, Kemal went back to the apartment, but Fusun did not come again. The following day, Kemal was back again to the apartment, but he decided to forget about Fusun, the fake handbag, and everything else. Twenty minutes later, Fusun came to the Marhamet Apartments, then rang the bell. How happy Kemal was, he ran to the door and open the door by uttering (1) Well, well, well, I thought you d forgotten all about me. Come on in. Kemal s utterances can be indicated as compliments which functions to serve as alternative to gratitude. Fusun gave responses to compliments in form of acceptance by means of a comment. Based on the description above, it can be summarized in the form of table, as follows: 57

67 Findings of Kemal s Compliments and Fusun s Responses to Compliments No Extracts/ Data Compliments Topics 1 1(1)-(2) Appearance Responses to Compliments Functions To serve as alternative to Acceptance by means greetings of a comment To express admiration To open and conversation 2 (3)-(4) 3 (5) 4 2(1)-(2) sustain Performance / To establish/ confirm skills/ abilities Acceptance by upgrading the compliment by selfpraise To express admiration Appearance To establish/ confirm (29)-(30) Performance To express admiration or Mitigation approval of someone s work reciprocating (1)-(2) Performance To serve as alternative to Acceptance by means gratitude of a comment 7 (5)-(6) Appearance To express admiration or Acceptance by approval of someone s appreciating a token appearance 8 (11)-(12) Appearance To express admiration or Acceptance by means approval of someone s of a comment appearance Acceptance by means of a comment by From the table above, it can be known that there are two topics of compliments from three kinds of topics applied by Kemal, the main character of the novel entitled The Museum of Innocence. They are the topic of appearance/ possession and the topic of performance/ skills/ 58

68 abilities. The topic of appearance can be seen in extraxt 1 data (1), extract 2 data (1), extract 3 data (5) and (11). The topic of performance occurred in extract 1 data (3), extract 2 data (29), extract 3 data (1). While the functions of compliments employed by Kemal are (a) to serve as alternative to greeting and gratitude, it can be looked at in extract 1 data (1), extract 3 data (1); (b) to express admiration or approval of someone s work and appearance, it can be seen in extract 1 data (1) and (5), extract 2 data (29), extract 3 data (5) and (11); (c) to open and sustain conversation, it occurred in extract 1 data (1); and (d) to establish/ confirm/ maintain solidarity, it can be seen in extract 1 data (3), extract 2 data (1). The responses to compliments which are given by Fusun are (a) acceptance by means of a comment, can be seen in extract 1 data (2), extract 2 data (2), extract 3 data (2) and data (12), acceptance by upgrading the compliment by self-praise, can be seen in extract 1 data (4), acceptance by appreciating a token, can be seen in extract 3 data (6); (b) mitigation by reciprocating, can be seen in extract 2 data (6) CONCLUSION Based on the findings, it can be concluded that Kemal applied 4 kinds of functions of compliments from 6 kind of functions, they are to express admiration or approval of someone s work/ appearance/ taste, to establish/ confirm/ maintain solidarity, to serve as alternative to greetings/ gratitude/ apologies/ congratulation, and to open and sustain conversation. Those functions applied under the topic of appearance/ possession and performance/ skills/ abilities. While the responses to compliments which are used by Fusun are acceptance by means of a comment, acceptance by upgrading the compliment by self-praise, acceptance by appreciating a token and mitigation by reciprocating. REFERENCES Austin, J.L.(1962). How Do Things with Words. New York: Oxford University Press Black, Elizabeth. (2006). Pragmatic Stylistics. Edinburgh: Edinburgh University Press Ltd. Bogdan, R.C. and Biklen, S.K. (1998).Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Allyn and Bacon Inc. Borg,Walter R and Gall, Meridith Damien.(1991). Educational Research: An Introduction th 4 Edition. USA: Longman Brown, P and Levinson, S.C. (1987).Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press Creswell, John W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 3rd Edition. United State of America: SAGE Publications, Inc. Cutting, Joan. (2002). Pragmatics and Discourse: A Resource Book for students. London: Routledge. Goffman, Erving. (1967). Interaction Ritual: Essays on Face-to-Face Behavior. New York: Pantheon Books Holmes, Janet. (2013). An Introduction to Sociolinguistics 4th Edition. New York: Routledge Ishihara, Noriko. and Cohen, Andrew D. (2010). Teaching and Learning Pragmatics: Where Language and Culture Meet. Edinburgh: Person education Limited. 59

69 Majed Mohamed. Hasan.Drbseh.(2015). The Use of English Compliments and Compliment responses by the Arab Students at Jordan University in Jordan A Paper from International Journal of Scientific and Research Publications. Volume 5, Issue 12, December Pp ISSN Pamuk, Orhan. (2009). The Museum of Innocence.Translated by Maureen Freely. New Youk: Alfred A. Knopf Papi, Marcella Bertuccelli. (2009). Implicitness in JefVerschueren and Jan-Ola Ostman,KeyNotionsforPragmatics(Eds).Amsterdam/ Philadelphia:JohnBenjamins Publishing Company Wahyudiet.al.(2017). An Analysis of Compliment speect Act in Subtitte Film Twilight Series and Translation Quality. A Paper from Prasasti Journal of Linguistics. Vol2, Number 1, April 2017, pp ISSN (Cetak) and (Online) Yule, George. (2011). Pragmatics.Qxford : Oxford University Press Yule, George. (2014). The Study of Language (5th Ed). Cambridge: Cambridge University Press. Zhang, Jin-Pai.(2013). Compliments and Compliment Responses in Philippine English A paper from GEMA Online Journal of Language Studies.Volume 13 (1).Pp 2541, February ISSN APPENDIX Extract 1 (1) Kemal: Hello, Füsun. You re all grown up! Perhaps you don t recognize me. (2) Fusun : Not at all, Cousin Kemal, I recognized you right away, but when I saw you did not recognize me, I thought it would be better not to disturb you. (3) Kemal: Well what are you up to these days? (4) Fusun: I m studying for my university entrance exams. And I come here every day, too. Here in the shop, I m meeting lots of new people. (5) Kemal: That s wonderful. So tell me, how much is this handbag? (6) Fusun: One thousand five hundred lira. But I am sure SenayHanim would want to offer you a special price. She s gone home for lunch and must be napping now, so I can t phone her. But if you could come by this evening (7) Kemal: It s not important, Please give my respects to Aunt Nesibe and your father, (Pamuk, MoI, 2009: 5-6) Extract 2 (1) Kemal: You seem busy, (2) Fusun: We re just about finished, I saw you walking down the street yesterday evening, (29)Kemal: Wonderful idea,. But why don t I say the same thing to Senay Hanim? 60

70 (30) Fusun: No, don t you say anything to her,. Because she ll only try to trick you, to extract personal information from you. Don t come to the shop at all. I can leave the money with Aunt Vecihe. (Pamuk, MoI, 2009:18-23) Extract 3 (1) Kemal: Well, well, well, I thought you d forgotten all about me. Come on in. (2) Fusun: I don t want to disturb you. Let me just give you the money and go. (5)Kemal: You were a child then,. Now you have become a very beautiful and enchanting young woman. (6)Fusun : Thank you. I should leave now. (11)Kemal: I ve been spending a lot of time thinking about you,. You re very beautiful, very different from anyone else. I remember so well what a lovely little dark-haired girl you were. But I never imagined you would turn into such a beauty. So what did SenayHanim say? I asked, changing the subject. Did she happen to acknowledge that the handbag was a fake anyway? (12)Fusun: She was very annoyed when she realized you had demanded your money back, but she didn t want to make a drama about it. She told me just to forget the whole thing. She knew the bag was a fake, I guess. She doesn t know I m here. I told her that you d stopped by at lunchtime to collect the money. I really have to go now. (Pamuk, MoI, 2009: 27-32) 61

71 LEXICAL AMBIGUITY FOUND IN THE UTTERANCES PRODUCED BY DOTA 2 CHARACTERS Daniel Jerry Christian English Letters, Faculty of Letters, Sanata Dharma University Abstract Language as a medium of communication is used either to express our feelings or to entertain people. In language use, there are some problems that may occur. One of them is ambiguity. Ambiguity is an error that causes misinterpretation of meaning of a linguistic form that contains more than one possible interpretation. One type of ambiguity intended is called lexical ambiguity. Lexical ambiguity is an ambiguity that happens when a word contains more than one meaning that creates multiple possible interpretations. The aim of this study is to identify the lexical ambiguities that can be found in the video game DotA 2 and to analyze the lexically ambiguous words that are caused by the context in the video game that can be referred to the same word. This study applied semantic approach and the theory of ambiguity to judge the types of ambiguity which the uttered sentences belong to. The researcher collects the data by using text analysis method where the researcher uses a website where the characters utterances are provided. The results showed that lexical ambiguity in the utterances happens because of the multiple interpretations that are apparent from various contexts in the video game itself that can be referred to the same word. Keywords: Ambiguity, Lexical ambiguity, DotA 2 INTRODUCTION Video game has become a very common alternative by many people as stress reliever. Video game has become popular among young people nowadays. There is a stereotypical saying that gamers are mostly teen boys, in fact a research in 2013 states that female gamers almost caught up with the numbers of the male players and showed that they came from every age group as their source of entertainment (Mitchell, 2013).Video games can also help people to learn as they play, as they can learn new language upon playing. Although that it can help to improve their language skills, people who play the video game may not realize that the words that they heard may have more than one meaning than the one they already know. This happens because the words that the characters of the video game deliver may contain two or more meaning, thus creating an ambiguity to certain words. Ambiguity is the condition whereby any linguistics form has two or more interpretations. For example, the word club has two meanings. The first one is as a heavy stick and the second one is as a social group(kreidler, 1998). This research focuses on the lexical ambiguity which is ambiguity that refers to the word s ambiguous meaning. In this research, the researcher uses some other studies to help conducting this research.the first related study that is being used is arranged by GedeArdiWiryanata titled The Lexical Ambiguity Found in Food and Beverage Slogans. Where the researcher analyzes if there are any ambiguity that can be found from the provided slogans and what are the possible interpretation that can be created from the ambiguous slogans. 62

72 The second related study is written by Della Nur Wijiarti titled DampakPenggunaan Game Online TerhadapPembelajaran Bahasa Inggris (DitinjaudaripersepsiMahasiswa). In her study, she analyzes the impacts and learning strategy by using online game in learning English based on Cohen and Chamot s theory. In Della Nur Wijiarti s research, she said that Cohen and Chamot differentiate the learning strategy into four parts which are listening, speaking, writing, and reading skills. And they are based on the function which are metacognition, cognition, affection, and social. The theories that are used in this research are Semantics which concerned with the meaning of words and the meaning relationship among words (Fromkin, 2014, p. 570), Ambiguity which is a linguistic condition which can arise in variety of ways (Ullman, 1977, p. 156). Ambiguity is divided into three forms, which are: Phonological Ambiguity where the sound of language is uttered, Lexical Ambiguity when a word has more than one meaning and Grammatical Ambiguity, which happens where a clause or sentence create ambiguity because their structure may be interpreted more than one way. In this research, the researcher investigates the dialogues uttered by the character in the video game DotA 2. The brief explanation about the game is that DotA 2 is a multiplayer online battle arena (MOBA) video game developed and published by Valve Corporation, where a character in the video game is given a set of dialogues that can be heard in the video game itself. The objective of the game is to destroy the enemy s Ancientwhich is the main objective of this game to destroy. Before getting into the enemy s Ancient, there are 11 towers that defend the Ancient. The towers are located on top, middle, and bottom lane and divided into 4 tiers, being the 1st tier is the furthest from the Ancient.There are towers that shoot projectiles to nearby opposing teams that came too near. There are 3 towers on each lane and 2 towers near the Ancient. To destroy the Ancient, the players need to destroy the tier 4 towers first, before getting to destroy the tier 4 tower, the player needs too destroy the tier 3, 2 and 1 tower first. The teams divided into two factions and are called Radiant and Direwhich have a goal to destroy each other s ancientwith a river dividing their side of the map. Each team consists of 5 players where they are given the choice to choose between 115 characters that can be played, they are given turns to ban and pick the heroes they want. The role of the characters varies depends on the character s abilities, where some characters roles are categorized as Carry, Nuker, Initiator, Disabler, Durable, Escape, Support, Pusher and Jungler. The characters also divided into three complexities on how to play them, which are Straightforward, Moderate, and Advanced. To help the players to achieve their goal, the players are given the time to kill creeps which is a minion that can be killed for gold and buying items. The items in the game are necessary to help strengthen the characters. The players are also provided with 2 shrines to help them regenerate each fiveminutes and sevenrunes which are Arcane, Bounty, Double Damage, Haste, Illusion, Invisibility, and Regeneration Rune to assist them in achieving their goal. The runes in this game provides some power boost to a certain player s to picks it up, whether to double his power or grant invisibility. The characters in the video game have their own specific responses according to the actions that they are making. This research analyzes the lexical ambiguity found from the DotA 2 characters utterances whether the utterances that are said by the character in the video game ambiguous or notusing the theory of ambiguity and the theory of meaning. As to identify the lexical ambiguity of the sentence uttered by the characters, it is required to understand the context of the video game itself to interpret whether the utterance is ambiguous or not. 63

73 METHODOLOGY This research is conducted by using the semantic approach since this research analyzes the lexical ambiguity contained in the video game DotA 2.The semantics approach is applied in this research because semantics is an approach which study the meanings of word, phrase, or sentence that has multiple meanings, and in this researchthe study has ambiguity as one of the topic it discussed. To conduct the research, the data are taken from the video game DotA 2. The sentences that are taken to be analyzed are sentences uttered by the video game DotA 2 characters. The sentence that are taken are only those that contain lexical ambiguity.the source of the data is from a website where the lists of the characters utterances are available to be collected.to collect the data that is necessary to do the research, the researcher uses the text analysis method. The first step is to obtain the data from the website that provides the utterances that the characters of the video game uttered, the link to the website is from gamepedia.com /Category:Lists_of _responses. After collecting the data, they are then identified whether they contain lexical ambiguity or not. After that, the researcher searches the possible meanings of the ambiguous words using a dictionary (Oxford Advanced Learner s Dictionary 8th ed.) as reference. And then the words which ambiguous meanings are analyzed and explained by how the context of the game s environment can affect the possible interpretation. FINDINGS AND DISCUSSION The object of the study is the DotA 2 characters dialogue which contains lexical ambiguity. The researcher found these following sentences. Table 1. Data of the character s name, their line and the possible meanings taken from Oxford Advanced Learner s Dictionary 8th ed. No. Utterance Possible meaning(s) Character s Name 1. Tinker Get away from the beam! 1. A long piece of wood, metal etc. used to support weight. 2. A line of light, electric waves, or particles. 2. Razor We conduct business 1. To organize and/ or do a particular activity. 2. To direct a group of people who are singing or playing music. 3. To lead or guide somebody through or around. 4. To allow heat or electricity to pass along or through it. 3. Juggernaut Put me in the vanguard 1. The leader of a movement in society, for example in politics, art, industry, etc. 2. The part of an army, etc. that is at the 64

74 front when moving forward to attack the enemy. 4. Enigma My horizon expands 1. The furthest that you can see, where the sky seems to meet the land or the sea. 2. The limit of your desires, knowledge, or interests. 5. Razor 1. Dislike or opposition to a plan, an idea, Path to least etc.; refusal to obey. resistance 2. The act of using force to oppose sb/sth. 3. The power not to be affected by sth. 4. The opposition of a substance or device to the flow of an electrical current. 5. A force that stops sth moving or makes it move more slowly. 6. Organization that resists authorities, especially in a country that an enemy has control of. The focus of the analysis in the sentence is the word with the bold font, these words are considered as ambiguous words because of the context that can be referred to the same word. The analysis of the ambiguous words is to find out another meaning that possibly has more than two meanings or interpretations. The following data below are the analysis of the data provided in Table 1: 1. Tinker: Get away from the beam! The ambiguous contained in the word beamis occurred because of the environment of DotA 2 where it contains some pillars that are scattered all around the mapand the character Tinker s abilities which is a laser beam.the character uttered the word beamis ambiguous whether it refers to the laser that he shot to kill the enemy or the beams/pillars that are scattered all around the map. 2. Razor: We conduct business. The characteristic of the character Razor in the video game is portrayed as an electrical being where he uses an electrical whip as his main weapon. In this context, it is vague whether the character Razor use the word conduct as in to do a particular activityor to allow electricity to pass through. 3. Juggernaut: Put me in the vanguard. The word vanguard in this sentence contain ambiguity whether the character Juggernaut implies a meaning if he wanted to be put in the front line of the battle field or meaning that he wanted to be the one in charge as the leader. 4. Enigma: My horizon expands. The word horizon in this sentence is ambiguous because of the background of the character as a consumer of world. The DotA world also has a mechanic that gives their character a vision radius limit to how far they can see. This can mean whether that his desires to conquer grow even more or the vision of how far he can see is expanding. 5. Razor: Path to least resistance. The characteristic of the character is described as an electrical being affect the wordresistance where it means somewhere where there is less act of using force to 65

75 oppose somebody/ something or a way where there is less opposition of a substance or device to the flow of an electrical current CONCLUSION This research has a purpose to show the lexical ambiguities that can be found in the video game DotA 2 characters dialogue. From the analysis of 5 lines that are uttered by the characters,those words that are considered as lexical ambiguity as they have more than one meaning that can cause a misinterpretation toward listening to the lines depends on the contexts. The contexts that can be referred to the same word that the characters in the video game uttered, whether the context is the environment of the video game or the background of the characters caused the ambiguity to occur. This research shows that the characters dialogue in the video game DotA 2 contains lexical ambiguous meaning. This lexical ambiguity can lead to misinterpretation and can be further analyzed by understanding the context of the video game itself. REFERENCES Cohen, A & A. Chamot. (2011). Second Language Learner Strategies. Handbook of Research in Second Language Teaching and Learning. Ed. Eli Hinkel. 2nd ed. Oxon: Taylor &Francis e-library, 682. Fromkin, Victoria, Robert Rodman, & Nina Hyams. (2014).An Introduction to Language (10thed). New York: Michael Rosenberg. Kreidler, C.W. (1998).Introducing English Semantics. New York: Routledge. Mitchell, Ben. (2013, June 12). Women make up almost half of today s gamers. Retrieved from (on 10 September 2017). Oxford Advanced Learner s Dictionary of Current English (8thed). (2010). Oxford: Oxford Univeristy Press. Wijiarti, Della Nur. (2016).Dampak Penggunaan Game Online TerhadapPembelajaran Bahasa Inggris (DitinjaudariPersepsiMahasiswa). Manado: Universitas Sam Ratulangi. 66

76 THE STUDY OF CODE SWITCHING OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LECTURERS IN GIVING INSTRUCTIONS Danin Christianto Sanata Dharma University Abstract Language is an important medium which is always used to communicate with each other in daily life. In English Education Study Program (ELESP), particularly, English is used as the primary instructional language during the teaching and learning process and the interaction between lecturers and students. Several lecturers use code switching to assist students from the third semester in learning English. From the description, the researcher formulated two research questions. The first question is what are the types of code switching used by ELESP lecturers in giving instructions?. The second question is why do the ELESP lecturers code switch their language in giving instructions to their students?. This research is a basic interpretative research. It employed the interview guidelines to comprehend experiences of some lecturers who practiced code switching. To answer the first question, the researcher used the theory of code switching from Blom and Gumperz (1972) and Wardhaugh (2006) and the second question was answered using the theory from Hoffman (1991), Holmes (2001), and Wardhaugh (2006). The results showed that in terms of the types of code switching, the lecturers used both metaphorical and situational code switching. While, in relation to the reason of the use of code switching, the lecturers employed code switching due to the factors of topic, addressee, emphasis, persuasion, solidarity, and affection. Keywords: code switching, ELESP lecturers, instructional language INTRODUCTION Language is an important medium which is always used to communicate with each other in daily life. Various scholars defined language differently according to their own opinions. According to Jose (2016), the key word to define language is system (p. 1). The system is then splitted into two parts; the system of sounds and the system of meanings. So, the system which employs the use of sounds and meanings is called language. Another definition was proposed by Bloomfield (1957) which defined language as the totality of utterances that can be made in a speech community in the language of that speech community (p. 26). It means that language is utterances which are used to build or construct communication in communities. Thus, it can be concluded that language is a mean or device which is employed to make a communication with each other. Language plays an important role in the world of education, especiallyin the situation of teaching and learning processes in the classroom. Teachers or lecturers use language to convey and give instructions to their students. Giving clear instructions is not easy, particularly in the second or foreign language classroom since they have to use the simple but understandable 67

77 language. If teachers or lecturers can use the clear language, they will be able to deliver accurate instructions to their students in proper ways. In short, language is really important in giving instructions to students during the teaching and learning processes. In Indonesia, it is important that teachers or lecturers master the language to do any activities which involve the use of English language in the English classroom. Harmer (2007, p. 132) stated that teachers or lecturers should understand English well in order to employ instructional activities to facilitate students in classes since they function as facilitators. It means that the facilitators will have to be able to use English so that they can teach the language to their students. The problem is, English language is not the mother tongue of Indonesian people. Even in the university, particularly in the English department, lecturers often find it difficult to convey the message in English. To overcome the difficulty, they would switch the second or foreign language back to their mother tongue. This switching process is called code switching. In Sanata Dharma University, some lecturers of ELESP were found using code switching during giving instructions. Code switching is a language phenomenon which is used oftenly to people who speak different language or the language spoken is not the mother tongue of the community. According to Spolsky (1998), code switching is a process of changing from one language to another language in the midst of an utterance (p. 49).This phenomenon happens when a person changes the language to convey the messages easier to the person who does not know or speak the language. As stated by Holmes (2001, p. 36) that code switching happened when speakers changed from one language to another whether it is only one utterance, sentence, phrase, or even word. As English lecturers in Indonesia, they code switch the English language into Indonesia language when they give instructions in the classrooms sometimes in order to make their students understand materials delivered easier. Due to the phenomenon of code switching which was used by the lecturers in English Education Study Program of Sanata Dharma University in giving instructions to their students, the researcher would like to study the types of code switching and reasons why they employed the code switching phenomenon during giving instructions to students. The researcher chose to analyse lecturers who taught in the fourth semester since the fourth semester students should have mastered English well. But, several lecturers still employedcode switching for other different reasons. METHODOLOGY This research used a qualitative approach to analyse and interpret the collected data. According to Grix (2004), qualitative approach is characterised by the use of methods that attempt to examine inherent traits, characteristics, and qualities of the political objects of inquiry (p. 173). It means that by using qualitative approach, the researcher can investigate the qualities of certain objects which are going to be analysed. The qualitative researchers tend to analyse the data collected by using description rather than numericals. As shown in Ary, Jacobs, and Razavieh (2002) that qualitative researchers seek to understand a phenomenon by focusing on the total picture rather than breaking it down into variables (p. 25). In this research, the basic interpretative study was employed to comprehend the experience of the research participants who used code switching in their instructional languages. To collect the data, the researcher chose five out of fourteen lecturers who taught in the fourth semester classes based on several fourth semester students. The participants names were symbolised with P1-P5. Aside of that, the researcher became the primary research instrument in collecting and analysing by conducting an interview guideline. The procedure to analyse the data 68

78 of this research was adapted from Creswell s (2009) qualitative data analysis procedure as the main technique of the data analysis. FINDINGS AND DISCUSSION There are two formulated questions which are discussed in this research. The first question is what are the types of code switching used by ELESP lecturers in giving instructions?. The second question is why do the ELESP lecturers code switch their language in giving instruction to their students?. The answers to the questions are discussed as below. A. Types of Code Switching Used by ELESP Lecturers in Giving Instructions From the study, there were two types of code switching used by the research participants. They were situational and metaphorical code switching. Each description of the types of code switching are discussed below. 1. Situational Code Switching The first type of code switching found in the lecturers instructional language was situational code switching. According to Holmes (2001), situational code switching happened when people switch from one code to another for reasons which can be identified (p. 36).This type of code switching mostly occurs when people talk to others who come from different countries. They have to switch some difficult terms from one language into another, particularly. Thus, it means that situational code switching can be defined as the tendency of using different languages in different social contexts. From the study, the researcher found that all of the participants used situational code switching in giving instructions. They used situational code switching when certain factors, especially settings, addresses, and activities, change speakers language choices (Blom and Gumperz, 1972). The participants employed situational code switching due to the addreses. The table below showed the results of the interview over the participants. Table 1. The Addresses as Considered by the Participants for Employing Code Switching Utterances Usually, I will employ code switching by looking at the condition or situation. It depends on the class which I enter to and I will employ it of necessary. (P1) To be frank, several students find it difficult to understand instructions which I deliver to them if I keep using English only. Therefore, by using code switching, I can reduce the difficulty in understanding the instructions and the switch makes the students understand better.(p2) From the table 1 above, it can be seen that the participants used code switching by looking at or considering about the students language mastery. The researcher also concluded that the participants would switch their codes when the students seemed difficult to understand instructions which were delivered by the participants. Since their mother language or first language (L1) was Indonesian, the participants switched the code from English to Indonesian so that their students could understand better. As an addition, situational code switching should be employed by the participants when they used the L1 to make their students understand. To be specific, P2 said that the students found it difficult to understand the instructions if he kept using English only as the instructional language. P2 s utterance stated that he considered about when to switch the language that was understandable to the students. 69

79 2. Metaphorical Code Switching Metaphorical code switching is a switch where every code symbolises a set of social meanings. Wardhaugh (2006) said that metaphorical code switching occured in a situation when a change of topic in the conversation requires a change in the language used. Since the participants wanted to get special effects in communication, the change could enrich the situation and it made an allusion more than one social relationship within the situation. It means that the purpose of metaphorical code switching is to change the feeling of From the interview, it was shown that the participants also used metaphorical code switching in giving instructions to their students. The participants wanted to enrich the situations which were discussed. Table 2. Code Switching Used to Enrich Situations Utterances Mudeng apa Muter? (P2) You know what? Di Flores, ada sebutan bagi orang yang ngomong terus tapi dia tidak mau bekerja. Apa sebutannya? Yaitu pantat ayam. Kalian tahu pantat ayam? (P3) According to the table above, it can be seen that P2 said Mudeng apa Muter? after she gave some instructions to work on their research paper in her Phonetics and Phonology class. There were two different languages or codes which were used; Indonesian and Javanese. The participant switched the code to enrich the situation in the forms of mudeng (understand) and muter (goes around). The use of mudeng and muter enriched the situation in the way that the code was understood by the participant and her students. The same thing happened in P3 s situation. He used the code switching when his students were too noisy. Then, he calmed them by saying pantat ayam. The termpantat ayam is metaphorical, which means that a person who likes to talk but does not want to work. It was similar to the students who were tasked to do exercises given but they did not do them, instead of talking only. Therefore, it can be inferred that using such a metaphorical code produced a special effect in communication that was understood well by the addresser and addressee. B. Reasons of Employing Code Switching in Giving Instructions This section discusses about the reasons or factors that influence the participants in using code switching in giving instructions to their students. The researcher found that there were six reasons why the participants employed code switching in using instructional language; topic, addressee, emphasis, persuasion, solidarity, and affection. Below is the discussion of each factor. 1. Topic When someone talks about a certain topic, it can cause a switch, either due to the lack of facility in the relevant register or because particular items trigger off different connotations which are linked to experiences in a certain language (Hoffman, 1991). The results of the interview showed that several participants employed code switching because they knew that some Indonesian words did not have the relevance with English words. The examples are as below. Table 3. Code Switching Used Because There Was No Relevance between Indonesian and English Words Utterances If there is no a correspondent word when I talk about a certain topic, I shall use the original 70

80 word so that there will be no meaning shift (P2). I will still use Indonesian, as I said before like baper, alay, and sotoy (P4). From the utterances above, the researcher concluded that the participants used code switching to some particular words from English to Indonesian because of the lack of expressions in English. It did not matter to translate the words but the feeling would be different. Aside of that, P4 did not translate the words baper and alay because they were language phenomena formed by Indonesian s teens. As an addition, the participants employed code switching on certain topics in order to make the students understood better on the topics which were being discussed. The participants were sure that by using code switching, their students could understand the idea delivered easier. Below is the table which shows that using code switching on particular topics can make students understand better. Table 4. Using Code Switching on Particular Topics to Make Students Understand Better Utterances In some courses, it will be easier to deliver concepts to students if both English and local language are used. (P2) Sometimes, I have to translate a complex topic which is difficult to students to understand. (P3) From the table above, the researcher could conclude that the participants used code switching to help delivering ideas to students better. In this situation, code switching functioned as the bridge from a native language to a new foreign language content in order to transfer new meanings and contents. The switches were used when the participants discussed a complicated or complext topic which made students difficult to understand. 2. Addressee The second factor which the researcher found was the addressee. The use of code switching was influenced by the addressees backgrounds, relations to the speakers, and language mastery. The results of the interview showed that the participants mostly considered about their students language mastery as the reason of employing code switching. The following table is the examples of the participants utterances in using code switching to help students understanding. Table 5. Code Switching Used to Help Students Understanding Utterances I consider using code switching by looking at the situation of the students and whether I need to code switch or not. (P3) Since English is not the students native language, we have to think about the limitation of the students. We cannot force students to understand instructions by only using English. (P4) I use code switching depends on the students I talk with (P5) The examples showed that the participants considered about their students language mastery.the researcher concluded that the consideration was the example that students had not mastered English well yet. Furthermore, the researcher inferred that it was not a good idea to 71

81 force students to understand instructions given only in English. So, the participants used code switching to help students to understand better. 3. Emphasis Being emphatic was one of the considerations to code switch a language. The speakers switch their language to make the students understand what are being emphasized. According to Hoffman (1991), the switch can be in the form of repetition or interjection. The table 6 below shows the code switching which is used to emphasize the participants messages. Table 6. Code Switching Used to Emphasize the Participants Messages Utterances I will use code switching to convey messages which my students must understand. (P1) For clarification and for a change as we need a chance. (P5) The table above shows that the participants used code switching as they wanted to emphasize several important things. In this case, the participants wanted to make the students understand useful messages. The participants considered the needs of clarification to their explanation so that they repeated the instructions by using code switching. Thus, the researcher concluded that the participants used code switching to deliver the necessary knowledge to the students for clarity. 4. Persuasion The researcher found that the participants used code switching to have the students attention. Nerghes (2011) stated that code switching could draw the participants attention and improve their motivation to understand messages given. Furthermore, Nerghes (2011) also said code switching leads to systematic processing of information, particularly when it is associated with strong arguments (p. 52). From the interview, the researcher found out that the participants used code switching to persuade their students to pay attention to them. Below is the examples showing how the participants used code switching to persuade students. Table 7. Code Switching Used to Persuade Students Utterances Jika kita berteman dengan kerbau lumpuh pasti juga akan ikut-ikutan lumpuh... Do you know what it means? You need to be careful in choosing friends. (P3) Bagaikan tikus mati di lumbung beras know what does it mean? Kalian kuliah di Universitas Sanata Dharma, one of the best universities. You have great lecturers and facilities, semuanya baik. Books, libraries, internet are the best, but maybe not the best in Indonesia. Kalian beruntung, tapi kalian tidak mengerti hal itu, maka kalian bisa mati seperti tikus (you are lucky, but you don t know about that, so you may die like a rat). (P3) From the utterances above, the researcher concluded that participants used code switching to persuade students to understand the participants messages better. P3 used code switching when he tried to persuade his students to pay attention by emphasizing a life lesson. Moreover, P3 told his students to be careful in choosing friends because it would not be good if choosing friends randomly. Also, he told his students to pay attention to their ungrateful attitude towards the adequate facilities given by the campus: they might die like a rat in a barn which is full of rice. 5. Solidarity From the interview, the researcher found that the participants employed code switching to show their solidarity to their students. As stated by Wardhaugh (2006), code switching can arise 72

82 from an individual s choice or become a major identity marker to a group of speakers who need to deal with more than one language in their lives (p. 101). Moreover, the participants used Indonesia language to show their solidarity as Indonesians. Table 8. Code Switching to Express Solidarity Utterances I think when I use Indonesian, students will feel like I become one of them. However, when I use English, I am just an ordinary English lecturer. If I talk using Indonesian, they will feel like I am also an English learner who shares my experience about English language. It is because teaching is not about tranferring knowledge to our students, but it is about how we develop good trust and relationship with students and how to make them confident. (P3) The table above show how the participant showed his solidarity with his students. It can be inferred that the participant wanted to be one of the parts of the students community. From the utterance, the researcher concluded that the participant used code switching to show his solidarity. By creating a good relationship with his students, the participant could create a better atmosphere to help students actively participating in the classroom activities. 6. Affection The participants usually showed the affection when they responded the students attitudes in the classrooms. As stated by Rihane (2007) that speakers would use code switching to show certain attitudes and feelings. The examples can be seen in the table below. Table 9. Code Switching Used to Show the Participants Feelings Utterances Nek gak ada yang tanya berarti kalian semua udah paham (if there is no one who wants to ask, it means you all have understood). (P5) Lalu bagaimana saya bisa membantu kalian kalau kalian punya masalah tapi nda mau membantu diri kalian sendiri dengan bilang ke saya? (Then, how can I help you when you have a problem but you don t want to help yourselves by telling it to me?). (P5) The table above shows that the participants used code switching to express their feelings towards their students. P5 showed her feeling of upset when her students were afraid to ask. She found that a few students did not understand the materials after she explained theories in her Structure IV class. Therefore, she used code switching to show her feelings and motivate students not to feel afraid to ask. CONCLUSION From the research which has been conducted, the researcher concluded that there were two types of code switching which were employed by the ELESP lecturers in their instructional language; situational code switching and metaphorical code switching. But, the participants mostly used the situational code switching to help their students understand instructions and materials given better. Aside of that, there were six different reasons or factors why the participants employed code switching. They were topic, addressee, emphasis, persuasion, solidarity, and affection. It could be seen that the participants really considered about when to use code switching. It was not because the students did not master English well, but it was used as a tool or technique to improve students comprehension in the classroom during the teaching 73

83 and learning process. Through this research, the researcher hopes that the further researchers can conduct the same research quantitatively since there is rarely the same research whose data are analysed in a quantitative way. Furthermore, the researcher also hopes that this research can inspire students who put their passionate in studying code switching, particularly those who are taking the sociolinguistics course. REFERENCE Ary, D., Jacobs, L. C., and Razavieh, A. (2002). Introduction to research in education (6th ed.). Belmont: Wadsworth Thomson Learning Bauer, L. (2007). The linguistics student s handbook. Edinburgh: Edinburgh University Press Blom, J-P., and Gumperz, J. J. (1972). Social meaning in linguistic structures: Code switching in Norway. In John J. Gumperz, Dell Hymes (eds.) Directions in sociolinguistics:the ethnography of communication. New York: Holt, Rinehalt, and Winston Inc. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles: SAGE Publications Inc. Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press Grix, J. (2004). The foundations of research. New York: Palgrave Macmillan Harmer, J. (2007). The practice of English language teaching. Cambridge: Longman Hoffman, C. (1991). An introduction to bilingualism. London: Longman Holmes, J. (2001). An introduction to sociolinguistics (2nd ed.). London: Longman Jose, F. T. (2016). A handbook of linguistics. New Delhi: Educreation Publishing Rihane, W. M. (2007). Why do people code-switch: A sociolinguistic approach. Retrieved on 4th March 2018 from Spolsky, B. (1998). Sociolinguistics. Oxford: Oxford University Press Trousdale, G. (2010). An introduction to English sociolinguistics. Edinburgh: Edinburgh University Press Trudgill, P. (1983). Sociolinguistics: An introduction to language and society. London: Penguin Group Wardhaugh, R. (2006).An introduction to sociolinguistics (5th ed.). Oxford: Blackwell Publishing 74

84 DO BUY THE FOOD BY ITS NAME: A STUDY ON ANTI-MAINSTREAM INDONESIAN FOOD AND BEVERAGE NAMES Erna Wardani English Education Study Program, Faculty of Humanities, Jenderal Soedirman University Abstract Food is one of the primary needs and people try to fulfill their need of this material despite its name. When given an edible solid material made of wheat flour, a severely hungry person surely consumes it right away without thinking of its various names like bread, roll, bun, crepe, cake, noodle, spaghetti, chapatti, paratha, roti, kamir, bolu, or even like kue pancong, bluder, and martabak. As time goes by, common names like roti bakar coklat (grilled chocolate sandwich) and es susu coklat (iced chocolate milk) are somehow not strong enough to get the consumers back on the long line for the menu. However, roti bacok (bakar coklat) and suka mandi (susu coklat manis dingin) definitely capture the eyes for the first time, while hunger and thirst come later. In addition, with the influential changing factors like sex and technology, now people use their money not only on buying food and beverage, but also on spending costly fund to satisfy their curiosity over the food and the beverage themselves: their names. The analysis of this paper investigates unique ways of attracting and persuading consumers to buy the food product through the use of language as food name. The analysis includes three steps of research namely data collection, data analysis, and analysis result display. Keywords: anti-mainstream, food, beverage, names INTRODUCTION In Indonesia, the words kopassus, intel, and ganja are closely related to army and police and somehow, people considered themselves unsafe when they mention these risky words. Yet, the same words surely can trigger ear-to-ear smiles, even bursts of laughter, when people find out that they mean something totally different from their lexical meaning, namely food and beverage. Instead of Komando Pasukan Khusus (Special Forces Command), Kopasus (with one letter s ) means Kopi Pake Susu (café au lait). Intel is not Intelijen (Intelligence), but it is Indomie Telur (Indomie instant noodle with sunny-side-up or scrambled egg). Meanwhile, ganja stands for degan saja (plain young coconut) rather than Indonesian word for marijuana or cannabis. This condition can further question the significance of Shakespeare s well-known quotation in Romeo and Juliet, Act 2, Scene 2: What s in a name? Food and beverage names themselves are unique since they are the results of creation process as the ultimate level of thinking process. Variously used in different terms, they also become hints of signs that they have been existed for sometime as cultural products and heritage from the old generations to the young ones. The same basic ingredients might have been being used, yet the unusual part lies on the referential factor. People do understand about iced sweet tea or es teh manis, but not with es tenis or teh obeng. Therefore, to maintain the existence of certain food and beverage, people keep consuming them, although they are labeled with distinguished names. As food becomes one of human s primary needs, people set their choice over food and also beverage based on their considerations; one of them deals with name. Name is an important 75

85 factor to mark the relationship between people as community or group members with its conventions, ideas, and complex ideologies. This topic has been thoroughly investigated in the journal article titled Makna Semiotis Nama-nama Makanan dalam Sesaji Selamatan Tingkeban di Dukuh Pelem, Kabupaten Wonogiri (Imam Baehaqie, 2017). Name as the local heritage marks long lasting culture maintained between different generations and this is also further examined in the thesis titled Pengembangan Ensiklopedi Makanan Tradisional Daerah Istimewa Yogyakarta (Setiabudi, 2016). Researches on food and beverage names are in need to study multifaceted roles that these commodities try to have in their relationship with human beings and the other products of culture. As long as, humans are still around, so are the complex existence of food and beverage as the great signs of humans development in life, emotional expressions, thinking process as well as characteristics and behaviors as food and beverage consumers. For that reason, this paper is intended to find out creative linguistic ways based on the characteristics of consumers in choosing food and beverage products through their names. The names are mostly in Indonesian and they do not follow the conventional principles and not use the general words as written in Kamus Besar Bahasa Indonesia. Clearly, names have significant roles as one of the most influential factors in offering and choosing certain products. Philip Kotler (2003) in his book Manajemen Pemasaran Perspektif Asia mention that there are four P marketing factors in setting target customers and consumers, namely Promotion, Price, Place, and Product. In Product, there are some apparent crucial points in marketing and one of them is brand name. Azali (2016) in Enterpreneur Academy also supports this opinion by mentioning that brand name is the magnet attracting the consumers to any product or service. Among the 15 tips to make easy-to-remember names that Azali proposes, there are several points related to the use of language for brand name. 1. Adjust the brand name with the target consumers 2. Avoid the use of acronyms with consonants and numbers 3. Use unique and unusual brand name 4. Have easy pronunciation and short Relating to how to form easy-to-pronounce brand name, morphological process of word forming takes place mostly in the form of clipping. Clipping is one of important morphological concepts when creating words. When doing clipping, a word is reduced or shortened without changing the meaning of the original word. There are four types of clipping, namely back clipping, fore-clipping, middle clipping, and complex clipping (Arnold, 1986). Back Clipping (Apocope) a clipping process by removing the end of a word gasoline gas gymnasium gym laboratory lab photograph photo teenager teen Fore-clipping (Aphaeresis) a clipping process by removing the beginning of a word Middle Clipping (Syncope) a clipping process by retaining only the middle of a word alligator gator caravan van hamburger burger parachute chute telephone phone apollinaris polly detective tec influenza flu pyjamas jams refrigerator fridge 76 Complex Clipping a clipping process by removing multiple parts from multiple words cable telegram cablegram International Police Interpol linoleum cut linocut

86 European Television Eurovision situation comedy sitcom Clipping should be differentiated with blending. Blending is the combination of two separate forms to produce a single new term. However, blending is typically accomplished by taking only the beginning of one word and joining it to the end of the other word (Yule, 2006). In some parts of the USA, there s a product that is used like gasoline, but is made from alcohol, so the blended word for referring to this product is gasohol. To talk about the combined effects of smoke and fog, the word smog is used. Comparing to blending, the element of reduction that is noticeable in blending is even more apparent in the clipping process. METHODOLOGY This paper uses descriptive qualitative method in which the research data are explained in verbal form and are analyzed without using statistic technique. This method is fundamentally interpretative and this means that the writer makes an interpretation of the data (Creswell, 2003). carried through three steps of research namely data collection, data analysis, and analysis result display (Sudaryanto, 2015). Data are primarily collected from photos on social media like Instagram, WhatsApp, and Facebook January February Inside the photos, there should be written texts mentioning the unusual food name. FINDINGS AND DISCUSSION This paper finds that several food and beverage names are intentionally formed by using certain topics. Body parts, sex, horror, and romance are mostly found among anti-mainstream names for food and beverage. 1. Sex 77

87 2. Body Parts 3. Horror 4. Romance 78

88 5. Others (animal, natural phenomenon, country s name, etc.) Sex for food and beverage names is indeed interesting, yet the effect for this choice is people s objection toward the message behind the names and their demand to change the names. This happened with Kedai 24 in Sleman, Yogyakarta in 2015 since the place has arranged names related to sexual activities like masturbation or masturbasi that actually means Mie, nasi, TelUR, BercAmpur dalam satu porsi (rice bowl mixed with noodle and egg). Sensation in experiencing the food and beverage with such names is important to certain consumers. It becomes their prestige in purchasing something and this also makes them want to be as sensational as the names by uploading photos showing the written words of the names. This condition shows that food and beverage names successfully attract the consumers to buy the products under the names and it fits the characteristics of Indonesian consumers (Irawan, 2009). Among others, those characteristics are: 1. Dominated by unplanned behavior Indonesian consumers do not do fixed plan in choosing the urgently needed things. When they get the chance to get low-cost things or buy-two-get-one-free food, they will do impulse buying. The same happens when they are interested suddenly to try a bowl of nasi goreng mak lampir or sodomie (semangkok olahan Indomie). When they taste the food or beverage, they might regret their decision that their expectation over the food is not fully completed. 2. Like to socialize Indonesian consumers like do gathering and this can make business like clubs, cafes, bistros, and restaurants established almost in everywhere. The owners of these places should do clever 79

89 marketing, at least through brand name, to persuade their prospective customers. Therefore, cafes providing food and beverage with names like miras rangsang or janda baru will surely get the people to stand in line to have a try. 3. Context- not content-oriented The tendency to purchase product based on the outer look is closely related to Indonesian consumers. They prefer to read simple and easy-to-understand information. When choosing food and beverage, they prefer bombastic names although they might know that the ingredients of the food are similar to the one with general name. They might choose Es Naga Blepotan (Es NAngka Nanas DeGAn BLEwah AlPOkat & KeTAN) instead of Es Campur (Indonesian-style Halo Halo). 4. Putting prestige as important motive Prestige is strongly adhered to Indonesian consumers. This character appears when the consumers do like to show off and to prove that they are much better than the others after purchasing certain things. When they are able to upload their photos through social media that they just had oseng-oseng mercon (extremely spicy stirred fried beef brisket) and sutarbak (susu dan martabak = milk and Indonesian thick pancake), they consider themselves successful to be prominent. CONCLUSION Anti-mainstream food and beverage names do attract certain consumers and they can be formed through certain morphological way. They are indeed unique and they make the consumers try to be the first individual who experiences their sensation. The choosing process of the names is related to certain target of consumers and they are adjusted to the characteristics of Indonesian consumers that are dominated by unplanned behavior and put prestige as important motive. REFERENCE Arnold, Irina Vladimirovna. (1986). The English Word. Moscow: Vyassaja Skola Azali, Erwin. (2016, May 28). 15 Tips Agar Brand Anda Menarik & Mudah Diingat Konsumen. Entrepreneur Academy. Retrieved from Baehaqie, Imam. (2017). Makna Semiotis Nama-nama Makanan dalam Sesaji Selamatan Tingkeban di Dukuh Pelem, Kabupaten Wonogiri. LITERA, 16(2), Retrieved from Bauer, Laurie. (2004). English Word-Formation. Cambridge: Cambridge University Press Creswell, J. (2003). Research Design: Qualitative, Quantitative, and Mixed Method Approaches (2nd ed). California: Sage Publications CV Argia Teknologi Nusantara. (2014, April 15). 10 Cara Agar Branding Anda Menarik & mudah Diingat. Retrieved from Irawan, Handi. (2009). 10 Prinsip Kepuasan Pelanggan. Jakarta: Elex Media Komputindo Kotler, Philip et al. (2003). Manajemen Pemasaran Perspektif Asia. Yogyakarta: Penerbit ANDI Yogyakarta Kridalaksana, Harimurti. (2016). Introduction to Word Formation and Word Classes in Indonesian. Jakarta: Buku Obor Plag, Ingo. (2003). Word-Formation in English. Cambridge: Cambridge University Press Setiabudi, Arief. (2016). Pengembangan Ensiklopedi Makanan Tradisional Daerah Istimewa 80

90 Yogyakarta. Thesis (unpublished). Elementary School Education Study Program. Yogyakarta: Sanata Dharma University Sudaryanto. (2015). Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Penerbit USD Stockwell, Robert & Donka Minkova. (2001). English Words: History and Structure. New York: Cambridge University Press Yule, George. (2006). The Study of Language (3rd ed). New York: Cambridge University Press 6 Cara Membuat Nama Brand Atau Merek Yang Menarik. (n.d.). Retrieved March 17, 2017, from Kolom Satu website, 81

91 ANALISIS CITRAAN PADA LIRIK LAGU TARLINGDUT DAERAH CIREBON KARYA YOYO SUWARYO (KAJIAN STILISTIKA) 1 1 Esi Yulistiana1), 2 Sumarlam2), 3 Sudiro Satoto 3). Mahasiswi (Program Studi Lingusitik, Pascasarjana Universitas Sebelas Maret Surakarta) 2 Profesor dan Dosen pembimbing 1 (Pascasarjana Universitas Sebelas Maret Surakarta) 3 Profesor dan Dosen pembimbing 2 (Pascasarjana Universitas Sebelas Maret Surakarta) Abstrak Seni sastra bila dipadupadankan dengan karya seni lainnya, seperti instrumen musik, akan menjadikan suatu karya seni yang memiliki nilai estetika yang tinggi meskipun karya tersebut sudah menjadi seni campuran karena berbentuk puisi yang dinyanyikan (lirik lagu). Berkaitan dengan hal tersebut, penelitian ini ditujukan untuk mendeskripsikan citraan lirik lagu Tarlingdut berbahasa Cirebon karya Yoyo Suwaryo. Judul tersebut dipilih karena citraan merupakan salah satu unsur terpenting yang digunakan penyair dalam seni sastra seperti pada karya sastra puisi. Sumber data penelitian ini meliputi sumber data primer dan sekunder. Sumber data primer yaitu kumpulan lirik lagu Tarlingdut karya Yoyo Suwaryo. Sumber data sekunder yakni artikel dari internet tentang Yoyo Suwaryo dengan permasalahan yang menjadi objek penelitian. Penelitian ini merupakan penelitian deskriptif kualitatif. Pengumpulan data menggunakan teknik penelitian kepustakaan, simak dan catat. Teknik analisis data dimulai dengan membaca semua lirik lagu Tarlingdut yang akan dianalisis, kemudian memahami makna lirik lagu tersebut, selanjutnya menemukan kata-kata yang mengandung citraan, lalu menganalisis citraan yang ditemukan berdasarkan teori stilistika, terakhir membuat kesimpulan.citraanyang paling banyak ditemukan yaitu citra penglihatan sebanyak 13, disusul oleh citra erotika sebanyak 12 citraan, lalu citra gerak sebanyak 8 citraan, citra kekotaan dan kehidupan sebanyak 7 citraan, kemudian citra pencecapan sebanyak 5 citraan, citra pedengaran sebanyak 2 citraan, sedangan citraan penciuman sebanyak 1 citraan. Kata Kunci: Stilistika, Tarlingdut, Citraan, lirik lagu karya Yoyo Suwaryo PENDAHULUAN Manusia dalam kehidupan sehari-harinya menggunakan bahasa dalam menyampaikan beragam perasan, pemikiran (ide gagasan) kepada sesamanya. Melalui bahasa pula manusia menciptakan beragam karya sastra sehingga karya sastra merupakan dunia kata imajiner tanpa batas. Hal ini dikarenakan dunia yang dibangun oleh sastrawan dimanipulasi dan dipilih dengan teliti sehingga disajikan dalam ragam bahasa yang indah serta berbeda dengan bahasa non sastra.dalam penelitian stilistika khususnya citraan (pengimajian kata/imagery) lirik lagu Tarlingdut, kata-kata yang tersusun tidak hanya menggandung keindahan dan styleakan tetapi kata-kata dalam lirik lagu juga memperlihatkan citraan (pengimajian) pilihan dengan maksud tertentu. Style sebagai gaya bahasa itu sendiri mencakup diksi, struktur kalimat, majas, citraan, pola rima serta matra. Penelitian ini mengenai citraan yang terkandung dalam lirik lagu Tarlingdut daerah Cirebon karya Yoyo Suwaryo. Citraan merupakan ragam gambaran sebuah pengalaman indrawi seorang sastrawan yang diungkapkan lewat kata-kata. Melalui citraan maka pembaca (penikmat) karya sastra mampu terbangkitkan tanggapan imajinasinya. Melalui tanggapan daya imajinasi, maka penikmat karya sastra dapat dengan mudah menangkap pesan yang terkandung, ikut merasakan 82

92 serta membayangkan dengan indrawinya apa yang ingin pengarang sampaikan. Dengan kata lain citraan mampu memberikan kemudahan bagi penikmat karya sastra memahami dan ikut terbawa dalam sebuah karya sastra. Ragam citraan yang disajikan oleh sastrawan juga mampu memberikan dampak dalam meyakinkan, mempengaruhi dan memberikan gambaran nyata kepada pendengar (penikmat karya sastra). Oleh karena itu, penulis tertarik untuk menganalisis unsur citraan dalam lirik lagu Tarlingdut daerah Cirebon karya Yoyo Suwaryo. LANDASAN TEORI DAN METODE PENELITIAN Teori yang digunakan adalah : Stilistika Stilistika atau stylistics adalah ilmu tentang style (Sutejo, 2010: 2). Style (Stail) atau gaya, yaitu cara yang khas dipergunakan oleh seseorang untuk mengutarakan atau menggungkapkan diri gaya pribadi (Satoto, 2012: 35). Lebih lanjut, Satoto mendefinisikan stilistika sebagai bidang linguistik yang menggunakan teori dan metodologi pengkajian atau penganalisaan formal sebagai teks sastra, termasuk dalam pengertiannya yang extended. Extended artinya suatu sifat pandangan yang mencakup bidang kajian yang menggunakan bahasa sebagai unsur penting dan menerima teori linguistik sebagai sesuatu yang amat relevan (Satoto, 1995: 4). Kemudian, Tarlingdut merupakan ragam kesenian musik dan lagu yang berasal dari daerah Cirebon (Jawa Barat) yang berasal dari kata Gitar dan Seruling. Ragam kesenian ini sudah berkembang dan sangat dikenal di areal Pantura. Kemudian, Citraan(imagery) merupakan serangkaian kata yang sengaja dipilih oleh pengarang dengan maksud agar menghadirkan pelukisan imajinasi yang hidup. Penyair tidak hanya pencipta musik, tetapi juga pencitraan gambar dalam kata-kata untuk mendeskripsikan sesuatu sehingga pembaca dapat melihat, merasakan dan mendengarkan (Nurgiyantoro, 2007: 304). Citraan menurut Rahmad Djoko Pradopo (dalam Sutejo, 2010: 116), yang membedakannya menjadi (1) citra penglihatan (visual imagery), (2) citra pendengaran (audio imagery), (3) penciuman, (4) citra pencecapan, (5) citra gerak (movement imagery), (6) citra kekotaan dan kehidupan, dan terakhir ditambahkan oleh Sutejo yaitu, (7) citraan erotika. Dan Lirik lagu adalah karya sastra (puisi) yang berisi curahan perasaan pribadi, susunan kata sebuah nyanyian (KBBI, 2003: 678). Lagu adalah berbagai irama yang meliputi suara instrumen dan bernyanyi dan sebagainya, nyanyian, tingkah laku, cara, lagak (KBBI, 2003: 401). Penyair dalam menciptakan lirik lagu memiliki makna yang ingin disampaikan kepada penikmatnya. Lirik lagu terbentuk dari bahasa pilihan dan merupakan ekspresi seseorang dari dalam hatinya mengenai sesuatu hal yang telah dirasakan (dialami), dilihat dan didengarkan. Serta merta kelahirannya diperkuat dengan melodi yang disesuaikan dengan lirik lagu. Jenis penelitian yang digunakan dalam mengkaji lirik lagu Tarlingdut karya Yoyo Suwaryo adalah metode deskriptif kualitatif. Ada tiga tahap yang digunakan untuk memecahkan masalah dalam penelitian ini, yakni penyediaan data, penganalisisan data, dan penyajian hasil analisis data (Sudaryanto, 1993: 5). Data yang diambil adalah soft data (data lunak) yang berwujud kata, kalimat serta ungkapan yang menunjukkan beragam wujud citraan yang terdapat dalam lirik lagu Tarlingdut daerah Cirebonan karya Yoyo Suwaryo. Teknik pengumpulan data yang dilakukan dengan teknik dokumentasi dan simak catat. Teknik analisis data dimulai dengan membaca semua lirik lagu yang akan dianalisis, kemudian memahami makna lirik lagu tersebut, selanjutnya menemukan kata-kata yang mengandung citraan, lalu menganalisis citraan yang ditemukan berdasarkan teori stilistika, terakhir membuat kesimpulan. 83

93 HASIL DAN PEMBAHASAN Citraan yang terdapat dalam lirik lagu Tarlingdut karya Yoyo Suwaryo meliputi tujuh jenis citraan dan dari tujuh jenis analisis citraan dalam lirik lagu Tarlingdut, citraan penglihatan yang paling dominan yaitu sebanyak 13 citra, disusul oleh citra erotika sebanyak 12 citraan, lalu citra gerak sebanyak 8 citraan, citra kekotaan dan kehidupan sebanyak 7 citraan, kemudian citra pencecapan sebanyak 5 citraan, citra pedengaran sebanyak 2 citraan, sedangan citraan penciuman sebanyak 1 citraan. Tabel 1: Jenis dan jumlah citraan dalam lirik lagu Tarlingdut karya Yoyo Suwaryo Citraan Jumlah Keterangan N o 1 Penglihatan (visual imagery) 13 Data 1 sampai data 4 2 Pendengaran (audio imagery) 2 Data 2 3 Penciuman 1 Data 1 4 Pencecapan 5 Data 1 sampai data 4 5 Gerak (movement imagery) 8 Data 1 sampai data 4 6 Kekotaan dan kehidupan 7 Data 1 sampai data 4 7 Erotika 12 Data 1 sampai data 4 48 citraan - Jumlah Berikut uraian singkat citraan dalam lirik lagu Tarlingdut berbahasa Cirebon karya Yoyo Suwaryo: (1) Citra penglihatan (visual imagery), Sing penting asal wong wadon/ (Yang penting asalkan dia seorang wanita tulen) Cukup rumbah karo krupuk/ (Cukup rumbah (uraban/sejenis lauk) dengan kerupuk) Data lirik lagu Bapuk di atas menunjukkan adanya penggunaan citra penglihatan. Ketika lirik lagu di atas diperdengarkan (dilantunkan) maka pendengar seolah-olah dapat melihat wajah serta karakter dari jenis kelamin wanita. Maksudnya wanita tulen (wanita asli). Kemudian data lirik Bapuk di atas menunjukkan adanya penggunaan citra penglihatan, yaitu penyair seolah-olah memperlihatkan jenis makanan berupa rumbah (uraban/sejenis lauk yang terbuat dari beragam sayuran hijau yang dikukus kemudian dicampur dengan bumbu yang terbuat dari kelapa muda diparut) dan makanan yang bernama kerupuk. Potongan sexy seneng ning ati/blih padu gembleng tapi ana syarat-syarate/arep luruh rabi sing bapuk/(bapuk). Citraan penglihatan dipergunakan untuk menggambarkan sesuatu seperti, potongan sexy (bentuk tubuh sintal dan sexy wanita), gembleng (bodi cantik aduhai), dan bapuk (tubuh wanita lebar dan empuk). Apa maning ndeleng wong wadon mencu/karo pamitan kari nyawang kendaraan/lagi njeguk dicakar anakan kucing/lanang wadon pada cakaran/ngadirakenwong wadon sing duwe cower/lagi nglamun dirubung anakan tawon//. Citraan penglihatan di sajikan oleh Yoyo S untuk memperlihatkan (menggambarkan) yaitu: ndeleng wong wadon 84

94 (2) (3) (4) (5) mencu (melihat perempuan memonyongkan bibirnya tanda dia sedang marah-marah), kari nyawang kendaraan (hanya dengan melihat banyak kendaraan), dicakar anakan kucing (dicakar anak kucing), lanang wadon pada cakaran (suami isteri saling berkelahi/bertengkar), dan ngadiraken wong wadon sing duwe cower (moncong (mulut)/hanya karena perempuan memiliki mulut berisik dan rewel). Kebayang ning gantenge/ (berjudul Tetep demen) merupakan citraan penglihatan dimana penikmat seolah-olah dibawa oleh penyair untuk membayangkan ketampanan sempurna seorang pria. Memang ning rupane bagus sing kien/(1000 ampun) citraan ini menggambarkan citraan penglihatan yaitu rupa atau wajah seorang pria yang sangat tampan (gagah). Citra pendengaran (audio imagery), Lagi njeguk dicakar anakan kucing/(duda Keder), Ngadiraken wong wadon sing duwe cower/ Data di atas menunjukkan adanya citraan pendengaran yakni pada kata njeguk (menggonggong atau berteriak) dan duwe cower (punya mulut dengan suara berisik). Kata njeguk merupakan bunyi suara gonggongan anjing akan tetapi pengarang dengan lihai melukiskannya seolah-olah suara wanita yang cerewet sangat bersisik dapat didengar oleh telinga pendengar atau pembaca. Penciuman, Yen mangan/ Data di atas memperlihatkan adanya citra penciuman dimana yen mangan membuat penikmat karya sastra (pembaca atau pendengar) ikut merasakan bau makanan yang disediakan. Citra pencecapan, Yen mangan/cukup rumbah karo krupuk/kuayang temen enakke/ Data di atas dengan lirik Tarling berjudul bapuk menunjukkan adanya penggunaan citra pencecapan yang berhubung dengan rasa dilidah (asin, asam, manis, gurih dan pahit). Ketika lirik lagu di atas dilantunkan maka pendengar seolah-olah dapat ikut merasakan dilidah yaitu rasa enak dari makanan rumbah dan kerupuk. Memang ning omonge manis kaya madu/ Kata manis dan madu tergambarkan dengan jelas dan nyata. Pendengar atau penikmat karya sastra seolah-oleh bisa merasakan rasa manis dari gula dan juga madu. Duwe rabi mung gawe dugal/ Kata dugal merujuk pada kata kesal yang sangat tak perikan hingga pahit kelidah. Citra gerak (movement imagery), Arep luruh rabi sing bapuk/ Penggene wong lanang/ Sore-sore gage menyang/awak sikil gemeter pengene mlayu/tekan ning dalan pikiran ora karuan/karo pamitan kari nyawang kendaraan/ndas pusing mek kantong duit batik/lanang wadon pada cakaran/lagi nglamun dirubung anakan tawon// Data di atas menunjukkan adanya citraan gerak. Semua data di atas memberikan gambaran seolah-olah pendengar dan pembaca dapat melihat gerakan dari arep luruh (mau mencari-cari), gage menyang (segera pergi untuk melarikan diri), awak sikil gemeter pengene mlayu (tubuh gemertar hebat dan ingin berlari kencang), mek kantong (memeriksa dan menyentuh kantong saku), lanang wadon pada cakaran (suami isteri 85

95 saling berkelahi), dan dirubung anakan tawon (dikerumuni dan disengat banyak anak tawon/lebah). (6) Citra kekotaan dan kehidupan, Saumpamane Tuhan wis maringi jodoh/rumangsa kula wong mlarat/rumangsa kula wong gering/ Tekan ning dalan pikiran ora karuan/karo pamitan kari nyawang kendaraan/ndas pusing mek kantong duit batik/rumah tangga sing awet bengen/ Ragam citraan yang dihadirkan di atas adalah citra kekotaan dan kehidupan dimana ragam kehidupan manusia di gambarkan secara halus oleh penulis lirik lagu Tarlingdut. (7) Citraan erotika (ditambahkan oleh Sutejo, merupakan penggambaran kejadian seksualitas yang sengaja divisualisasikan oleh pengarang). Potongan sexy seneng ning ati/yen wis kelakon karo wadon sing bapuk/yen turu/ Cukup klasa rasane empuk// Data lirik lagu berjudul Bapuk pengungkapan citraan erotis dilukiskan dengan menarik. Kata bapuk sendiri merujuk pada amba embuk (besar lebar dan empuk) dimana hal ini ditujukkan pada sisi sexualitas tubuh wanita dewasa. Hal itu tergambar jelas dengan kata potongan sexy (bentuk tubuh sexy menggiurkan dan sintal), kelakon karo wadon sing bapuk (terwujud bersama wanita bapuk), yen turu dan klasa rasane empuk(jika tidur (bersama wanita bapuk) tikar terasa empuk). Rumah tangga sing awet bengen/ngadiraken wong wadon sing duwe cower/ Kelingan kenang sopane/(tetep Demen) Sewulan sepisan tulung kula tilikana/najan ora dikawin/ tapi ikatan batin/kelingan janji kang dingin// Citraan erotisme digambarkan begitu menarik dan tersembunyi oleh pengarang. Penggambaran pengalaman indera itu tampak pada bagaimana melukiskan Sewulan sepisan tulung kula tilikana (sebulan sekali tolong saya dijengguk). Maksud dari kalimat ini adalah ajakan tersembunyi si wanita kepada kekasihnya untuk melakukan proses sexualitas walau hanya sebulan sekali. Bahkan kata dikawin merujuk pada sesuatu hal yang berbau erotis. Bli kuat kenang godaan/ (Tidak kuat menahan godaan) Data lirik lagu berjudul 1000 ampun (1000 aduh) citraan erotisme ditunjukkan dalam kata kenang godaan yang dimaksud disini adalah hal syahwat kaum pria kepada tubuh wanita untuk melakukan kegiatan sexualitas. PENUTUP DAN SIMPULAN Lirik lagu Tarlingdut berbahasa Cirebon karya Yoyo Suwaryo kental dengan citraan (imajinery), dengan citraan penglihatan yang paling dominan sebanyak 13 citraan,disusul oleh citra erotika sebanyak 12 citraan, lalu citra gerak sebanyak 8 citraan, citra kekotaan dan kehidupan sebanyak 7 citraan, kemudian citra pencecapan sebanyak 5 citraan, citra pedengaran sebanyak 2 citraan, sedangan citraan penciuman sebanyak 1 citraan.lebih lanjut, lirik lagu menjadi alat pengungkapan ekpresi (ide) penyair dari apa yang telah dialami, dirasakan dan dilihat. Lirik lagu Tarlingdut bahkan berfungsi sebagai alat komunikasi yang lebih spesifik dan ringkas serta sebagai sindiran (tanggapan) menggenai sebuah fenomena yang tengah marak terjadi. Dengan citraan maka penikmat seolah-olah ikut terbawa membayangkan (mengimajinasikan) apa yang telah dialami oleh penyair. Lirik Yoyo Suwaryo begitu mengena dihati bahkan bahasa yang digunakannya mampu mewakili ide dan gagasan penyair sehingga 86

96 lagu yang diciptakan masih sangat populer. Bukti kepopuleran Yoyo S sampai saat ini lagulagunya masih diputar di media masa seperti radio dan televisi daerah Pantura (Cirebon, Brebes dan Tegal). DAFTAR PUSTAKA Departemen Pendidikan Nasional Kamus Besar Bahasa Indonesia. Jakarta. Balai Pustaka. Nurgiyantoro, Burhan Teori Pengkajian Fiksi. Yogyakarta: Gadjah Mada Univercity Press. Satoto, Sudiro Stilistika. Surakarta: STSI Press Surakarta. Satoto, Sudiro Stilistika. Yogyakarta: Penerbit Ombak. Sudaryanyo Metode Linguistik: Bagian Kedua Metode dan Aneka Teknik. Yogyakarta: Duta Wacana University Press. Sutejo Stilistika: Teori, Aplikasi dan Alternatif Pembelajarannya. Yogyakarta: Pustaka Felicha. 87

97 PENINGKATAN KEMAMPUAN PEMAHAMAN KALIMAT DENGAN METODE IDEOVISUAL PADA ANAK TUNARUNGU DI SMALB SINAR HARAPAN KAJIAN : PSYCHOLINGUISTIC Fitria Hasan Universitas Panca Marga Probolinggo Abstrak Tunarungu adalah seseorang yang mengalami kekurangan atau kehilangan kemampuan mendengar baik sebagian ataupun seluruhnya yang diakibatkan karena tidak berfungsinya sebagian atau seluruhalat pendengaran, sehingga tidak dapat menggunakan alat pendengarannya dalam kehidupan sehari-hari yang membawa dampak terhadap kehidupannya secara kompleks. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemahaman kalimat dan mengetahui efektivitas penggunaan metode Ideovisual terhadap anak tunarungu di SMALB Sinar Harapan. Dengan metode ideovisual anak mampu mendeskripsikan bacaan berdasarkan pengalaman yang mengesankan sehingga membentuk grafis kata-kata yang berulang-ulang dan menyusunnya menjadi sebuah kalimat yang terstruktur. Penelitianini merupakan penelitian deskriptif kualitatif. Metode pengumpulan data menggunakan metode observasi, wawancara, tes tulis dan dokumentasi. Penelitian ini menggunakan teori Treiman, R., Clifton, C., Jr, Meyer, A. S., & Wurm, L. H. (2003) yakni language comprehension and production. Hasil penelitian menunjukan Siswa mampu memahami isi teks bacaan yang telah dibaca namun belum mampu menyusunnya menjadi sebuah kalimat yang terstruktur, siswa mampu menceritakan kembali isi dari teks bacaan tersebut namun masih sulit menyusunnya menjadi sebuah kalimat. Dari data tersebut dapat diketahui bahwa metode pembelajaran ini memberikan pengaruh perubahan yang positif pada anak tunarungu di SMALB Sinar Harapan dimana anak tunarungu mampu memahami sebuah kalimat dan menuliskan kembali isi dari kalimat tersebut.metode ideovisual sangat efektif karena dapat memberikan peningkatan kemampuan pemahaman kalimat terhadap anak tunarungu dalam memahami teks bacaan sehingga anak tunarungu dapat memahami kalimat, mendeskripsikan kalimat dan menyusunnya menjadi sebuah kalimat yang terstruktur. Kata kunci : Anak Tunarungu, Ideovisual, Peningkatan Kemampuan Pemahaman Kalimat 1.PENDAHULUAN Literasi adalah kemampuan individu mengolah dan memahami informasi saat membaca atau menulis. Literasi lebih dari sekedar kemampuan baca tulis, oleh karena itu, literasi tidak terlepas dari keterampilan bahasa yaitu pengetahuan bahasa tulis dan lisan yang memerlukan serangkaian kemampuan kognitif, pengetahuan tentang genre dan kultural, melalui membaca dan menulis kita mengetahui berbagai informasi yang terbaru dan lampau menurut Edward L. Thorndike. Menurut Siu (1986) membaca merupakan suatu aktivitas bertujuan yang membutuhkan pengaturan kemampuan kognisi seperti pengartian lambang dan pemahaman (dalam Heilman, dkk, 1981) mengemukakan bahwa membaca, seperti halnya proses berpikir, melibatkan proses pembelajaran, refleksi, penilaian, analisis, sintesis, pemecahan masalah, seleksi, pengambilan keputusan, organisasi, perbandingan, penentuan hubungan, dan evaluasi kritis terhadap isi 88

98 bacaan. Membaca juga melibatkan perhatian, asosiasi, abstraksi, generalisasi, dan konsentrasi. pemahaman bacaan merupakan bagian yang terpenting atau tujuan yang utama dari kegiatan membaca Proses memahami bacaan adalah proses pengartian informasi-informasi yang tertulis di dalam bacaan itu, pemasukan pengertian-pengertian baru ke dalam sistem kognisi, dan pengintegrasian ke dalam sistem pengetahuan yang telah dimiliki pembaca sebelumnya. Bagi anak yang tidak mengalami hambatan pendengaran bukan hal sulit untuk belajar membaca tetapi bagi anak yang mengalami hambatan pendengaran (tunarungu) membaca sangat sulit untuk dilakukan. Anak tunarungu adalah anak yang mengalami kesulitan mendengar dari gradasi ringan sampai berat, digolongkan ke dalam tuli dan kurang dengar, sehingga berdampak dalam memproses informasi yang menggunakan bahasa sekalipun sudah memakai alat bantu dengar tetap memerlukan layanan pendidikan khusus (Winarsih, 2007:22) Menurut Permanarian Somad dan Tati Hernawati, (1996: 26) Anak tuna rungu adalah suatu keadaan kehilangan pendengaran yang dapat mengakibatkan seseorang tidak mampu menangkap berbagai perangsang terutama melalui indera pendengaran. Menurut Sudibyo Markus dalam Sardjono, (1997: 8). Anak tuna rungu wicara adalah mereka yang menderita tuna rungu sejak bayi/ sejak lahir, yang karenanya tak dapat menangkap pembicaraan orang lain, sehingga tak mampu mengembangkan kemampuan bicaranya, meskipun tak mengalami gangguan pada alat suaranya. Menurut Donald F. Moores dalam Permanarian Somad dan Tati Hernawati, (1996: 26). Anak tunarungu memiliki karakteristik secara fisik seperti anak normal. Kemampuan intelegensi anak tunarungu sama seperti anak normal, namun karena keterbatasan informasi yang diterima melalui indera pendengaran menyebabkan perkembangan intelegensinya terlambat. Perkembangan bahasa anak tunarungu juga mengalami hambatan. Bahasa dan bicara merupakan hasil proses peniruan, sehingga tunarungu dalam segi bahasa memiliki ciri yang khas, yaitu sangat terbatas dalam penguasaan kosa kata, sulit mengartikan arti kiasan dan kata kata yang bersifat abstrak (Haenudin,2013:67). Untuk memahami sesuatu yang terjadi disekitarnya, anak tunarungu bergantung pada indera penglihatannya. Sehingga anak tunarungu sering disebut sebagai pemata karena mereka kurang bisa memvisualisasikan konsep yang diberikan secara verbal dan pengamatan mereka tertumpu pada indera penglihatan (Wardani,dkk,2011:5.20). Pada saat membaca, penguasaan struktur kalimat merupakan hal yang sangat penting, karena dengan struktur kalimat yang benar orang maksud dari isi teks ataupun bacaan akan tersampaikan, sehingga dalam proses memahami kalimat dari suatu bacaan dapat berjalan efektif dan efisien. Hal yang paling nyata yang menjadi bukti bahwa anak tunarungu mengalami kesulitan dalam menyusun kalimat adalah pada saat pelajaran Bahasa Indonesia di sekolah, terutama saat anak diminta membuat kalimat sendiri. Kalimat yang disusun anak tunarungu secara tertulis sulit dipahami karena kalimatnya sering tidak berstruktur atau struktur kalimatnya sering terbalik. Hambatan hambatan yang dialami anak tunarungu tersebut menyebabkan prestasi belajar rendah. Wulandari, AA., dkk (2014) menemukan nilai rata rata matematika siswa tunarungu adalah 55 (skala 0-100). Prestasi belajar anak tunarungu yang rendah karena minimnya informasi yang diterima melalui indera pendengarannya berdampak juga pada kemampuan daya abstraksi yang rendah. Anak tunarungu sulit menerima konsep baru yang bersifat abstrak, sehingga anak tunarungu membutuhkan gambaran yang jelas dan rinci agar dapat memahami konsep yang baru. SMALB Sinar Harapan merupakan salah satu sekolah khusus yang belum menerapkan metode ideovisual dalam pembelajaran bahasa. Media pembelajaran masih terbatas pada bendabenda konkret yang dapat dilihat anak secara langsung. Metode hyang digunakan masih pembelajaran manual. Media dan metode tersebut belum mampu untuk meningkatkan 89

99 penguasaan bahasa anak, misalnya dalam hal penguasaan kosakata dan menyusun atau merangkai kalimat. Siswa tunarungu di SMALB Sinar Harapan memiliki kemampuan dan IQ yang berbeda-beda. Adapun permasalahan yang dialami dari ketiga siswa tersebut yaitu : 1. Siswa tidak mengerti apabila kalimat dalam bacaan lebih dari tiga kalimat, 2. Siswa hanya mengerti kata Kerja Aktif saja, 3. Siswa tidak mengerti apabila soal disusun secara acak, 4 siswa kesulitan dalam membaca kalimat yang menggunakan kata Kerja Pasif 5. Oleh karena itu, penelitian ini bertujuan untuk meningkatkan kemampuan pemahaman kalimat pada anak tunarungu di SMALB Sinar Harapan. Dengan metode ini Diharapkan pembelajaran lebih efektif dan mampu memberikan pengaruh yang positif terhadap kemampuan pemahaman anak tunarungu, agar mampu menyusun kalimat secara terstruktur yang tepat. Berdasarkan latar belakang, penelitian tentang Peningkatan Kemampuan Pemahaman Kalimat Pada Anak Tunarungu Dengan Metode Ideovisual Di SMALB Sinar Harapan penting untuk dilakukan. 2. METODOLOGI Penelitian ini menggunakan pendekatan kualitatif, dengan melibatkan tiga siswa kelas X dan XII SMALB Sinar Harapan sebagai subjek penelitian. Ketiga siswa ini memiliki tingkat kehilangan pendengaran dalam kategori berat dan sedang, komunikasi sehari-hari menggunakan komunikasi total. Ketiga subjek penelitian memiliki potensi kecerdasan di bawah rata-rata, artinya dalam kategori rendah. Data primer yang dianalisis adalah data hasil pekerjaan siswa dalam mengerjakan tugas-tugas membaca dalam mata pelajaran Bahasa Indonesia, selama kurun waktu satu semester yaitu pada semester ganjil tahun pelajaran 2017/2018. Penelitian yang berjudul Peningkatan Kemampuan Pemahaman Kalimat dengan Metode Ideovisual pada Anak Tunarungu di SMALB Sinar Harapan, bermaksud mendeskripsikan proses pembelajaran pada anak tunarungu dengan menggunakan metode Ideovisual. Metode kualitatif adalah metode yang pada umumnya berupa data kualitatif yang berupa hasil observasi dan wawancara. Bogdan dan Taylor, 1975 (dalam Sumaryanto, 2007 : 75) mendefinisikan penelitian kualitatif sebagai prosedur penelitian yang menghasilkan data Menurut Coghlan dalam Sarosa (2012:36), Metode penelitian adalah cara yang akan di tempuh oleh peneliti untuk menjawab permasalahan penelitian atau rumusan masalah. Penelitian ini menggunakan jenis penelitian kualitatif. Sedangkan menurut Moleong (2011:6), penelitian kualitatif adalah penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subjek penelitian misalnya perilaku, persepsi, motivasi, tindakan, dll, secara holistik dan dengan cara deskripsi dalam bentuk kata-kata dan bahasa, pada suatu konteks khusus yang alamiah dan dengan memanfaatkan berbagai metode alamiah. Metode kualitatif adalah metode yang pada umumnya berupa data kualitatif yang berupa hasil observasi dan wawancara. Bogdan dan Taylor, 1975 (dalam Sumaryanto, 2007 : 75) mendefinisikan penelitian kualitatif sebagai prosedur penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orang-orang dan perilaku yang dapat diamati. Pendekatan ini diarahkan pada latar dan individu secara utuh (holistik), tidak boleh mengisolasi individu atau organisasi kedalam variabel atau hipotesis, tetapi dipandang sebagai bagian dari suatu keutuhan. Untuk mendapatkan data yang akurat dalam penelitian kehadiran peneliti dalam proses penelitian sangatlah penting, dengan melakukan pengamatan sekaligus terjun langsung di lapangan untuk menunjang penelitiannya (Moleong, 2009:77). 90

100 Lokasi penelitian berada di SMALB Sinar Harapan tepatnya berada di Jl. Mawar No. 42- A, Sukabumi, Mayangan, Sukoharjo, Kanigaran, Kota Probolinggo, Jawa Timur 67219, dengan perolehan data melalui wawancara dan observasi. Objek yang digunakan peneliti adalah SMALB Sinar Harapan. Sumber data dalam penelitian adalah subjek dari mana data itu diperoleh (Arikunto, 2010:172). Menurut Lofland (1984) dalam Moleong (2011: ) sumber data utama dalam penelitian kualitatif ialah kata-kata, dan tindakan, selebihnya adalah data tambahan seperti dokumen dan lain-lain. Berkaitan dengan hal itu pada bagian ini jenis datanya dibagi ke dalam kata-kata dan tindakan, sumber data tertulis, dan foto yang diamati atau diwawancarai merupakan sumber data utama. Prosedur pengumpulan data, dengan menggunakan metode berikut; 1) metode wawancara yang juga biasa disebut dengan interview sebagai kegiatan diskusi antara dua orang atau lebih dengan tujuan tertentu, (Sukandarumidi, 2004:88, dan Sarosa, 2012:45), 2) metode dokumentasi, dengan mencari data mengenai hal-hal yang berupa catatan, transkip, buku, surat kabar, majalah, prasasti, notulen, rapat, agenda, dan sebagainya (Arikunto, 2010:274), 3) metode observasi, yaitu pengamatan dan pencatatan sebuah objek dengan sistematika fenomena yang diselidiki (Sukandarumidi, 2004:69). Berdasarkan hasil pengumpulan data, selanjutnya penulis akan melakukan analisa dan pembahasan secara deskriptif. Dengan demikian data yang diperoleh disusun sedemikian rupa sehingga dikaji dan dikupas secara runtut. Karena data yang diperoleh itu merupakan data kualitatif maka penulis menggunakan teknik deskriptif kualitatif analisis. Artinya peneliti mencari uraian yang menyeluruh dan cermat tentang karakteristik, faktor penghambat, pendukung serta solusi. 3. HASIL DAN PEMBAHASAN Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan pemahaman kalimat dengan menggunakan metode ideovisual. Pada hasil pertemuan dan tes tulis yang dilaksanakan dapat diketahui bahwa Siswa mengerti apabila bacaan tersebut disertai dengan gambar. Menurut data yang di peroleh, guru di SMALB Sinar Harapan masih menggunakan metode belajar secara manual yakni menggunakan isyarat baik lisan atau gerak tubuh, metode tersebut disesuaikan dengan kemampuan masing-masing anak, karena kemampuan anak di SMALB tersebut berbedabeda. Siswa tunarungu di SMALB Sinar Harapan memiliki kesulitan membaca ketika kalimat tersebut lebih dari tiga kalimat, guru harus menuliskan kembali dan menjelaskan ulang isi dari teks atau bacaan tersebut agar siswa mengerti maksud dari teks tersebut. Siswa tersebut hanya mampu membaca tetapi belum bisa memahami isi kalimat. Pada Penelitian ini penggunaan metode ideovisual menjadi sangat efektif dalam proses pembelajaran bagi anak tunarungu. Ideo-visual merupakan dapat membaca berdasarkan pengalamannya yang mengesankan, sehingga anak tersbut dapat memvisualisasikan kembali bentuk atau grafis kata dari pengalamannya. Dengan melakukan kegiatan membaca ideovisual ini anak tidak hanya membaca bacaan secara keseluruhan tetapi juga mengenal lambang sedini mungkin. Jadi bukan hanya mengenal huruf, tetapi juga mengenal isi tulisan kata, kelompok kata atau kalimat yang dipahami secara keseluruhan. Dapat disimpulkan bahwa anak tunarungu akan lebih mudah dalam memahami kalimat dan menyusun kalimat secara terstuktur. Karena metode ini mampu memberikan kontribusi kepada anak tunarungu untuk lebih bisa memahami kalimat dan kata dengan mudah. Hasil penelitian menunjukkan bahwa penggunaan metode ideovisual pada anak tunarungu memiliki peningkatan dari tahap ke tahap Peningkatan tersebut terlihat dari perilaku belajar dan peningkatan hasil tes. Peningkatan hasil tes dapat terlihat dari skor perolehan siswa yang terus 91

101 meningkat. Sebelum diberikan pelajaran dengan menggunakan metode ideovisual, siswa di SMALB Sinar Harapan memiliki ketidakmampuan dalam merangkai kalimat secara tepat, khususnya dalam merangkai struktur kata (S-P-O-K) yang sesuai dengan tatanan bahasa Indonesia yang baik dan benar dan tidak mampu dalam memahami kalimat secara terstruktur.kekurangan siswa ini terlihat dari hasil tes yang skornya masih rendah. Karena ketidaksesuaian struktur kalimat yang dirangkai oleh siswa. Hal ini membuktikan bahwa siswa di SMALB perlu diberikan perbaikan dan pembelajaran dalam hal menyusun kalimat dan memahami kalimat dengan menggunakan media pembelajaran yang tepat dan efektif, yaitu dengan menggunakan metode ideovisual. Pelaksanaan tes dilaksanakan 3 kali pertemuan. Sebelum melaksanakan tes peneliti melakukan observasi dengan mengamati proses pembelajaran siswa tunarungu kemudian melakukan wawancara dengan guru yang ada di SMALB tersebut. Berdasarkan data yang diperoleh dari guru di SMALB menyatakan bahwa IQ yang di bawah rata-rata yang dimiliki oleh siswa tunarungu menjadi hambatan bagi guru di SMALB tersebut dalam proses pembelajaran karena guru harus menjelaskan berulang-ulang materi yang diberikan kepada anak tunarungu. Adapun hambatan yang dialami dalam proses pembelajaran diantaranya karena anak mengalami gangguan pendengaran maka akan sulit untuk melakukan komunikasi kemudian emosi anak yang tidak terkontrol dan kurangnya percaya diri dari siswa tersebut. Peneliti mulai melakukan pembelajaran dengan menggunakan metode ideovisual yang didampingi oleh guru. Pada tahap pertama siswa mulai diberikan pembelajaran merangkai kalimat dengan menggunakan metode ideovisual Pada awalnya guru dan peneliti mewawancari setiap anak kemudian menayakan tentang pengalaman yang telah di alami oleh anak. Kemudian siswa diminta untuk menjelaskan kembali setiap pengalaman yang telah dialaminya secara bergantian. Peneliti memberikan sebuah teks bacaan dan soal-soal. Teks tersebut adalah teks bacaan yang berdasarkan dengan pengalaman yang pernah di alami siswa. Teks di sertai dengan gambar, karena menurut data dari narasumber di SMALB tersebut menyatakan bahwa siswa akan kesulitan dalam memahami kalimat apabila kalimat tidak disertai dengan gambar. Hal tersebut di karenakan siswa tunarungu di SMALB Sinar Harapan memiliki IQ yang di bawah rata-rata. Siswa belajar menyusun kalimat sesuai dengan perintah peneliti dan guru dengan pilihan struktur kalimat yang telah ditentukan, dengan tema kegiatan Liburan. Pada pertemuan pertama peneliti melakukan tes tulis dan wawancara kepada tiga siswa yang ada di SMALB tersebut, siswa diminta untuk memahami isi teks bacaan yang telah diberikan oleh peneliti kemudian menjawab soal yang telah ada di teks tersebut dan menceritakan kembali isi dari teks tersebut,kemudian siswa diminta merangkai kalimat dengan unsur S-P-O, dilanjutkan dengan unsur S-P-K, dan belajar membuat kalimat dengan unsur S-P-O-K. Siswa diperbolehkan memilih kosakata yang diinginkan, asalkan dapat menjadi kalimat yang benar dan sesuai dengan tema yang telah ditentukan. Guru dan peneliti mendampingi dan membimbing siswa untuk menyusun kalimat secara terstruktur dan tepat. Apabila siswa melakukan kesalahan, guru dan peneliti mengingatkan dan membimbing siswa agar melakukannya dengan benar. Kendala yang dialami adalah siswa masih kebingungan dan kesulitan dalam memilih kosakata, memahami kalimat yang terdapat didalam teks dan menyusun kalimat menjadi padu dan terstruktur dengan benar. Hasil yang diperoleh dari ketiga pertemuan adalah terdapat peningkatan yang cukup baik pada seluruh siswa dalam hal menyusun dan memahami kalimat, meskipun belum seluruh siswa mendapatkan skor nilai di atas rata-rata. Pada pelaksanaan tes diketahui bahwa 75% mendapatkan diatas rata-rata sedangkan 25% anak masih mendapatkan nilai dibawah rata-rata, 92

102 nilai ketuntasan untuk tes tulis adalah 65. Peningkatan dalam tes tulis ini bisa dilihat dari hasil tes tulis siswa yang sebagai besar mendapatkan nilai di atas rata-rata. Berdasarkan hasil penelitian dapat disimpulkan bahwa kemampuan menyusun kalimat siswa di SMALB Sinar Harapan mengalami peningkatan setelah diberikan pembelajaran dengan menggunakan metode ideovisual.dapat dibuktikan dari siswa I: mampu memhami teks bacaan apabila disertai dengan gambar dan mampu memceritakan kembali isi teks bacaan tersebut namun belum mampu menyusunnya menjadi sebiah kalimat yang terstruktur, siswa II telah mampu memahami isi teks bacaan dan mampu menyusunnya menjadi kalimat yang terstruktur, siswa III mampu memahami isi teks bacaan namun belum mampu menceritakan kembali isi teks bacaan tersebut tetapi mampu dalam menyusun kalimat menjadi kalimat yang terstruktur. Hasil tes belajar yang menunjukkan bahwa adanya peningkatan menjadi dasar bahwa penerapan metode ideovisual sesuai untuk meningkatkan kemampuan merangkai kalimat siswa di SMALB Sinar Harapan. Oleh karena itu, penelitian ini sejalan dengan teori, karena penilaian merangkai kalimat yang dilakukan berdasarkan pada syarat-syarat kalimat yang benar tersebut. Penggunaan metode ideovisual bukan hanya difokuskan untuk digunakan dalam pembelajaran bahasa di sekolah, akan tetapi dapat juga digunakan secara mandiri di rumah. Dengan penggunaan metode ideovisual ini, terbukti bahwa antusiasme dan kemandirian siswa meningkat dibandingkan sebelum diberikannya tindakan penelitian, sehingga menyebabkan kemampuan anak dalam hal merangkai kalimat menjadi meningkat. Hal ini membuktikan bahwa penggunaan media pembelajaran yang efektif dan menarik dapat lebih berpengaruh terhadap kemampuan belajar siswa dibandingkan dengan pembelajaran manual seperti biasanya tanpa menggunakan media pembelajaran. 4. KESIMPULAN Pembelajaran memahami dan menyusun kalimatdengan menggunakan metode ideovisual memberikan pengaruh yang positif bagi siswa,dibuktikan dengan peningkatan hasil tesbelajar dan peningkatan antusiasme sertakeaktifan siswa dalam belajar. Penelitiberkolaborasi dengan guru kelas untukberperan dalam mengawasi dan membimbingsiswa selama pembelajaran metode ideovisual dilaksanakan. Metode ideovisual ada metode mebaca berdasarkan pengalaman pribadi yang mengesankan, sehingga siswa mampu membentuk grafis kata yang berulang-ulang dari pengalaman yang telah dialaminya. Hasil tes tulis yang telah di laksanakan diketahui memberikan perubahan terhadap pemahaman siswa diketahui Nilai rata-rata yang dihasilkan pada setaiap tes meningkat menjadi 75%, deketahui dari hasil tes tulis 75% siswa mendapatkan nilai di atas rata- rata, sedangkan 25% siswa mendapatkan nilai dibawah rata-rata dengan rata-ratan nilai yang harus di tuntaskan oleh siswa adalah 65. Pelaksanaan tes digunakan modul susun kalimat untuk unsur S-P-O, S-P-K dan S-P-O-K yang berlangsung selama 3 kali pertemuan.dalam pelaksanaan guru dan peneliti melakukan wawancara kemudian meminta siswa untuk menceritakan kembali apa yang telah di sampaikan kemudian peneliti memberikan teks bacaan dan membaca isi teks tersebut kemudian memahami isi bacaan dan menuliskan kembali maksud dari teks tersebut, teks tersebut merupakan teks bacaan yang pernah di alami siswa. Siswa diminta untuk menjawab soal-soal yang ada didalam teks tersebut dan menyusun kalimat secara terstruktur. Hasil yang didapatkan adalah siswa I mampu memahami kalimat dengan teks yang bergambar, siswa mampu menceritakan kembali isi teks tersebut tetapi belum mampu menyusun menjadi kalimat yang terstruktur. Siswa II mampu memahami kalimat namu belum mampu menceritakan kembali isi dari teks tersebut, siswa III mampu memahami kalimat dan mampu menyusun kalimat menjadi kalimat yang terstruktur, tes dilaksanakan sebanyak 2 kali selama 1 93

103 pertemuan, hasil yang di dapatkan menunjukkan peningkatkan yang signifikan dari sebelumnya. Metode ideovisual mampu memberikan pengaruh yang dapat membuat anak lebih memahami teks bacaan. Metode ini menjadi metode yang sangat efektif bagi anak tunarungu dalam proses memahami dan menyusun kalimat. 5. REFERENSI Treiman, R., Clifton, C., Jr, Meyer, A. S., & Wurm, L. H. (2003). Language comprehension and production. Comprehensive Handbook of Psychology, Volume 4: Experimental Psychology. New York. Haenudin. (2013). Pendidikan Anak Berkebutuhan Khusus Tunarungu. Jakarta: PT. Luxima Metro Media. Abdul Salim Pediatri dalam Pendidikan Luar Biasa.Surakarta: Depdikbud Bintoro, Totok dan Tonny Santosa (2000), Penguasaan Bahasa Anak Tunarungu, Jakarta : Yayasan Santi Rama Ilahi, Mohammad Takdir Pendidikan Inlkusif Konsep dan Aplikasi. Depok: Ar- Ruzz Media. Winarsih, M. (2007). Intervensi dini tunarungu dalam pemerolehan bahasa. Jakarta: Direktorat Dikti. Tim Guru Pangudi Luhur. (2013). Didaktik Metodik Pemerolehan Kemampuan Berbahasa Anak Tunarungu Taman Latihan Dan Observasi. Bantul, Yogyakarta: Percetakan Pohon Cahaya. Hidayati, T. (2012). Implementasi teori belajar pada proses pembelajaran. Diakses dari proses-pembelajaran-pdf. Bintoro, Toto, dan Tonny S. Tanpa Tahun. Pelatihan komunikasi total berbasis metode maternal reflektif. Jawa Tengah: SLB-B Widya Bhakti Subdin PLB, Dinas P & K Provinsi Jawa Tengah Direktorat Pendidikan Luar Biasa. Moleong, Lexy J Metodoly Penelitian Kualitatif. Bandung: Remaja Mungiarsih Kumpulan Materi Pelatihan Metode Maternal Reflektif Dan Manjeman. Jakarta. Departemen Pendidikan Nasional Direktorat Jendral Pendidikan Dasar dan Menengah Direktorat Pendidikan Dasar Bagi Proyek Peningkatan Mutu Sekolah Luar Biasa Jakarta 94

104 PHONOLOGICAL ANALYSIS OF JAPANESE ENGLISH SPEAKER S PRONUNCIATION AS SEEN IN ONE OK ROCK S SINGER Gaby Valerie Yolanda English Letters Department, Faculty of Letters Sanata Dharma University Abstract English is now spoken as a native or foreign language in many countries, including Japan. In Japan, there are some factors which lead to difficulties of learning English, one of which is the differences of phonetic sounds. This difference is believed to influence the sound change in the learning product. This study focuses on the mispronunciation produced by a singer from Japanese band, One Ok Rock. There were three songs analyzed in this study, namely Wherever You Are, Liar and A Thousand Miles (cover song). This study aimed to find (1) the sounds which are mispronounced by the Japanese singer (2) the strategies of the Japanese singer in pronouncing the English words. A phonological approach was applied in this study, since the data analyzed covered the sounds and their phonological system. The researcher conducted the data by watching and listening to One Ok Rock s music videos and live performances. After that, the researcher observed the singer s pronunciation and noted down the transcription of the mispronounced words which were compared to the transcription of the targeted words in the Oxford dictionary. After analyzing the mispronunciation of the songs, the researcher found that there were 17 mispronounced words with 3 consonants (/r/, /θ/ and /ð/) and 3 vowels (/ɛ/, /ʌ/ and /o/) pronounced differently from the targeted pronunciation. The singer used epenthesis, which is inserting sound in a word, and sound substitution strategies because of the non-availability of the sounds in Japanese consonant system and also because of the unfamiliarity of Japanese with English consonant clusters. Keywords: mispronunciation, Japanese, phonological process. INTRODUCTION Since English became the international language, it is common to be spoken in many countries, including in Japan, as native and as a foreign language. The subject English language has been thaught in school in almost all countries in this world. According to Crystal (2003), English recently became the language taught as a foreign language in most of countries, and it is appearing to be the main foreign language to be encountered in schools, and replacing another language. Since not everyone get the same chance to learn it, English is seen as sophisticated language in some society, including Japan. In Japan, Junior high and high school students have failed to meet the targets of government in all of English skills, which are reading, listening, writing and speaking (Japan Times, 2016). Japanese receives English education approximately in six years, yet it does not guarantee them to get mastery of English (Japan Today, 2012). There are many reasons why Japanese have difficulties in learning English. The starting age of learning English in Japan s state school from age of 13 to age of 10. However, the plan was unsuccesful since the elementary teachers are unpreprared, unsupported, and unqualified (Tatsuki, 2015:31). Moreover, the fact that Japanese have different writing system from English, Japanese needs longer time to learn 95

105 English. It is because Japanese needs to learn English alphabets first before learning the language. The phonetic sound, place of articulation, as well as the manner of articulation of Japanese are different from English. Japanese Phonemes which differ from English will be shown in the table below. Table 1. Japanese Phonemes (Suski, 2011:39-51) Consonants Vowels /P/ /t/ /K/ /a/ /B/ /d/ /G/ /i/ /Ҫ/ /Φ/ /s/ /u/ /H/ /z/ /R/ /e/ /M/ /n/ /o/ In Japanese phonemes adapted from Suski, (Suski, 2011, pp ), there are some differences of vowels and consonants from IPA. The vowels in Japanese are divided into /a/, /i/, /u/, /e/ and /o/. However, these /a/, /i/, /u/, /e/ and /o/ sounds of Japanese are different from English. The manner of articulations of Japanese vowels are different from manner of articulation of English vowels. The vowels sounds system in Japanese have no differentiation of tense and lax. (Ohata, 2004, p. 5). Meanwhile the differences of consonants of English and Japanese can be seen from both tables of English and Japanese sounds. In Japanese, there are only some of sounds which have fricatives feature, also affricate sounds are absent in Japanese consonantal sytem. As stated by Ohata, Rather than in Japanese, the variety of fricatives and affricates sounds are widely distributed in English. In Japanese consonantal system, there is no existence of the sounds /f/, /v/, /θ /, /ð/, / ʃ /, / ʒ /, /ʧ/, and /ʤ/. (Ohata, 2004, p. 5). Another difference in Japanese sounds and English sounds is that the existence of consonant /Φ/ and /Ҫ/ in Japanese consonantal system. The voiceless bilabial fricative is pronounced like /fu/, while the sound /Ҫ/ which is pronounced as /hi/ have the features of voiceless palatal fricatives. (Ohata, 2004, p. 6). For example is in the Japanese words Futon and Hitori. Table 2. English Phonemes (Fromkin et al, 2013:193) Consonants Vowels /p/ /t/ /k/ /i/ /ɪ/ /b/ /d/ /g/ /e/ /ɛ/ /m/ /n/ /ŋ/ /u/ /ʊ/ /f/ /s/ /h/ /o/ /ɔ/ /v/ /z/ /l/ /æ/ /a/ /θ/ /tʃ/ /R/ /ʌ/ /ə/ /ð/ /dʒ/ /J/ /aɪ/ /aʊ/ /ʃ/ /ʍ/ /W/ /ɔɪ/ /ʒ/ There are various of sounds in English which not present in the Japanese phonemes. English vowels are divided into tense, lax, front, back, high, low, rounded and unrounded. Meanwhile, in Japanese, these differentiation do not exist. The length of vowels in Japanese are the same, whether they are preceded by a consonant or not (Suski, 2011:42). Moreover, the distribution of diphtong in English also do not exist in Japanese. Meanwhile in the consonant the differentiation lies on the fricatives and affricates which do not present in Japanese. 96

106 Consonant cluster in Japanese are different from English. The consequence of Japanese s simple syllable structure disallows complex consonant clusters (Dupoux et al, 1998:2). Consonant cluster refers to a sequence of adjacent consonants occuring in initial or final in a syllable (Crystal 2008:87). For example is the consonants /str/ in the initial word Strawberry and the consonants /pt/ in the fnal word script. Since the there are differences in Japanese phonemes and English phonemes, the pronunciation of English words undergo a change, which also called phonological process, if spoken by Japanese. Phonological process is the change of units ifluenced by other units in a system (Wolfram and Johnson, 1982:88). Therefore, phonological process is the change of sound influenced by another sound in a word. The varieties of phonological processes are assimilation, dissimilation, deletion, epenthesis and sound substitution. Assimilation is a term refers to a process of changing the sound to make the sound similar to the following sound. In contrast with assimilation, dissimilation refers to a process of changing sound becomes less similar to the other sound. Then, deletion refers to the process of deleting one sound in a segment. While epenthesis refers to the process of adding one sound in a segment, for example in the word cry, which is pronounced as /kəraɪ/ rather than /kraɪ/ by Japanese, the sound /ə/ is inserted. The last is sound substitution is the process of replacing one sound with another soud. For example when the past word breath as pronounced as /blɛθ/ by Japanese rather than /brɛθ/, the sound /r/ is replaced by the sound /l/. The distribution of English language in human s life is not only in the daily conversation and education but also in the entertainment industries. In Japan, for example, many singers and bands are singing in English though they have limits knowledge of English language and English words pronunciation. A popular band from Japan which is known for their Japanese-English songs is One Ok Rock. One Ok Rock enters Japanese music industry in 2005 and had produced many albums until now. Their song lyrics are mostly written in English, meaning to say that Takahiro Moriuchi as the group vocalist has to sing their songs in English though he had no basic knowledge of English. Through a lot of practice, Takahiro Moriuchi s pronunciation sounds to be better. However, there are some words which can not be perfectly pronounced by him. His limitation of the pronunciation is influenced by his native language. As stated by Lado (1957), Individuals tend to transfer the forms and meanings, and the distribution of forms and meaning of their native language and culture to the foreign language and culture. This research aims to find the words which are pronounced differently and its pattern and the reason why the error do occur in the singer s pronunciation. The researcher is going to apply phonology as approach in order to describes the phenomena. The phonological change in the singer s pronunciation must have a pattern on how the sound change happened. Because of that, system varieties is predictable. The different pronunciation from standard English pronunciation must have reasons, therefore the possible reasons will also be analyzed. METHODOLOGY This study applied phonological approach in analyzing the subject, since the data analyzed covers the sounds, phonetic and its system. The phonological approach felt to be appropriate for this study because the goal of this study is to find out the patterns of the phonological change. Since phonology is one of linguistic branches which discusses about the system and the pattern that can be formed by speech sounds, it can help this research by providing the theories and strategy in order to analyze the data collected and conclude the pattern of the sound change. 97

107 Fromkin, Rodman, Hyams once said in their book, An Introduction to Language. Phonology refers both to the linguistic knowledge that speakers have about the sound patterns of their language and to the description of that knowledge that linguists try to produce. (Fromkin et al, 2013:225). The object of this study focused on One Ok Rock s singer pronunciation. One Ok Rock have been produced a lot of albums since their debut in Hence, this study only focused on the songs in English entitled Wherever You Are, Liar, and A Thousand Miles (cover song). Some speech sounds of words are changed when it is pronounced by Takahiro Moriuchi, since his pronunciation is affected by his native language. The researcher would like to find out what words that change when it is spoken by Takahiro Moriuchi. The researcher used the qualitative method as the instrument of collecting the data. The researcher conducted four steps to collect the data. First, by watching and listening to One Ok Rock s music videos and live performances from After that, the researcher observed the singer s pronunciation when singing the songs and noted down the words which undergo the pronunciation error. Then, the words which have been observed are transcribed into phonetic alphabet and compared to phonetic alphabet from Oxford dictionary. After the mispronounced words were observed, the researcher analyzed the phonological processes occurred in the words as well as the possible causes of the processes. FINDINGS AND DISCUSSION A. The Distribution of Phonological Changes Table 1. Distribution of Phonological Changes Words Wherever Promise Forever Cry Telling Just Breath Think Nothing Transcription from English Phonological Takahiro s Transcription Process Pronuciation words in the song entitled Wherever You Are /weleve/ /wɛərˈɛvə/ Consonant and vowel substitutions /pəlomɪs/ /ˈprɒmɪs/ Epenthesis of /ə/, consonant and vowel substitutions /fɔeve/ /fɔːˈrɛvə; fə-/ Vowel substitution /kəraɪ/ /kraɪ/ Epenthesis of /ə/ /telɪn/ /tɛlɪŋ/ Vowel substitution /dʒʌstə/ /dʒʌst/ Epenthesis of /ə/ words in the song entitled Liar /blɛθ/ /brɛθ/ Vowel substitution /tɪŋ/ /θɪŋk/ Consonant substitution /ˈnotɪŋ/ /ˈnʌθɪŋ/ Consonant substitution 98 The sound /r/ /l/, /ɛ/ /e/ Ø /ə/, /r/ /l/, /ɒ/ /o/ /ɛ/ /e/ Ø /ə/ /ɛ/ /e/ Ø /ə/ /ɛ/ /e/ /θ/ /t/ /θ/ /t/

108 Without Staring Staring Blankly Everything Sky Thing /wɪtɔʊt/ /wɪðˈaʊt/ Consonant substitution /staliŋ/ /stɛriŋ/ Consonant and vowel substitutions words in the cover song entitled A Thousand Miles /staliŋ/ /stɛriŋ/ Consonant and vowel substitutions /ˈblaŋkəli/ /ˈblaŋkli/ Epenthesis of /ə/ /ˈɛvərɪtɪŋ/ /ˈɛvrɪθɪŋ/ Epenthesis of /ə/, vowel substitution /səkʌɪ/ /skʌɪ/ Vowel substitution /tɪŋ/ /θɪŋ/ Consonant substitution /ð/ /t/ /r/ /l/, /ɛ/ /a/ /r/ /l/, /ɛ/ /a/ Ø /ə/ Ø /ə/, /ɛ/ /e/ Ø /ə/ /θ/ /t/ There are 17 words in three songs, Wherever You Are, Liar and A Thousand Miles (cover), which undergo the phonological process. The phonological process occured in the singer s pronunciation are 29 processes. There are two kinds of phonological processes found, which are sound substitution and epenthesis. The phonological process that dominating in the singer s pronunciation, which is 23 out of 29, with the precentage of 79%. Then, followed by epenthesis process, which is 6 from the total 29, with precentage of 21%. The sound substitution occured both in consonants and vowels. The sound substitution is dominated by vowel substitition with the precentage of 66%, which are 15 from the total 23 substitutions. The consonant substitution are 8 out of 23, with the precentage of 34%. Meanwhile the epenthesis process occured in the vowel only. B. The Pronunciation Changes 1. The Pronunciation Changes Occured in The Vowels Table 1. Epenthesis Words Singer s English Sound Changes Pronunciation Transcription promise /pəlomɪs/ /ˈprɒmɪs/ Ø /ə/ Just /dʒʌstə/ /dʒʌst/ Ø /ə/ Blankly /ˈblaŋkəli/ /ˈblaŋkli/ Ø /ə/ Sky /səkʌɪ/ /skʌɪ/ Ø /ə/ Cry /kəraɪ/ /kraɪ/ Ø /ə/ Epenthesis is one of the phonological processes occured in the singer s pronunciation. According to Fromkin et al, Epenthesis is the process of inserting other segment, can be consonant or vowel, into a form (2013:247). The epenthesis process occured in the singer s pronunciation is insertion of the vowel /ə/ in between two consonants. For example in the word Sky, the singer pronounced it as /səkʌɪ/, different from the English transcription /skʌɪ/. The singer inserted the vowel /ə/ in between consonants /s/ and /k/. Therefore, the rule of phonology can be formulated as Ø [ə] / [+Consonant] [+Consonant], which also means insertion of the sound /ə/ in the environment of between consonants. 99

109 Table 3. Vowel Sound Substitution Words Singer s English Sound Changes Pronunciation Transcription wherever /weleve/ /wɛərˈɛvə/ /ɛ/ /e/ Telling /telɪn/ /tɛlɪŋ/ /ɛ/ /e/ Forever /fɔeve/ /fɔːˈrɛvə; fə-/ /ɛ/ /e/ Staring /staliŋ/ /stɛriŋ/ /ɛ/ /a/ Nothing /ˈnotɪŋ/ /ˈnʌθɪŋ/ /ʌ/ /o/ Promise /pəlomɪs/ /ˈprɒmɪs/ /ɒ/ /o/ Meanwhile the sound substitution of vowel occurs in the replacement of /ɛ/ /e/, /ɛ/ /a/, ʌ/ /o/ and /ɒ/ /o/. The replacement are all tense vowels become lax vowels. For example in the word telling, which the singer pronounced as /telɪn/ rather than /tɛlɪŋ/. There is a change of tense vowel /ɛ/ becomes lax vowel /e/ in stressed syllable. Therefore, the rule of phonology is [-tense] [+tense] / [+stressed]$, which means tense vowels becomes lax vowels in the environment of stressed syllable. 2. The Pronunciation Changes Occurred in The Consonants Table 2. Consonant Sound Substitution Words Singer s English Sound Changes Pronunciation Transcription wherever /weleve/ /wɛərˈɛvə/ /r/ /l/ Promise /pəlomɪs/ /ˈprɒmɪs/ /r/ /l/ Breath /blɛθ/ /brɛθ/ /r/ /l/ Staring /staliŋ/ /stɛriŋ/ /r/ /l/ Think /tɪŋ/ /θɪŋk/ /θ/ /t/ Nothing /ˈnotɪŋ/ /ˈnʌθɪŋ/ /θ/ /t/ Without /wɪtɔʊt/ /wɪðˈaʊt/ /ð/ /t/ The sound substitution process of in the singer s pronunciation occurs in the consonant and vowel. Sound substitution is a term that refers to the process of replacing one segment with another at a particular place in a form (Crystal, 2008:463). The consonants substition occured are in the substitutions of /r/ /l/, /θ/ /t/ and /ð/ /t/. The first consonant substitution is the replacement of /r/ /l/ before vowels. For example in the words promise which the singer s pronounced as /pəlomɪs/ rather than /ˈprɒmɪs/, there is a change of consonant /r/ becomes /l/ before vowel. Therefore the rule is formulated as [r] [l] / V, or the sound /r/ becomes /l/ in the environment of before vowels. The second consonant substitution occurs in the fricative sound /θ/ and /ð/ becomes /t/. For example in the word think, the singer s pronounced it as /tɪŋ/ rather than /θɪŋk/. There is a change of consonant /θ/ in the initial position. Meanwhile in the word Without, which pronounced differently as /wɪtɔʊt/ than /wɪðˈaʊt/, the substitution lies on the fricative /ð/ becomes /t/ after lax vowel. Therefore the phonological rule can be formulated as [+Fricative] [+Oral Stop] / # and [+Fricative] [+Oral Stop] / V[-tense], or also means fricative becomes oral stop in the initial position and after lax vowels. 3. The Reasons of Phonological Changes Occured The phonological change occured in Takahiro s pronunciation is influenced by the non availability of English sound in Japanese sound. As stated by Lado, Individuals tend to transfer the forms and meanings, and the distribution of forms and meaning of their native language and culture to the foreign language and culture. (1957). Consonant cluster of Japanese are different 100

110 from consonant cluster that exist in English, therefore the rule that occured in the singer s pronunciation are inserting /ə/ in between consonant cluster. Japanese has different stress pattern from English as well as different manner of articulation of vowels. Tense and lax differentiation do not exist in Japanese phonemes, therefore the tense/lax vowels pairs of English such as /i/ vs. /I/, /e/ vs. /ε /, /u/ vs. /U/, do not exist in Japanese vowel system. In his pronunciation, the lax vowel are changed into tense vowel in stressed syllable. Fricative is changed into oral stop because there is no fricatives and affricate found in Japanese phonemes. Different from fricatives and affricates varieties distributed in English, /f/, /v/, /θ /, /ð/, / ʃ /, /ʒ/, /ʧ/, and /ʤ/ which do not exist in the Japanese consonantal system. CONCLUSION To sum up, there are 17 words which undergo the phonological process, from three songs Wherever You Are, Liar and A Thousand Miles (cover). There are 29 phonological processes found in the words, consist two two phonological process, which are Epenthesis and Sound Substitution. The precentage ofthe epenthesis process is 21% while sound substitution process is 79%. The epenthesis occured in vowel only while the sound substitutions occured in consonant and vowel with the precentage of 34% for consonant and 66% for vowel. The epenthesis process occured in the singer s pronunciation is insertion of the vowel /ə/ in between two consonants. Then, The first consonant substitution process occured the replacement of /r/ /l/ before vowels and the fricative sound /θ/ and /ð/ becomes /t/ in the initial position and after lax vowels. Next, the vowel substitution process occured tense vowels becomes lax vowels in the environment of stressed syllable. The reason of the phonological processes which undergo the different pronunciation is because of the non availability of English phonemes in Japanese phonemes. Because of the non availability of some English sound in Japanese, three strategies are used in order to produce the sounds, which are inserting /ə/ in between consonant cluster, changing fricative into oral stop after lax vowel and in initial position and changing lax vowel into tense in stressed syllable. REFERENCES Crystal, David English as a Global Language. (2nd Edition). Cambridge: Cambridge University Press. Crystal, David A Dictionary of Linguistics and Phonetics (6th Edition). United Kingdom: Blackwell Publishing. Dupoux, Y, Hirose, Kakehi, Palier & Mehler. Epenthetic Vowels in Japanese: a Perceptual Illusion? Journal of Experimental Psychology: Human Perception and Performance. (October, 14th, 1998). Fromkin, Victoria, Robert Rodman & Nina Hyams An Introduction to Language. United States of America: Michael Rosenberg. Lado, Robert Linguistics Across Cultures. Michigan: University of Michigan. Suski, P. M The Phonetics Of Japanese Language. New York: Routledge. Tatsuki, Donna. English Language Education in Japan:In Transition or Intransigence? The Kobe City University journal= The Kobe Gaidai ronso. Vol. 45 (2015): 31. Japan Today. (2012, October). Why are Japanese so bad at English? Retrieved from 101

111 Jiji. (206, February). Morning English: Let s discuss English language education in Japan. Japan Times. Retrieved from: 102

112 MENINGKATKAN PERSPEKTIF INTERKULTURAL SISWA MELALUI PENGAJARAN BAHASA BERBASIS TUGAS Inayanti Departemen Linguistik, FIB UI Abstrak Konsep awal yang digunakan dalam pengajaran bahasa adalah pengajaran yang berpusat hanya pada guru (teacher centered). Teacher Centered adalah pembelajaran yang berpusat pada guru atau pengajar. Pengajar akan memberikan penjelasan dan presentasi pada siswasiswanya dalam hal ini pengajar memiliki peran sepenuhnya dalam pembelajaran. Namun seiring dengan waktu, konsep tearcher centered berubah menjadi konsep pengajaran bahasa yang berfokus pada siswa (Student Centered Learning) yaitu pembelajaran yang berpusat pada siswa. Dalam konsep student centered siswa dituntun agar lebih aktif dalam mengembangkan pengetahuannya, pengajar hanya berperan sebagai fasilitator dan pembimbing pembelajaran siswa-siswanya dan salah satu pendekatan pengajaran bahasa untuk melihat konsep Student Centered Learning adalah TBLT (Task based language teaching), sebuah pendekatan dalam pengajaran bahasa yang menggunakan tugas sebagai media pembelajaran. Pokok pembahasan pada makalah ini adalah penggunaan tugas untuk mengetahui perspektif lintas budaya siswa, karena mempelajari bahasa asing tentunya juga berarti mempelajari kebudayaan masyarakat pendukung bahasa itu. Oleh karena itu, tugas yang diberikan kepada siswa, harus mampu mendorong siswa untuk mengetahui kebudayaan bahasa asing tersebut. Dengan penggunaan pendekatan TBLT (Task based language teaching) diharapkan dapat menambah wawasan siswa terhadap budaya bahasa yang sedang dipelajari sehingga hasil pengajaran bahasa asing yang lebih baik dapat lebih mudah tercapai. Kata kunci: Tugas, TBLT, Kompentensi Interkultural 1. PENDAHULUAN Banyak studi penelitian terbaru telah memperlihatkan efek positif penyertaan kesadaran budaya di kelas-kelas bahasa (Byram dan Feng, 2005). Salah satu nya pemberian tugas(task). Pada umumnya tugas diberikan kepada siswa untuk melatih kemampuan siswa setelah melalui proses belajar. Makalah ini bertujuan memaparkan kegiatan belajar dengan menggunakan tugas sebagai media pembelajaran untuk mendukung siswa dalam mempelajari bahasa serta meningkatkan pemahaman antarbudaya. Mengajarkan kompetensi antarbudaya menurut Stevick dalam Brown (2008), mewanti-wanti bahwa para siswa dapat merasakan keterasingan dalam proses pembelajaran bahasa kedua ( terasing dari orang-orang di budaya kampung halaman mereka/siswa, budaya sasaran, dan dari mereka sendiri). Saat mengajarkan sebuah bahasa asing, pengajar perlu peka terhadap masalah keterasingan budaya yang dapat dialami siswa. Oleh karena itu pengajar perlu menetapkan teknik pengajaran bahasa yang juga memiliki tujuan untuk meningkatkan pemahaman budaya PENGAJARAN BAHASA BERBASIS TUGAS (TBLT) Pada pengajaran bahasa ada sebuah pendekatan komunikatif yang dapat digunakan untuk meningkatkan kemampuan bahasa siswa serta meningkatkan pemahaman budaya dengan menggunakan tugas. Pendekatan pengajaran berbasis tugas ini disebut task based language 103

113 teaching(tblt). Tugas (task) dalam pendekatan ini dapat didefinisikan sebagai rangkaian aktifitas yang dilakukan oleh seseorang dalam kehidupanya sehari-hari Long (1985) dalam Nunan. Tetapi Menurut Willis (1996) tugas (task) merupakan akitifitassiswa yang menggunakan bahasa target untuk tujuan komunikasi dan memperoleh hasil. Hal serupa juga dikemukakan oleh Richard (2001:224) mengenai pengertian tugas (task) yang berarti aktifitas menggunakan bahasa dengan tujuan untuk mencari solusi, memecahlan teka-teki, memberi pentunjuk arah, menulis surat, dan lain-lain. Sementara Nunan (2006) menyatakan bahwa tugas (task)adalah kegiatan kelas yang melibatkan siswa untuk memahami, memanipulasi, memproduksi dan melakukan interaksi dalam bahasa sasaran /target dengan menggunakan pengetahuan tata bahasa (grammar) yang siswa miliki untuk menggungkapkan maksud atau mengeksperikan maksudnya, sehingga melalui tugas siswa didorong untuk melakukan kegitan komunikatif yang menekankan pada makna bukan pada bentuk. Salah satu tantangan penggunaan tugas dalam makalah ini adalah menghubungkan perspektif interkultural siswa dengan jenis tugas yang diberikan melalui pendekatan task based language teaching PERAN BUDAYA DALAM BAHASA Bahasa sering kali dianggap sebagai produk dari budaya. Di lain pihak, terbentuknya budaya tak dapat dilepaskan dari peran dominan bahasa. Sebagai bagian dari budaya, bahasa berperan penting sebagai jembatan dalam pemahaman budaya. Bahasa menjadi symbol budaya karena, sebagai sebuah sistem tanda, bahasa mengandung nilai budaya. Manusia mampu mengenal dan membedakan satu sama lain sedikit banyak melalaui proses pengamatan terhadap cara penggunaan bahasanya. Budaya mempengaruhi banyak aspek dalam komunikasi. Proses komunikasi dapat terjadi secara verbal melalui bahasa, atau non-verbal melalui ekspresi wajah, gesture, postur tubuh, ruang, atau parameter non-verbal lainnya, semua proses komunikasi itu dipengaruhi oleh budaya. Itu berarti bahwa cara sebuah pesan yang dikodekan menjadi sinyalsinyal dalam proses komunikasi sangat dipengaruhi oleh budaya KOMPETENSI INTERKULTURAL DALAM PEMBELAJARAN BAHASA Memahami keterkaitan antara bahasa dan budaya menjadi penting dalam pengajaran bahasa kedua dan bahasa asing. Kompetensi Interkultural dalam pembelajaran bahasa menjadi suatu hal yang penting karena pada dasarnya manusia melakukan praktik berbudaya terutama melalui bahasa. Dalam kaitannya dengan komunikasi lintas bahasa, intercultural menjadi jembatan antara budaya dari pembelajar bahasa dengan budaya target dari bahasa yang dipelajari. Chick (2009), berkaitan dengan hal ini, menyatakan bahwa Kompetensi Interkultural (Intercultural Competence) adalah kemampuan untuk bergerak dari sikap etnosentrik menuju sikap menghargai budaya lain, hingga akhirnya menimbulkan kemampuan untuk dapat berperilaku secara tepat dalam sebuah budaya atau budaya - budaya yang berbeda. Kompetensi Interkultural mampu memunculkan sensitivitas budaya, yang ditandai dengan perubahan dari yang tadinya melihat realitas hanya dari sudut pandang budayanya sendiri menuju pada menyadari akan adanya banyak sudut pandang lain dalam budaya dunia ini. Mengembangkan Kompetensi Interkultural pada diri pembelajar bahasa merupakan tugas yang menantang bagi para pengajar. Hal ini menuntut para pengajar tidak hanya memiliki pemahaman konsep interkultural yang kuat tetapi juga secara kreatif memikirkan metode efektif bagaimana hal - hal ideal dari konsep intercultural tersebut dapat diterapkan di kelas 104

114 2. METODELOGI Penelitian ini menggunakan studi pustaka. Dengan meneliti berbagai artikel dan publikasi mengenai tugas untuk pembelajaran bahasa Inggris, penulis mencoba mengadaptasi modul pembelajaran bahasa Inggris untuk menambah pemahaman interkultural siswa. Prosedur pengerjaan tugas yang digunakan dalam makalah ini adalah prosedur pengajaran bahasa berbasis tugas menurut Ellis (2006) yang meliputi Pre-task, during task dan post-task. 3. ANALISIS DAN DISKUSI David Nunan (2001) membedakan antara 'tugas dunia nyata atau target, yang merupakan tindakan komunikatif yang kita capai melalui bahasa di luar kelas, dan tugas pedagogis, yang dilakukan di kelas. Tujuan penggunaan tugas dalam makalah ini adalah mencoba mengembangkan tugas pedagogis yang sedekat mungkin dengan tugas dunia nyata dan mengkombinasikan pengetahuan budaya sehingga menciptakan aktivitas yang bermakna dan dapat menambah pemahaman interkultural. Complete the activity below to explore ways to practice grammar and communication in a taskbased manner. In your opinion, would these tasks be motivating for students? Why or why not? 1. Pre-task Write the past tense form of these verbs: go, is, are, do, have, work, study, buy, pick, make, put, read. 2. During Task Grammar Activity Now think of four things about your activities did you do in your hometown. Write sentences in the blanks. First I got up and Then, Next, Finally, 3. Post-task Communicative activity Write three typical activities in your hometown / country

115 Ask each person in your group what they like / like doing. (Exercise adopated from David Nunan, The English Centre, University of Hong Kong, 2001) 4. KESIMPULAN Berdasarkan studi pustaka yang telah dilakukan, dapat disimpulkan bahwa dalam mempelajari bahasa kedua akan melibatkan pemerolehan sebuah identitas kedua. Penciptaan identitas baru terjadi disaat pemelajar/siswa mempelajari budaya atau yang disebut alkulturasi. Dengan demikian unsur budaya dapat dipelajari melalui tugas bahasa. Karena mempelajari bahasa asing tentunya juga berarti mempelajari kebudayaan masyarakat pendukung bahasa itu. Pendekatan task based language teaching atau pengajaran bahasa berbasis tugas (TBLT) dirasa mampu meningkatkan perspektif interkultural siswa melalui tugas. Hal ini diperkuat dengan adanya penelitian-penelitian yang dilakukan sebelumnya.beberapa diantaranya adalah Wright (2000) mengajarkan bahasa Jerman sebagai bahasa asing, dengan menggunakan task berorientasi proses dapat memajukan kemampuan adaptasi lintas budaya, sementara Donahue dan Parsons (1982) memeriksa penggunaan role play di kelas ESL untuk mendukung proses dialog lintas budaya. Penulisan makalah ini masih memerlukan evaluasi dan observasi lebih lanjut untuk menunjukan bahwa pendekatan ini benar-benar effektif bagi pemelajar bahasa asing untuk mempelajari bahasa dan budaya bahasa target.sehubungan dengan perlunya evaluasi lebih lanjut untuk penelitian tentang metode atau pendekatan dapat digunakan untukmempelajari budaya, diharapkan pada penelitian atau penulisan selanjutnya dapat melengkapi keterbatasan dari makalah ini. 5. DAFTRA PUSTAKA Batstone, Rob. (2012). Language form, task based language teaching, and the classroom context. ELT journal, 66(4), Brown, H. D. (2007). Principles of language learning and teaching, fifth edition. New york: Longman. Chaer, Abdul Kajian Bahasa: Struktur Internal, Pemakaian, danpemelajaran. Jakarta: PT. RinekaCipta. Ellis, R. (2003). Task based language learning and teaching. Oxford: Oxford University Press McKay, S. L. (2004). Western culture and the teaching of English as an international language Nunan, David. (2001). Task based language teaching. UK. Cambrige University Press Nunan, David. (2004). Task based language teaching. UK. Cambrige University Press Polio, C. (2014).Using authentic materials in the beginning language classroom.center for Language Education and Research, 18 (1), 1-5. Richard, C., & Rodgers, T (2001). Approaches and Methods in Language Teaching: Second Edition. New York: Cambridge University Press Task-based language teaching.diperoleh 11 Januari 2018dari ching.html Willis, J. What is task based learning?diambilpadatanggal 19 Februarl 2018dari 106

116 PERIBAHASA YANG MENGGUNAKAN UNSUR SAPI DALAM BAHASA JEPANG Kinanti Ratininingtyas Utami Program Studi Ilmu Linguistik, Fakultas Ilmu Budaya, Universitas Gadjah Mada Abstract This article discusses about Japanese proverbs using the element of cow that focuses on two formulation problems; How is the form and the meaning of those proverbs? And how do Japanese people view the cow as a part of those proverbs? It is literature study that makes the proverbs in the form of phrases or sentences as the object. Data taken from Japanese dictionaries considered as primary data, and some from internet considered as supporting data. This research uses two theories in the data analysis, namely the theory of metaphor and language-culture theory. The results of the discussion can be concluded that the proverbs or kotowaza or rigen are short words passed down from generation to generation which contains satire, life lesson, wise knowledge, and others. By shape, in Japanese, the proverbs can be divided into three, ie yojijukugo or four characters of kanji, kanyouku or idiomatic phrase, and in sentence form. From the example of the proverbs that use the element of the cow can be seen that the Japanese people view the cow as a slow, lazy, stupid animal, but on the other hand is also a strong animal and can make a virtue of necessity. Keywords: Japanese proverb, kotowaza, cow PENDAHULUAN Setiap masyarakat memiliki cara tersendiri untuk menyampaikan kebudayaannya. Salah satunya adalah dengan menggunakan peribahasa. Peribahasa adalah kata atau kalimat kiasan. Peribahasa adalah kata yang mengandung arti kiasan, seperti ungkapan, perumpamaan, tamsil, ibarat, atau petatah-petitih (Badudu,1983). Danandjaja (1984) menjelaskan bahwa peribahasa memiliki sifat hakiki, sebagai berikut 1) peribahasa tidak cukup hanya berupa satu kata tradisional tetapi harus berupa satu kalmat ungkapan;2) peribahasa berbentuk standar;3)peribahasa harus memiliki daya hidup tradisi lisan yang dapat dibedakan dari bentuk kalimat klise, syair, iklan, reportase, dan lainnya. Berdasarkan hakikat peribahasa yang ketiga yaitu harus memiliki daya hidup tradisi lisan, sehingga bisa dikatakan pula bahwa peribahasa berkaitan erat dengan kebudayaan masyarakat di suatu daerah atau negara. Peribahasa bisa pula merupakan cerminan dari pemikiran dan kearifan lokal dari suatu masyarakat tertentu. Seperti tercermin dalam peribahasa ushi ni hikarete Zenkouji mairi yang berarti ajakan tidak sengaja seseorang yang membawa pada sebuah kebaikan atau ushi no issan yang berarti orang berpikiran dangkal yang bertindak secara tergesagesa. Sehingga, dapat dikatakan bahwa peribahasa bisa merefleksikan budaya penuturnya. Oleh karena itu, penelitian ini akan berfokus pada pencarian makna peribahasa Jepang, khususnya peribahasa yang menggunakan unsur sapi di dalamnya dan kemudian mencari keterkaitan antara peribahasa tersebut dengan kebudayaan masyarakat Jepang. Peribahasa yang menggunakan unsur sapi dipilih dalam makalah kali ini sebab hewan sapi dekat kehidupan masyarakat Jepang. Dari latar belakang yang di atas, sehingga dapat ditarik dua permasalahan yaitu:1) Bagaimana 107

117 bentuk dan makna peribahasa yang menggunakan unsur sapi dalam bahasa Jepang? Serta 2) bagaimana pandangan masyarakat Jepang terhadap sapi yang tercermin dalam peribahasa? METODOLOGI Jenis penelitian adalah penelitian kepustakaan. Objek penelitian dalam makalah ini adalah satuan kebahasaan berupa frasa atau kalimat yang membentuk perumapaan atau kiasan. Data yang digunakan adalah peribahasa. Peribahasa yang digunakan dibatasi berupa peribahasa Jepang yang menggunakan unsur sapi. Data akan diambil dari kamus peribahasa Jepang sebagai data primer, dan data dari internet sebagai data pendukung atau data sekunder dengan metode catat. Penelitian ini akan menggunakan teori metafora untuk menganalisis makna dan teori bahasa dan budaya digunakan untuk mengetahui hubungan antara peribahasa dan kebudayaan masyakarat Jepang. Kemudian data yang sudah dianalisis akan disajikan secara informal. PEMBAHASAN Peribahasa adalah kata atau kalimat kiasan. Peribahasa adalah kata yang mengandung arti kiasan, seperti ungkapan, perumpamaan, tamsil, ibarat, atau petatah-petitih (Badudu,1983). Danandjaja (1984) menjelaskan bahwa peribahasa memiliki sifat hakiki, sebagai berikut 1) peribahasa tidak cukup hanya berupa satu kata tradisional tetapi harus berupa satu kalmat ungkapan;2) peribahasa berbentuk standar;3)peribahasa harus memiliki daya hidup tradisi lisan yang dapat dibedakan dari bentuk kalimat klise, syair, iklan, reportase, dan lainnya. Peribahasa bisa dikatakan sebagai salah bentuk dari kearifan lokal yang menggambarkan kehidupan masyarakat penuturnya, begitu pula dalam kehidupan masyarakat Jepang. Dalam bahasa Jepang, peribahasa dikenal dengan sebutan kotowaza atau rigen. Kotowaza adalah kata-kata singkat yang diturunkan dari generasi ke generasi yang berisi satire, pelajaran hidup, pengetahuan bijak, dan lainnya (Okoda,1965). Peribahasa digunakan dalam kehidupan sehari-hari masyarakat Jepang dalam berbagai kalangan dari waktu ke waktu, bahkan juga digunakan dalam mengemukakan argumen mereka. Banyak dari peribahasa Jepang yang menyarankan nilai-nilai nasionalisme dan lainnya dengan demikian para siswa di Jepang dan masyarakat Jepang bisa mendapatkan pengetahuan dari peribahasa ini (Okoda,1965:1). Peribahasa Jepang yang digunakan secara umum di antara masyarakat Jepang, banyak dan bervariasi. Secara umum, jika ditinjau dari asal usulnya peribahasa Jepang dapat dibagi menjadi tiga, yaitu 1) peribahasa yang asli berasal dari Jepang; 2) peribahasa yang berasal dari Tiongkok yang dibawa ke Jepang setelah diperkenalkannya peradaban Tiongkok pada abad kelima yang biasanya berasal dari karya klasik atau kitab suci agama Buddha; dan 3) peribahasa Barat dalam versi Jepang. Seperti dalam bahasa Inggris, walaupun hanya sebagian kecil, peribahasa Jepang dinyatakan dalam aliterasi atau pengulangan bunyi yang sama dan ritme atau keduanya (Okoda, 1965:2-5). Dalam artikel kali ini akan dibahas peribahasa yang menggunakan unsur sapi dalam bahasa Jepang disebut dengan ushi atau gyuu. Dari segi bentuk, secara garis besar bisa dibagi menjadi yojijukugo (gabungan empat karakter kanji China), kanyoku (frasa idiomatik), dan dalam bentuk kalimat. A. Yojijukugo Pertama-tama, akan dibahas peribahasa berunsur sapi yang berbentuk yojijukugo atau gabungan empat karakter kanji China. 108

118 1. Keikougyuugo Secara harfiah bisa diartikan dengan mulut ayam dan bagian belakang sapi. Peribahasa tersebut mengandung makna daripada menjadi pengikut dalam sebuah kelompok yang besar, lebih baik menjadi pemimpin di dalam sebuah kelompok kecil. Mulut burung atau paruh dalam peribahasa tersebut diibaratkan sebagai pemimpin dalam sebuah kelompok yang kecil karena paruh burung walaupun kecil berada di depan dan menjadi sebuah bagian yang penting, sedangkan pengikut diibaratkan dengan bagian belakang sapi atau ekor sapi walaupun besar selalu berada di belakang. Peribahasa ini memiliki persamaan arti dengan peribahasa Inggris Better be the head of a dog than the tail of a lion, hanya saja jika dalam bahasa Inggris digunakan anjing dan singa sedangkan dalam bahasa Jepang dibaratkan dengan burung dan sapi. Contoh dalam kalimat: Datsusara o shite, chīsana izakaya o hajimeta. Keikōgyūgo da. Saya memutuskan berhenti menjadi karyawan dan mulai membuka sebuah kedai sake. Paruh burung, ekor sapi. 2. Kangyuujuutou Secara harfiah kangyuu diartikan sebagai keringat sapi dan juutou sebagai pemenuhan. Peribahasa tersebut digunakan sebagai perumpaan barang koleksi yang sangat banyak. Latar belakang dari peribahasa tersebut adalah pada zaman dahulu barang dinaikkan ke atas gerobak, saat menarik gerobak maka sapi pun akan berkeringat. Semakin berat barang yang ditarik maka semakin banyak keringat yang keluar. Barang yang diangkut sapi itu bahkan bisa memenuhi seluruh isi rumah. Sehingga menggambarkan barang yang sangat banyak. Contoh dalam kalimat: Kangyūjūtō no hon ni umorete rōgo o sugosu koto ga yume dearu. Impian saya adalah menghabiskan masa tua dikeliling buku yang sangat banyak Kangyuujuutou no hon menggambarkan jumlah buku yang sangat banyak. B. Kanyouku (frasa idiomatik) Selanjutnya adalah peribahasa yang berbentuk kanyouku atau frasa idiomatik, yaitu: 3. Akinai wa ushi no yodare atau Akindo wa ushi no yodare Secara harfiah peribahasa tersebut berarti perdagangan atau bisnis adalah air liur sapi. Peribahasa tersebut memiliki arti bahwa dalam perdagangan atau melakukan bisnis dibutuhkan kesabaran dan tidak boleh tergesa-gesa agar bisa tertahan lama. Sebuah perdagangan atau bisnis akan gagal jika mencoba membuat sebuah momentum dalam satu waktu saja, sehingga sebuah bisnis sebaiknya dilakukan secara bertahap, pelan, dan terus teratur seperti air liur sapi yang mengalir. Contoh penggunaan dalam kalimat: Sonna ni aseru hitsuyou wa nai, akinai wa ushi no yodare darou. Tidak perlu tergesa-gesa seperti itu, bukankah perdagangan seperti air liur sapi? 4. Ushi ni kyoumon Secara harfiah diartikan dengan memberikan atau membacakan sutera atau ayat-ayat Buddha pada sapi. Peribahasa tersebut memiliki arti perumpaan tidak ada pengaruh apapun walaupun sudah diberitahu ataupun diperdengarkan hal yang baik berkali-kali. Peribahasa ini sama dengan to talk to the wind dalam bahasa Inggris. Contoh dalam kalimat: Shuui ni mienaku naru hodo no merikondeiru kare ni itte mo ushi ni kyoumon da. 109

119 Percuma saja mengatakan apapun padanya yang sudah malu setengah mati 5. Ushi wa ushi dzure, uma wa uma dzure Secara harfiah diartikan sapi berkumpul dengan sapi, kuda berkumpul dengan kuda. Peribahasa tersebut memiliki makna bahwa orang-orang yang memiliki kesamaan secara alami akan lebih mudah untuk berkumpul atau orang yang memiliki kesamaan akan lebih baik jika bersama-sama menjalankan suatu hal atau pekerjaan. Peribahasa ini memiliki arti yang sama dengan every Jack has his Jill dalam bahasa Inggris. Contoh penggunaan dalam kalimat: Ano dōkō-kai no menbā wa mina seikaku ga nite iru. Ushi wa ushi-dzure, uma wa uma dzure da ne. Semua anggota kelompok itu memiliki sifat yang mirip. Seperti sapi berkumpul dengan sapi dan kuda berkumpul dengan kuda, ya. 6. Ushi mo senri, uma mo senri Secara harfiah diartikan sapi pun seribu ri, kuda pun seribu ri. Ri adalah satuan jarak dalam bahasa Jepang yang setara dengan 3,9 km atau kata senri (1000 ri ) adalah ungkapan untuk menggambarkan jarak yang sangat jauh. Peribahasa tersebut memiliki makna walaupun cepat ataupun lambat atau walaupun mahir atau tidak, tidak perlu tergesa-gesa dalam melakukan sesuatu karena hasilnya akan sama. Contoh dalam kalimat: Awateru koto wa nai. Ushi mo senri, uma mo senri dakara. Tidak perlu terburu-buru, karena sapi juga seribu ri dan kuda juga seribu ri 7. Kyuu gyuu no ichi mou Secara harfiah diterjemahkan menjadi sehelai rambut dari sembilan ekor sapi. Angka sembilan dalam peribahasa tersebut bukanlah angka sembilan yang sebenarnya tetapi ungkapan untuk menunjukkan jumlah yang banyak. Peribahasa tersebut memiliki makna bagian kecil di dalam jumlah yang besar. Atau hal sepele yang tidak bisa dibandingkan dengan apapun. Peribahasa ini memiliki arti yang sama dengan peribahasa Inggris, drop in the basket. Contoh dalam kalimat: Nanjūnen no jinsei no naka de kazoekirenai hodo no hito to deau ga, shin no yūjin ni nareru hito nante kyuu gyuu no ichi mou da. Dalam puluhan tahun hidup saya, saya bertemu dengan orang yang tidak terhitung jumlahnya, tetapi orang yang bisa menjadi teman sejati sangatlah sedikit 8. Kusaki mo nemuru ushi mitsu doki Secara harfiah diterjemahkan menjadi saat ketiga di mana rerumputan pun juga tertidur. Peribahasa tersebut digunakan untuk mengungkapkan hal yang tidak menyenangkan atau keadaan malam yang sepi dan sangat mencekam. Waktu malam adalah saat manusia dan bahkan rerumputan pun ikut tertidur. Peribahasa ini berawal dari nenek moyang orang Jepang yang membagi waktu dalam empat bagian. Ushi no mitsu doki menandakan bagian waktu ketiga yaitu antara pukul dua pagi hingga setengah tiga pagi, orang Jepang percaya bahwa di saat inilah hantu dan arwah penasaran akan keluar sehingga membuat malam menjadi mencekam. Contoh dalam kalimat: Sono shōtai fumei no hikari o mita no ga, kusaki mo nemuru ushi mitsu doki datta mono dakara, yokei ni zotto shita yo. Saya melihat cahaya aneh itu, tetapi karena saya melihatnya di saat malam yang mencekam, sehingga terasa lebih mengerikan. 110

120 9. Ushi no issan Secara harfiah diterjemahkan menjadi langkah seekor sapi. Peribahasa ini digunakan untuk mengandaikan orang yang memiliki pemikiran dangkal. Orang yang berpikiran dangkal akan bertindak sembarangan tanpa sebuah memikirkan secara matang terlebih dahulu. Peribahasa ini mencerminkan sifat sapi, sapi yang biasanya berjalan dengan lambat, tetapi jika terkejut maka akan lari tunggang langgang tanpa arah. C. Kalimat Selain yojijukugo atau empat karakter huruf kanji dan kanyouku atau frasa idiomatik, peribahasa dengan menggunakan sapi juga bisa berbentuk kalimat sebagai berikut: 10. Ushi wo uma ni norikaeru Secara harfiah diterjemahkan mengganti sapi dengan kuda. Peribahasa tersebut merupakan perumpaan untuk menggambarkan membuang barang yang tidak bagus dan menggantikannya dengan barang yang bagus atau mengganti hal yang merugikan bagi diri sendiri dengan hal yang menguntungkan. Sapi digambarkan sebagai barang yang tidak bagus karena berjalan dengan lambat, sedangkan kuda merupakan barang yang bagus karena bisa berlari dengan kencang. Contoh dalam kalimat: Kare wa ushi o uma ni norikaete, betsu no shōbai o suru koto ni shitarashī. Dia mengganti sapi dengan kuda, sehingga memutuskan untuk menjual barang yang lain. 11. Ushi ni taishite koto wo tanzu Secara harfiah diartikan dengan memainkan koto (sejenis alat musik petik seperti kecapi) pada sapi. Seperti halnya peribahasa Indonesia, memberikan bunga pada kera, memainkan koto di depan seekor sapi juga tidak akan ada gunannya karena memainkan musik apapun tidak akan berpengaruh bagi seekor sapi. Peribahasa ini memiliki arti yang sama dengan ushi ni kyoumon yaitu seberapa pun baiknya sebuah pembicaraan tidak akan berguna bagi orang yang bodoh atau orang bodoh tidak akan bisa memahami sebuah pembicaraan yang rumit. Contoh penggunaan dalam kalimat: Kare ni wa nani wo itte mo muda da yo. Ushi ni taishite koto wo tanzu you na mono da. Percuma saja mengatakan apapun padanya. Karena dia (seperti) sapi dimainkan koto 12. Ushi ni hikarete Zenkouji mairi Secara harfiah diterjemahkan berziarah ke Kuil Zenkouji karena ditarik seekor sapi. Peribahasa ini berlatar dari sebuah cerita pada zaman dahulu seorang wanita tua sinis yang tinggal di dekat kuil tetapi tidak pernah berziarah dan tidak mau pergi ke kuil. Suatu hari ada seekor sapi yang terlepas dan melewati rumah wanita tua itu. Tanduk dari sapi itu tersangkut pada pakaian yang sedang dijemur dan terbawa oleh sapi itu. Wanita tua mengejar sapi itu hingga dia sampai di daerah sekitar kuil dan sejak saat itu wanita tua jadi rajin berziarah ke kuil. Peribahasa tersebut merupakan perumpaan yang menggambarkan orang yang pergi ke suatu tempat karena ajakan orang lain secara tidak sengaja atau ajakan tidak sengaja seseorang yang membawa pada sebuah kebaikan. Sapi yang mengamuk menggambar ajakan yang tidak disengaja dan kuil merupakan simbol kebaikan karena merupakan tempat peribadahan orang Jepang. Peribahasa tersebut memiliki padanan arti dengan peribahasa Inggris goslings lead the geese to water. Contoh dalam kalimat: 111

121 Ushi ni hikarete zenkōji mairi de, tamatama sasowareta bijutsuten de kaiga ni hamari, aburae wo kaku no ga shumi ni natta. Karena tidak sengaja ditarik sapi ke Kuil Zenkouji, saya tidak sengaja tertarik pada pameran lukisan yang saya datangi dan membuat lukisan cat minyak menjadi hobi saya. Maksud dari kalimat di atas adalah saya tidak sengaja diajak ke pameran lukisan tetapi pada akhirnya jadi menggemari dan menjadikan melukis sebagai hobi. 13. Uma wo noru made wa ni ushi nore Secara harfiah diterjemahkan naiklah sapi sampai bisa menaiki kuda. Peribahasa ini latar cerita bahwa kuda lebih cepat daripada sapi, jadi pasti akan kesulitan jika tiba-tiba naik kuda, karena itu sebelum naik kuda, perlu berlatih cara menunggang sapi terlebih dahulu. Makna dari peribahasa tersebut adalah sebelum menduduki sebuah posisi yang tinggi maka pertama-tama memulai dari posisi yang rendah dan mengasah kemampuan hingga bisa sampai ke atas. Atau dalam mengerjakan suatu hal harus perlahan-lahan menyelesaikan satu tahap untuk bisa maju ke tahap berikutnya. Bisa juga bermakna lebih baik maju secara perlahan-lahan daripada tidak melakukan sesuatu sama sekali. Contoh dalam kalimat: Matteiru aida ni mo nanika surubeki koto wa aru hazuda, uma ni noru made wa ushi ni nore to iu darou. Ada hal yang sebaiknya dilakukan selagi menunggu, bukankah dikatakan naiklah sapi sebelum bisa menaiki kuda? 14. Uma wo ushi to iu Secara harfiah diterjemahkan menjadi mengatakan kuda adalah sapi. Peribahasa ini menjelaskan bahwa sapi dan kuda secara jelas terlihat sebagai binatang yang berbeda, tetapi dengan keras kepala mengatakan bahwa kuda adalah sapi. Peribahasa tersebut memiliki makna menggunakan kekuatan atau kekuasaan untuk memaksa orang menerima argumen yang dikatakan atau perumpamaan yang berarti menebak isi hati seseorang. Contoh dalam kalimat: Kare wa zettai ni jibun no hi o mitomenai darou. Uma o ushi to iu yōna hito na no dakara. Dia pasti tidak akan mengakui kesalahannya sendiri bukan? Karena dia seperti orang yang mengatakan kuda adalah sapi;. 15. Uma wo kazan no minami ni kishi, ushi wo tourin no ya ni hanatsu Secara harfiah diterjemahkan memulangkan kuda ke sebelah selatan gunung dan melepaskan sapi ke hutan persik. Peribahasa tersebut berdasarkan sebuah cerita bahwa setelah Kaisar Wu dari Zhou menghancurkan dinasti Shang, maka dia mengembalikan kuda yang digunakan untuk perang ke sebelah selatan gunung dan melepaskan sapi yang digunakan untuk mengangkut peralatan perang ke hutan persik untuk menunjukkan pada rakyat bahwa tidak akan berperang lagi. Peribahasa tersebut memiliki makna bahwa kedamaian akan datang setelah perang berakhir atau tidak akan berperang untuk kedua kalinya. 16. Uma wo kawan to hosshite mazu ushi wo tou Secara harfiah diterjemahkan jika ingin membeli kuda, maka pertama-tama tanyakan (harga) sapi. Peribahasa ini berangkat dari sebuah pemikiran bahwa pertama-tama menanyakan harga sapi yang familier untuk mengetahui tempat yang menjual kuda dengan harga yang pantas. 112

122 Peribahasa tersebut memiliki makna bahwa di saat akan membeli barang yang mahal atau barang yang tidak diketahui harga pasarannya, maka pertama-tama tanyakan harga barang yang sudah familier untuk mengetahui harga pasaran di toko tersebut. Contoh dalam kalimat: Hoka no shōhin no nedan o kiite mite yokatta. Uma o kawan to hoshite mazu ushi o tou da. Akan baik jika menanyakn harga barang yang lain. Sebelum ingin membeli kuda, pertama-tama bertanya (harga) sapi. 17. Keikou no naru mo gyuugo to naru kanare Secara harfiah diterjemahkan menjadi paruh burung pun tidak menjadi ekor sapi. Paruh burung merupakan perumpaan untuk pemimpin dalam sebuah kelompok kecil, sedangkan pantat sapi merupakan perumpaan untuk orang yang digunakan sebagai pengikut dalam sebuah kelompok besar. Peribahasa ini memiliki makna yang sama dengan keikougyuugo yang berarti lebih baik menjadi seorang pemimpin dalam sebuah kelompok kecil daripada menjadi pengikut di dalam sebuah kelompok besar. 18. Tsuno wo tamete ushi wo korosu Secara harfiah diterjemahkan membunuh sapi karena meluruskan tanduknya. Tanduk sapi yang sudah bengkok secara alami jika dipaksa untuk diluruskan maka akan melukai sapi, membuatnya lemah, dan pada akhirnya akan membuatnya mati. Peribahasa tersebut bermakna, saat berusaha memperbaiki kesalahan yang kecil secara paksa maka sebaliknya akan merusak semuanya. Dalam bahasa Inggris, peribahasa ini memiliki makna yang sama dengan better a snotty child than his nose wiped off atau the remedy may be worse than the disease. Contoh dalam kalimat: Hon'no tanjun'na keisan misu o son'nani semetatetara, benkyō suru iyoku jitai o nakushite shimau yo. Tsuno wo tamete ushi wo korosu koto ni naru. Jika menyalahkan hingga seperti itu hanya karena sebuah kesalahan kecil, maka dia akan kehilangan motivasi belajar. Itu berarti membunuh sapi dengan meluruskan tanduknya. 19. Fuusuru bagyuu mo aioyobazu Secara harfiah diterjemahkan kuda dan sapi yang saling mencari pasangan pun tidak akan bertemu. Peribahasa ini memiliki arti bahwa kuda dan sapi yang sama-sama mencari pasangan untuk kawin tidak akan sesuai karena sapi dan kuda merupakan spesies yang berbeda. Sehingga peribahasa tersebut dapat dimaknai menjadi sesuatu yang tidak ada kaitannya sama sekali. Contoh dalam kalimat: Sono nyūsu o kiite mo, kare wa kaze suru bagyū mo ai oyobazu to itta guai da. Dia tidak akan terpengrauh walaupun mendengar berita itu, (seperti) kuda dan sapi yang saling mencari pasangan; 20. Ushi no shouben to oya no iken wa nagakutomo kikanu Secara harfiah diterjemahkan air seni sapi dan pendapat orang tua, walaupun lama, tidak ada pengaruhnya. Air seni sapi jumlahnya banyak dan terus menetes tanpa berhenti tetapi sebanyak apapun jumlahnya tidak apa manfaat. Perumpaan ini disamakan dengan orang tua yang terus-menerus memberikan nasihat pada anaknya. 113

123 Peribahasa tersebut memiliki makna nasihat yang diberikan pada anak, walaupun panjang tetapi tidak ada pengaruhnya. 21. Ushi no shirigai to kotowaza to hazuresoude mo hazurenu Secara harfiah diterjemahkan shirigai sapi dan peribahasa walaupun terlihat berbeda tetapi tidak bisa dibedakan. Shirigai adalah tali yang dipasangkan pada ekor atau pantat kuda atau sapi yang kemudian dikaitan ke gerobak atau pedati. Tali ini sekilas terlihat longgar tetapi sebenarnya sangat kuat dan tidak mudah terlepas. Perumpaan ini disamakan dengan peribahasa yang walaupun terkadang terlihat sederhana tetapi menyimpan makna dan pembelajaran hidup yang mendalam. 22. Ushi no tsuno wo hachi ga sasu Secara harfiah diterjemahkan lebah menyengat tanduk sapi. Seperti sebagian besar peribahasa Jepang lain yang muncul pertengahan zaman Edo, dahulu peribahasa ini juga banyak dikatakan dengan shika no tsuno ni hachi atau lebah pada tanduk rusa. Tanduk sapi dan rusa yang keras tidak akan ada pengaruhnya sama sekali jika disengat oleh lebah. Perumpamaan ini digunakan untuk menyatakan sesuatu yang tidak menyebabkan rasa sakit atau pengaruh sama sekali. Pandangan Masyarakat Jepang terhadap Sapi yang Tercermin dalam Peribahasa Seperti yang sudah dijelaskan sebelumnya bahwa peribahasa mengandung falsafah atau pelajaran hidup serta mencerminkan budaya masyarakat penuturnya. Begitu pula dari peribahasa yang menggunakan unsur sapi tersebut secara tidak langsung kita bisa mengetahui pandangan masyarakat Jepang terhadap binatang ini. Dari beberapa contoh peribahasa yang dijabarkan di atas, banyak ditemukan bahwa sapi kerap disandingkan atau dibandingkan dengan kuda. Saat dibadingkan dengan kuda, sapi lebih banyak digambarkan sebagai binatang yang lambat, malas, dan tidak begitu berharga. Banyaknya penggunaan sapi dan kuda dalam satu peribahasa juga mungkin dipengaruhi masyarakat Jepang yang percaya bahwa kedua binatang tersebut yang digunakan sebagai kendaraan untuk mengantar arwah leluruh mereka. Kepercayaan tersebut tergambar saat perayaan fesival Obon. Saat perayaan ini, masyakarakat Jepang percaya bahwa pintu alam baka akan dibuka dan leluhur mereka akan kembali untuk mengunjungi keluarganya. Sehingga, mereka membuat replika sapi dari terong dan kuda dari mentimun. Sapi dipercaya sebagai kendaraan yang membawa arwah leluhur kembali ke alam baka sedangkan kuda dipercaya sebagai kendaraan yang membawa arwah leluhur bertemu dengan keluarga. Selain lambat dan malas, sapi juga dianggap sebagai binatang yang bodoh. Hal itu terlihat dalam peribahasa yang bermakna percuma saja memainkan koto di depan sapi karena tidak akan berpengaruh apa-apa.. Akan tetapi, ada juga peribahasa yang menggambarkan sapi sebagai binatang yang kuat dan binatang yang membawa pada kebaikan. Masyarakat Jepang juga percaya bahwa sapi juga bisa membawa keberuntungan bagi mereka. Hal itu dibuktikan dengan adanya beberapa kuil di Jepang yang memiliki patung sapi dan mereka percaya akan mendatangkan keberuntungan bagi setiap pengunjung kuil yang mengelus kepala patung sapi tersebut. KESIMPULAN Peribahasa atau dalam bahasa Jepang disebut dengan kotowaza atau rigen adalah kata-kata singkat yang diturunkan dari generasi ke generasi yang berisi satire, pelajaran hidup, 114

124 pengetahuan bijak, dan lainnya. Secara bentuk, dalam bahasa Jepang, peribahasa dapat dibedakan menjadi tiga, yaitu youjijukugo atau empat karakter huruf kanji, kanyouku atau frasa idiomatik, dan dalam bentuk kalimat. Dari contoh peribahasa yang menggunakan unsur sapi dapat dilihat bahwa masyarakat Jepang memandang sapi sebagai binatang yang lambat, malas, bodoh, tetapi di sisi lain juga merupakan binatang yang kuat dan bisa membawa ke dalam kebaikan. Daftar Pustaka Badudu, J.S. (1983) Inilah Bahasa Indonesia Yang Benar 1, Jakarta, Gramedia Pustaka Utama. Duranti, Alessandro (1997) Linguistic Anthropology, United States, Cambridge University Press. Lakoff, George, Johnsen, Mark (2003) Metaphor we live by, [ebook reader], London, The University of Chicago Press. Okada, Rokon (1965) Japanese proverbs and proverbial phrases, Tokyo, Japan Travel Bureau. Tokita, Masamizu (2000) Iwanami Kotowaza Jiten, Tokyo, Iwanami Shoten. Vansina, Jan (1961) Oral Tradition As History, [ebook reader], US, University of Wisconsin Press. 115

125 THE USE OF POLITENESS STRATEGIES IN TRUMP S SPEECH TO 19TH BOY SCOUT JAMBOREE Novita Sari1), Tan Michael Chandra2) (English Language Studies, Graduate Program, Sanata Dharma University) 2 (English Language Studies, Graduate Program, Sanata Dharma University) 1 Abstract Politeness is not merely as etiquette or rules of behavior. In pragmatics, politeness refers to the awareness to the concept of face which has two aspects; negative face and positive face. In order to avoid attacking to a person s face, several politeness strategies are applied. According to Harris (2001: 3), many studies relating to politeness theory focus around informal situation. This paper is concerned with the politeness strategies used in formal situation, namely speech. Trump s speech to 2017 Boy Scout Jamboree is used as the object of this study because his speech conveys more than what it is. Thus, this paper aimed to analyze the politeness strategy used by Trump in his speech to 2017 Boy Scout Jamboree in order to perform his real intention. In this paper, qualitative method is applied to analyze the data. The results indicated that among the thirty-nine utterances using politeness strategy, three utterances are classified as bald on record, thirty-four utterances are positive politeness, one utterance is negative politeness, and one utterance is classified as off record. It means that, in his speech, Trump mostly used positive politeness strategy in order to gain solidarity from his audience. Moreover, the positive politeness mostly used shows that Trump attempted to emphasize that he and his audience share the same interest and knowledge. Keywords: politeness, pragmatics, negative face, positive face INTRODUCTION According to Harris (2001: 3), many studies relating to politeness theory focuses around informal situation. Moreover, most of the data taken concentrates on shorter or single utterance. Therefore, this study attempts to analyze formal discourse such as speech. The speech chosen for the data in this study is Trump s speech. Before being appointed as the 45th President of United State of America, Donald Trump has made many controversies. After his success winning the presidential election, he still receives many contradiction to his controversial issues, for instance several issues relating to racism and sexism. As a president of United State of America, Donald Trump has given a lot of speeches and one of his significant speeches was given at the 19th Boy Scout Jamboree. The speech is addressed to Boy Scout of United State of America in June 25, 2017 who celebrates their 19th Boy Scout Jamboree. In the first half of his speech, Trump delivers his appreciation for Boy Scout. However, in his second half speech, the message that he wants to convey tends to focus on his presidential staffs and his significant work as the President. Therefore, this paper tries to analyze the speech aiming to Boy Scout Jamboree, a non-partisan jamboree. Moreover, this paper aims to study the politeness strategies used by Trump in his speech to the 2017 Boy Scout Jamboree in order to convey his reason by bringing those topics in his speech. 116

126 This paper uses politeness theory in order to analyze the politeness strategy used by Trump in his speech. The most influential theory of politeness was purposed by Brown and Levinson in their book (1998) which focuses on the concept of face. The term face itself refers to emotional and social sense of self that everyone has and expect everyone else to recognize (Yule, 1996: 60). Thus, in other word, politeness can be defined as the means to show awareness to another person s face which is categorized into two aspects which are negative face and positive face. A person s negative face refers to a person s need to be independent, to be free, not to be imposed on by others, and to be respected by others in terms of time, privacy, and possession. On the other hand, positive face refers to a person s need to be accepted and liked by others, to be treated as a member of their group, and to know that their wants are shared by others. In order to save the hearer s face, a speaker is expected to use politeness strategy which refers to four classifications; bald on record, positive politeness, negative politeness, and off record. When a speaker can directly address the hearer using imperative with no mitigating utterance, he or she is being bald on record. Positive politeness strategy aims to save a person s positive face by showing solidarity, appealing to friendship, making other people feel good, and showing that both speakers share the common goal. Negative politeness is a redressive action addressed to the addressee s negative face which refers to a hearer s want to have his freedom of action unhindered and his attention unimpeded (Brown and Levinson, 1988: 129). Lastly, according to Brown and Levinson, the definition of off record communication is applied when it done in such a way that it is not possible to attribute only one clear communicative intention to the act (1988: 211). This paper discuses on how Trump uses politeness strategies in his speech in order to achieve certain goal. Thus, this paper consists of the background of the study then continues to brief explanation of politeness theory used in analyzing Trump s speech. The paper uses several examples in explaining the politeness strategy applied in Trump s speech based on each classification. METHODOLOGY The data of this study was taken from Trump s speech addressing for Boy Scout of United State of America in June 25, 2017 who celebrates their 19th Boy Scout Jamboree. A qualitative method was used in this study in order to answer two problem formulations listed above. According to Kuntjara (2006: 2), In conversation analysis, the use of qualitative methods can uncover and understand why an interlocutor utters a certain speech act, and what possible meanings lie behind it. One of the most used techniques in qualitative method is a purposive sampling. In purposive sampling, the data taken are only the selected data which are suitable for the purpose of the study. Hence, the qualitative method was executed in order to only analyze the utterances of the speaker which apply politeness strategy. There were several procedures in collecting the data. The first step was the writer searched the script of Trump s speech. The second step is the writer took only the sentences which apply politeness strategy. The third step is the writer classified the sentences into the suitable category based on politeness classification. Lastly, the writer analyzed the hidden message or meaning behind the use of politeness strategy in Trump s speech. In order to utilize the data into a further examination, this study applied pragmatic approach precisely using politeness theory. This theory was applied in order to understand better the meaning and the reason why particular politeness strategies were used in delivering the speaker s intention. 117

127 FINDINGS AND DISCUSSION This study found thirty nine utterances from Trump s speech which apply politeness strategy. The utterances further are classified based on the politeness strategy which amount of occurrence can be seen in the following table. Table 1: Politeness Strategies Occurrence in Trump s Speech No Politeness Strategy Number of Occurrence 1 Positive politeness 34 2 Bald on record 3 3 Negative politeness 1 4 Off record 1 The further analysis of each strategy will be discussed in the following subtitles. 2.1 Bald On Record A speaker applies bald on record as a means of directly asking for something or there is also an occasion of emergency. Bald on record can also be used in order to express request to the hearer. From Trump s speech to 19th Boy Scout Jamboree, three utterances are found using bald on record. For example: (1) a. It s incredible to watch. b. Believe me. (2) And you have to understand. (3) And remember this, you are not working. For example, sentence (1) is uttered when Trump praises Boy Scout as he compares them with the government and he asks the Boy Scout to keep doing their good work. From this example, he has applied bald on record strategy in which he uses imperative to give a request and can also be understood as a command to the audience to put trust on him. By using bald on record strategy, it shows that he knows that he does not have to worry about the audiences face since he is more powerful than them. Bald on record strategy can be used if a speaker has authority over the hearer in terms of higher status or has a more dominant role (Brown and Levinson, 1988: 97). Other example is when Trump explains that being a Boy Scout can lead you to American success and he says sentence (2). This example classifies as bald on record because Trump presumably speaks as if there is an important maximum efficiency. He asks entreaties to the audiences in order to follow his idea about American success through the Boy Scout s values and tradition. Therefore, he uses modality for emphasis in order to greater the importance of his sentence. The last example of bald on record is when Trump gives support for the Boy Scout to always do things they love while he also tries to say that his presidential time works well because of him. When he says sentence (3), he uses bald on record because his utterances tend to use imperatives in a way that he gives little option to the hearer but do as they are told. He wants the audience to do as he commands as seen in his utterance. Thus, in general, according to Brown and Levinson (1988), when a speaker performs bald on record, a speaker wants to perform his intention more than he or she wants to satisfy the audience s face. 2.2 Positive Politeness In Trump s speech to 19th Boy Scout Jamboree, the most used strategy of politeness is positive politeness which is found in thirty four utterances. For example: (4) a. Boy, you have a lot of people here. b. The press will say it s about 200 people. 118

128 c. It looks like about people. d. You set a record today. (5) You ve been hearing about with the fake news and all of that. (6) Isn t that nice -- an energy exporter? (7) a. And hopefully, he s going to get the votes tomorrow to start our path toward killing this horrible thing known as Obamacare. b. That's really hurting us, folks. (8) What do you think the chances are that this incredible, massive crowd, record-setting is going to be shown on television tonight? (9) I ll tell you a story that s very interesting for me. (10) a. You can count on me, b. We know we can count on you. (11) a. But if you do what we say, b. I promise you that you will live scouting s adventure every single day. (12) You know, One of the main types of politeness strategy is claiming common ground which according to Cutting (2003: 48), speakers can do this by attending to the hearer s interests, wants, and needs. In Trump s speech, he opens his speech by saying sentences (4). From this utterances, it contains many solidarity strategies. Trump uses shared young people s in-group slang by saying (4a) in a way that he wants to build informal atmosphere to his audience which mostly in their young age. He wants to be accepted and gain close intimacy to the Boy Scout members. The use of word (4a) demonstrating his surprise of seeing the number of audiences. In this utterances, Trump also shows exaggeration by saying sentence (4d) which demonstrates the sincerity of Trump s good intentions and excitement to give his speech at the jamboree. The other example is when Trump asks the audience to forget about political matter for a while and to focus on his speech and he says sentence (5). This example can be classified as he uses positive politeness strategy because he claims common ground to the audience as one of the main types of positive politeness strategy. In this example, Trump exaggerates the fact that the hearer must have read all of the news while in fact not all people pay attention to every news related to him. When Trump introduces one of his staffs, he brags about their achievement and says sentence (6). This example shows that Trumps uses positive politeness in a way that he applies personalcenter switch as one of the positive politeness strategy aspects. Trump uses such strategy because he speaks as if the audience is himself. In other words, Trump places himself as having the same knowledge as the audience. Trump continues his speech by telling on one of his staffs who used to be a Scout and changing to seek for support to vote him. Trumps says sentence (7) which from this example, there are several solidarity strategies used by Trump which are he exaggerates the fact that Obamacare is a something bad that must be banished. In sentence (7a), Trump uses word killing and horrible are used to dramatize the health care insurance proposed by Obama which gains many controversies. The other solidarity strategy used by Trump in sentence (7b) is he addresses the audiences as folks instead of people or ladies and gentleman which he claims in-group solidarity as his own family. In his speech, Trumps tries to offend the media who he believes always creates fake news about him by saying sentence (8) and this example shows that Trump exaggerates his description towards the jamboree. He wants to show his interest by giving dramatized description to the 119

129 Jamboree and showing how great the Boy Scout is. Therefore, he provides exaggerate expression in describing the jamboree. In sentence (9), Trumps tries to tell about a person who misses his chance to get his best chance. As this story is told, he also tries to brag about how good he is. Through this, Trump communicates to his audiences by initiating good story. According to Brown and Levinson (1988: 106), this strategy is used as the speaker wants to contribute the speaker s interest to the conversation with the hearer. Trump attracts his audiences attention to experience and focus on the events being discussed. Trump also applies politeness strategy specifically he includes both speaker and hearer in his sentence. It can be seen in sentence (10b), when he says how he trust Boy Scout and how people put the same trust as well, that Trump uses inclusive we form when he addresses you or me. When a speaker performs this strategy, the speaker can call upon the cooperative assumptions and thereby redress FTAs. (Brown and Levinson 1988: 127). Moreover, such strategy can be done because the speaker wants to show his eagerness as the audience to have the action performed. This sentence (11) is uttered when he almost finishes his speech to the jamboree. Before saying this sentence, Trumps says that people of America is special to him. Sentence (11) implies that Trump giving (or ask for) reasons to his audiences. Brown and Levinson (1998: 128) argue that this strategy is used because the speaker wants to give reason to the hearer why the speaker wants what he wants. By including the hearer, it causes to give reason of implying what kind of thing is needed. In the sentence (11), for example, Trump asks the hearer to follow what he say thus he will give something good in return. Last but not least, it is found in Trump s speech to 19th Boy Scout Jamboree that he says repetitively sentence (12). Those repetition are used as one of the main aspects of positive politeness as another form of point of view flip in positive politeness strategy. It is used in order to make the hearers have slightly possibility to know about what he wants to say. The use of sentence (12) indicates that Trumps wants to claim that the audiences knowledge has the equivalence with him or they share the same knowledge. 2.3 Negative Politeness Basically negative politeness is done if the speakers wants to respect the hearer freedom to be alone of undisturbed. Trump uses negative politeness strategy in one utterance. For example: (13) a. I wonder if the television cameras will follow you. b. They don t like doing that when they see these massive crowds. From this example (13), he applies hedges encoded in particles in a way that he uses the word wonder in order to indicate the presence of an implicature which can turn a statement into a question, or a request, or an invitation, or it can imply that the hearer knows the answer. In this case, Trumps saying sentence (13) implies that he questions the work of media to his news. Moreover, he emphasizes that he is not sure whether the cameras are following the audience or not which follows by sentence (13b). Therefore, it gives the audience more freedom because they can be assured that their freedom is undisturbed by the cameras not following them. With this utterance, Trump uses negative politeness in order to make the audience freedom unhindered and undisturbed. 2.4 Off Record Politeness In Trump speech, an off record technique is done by Trump is found in one utterance. For example: 120

130 And if you think that was an easy trip, you re wrong, but I am thrilled -- 19th Boy Scout Jamboree -- wow -- and to address such a tremendous group. Before analyzing the off-recordness of Trump s speech, according to Brown and Levinson (1988: 211), the speaker does off-record technique when he/she wants to avoid the responsibility of his/her utterance by giving the hearer decision on how to interpret his/her word. Therefore, when the hearer confronts the meaning of the speaker utterance, the speaker can avoid that he/she means something else. In addition, in order to understand what the speaker really wants to convey, the he hearer needs to make some inference to reveal the hidden message. When Trump opens his speech in front of the Boy Scout in sentence (14) he does an offrecord technique by using rhetorical questions. He asks question with no intention of obtaining an answer which breaks a sincerity condition on question which is usually provided by the speaker for the hearer. By saying sentence (14), Trumps provides contradiction between easy and wrong. Moreover, Trump implies that he is not having an easy trip to go to the place where his speech located. However, instead of saying it directly, for example: I have a hard trip going here, Trump uses off-record strategy by saying what he means indirectly so that the hearer can conclude and interpret by themselves what he meant. (14) CONCLUSION Based on the analysis in this study, the conclusion of this research is that Trump mainly uses positive politeness to address his audience. Out of thirty nine data, the positive politeness are found in thirty four utterances, while bald on record found in three utterances, off-record and negative politeness each are found in one utterance. Positive politeness is a strategy that aims to save a person s positive face by showing solidarity, appealing to friendship, making other people feel good, and showing that both speakers share the common goal. By using this kind of strategy, Trump emphasizes that he wants to be closer to the audience and approach them as his friend. He shows on how he seeks for closeness and support from his audience. Because of his reason to gain solidarity form the audience, he tries to minimize the use of negative politeness and off record since they are used when a speaker wants to create distance to a hearer. Moreover, Trump uses bald on record strategy in a way that he claims as having more powerful position compare to his audience. The use of this strategy is of course related to Trump s background as the newly-elected presidents. As a person that just sits on president ship, Trump wants to be seen as friendly, caring, and nice person to his people. REFERENCE -, Sumardiono. (2014). Politeness Strategies Applied in the Directive Speech Act in The Da Vinci Code and Its Translation. UNS Journal of Language Studies 3: Brown, Penelope and Levinson, Stephen C. (1988). Politeness: some universals in language usage. Cambridge: Cambridge University Press. Cutting. Joan. (2003). Pragmatics and Discourse: A Resource Book for Students. London: Routledge. Harris, Sandra. (2001). Being Politically Impolite: Extending Politeness Theory to Adverarial Political Discourse. Discourse Society 12: Haugh, Michael. (2015). Im/Politeness Implicatures. Germany: Walter de Gruyter GmbH. Thomas, Jenny. (2013). Meaning in Interaction: an Introduction to Pragmatics. London: Routledge. Yule. George. (1996). Pragmatics. Oxford: Oxford University Press. 121

131 PHONOLOGICAL RULES APPLIED IN MADURESE, Prodi Sastra inggris, Fakultas Sastra dan Filsafat, Universitas Panca Marga Probolinggo, Prodi Sastra inggris, Fakultas Sastra dan Filsafat, Universitas Panca Marga Probolinggo, Abstract Madurese is a mother tongue of the society in Madura island. The language has a unique pronunciation system. The aim of this research to understand three types of phonological rules applies in the language and types of phonological rules in a language and describe thephonological rules Sampang people. This research focus on phonological rules of Madurese in Desa Rohayu, Kecamatan Kedudung, Madura (Sampang). Employing a descriptive qualitative method and using purposive technique sampling, this research involves the people of Rohayu. The study is using direct interview by recording and transcribing to obtain data. The results of this study suggest that the phenomena of phonological rules are highly found in three of the three types proposes with the highest number of occurrence arises in deletion. In assimilation, a phoneme can undergo one feature alteration, e.g. velarizationof nasal consonant /ŋ/, frication of stop alveolar consonant /ʧ or (c)/, velarization of stop consonant /g/, frication of stop labial /b/ and /p/, nasalization of alveolar /t/ and /d/, liquidating of glottal consonant /h/, and voicing of voiceless alveolar /s/, in both regressive and progressive assimilation. Dissimilation occurs in solely /n/ and /b/recurrence and always arises in the coda of a syllable eitherstressed or unstressed one. Meanwhile, in the deletion process, it might happen in the initial phoneme of a word, elision of weak vowels before syllabic consonants, and elision of consonant clusters. Keywords: phonological rules, pronunciation, Madurese. INTRODUCTION Language is a medium to pass on men s knowledge to other and to the next generation. It is a means of communication among the people. As means of communication, the language can express thought, feeling, emotion, and idea. By using the language, one will understand what other people mean. The language can be produced by oral or written. Human can use the language to speak with other people. Speaking is an expressive and productive skill of language aimed to transmit message through articulation. In articulation, speakers should produce the accurate sounds of words in order to be well grasped by the listeners. Speakers need to notice and follow the phonetic transcription formulated in the dictionaries of language they deal with. Indonesia has for about 726 local languages, and only 456 languages that can be analyzed and others are still undetected and almost extinct. ( download on of december 2017). One of them is Madurese. Madurese is a subsidiary branch of the Austronesian Malayo-Polynesian branch, so that has similarities with other local languages in Indonesia. Madurese language has a unique pronunciation system. It is so unique that people outside Madura island who try learn experiencing difficulties, particularly in terms of pronunciation earlier. Madurese is a local 122

132 language that has the fourth must speaker number in indonesia (Davies, 2010:1). Early, it is a mother tongue of the society in Madura island. Most of them are fishermen and traders. So, their mobility is so high by sailing to surrounding islands, even to neighboring countries. It makes the distribution of the Madurese society widely. The distribution of people also makes the distribution of the Madurese speech area, among others to Java Island, especially to Tapal Kuda area of the Eastern Java island, and to Madura island also. Madura Island is an island located in the north-eastern coast of Java. The island comprises an area of approximately 4, (administratively 5,168 including various smaller islands to the east and north). The number of the society is about people in 2012 ( There are 3 parts in Madura Island; West Madurese (Bawean and Bangkalan); Central Madurese (Pamekasan and Sampang); East Madurese (Sumenep and Sapudi). The study is focused on Sampang, because the area is uses a rural dialect; It is located in a village in Kecamatan Kedungdung. Kabupaten Sampang which has 18 (eighteen) villages. Those are Bajrasokah, Banjar, Banyukapah, Batuporo Barat, Batuporo Timur, Daleman, Gunung Eleh, Kedungdung, Komis, Kramat, Muktesareh, Nyeloh, Ombul, Pajeruan, Palenggiyan, Pasarenan, Rabasan, and Rohayu ( downloaded on ). In this study focused to observe the language used in Desa Rohayu. In village is still purely using the original Madurese because of it is located in the east area.this study examines assimilation, dissimilation, and deletion, while the previous studies dealt with mostly assimilation only, one of them also took dissimilation. The previous studies focused on finding particular types of phonological rules in the language and objects investigated as well as speech perception on the rules. Meanwhile, this study focuses on investigating three types of phonological rules in a language and describe thephonological rules Sampang people. Furthermore, the speakers frequently find a situation in which they feel awkward and blocked to articulate sounds of words or phrases due to the different place of articulation of two encountering phonemes. In consonant /t/ or /d/ such as in word Atdep [ʌtdəp] can be pronounced [ʌddəp]. These ways of modifying sound of a word are called phonological rules. Hayes (2009 :74) describes phonological rules as generalizations about the different ways a particular sound can be pronounced in different environments. They are the neighbouringphonemes.thus, phonological rules deal with the alteration of sound in a syllable of word or phrase caused by the preceding or following phoneme., jukoentadhak, for instance is actually pronounced as [jʊkɔ əntʌdhəʔ] but is alternated into [jʊkɔ əntʌddəʔ] as the phoneme /d/ faces /h/ it will sound /dd/. Phonological rules, in other term, are also called phonological processes. The term phonological processes refer to Lass s (1984) theory. He classified phonological processes into some types in all over the language. There are several types of phonological rules in all over the world grounded in Lass (1984) theory. Three majors of the types frequently found in Madurese are assimilation, dissimilation, and deletion. 1. Assimilation Lass (1998:171) wrote that assimilation is one segment becomes more like (or identical to) another (or two become more like each other). It is a process when a phoneme alters to produce another more similar to or even the same as the neighbouring phoneme. That page, for instance, is not pronounced [taŋhiq] but [tʌŋŋɪ(h)]. Assimilation has two kinds, regressive and progressive assimilation. 123

133 a. Regressive Assimilation Regressive assimilation occurs when the final phoneme of the preceding word or syllable becomes similar to, or the same as the initial phoneme of the following word or syllables (Lass, 1998). The alteration of phoneme /st/ becomes /tt/, for instance, in that page [təstəs] become [təttəs]. The final phoneme of that is influenced by the initial phoneme of page so that both become the same (Djarjowidjojo, 2009). b. Progressive Assimilation Progressive assimilation is the reverse of regressive assimilation (Lass, 1998). It occurs when the initial phoneme of the second word or syllable becomes similar to, or the same as, the final phoneme of the preceding word or syllable (Djarjowidjojo, 2009). For example, tanghiq is not pronounced [tʌŋhɪ(h)] but [tʌŋhɪ(h)]. The sound /ŋ/ of him alters to /h/ as the preceding word is ended with /ŋ/. 2. Dissimilation Dissimilation is the reverse of process of assimilation (Lass, 1998). It means that a phoneme avoids taking the feature of the neighbouring phonemes. Darjowidjoyo (2009) also stated that dissimilation is the process of omitting or altering a sound due to awkward repetition of the sounds within a word. It can be remarked that the essence of dissimilation is to avoid lending the feature of the preceding and following phonemes by omitting the awkward one. The case of the word surprise, for example, is not pronounced /bənnər/ but /bənɖər/. Phoneme /n/ within syllable [bən] is omitted since sound /n/ exists in the next syllable [ɖər]. 3. Deletion Deletion, also called elision, is the merger of a phoneme with another (Lass, 1998). It means this process results one phoneme in articulation. Birjandi (2005) simplifies understanding of deletion by the process of eliding a sound or syllable of a word. The word Potato, for instance, is not pronounced /bərəmpʌh/ but /brəmpʌh /. Madura is divided by four regencies. They are Sumenep, Pamekasan, Sampang, and Bangkalan. Each regency has its own speech level engaged to social dialect. Sampang regency has less polite language compared to the other regencies. They use Enja /Iya for their daily communication including talking to their parents. It is suspected because they live in a maritime area. However, Sampang people use Enggi/Bunten level of speech when they are talking to the teacher or those who are considered as the educated people. METHODOLOGY The approach employes in this study is descriptive qualitative method. Descriptive method is a research to describe the phenomenon in the society. This study uses a descriptive method to know the types of phonological rules applied in Madurese of Sampang Region. The qualitative method is suitably to use in this study because it describe the data that have been gained from the informants. This study uses the qualitative method because it focus is on the explanation on the sentences not accounting the numeral the data to describe thephonological rules in Sampang people. Population of the object of the research.a population is defined as all members of anyway defined class people, event or object (Ary 1979:127). In this study, the writer took the population in Madura that is represented by Sampang. 124

134 The Sample of this research is using purposive technique sampling. The sample is chosen for completing the data and it can represent the data. The sample of the data are words given by informants that is based on data of Rohayu Society in Sampang. The informant is coming from the society of Desa Rohayu, Kampung Batu Raja. This research uses direct interview with the informants to get the primary data. In this technique, the interview is done by giving the simulation to the informant in order to get the suitable data (Sudaryono, 2001:138). The simulation is can be a picture, a question or gesture. To get the data from direct interview, it uses the following techniques; they are direct recording and transcribing. Noting in this research is doing phonetics transcription to one spoken from it the informants.. Direct recording is needed to get the related information to complete the primary data. FINDINGS AND DISCUSSION Here is the three major of phonological rules found in Madurese, which are, assimilation, dissimilation, and deletion. This research is according to the research of Madurese in Desa Rohayu, Kampung Batu Raja, Kecamatan Kedungdung, Sampang Region by using interview method. After observating very attentively to the speech produced in Madurese, in exploring phenomena of phonological rules, the findings concerned with both research questions are obtained. The first research question of this study is dealing with the types of phonological rules applied in Madurese among three types proposed, assimilation, dissimilation, and deletion. The data are provided separately based upon each of the types. 1) Assimilation Assimilation process is found to occur in 8 words. 5 words applies with regressive assimilation, 3 words are progressive assimilation. For the respective data, the identified words are analyzed based upon their types. a. Regressive Assimilation This type of assimilation process applies for 5 words and with phoneme alterations. The followings are the samples of words with each of their phoneme alterations. Table 1. Words Segment with Regressive Assimilation No Words Phonetically transcribed The speech produced Testes [təstəs] [təttəs] Tuhtuh # [-alveolar] [tɔhtɔ] (+)(-) (-)(-) [+ alveolar] / [+alveolar] _C $ [tɔttɔ] *-ht- > -ttpound # [-alveolar] [tʌptʌp] (+)(-) (-)(-) [+ alveolar] / [+alveolar] _C $ [tʌttʌp] *-pt- > -ttsmack Taptap Phoneme alterations *-st- > -tt- 125 Meaning hatch

135 4. Cahcah 5. Cupcup # [-alveolar] [cʌhcʌ] # [-africatives] [cɔpcɔp] (-)(+) (+)(+) [+ alveolar] / [+alveolar] _C $ [cʌccʌ] *-hc- > -cc- cut (-)(+) (+)(+) [+africatives] / [+africatives] _C $ [cɔccɔp] *-pc- > -ccsuck up (+)(-) (-)(-) # [-africatives] [+ africatives ] / [+ africatives] _C $ In the table above, the regressive assimilation process is first, identified with the alteration of glottal /h/ into alveolar /t/. /h/ is converted into /t/ as followed by alveolar /t/, as shown in abort procedure and get moving. These onewords are faithfully pronounced and phonetically transcribed as [tɔhtɔ]respectively. However, the speakers modify them as [tɔttɔ]. In this way, there is an alteration of /h/ into /t/ b. Progressive Assimilation Progressive assimilation applies for 3 words with 3 phoneme alterations in the language. This process is presented in each sample of the phoneme alteration below: Table 2. Words Segment with Progressive Assimilation No Words 1. Tangih Phonetically Transcribed [tʌŋhiq] The speech Phoneme produced alterations [tʌŋŋɪ(h)] * -ŋh- > -ŋŋ- Meaning Get up Degiq (+)(-) (+)(+) # [+ velar] [-velar] /_ [+velar] C $ [dəghiʔ] [dəggɪʔ] * -gh- > -gg Gepber (+)(-) (+)(+) # [+ velar] [-velar] /_ [+velar] C $ /gəpbər/ [gəppər] * -pb- > -pp Butterflies (+)(-) (+)(+) [+bilabial] /_ [+bilabial] C $ # [+bilabial] 126 Later

136 In the table above, the alteration of phoneme signifying the progressive assimilation is, first, voiced /ŋ/ into voiced flapping /h /. /ŋ/ is converted into /h/ as preceded by velar stop /ŋ/ and /h/, which are flapped. It is found in the phrases shut them and did that. These phrases are phonetically transcribed and faithfully pronounced as /tʌŋhiq/respectively. Nevertheless, the speaker modifies them as /tʌŋŋɪ(h)/. 2) Dissimilation Dissimilation process occurs in Madurese amounts for 3 words only. The data are compiled below: Table 3. Words Segment with Dissimilation No Words Previous Nowadays Phoneme Meaning speech speech alterations 1. bener [bənnər] [bənɠər] *-nn- > -nɠcorrect (+)(+) (+)(-) [-nasal] /_ [-nasal] C $ # [+nasal] 2. kerbaw [kəb uj] [kər ry] gerbeh gərbbəh - > -r - Buffalo (-)(-) (+)(-) [-bilabial] /_ [+bilabial] C $ # [+bilabial] 3. *-b [gər əy] *-bb- > -r - Clean (-)(-) (+)(-) [-bilabial] /_ [+bilabial] C $ # [+bilabial] Dissimilation process always arises in the coda of a syllable either stressed or unstressed. However, for the rule of stressed syllables, /b/ is omitted after long vowels and in the last phoneme add consonant /y/, as in [kəbbəw]ˈ[kər ry], whereas for unstressed syllables, /n/ is omitted after short and weak vowel, such as the schwa in the word bənnər /bənɠər / Deletion Deletion process arises in 10 words. The followings are the samples of words takes for identification. Table 4. Words with Segment with Deletion No Words Phonetically transcribed The speech produced Phoneme(s) Meaning How many 1. Berempah /bərəmpʌh/ /brəmpʌh/ deleted /ǝ/ 2. Celana /cəlʌnʌh/ /clʌnʌh /ə/ Pants 3. Ceremet /cərəmət/ /crəmət/ /ə/ Annoyed 4. Copelak /cɔpəlʌk/ /cɔplʌk/ /ə/ Loose 5. Derigen /dərɪgɛn/ /drɪgɛn/ /ə/ Place of oil 6. Kalambih /kʌlʌmbɪh/ /klʌmbɪh/ /ʌ/ Clothes 127

137 7. Kaleroh /kʌlɛrɔh/ /klɛrɔh/ /ʌ/ Wrong 8. Karopok /kʌrɔpɔʔ /krɔpɔʔ/ /ʌ/ Crackers 9. Palapa /pʌlʌpʌ/ /plʌpʌ/ /ʌ/ Spices 10. Sakaleh /sʌkʌlɛ/ /skʌlɛ/ /ʌ/ Once Table 4. Shows several words in which the initial phoneme or phonemes are not pronounced in Madurese. The loss of these phonemes in the words above are found in the criteria of deletion, that is vowel in the initial phoneme that is linked to another consonant. The loss of vowels, /ʌ/ and /ə/ occurs in the word Sakale that is pronounced as /sʌkʌlɛ /while phonetically transcribed as [skʌlɛ]. CONCLUSION This study is set out to explore Lass s (1984) theory about phonological rules in Madurese. It addresses two primary objectives of the study: to understandtypes of phonological rules in a language and describe thephonological rules Sampang people. The findings suggested that the phenomena of phonological rules in Madurese are highly found in three types proposed with the highest number of occurrence arises in deletion. The loss of vowels, /ʌ/ and /ə/ occurs in the word Sakale that is pronounced as [sʌkʌlɛ] while phonetically transcribed as [skʌlɛ]. In extends case, assimilation and deletion arise under the phonological environments in which particular segments alter as influenced by the neighbouring segments or phonemes. Meanwhile, dissimilation occurs under different influence of phonological environment that it is due to the phoneme recurrence. The recurrence is not occurring in an encounter as neighbouringsegments, but different syllables of words with no contact of articulation.as well as phonological environment, the rapidity of speech is also considered as a factor provoking the phonological rules to occur. The rapidity might be influenced by the emotional conditions of the speakers. Dealing with assimilation, this process is always applied by altering a phoneme s place of articulation, manner of articulation, and voicing. A phoneme can undergo one feature or two features alteration at the same time. One feature alteration is identified in velarizationof nasal consonant /ŋ/, frication of stop alveolar consonant /ʧ or (c)/, velarization of stop consonant /g/, frication of stop labial /b/ and /p/, nasalization of alveolar /t/ and /d/, liquidating of glottal consonant /h/, and voicing of voiceless alveolar /s/, in both regressive and progressive assimilation. Dissimilation as the converse of assimilation occurs in solely /n/ and /b/recurrence. It always arises in the coda of a syllable either stressed or unstressed. For the rule of stressed syllables, it is omitted after consonants, whereas for unstressed syllables. The words patterned in recurred phonemes are surprisingly rare to exist. However, when existing in words, the speech tends to be featured with dissimilation process. The last to conclude is the deletion process. The process might happen in the initial phoneme of a word, elision of week vowels before syllabic consonants, and elision of consonant clusters. REFERENCE Hayes, B Introductory phonology. Oxford: Blackwell. Lass,R Phonology: An introduction to basic concepts. Cambridge: Cambridge University Press. Wardhaugh, Ronald An Introduction to Sociolinguistics. Hong Kong: Graphicraft Limited. 128

138 Sudaryono Metodedan Aneka TeknikAnalisisBahasa. Jogjakarta: Duta Wacana University Press. Djardjowijojo, S English phonetics and phonology: for Indonesian. Jakarta: YayasanObor Indonesia. McCharty, J. J., & Smith, N Phonological processes: Assimilation. International Encyclopedia of Linguistics, 3( )

139 VERBA DERIVATIF DALAM BAHASA JEPANG Nurlela Universitas Gadjah Mada Abstrak Penelitian ini mendeskripsikan tentang verba derivatif pada bahasa Jepang. Rumusan masalah yang dibahas dalam penelitian ini adalah bagaimana proses pembentukan verba derivatif bahasa Jepang dan bagaimana makna yang terkandung dalam verba derivatif bahasa Jepang. Penelitian ini adalah jenis penelitian deskriptif yang menggunakan tiga strategi, yaitu pengumpulan data, analisis data, dan penyajian hasil analisis data. Pengumpulan data dilakukan dengan metode simak dan teknik catat dengan sumber data yang berasal dari soal-soal nihongo nouryoku shiken N2 dan buku pelajaran bahasa Jepang. Analisis data dilakukan dengan metode agih, sedangkan penyajian hasil analisis data ditampilkan dalam bentuk informal. Dari data yang dikumpulkan terdapat dua cara pembentukan verba derivatif, yaitu dengan cara melekatkan prefiks dan sufiks pada bentuk dasar kelas kata noun, adj-na, adj-i, dan verba. Prefiks yang dimaksud adalah uchi~ dan kaki~, sedangkan sufiks yang dimaksud adalah ~garu, ~meru, ~mu, ~gumu, ~bamu, ~buru, ~biru, ~mekasu, ~meku, dan ~yagu. Lalu, masing-masing dari prefiks dan sufiks tersebut mempunyai makna yang berbeda-beda. Makna yang terkandung dalam verba derivatif adalah menyatakan keadaan, menyatakan menyerupai atau kemiripan, menyatakan menjadi, dan menyatakan penegasan. Kesimpulan dari penelitian ini adalah verba derivatif bahasa Jepang dapat terbentuk dengan cara melekatkan prefiks dan sufiks tertentu pada bentuk dasarnya. Keywords: verba derivatif, prefiks, sufiks A. LATAR BELAKANG Comrie (1983: 39-49) mengemukakan bahasa-bahasa di dunia ditinjau dari tipologi morfologisnya dapat dikelompokkan menjadi empat tipe, yaitu tipe isolasi, aglutinatif, fusi, dan inkkorporasi. Berdasarkan tipologi tersebut, bahasa Jepang termasuk ke dalam tipe aglutinatif, yaitu banyaknya kata yang dibentuk dari gabungan morfem dengan morfem. Hal ini dibuktikan dengan ditemukannya afiks, baik prefiks, sufiks, dan infiks dalam proses pembentukan katanya. Tsujimura (1996: ) mengemukakan bahwa terdapat lima jenis bentuk turunan, yaitu afiksasi, pemajemukan, reduplikasi, penyingkatan, dan peminjaman. Diantara lima tipe tersebut, afikasasi merupakan proses yang paling banyak terjadi dalam pembentukan bahasa Jepang. Proses pembentukan kata dengan cara afikasasi tersebut dapat menghasilkan infleksi dan derivasi. Infleksi adalah proses pembentukan kata yang tidak menghasilkan identitas kata baru. Sedangkan derivasi adalah pembentukan kata yang dapat mengubah identitas kata dari leksem dasar, misalnya nomina dapat dibentuk dari nomina atau verba. Proses pembentukan kata ini disebut dengan istilah denominal, yaitu diderivasi atau dibentuk dari nomina, deverbal dibentuk dari verba, dan deadjektival dibentuk dari adjektiva (Haspelmath, 2002: 68). Dalam bahasa Jepang pun, ketiga hal tersebut berlaku, baik dalam pembentukan nomina derivatif, adjektiva derivatif,maupun verba derivatif. Tetapi, dalam makalah ini penulis hanya akan membahas tentang verba derivatif. Alasan dipilihnya verba derivatif adalah prefiks dan sufiks yang melekatinya sebagian besar muncul pada tingkat 130

140 pembelajaran bahasa Jepang intermediate dan advanced sehingga hal ini akan memudahkan pembelajar bahasa Jepang dalam memahami prefiks dan sufiks pembentuk verba derivatif. 1. Rumusan Masalah Terdapat dua rumusan masalah yang akan dibahas dalam makalah ini, yaitu 1) Bagaimana proses pembentukan verba derivatif bahasa Jepang, dan 2) Bagaimana makna yang terkandung dalam verba derivatif bahasa Jepang. 2. Tujuan Penelitian Tujuan dari penelitian ini adalah untuk mendeskripsikan proses pembentukan verba derivatif bahasa Jepang dan mendeskripsikan makna yang terkandung dalam verba derivatif bahasa Jepang. 3. Tinjauan Pustaka Terdapat empat tinjauan pustaka, 1)Nomina derivasional bahasa Jepang: sebuah kajian morfologi, 2) Pembentukan kata secara derivasional dalam bahasa Jepang (Suatu Kajian Morfologi), 3) Tinjauan pustaka ketiga berjudul Predikasi verba derivatif bahasa Jepang dan bahasa Indonesia (Kajian Tipologi Linguistik), dan 4) Tinjauan pustaka terkahir berjudul derivasi morfem adjektiva bahasa Jepang. Dalam tinjauan pustaka yang pertama dijelaskan cara pembentukan nomina derivasional. Hasil dari penelitian itu menunjukkan bahwa nomina derivasional dapat dibentuk dengan menambahkan prefiks, seperti su- dan ma- dan sufiks, seperti -sa, -mi, -me, -sei, -gachi, gimi, -te, -darake, mamire, -tate. Dalam tinjauan pustaka yang kedua membahas tentang prefiks, hi, mu yang mempunyai makna negasi, prefiks oo dan ko yang mempunyai makna besar dan kecil, prefik o dan go yang mempunyai makna membentuk kata menjadi lebih halus atau sopan. Sufiks -maru, -meru, dan -sa yang melekat pada adj, sufiks -nin, -ka, dan -shi yang menyatakan makna orang, sufiks -rashii dan -ppoi yang melekat pada nomina dan mempunyai makna seperti atau dibuat-buat. Sufiks -masu, -eru, -rareru, dan -saseru yang masing masing melekat pada verba dan mempunyai makna bentuk sopan; bentuk dapat, pasif, dan kausatif. Tinjauan pustaka ketigamembahas tentang perbandingan antara verba derivatif bahasa Jepang dan bahasa Indonesia. Verba derivatif bahasa Jepang terbentuk oleh sufiks meru, -maru, garu, dan mu yang melekat pada adj-i, dan suru yang melekat pada nomina. Sedangkan pada bahasa Indonesia, afiks mem-, ber-, ter-, ber-an, -i, -kan melekat pada prakategorial. Namun, dalam penelitian ini, afiks yang membentuknya tidak lengkap dan tidak dibahas satu-persatu maknanya, hanya sebatas klasifikasi saja. Tinjauan pustaka terkahir tidak dapat diunduh, sehingga isi dari penelitiannya tidak bisa dibahas. Namun, jika melihat dari rumusan masalahnya, pembahasannya tidak jauh berbeda dengan penelitian sebelumnya, yaitu membahas tentang pembentukan. 4. Kerangka Teori Kerangka teori yang digunakan dalam penelitian ini adala morfologi (termasuk didalamnya morfem bebas dan morfem terikat), derivasi, prefiks, dan sufiks. Morfologi adalah cabang linguistik yang mengidentifikasikan satuan-satuan dasar bahasa sebagai satuan gramatikal (Verhaar, 2010: 97). Morfologi dalam bahasa Jepang disebut dengan keitairon. Keitairon merupakan bagian dari linguistik yang membahas tentang kata dan proses pembentukannya. Objek yang dikaji dalam morfologi adalah kata dan morfem (Sutedi, 2008:42). Menurut Sutedi (2008: 42-45) satuan Bahasa terkecil yang memiliki makna dan tidak dapat diperkecil lagi adalah morfem (keitaiso). Morfem dalam bahasa Jepang terbagi menjadi dua, yaitu morfem isi dan morfem fungsi. Morfem isi adalah morfem yang menunjukkan makna aslinya seperti nomina, adverbia, dan gokan dari verba, sedangkan morfem fungsi adalah morfem yang menunjukkan fungsi gramatikalnya, seperti partikel, gobi dari verba atau adjektiva, kopula dan morfem yang menunjukkan ekspresi kala.selain morfem isi dan fungsi, morfem dalam bahasa 131

141 Jepang terbagi menjadi morfem bebas dan morfem terikat. Morfem bebas adalah morfem yang secara potensial dapat berdiri sendiri contohnya yama gunung, michi jalan, dan hana hidung, sedangkan morfem teikat adalah morfem yang tidak dapat berdiri sendiri (Sunani&Johana, 2010: 23). Dalam bahasa Jepang, proses derivasi dapat terbentuk dengan menambahkan morfem dan imbuhan atau afiksasi. Afiksasi (setsuji) adalah proses pembubuhan afiks pada bentuk dasar. Menurut Koizumi (1993:95), terbagi menjadi tiga, yaitu prefiks (settouji), sufiks (setsubiji), dan infiks (secchuji). a) Prefiks Prefik adalah imbuhan yang melekat pada awal bentuk dasar kata. Contohnya: ma~ dapat menempel pada kata shiro (putih); ma + shiro masshiro putih bersih, putih mulus. Imbuhan ma tersebut dapat mempengaruhi arti bentuk dasarnya, yaitu membuat arti tersebut menjadi sangat~. b) Sufiks Sufiks adalah imbuhan yang melekat pada akhir bentuk dasar kata. Dalam bahasa Jepang, sebagian besar kata menggunakan sufiks. Contohnya: tatasareta Contoh di atas merupakan contoh dari perubahan shieki ukemi kausatif pasif bentuk lampau. Bentuk dasar dari kata di atas adalah tatsu yang mengalami perubahan menjadi tatasareru. c) Infiks Infiks adalah imbuhan yang dimasukkan atau disisipkan ke dalam bentuk dasar. pada dasarnya dalam bahasa Jepang, infiks tidak digunakan. Menurut Hurford&Heasley (1983: 206) proses morfologi derivasi merupakan tiga proses yang terjadi secara simultan, yaitu proses mofologis, sintaksis, dan semantis. Proses morfologi derivasional misalnya dalam bahasa Jepang seperti penurunan, atatakai atatameru. Dari sudut pandang semantis, derivasi tersebut mengubah makna. Keduanya adalah dua leksem yang berbeda dan mengacu kepada konsep yang berbeda. Dari sudut pandang morfologis, derivasi ini mengubah atatakai menjadi atatameru, yaitu dengan penghilangan bunyi vokal i pada suku kata akhir dan mengubahnya dengan menambahkan sufiks ~meru pada bentuk dasarnya. Sedangkan dari sudut sintaksis, derivasi ini mengubah kategori sintaksis, yaitu mengubah adjektiva menjadi verba. B. METODELOGI PENELITIAN Penelitian ini adalah penelitian deskriptif, yaitu penelitian yang dilakukan hanya berdasarkan fakta-fakta yang ada atau fenomena yang memang secara empiris hidup pada penutur-penuturnya, sehingga yang dihasilkan atau yang dicatat berupa berian bahasa yang biasa dikatakan sifatnya seperti potret: paparan seperti adanya (Sudaryanto, 1986:62). Penelitian ini dilakukan dengan tiga strategi, yaitu tahap pengumpulan data, tahap analisis data, dan tahap penyajian analisis data. Pengumpulan data dilakukan dengan metode simak, yaitu menyimak penggunaan bahasa. Teknik pengumpulan data dilakukan dengan teknik catat, yaitu mencatat semua kosakata dan kalimat yang berhubungan dengan proses pembentukan verba derivatif. Data dalam penelitian ini diambil dari soal-soal Nihonggo Nouryoku Shiken N2 bagian moji goi dan dokkai (ujian kemampuan bahasa Jepang level 2 bagian vocabulary dan reading) dan buku pelajaran bahasa Jepang. Data yang sudah ditemukan kemudian akan diklasifikasikan dan dianalisis. Analisis data dilakukan dengan metode agih, yaitu metode analisis data yang alat penentunya ada di dalam dan merupakan bagian dari bahasa yang diteliti. Proses pencarian makna dilakukan dengan bantuan kamus 132

142 bahasa Jepang cetak kenji matsuura, kamus elektronik, dan kamus online Teknik yang digunakan adalah teknik bagi unsur. Hasil analisis data akan disajikan secara informal, yaitu dengan kata-kata biasa. C. TEMUAN DAN DISKUSI 1. Pembentukan Verba Derivatif Bahasa Jepang Sebagai bahasa aglutinasi yang dalam pembentukan kata pada umumnya ditandai melalui penggabungan stem (gokan), yaitu morfem yang menunjukkan makna asli/leksikal kata dengan afiks yang menunjukkan fungsi gramatikalnya. Begitu juga dalam pembentukan verba derivatif. Verba derivatif bahasa Jepang dapat dibentuk dengan adanya tambahan atau pelekatan prefiks dan sufiks pada bentuk dasarnya. Berikut ini adalah uraiannya. a. Prefiks Prefiks yang membentuk verba derivatif adalah uchi~ dan kaki~. Pada dasarnya, prefiks-prefiks tersebut melekat pada verba bahasa Jepang. 1) Uchi~ Prefiks Verba Verba Derivasi (1) {uchi-} + kesu memadamkan uchikaesu menyangkal (2) {uchi-} + miru melihat uchimiru menjadi Pada contoh (1) dan (2) tidak terjadi perubahan kelas kata verba, namun mengubah makna leksikalnya. Perubahan tersebut diakibatkan melekatnya morfem terikat berupa prefiks uchi pada verba kesu dan miru. 2) Kaki~ Prefiks Verba Verba Derivasi (3) {kaki-} + kumoru mendung kakikumoru menjadi gelap (4) {kaki-} + midaru kebingungan kakimidaru menjadi kacau (5) {kaki-} + yaburu sobek kakiyaburu menjadi Pada contoh (3), (4) dan (5) tidak terjadi perubahan kelas kata verba, namun mengubah makna leksikalnya. Perubahan tersebut diakibatkan melekatnya morfem terikat berupa prefiks kaki pada verbakumoru, midaru, dan yaburu. b. Sufiks Sufiks yang membentuk verba derivatif adalah ~garu, ~meru, ~maru, ~mu, ~gumu, ~bamu, ~buru, ~biru, ~mekasu, ~meku, dan ~yagu. Sufiks-sufiks tersebut dapat melekat pada bentuk dasar nomina dan adjektiva. 1) ~garu Sufiks ~garu merupakan sufiks pembentuk verba derivatif yang melekat padaadjektiva (Adj). Contoh : Adj Sufiks Verba Derivasi (6) Iya benci + {-garu} iyagaru enggan; segan; merasa segan (7) Kawaii lucu + {-garu} kawaigaru menyayangi; mengasihi (8) Ureshii senang + {-garu} ureshigaru merasa senang; merasa gembira 133

143 (9) kowai takut + {-garu} kowagaru ketakutan; merasa takut (10) kanashii sedih + {-garu} kanashigaru merasa sedih (11) itai sakit + {-garu} itagaru merasa sakit (12) natsukashii kangen + {-garu} natsukashigaru merasa kangen (13) atarashii baru + {-garu} atarashigaru mengikuti fashion atau trendi Pada contoh (6)~(13) terjadi perubahan kelas kata dari Adj-na seperti contoh (6) dan Adj-i pada contoh (7)~(13) menjadi verba diakibatkan melekatnya sufiks ~garu. Sufiks ~garu merupakan morfem terikat, sedangkan iya, kawaii, ureshii, kowai, kanashii, itai,natsukashii, dan atarashiiadalah bentuk dasarnya. Dalam pembentukan verba derivatif tersebut terjadi penghilangan vocal i pada suku terakhir dan digantikan oleh sufiks~garu. Sebagian besar, adj-i yang dapat dilekati oleh sufiks ~garu adalah kata sifat yang berhubungan dengan perasaan. Namun, terdapat juga adj-i yang bermakna tidak berhubungan dengan perasaan, seperti pada contoh (13). 2) ~meru Adj Sufiks Verba Derivasi (14) Usui tipis + {-meru} usumeru menipiskan (15) Katai keras + {-meru} katameru mengeraskan; memadatkan (16) Hayai cepat + {-meru} hayameru mempercepat (17) Atatakai hangat + {-meru} atatakameru menghangatkan (18) Takai mahal + {-meru} takameru meningkatkan; meninggikan (19) Marui bulat + {-meru} marumeru mengepalngepal, membulatkan (20) Tsuyoi kuat + {-meru} tsuyomeru mengeraskan; menguatkan (21) Fukai dalam + {-meru} fukameru memperdalam; mendalamkan (22) Yowai lemah + {-meru} yowameru melemahkan Pada contoh (14)~(22) terjadi perubahan kelas kata dari adj-i menjadi verba diakibatkan melekatnya sufiks ~meru. Sufiks ~meru merupakan morfem terikat, sedangkan usui, katai, hayai, atatakai, takai, marui, aoi, tsuyoi, fukai, dan yowai adalah bentuk dasarnya. Dalam pembentukan verba derivatif tersebut terjadi penghilangan huruf i pada suku terakhir adj i dan digantikan oleh sufiks~meru. Adanya sufiks~meru juga mempengaruhi fungsi verba tersebut. Kata kerja tersebut dapat membentuk kata kerja transitif. 3) ~maru Stem Adj Sufiks Verba Derivasi (23) Sizuka tenang + {-maru} sizumaru menjadi tenang (24) Usui tipis + {-maru} usumaru menipis (25) Katai kuat + {-maru} katamaru mengeras; menjadi keras (26) Hayai cepat + {-maru} hayamaru terlanjur 134

144 4) 5) 6) 7) (27) Hiroi lebar + {-maru} hiromaru meluas (28) Atatakai hangat + {-maru} atatakamaru menghangat (29) Takai mahal + {-maru} takamaru meningkat (30) Marui bulat + {-maru} marumaru membulat (31) tsuyoi kuat + {-maru} tsuyomaru mengeras; menguat (32) fukai dalam + {-maru} fukamaru mandalam (33) yowai lemah + {-maru} yowamaru melemah Pada contoh (23)~(33) terjadi perubahan kelas kata dari adj- na pada contoh (23) dan adj-i pada contoh (24)~(33)menjadi verba diakibatkan melekatnya sufiks ~maru. Sufiks~maru merupakan morfem terikat, sedangkan sizuka, usui, katai, hayai, hiroi, atatakai, takai, marui, aoi, tsuyoi, fukai, yowai, dan hiroi adalah bentuk dasarnya. Dalam pembentukan verba derivatif tersebut terjadi penghilangan huruf terakhir ka pada adj-na (23), dan terjadi penghilangan huruf i pada suku terakhir adj i (24-33) dan digantikan oleh sufiks ~maru. Adanya morfem meru juga mempengaruhi fungsi verba tersebut. Kata kerja tersebut dapat membentuk kata kerja intransitif. ~mu Adj Sufiks Verba Derivasi (34) Suzushii sejuk + {-mu} suzumu menikmati hawa sejuk; menyejukkan diri (35) Kuyashii kesal + {-mu} kuyamu menyesal Pada contoh (34)~(35) terjadi perubahan adj-i menjadi kata kerja diakibatkan melekatnya sufiks ~mu. Sufiks~mu merupakan morfem terikat, sedangkan suzushiidankuyashiiadalah bentuk dasarnya. Dalam pembentukan verba derivatif terjadi penghilangan huruf i pada suku terakhir adj i dan digantikan oleh sufiks ~mu. ~gumu N Sufiks Verba Derivasi (36) Namida air mata + {-gumu} namidagumu menyimpan air mata; menahan air mata Pada contoh (36) terjadi perubahan nomina menjadi verba diakibatkan melekatnya sufiks ~gumu. Sufiks~gumu merupakan morfem terikat, sedangkan namida adalah bentuk dasarnya. ~bamu N Sufiks Verba Derivasi (37) ase keringat + {-bamu} asebamu berkeringat (38) ki kuning + {-bamu} kibamu menguning (39) oi orang tua + {-bamu} oibamu menua Pada contoh (37)~(39) terjadi perubahan nomina menjadi verba diakibatkan melekatnya sufiks ~bamu. Sufiks~bamu merupakan morfem terikat, sedangkan ase, ki,dan oi adalah bentuk dasarnya. ~buru N Sufiks Verba Derivasi (40) jouhin anggun + {-buru} jouhinburu berpura-pura anggun atau elegan Adj-i Sufiks Verba Derivasi (41) erai hebat + {-buru} eraburu melakukan agar terlihat hebat; berlagak agak penting; seperti orang besar 135

145 Pada contoh (40) terjadi perubahan nomina menjadi verba, Sedangkan pada contoh (41) terjadi perubahan dari Adj-i menjadi verba diakibatkan melekatnya sufiks ~buru. Sufiks~buru merupakan morfem terikat, sedangkan jouhin dan erai adalah bentuk dasarnya. Dalam pembentukan verba derivatif tersebut terjadi penghilangan huruf i pada suku terakhir adj i (41) dan digantikan oleh sufiks~buru. 8) ~biru N Sufiks Verba Derivasi (42) otona orang dewasa + {-biru} otonabiru terlihat seperti orang dewasa Adj Sufiks Verba Derivasi (43) furui tua/lama + {-biru} furubiru menjadi seperti tua; terlihat Pada contoh (42) terjadi perubahan nomina menjadi verba, Sedangkan pada contoh (43) terjadi perubahan dari Adj-i menjadi verba diakibatkan melekatnya sufiks ~biru. Sufiks~biru merupakan morfem terikat, sedangkan otona dan furui adalah bentuk dasarnya. Dalam pembentukan verba derivatif tersebut terjadi penghilangan huruf i pada suku terakhir adj i (43) dan digantikan oleh sufiks~biru. 9) ~mekasu N Sufiks Verba Derivasi (44) joudan canda + {-mekasu} joudan mekasu memberlakukan masalah sebagai candaan (45) furui tua + {-mekasu} furumekasu terlihat kuno Pada contoh (44)~(45) terjadi perubahan nomina menjadi verba diakibatkan melekatnya sufiks ~mekasu. Sufiks~biru merupakan morfem terikat, sedangkan joudan, hito dan toki adalah bentuk dasarnya. Dalam pembentukan verba derivatif tersebut terjadi penghilangan huruf i pada suku terakhir adj i (45) dan digantikan oleh sufiks~mekasu. 10) ~meku N Sufiks Verba Derivasi (46) haru musim semi + {-meku} harumeku seperti musim semi (47) monogatari dongeng + {-meku} monogatarimeku seperti dongeng (48) uta lagu + {-meku} utameku sepertilagu atau puisi Pada contoh (46)~(48) terjadi perubahan nomina menjadi verba diakibatkan melekatnya sufiks ~meku. Sufiks~meku merupakan morfem terikat, sedangkan haru, monogatari dan uta adalah bentuk dasarnya. 11) ~yagu N Sufiks Verba Derivasi (49) hana bunga + {-yagu} hanayagu berwarnawarni; colourful, menjadi ceria Adj Sufiks Verba Derivasi (50) wakai muda + {-yagu} wakayagu menjadi segar dan muda; terlihat lebih muda Pada contoh (49) dan (50) terjadi perubahan nomina menjadi verba diakibatkan melekatnya sufiks ~yagu. Sufiks~yagu merupakan morfem terikat, 136

146 sedangkan hana dan wakai adalah bentuk dasarnya. Dalam pembentukan verba derivatif tersebut terjadi penghilangan huruf i pada suku terakhir adj i (50) dan digantikan oleh sufiks~yagu. 2. Makna Verba Derivatif Bahasa Jepang Makna yang terkandung dalam prefik dan sufik adalah sebagai berikut. a. Prefiks 1) Uchi~ Contoh : (1) Kare wa shigoto ni machigaeta kedo, kipparito uchikesu. dia melakukan kesalahan dalam bekerja, tetapi menyangkal dengan tegas Pada contoh di atas, memperlihatkan bahwa prefiks uchi~ mempunyai makna penegasan, yaitu menyangkal dengan tegas bahwa dia tidak melakukan kesalahan. 2) Kaki~ (2) Itten ni wakani kakimidatta. langit tiba-tiba menjadi mendung Kakimidatta adalah perubahan bentuk lampau verbakakimidaru. Kaki~ mempunyai makna menunjukkan keadaan. Pada contoh di atas, memperlihatkan bahwa langit menjadi mendung. b. Sufiks 1) ~Garu (3) Hayashi san wa, hito ga iyagaru shigoto demo, monkumo iwazuni yattekureru. Meskipun Hayashi san bekerja dengan orang yang tidak disukainya, dia tetap bekerja tanpa mengeluh ~garu mempunyai makna keadaan. Pada contoh di atas memperlihatkan bahwa keadaan Hayashi san yang tidak menyukai orang yang bekerja dengannya. 2) ~Meru (4) Denshi renji de 3bun atatakametekara, omeshiagarikudasai. setelah menghangatkan dengan microwaveoven selama 3 menit, silahkan makan Atatamete merupakan perubahan dari atatameru karena adanya partikel kara yang mengikutinya. ~meru mempunyai makna membuat menjadi-. Pada contoh di atas, memperlihatkan bahwa karena dimasukkan ke dalam microwaveoven selama 3 menit, (makanan) tersebut menjadi hangat. 3) ~Maru (5) Murakami sensei ga hanashihajimeru to, kyoushitsu wa itsumo shiin to shizumaru. Ketika Murakami sensei mulai berbicara, suasana kelas selalu menjadi tenang ~maru mempunyai makna keadaan menjadi-. Pada contoh di atas, memperlihatkan bahwa ketika Murakami sensei masuk ke dalam ruangan dan memulai berbicara, suasana kelas berubah dari ribut menjadi tenang. 4) ~Mu (6) Shigoto no kuyashimi nitsuite, joushi ni soudan suru kono ni shimashita. mengenai kekesalan dalam pekerjaan, saya memutuskan untuk berkonsultasi dengan atasan ~mu mempunyai makna menyatakan keadaan-. Pada contoh di atas, memperlihatkan bahwa (saya) merasa kesal dengan pekerjaan saat ini. Penyebab kekesalan itu dapat dikarenakan kesal terhadap diri sendiri karena tidak menyukai pekerjaannya atau adanya karyawan yang tidak bekerja dengan baik. 137

147 5) ~Gumu (7) Kare wa kandoushite namidagunda. Dia (laki-laki) merasa terharu dan menahan air matanya Pada contoh di atas, namida gunda merupakan bentuk lampau dari namidagumu yang mempunyai makna keadaan. menahan tangis atau menyimpan air mata. Pada contoh diatas, memperlihatkan bahwa dia menahan tangisnya meskipun merasa terharu. 6) ~Bamu (8) Ji wo kaiteiruto te ga jittori asebandekureru. kalau menulis, tangan saya berkeringat Asendekuru merupakan perubahan bentuk dari asebamu karena adanya verba yang mengikuti bamu. ~bamu mempunyai makna menjadi-. Pada contoh di atas, ~bamu mempunyai makna berkeringat atau mengeluarkan keringat karena disebabkan karena adanya gerakan, yaitu menulis. 7) ~Buru (9) Kanojo wa jouhin butteiru. Dia (perempuan) sedang berpura-pura anggun Jouhinbutteiru merupakan bentuk sedang dari jouhinburu. ~buru mempunyai makna berpura-pura menjadi-(ada unsur kesengajaan menjadi-). Pada contoh di atas, memperlihatkan bahwa dia (perempuan) sedang berpura-pura menjadi anggun. Perubahan seperti itu mungkin karena ingin dipuji orang lain atau ingin mencari perhatian dari orang yang disukainya. 8) ~Biru (10) Sono shujo wa doresu no seide otonabite mieta. Karena mengenakan gaun, gadis itu terlihat seperti orang dewasa Otonabite merupakan perubahan dari dari otonabiru karena adanya verba miru yang mengikuti sufiks biru. Secara makna tidak berubah, yaitu sama-sama berarti seperti terlihat seperti atau menyerupai. Pada contoh di atas, sufiks -biru yang melekat pada otona mempunyai makna gadis yang belum dewasa terlihat seperti dewasa dikarenakan dress yang dipakainya (penampilannya terlihat dewasa). 9) ~Mekasu (11) Sono kanojo wa fuku no seide furumekashimasu. Dia (perempuan) penampilannya terlihat kuno karena bajunya ~mekasu mempunyai makna membuat atau mempertimbangkan sama atau mirip. Pada contoh di atas, memperlihatkan bahwa dia (perempuan) berpenampilan terlihat kuno atau seperti orang jaman dahulu dikarenakan baju yang dikenakannya. 10) ~Meku (12) Nihon de wa, dandan harumeitekita. Di Jepang, mulai terlihat seperti musim haru. Harumeitekita merupakan perubahan bentuk lampau dari harumeku. ~meku mempunyai makna terlihat seperti-atau menyerupai. Pada contoh di atas, ~meku memperlihatkan bahwa sebenarnya saat itu di Jepang belum memasuki musim semi, tetapi dengan adanya penambahan sufiks ~meku, suasananya seperti musim semi. 11) ~Yagu (13) Hadena fuku wo kite kimochi ga wakayaida. Memakai baju yang cerah, menjadikan penampilan seperti terlihat lebih muda 138

148 Wakaiyaida merupakan perubahan bentuk lampau dari wakaiyagu. ~yagu mempunyai makna terlihat seperti. Pada contoh di atas, ~yagu memperlihatkan seserorang yang sebenarnya sudah tua, namun karena mengenakan baju yang cerah membuat dirinya terlihat lebih seperti orang muda. D. KESIMPULAN Proses pembentukan verba derivatif bahasa Jepang membuktikan bahwa bahasa Jepang adalah termasuk ke dalam tipe bahasa aglutinatif. Hal ini dikarenakan pada proses pembentukan verba derivatif bahasa Jepang dapat dibentuk dengan cara melekatkan prefiks dan sufiks pada bentuk dasarnya. Bentuk dasar tersebut dapat berupa nomina, adj-i dan adjna, dan verba. Pada bentuk dasar yang dilekati oleh prefik tidak terjadi perubahan kelas kata, sedangkan pada bentuk dasar yang dilekati oleh sufiks terjadi perubahan kelas kata. Prefiks yang dapat membentuk verba derivasi adalah uchi~ dan kaki~, sedangkan sufiks yang dapat membentuk verba derivasi adalah ~garu, ~meru, ~maru, ~mu, ~gumu, ~bamu, ~buru, ~biru, ~mekasu, ~meku, dan ~yagu. Makna yang dalam verba derivatif adalah menyatakan keadaan, menyatakan menjadi, menyatakan terlihat seperti atau menyerupai, dan menyatakan penegasan. REFERENSI Artika, I Kadek. (2015). Nomina Derivasional Bahasa Jepang: Sebuah Kajian Morfologi Generatif. Jurnal Prasi. Bali Comrie, Berbard. (1983). Language Universal and Linguistic Typology. Oxford: Basil Black Well. Darlina, Lien&I Made Budiasa(2015). Predikasi Verba Derivatif Bahasa Jepang dan Bahasa Indonesia, Kajian Tipologi Linguistik. Jurnal Sosial dan Humaniora. Universitas Pendidikan Ganesha. Haspelmath, Martin. (2002). Understanding Morphology. New York: United State of America by Oxford University Press Inc. Hiroshi, Masuoka&Iori Isao, Takanashi Shino, Nakanishi Kumiko, Yamada Toshihiro (2006). Shokyuu wo Oshieru Hito no tame no Nihongo Bunpou Handobukku. Jepang: 3A Network. Hurford, James R&Heasley, Brendan(1983). Semantics: a Coursebook. Cambridge: Cambridge University Press. Ikeda, Tadashi. (1975). Classical Japanese Grammar Illustrated with Text. Jepang: The Toho Gakkai. Koizumi, Tamotsu. (1993). Gengogaku Nyuumon. Tokyo: Daishuuten Shoten. Mallinson, Graham dan Blake, B.J (1981). Language Typology : Cross Linguistic Study and Syntax. Amsterdam: North Holland Publising Company. Matsuura, Kenji. (1994). Kamus Bahasa Jepang-Indonesia. Kyoto: Kyoto Sangyo University Press. Noviani, Betty. (2010). Derivasi Morfem Adjektiva Bahasa Jepang. Skripsi. Bandung: Universitas Kristen Maranatha Oka, Mayumi. (2013). Chu-jokyuusha no tame no Dokkai no Nihonggo.Jepang: The Japan Times Sudaryanto. (1986). Metode Linguistik: Metode dan Aneka Teknik Pengumpulan Data. Yogyakarta: Gadjah Mada University press. Sunarni, Nani&Jonjon Johana(2010). Morfologi Bahasa Jepang: Sebuah Pengantar. Bandung: Sastra Unpad Press. Sutedi, Dedi. (2008). Dasar-dasar Linguistik Bahasa Jepang. Bandung: Humaniora. 139

149 Tomoko, Nakajima&Takahashi Naoko, Chie Matsumoto (2012). Nihongo Nouryoku Shiken Mondaishuu N2 Goi Supi-do Masuta-. Jepang: Jresearch Tsujimura, Natsuko. (1996). An Introduction To Japanese Linguistics. United Kingdom: Blackwell Publishing. Verhaar, J. W. M. (2010). Asas-asas Linguistik Umum. Yogyakarta: Gadjah Mada University Press. Wiyatasari, Reny. (2013). Pembentukan Kata Secara Derivasional dalam Bahasa Jepang: Suatu Kajian Morfologi. Jurnal. Kamus Digital Shin Wago Daijiten Kamus aplikasi Zkanji v

150 COMPONENTIAL ANALYSIS OF MEANING BRING IN ENGLISH Oktaria Hasiyana Ilmu Linguistik, Fakultas Ilmu Budaya, Universitas Gadjah Mada Abstract Semantic is the study of meaning. Part of semantic that discusses about meaning is meaning relation. Meaning relation is known as the relationship of meaning among one word or set of other languages to other words or other set of languages. In this study, the research focuses on the discussion of meaning relation to the word of bring in English. The purposes of discussion are to know the lexemes that contain meaning of the word bring, to explain the spesification of semantic components which have meaning of bring in English, and explain the relation among the lexemes which have meaning of bring in English. The data are taken from oxford dictionary, thesaurus, and corpus. Data are analysed by using theory of componential analysis of meaning. The result of the analysis explain that there are 18 lexemes which contain the meaning of bring. The meaning of the 18 lexemes are move, positioned, set, deliver, guide, accompany, and escort. Based on the data analysis, it can be concluded that the 18 lexemes were hyponim. Keywords: Bring, lexeme, Component of Meaning, Semantic, English PENDAHULUAN 1. Latar belakang masalah Semantik merupakan cabang ilmu linguistik yang mengkaji tentang makna. Semantik membahas relasi makna menyangkut kesamaan makna (sinonim), antonimi, polisemi dan ambiguitas, kelainan makna (homonimi), kelebihan makna atau redudansi, ketercangkupan makna (hiponimi), dan lain sebagainya. Menurut Verhaar (2010), relasi makna merupakan sebuah hubungan kebermaknaan antara sebuah kata atau satuan bahasa lainnya dengan kata ataupun satuan bahasa lainnya (p.393). Di dalam Bahasa Indonesia, terdapat banyak kata yang mengandung makna yang sama. Misalkan pada kata kerja yang mengandung aktivitas memotong. Kata kerja memotong mengandung makna memutuskan dengan barang tajam. Kata kerja tersebut berhiponimi dengan kata kerja mengiris, membelah, memangkas, dan lain sebagainya. Adapun untuk membedakan ketercangkupan makna tersebut, maka digunakan unsur pembeda, misalnya cara memotongnya, alat yang digunakan, dan hasil yang diinginkan. Membelah memiliki fitur (+) pisau, mengiris (+) dan memangkas (-). Ketiga leksem memangkas, membelah, dan menggigit tersebut adalah sama-sama mengandung makna memotong dengan alat tajam, tetapi dengan adanya fitur pembeda berupa alat yang digunakan menyebabkan berbeda penggunaanya dalam suatu kalimat ataupun tuturan. Oleh sebab itu, dapat disimpulkan bahwa dengan adanya fitur pembeda, maka ketiga leksem tersebut berbeda penggunaannya. Selain kata kerja mengandung aktivitas memotong, kata kerja yang mengandung aktivitas membawa bring dalam Bahasa Inggris juga berhiponimi dengan leksem lainnya. Adapun kajian analisis komponen makna terhadap leksem bring dalam Bahasa Inggris tersebut belum dibahas oleh peneliti sebelumnya, sehingga peneliti berusaha 141

151 mencari tahu mengapa leksem yang mengandung aktivitas membawa tersebut memiliki penyebutan yang berbeda-beda dalam hal pemakaiannya. Rasa ingin tahu tersebutlah yang menyebabkan peneliti tertarik untuk mengkaji analisis komponen makna leksem bring dalam Bahasa Inggris. Hasil pengkajian terhadap analisis komponen makna tersebut diharapkan memberikan kontribusi penelitian pada bidang semantik. 2. Rumusan masalah 1. Leksem apa sajakah yang dapat mengungkapkan komponen makna bring dalam Bahasa Inggris? 2. Bagaimanakah spesifikasi komponen semantik yang mengandung makna aktivitas membawa bring dalam Bahasa Inggris? 3. Bagaimanakah hubungan antarmakna pada masing-masing leksem yang mengandung makna aktivitas membawa bring dalam Bahasa Inggris? 3. Tujuan 1. Mengetahui leksem-leksem yang mengandung komponen makna aktivitas membawa bring dalam Bahasa Inggris. 2. Menjelaskan spesifikasi komponen semantik yang mengandung makna aktivitas membawa bring dalam Bahasa Inggris. 3. Menjelaskan hubungan antramakna pada masing-masing leksem yang mengandung makna aktivitas membawa bring dalam Bahasa Inggris. 4. Tinjauan Pustaka Pada penelitian ini, tinjauan pustakanya terdiri atas 1) kajian semantik 2) kajian relasi makna 3) kajian leksem. Adapun dalam penelitian ini, peneliti menemukan penelitian yang terkait makna komponensial oleh Pujiastuti (2001). Keduanya memiliki kesamaan ataupun perbedaan dalam penelitian analisis komponensial maknanya. Adapun persamaan dari kedua penelitian tersebut adalah sama-sama menganalisis tentang komponen makna. Selain itu, kajian analisis dari kedua penelitian tersebut adalah sama-sama berupa kajian semantik. Perbedaan dari kedua penelitian tersebut yakni pada analisis datanya. Dalam penelitian ini, peneliti membahas mengenai komponen makna pada kata yang mengandung makna aktivitas bring dalam Bahasa Inggris sedangkan Pujiastuti dalam penelitiannya mengkaji tentang kajian semantis leksem-leksem yang mengandung makna membawa dalam Bahasa Indonesia. 4.1 Semantik Semantik adalah subdisiplin linguistik yang membicarakan makna (Pateda, 2001, p.7). Menurut Pateda (2001), objek semantik adalah makna. Adapun jenis-jenis semantik terdiri atas semantik behavioris, semantik deskriptif, semantik generatif, semantik gramatikal, semantik historis, semantik leksikal, semantik logika, dan semantik struktural (p ). Hiponimi menurut Verhaar (1983) dalam Pateda (2001) adalah ungkapan (kata atau dapat pula berupa frasa atau kalimat) yang maknanya dianggap merupakan bagian suatu ungkapan lain. Homonimi adalah ungkapan (kata/frasa/kalimat) yang bentuknya sama dengan suatu ungkapan lain tetapi dengan perbedaan makna diantara kedua ungkapan tersebut. (Verhaar, 1983, p. 135) dalam Pateda (2001). Menurut Palmer (1976), dalam Pateda (2001) polisemi adalah suatu kata yang mengandung seperangkat makna yang berbeda, mengandung makna ganda. Sinonim adalah ungkapan (kata/frasa/kalimat) yang kurang lebih sama maknanya dengan suatu ungkapan lain (Verhaar, 1983, p. 132) dalam Pateda (2001) 4.2 Relasi Makna Menurut Verhaar (2010), relasi makna merupakan sebuah hubungan kebermaknaan antara sebuah kata atau satuan bahasa lainnya dengan kata ataupun satuan bahasa lainnya (p. 393). Hubungan atau relasi kemaknaan menyangkut kesamaan makna (sinonim), antonimi, polisemi dan ambiguitas, ketercangkupan makna (hiponimi), kelainan makna 142

152 (homonimi), kelebihan makna atau redudansi dan lain sebagainya. Medan makna menurut Nida (1975), perangkat leksem yang maknanya berelasi, ada komponen makna bersama yang mengikat mereka di dalam satu medan (p. 174). Adapun komponen makna menurut Nida (1973, p. 228) terbagi atas 3, yaitu: 1. Komponen umum 2. Komponen diagnostik 3. Komponen suplemen Relasi semantis menurut Nida (1975, p. 18) ada 4, yaitu 1. Kontiguitas 2. Iklusi 3. Tumpang tindih 4. Komplementasi Menurut Nida (1975), upaya yang dapat dilakukan dalam menganalisis makna komponensial adalah sebagai berikut: a. Penyeleksian sementara terhadap makna umum dari masing-masing leksem. b. Setelah menyeleksi makna umum dari masing-masing leksem tersebut, selanjutnya peneliti dapat membuat data perihal ciri spesifik yang dimiliki oleh masing-masing leksem tersebut. c. Selanjutnya peneliti membandingkan makna masing-masing leksem tersebut. d. Kemudian peneliti menentukan fitur pembeda yang dapat digunakan oleh leksemleksem tersebut. e. Terakhir peneliti dapat mendeskripsikan fitur pembeda tersebut ke dalam bentuk tabel. 4.3 Leksem Leksem adalah kata-kata yang berada dalam kamus (Bauer, 1988, p. 8) dalam Pateda (2001). Adapun jenis kata terbagi menjadi 3, yakni kata bentukan, leksem, dan kata yang terbentuk karena proses gramatikal. 5. Kerangka Teori Pada analisis pembahasan dalam makalah ini dilakukan dengan menggunakan tinjauan semantik dan teori analisis makna komponensial. Oleh karena itu, dalam pembuatan makalah ini peneliti menggunakan kajian semantik dan perihal teori analisis makna komponensial oleh Nida sebagai acuannya. METODE Penelitian mengenai analisis makna komponensial kata yang mengandung aktivitas bring dalam Bahasa Inggris ini dilakukan dengan tiga cara, yakni pengumpulan data, analisis data, dan terakhir adalah penyajian analisis data. Menurut Sudaryanto (1993), Metode dan teknik dalam penelitian terbagi atas tiga tahap, yaitu metode dan teknik penyediaan data, metode dan teknik analisis data, dan metode dan teknik penyajian data. Penelitian ini merupakan bentuk penelitian kualitatif. Menurut Ledico (2010), penelitian kualitatif adalah penelitian yang bersifat fleksibel, menggunakan metode yang natural dalam pengumpulan datanya, dan tidak menggunakan instrumen standar sebagai sumber data utama. Dalam penelitian ini, datanya adalah berupa kata yang mengandung aktivitas membawa bring dalam Bahasa Inggris diambil dari kamus dan yang dihasilkan masyarakat dalam komunikasi sehari-hari diambil melalui korpus. Setelah mendapatkan data makna komponensial kata yang mengandung aktivitas membawa bring dalam Bahasa Inggris, peneliti kemudian menganalisis data tersebut. Menurut Subroto (2007, p. 59) di dalam Muhammad (2011, p. 222), menganalisis berarti menguraikan atau memilah-bedakan unsur-unsur yang membentuk satuan lingual atau mengurai satuan lingual ke dalam komponen-komponennya. Sedangkan menurut 143

153 Sudaryanto (1993), analisis merupakan upaya peneliti menangani langsung masalah yang terkandung pada data (p. 6). Adapun langkah yang digunakan oleh peneliti dalam menganalisis data tersebut, yaitu menyeleksi makna umum dari masing-masing kata, selanjutnya membuat ciri spesifik dari masing-masing kata tersebut, kemudian membandingkan masing-masing makna kata itu, lalu peneliti menentukan fitur pembeda kata tersebut, setelah itu peneliti mendeskripsikan fitur pembedanya dalam bentuk matriks. Menurut Sudaryanto (1993), kaidah penggunaan bahasa dapat disajikan dengan menggunakan metode formal dan metode informal. Metode formal merupakan metode penyajian hasil analisis data secara formal atau visual yakni dengan penyajian penggunaan bahasa yang mudah dilihat, seperti tabel, diagram, grafik, bagan, dan gambar (p. 145). Metode informal adalah metode penyajian hasil analisis data dengan menggunakan katakata atau kalimat-kalimat. Dalam penelitian ini, metode yang digunakan peneliti dalam menyajikan hasil analisis data menggunakan metode informal. Hal tersebut dilakukan dengan cara menjelaskan hasil analisis data melalui kalimat-kalimat. Selain menggunakan metode informal dalam penyajian data analisisnya, peneliti juga menggunakan metode formal yakni penyajian datanya dengan menggunakan tabel. Leksem-leksem yang Mengandung Makna Bring Definisi leksem bring berdasarkan Longman Dictionary of Contemporary English adalah to make something or someone with you to place where you are now or to the place you are talking about, to get something for someone, and take it to them, maka dapat disimpulkan bahwa leksem bring merupakan aktivitas atau hal yang dilakukan oleh seseorang dalam hal membawakan sesuatu ke tempat yang dia maksud atau nyatakan. Adapun Berdasarkan data yang telah di dapat dari laman Oxford Dictionaries dan Thesaurus, terdapat 18 leksem yang mengandung makna bring dalam Bahasa Inggris. Berikut mengenai leksem-leksem dan penjelasannya: Tabel 1 No Leksem Penjelasan 1 Take Lay hold of (something) with one's hands; reach for and hold (membawakan sesuatu dengan satu tangan) 2 Carry Support and move (someone or something) from one place to another (membawakan sesuatu dari satu tempat ke tempat lainnya) 3 Bear (of a person) carry= membawakan sesuatu (dilakukan manusia (seseorang)). 4 Transfer Move from one place to another(memindahkan sesuatu dari suatu tempat ke tempat yang lain) 5 Deliver Bring and hand over (a letter, parcel, or goods) to the proper recipient or address. (membawakan atau menyampaikan sesuatu (surat,paket,barang-barang) kepada orang yang dimaksud atau dituju) 6 Conduct Organize and carry out (mengatur dan membawakan) 7 Transport Take or carry (people or goods) from one place to another by means of a vehicle, aircraft, or ship. (membawakan seseorang 144

154 atau sesuatu dari suatu tempat ke tempat yang dituju dengan menggunakan kendaraan, pesawat terbang, atau kapal) 8 Convey Transport or carry to a place 9 Import Bring (goods or services) into a country from abroad for sale. (membawakan sesuatu barang dari suatu negara ke luar negeri untuk di jual) 10 Escort Accompany (someone or something) somewhere as an escort (menemani seseorang atau sesuatu ke suatu tempat sebagai bentuk pengawalan) 11 Heel Push or kick (the ball) out of the back of the scrum with one's heel (menendang/menggiring bola dengan menggunakan satu tumit) 12 Guide Direct the motion or positioning of (something) (mengarahkan gerakan atau memposisiskan sesuatu) 13 Attend Be present at (an event, meeting, or function) (mendatangkan sesuatu kegiatan, pertemuan,atau fungsi) 14 Back The rear surface of the human body from the shoulders to the hips. (membawa dengan menggunakan bagian permukaan belakang dari bahu manusia ke panggul) 15 Buck no object (of a horse) to perform a buck.(kuda yang menjatuhkan penunggangnya) 16 Chaperon Accompany and look after or supervise (menemani dan menjaga atau mengawasi) 17 Companion Accompany (menemani) 18 Gun with object and adverbial of direction Accelerate (a vehicle) (suatu perintah untuk melakukan percepatan dengan menggunakan kendaraan Dari ke 18 leksem di atas, adapun intensitas penggunaan kata tersebut oleh penutur aslinya menunjukan bahwa leksem take adalah leksem yang paling sering dituturkan, yakni berjumlah token data tuturan, kemudian selanjutnya adalah kata carry dituturkan sebanyak token data tuturan (Data Korpus n.d.). Spesifikasi Komponen Semantik Leksem Bring Setelah menyeleksi sementara makna umum dari leksem bring dalam Bahasa Inggris, dilanjutkan menyeleksi makna umum dari masing-masing leksem yang mengandung makna bring tersebut, dan kemudian membandingkan makna tersebut, maka langkah selanjutnya peneliti dapat menentukan fitur pembeda yang dapat digunakan pada masing-masing leksem tersebut. Adapun spesifikasi komponen semantis yang dibahas peneliti adalah komponen yang kasat mata. Spesifikasi komponen sematis tersebut dapat dilihat pada penjelasan berikut: 1. Berdasarkan Pelaku yang melakukan aktivitas bring dalam Bahasa Inggris 145

155 Tabel 2 Manusia Pelaku Hewan Mesin 2. Berdasarkan sasaran dari aktivitas bring dalam Bahasa Inggris Tabel 3 Manusia Hewan Sasaran Tumbuhan Benda mati 3. Berdasarkan cara melakukan aktivitas bring dalam Bahasa Inggris Tabel4 Menggunakan Kaki Cara Menggunakan Tangan Menggunakan bahu Menggunakan kendaraan Tabel 5 4. Berdasarkan tujuan melakukan aktivitas bring dalam Bahasa Inggris Tujuan Komersil Non komersil Penggunaan Leksem-Leksem yang Mengandung Makna Bring dalam Kalimat Bahasa Inggris Berikut merupakan contoh kalimat Bahasa Inggris yang mengandung makna bring diambil dari Oxford Dictionaries (n.d.) : 1. He leaned forward to take her hand. 2. The train service carries 20,000 passengers daily. 3. Nerves carry visual information from the eyes. 4. he was bearing a tray of brimming glasses 5. the products should be delivered on time 6. he intends to transfer the fund's assets to the Treasury 7. the bulk of freight traffic was transported by lorry 8. The whole sales force attended the conference. 9. The rear surface of the human body from the shoulders to the hips. 10. She bucked them off if they tried to get on her back. 11. She chaperoned the children at all times. 12. He is companioned by a pageboy. 13. In the second trial he conducted his own defence. 14. You chose to consort with the enemy. 15. Pipes were laid to convey water to the house. 146

156 He ran to fetch help. He guided her to the front row and sat beside her. He gunned the car away from the kerb. Hubungan Makna Antarleksem yang Mengandung Makna Bring Berdasarkan makna umum dari leksem bring yaitu to make something or someone with you to place where you are now or to the place you are talking about, to get something for someone, and take it to them, makna masing-masing leksem yang mengandung makna bring (tabel 1), fitur pembedanya (tabel 2), dan penggunaan leksem tersebut dalam kalimat, maka peneliti menyimpulkan bahwa relasi makna leksem bring dengan berbagai leksem yang mengandung makna melakukan aktivitas bring tersebut, menghasilkan makna memindahkan, memposisikan, mengarahkan, mengatur, menyampaikan, mengawal, menemani, menggiring. Berikut ini penjelasan hubungan makna antarleksem bring yang lebih spesifik berdasarkan fitur pembedanya: Berdasarkan Fitur Pelaku Makna yang dihasilkan dari leksem-leksem bermakna membawa pada contoh kalimat nomor 1-18, jika dihubungkan dengan fitur semantik pelaku maka menghasilkan makna pelaku (manusia, hewan, atau kendaraan) yang membawakan atau melakukan aktivitas membawa tersebut. Dari fitur pelaku tersebut dapat diketahui bahwa makna bring tersebut adalah pembawa. Berdasarkan Fitur Sasaran Makna yang dihasilkan dari leksem-leksem bermakna membawa pada contoh kalimat nomor 1-18, jika dihubungkan dengan fitur semantik sasaran, maka menghasilkan makna objek/benda yang dibawakan dalam aktivitas tersebut. Adapun sasaran dari aktivitas membawakan berdasarkan fitur sasaran tersebut, dapat berupa manusia, hewan, tumbuhan, ataupun benda mati (barang). Dapat disimpulkan makna membawa berdasarkan fitur sasaran ini dapat berupa memindahkan, mengawal, atau menemani. Berdasarkan Fitur Cara Makna yang dihasilkan dari leksem-leksem bermakna membawa pada contoh kalimat nomor 1-18, jika dihubungkan dengan fitur semantik cara maka menghasilkan cara pelaku yang membawakan atau melakukan aktivitas membawa tersebut. Makna berdasarkan fitur ini dapat berupa menggriring ataupun menyampaikan. Berdasarkan Fitur Tujuan Makna yang dihasilkan dari leksem-leksem bermakna membawa pada contoh kalimat nomor 1-18, jika dihubungkan dengan fitur semantik tujuan maka menghasilkan makna tujuan pelaku membawakan atau melakukan aktivitas membawa tersebut. Adapun tujuan di sana dapat berupa mendatangkan keuntungan atau tidak. Analisis Komponen Makna yang Mengandung Makna Bring Tabel No Leksem Pelaku Sasaran Cara Tujuan M H M2 M H BM T K2 T B k K NK 1 Take Carry Bear Transfer Deliver

157 6 Conduct Transport Convey Import Escort Heel Guide Attend Back Buck Chaperon Companion Gun Keterangan M : Manusia H : Hewan M2 : Mesin BM : Benda Mati B k K NK : Bahu K2 : Kendaraan T : Komersil : Non Komersil : Kaki : Tangan KESIMPULAN Berdasarkan rumusan masalah dan pembahasan dalam penelitian ini, dapat disimpulkan bahwa terdapat 18 leksem yang mengandung aktivitas membawa bring dalam Bahasa Inggris. Leksem tersebut yaitu, take, carry, bear, transfer, deliver, conduct, transport, convey, import, escort, heel, guide, attend, back, buck, chaperon, companion, dan gun. Analisis komponen makna dari leksem tersebut menghasilkan fitur pembeda, yaitu pelaku, sasaran, cara, dan tujuan. Dari analisis data tersebut, dapat diketahui bahwa semua leksem tersebut menunjukan hubungan hiponimi. Hubungan tersebut dapat diketahui dengan adanya makna leksem-leksem bring tersebut yang menyatakan memindahkan, memposisikan, mengarahkan, mengatur, menyampaikan, mengawal, menemani, dan menggiring. Adapun jika dihubungkan dengan fitur semantik pelaku maka leksem yang mengadung aktivitas bring menghasilkan makna pelaku (manusia, hewan, atau kendaraan) yang membawakan atau melakukan aktivitas membawa tersebut. Dari fitur pelaku tersebut dapat diketahui bahwa makna bring tersebut adalah pembawa, jika dihubungkan dengan fitur semantik sasaran, maka menghasilkan makna objek/benda yang dibawakan dalam aktivitas tersebut, jika dihubungkan dengan fitur semantik cara maka menghasilkan cara pelaku yang membawakan atau melakukan aktivitas membawa tersebut. Makna berdasarkan fitur ini dapat berupa menggiring ataupun menyampaikan. Berdasarkan fitur tujuan, makna leksem-leksem bring yakni dapat berupa mendatangkan keuntungan atau tidak. 148

158 DAFTAR PUSTAKA Echols, J., M., & Hassan, S. (2014). Kamus Inggris-Indonesia. Jakarta: PT Gramedia Pustaka Utama. Lodico, M., G. (2010). Methods in Educational Research. San Fransisco: A Wiley Imprint. Longman. (2003). Dictionary of Contemporary English. Edinburgh: Pearson Education Limited. Muhammad. (2011). Metode Penelitian Bahasa. Yogyakarta: Ar-Ruzz Media. Nida, E., A. (1975). Componential Analysis of Meaning. Paris: The Hague. Pateda, M. (2001). Semantik Leksikal. Jakarta: PT Rineka Cipta. Sudaryanto. (1993). Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Duta Wacana University Press. Verhaar, J., W., M. (2010). Asas-Asas Linguistik Umum. Yogyakarta: Gajah Mada University Press. PUSTAKA LAMAN Corpus data. (n.d). Retrieved June 2017, from Corpus of Contermporary American English, Corpus. Byu.edu/coca Oxford team. (n.d.). Retrieved June 2017, from Oxford dictionary language Matters, Thesaurus team. (n.d.). Online. Retrieved June 2017, 149

159 SHARED-KNOWLEDGE ABOUT RADICALISM THROUGH LANGUAGE ATTITUDES IN THE NEWS REPORTS Putri Ayu Rezkiyana Postgraduate Program in English Language Studies, Sanata Dharma University Abstract In the escalating tension after Jakarta gubernatorial election, people s reactions flood over the media. Either in negative or in positive way some of them show their responses in the social media, and some create something new such as sending the flowers to the city hall and to the police headquarter, as reported in The Jakarta Post and KOMPAS on May 4, This writing is going to discuss on how they are different through the language attitudes in the scope of appraisal theory developed by Martin & White (2005). By using this theory, the writer aims to evaluate the language use and to find the shared-knowledge intended by the news reports. Language attitudes are divided intothree types: judgment, affect, and appreciation. The analysis goes upon the lexical items. The results show that TJP uses Judgment more frequent than other types of attitudinal language. Meanwhile, KOMPAS has Appreciation as the prominent type, followed by affect and judgment. It is hypothesized that, through Judgment, TJP tries to tell that radicalism is severe and should be eradicated. In KOMPAS, Appreciation is used to appraise positively the people who send the flower.meanwhile, thorugh language attitudes, TJP attempts to share to the readers that it is not only about responding to radicalism but the causes of the problem. On the other hand, KOMPAS more concerns to keep society stable by focusing on the positive attitudes to response the issue. Keywords: language attitudes, Jakarta gubernatorial election 2017, radicalism INTRODUCTION After the loss of Ahok-Djarot as the governor-vice governor candidate in Jakarta gubernatorial election 2017, defeated by their opponents Anies-Sandi, there were so many responses from people from inside or outside Jakarta. People s reactions flood over the media; some kept supporting the coupled candidate Ahok-Djarot, while some did not. This news was followed by the issue of religious sectarianism and radicalism which is allegedly blown up to gather the crowd for not choosing the candidate who comes from different religion. Because of this issue, Ahok as a Chinese-Christian descendant could not win the election. People see radicalism as a threat for democracy. In addition, Police General Tito Karnivan had uploaded a video in order to invite silent majority to support the police and military to fight against radicalism. Henceforth, to express their gratitude, one of the actions is by sending flower boards to the police headquarter of Jakarta and to the governor office as well. Through the lens of The Jakarta Post and KOMPAS, as the two big media in Indonesia, this writing is interested to see the language attitudes in the news reports regarding this phenomenon. The language used by the media can reflect the media perspective as well as the shared-knowledge delivered by the media in their reports.the writer takes the publication date on May 4, 2017, from each of them. Language attitude is a part of appraisal theory developed by Martin and White (2005), which is also the development of Systemic Functional Grammar (SFG) s Halliday (2004) focusing on the interpersonal metafunction. Language attitude is used to evaluate the shared meaning that shows the ways of feeling in the language use either positively or negatively, which are divided into three categories: judgment, affect, and appreciation. Judgment is related to norm or ethics that exists in the society; it is about rule and regulations (in written 150

160 or unwritten law) that control behavior whether the act should do or should not do. In other words, judgment is about moral value and law that bound people in their social life, for example honest/dishonest, polite/impolite, cruel/kind, and so on. Meanwhile, appreciation is functioned to value or appreciate the things such as artworks, actions, phenomena, or events. The words to express appreciation are, for example, beautiful, good, bad, innovative, insignificant, and so on. Value between the position of judgment and appreciation is affect (usually written as Affect to differentiate affect as the type of language attitude). Affect deals with the emotion such as happy, sad, grateful, miserable, etc. In the prior studies, Dwijatmoko and Rezkiyana (2017) applies language attitude to analyze the word rasa meaning to feel as hedges in Indonesian novels. It is found that Indonesians tend to use rasafor judgment to show politeness. Actually, not all Indonesians use hedges to judge others, but the novels which are dominated by Javanese culture reflect so. Meanwhile, another study related to language attitude done by Purnamasari and Maulida (2017) that focuses the research in the comments of tourist website Tripadvisor about Saung Angklung Udjo. It results that positive judgments are mostly occurred which means it contains positive reviews towards tourist destination. From these two studies, it can be inferred that language attitudes are beneficial to scrutinize the ways of feeling from the speakers/writers that is communicated to the target participants. Through the news articles, this study aims to see the shared-knowledge from the use of language appraisal. By classifying it into judgment, affect, or appreciation, it is seen the dominant pattern of the media that indicates the characteristics of the media in delivering the reports about certain issue. Whereasmedia which is supposed to be neutral, it is inevitable that commercial media, such as TJP and KOMPAS, has dependency with the company ideology and market demands that makes them taking aside to certain parties. Here, neutral does not mean having no allegation, but media still takes a side to whom they have affiliations, which can be seen from its historical background of the media as well as the companies or parties they are working with. Regarding it, the study limits the analysis on the descriptive interpretation of language attitudes, not going further to the sociopolitical dimension. TJP and KOMPAS are known as the media who support government. Both TJP and KOMPAS are the media established under New Order era. TJP is an English-language newspaper initiated by Ali Murtopo and Jusuf Wanandi on April 23, Murtopo served as the Information Minister in the period and also the general that initiated to curb Islamic movements in Indonesia. Jusuf Wanandi is a politician who established CSIS with his brother and also serves as the CEO of TJP until now as well as the rector of Prasetya Mulya University. On the other hand, the establishment of KOMPAS on August 17, 1965, was initiated by Catholic Party (Sen & Hill, 2007). Jacob Oetama and P.K. Ojong become the founding fathers of this media industry which now has a lot of businesses (not only media) united in Kompas Gramedia group (KG Group). By this background, it is assumed that TJP and KOMPAS are involved in promoting multicultural society and nationalism, but what kind of imagined society and nationalism is discoursed by their news? The answer for this question might complete the interpretation about the dominant patterns of language attitudes over the media. The ideological background mirroring the media perspectiveis used to compose the news, so that it affects the reader s mind. This is the power of the media in which power itself can control public discourse that comes to the control of mind (Van Dijk, 2001). Media also has imagination to what kind of readers and what people think when the issue is constructed in particular way. In other words, though the news report, people s knwoledge have already set up. 151

161 METHODOLOGY This writing applies descriptive qualitative method. The data is taken from two different media, TJP as the English-language newspaper and KOMPAS as Indonesianlanguage newspaper, in the same date of publication on May 4, 2017 within the same topic. TJP s article is entitled Jakarta calls for help against radicalism, while KOMPAS is Bahasa Simbolik dari Mayoritas Diam (Symbolic Language from the Silence Majority, trans.). The data containing attitudinal language relies on the semantic discourse that focusing the analysis on the lexicogrammatical items. The realization of attitudes is on the semantic meaning of the word given in the grammar. Below is the table of data collection to analyze. Table 1. The number data of language attitudes in The Jakarta Post and KOMPAS on May 4, 2017 NO MEDIA TYPES OF APPRAISAL Affect Judgment Appreciation TITLES The Jakarta 1 Post Jakarta call for help against radicalism Bahasa Simbolik dari 2 KOMPAS Mayoritas Diam The data above shows the differences in term of number of data between TJP and KOMPAS. For Affect, TJP and KOMPAS have small gap in number in which TJP has 18 items while KOMPAS has 16. The significant difference happens to attitudinal language of judgment and appreciation. TJP contains 12 words of judgment, but only 8 words in KOMPAS. Meanwhile, the gap for appreciation between TJP and KOMPAS is 14 in which KOMPAS reaches higher number of appreciation with 17 words. For the data analysis, after classifying the words into three categories of language attitudes, the writer also concerns on the appraiser and appraised that indicates who utter the language and to whom the language is being uttered.then, the word meaning is no longer understood semantically but also pragmatically by regarding to the context, so that it can be acknowledged the mood of the utterances whether it is positive or negative. TYPES OF LANGUAGE ATTITUDES IN NEWS REPORTS a. Affect The number of Affect in TJP and KOMPAS is quite close with the gap of 2. First, take a look at TJP s reports; Affect is mostly occurred in the type of process. 1) As Jakartans are still reeling from the most divisive gubernatorial election the city has ever seen, which exacerbated sectarianism and fanned anti-chinese sentiments, some citizens have called on the government to protect the capital from any threat from radicals. (TJP/D4/P1) 2) 'We are ready to support the military and the police to eradicate radicalism and maintain the unity of the Unitary State of the Republic of Indonesia (NKRI),' read one flower board (TJP/D4/P2) 3) Some political experts said Anies owed his success in the runoff election to Muslim voters who decided to throw their support behind him, mobilized by Muslim groups, including the hard-line Islamic Defenders Front (FPI). (TJP/D4/P12) The words exacerbated and fanned in example (1) are uttered by TJP to appraise Jakarta gubernatorial election. exacerbated is a strong word compared to involve or include in which the meanings is related to engagement towards certain thing or event. fanned also indicates that people who support anti-chinese sentiments not merely about support, but fan 152

162 reflects the behavior and action to something they adore. Meanwhile, in example (2), the utterance from the citizen described in the flower board is to express a support to the police and military against radicalism. The words support and eradicate indicate Affect which tries to evoke the readers about who should be supported and what should be fought.support has positive mood while eradicate is negative. However, eradicate in this case is to eliminate negative ambiance of radicalism, so that eradicate is meant as positive attitude for TJP that sees radicalism as the negative one. In example (3), TJP uses the word throw to describe the support from people who chose Anies; it is said that they are Muslim voters. The activity of throwing is like when we throw the garbage to the dustbin, throw something that we don t like or use anymore. But, here, throw occurs together with the phrase their support which makes the phrase throw their supportdoes not reflect positive meaning. Throw can be replaced into give or put which has more positive meaning, but TJP does not use it. The next Affect is on the word mobilized to comment Anies s success in the Jakarta election. mobilized means the effort to move something with a purpose. By saying mobilized by Muslim groups, the report by TJP implies that the successful Jakarta election is something artificial and unfair. KOMPAS, written in Indonesian language, has different style in expressing the attitude. Here are the examples of Affect in KOMPAS article. 4) Pesan yang disampaikan relatif seragam: apresiasi dan harapan agar Polri terus menjaga Pancasila sekaligus melawan radikalisme. (KOM/D4/P0) The messages are relatively similar: appreciation and expectation for the Police to keep Pancasila as well as to fight against radicalism. 5) Di karangan bunga lainnya tertulis 'Kami Silent Majority dukung NKRI dari HH FANS'. (KOM/D4/P2) Another flower board is written as We the Silent Majority support NKRI (the United Country of Indonesian Republic) from HH FANS. 6) Para pembuat karangan bunga di pasar itu beberapa pekan terakhir kebanjiran pesanan. (KOM/D4/P6) The flourists in that marke were piled up with orders in the recent weeks. 7) Di pesan itu, ada video Kapolri Jenderal Tito Karnavian tengah berbicara dalam sebuah forum, mengundang silent majority (mayoritas diam) untuk bersuara memberikan dukungan.(kom/d4/p10) In the message, there is a video from General Police Tito Karnavian speaking in a forum, inviting the silent majority to voice their supports. In delivering Affect, example (4) uses the words menjaga (to keep) and melawan (to fight against) in positive mood.those words occur in the lead of the article, which is to open the issue. By saying menjaga, KOMPAS tries to describe the recent condition in which there is severe condition and need to be protected, in this case the threat for the ideological state Pancasila. It occurs with the word melawan which means the action to oppose the threat (radicalism). Affects in KOMPAS mostly portray positive attitude such as dukung (support), menjaga (to keep), and mengundang (to invite) seen in the examples above. By using these linguistic choices, it is supposed that the readers response the issue in positive way as well. In this article, KOMPAS does not quote or take oppositions to be included in the article, as it happens to TJP. We can see that TJP is more provocative by using the strong words such as mobilized and eradicate when relating the moment of people sending the flower boards to the Jakarta gubernatorial election. b. Judgment Judgment is related to the norms and ethics that exist in the society. There is significant difference between TJP and KOMPAS in term of judgment. TJP not only cites the people 153

163 responses, but also more criticizes the Jakarta election compared to KOMPAS. Here are the examples of judgment in TJP s report. 8) As Jakartans are still reeling from the most divisive gubernatorial election the city has ever seen (TJP/D4/P1) 9) Riding a growingwave of religious conservatism, former culture and education minister Anies Baswedan won the election, (TJP/D4/P11) 10) The gesture came a few weeks after the Jakarta runoff election, described by experts as the country's most polarizing election with racial and religious issues overshadowing the city's most critical problems, including education and infrastructure. (TJP/D4/P10) In this report, TJP sees the election happened in Jakarta with the candidates Anies-Sandi and Ahok-Djarot is problematic. It is proven with the use of adjective added by superlative in its evaluation, as reflected in example (8) most divisive and example (10) most polarizing and most critical problems. It is added by the statement that contains judgment in example (9) saying that the win of Anies is because of the ride of religious issue which is used as the weapon for this success, stated in the phrase growing wave of religious conservatism. growing, in this case, indicates the situation related to religious separatism is getting heated, unusual, and risen. This judgment is moved from the judgment for the religious issue to the election, as emphasized by the word riding in riding a growing wave of religious conservatism. Thus, it can be concluded that TJP wants to tell the readers that the problems happened in governor election, which is said as divisive and polarizing, with religious separatism is inseparable. On the other hand, the news report delivered by KOMPAS gives different discourse. See the examples below. 11) 'Saya enggak mau negara kita hancur karena dijadikan ladang radikalisme seperti di Suriah. NKRI harga mati dan Pancasila tidak boleh ganti,' katanya. (KOM/D4/P9) I don t want our country gets ruined because it is turned to be the place for radicalism like in Syria. NKRI undisputed, and Pancasila forever, she said. 12) 'Sekolah menengah dan perguruan tinggi sudah mulai disusupi aliran keras. Ini harus dihadapi bersama-sama pemerintah,' kata Syafii Maarif. (KOM/D4/P13) High schools and universities have already been infiltrated by hard-line groups. It should be encountered together with the government, Syafii Maarif said. 13) Menurut Triyono, pilihan bentuk komunikasi dengan karangan bunga dilakukan karena penyampaian pesan melalui kata-kata sudah dianggap terlalu banyak dan klise. (KOM/D4/P16) According to Triyono, communication style with flower boards is preferred because the message delivered with words are too common and cliché. Here, KOMPAS tends to use quotations or opinions from people to deliver the message of this news report. In (11), there is a man said about ladang radikalisme (radicalism place). The statement from this person is used by KOMPAS to evaluate the moment in which the flower boards are the movement against radicalism. ladang means a place to plant something such as trees. When it is written as ladang radikalisme, radikalisme means a seed that is being planted. Here, people oppose to have lading radikalisme since it is also considered as aliran keras (hard-line groups) which is stated in example (12). These attitudes infer that KOMPAS emphasizes the contents or messages delivered through the flower boards that the action is about fighting against radicalism. KOMPAS also responses this act positively by using judgment towards the common messages, as portrayed in example (13) terlalu banyak (too common) and klise (cliché). However, in this article, KOMPAS does not state clearly what kind of radicalism that happens in the society. 154

164 b. Appreciation Instead of affect and judgment, the media either KOMPAS or TJP also reflect appreciation towards the situation or the persons. Here, TJP does not really use many appreciations in delivering the reports compared to KOMPAS with the balance 3:17. First, let us see attitudinal language of appreciation in TJP. 14) He appreciated the act and deemed it to be part of nation's democracy. (TJP/D4/P7) 15) Riding a growing wave of religious conservatism, former culture and education minister Anies Baswedan won the election, beating incumbent Basuki 'Ahok' Tjahaja Purnama,.. (TJP/D4/P11) There are three languages of appreciation used by TJP. One is to evaluate the act of sending flowers as a part of democracy (in example 14), and the other two in example 15 are to appraise the status of the subjects which are formerin former culture and education minister adhered to Anies Baswedan and incumbent in incumbent Basuki Ahok Tjahaja Purnama. TJP takes Jakarta police spokesperson s statement that it is a democracy act. Democracy allows people to express their opinions as long as it is still in line with Indonesian law. Meanwhile, we see different ambiance between the words former and incumbent in order to show the status between Anies and Ahok. By using these dictions, TJP seems distinguish (or clash?) the position among them in which former minister competed incumbent Jakarta governor. Former indicates negative attitude because it means the person is no longer at that position, while incumbent is positive which shows the person is still in charge as the governor. However, from the attitudinal language, example (15) also brings binary logics between minister and governor. It gives understanding that the current governor is having competition with ex-minister in which minister is always realized as having higher position of governor. Presumably TJP attempts to say that Ahok s rival is powerful while Ahok who is the incumbent governor is competitive as well. In KOMPAS, it is found different attitudes to express appreciation, seen as follow. 16) Pesan yang disampaikan relatif seragam: apresiasi dan harapan agar Polri terus menjaga Pancasila sekaligus melawan radikalisme. (KOM/D4/P0) The messages are relatively similar: appreciation and expectation for the Police to keep Pancasila as well as to fight against radicalism. 17) Menurut dia, bunga secara simbolis bisa dimaknai sebagai gerakan rekonsiliasi. (KOM/D4/P17) According to him, flower symbolically can be seen as the movement of reconciliation. 18) 'Bunga itu simbol netral dan independen. Kalau itu masih dikritik lalu di mana letak salahnya? Itu, kan, sebenarnya simbol apresiasi dan dedikasi,' kata Wasisto. (KOM/D4/P18) Flower symbolizes neutral and independent. If it is still criticized, then, in what way is it wrong? It actually symbolizes appreciation and dedication as well, Warsito said. Appreciation used by KOMPAS focuses mostly on the meaning of flowers sent to the police headquarters, the Palace State, and governor office. In the lead article, it is started by general description about the message of the flowers with the word relatifin the phrase relatif seragam(relatively similar) (example 16). KOMPAS considers the act of sending flowers as gerakan rekonsiliasi (reconciliation act), while flowers represents neutral, independent, as well as appreciation and dedication to the incumbent governor which later will not serve as governor again, as reflected in example (17) and (18). DISCUSSION To deliver the message intended by the media, as the news makers, they sometimes quote or cite the statements from other people. Of course, the statements have already 155

165 selected so that they are engaged to what media imagined for the public opinions (readers). It is also the right of the media to do censorship or editing as long as it still contains facts based on the interviews or field observation done by reporters. From two articles which each of them delivered by TJP and KOMPAS, the question will be: which language is more imaginative to give knowledge to the readers? Before going further to discuss the attitudinal language reflected in both media, it is better to see the focus of each report although basically they have similarity in reporting the sending flowers. TJP reports the support to curb radicalism under the title Jakarta call for help against radicalism while in KOMPAS it is entitled Bahasa Simbolik dari Mayoritas Diam. TJP emphasizes the news on the problems why this action came up. In other words, it is not only about supporting government to eradicate radicalism that is felt of getting escalated and jeopardize the unity of nation state, but TJP depicts the causers or factors as well. For example, TJP tells about how Jakarta gubernatorial election was held, which is reported as being mobilized by taking religious issue to be blown up. On the contrary, KOMPAS never discussed this matter in its article. They focuses on how much support is delivered by the silent majority; about the number of flowers, the messages on the flower boards, and the comments which tend to give positive attitudes. The tendency how the knowledge is constructed is seen in detail on the meanings of language attitudes presented by TJP and KOMPAS. TJP and KOMPAS uses affect as the attempt to influence readers emotion. Affects used in TJP are mostly about the process that contains mental and behavior representation, for example in the word fanned and eradicate. Fanned goes upon the mental dimension, while eradicate is more about act or behavior. Similarly, KOMPAS uses the words dukung (to support) and melawan (against) as the examples of Affect. When someone says saya mendukungmu / I support you, it is not always reflected through action but more touches in the mental level; while melawan tends to be realized into real action as stated in melawan radicalism / against radicalism. In term of judgment, the appraisal language by TJP mostly contains negative mood when the attitudes refers to the Jakarta election, religious conservatism, and Islamic Defender Front (FPI). The examples are seen at the analysis on judgment above. Positive attitudes of judgment refers to Jokowi, flower boards, and people who support Ahok as well as they who against radicalism. The same thing happens in KOMPAS but it is identified that the positive judgments are to appraise the silent majority and the flower boards. This is rendered that KOMPAS has limited shared-knowledge regarding the issue (or can it be said as over selfcensorship by KOMPAS itself?). Meanwhile, in Appreciation, unlike KOMPAS, TJP seldom uses appreciation as the attitudinal language. KOMPAS seems exaggerating the reports by having more appreciation towards the actions of flower deliverance as well as the silent majority. Perhaps, the differences on language attitudes between TJP and KOMPAS evoke a question why. The first is related to the language use in the media. TJP is English newspapers in which the readers are limited to people who have English proficiency, middleup class, ex-patriate, and international readers as well. This makes English as lingua franca in international level. In delivering the issue of radicalism that happened in Indonesia, it is inferred that TJP wants to influence their targeted readers. Based on the intension, language attitudes applied in TJP tend to support government to tackle down growing religious separatism or radicalism which hides in the (Islam) religion. Besides, it tries to tell that Indonesia faces severe problem since radicalism is organized and constructed for political purpose. It is shown that the way the appraisal language is delivered is more powerful (and provocative) than KOMPAS. The reason is presumably because TJP is written in English and not all Indonesians know their intension so that they are braver and stronger in term of linguistic choices. Remember that TJP is for international readers as well, so by their news 156

166 TJP shares knowledge to foreigners in order to imagine what happened in Indonesia (Anderson, 1991). Almost similar with TJP, KOMPAS as the Indonesian-language newspaper tries to influence Indonesian readers but in different way. The readers of KOMPAS are mostly Indonesian since the distribution area includes almost all places in Indonesia either in provincial or regional level, and it is popular among Indonesians. Language attitudes used in KOMPAS tend to invite the readers to react positively regarding radicalism issue that involves religion. Whereas it also informs the huge support given by silent majority, KOMPAS not really portray the urgency about the action, but focuses to what people should response with radicalism. KOMPAS is getting careful to deliver the reports that are related to sensitive matter such as religion and hard-line groups, even they sometimes do not directly state to the factors why the problem occurs. Perhaps, it is because all Indonesians can read KOMPAS and the news should bring stability in the society. CONCLUSION By quoting Bourdieu (Haryatmoko, 2016) that language is not powerful on its own, this also happens in this study that language attitudes reflected in the media are potential to shape public opinion based on the media perspective. The analysis of this writing does not come to research the real readers responses, for example by questioners or interviews, but hope we can imagine what kind of shared-knowledge intended by the media. To sum, there are two points found out. The first is, from the language attitudes, TJP prefers to use more Affect and Judgment to deliver the issue. The linguistic choices are more provocative than KOMPAS in order to imagine the readers involvement to criticize the issue as well. Meanwhile, KOMPAS plays attitudinal language of appreciation and affect to influence the readers. The language use by KOMPAS is more polish which is probably it is to create stability in the society, not to make people response negatively. BOOK REFERENCES Anderson, Benedict Imagined Communities. New York: Verso. Haryatmoko Membongkar Rezim Kepastian. Yogyakarta: Kanisius. Martin, J.R. & P.R.R. White The Language of Evaluation, Appraisal in English. New York: Palgrave Macmillan. Purnamasari, Yessy and Humaira Restu Maulida Appraisal Devices Realizing Attitudes in Tripasvisor Community review towards Saung Angklung Udjo, proceeding ofseminar Linguistik Tahunan (SETALI) 2017, August 10-11, 2017, pp Bandung: Prodi Linguistik SPs UPI. Rezkiyana, Putri Ayu and B.B. Dwijatmoko The Use of Rasa to Feel as a Hedge in Indonesian Novels: A Corpus Study, proceeding ofseminar Linguistik Tahunan (SETALI) 2017, August 10-11, 2017, pp Bandung: Prodi Linguistik SPs UPI. Sen, Krishna and David T. Hill Media, Culture and Politics in Indonesia. Jakarta: PT Equinox Publishing Indonesia. Van Dijk, T.A Critical Discourse Analysis. In D. Tannen, D. Schiffrin and H. Hamilton (eds), The Handbook of Discourse Analysis. Oxford: Blackwell. DATA REFERENCES Kompas, May 4, The Jakarta Post, May 4,

167 MORFEM BEBAS YANG BERSUKU TUNGGAL KV (KONSONAN VOKAL) DALAM BAHASA ACEH DAN BAHASA INDONESIA (STUDI KONTRASTIF) Rahil Helmi Ilmu Linguistik, Fakultas Ilmu Budaya Universitas Gadjah Mada Abstrak Setiap bahasa memiliki kaidah kebahasaan yang berbeda. Sistem morfologi setiap bahasa mempunyai kekhasan tersendiri. Begitu juga dengan sistem morfologi Bahasa Indonesia (BI) dan bahasa Aceh (ba). Bahasa Aceh memiliki morfem bebas bersuku tunggal KV (Konsonan Vokal) yang produktif sebaliknya dalam bahasa Indonesia jumlahnya terbatas. Penelitian ini bertujuan untuk mendeskripsikan morfem bebas bersuku tunggal KV yang terdapat dalam ba dan BI serta mendeskripsikan arti dan jenis kelas kata yang terdapat pada kedua bahasa tersebut. Penelitian ini menggunakan metode simak dan teknik catat (Sudaryanto, 1993: 132) dan kemudian data dianalisis menggunakan metode kontrastif dalam membandingkan data pada ba dan BI. Hasil penelitian ini menunjukkan terdapat 19 morfem bebas BI dan 53 morfem bebas ba bersuku tunggal dan bersifat terbuka. Morfem-morfem tersebut ada yang berupa ragam baku dan tidak baku.scientifically' the underlying forces (e.g. the environment or heredity) influencing the actions of its subjects. Naturalistic works often include uncouth or sordid subject matter; for example, Emile Zola s works had a frankness about sexuality along with a pervasive pessimism. Naturalistic works exposed the dark harshness of life, including poverty, racism, violence, prejudice, disease, corruption, prostitution, and filth. As a result, naturalistic writers were frequently criticized for focusing too much on human vice and misery. Nowadays it can be seen through the real phenomenon in our surrounding life that there is a tendency to the vanishing of human honor and esteem. Man should have been in good spirit and belief, because by having such conditions, they will give progress to the development of naturalism. NATURALISM SEEN FROM LITERARY CHARACTERIZATION There are defining characters of literary naturalism. One of these is pessimism. Very often, one or more characters will continue to repeat one line or phrase that tends to have a pessimistic connotation, sometimes emphasizing the inevitability of death. 305

315 Another characteristic of literary naturalism is detachment from the story. The author often tries to maintain a tone that will be experienced as 'objective.' Also, an author will sometimes achieve detachment by creating nameless characters (though, strictly speaking, this is more common among modernists such as Ernest Hemingway). This puts the focus on the plot and what happens to the character, rather than the characters themselves. Another characteristic of naturalism is determinism. Determinism is basically the opposite of the notion of free will. For determinism, the idea that individual characters have a direct influence on the course of their lives is supplanted by a focus on nature or fate. Often, a naturalist author will lead the reader to believe a character's fate has been pre-determined, usually by environmental factors, and that he/she can do nothing about it. Another common characteristic is a surprising twist at the end of the story. Equally, there tends to be in naturalist novels and stories a strong sense that nature is indifferent to human struggle. These are only a few of the defining characteristics of naturalism, however. Naturalism is an extension of realism, and may be better understood by study of the basic precepts of that literary movement. The term naturalism itself may have been used in this sense for the first time by Émile Zola. It is believed that he sought a new idea to convince the reading public of something new and more modern in his fiction. He argued that his innovation in fiction-writing was the creation of characters and plots based on the scientific method. NATURALISM AND SELF ENDURANCE IN STEPHEN CRANE S MAGGIE: A GIRL OF THE STREET Stephen Crane s Maggie : A Girl of the Street has often served as an example of naturalistic fiction written in English and it is famous in America. It is about young girl s fall and death in New York Slums. Maggie is a child living in the tenements of the Bowery, a slum area of New York City. Her father and mother are both alcoholics, and she and her two brothers suffer a violent and abusive childhood. The younger of the two boys dies, but Maggie and Jimmie survive. Maggie grows into a beautiful girl, somehow untouched by the squalor around her. When her brother brings home his friend Pete, who shows her some attention, she falls in love with him. She fails to see him as the uncouth braggart that he is and succumbs to his charms. She goes to live with him, but Pete soon tires of her. She tries to return home, but is turned away. Both her mother and her brother condemn her as a fallen woman, despite the immoral behavior of both of them. Maggie, homeless and penniless, turns to prostitution to make a living. As her life become more dismal, she commits suicide. Her mother, on learning of Maggie s death, wails hypocritically that she will forgive Maggie her sins. What had happened to Maggie, is basically the effect of environment on human lives. The novel written by Crane has characteristics which death clash with its next categorization as naturalistic fiction. According to Horton in his book : Background of Literary Thought, it is stated that for the practical purpose, books with the characteristics of the following matters are considered as a naturalistic writing. The characteristics are as follows: Objectiveness The reality and clearness Attitude of moral toward material A constant philosophy Pessimistic or despair Have the rough character combined with emotional feeling. (Horton: 260) 306

316 A modified definition appears in Donald Pizer's Realism and Naturalism in Nineteenth-Century American Fiction, Revised Edition (1984): The naturalistic novel usually contains two tensions or contradictions, and... the two in conjunction comprise both an interpretation of experience and a particular aesthetic recreation of experience. In other words, the two constitute the theme and form of the naturalistic novel. The first tension is that between the subject matter of the naturalistic novel and the concept of man which emerges from this subject matter. The naturalist populates his novel primarily from the lower middle class or the lower class.... His fictional world is that of the commonplace and unheroic in which life would seem to be chiefly the dull round of daily existence, as we ourselves usually conceive of our lives. But the naturalist discovers in this world those qualities of man usually associated with the heroic or adventurous, such as acts of violence and passion which involve sexual adventure or bodily strength and which culminate in desperate moments and violent death. A naturalistic novel is thus an extension of realism only in the sense that both modes often deal with the local and contemporary. The naturalist, however, discovers in this material the extraordinary and excessive in human nature. The second tension involves the theme of the naturalistic novel. The naturalist often describes his characters as though they are conditioned and controlled by environment, heredity, instinct, or chance. But he also suggests a compensating humanistic value in his characters or their fates which affirms the significance of the individual and of his life. The tension here is that between the naturalist's desire to represent in fiction the new, discomfiting truths which he has found in the ideas and life of his late nineteenth-century world, and also his desire to find some meaning in experience which reasserts the validity of the human enterprise. ( Pizer:10-11) Horton also stated in his book that there are no pure naturalistic writing, if there are many, the reader may think harder and deeper, even become much confused in reading the text. Stephen Crane in his Maggie : A Girl of the Street using irony and imagery ( double pattern of imagery). His irony involving Mrs. Johnson, for example, centers on the religious and moral poses of outraged motherhood and despoiled home. The form and theme of naturalistic novel describing the character of the poor people, uneducated, far from modern touch with general ordinary place used as a setting. The other characteristics of naturalistic novel are scientific, experiment, objective, pessimistic, revolution, sensation, philosophical, and without thought. In novel Maggie : A Girl of the Street can clearly be seen from the appearance of Maggie s family and the neighbors. We can also clearly know from the place where they live, located at slum tenement house, with bad and dirty condition and habit. The statement supported by the quotation below: Eventually they entered a dark region where, from a careening building, a dozen gruesome doorways gave up loads of babies to the street and the gutter. A wind of early autumn raised yellow dust from cobbles and swirled it against a hundred windows. Long streamers of garments fluttered from fire escapes. In all unhandy places there were buckets, brooms, rags, and bottles. In the street infants played or fought with other infants or sad stupidly in the way of vehicles. Formidable woman, with uncombed hair and disordered dress, gossiped while leaning on submission to something, sat smoking pipes in obscure corners. A thousand odors of cooking food come forth to the street. The building quivered and creaked from the weight of humanity stamping about in its bowels. ( Crane :42-43) 307

317 These exploration of New York slums resulted in 1893 in Crane s first novel, Maggie : A Girl of the Street. It consisted of verbal impressions mainly, picture of tenement scenes, the chaos of the backyards, the side doors corners saloons when children constantly emerged with pails of beer. A tragedy of a deserted girl of the East Side World, the book was remarkable for its visual power as well as for its art of reporting conversation and the freshness that characterized Crane s later works. Based on the theory of naturalism which stated that the story end tragically. As we know in Maggie: A Girl of the Street, Maggie herself found death in tragic condition. The tragic death of Maggie is because of her incapability in controlling her own emotion and also her pessimistic feeling. In fact, to be able to control the emotion and maintain the self motivation are the crucial points if human being wants to be a survival in his or her life. As a human being, therefore Maggie should have used her thought and do what become her duty from God based on her faith and religion. If Maggie obeyed the rule in bible she might be save from natural selection. As a woman who is created by the God with a perfect condition physically, Maggie does not use her perfect as a human to control her emotion. In the first story, Maggie is described as a beautiful girl in the surrounding area of slum tenement houses. God create human kind in the world completed with the thought, intuition, and intelligence, The creator or the author of the nature had stocked the world with the materials of thought. It means that the creator had planted the thought in human beings as a means to understand nature. Nature should be investigated, and that, by such investigations, man should become not only wiser but also more reverent, religious, and happy. In Maggie, most of the characters created by author of nature with perfect physical condition, means that there are no handicaps to understand nature. Although they are all considered as an uneducated people but still as human being they possessed a thought and intuition. They should have been used this to defend themselves from the condition of bad environment. If we relate the tragic death of Maggie with the natural selection, therefore Maggie is considered as a victim of nature because she does not success in passing natural selection. As we know in the Darwin s theory that human kind will only be saved by herself or himself by using his own willingness and thought to struggle against natural selection. In Maggie, Stephen Crane meant to show that environment is a tremendous thing in this world, and often shapes lives regardlesslly (Pizer,1967 :116). Environment is one important factor in life which influence the attitude of human kind. The way the environment give an impact towards human kind is so strong and difficult to avoid, therefore many people are usually stuck in the dark way because he or she does not act carefully in living the life. In Stephen Cranes Maggie and American Naturalism from The Theory and Practice of American Literary Naturalism Donald states that Maggie, despite standing as one of clearest examples of American naturalism, has certain characteristics that make it a strange fit with other naturalist texts, particularly as we understand them from Emily Zola s novel. First, as Pizer points out, it is a bleak and deterministic picture of slum life in which a young girl is ruined, cast out, and perishes after a bleak life of prostitution. These characteristics, combined with Crane s insistence that the book demonstrated the effect of an environment on life, seem to make it the perfect naturalist text. But there remains a telling difference: Crane s novel is full throughout of irony and mock-heroic imagery, and Maggie herself seems not to have been personally affected by her environment. Pizer writes: There is nothing, of course, to prevent a naturalist from 308

318 depending on irony and expressionistic symbolism, just as there is nothing to prevent him from introducing a deterministic theme into a Jameson setting. But in practice the naturalist is usually direct (124). CONCLUSSION Literature refers to reality and imagination which people feel and experience. It can be a picture of life in a past, now, and future. It does not only give pleasure for readers, but also teaches something better for human being. The novel Maggie: A Girl of The Street, written by Stephen Crane is connected much to social problem of human life, especially in slums. The trials and tribulation of growing up in the slum of the city are clearly described in the Johnson family. From the beginning of the story, where Jimmie was leading a fight with other young boys until the end of the story, where Mary grieved for the loss of her daughter, exactly there is so much pain and suffering. Adopting Priyani Saragih in her manuscript that the family s most important role is to replace those members who have died or are disabled. The role of the family therefore can be described such; the family provide and support for reproduction, the family socialize the young, and the family provide support and protection. In Maggie s family, it seemed there is no important role of that Maggie did not get the function of family in her family. As an effect, Maggie s family met the destruction and she was contaminated with bad influence. As readers, we can see clearly in this novel how then strong young woman in her life was trying to overcome the cold and hardened poverty of life. Unfortunately she could not find her own existence for she was lack of self motivation. As a consequence, she became disreputable young woman in society that finally would take her to end her own life by committing suicide. Stephen Crane s Maggie: A Girl of the Street is really a good novel that can be used as a media in teaching learning because of the valuable lesson inside. Borrowing Orson F Whitney and Sarah J Maas in concluding the discussion the writer is quite agree that no pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable and it is through sorrow and suffering, toil and tribulation. Therefore, if you can learn to endure pain, you can survive anything. By giving appreciation towards other nation s imaginative literature creations, therefore can be used as a wise way to support the success of intercultural relationships among students of the world. REFERENCES Almerico,Gina M (2014) Building Character Through Literacy with Children s Literature.Research in Higher Education Journal Vol 26 - Oct, 2014.The University of Tampa Brown, D Principles of Language Learning and Teaching. San Francisco: Pearson Education,Inc Crane, Stephen Maggie: A Girl of The Street. Great Britain. Wordsworth Classics 309

319 Horton, Rod William& Edwards,Herbert W (1974): Background of Literary Thought. Englewood Cliffs, NJ. England. Prentice Hall Maas Sarah J.Worthy Quotations on Endurance.accesed on Saturday,February 10th, 2018 Pizer,Donald.(1984) Realism and Naturalism in Nineteenth Literature.Southern Illinois University Press. Ww.nea.org Century American Porter Abbot H (2008). The Cambridge Introduction to Narrative United Kingdom. Cambridge University Press Ryan,K (1999). Mining the Values in The Curriculum. National Education Association, Retrieved January 8,2014 from Saragih, Priyani.(2008) Tragic Life of A Young Woman in Stephen Crane s Maggie: A Girl of The Street. A Thesis. English Departement University of North Sumatera. Webster s Dictionary of the English Language (1989) Lexican Publications Whitney Orson F.Worthy Quotations on Endurance. accesed on Saturday,February 10th, 2018 Wikipedia, the Free Encyclopedia org/wiki/naturalism (literature) Web Zola.(1988) Naturalism. Beijing. China Science Press 310 Transcription Tool.http/en Wikipedia

320 ANALISIS TERJEMAHAN TINDAK TUTUR ILOKUSI KALIMAT TANYA PADA KOMIK LAND OF BLACK GOLD DAN NEGERI EMAS HITAM Ardya Setya Nurvrita Akademi Sekretari dan Manajemen Widya Mandala Madiun HP Abstrak Tujuan penelitian ini adalah untuk menjelaskan tindak tutur ilokusi kalimat tanya dalam komik Land of Black Gold dan terjemahannya.penelitian ini merupakan penelitian deskriptif kualitatif terpancang. Temuan dalam penelitian ini yaitu: dalam 174 data tuturan terdapat tiga jenis kalimat tanya yaitu: Yes-no question, Wh question, dan Alternative question; 174 data tersebut menerapkan sepuluh fungsi ilokusi, yaitu bertanya, konfirmasi, menawarkan, menyarankan, memerintah, melarang, meyakinkan, mengingatkan, menyalahkan, memastikan; penerapan teknik penerjemahan tuturan ilokusi kalimat tanya teridentifikasi sebanyak 164 data diterjemahkan dengan teknik penerjemahan varian tunggal, meliputi: Kesepadanan lazim, Harfiah, Reduksi, Kompresi linguistik, Modulasi, Amplifikasi, Partikularisasi, Aplifikasi linguistik, Variasi. Varian kuplet digunakan pada 10 data tuturan, meliputi: Kesepadanan lazim+reduksi, Variasi+Harfiah, Reduksi+Amplifikasi, Kompresi linguistik+reduksi, Kesepadanan; dapat disimpulkan bahwa hasil terjemahan tuturan ilokusi kalimat tanya mempunyai kualitas yang baik. Gambar, teks, dan narasi adalah halhal yang saling berkaitan erat dalam penerjemahan komik. Kata Kunci: komik, penerjemahan, kalimat tanya, tindak tutur ilokusi, kualitas terjemahan PENDAHULUAN Banyak kegiatan yang dapat dilakukan untuk berkomunikasi, salah satunya adalah dalam bentuk percakapan. Dalam percakapan, akan ada kalimat kalimat yang diutarakan untuk mendapatkan dan menyampaikan informasi, serta menerima pesan. Salah satu jenisnya adalah kalimat tanya yang sering digunakan untuk mendapatkan dan mencari informasi. Salah satu contoh penggunaannya adalah percakapan atau dialog di dalam komik. Komik adalah gambar-gambar serta lambang-lambang lain yang terjukstaposisi dalam urutan tertentu, untuk menyampaikan informasi dan/atau mencapai tanggapan estetis dari pembacanya (McCloud 1993: 9). Dengan demikian, komik memanfaatkan ruang dalam media gambar untuk meletakan gambar demi gambar sehingga membentuk alur cerita. Komik memiliki sifat yang terjukstaposisi atau berdekatan, sebuah pertentangan antara kedua hal, dalam hal ini kotak yang membatasi komik dan cerita yang luas. Jadi walaupun komik terikat pada ruangnya, komik dapat menggambarkan cerita yang luas (McCloud 1993: 7). Bahasa merupakan alat komunikasi manusia yang digunakan untuk menginformasikan sesuatu, mengungkapkan perasaan dan untuk mengirim atau mendapatkan pesan. Dengan bahasa manusia bisa berbagi segala hal dan semakin mudah pula pembicara dan lawan bicara dalam menyampaikan dan menerima pesan, serta mencari informasi. Dalam perkembangannya komik mempunyai banyak penggemar khususnya di Indonesia. Hal ini mengakibatkan timbul tuntutan akan adanya terjemahan komik yang berkualitas. Banyaknya komik berbahasa asing juga menjadi kendala tersendiri bagi para penggemar komik. Khususnya bagi mereka yang memang mempunyai keterbatasan akan penguasaan dan pemahaman suatu bahasa tertentu (bahasa sumber) yaitu Bahasa Inggris. 311

321 Keterbatasan penguasaan dan pemahaman terhadap suatu bahasa tertentu atau komik berbahasa asing inilah yang menjadi momok para penggemarnya. Percakapan atau dialog di dalam komik tentunya tidak lepas dari unsur bertanya, menjawab dan membuat pernyataan. Oleh karena itu, peneliti akan memfokuskan penelitian pada penerjemahan kalimat tanya pada komik Land of Black Gold dan terjemahannya Negeri Emas Hitam karya George Prosper Remi (Hergé) yang ditulis pada masa perang dunia II ( ). Obyek penelitian difokuskan pada kalimat tanya karena komik Land of Black Gold dan terjemahannya Negeri Emas Hitam bertemakanpetualangan detektif yang mana isi dari komik komik ini adalah mengenai pemecahan dan penyelidikan kasus sabotase minyak yang terjadi saat itu. Senada dengan temanya, maka dialog-dialog pada komik ini sebagian besar berupa kalimat tanya. Setelah peneliti menggali potensi dan berdasar penelitianpenelitian sebelumnya tentang kalimat tanya sebagai obyek penelitian, ternyata ada beberapa hal yang menarik untuk dikaji dari kalimat tanya dan belum ada dalam penelitian sebelumnya. Sehingga peneliti tertarik untuk memfokuskan obyek penelitian ini pada kalimat tanya yang terdapat di dalam komik ini. Pada versi awal komik ini sarat dengan muatan politik yang berlatar belakang konflik antara Arab dan Yahudi di Palestina (pada saat negara Israel didirikan). Setelah perang dunia II, komik ini dirombak habis-habisan dan disingkirkan nuansa politiknya. Di versi akhir yang kita baca sekarang ini, ceritanya berlangsung di negeri Arab fiksional yaitu Khemed. Komik ini diterbitkan dalam 40 bahasa di seluruh dunia. Komik Land of Black Gold Negeri Emas Hitam lebih rinci bercerita tentang kisah petualangan Tintin dan Milo yang kemudian juga ditemani oleh Kapten Haddock, sang ilmuwan Lakmus, serta si kembar Dupondt. Dalam komik diceritakan bagaimana Tintin dan kawan-kawannya terlibat dengan sebuah petualangan yang membawa mereka ke intrik-intrik politik dan ekonomi. Mereka harus menghadapi krisis energi yang mendesak dan sebuah perebutan kekuasaan di sebuah negara Timur Tengah. Fokus penelitian ini adalah pada komik Land of Black Gold versi Bahasa Inggris sebagai BSu, mengingat versi awal dari komik ini adalah berbahasa Perancis karya George Prosper Remi (Hergé). Dalam menerjemahkan suatu komik atau karya sastra, seorang penerjemah tidak hanya harus memiliki kompetensi dalam dua bahasa, tetapi juga memiliki kemampuan dalam bidang ilmu yang lain. Hal ini senada dengan pendapat Nababan (2003:12-13), ilmu penerjemahan termasuk ilmu indisipliner karena ilmu ini juga menerima banyak sumbangan dari ilmu-ilmu yang lain seperti, linguistik, psikologi, sosiolinguistik, pragmatik, ilmu komunikasi, filologi, leksikografi dan lain sebagainya. Pragmatik salah satu cabang dari ilmu linguistik ini perlu dipahami dengan baik oleh seorang penerjemah. Pragmatik adalah kajian makna yang sangat berkaitan dengan situasi tutur. Oleh karena itu, untuk melakukan analisis pragmatik dalam tuturan diperlukan sebuah situasi tutur (speech situation) dimana tuturan tersebut ada. Situasi tutur meliputi beberapa unsur, yaitu; penutur dan petutur; konteks, tujuan, waktu dan tempat. Tindak tutur atau disebut speech act merupakan bagian yang penting dalam mendukung terjadinya suatu situasi tutur, seperti pendapat Cruse (2000:331), to communicate we must express propositions with a particular illocutionary force, and in so doing we perform particular kinds of action such as stating, promising, warning, and so on, which have come to be called speech act. Tidak tutur juga merupakan bagian terpenting dalam Pragmatik yang mengarah pada bagaimana konteks dari ucapan mempengaruhi ucapan tersebut sehingga bisa dimengerti. Selanjutnya, tindak tutur dibagi menjadi tiga, yaitu lokusi (locutionary act), ilokusi (illocutionary act) dan perlokusi (perlocutionary act). Menurut Yule (1996) tindak ilokusi diklasifikasikan menjadi lima kategori yaitu deklaratif, representatif, ekspresif, direktif dan komisif. Sedangkan berdasarkan strukturnya, tindak tutur ilokusi dibagi menjadi tiga tipe, yaitu; deklaratif, interogatif, imperatif dan tiga fungsi komunikasi umum; pernyataan, 312

322 pertanyaan, dan perintah atau permohonan. Senada dengan tema dari komik Land of Black Gold dan terjemahannya Negeri Emas Hitam yang berupa petualangan detektif dalam memecahkan sebuah kasus, banyak ditemukan dialog-dialog yang berupa kalimat tanya atau pertanyaan. Setelah digali lebih dalam, ternyata masih ada kesempatan bagi peneliti untuk melakukan penelitian yang belum dilakukan oleh peneliti-peneliti sebelumnya. Lebih lanjut, penelitian difokuskan pada sub klasifikasi tindak tutur ilokusi kalimat tanya (pertanyaan). Peneliti fokus pada tindak tutur ilokusi kalimat tanya (pertanyaan) pada komik Land of Black Gold dan Negeri Emas Hitam karena senada dengan tema komik mengenai petualangan seorang detektif untuk mengungkap sebuah kasus melalui penyelidikan-penyelidikan. Sehingga, penelitian ini diharapkan berkontribusi untuk mengkaji penggunaan jenis kalimat tanya dan fungsi ilokusi kalimat tanya yang digunakan di dalam komik, khususnya yang bergenre petualangan dan detektif. Dalam menerjemahkan sebuah komik, seorang penerjemah dihadapkan pada beberapa hal yang harus diperhatikan yaitu saat seseorang membaca sebuah komik atau buku bergambar, maka dia juga secara langsung memperhatikan gambar yang menyertai kata-kata atau teks-teks tersebut.. Oleh karena itu, dalam suatu komik, untuk memahami makna suatu kata dari suatu peristiwa tutur, seorang penerjemah dapat mengamati makna suatu kata dari suatu peristiwa tutur, seorang penerjemah dapat mengamati ciri-ciri konteks sosial dari peristiwa tutur tersebut yang berupa gambar yang menggambarkan peristiwa tutur tersebut diucapkan. Setelah dikaji, kalimat tanya dalam bahasa Inggris terdapat beberapa jenis, tidak hanya yes-no question dan wh- question tetapi juga alternative question. Dalam yes noquestion sendiri terdiri dari kalimat tanya dengan menggunakan tobe (is/am/are/was/were) dan auxilary (kata bantu: do/does, did, have/has/had), yes-no question dengan modal auxilaries, declarative question, tag question. Dalam bahasa Indonesia juga terdapat berbagai jenis kalimat tanya. Yang perlu diperhatikan di sini adalah terdapat beberapa kalimat tanya dalam bahasa Inggris yang berbeda penggunaannya dengan bahasa Indonesia. Pada penerjemahannya dalam bahasa Indonesia tidak jarang terdapat perubahan struktur ataupun perubahan makna kalimat. Tujuan penelitian ini adalah untuk mengidentifikasi, mendeskripsikan dan mengklasifikasi jenis kalimat tanya dan tindak tutur ilokusi dari kalimat tanya yang terkandung dalam komik Land of Black Gold dan terjemahannya; mengidentifikasi, mendeskripsikan dan mengklasifikasi teknik penerjemahan apa yang digunakan dan alasan yang mendasari penggunaan teknik tersebut dalam terjemahan kalimat tanya dalam komik Land of Black Gold dan terjemahannya, mendeskripsikan dampak dari penggunaan teknik penerjemahan terhadap kualitras terjemahan dalam komik Land of Black Gold dan terjemahannya. METODOLOGI PENELITIAN Strategi penelitian ini adalah studi kasus terpancang. Permasalahan dan fokus penelitian pokoknya sudah ditentukan seperti rumusan pada bab. 1, yaitu dibatasi pada kalimat tanya Yes-No question, Wh-question, dan alternative question dan terjemahannya yang akan dianalisis dengan menggunakan pendekatan Pragmatik. Permasalahan tersebut sudah ditentukan sebelum peneliti terjun pada proses penelitian yang akan dikaji. Penelitian ini bersifat holistik interaktif dan constructed. Bersifat holistik interaktif karena terikat konteks atau realitas yang diteliti harus diperoleh melalui konteksnya dan antara sumber data dengan peneliti harus saling berhubungan karena fokus penelitian dibangun dari kegiatan konteksnya. Penelitian ini dapat disebut juga penelitian etnografis karena peneliti harus turun ke lapangan dalam proses pengumpulan data. Data dilapangan diperoleh dengan menggunakan 313

323 metode kuesioner dan wawancara. Pengumpulan data dengan metode ini dilakukan agar peneliti bisa memperoleh informasi yang mendalam, lengkap, dan valid dari para informan tentang data yang akan diteliti. Penggunaan Pragmatik sebagai pendekatan dalam penelitian ini dimaksudkan bahwa Pragmatik menjadi ciri dalam pengumpulan, pengklasifikasian, dan analisis data. Teori tindak tutur ilokusi akan digunakan untuk menganalisis jenis-jenis tindak tutur ilokusi dari kalimat tanya sedangkan teori penerjemahan akan digunakan untuk menganalisis jenis kalimat tanya dan kualitas terjemahan. Lokasi penelitian merupakan fokus yang ditentukan oleh peneliti tentang topik yang akan diteliti. Menurut Lincoln and Guba (1985), lokasi penelitian didefinisikan sebagai focus determined boundary, yang berarti batasan yang ditentukan berdasarkan topik penelitian. Sementara Spradley (1980) menyatakan bahwa lokasi penelitian harus mempunyai unsur-unsur pokok dari suatu lokasi penelitian. Dalam pengertiannya, lokasi penelitian merupakan objek penelitian beserta lingkungannya sehingga dalam lokasi harus memuat 3 elemen penting yaitu setting, actor, dan event. Ketiga elemen seperti tempat, partisipan, dan kejadian tidak selalu merupakan tempat, partisipan, dan kejadian yang nyata. Tetapi, ketiga elemen tersebut dapat bersifat imaginatif. Dengan demikian, lokasi penelitian tidak selalu bersifat geografis, yaitu lokasi berdasarkan letak wilayah, dan demografis, yaitu lokasi berdasarkan jenis atau karakteristik penduduknya tetapi lokasi juga bisa berupa media, yaitu fokus penelitian yang terdapat didalam media cetak, audio, maupun video. Dalam penelitian ini, lokasi penelitian yang diambil adalah dari komik Land of Black Gold dan terjemahannya Negeri Emas Hitam. Untuk tempatnya adalah media karena jenis dokumennya adalah printed media berupa komik. Partisipan yang ada di dalamnya adalah Tintin sebagai tokoh utama dan semua karakter yang ada di dalam komik Land of Black Gold dan Negeri Emas Hitam. Kejadian yang ada di dalam lokasi ini adalah semua kalimat tanya yang terdapat pada dialog-dialognya. Data yang digunakan dalam penelitian ini berupa teks kalimat tanya pada komik dan terjemahannya. Selain itu, data ditunjang oleh penelitian rater terkait dengan kualitas terjemahan. Sedangkan data data dalam penelitian ini diperoleh dari dokumen dan informan. Sutopo (2006: 63) memberikan pemahaman bahwa teknik cuplikan adalah bentuk khusus atau merupakan proses bagi pemusatan sumber data yang mengarah pada seleksi. Berbeda dengan penelitian kuantitatif yang teknik cuplikannya cenderung berupa teknik acak (random sampling), teknik cuplikan dalam penelitian kualitatif lebih bersifat selektif karena cuplikan diambil bukan untuk mewakili populasi, namun informasinya. Teknik cuplikan yang digunakan dalam penelitian ini adalah Purposive sampling atau criterion-based sampling. Cara pengumpulan data penelitian ini dilakukan dengan tehnik snow ball sampling. Artinya data dikumpulkan sedikit demi sedikit dan setiap kali mendapatkan data terus dianalisis. Berkaitan dengan teknik analis data, untuk memperoleh data yang diinginkan secara lengkap, peneliti menggunakan tehnik pengumpulan data berupa: analisis dokumen dan wawancara mendalam.dalam penelitian ini, data yang digunakan adalah dokumen yang berupa teks kalimat tanya pada komik, sehingga peneliti menggunakan analisis isi untuk menganalisis dokumen yang terdapat di lapangan. Secara umum, analisis isi dibagi menjadi empat tahap: analisis domain (untuk membedakan mana data dan bukan data), analisis taksonomi (untuk mengklasifikasikan data berdasarkan kategorinya), analisis komponensial, tema budaya. Analisis Isi, antara lain: Membaca komik Land of Black Gold dan terjemahannya Negeri Emas Hitam; Menandai kalimat tanya berdasarkan jenisnya dalam komik Land of Black Gold dan terjemahannya Negeri Emas Hitam; Menulis kalimat tanya dalam komik 314

324 Land of Black Gold(Bsu) yang sudah ditandai serta menulis terjemahannya; Memberi kode pada setiap kalimat tersebut ( Bsu 1/2: data diambil dari bahasa sumber dalam komik Land of Black Gold halaman 1 kolom 2 dan Bsa 1/2: data diambil dari bahasa sasaran dalam komik Land of Black Gold halaman 1 kolom 2); Menganalisis kalimat tanya dalam bahasa Inggris dan terjemahannya dalam Bsa; Analisis tersebut dilakukan untuk menjelaskan dan mendeskripsikan makna kalimat tanya serta jenis tindak tutur ilokusi dari kalimat tanya. Menurut Sutopo (2006: 67-68), teknik wawancara dilakukan untuk mengumpulkan informasi dari sumber data berupa manusia yang telah diilih sebagai informan peneliti. Wawancara ini dilakukan untuk memperoleh informasi selengkap mungkin yang belum diperoleh dari teknik mengkaji dokumen dan kuesioner.dalam hal ini, Peneliti mewawancarai informan yang sudah ditentukan mengenai kualitas terjemahan khususnya tingkat keakuratan dan keberterimaan. Informan yang telah ditentukan tersebut adalah dosen dan penerjemah yang mempunyai kemampuan dalam penerjemahan dan kebahasaan. Wawancara dilakukan secara berulang dan mendalam untuk mendapat informasi yang sesuai dengan kebutuhan peneliti. Kemudian hasil wawancara tersebut dianalisis, untuk selanjutnya membuat kesimpulan. Pada penelitian ini, peneliti juga menggunakan kuesioner, kuesioner ini diisi oleh pembaca ahli. Menurut Sutopo (2002:70) kuisioner adalah daftar pertanyaan untuk pengumpulan data dalam penelitian. Data ini digunakan untuk mengetahui kualitas terjemahan. Berikut contoh kolom data kuisioner yang akan digunakan oleh peneliti dalam peneilitian: HASIL PENELITIAN 1. Temuan Data Jenis Kalimat Tanya pada Komik The Land of Black Gold dan Terjemahannya. Tabel 1. Jenis Kalimat Tanya No Jenis Kalimat Tanya Jumlah Persentase 1. Jenis Kalimat Tanya a. Yes-no question 74 42,5% 14 8,05 % Yes-no question dengan tobe 5 2,9 % Yes-no question dengan modals 5 2,9 % Tag question atau penegas 50 28,7% Declarative question b. Wh question 97 55,7% 55 31,6 % What 15 8,6 % Where 10 5,7 % Who 12 6,9 % Why 4 2,3 % How 1 0,57 % When 0% Which c. Alternative question 3 1,7% Jumlah Total 174 data 100 % Tabel 1 menunjukkan bahwa ditemukan tiga jenis kalimat tanya yaitu kalimat tanya Yes-No questions, Wh- questions dan Alternatif questions. Dapat disimpulkan bahwa penggunaan jenis kalimat tanya lebih didominasi oleh jenis WH question, karena dalam percakapan yang terdapat pada komik tersebut lebih cenderung bersifat interogasi, dimana 315

325 percakapan lebih sering menggunakan kalimat tanya WH question untuk menanyakan suatu informasi. 2. Temuan Data Tindak Tutur Ilokusi Kalimat Tanya pada Komik The Land of Black Gold dan Terjemahannya. Tabel 2. Tindak Tutur Ilokusi Kalimat Tanya No Fungsi Ilokusi Kalimat Jumlah Persentase Tanya 1. Bertanya ,8% 2. Konfirmasi % 3. Menawarkan 3 1,72 % 4. Menyarankan 4 2,3 % 5. Memerintah 3 1,72 % 6. Melarang 2 1,15 % 7. Meyakinkan 6 3,45 % 8. Mengingatkan 1 0,57 % 9. Menyalahkan 1 0,57 % 10. Memastikan 3 1,72 % Jumlah total 174 data 100% Berdasarkan temuan pada tabel 2, tuturan ilokusi kalimat tanya pada komik The Land of Black Gold berjumlah sepuluh, yaitu bertanya (asking), konfimasi (confirming), menawarkan (offering), menyarankan (suggesting), memerintah (commanding), melarang (prohibiting), meyakinkan (convincing), mengingatkan (reminding), menyalahkan (blaming), dan memastikan (ensuring). 3. Temuan Data Teknik Penerjemahan Tindak Tutur Ilokusi Kalimat Tanya Tabel 3. Teknik Penerjemahan Varian Tunggal No Teknik Penerjemahan Jumlah Presentase Kesepadanan lazim 66 Harfiah 38 Reduksi 30 Kompresi linguistik 9 Modulasi 6 Amplifikasi 8 Partikularisasi 3 Amplifikasi linguistik 1 Variasi 3 Total 164 Pada tabel 3 ditemukan varian tunggal, yang mana teknik mendominasi dalam penerjemahan komik Land of Black Gold. No ,2% 23,1% 18,3 % 5,5 % 3,6 % 4,8 % 1,8 % 0,6 % 1,8 % 100% kesepadanan lazim lebih Tabel 4. Teknik Penerjemahan Varian Kuplet Teknik Penerjemahan Jumlah Presentase Kesepadanan lazim + Reduksi 5 50% Variasi + Harfiah 1 10% Reduksi + Amplifikasi 1 10% Kompresi linguistik + Reduksi 1 10% Kesepadanan lazim + Variasi 2 20% Total % 316

326 Selanjutnya ditemukan bahwa dari sembilan teknik penerjemahan yang digunakan, teknik kesepadanan lazim lebih mendominasi dalam penerjemahan komik Land of Black Gold. Teknik kesepadanan lazim diterapkan pada 66 data tuturan (40,2%), teknik harfiah sebanyak 38 data (23,1%), teknik reduksi sebanyak 30 data (18,3%), teknik kompresi linguistik sebanyak 9 data (5,5%), teknik modulasi 6 data (23,6%), teknik amplifikasi 8 data (4,8%), 3 data menerapkan teknik partikularisasi (1,8%), 2 data menerapkan teknik amplifikasi linguistik 1 data (0,6%), dan teknik variasi 2 data (1,8%). Sedangkan varian kuplet digunakan pada 10 data tuturan, meliputi: Kesepadanan lazim+reduksi 5 (50%), Variasi+Harfiah 1 (10%), Reduksi+Amplifikasi 1 (10%), Kompresi linguistik+reduksi 1 (10%), Kesepadanan lazim+variasi 2 (20%). 4. Temuan Data Dampak Penggunaan Teknik Penerjemahan terhadap Kualitas Penerjemahan Tabel 5. Tingkat Keakuratan dan Penerapan Penerapan Teknik Penerjemahan No 1 Tingkat Keakuratan Akurat No Tingkat Keakuratan 1 Kurang Akurat No 1 3 No 1 2 Tingkat Keakuratan Kurang Akurat Teknik Penerjemahan Jml Presentase Kesepadanan Lazim + Reduksi 3 42,8% Variasi + Harfiah Kompresi Linguistik + Reduksi Kesepadanan Lazim + Variasi Total ,3% 14,3% 2 28,6% 7 100% Jml Presentase Kesepadanan Lazim 14 58,3% Reduksi Kompresi Linguistik Amplifikasi Total ,2% 8,3% 4,1% 100% Jml Presentase 1 50% % 100% Jml Presentase 1 20% 1 20% Teknik Penerjemahan Teknik Penerjemahan Kesepadanan Lazim + Reduksi Reduksi + Amplifikasi Total Tingkat Teknik Penerjemahan Keakuratan Tidak Akurat Kesepadanan Lazim Reduksi 317

327 3 4 5 No 1 Kompresi Linguistik Modulasi Amplifikasi Total Tingkat Teknik Penerjemahan Keakuratan Tidak Akurat Kesepadanan lazim + Reduksi Total % 20% 20% 100% Jml Presentase % Tabel 6. Tingkat Keberterimaan dan Penerapan Teknik Penerjemahan No Tingkat Teknik Penerjemahan Jml presentase Keberterimaa n 1 Berterima Kesepadanan Lazim 58 39,7% 2 Harfiah 36 24,6% 3 Reduksi 27 18,5% 4 Kompresi Linguistik 7 4,8% 5 Modulasi 5 3,4% 6 Amplifikasi 6 4,1% 7 Partikularisasi 3 2,1% 8 Amplifikasi Linguistik 1 0,7% 9 No 1 Variasi Total Tingkat Keberterimaan Berterima No Teknik Penerjemahan Jml presentase Kesepadanan Lazim + Reduksi Variasi + Harfiah Reduksi + Amplifikasi 3 37,5% ,5% 12,5% Kompresi Linguistik + Reduksi 1 12,5% 2 25% 8 100% Kesepadanan Lazim + Variasi Total Tingkat Keberterimaan Kurang Berterima 2,1% 100% Teknik Penerjemahan Jml presentase Harfiah 2 11,1% Kesepadanan Lazim Reduksi ,4% 16,7% 318

328 4 Kompresi Linguistik 5 6 No 1 Modulasi Amplifikasi Total Tingkat Keberterimaan Kurang Berterima Teknik Penerjemahan Kesepadanan Lazim + Reduksi Total 2 11,1% ,6% 11,1% 100% Jml presentase 2 100% 2 100% Tabel 7. Tingkat Keterbacaan dan Penerapan Teknik Penerjemahan No Tingkat Teknik Penerjemahan Jml Presentase Keterbacaan Tingkat Kesepadanan Lazim 48 40,3% Keterbacaan Tinggi 2 Harfiah 33 27,7% 3 Reduksi 17 14,3% 4 Kompresi Linguistik 6 5% 5 Modulasi 2 1,7% 6 Amplifikasi 6 5% 7 Partikularisasi 3 2,5% 8 Amplifikasi Linguistik 1 0,8% 9 Variasi 3 2,5% Total % No Teknik Penerjemahan Kesepadanan Lazim + Reduksi Jml Presentase 1 16,6% 2 3 Variasi + Harfiah Reduksi + Amplifikasi ,6% 16,6% 4 Kompresi Linguistik + Reduksi Kesepadanan Lazim + Variasi Total 1 16,6% 2 33,3% 6 100% Teknik Penerjemahan Harfiah Jml Presentase 5 14,7% Kesepadanan Lazim 10 29,4% 1 Tingkat Keterbacaan Tingkat Keterbacaan Tinggi 5 No 1 2 Tingkat Keterbacaan Tingkat Keterbacaan Sedang 319

329 No 1 Tingkat Keterbacaan Tingkat Keterbacaan Sedang Reduksi Kompresi Linguistik Modulasi Amplifikasi ,4% 5,8% 11,8% 5,8% 100% Teknik Penerjemahan Kesepadanan Lazim + Reduksi Jml Presentase 3 100% 3 100% Jml Presentase 1 100% 1 100% Total No 1 Tingkat Keterbacaan Tingkat Keterbacaan Rendah Teknik Penerjemahan Kesepadanan Lazim + Reduksi Total Hasil dari pada penilaian kualitas terjemahan tindak tutur ilokusi kalimat tanya pada komik The Land of Black Gold dan Negeri Emas Hitam ini adalah ditemukan sebanyak ( 142 ) data merupakan terjemahan akurat, ( 26 ) data kurang akurat, dan ( 6 ) data tidak akurat. Analisis ketiga komponen tersebut menunjukkan bahwa jenis kalimat tanya tertentu memberi pengaruh terhadap fungsi tindak tutur ilokusi kalimat tanya. Selain itu, penerapan teknik penerjemahan juga menentukan tingkat kualitas terjemahan. Penerapan teknik penerjemahan kesepadanan makna antara BSu dan Bsa, kesesuaian dengan kaidah Bsa dan tinggi rendahnya tingkat keterbacaan. Apabila pesan tuturan yang disampaikan sepadan, tidak bertentangan dengan kaidah Bsa, mudah dipahami maka akan menghasilkan terjemahan yang berkualitas tinggi. Hasil dari pada penilaian kualitas terjemahan tindak tutur ilokusi kalimat tanya pada komik The Land of Black Gold dan Negeri Emas Hitam ini adalah ditemukan sebanyak ( 142 ) data merupakan terjemahan akurat, ( 26 ) data kurang akurat, dan ( 6 ) data tidak akurat. Analisis ketiga komponen tersebut menunjukkan bahwa jenis kalimat tanya tertentu memberi pengaruh terhadap fungsi tindak tutur ilokusi kalimat tanya. Selain itu, penerapan teknik penerjemahan juga menentukan tingkat kualitas terjemahan. Penerapan teknik penerjemahan kesepadanan makna antara BSu dan Bsa, kesesuaian dengan kaidah Bsa dan tinggi rendahnya tingkat keterbacaan. Apabila pesan tuturan yang disampaikan sepadan, tidak bertentangan dengan kaidah Bsa, mudah dipahami maka akan menghasilkan terjemahan yang berkualitas tinggi. secara detail, hubungan ketiga komponen tersebut disajikan dalam bentuk tabel, KESIMPULAN (1) Sebanyak 174 data tuturan ilokusi kalimat tanya menerapkan sepuluh fungsi ilokusi kalimat tanya, yaitu bertanya, konfirmasi, menawarkan, menyarankan, memerintah, melarang, meyakinkan, mengingatkan, menyalahkan, dan memastikan. Pada penelitian ini, tuturan ilokusi kalimat tanya, paling banyak menerapkan fungsi bertanya sebanyak 111 data (63,8%); (2) Dari 174 data tuturan ilokusi kalimat tanya yang dianalisis teridentifikasi teknik penerjemahan yang diterapkan sebanyak 174 kali. Berdasarkan teknik tersebut, teridentifikasi 164 data diterjemahkan dengan teknik varian tunggal. Teknik penerjemahan yang paling 320

330 mendominasi diterapkan yaitu teknik penerjemahan Kesepadanan lazim sebanyak 66 (40,2%). Sedangkan, varian teknik penerjemahan kuplet digunakan pada 10 tuturan; (3) Kualitas terjemahan tindak tutur ilokusi kalimat tanya dalam komik meliputi tiga aspek, yaitu keakuratan, keberterimaan, dan keterbacaan. Kualitas terjemahan dalam komik Land of Black Gold dan Negeri Emas Hitam cenderung baik. Presentase terjemahan akurat sebanyak 142 data tuturan (81,6%), berterima 154 data (88,5%), dan keterbacaan sangat tinggi 125 data (71,3%). Namun demikian beberapa data dalam jumlah sedikit masih kurang dalam hal kualitas. Hal ini perlu menjadi perhatian bagi penerjemah; (4) Untuk mengkaji terjemahan dari BSu ke Bsa dan untuk menentukan fungsi ilokusi kalimat tanya atau tuturan dalam komik Land of Black Gold dan Negeri Emas Hitam, tidak hanya ditentukan dari pengenalan struktur kalimat tanya saja tetapi juga dari rangkaian gambar-gambar dan konteks situasi yang menaungi narasi atau dialog-dialognya yang berbentuk kalimat tanya. DAFTAR PUSTAKA Alwi, Hasan. (2003). Tata Bahasa Baku Bahasa Indonesia. Jakarta. Balai Pustaka. Anik, Yayuk. (2008). Terjemahan Kalimat Tanya pada Percakapan dalam Novel Remajadear no body yang diterjemahkan ke dalam Bahasa Indonesia. Thesis. Surakarta. Universitas Sebelas Maret. Austin, John, L. (1962). How To Do things with Words. London: Oxford University Press. Azar, Schramfer, Betty. (1989). Understanding and Using English Grammar. NewJersey. Prentice Hall regents. Azar, Schramfer, Betty. (1992). Fundamentals of English Grammar. New Jersey.Prentice Hall regents Bell, Roger, T. (1991). Translation and Translating: Theory and Practice. London: Longman Group UK Limited. Bonneff, Marcel. (1998). Komik Indonesia. Jakarta: KGP (Kepustakaan Populer Gramedia). Brown, P.,& Levinson, S. (1987). Politenesss. Some Universal in Language Usage. Cambridge University Press. Cambridge. Burhan, Bungin. (2007). Penelitian Kualitatif. Jakarta: Kencana. Catford, J.,C.,(1965). A Linguistic Theory of Translation. New York: Oxford University Press. Collins, Cobuilt.(2001). English Dictionary for Advanced Learners. Third Edition. Harper Collin Publisher. India. Thomson Press. Congdro. (2018). A Comparative Study of Positive, Negative, and Interrogative Sentence in English and Mandarin. Tesis. Universitas Sumatera Utara. Cruse, A. (2000). Meaning in Language: An Introduction to Semantics and Pragmatics. Oxford University Press. 321

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334 TRANSLATION ANALYSIS OF CIRCUMSTANCES IN THE GOSPEL OF MATTHEW CHAPTER12 THROUGH 14 FROM ENGLISH INTO INDONESIAN (TRANSITIVITY) Burwan Tilusubya1, M. R. Nababan2,Riyadi Santosa3 Masters in Linguistic Translation, Department of Linguistics, Sebelas Maret University UNS or Mobile No Department of Linguistics,Graduate Studies, Sebelas Maret University UNS Jl. Ir. Sutami No.36A, Jebres, Kota Surakarta, Jawa Tengah Department of Linguistics,Graduate Studies, Sebelas Maret University UNS Jl. Ir. Sutami No.36A, Jebres, Kota Surakarta, Jawa Tengah Abstract This study deployed translation of circumstances, viewed from the perspective of Transitivity, with descriptive qualitative method. Its specific objectives were to analyse the type of circumstances used in both the source text (ST) and the target text (TT), and to describe the translation techniques of the circumstances found in the TTin relation to the ST. The study utilized document analysis and focus group discussion to collect both linguistic and translation data. The collected data were analysed through domain, taxonomy, componential analysis, and finding the cultural value as suggested by Spradley (1980). Meanwhile the study indicates that circumstances of location, manner, accompaniment, cause, and extent were used in both the ST and TT. It further indicates that the translation techniques deployed by the translator, were not influenced by the type of the circumstance but the form of the circumstance. That, the form factor triggered the translator to deploy established equivalent, combination of techniques, modulation, transposition, deletion, explicitation, implicitation, discursive creation, and paraphrasing techniques.the study concludes that the utilization of certain techniques are influenced by certain factors surrounding the ST and the translator s ability and capability to figure out the ST s context. Keywords:Transitivity,Circumstance,Translation technique INTRODUCTION In the today s globalized world, people keep searching for information because they believe information is power. People want to know what is happening in the neighborhood either politically, economically, socially, and or religiously. Differences in language and culture amongst societies of the world, have created the need for scholars in the linguistic field to translate different materials into different accessible languages of the world. Linguists claim that the sole purpose of any translation work is the transfer of the message from the source text (ST) into the target text (TT) in a simple manner that the reader of the TT would experience the same experience as that which the reader of the ST, would have experienced at reading the ST (House, 2015; Nababan, 2016; Supatmiwati, 2013). Examining the meaning of a literary text (ST) by applying an appropriate theoretical tool before translating it, can be a means to fuller understanding as what may be thought difficult to understand is put open (Leech & Short, 2007). To achieve this purpose scholars in the field of translation have carried out a number of studies utilizing transitivity analysis which is part of the ideational metafunction of language (experiantial meaning) as a tool to unfold the meaning of each clause within the text. As a 325

335 tool, transitivity unlocks the text by describing the experience as a kind of process that is associated with the participants and circumstances at a clause level (Eggins, 2004; Halliday, M.A.K & Matthiessen, 2004; Halliday, 2014). Table: 1 below illustrates: 141 At that time Herod the tetrarch heard Herod the heard about the fame of about the fame of Jesus.At that time tetrarch Jesus. Phenomenon Cir: Loc. Time Senser Pro: Mental 14 Chapter Fourteen, (...1 Verse one) The Bible Society of South Africa. (1971). Previous studies on transitivity, have paid much focus on processes while doing little on circumstances within the clause. Some of these studies concluded that mental processes were used to portray the character as a thoughtful being before could take any action to avoid making avoidable mistakes, adding that deligence and obidience of the character were revealed through relational process (Zahoor & Janjua, 2016). Another study concluded that material process dominated in both the ST and TT followed by the relational process. The study on the two language culture between English and Chinese, concluded that the six processes within transitivity, were semantically the same in both languages (Yuli & Yushan, 2012). This corresponded to another study on relational attributive clauses in narrative texts between English and Persian through transitivity, which indicated that different attributive processes in the attributive relational clauses were used in both the ST and TT (Kaffashi, Gowhary, Jamalinesari, & Azizifar, 2015). The circumstance part of a clause was not the focus of the study but on processes to reveal that some characters are portrayed involving in some processes and not the other (Chen, 2014; Emilia, 2017; Sabbachat, 2014). Therefore, the circumstantial part of transitivity is the gap and the focus of this study specifically from The Gospel According to Matthew chapters 12 through 14 and its Indonesian version TT (extracted from through 14). Basically, the objectives of this study are to analysethe type of circumstances used in both the source text (ST) and the target text (TT), and to describe the translation techniques of the circumstances found in the TT in relation to the ST. The study intends to answer the questions what type of circumstances are found in both the ST and the TT, and what type of translation techniques are applied by the translator and the reason behind its deployed in the TT. Transitivity analysis is the theoretical tool that is claimed to unlock the meaning of the text from a clause level. It is a subcomponent of Halliday s ideational metafunction of language developed in SFL, and which is rooted in the experiential meaning (Halliday, 2014). Transitivity classfies a clause into three main parts, namely participant dominated by nominal groups, process dominated by verbs or verbal groups, and circumtance dominated by adverbials or prepositional phrases. For example in the clause: I [part: Actor] bought [Pro: Material]the computer [Part: Goal] from the computer store [Cir:Loc. Place]. As a means, transitivity assists a text analyser to identify which part of a clause is participant, process, and or circumstance. The linguist Halliday claims further that circumstances are names of those elements within the clause which carry semantic role but are neither porcesses or participants (Halliday, 2014). It is one of the three elements of transitivity which is said to occur freely within the clause and more perpheral than participant and they describe how the process is carried out. Halliday categorizes these elements into nine types in accordance to their functions, namely: 1) Location, 2) Extent, 3) Manner, 4) Cause, 5) Accompaniment, 6) Role, 7) Angle, 8) Matter, and 9) Contingency (Halliday, M.A.K & Matthiessen, 2004). For 326

336 example in the clause But the Pharisees went out... (Bible Society of South Africa, 1971), the word out functions as a circumstance of location place. Translation Techniques are said to be procedures deployed by the translator to analyse and classify the equivalence or closeness of the translation in relation to the ST. Linguists (Lucia Molina & Albir, 2002), provide detailed clarification on the revised eighteen translation techniques. Some of those techniques are Established equivalence, Reduction, Linguistic amplification, Transposition, Borrowing and Discursive creation. For example in the clauses: ST: 1228 But it is by the spirit of God that I cast out demons... TT: 1228 Tetapi Aku mengusir roh jahat dengan kuasa Roh Allah... From the above, Established equivalent in combination with Explicitationtechniques, were applied by the translator on the ST phrase...by the Spirit of God... to have the TT phrase...dengan kuasa Roh Allah.... Explicitation comes into TT because of the word...kuasa... which means that the translator clarifies to the reader that the power refered to is that which comes from God. METHODOLOGY The study deployed descreptive qualitative method because it was driven by the desire of the researcher to describe the behaviour or the phenomenon and its occurence based on the objectives of the study (Dawson, 2002; Willig, 2008; Yin, 2011; Santosa, 2017). It utilized transitivity analysis as a tool to unlock the circumstantial elements within the selected text. In Halliday s transitivity, the clause is classfied into three categories of process, participant and circumstance (Halliday, 2014). Thus, transitivity was applied to determine whether a certanin structure within the text studied was a circumstance or not. The problems investigated were the type of circumstances found in the studied text and the translation techniques used to translate those circumstances viewed from the TT. The researcher utilized both primary and secondary data. The data were purposely sampled and then collected through document analysis and focus group discussion techniques. The gathered data were then analysed through domain, taxonomy, componential analysis and then the researcher determined its cultural value to arrive at a conclusion (Spradley, 1980; Santosa, 2017). FINDINGS AND DISCUSSION Based on the analysis of the studied text through transitivity, the study reveals that throughout the source text, the author deployed the circumstances of location, manner, cause, accompaniment, and extent. However in the TT, there were some changes that were observed. The tables below Indicate: Table: 2 Circumstantial changes experienced in the TT CHANGES Form Meaning Types Form Total Word Phrase Clause Word 11 7 Location Phrase Word 9 2 Manner Phrase Cause Phrase 8 2 Accompaniment Phrase 9 3 Word 2 2 Extent Phrase 3 3 CIRCUMSTANCES 327

337 From the table: 2 above, the study indicates that the observable changes were in terms of form and meaning. In terms of form, the study shows that nine words, four phrases, and three phrases from the ST changed into either phrases, words, and or clauses in the TT. These changes appeared in the circumstances of location, cause and extent. In terms of meaning, there were twenty nine phrases and two words from the ST, which changed in meanings. These changes in meanings appeared in all the five circumstances that were extracted from the ST. The changes occuring in the TT were attributed to either structural differences between the two languages or the translation techniques that were deployed during the translation process. This is because some techniques tend to change the word category, or view point of a source text detail, hence changing its meaning (Lucia Molina & Albir, 2002; Nababan, 2016).For example, ST: 1241 The men of Nin eveh will arise at the judgment with this generation and condemn it; for they repented at the preaching of Jonah, and behold, something greater than Jonah is here. TT: Pada Hari Kiamat, penduduk Niniwe akan bangkit bersama orang-orang zaman ini dan menuduh mereka. Sebab orang-orang Niniwe itu bertobat dari dosa-dosa mereka, ketika Yunus berkhotbah kepada mereka. Tetapi di sini sekarang ada yang lebih besar daripada Yunus! From the example above, the underlined structure in the TT is a clause (circumstance of time) whilst in the ST is a phrase structure (circumstance of time). Although the concept of time remains the same, the form of the ST changes from a phrase into a clause in the TT. Translation Technique The linguists (Lucia Molina & Albir, 2002) claim that translation techniques are procedures deployed by the translator so as to analyse and classfy the equivalence or the closeness of the translation in relation to the ST. The study indicates that the translator utilized the following techniques as summarized on the table below: Table: 3. Forms of Circumstances against Translation Techniques TRANSLATION TECHNIQUES NO CIRCUMSTANCES FORM EE Md Cmb Tr Dl Exp Imp D.C Par Word Place Phrase LOC Word Time Phrase Means Phrase Word MAN Quality Phrase 1 1 Comparison Phrase Reason Phrase CAU Behalf Phrase 1 1 Comitative Phrase ACCOM Additive Phrase 1 1 Word EXT Frequency Phrase

338 From the table: LOC. Location, MAN. Manner, CAU. Cause, ACCOM. Accompaniment, and EXT. Extent. EE Established equivalence, Md Modulation, Cmb Combination of techniques, Tr Transposition, Dl Deletion, Exp Explicitation, Imp Implicitation, D.C Discursivecreation, and Par Paraphrasing. Table: 4 Form of circumstances against translation techniques Translation Technique Form of Circum. 1 2 Phrase Word EE Md Cmb Tr Dl Exp 2 2 Imp D.C Par From table 4, the study indicates that the determining factor that the translator used to translate circumstances was not the type of the circumstance but the form. Through the form, the translator could apply the translation technique that was appropriate at that particular context. For instance, established equivalent (EE) which is deployed 69 times compared to other techniques, was applied mostly in phrases (54 times) compared to words (15 times). Lucia Molina & Albir (2002) claim that established equivalent technique is used where a term or an expression recogized (by dictionary of language in use) as an equivalent in the ST. In this context, the translator found a number of expression or terms in form of phrases and words in the TT which could render the same message or meaning as that which were found in the ST. For example in the clauses, ST: 122 Look, your disciples are doing what is not lawful to do on the sabbath. TT: 122'Lihat! Pengikut-pengikut-Mu melanggar hukum agama kita dengan melakukan yang dilarang pada hari Sabat. ST: 1240 For as Jonah was three days and three nights in the belly of the whale, so will the Son of man be three days and three nights in the heart of the earth. TT: 1240 Yunus tinggal tiga hari tiga malam di dalam perut ikan besar. Begitu juga Anak Manusia akan tinggal tiga hari tiga malam di dalam perut bumi. The examples (ST: 122&40 and TT: 12 2&40), reveal that the underlined structure in the TT, is the equivalence of the phrase structure in the ST. Howerver the phrase in TT: di dalam perut bumi., if literary translated would mean...in the stomach of the earth. But the language at use (TT) recognizes it as the equivalent of the...in the heart of the earth from the ST: On one hand, the study indicates that combination of translation techniques were deployed only in the cases where the form of the circumstance was in phrases. In this context, the translator had to combine two different techniques to come up with the desired product in the target language. For instance, established equivalent combined with explicitation (EE & Exp) were applied to translate a circumstance in the form of phrase. In this situation, the translator applied established equivalent since a part of that expression had its equivalent in the TT, but because the translation could not initially offer a clear meaning to the reader of a TT, s/he introduce another information for clarity. For example, ST: 12 5 Or have you not read in the law how on the Sabbath the priests in the tample profane the sabbath, and are guiltless? 329

339 TT: 12 5 Atau belum pernahkah kalian membaca di dalam hukum Musa bahwa tiap hari Sabat imam-imam yang bertugas di Rumah Tuhan, melanggar peraturan hari Sabat, tetapi tidak disalahkan? The underlined structure from TT: di dalam hukum Musa.. is a translation of the ST: in the law... which uses the combination of established equivalent and explicitation (reflected in Musa ) which is not found in the ST. In this context the translator is being clear to a reader that the law meant by the speaker is that which was written by Moses. On the other hand, the study unfolds further that modulation technique was applied 23 times in phrases and 2 times in words. The linguists claim that when modulation technique is deployed, tends to change the point of views, or focus of a cognitive category in relation to ST (Lucia Molina & Albir, 2002). This means that in most cases where the technique applies, the product is expected to have a different views or meanings. This is the case with table 2 above, where a number of phrases undergo change in meaning. For example, ST: For this people s heart has grown dull, and their ears are heavy of hearing, and their eyes they have closed, lest they should perceive with their eyes,... TT: Sebab pikiran orang-orang ini sudah menjadi tumpul, telinga mereka sudah menjadi tuli dan mata mereka jangan melihat,... From the above ST: with their eyes,... which is a circumstance of manner - a means of perceiving, is changed into a senser (experiencer), an agent of the mental process of perceiving something in TT: mata mereka... The circumstance of manner- means becomes the participant senser in the mental process. Thus the ideational meaning is reduced. Moreover, the study reveals that transposition was another kind of translation technique that was utilized in the TT. Since the formacted as the determining factor of the technique to be used, the findings unfold more that it was deployed in the context where the circumstances were in the form of phrases. Again Lucia Molina & Albir (2002) claim that this type of technique when used tends to change a grammatical category of one language into another category of another language. This means, if for instance a category in the ST is a circumstance or an adverb, in the TT may either become a verb or ajdective or a participant. This includes structural change. That is whytable: 2 above reveals changes in meaning experienced in the TT. For example: ST: Let both gow together until the harvest: and at harvest time I will tell the reapers, Gather the weeds first and bind them in bundles to be burned, but gather the wheat into my barn. TT: 1330 Biarkanlah alang-alang itu tumbuh bersama-sama sampai waktu menuai. Nanti saya akan berkata kepada orang-orang yang menuai: Kumpulkan duluh alang-alangnya, ikat, lalu bakar. Sesudah itu kumpulkan gandummya, lalu simpan di dalam lumbung. From the example, in the ST: 13 30the phrase...in bundles... is the circumstance of manner (quality) describing the way in which the weeds would be tied. But in the TT: 1330changes into a material process...ikat.... The ideational meaning from a way of doing something into doing. Apart from that, the findings reveal more that the translator utilized deletion technique in four instances where the circumstances were in the form of phrases and in two instances in the form of words as table 4 indicates. Lucia Molina & Albir (2002) refer to this technique as reduction. These scholars claim that the technique when deployed tends to suppress the ST 330

340 information or details. What they are trying to say is that the ST information or details are omitted or left out in the TT. By so doing the translator reduces or loses the meaning intended in the ST and the reader of the TT may or may not have it as whole. For examples: ST: 12 1 At that time Jesus went through the grainfields on the sabbath; his disciples were hungry, and they began to pluck heads of grain and to eat. TT: 121 Pada suatu hari Sabat, ketika Yesus lewat sebuah ladang gandum, pengikutpengikut-nya mulai memetik gandum, lalu memakananya karena lapar. In the example above, the phrase At that time... which is found in the ST: 12 1, is deleted or left out in the TT: It is not reflected anywhere in the TT clause, which means the meaning of a clasue has been altered. Furthermore, the findings unlock that the translator applied paraphrasing technique in the TT. Like transposition which was deployed in context where the circumstances were in the form of phrases, paraphrasing also was deployed in phrases. Again, Lucia Molina & Albir (2002) refer to this kind of technique as Amplification. These Scholars claim that paraphrasing is the introduction of new details (in the TT) which are not formulated in the ST for clarity or explicity reasons. Howerver, this sometimes complicates the TT. For example: ST: Every kingdom divided against itself is laid waste,... TT: Kalau suatu negara terpecah dalam golongan-golongan yang saling bermusuhan, negara itu tikad akan bertahan... From the ST: above, the phrase... against itself... which describes the reason for the collapse, has been paraphrased in the TT: (underlined) for clarity by introducing..yang saling... which in this context is part of a qulifier. In addition, discurseive creation was utilized twice in phrases and once in the context where the circumstance was in the form of a word. Unlike paraphrasing which is the introduction of new details not formulated in the ST, in discursive creation the translator establishes a temporary equivalence which is completely unpredictable out of context (Lucia Molina & Albir, 2002). This situation unfolds in the following example: ST: Truly, I say to you,... TT: 1317 Ingatlah,... In the ST: above, the word Truly,... which describes the quality of what was to be spoken, is translated into Ingatlah... in the TT: which is a non-lexical equivalence of word Truly,.. in the ST, because in the TT the word Ingatlah, functions as a mental process and not a circumstance of manner (quality). Thus the meaning of the ST has been changed. Explicitation and Implicitation technique are another techniques that were deployed in the TT. However, the context in which the two techniques were utilized differ from one another. While explicitation was deployed in the context where the circumstances were in the form of words as seen in table 3 and in its general summary table4,implicitation was deployed once in both context word and phrase forms. Explicitation technique is used when a translator makes an item that may not clearly be clarified in the ST clear in the TT. Lucia Molina & Albir (2002) refer to this type of translation technique as amplification since the translator is said to introduce new information or details that are not formulated in the ST. On contrary implicitation technique is the opposite of explicitation in the sense that the directly expressed item in the ST is condensed in the TT. The two examples illustrate: ST: Again,

341 TT: Apabila Allah memerintah,... In the ST: 13 45above, the word Again,... which refers to repetition, is explicated in the TT: by the structure Apabila Allah memerintah,.. ST: He will not wrangle or cry aloud, nor will any one hear his voice in the streets;... TT: Ia tidak akan bertengkar atau berteriak, atau berpidato di jalan-jalan raya. In the ST: 12 19, the word aloud which describes the quality of the cry is implicitly translated as berteriak, (process)underlined in the TT: It has been condensed in the TT. However, the condensation embraces the meaning intended in the ST. CONCLUSION From the translation analysis discussed above, it can be concluded that, the deployment of translation techniques found in the TT were not influenced by the type of circumstances found in the ST, but largely influenced by the form of the circumstances and the ability and capability of the translator to figure out the contexts in which the ST events unfolded. Driven by the form and the context surrounding the ST, the translator had to determine the application of an appropriate translation technique. That is why in the context where the translator could hardly figure out the context of the ST, ended up deploying techniques that resulted into changes in form and meaning of the ST. The researcher suggests that since this study limits itself to the translation of circumstantial elements extracted from the Gospel According to Matthew Chapter 12 through 14, in the New Testament (NT), further studies be conducted on the other chapters that are not covered from the books of the Synoptic Gospels in the Holy Bible (Revised Standard Version) to find out more on what happens to the translation of circumstances within the TT, and that this study be used as a motivating tool towards furthering the interpretation of the Holy Bible. References: Bible Society of South Africa. (1971). The Holy Bible (2nd Ed.): New Testament. South Africa. Bible Society of South Africa. Chen, L. (2014). Experiential metafunctional analysis of Winston S. Churchill s Speech on Hitler s invasion of the U.S.S.R. English Language Teaching, 7(9), Dawson, C. (2002). Practical Research Methods. A user-friendly guide to mastering research. United Kingdom: howtobooks. Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Journal of Sociolinguistics (Vol. 10). Emilia, E. (2017). GENDER IN EFL CLASSROOM : TRANSITIVITY ANALYSIS IN ENGLISH TEXTBOOK FOR INDONESIAN STUDENTS i, 7(1), Halliday, M.A.K & Matthiessen, (2004). An Introduction to Functional Grammar (THIRD EDIT). Great Britain: Hodder Arnold. Retrieved from Halliday, M. A. K. (2014). Halliday s Introduction to Functional Grammar. House, J. (2015). TRANSLATION QUALITY ASSESSMENT: Past and Present. LONDON: Routledge Kaffashi, M., Gowhary, H., Jamalinesari, A., & Azizifar, A. (2015). A Contrastive Study of 332

342 Relational attributive Clauses in Narrative Texts in English and Persian Based on Halliday ( 2004 ). Procedia - Social and Behavioral Sciences, 192, Leech, G., & Short, M. (2007). Style in Fiction: A Linguistic Introduction to English Fictional Prose (Second Edi). London: PEARSON EDUCATION LIMITED. Lucia Molina & Albir, A. H. (2002). Translation Techniques Revisited : A Dynamic and Functionalist Approach lucía molina and amparo hurtado albir, XLVII(4), Nababan, M.R. (2016). TEORI MENERJEMAHAN BAHASA INGGRIS: PUSTAKA PELAJAR. Yogyakarta. Sabbachat, A. (2014). MATERIAL PROCESS IN TRANSITIVITY OF THE ENGLISH CLAUSES : A FUNCTIONAL GRAMMAR APPROACH, 5(February), Santosa, Riyadi. (2017). Metode Penelitian Kualitatif Kebahasaan. Surakarta: UNS Press. Spradley, J. P. (1980). Participant Observation. Participant Observation. Supatmiwati, D., & Barat, N. T. (2013). CHARACTERS OF WILLIAM SHAKESPEARE IN TRANSLATION ON SHAKESPEARE IN LOVE SUBTITLING : A SYSTEMIC, Willig, C. (2008). Introducing qualitative research in psychology. Introducing Qualitative Research in Psychology, Yin, K. R. (2011). Qualitative-Research-From-Start-To-Finish. New York London: THE GUILFORD PRESS. Yuli, S. U. N., & Yushan, Z. (2012). A Comparison of Transitivity System in English and Chinese, 8(4), Zahoor, M., & Janjua, F. (2016). CHARACTER CONSTRUCTION IN TRIBUTIVE SONGS : TRANSITIVITY ANALYSIS OF THE SONG I AM MALALA, 20(1985),

343 LOSS AND GAIN IN TRANSLATION OF CULTURE-SPECIFIC ITEMS (CSIs) IN OKKY MADASARI S ENTROK INTO THE YEARS OF THE VOICELESS Damiana Maria Resya Nugrawidhanti Graduate Program in English Language Studies, Sanata Dharma University Abstract Translating literary text is closely related to delivering messages which are loaded with culture and context of the literary texts. Since languages and cultures are different, there may be some losses and gains occur in the process of translation. This study aimed to analyze losses and gains occurring in translation of culture-specific items (CSIs) in Okky Madasari s Entrok into The Years of the Voiceless and to examine how the losses in translating CSIs are compensated. Componential analysis was employed to analyze losses and gains of CSIs by comparing the semantic categories of the CSIs found in the ST and their translation in English. The results showed that losses occur in relation to loss of semantic features regarding material of object, process of preparing food, qualities of being traditional and qualities of being spiritual. In order to compensate the loss, the translator employed translation by using a more general term, translation by cultural substitution, and translation by paraphrasing. Keywords: translation loss, translation gain, culture-specific items, componential analysis INTRODUCTION Translating literary texts requires particular awareness of cultural aspects represented in the language in which the literature is written because merely finding equivalent expression is often not sufficient. Therefore, it is important to acknowledge the importance of cultural awareness in translation. Newmark (1988: 94) identifies culture as the way of life and its manifestations that are peculiar to a community that uses a particular language as its means of expression. It highlights the relationship between language and culture, particularly when a language is translated into another language. Further, Bassnett (2002) mentions that the translator who takes a text and transposes it another culture needs to consider carefully the ideological implications of that transposition. It implies that translator should consider cultural and ideological implication in translating a text. Further, according to Vinay and Darbelnet (1995), one of the major concerns of translation is to ensure that it preserves the content of the source text without any losses. However, Bassnet (2002) argues that loss in translation process cannot be avoided as it occurs due to the principle that there will be no two languages or cultures which are the same. Differences among languages and cultures lead to losses which can occur in the process of transferring a text from source language (SL) to the target language (TL). This problem has been noticed in translation from the early development of translation studies. According to Nida (1964), problems of loss in translation arise when the translator encounters terms or concepts in the SL which do not exist in the TL. The translator may have difficulties finding equivalents for concepts or terms in SL which are unfamiliar or even do not exist in the TL. Wide range of differences in culture between SL and TL may interfere with the translation since it is difficult to properly transfer the meaning of ST into TT while taking cultures into account (Larson, 1984). Similarly, Al-Masri (2009) argues that translation loss can occur in the process of correlating the verbal signs of one culture to another culture as a result from misrepresenting and overlooking the source text which can takes place when the translator is an outsider of the SL culture. For example, the concept of selametan in Javanese culture is 334

344 rather difficult to explain. It is a Javanese ritual involving eating together to ask for blessings also difficult to find the equivalent word of selametan in other languages, for instance in English because the cultures of the two languages are very different. One may consider that feast is the equivalence of selametan. It can be accepted to some extent because both concepts involve eating together as an expression of gratitude when celebrating. However, selametan is not only a feast. It also has a spiritual meaning of asking for safety, tranquility and blessings to God. Different experts have different terms to refer to these cultural terms or concepts. Newmark (1988) refers to cultural terms as cultural words, while Baker (1992) calls them culture-specific concepts. However, the widely accepted term is culture-specific items as proposed by Aixela in 1996 (Davies, 2003). The definition of CSI may also be varied as there are many perspectives to define which terms considered to be CSI. In fact, Aixela (1996) argues that many discussions of CSIs have avoided offering any definition of the concept, implying that it is intuitively recognizable. Further, Aixela (1996) asserts that concept of CSIs is complicated because they occur as a result of a conflict arising from any reference represented by language in SL which poses a translation problem due to the absence or difference of the given item in the TL culture. Baker (1992) proposes the following definition for CSIs, which she calls as culture-specific concepts. The source language may express a concept which is totally unknown in the target culture. The concept in question may be abstract or concrete; it may relate to a religious belief, a social custom, or even a type of food. Such concepts are often referred to as culture specific. Furthermore, since CSI is such a broad concepts and culture manifests in many aspects of life, CSI can be categorized into several categories. One widely used categories of CSI is proposed by Newmark (1988). According to Newmark (1988), cultural words can be classified into five categories which are 1) ecology which includes name of living things and natural landscape, 2) material culture, 3) social culture (work and leisure), 4) organization, customs, activities, procedures, and 5) gestures and habits. Translation loss should be compensated in order to ensure the quality of the translation. Consequently, translators should be able to select appropriate translation procedures and techniques so that the cultural concepts can be well-transferred even though loss may be inevitable in the process. In fact, it is the translator task to compensate the loss by employing suitable translation procedures and techniques. In order to compensate the loss of meaning which may occur when translation CSIs, there are several different set of techniques or procedures to translate CSI. Larson (1984) argues that there are three basic techniques to translate CSI: describing the cultural word, using loan word, and finding cultural substitutes. Similarly, Baker (1992) proposes eight translation procedures to deal with problems of nonequivalence which may be caused by culture-specific concepts including translation by a more general word, translation by cultural substitution, translation using a loan word or loan word plus explanation, translation by paraphrasing using related words, translation by paraphrasing using unrelated words, translation by omission and translation by illustration. In addition, it is also important to consider what can be gained in the process of transferring ST to TT as the translator can enrich or clarify the ST as a result of translation process (Bassnett, 2002). It means that process of gain can occur in translation and the translator has a role to compensate what is lost in the translation process. In addition, Bassnett (2002) argues that what is lost from the SL context may be replaced in the TL context. It implies that the process of translation involves replacing what is loss from the SL context in order to gain it in the TL context. Moreover, the process of loss and gain bring with it the importance of context in the process of translation. Vinay and Darbelnet (1995: 70) mention that there is a gain in the translation when the translation expresses a situational 335

345 element which is unexpressed in the source language. However, it does not mean that the translation contains new information which is not apparent in the source text (Vinay and Darbelnet, 1995). In this study, componential analysis (CA) will be used to analyze semantic losses and gains in translation of CSI in this study. CA is a technique of semantic analysis that examines the basic meaning components of a word and allows contrast with other terms in the same semantic field. (Hatim and Munday, 2004). The componential analysis is conducted by comparing common and differing semantic fields of ST and TT pairs. One of the elements of componential analysis is the notion of binary opposites since this principle of contrast is crucial in identifying meaning (Larson, 1984). Furthermore, according to Newmark (1988), componential analysis in translation is different from componential analysis in linguistics; in translation, componential analysis involves comparing a SL and TL word pair by demonstrating their common and distinguishing semantic features. By comparing the semantic features, the translator will be able to identify the meaning of the SL word and find its potential equivalent in the TL. The assumption of componential analysis is that meaning of a lexical item is a combination of binary elements of meaning and marked as present (+) or absent (-). The use of (+) represents the presence of the component while ( ) represents the lack of the component. In order to conduct the componential analysis, Nida (1975) has developed three basic steps to determine semantic features, which include (a) determining the common features and listing all apparently relevant difference in form and functions, (b) analyzing the relations of the features to one another in order to determine redundancies and dependencies, and (c) formulating a set of semantic features and testing the set for adequacy. This study focuses on the translation of CSI which may lead to translation loss and gain, particularly Javanese cultural concepts, in an Indonesian novel which has been translated into English. The aims of this study are to analyze losses in the translation of an Indonesian novel, entitled Entrok into its English translation entitled The Years of the Voiceless by using componential analysis and to find out how the losses are compensated by analyzing which translation procedures are employed. METHODOLOGY The object of this study is a novel entitled Entrok written by a young rising Indonesian writer, Okky Madasari and its English version entitled The Years of the Voiceless which is translated by Nurhayat Indriyatno Mohamed. Entrok portrays social and political conditions in Indonesia, particularly in Central and East Java, from the 1950s until the 1990s from the perspectives of mother and daughter, Sumarni and Rahayu. The English translation of Entrok is published 3 years after the publication of the original novel in The novel was chosen because it provides a lot of culture-specific items which are related to Indonesian culture, particularly Javanese culture. This study is a product-oriented descriptive translation study. Holmes (1988) defines descriptive translation study as a translation study that seeks to describe the phenomena of translating and translation(s) as they manifest themselves in the world of our experience. Further, product-oriented translation study is a translation study which describes existing translation including descriptions of individual translation (text-focused translation description) and analyses of various translation of the same text (comparative translation description) (Holmes, 1988). Since this study focuses only on individual translation of Entrok, the present study is included in the text-focused translation description study. The data in this study are culture-specific items (CSIs) found in Entrok as the ST and The Years of the Voiceless as the TT. The unit of analysis in this study is in the level of words or phrases. However, in the analysis, the selected data will be presented in sentences in which 336

346 the word or the phrase is contained or the co-text in order to provide the context of the data. In total, there are 110 CSIs found in the ST. However, the writer only selected several samples to be discussed in this paper. To collect the data, both ST and TT were read thoroughly to identify the CSIs in the ST and their translation in the TT. Then the analysis began by classifying CSIs found in the ST according to Newmark s classification of CSI. The meaning of the CSIs were found by consulting dictionary and four native speakers of Javanese as language informants. After that, the data were analyzed to find the loss and gain in meaning by using componential analysis. The componential analyses were presented in tables containing the semantic features of the CSI indicated by + symbol to indicate the presence of the semantic feature and - symbol to indicate the absence of the semantic feature. Finally, the data are analyzed in order to find how the loss are compensated by identifying which translation procedure employed. FINDINGS AND DISCUSSION The findings and discussions in this study will focus on items which belong to material culture and social culture based on Newmark s classification of cultural words. The componential analysis of the CSI samples and the translation procedures employed to compensate the translation loss will be presented for each item. Material Culture Material culture is related to objects produced or used by people of a certain culture. It includes, but is not limited to, food, clothes, houses, and transportation. The samples of material culture items found in the ST are gaplek, pincuk, jun, and bumbung. The analyses will be presented as follows. Data 1 Nyai Dimah yang sudah menunggu di losnya Mrs. Dimah, who would already be waiting tinggal membayar, lalu menunggu orang- at her stall, just needed to pay them and the orang seperti Simbok mengupas dan wait for people like Simbok to come around mengolah menjadi gaplek. and peel and slice the cassavas into sliver. (Madasari, 2010:24) (Mohamed, 2013:21) Table 1 Componential analysis of gaplek and sliver SL Semantic Features gaplek + from peeled and sliced + Food made cassava cured by drying under the sun can be preserved for a long time + + TL sliver +/+/- Table 1 shows the componential analysis of gaplek and sliver. The analysis of semantic features indicates the loss occurring in translation of gaplek into sliver. Gaplek is Indonesian and Javanese term for sliced dried root of cassava. The cassava root is harvested, peeled, sliced into pieces 15 to 20 centimeters long, and dried under the sun for 1 to 3 days. It is usually produced in certain area in Java where the soil is too poor to plant rice. Sliver is a very small thin piece of something, usually broken off something larger. The use of sliver to translate gaplek does not render the whole meaning of gaplek because there are certain features of gaplek which is not conveyed by the word sliver. Sliver only describe that the cassava root is sliced into thin pieces. It does not convey that the cassava is cured by drying in the sun whereas it is an essential feature that differentiate gaplek from ordinary cassava sliver. Therefore, there is a loss occurring in the translation process. 337

347 The use of the word sliver to translate gaplek indicates that the translator employs the translation of a more general word because the meaning of sliver is more general than gaplek. The word sliver can be used to refer to piece of anything, such as a sliver of cake or a sliver of glass. It does not have to be used to refer to food. Data 2 Penjual makanan berjajar, mulai dari bakso, Food vendors would also line up, selling arum manis, sampai tahu petis (Madasari, meatball soup, cotton candy, and tofu paste. 2010:106) (Mohamed, 2013:99) Table 2 Componential analysis of tahu petis and tofu paste SL TL Semantic Features tahu petis tofu paste Food + + made of tofu + + Fried + filled with fermented prawn paste + in form of paste + Table 2 shows the componential analysis of tahu petis and tofu paste. The analysis shows that the main difference between tahu petis and tofu paste is that tofu paste refers to a paste made of tofu while tahu petis is a Javanese snack made of deep fried tofu filled with fermented prawn paste (petis). In this case, both words are names of food but the characteristics are different. The loss of meaning occurs because tofu paste does not have the features of being fried and filled with fermented prawn paste. In this sentence, the translator employs translation by paraphrasing the term. The translator attempts to explain the food by mentioning the elements which are tofu and paste. However, the explanation ends being not really accurate. Data 3 Berat satu jun yang berisi penuh air sama The weight of a full pail of water was the saja dengan satu karung goni berisi same as a full sack of cassava. singkong. (Madasari, 2010:37). (Mohamed, 2013:34) Table 3 Componential analysis of jun and pail SL Semantic Features jun Container + often used for carrying liquid + open top + have a handle relatively large + made of clay + made of plastic made of tin - TL pail /+ + Table 3 shows the componential analysis of jun and pail. The analysis indicates that there are loss and gain when jun is translated into pail. Firstly, both jun and pail are containers which are usually used to carry liquid. However, a jun is usually made of clay. It is commonly heavier than a pail. Secondly, a jun is relatively large in size. In the context of the 338

348 story, the material and size of the water containermatter because it will affect how heavy a jun or a pail of water will be. A jun, which is made of clay, typically will be heavier than a pail which is made of tin, plastic or wood. Consequently, it will make more sense to say that a jun of water weighs the same as a sack full of cassava. Thirdly, a pailusually has a handle attached on it, while a jun does not have a handle. The translation above shows that the translator employs translation by cultural substitute. A jun is understandably unfamiliar for English speakers. Therefore, there is no equivalent word to translate jun. However, the translator takes the function of a jun as the main characteristic of jun and attempts to find a word to refer to a container used to carry liquid or water which is familiar for the TL culture. Therefore, the translator selects the word pail. Data 4 Uang itu kukumpulkan dalam bumbung I kept it hidden away in a little box that I hid yang kusembunyikan di bawah atap. in the rafters. (Madasari, 2010:39). (Mohamed, 2013:35) Table 4 Componential analysis of bumbung and box SL Semantic Features bumbung Container + stiff side + Cylindrical + Quadrangular made of bamboo + TL box /- Table 4 shows the componential analysis of bumbung and box. The analysis of semantic features indicates that there are losses occurring in the translation of bumbung into box. A bumbung is a cylindrical container made from a segment of bamboo. Meanwhile, a box may be more varied in materials and shape, although it is typically quadrangular like rectangle or square. Traditional Javanese people use bumbung for various purposes. It can be used like a bottle to store liquid. It can also be used as a piggybank to save money. In this sentence, the loss are compensated by translation using a more general word. The translator only considers the function of a bumbung to save collected money which is considered similar to function of a box. Social Culture Social culture reflects particular social activities and social structure of a community. It includes work, such as names of occupation, and leisure activities, such as names of games or social gathering. The samples of social culture items found in the ST are bancakan, tirakat, and dagelan ketoprak. Data 5 Seusai Mbah Sambong membaca ujub, tumpeng dan panggang dipotong. Mereka semua mulai bancakan. (Madasari, 2010:56) When Old Man Sambong ends the prayer, the rice and the chicken are carved up. They all start to make their offering. (Mohamed, 2013:52) Table 5 Componential analysis of bancakan and make offering SL TL Semantic Features bancakan make offering 339

349 social gathering serve a religious purpose commemorate something asking for blessing eating together Table 5 shows the componential analysis of bancakan and make offering. The two terms both have the semantic features of serving a religious purposes and done in order to ask for blessing. However, bancakan has wider features. Bancakan refers to a social gathering involving a feast to commemorate something or to ask for blessing. Even though bancakan also has a sense of make an offering for God, it is more than make an offering. An important aspect of bancakan is the feast as an expression of gratitude to God which is shared with other people. In bancakan, people share food from the same plate and eat together. In the translation, the feature of eating together is not fully conveyed in make their offering. The translator employs translation by using cultural substitution. The concept of bancakan is not a common concept in English speaking culture. Therefore, the translator attempts to find a similar activity which also serves a religious purpose. Data 6 Kami juga bisa melihat wajah presiden, yang We also saw the president s face, but what paling ditunggu adalah dagelan ketoprak. everyone really wanted to see was the (Madasari, 2010: comedy show. (Mohamed, 2013:85) Table 6 Componential analysis of dagelan ketoprak and comedy show SL TL Semantic Features dagelan ketoprak comedy show folk drama + featuring singing traditional songs + featuring gamelan + Humorous + + Table 6 shows the analysis of dagelan ketoprak and comedy show. The componential analysis shows that there are losses in the translation of dagelan ketoprak into comedy show. First, dagelan ketoprak has a semantic feature of being a folk drama, which is not conveyed in comedy show. Second, stories of Ketoprak are typically taken from historical events coming from ancient Javanese culture or early independent period of Indonesia. The actors in ketoprak particularly wear traditional Javanese outfits. Then, other essential features of ketoprak is it features singing of traditional songs and the use of gamelan as the accompanying instrument. Ketoprak showtypically consists of several genre of performance art including drama, action, and comedy. Dagelan ketoprak is a part of ketoprak in which the actors perform humorous skits to entertain the audience. Comedy show, on the other hand, lacks the sense of traditional or folk drama. Comedy show can be any show which is humorous or comedic. In this case the translator s choice to translate dagelan ketoprak as comedy show indicates that the translator employs translation by using a more general word. It is because comedy show is more general than dagelan ketoprak which refers to a certain form of comedy show. 340

350 Data 7 Selama tirakat itu, mereka juga akan menunggu jatuhnya bagian pohon dewandaru. (Madasari, 2010:55) During the recital, they would also wait for something to drop from the many dewandaru trees there. (Mohamed, 2013:90) Table 7 Componential analysis of tirakat and recital SL Semantic Features tirakat spiritual act + involving restraining lust or need + involving meditation + TL recital +/- Table 7 shows the analysis of tirakat and recital. The analysis shows that tirakat and recital share similar feature of being a spiritual act. However, the spirituality in recital may be present or absence while it always present in tirakat. A recital is a performance of music or poetry, usually given by one person or a small group of people. It may be a spiritual event, but mostly a recital is not spiritual as it is more as a performance of art. Meanwhile, tirakat is always spiritual because it involves meditation and restraining lust or needs by doing or not doing certain habits for a particular period of time. Tirakat is usually done in order to ask for something to the God. Sometimes it also involves alienating oneself in order to achieve full concentration or to be able to achieve another level of spiritual awakening. In translating tirakat, the translator chooses to use translation by cultural substitution. Since the concept of tirakat may be not really familiar in the TL culture, the translator attempts to use a more familiar concept. However, the result is not really accurate because the translation lacks many aspects of the SL term. CONCLUSION This study has attempted to provide another prove that translation loss is inevitable in translation of culture-specific items due to differences between SL and TL cultures. Componential analyses of the CSIs found in Entrok and their translation in The Years of the Voiceless indicate that the losses are commonly in terms of material of object, process of preparing food, qualities of being traditional and qualities of being spiritual. The losses found in the study are compensated by several translation procedures including translation by a more general word, translation by cultural substitution, and translation by paraphrasing. In conclusion, translation loss in inevitable as a result of differences between SL culture and TL culture. The translator should be aware of both SL and TL culture in order to render the meaning of the CSIs effectively and able to select appropriate procedures to make the translation accurate even though some aspects of the SL are lost in the TL. REFERENCE Aixela, J.F. (1996). Culture-specific items in translation. In Roman Alvarez and M.CarmenAfrica Vidal (Eds.) Translation, Power and Subversion. Clevedon: Multilingual Matters, Al-Masri, H. (2009). Translation and Cultural Equivalence: A Study of Translation Losses in Arabic Literary Texts. Journal of Language and Translation. 10(1), 7-44 Baker, M. (1992). In other words: A course book in translation. New York: Routledge Bassnett, S. (2002). Translation studies. (3rd ed.). New York: Routledge Hatim, B. and Munday, J. (2004). Translation: An advanced resource book. London: Routledge 341

351 Holmes, J.S. (1988). The Name and Nature of Translation Studies. Larson, M.L. (1984). Meaning-based translation: Guide to Cross-language Equivalence. New York: University Press Madasari, O. (2010). Entrok. Jakarta: Gramedia Pustaka Utama Madasari, O. (2013). The years of the voiceless. Transl. Nurhayat Indriyatno Mohamed. Jakarta: Gramedia Pustaka Utama. Newmark, P. (1988). A textbook of translation. Prentice Hall Nida, E. (1964). Toward a science of translating. Leiden: E.J. Brill. Vinay, J.P. and Darbelnet, J. (1995). Comparative Stylistics of French and English. Amsterdam: John Benjamin Publishing. 342

352 TRANSLATION RESEARCH: OPPORTUNITIES AND CHALLENGES Harris Hermansyah Setiajid Sastra Inggris, Fakultas Sastra, UniversitasSanata Dharma Abstract Translation Studies has grown into a major discipline with many translation theoreticians and experts trying to describe and place it into a solid ground. Looking back at translation s journey as discipline since Cicero to Hornby, we learn that the theoretical ground where translation studies have gained has been fortified by the researches it carries out. Researches for a discipline to flourish is a must. Without researches, a discipline cannot be accounted for its scholarship. However, the question that might arise is that whether the abundant researches on translation have significantly contributed to the development of Translation Studies. As pointed out by Pym in his seminal paper presented at UniversitatRoviraiVirgili in Tarragona, Spain, research on translation is good at quantity, but not quite good at quality because there are some deficiencies and academic weaknesses that need to be addressed. Most of them are related to methodology. This paper tries to categorize the issue on the translation research by addressing the problems faced by translation researchers. Some research examples are provided to point out the opportunities to overcome the problems on the translation methodology, and the challenges encountered when carrying out the translation research. It is expected that this paper can shed a little light on the intricacies of the translation research. Keywords: translation research, methodology, academic weaknesses INTRODUCTION The development of Translation Studies as a discipline has gained momentum in the last decades when the number of research on translation studies is dramatically increasing. Although the discipline is relatively new, it attracts scholars from various discipline such as literature and language to do research based on their expertise. The wide scope of the research on translation studies, which encompasses from translation quality assessment to the translator s code of conduct, however, has led the translation researchesin a disarray condition. It creates confusion and lacks of focus which eventually arrives at a question of credibility. Pym in his paper (2012) Research skills in Translation Studies: What we need training in has indicated such phenomenon in translation research by mentioning five concerns that need to be addressed in order alleviate the translation research credibility. Those five concerns are: (1) shortcomings that do not concern Translation Studies, (2) using unstable terms, (3) cringing at bigger disciplines, (4) the bugbear of quality, and (5) hiding the position of the researcher. Attempts to put translation research on more solid ground have been done over the last decades by adopting methodologies from more established disciplines, such as linguistics and literature, although the latter also bumps into more or less similar problem. From Holmes to Gentzler, attempts to systematize Translation Studies research have been carried out rigorously. Unfortunately, as indicated by Pym, such is not enough. William and Chesterman (2002) in their seminal book The Map: A Beginner s Guide to Doing Research in Translation Studies have reiterated that the discipline is a relatively new 343

353 and uncharted terrain (p. 149). Acknowledging the disarray of the translation research methodologies, William and Chesterman try to put them in order onto the map, as they call it, which is expected to be able to guide the translation researchers to sift through a bewilderment array of topics and methodologies. (p.1). Their emphasis on such bewilderment array of topics and methodologies suggests that the translation research is truly an uncharted territory whose procedures and methodologies are far from fixed nor stable. Nevertheless, despite such challenges encountered in the translation research, there are also some opportunities waiting to be seized as it usually happens in a fertile and virgin land of Translation Studies. The opportunities for the translation research are still wide open, waiting to be explored, such as research on translation history, translation ethics, translation training, and many more. When Holmes cleared the land of the discipline in 1972, [it] has spanned many other different research areas, which reflects the interdisciplinary nature of a field that is still on the making. (Vasconcellos, 2002, p. 3) The paper, therefore, attempts to categorize the issue on the translation research methodology by addressing the problems faced by translation researchers. Each issue will be discussed somewhat at length illustrated by some examples of translation research complete with opportunities and challengers therein. METHODOLOGY The method applied in this paper is library research which involves identifying and locating sources that provide factual information or personal/expert opinion on a research question (George, 2008, p.6). This means that the review on the translation research issues presented on the pages to follow are based on credible sources. At the end, the discussion is concluded by reiterating the problems that must be addressed and the potentials in the translation research that need to be taken into account. OPPORTUNITIES IN TRANSLATION RESEARCH James S. Holmes, who coined the name Translation Studies to this discipline in 1972, cannot inevitably be separated from the discussion about translation research since he is the first scholar who attempted to map by dividing it into two branches as seen in the following figure: Figure 1. Holmes map of Translation Studies Holmes (in Munday, 2008) puts Translation Studies into two foci, pure, and applied. Pure areas of research include (1) the description of the phenomena of the translation (descriptive translation theory) and (2) the establishment of general principles to explain and predict such phenomena (translation theory) (p. 10), while applied areas of research concern translator training (teaching methods, testing techniques, curriculum design), translation aid (such as dictionaries, grammars and information technology), and translation criticism (the 344

354 evaluation of translations, including the marking of student translations and the reviews of published translations) (p. 11) By drawing a clear line between pure and applied, Holmes has pioneered the way to systematize the translation research. Pure translation research deals with descriptive and theoretical approaches. By theoretical research, Holmes refers to general, the writings that seek to describe or account for every type of translation and to make generalizations that will be relevant for translation as a whole, while partial means theoretical studies are restricted according to the parameters such as medium-restricted theories, area-restricted theories, rank-restricted theories, text-type restricted theories, time-restricted, and problemrestricted theories. (p. 11). Meanwhile, in the descriptive approach, Holmes (in Munday, 2008) proposes three foci of examination based on the research orientation, they are, product, function, and process. The product-oriented research describes or analyzes a single ST TT pair or a comparative analysis of severaltts of the same ST (p. 10). This type of research can be elaborated into a larger body of translation analysis looking at a specific period, languageor text/discourse type either diachronic or synchronic study. (p. 10).This is type of translation research mostly done by Indonesian translation scholars or students. The function-oriented describes the function [oftranslations] in the recipient sociocultural situation: it is a study of contexts ratherthan texts (p. 10). The issue related to functionoriented research draws on Vermeer and Reiss work on functionalism theory which emphasizes on the skoposor purpose of translation. Equivalence is no longer seen as the most single important thing in translation. Instead, as Reiss and Vermeer put it (in Munday, 2004), it is the adequacy that matters, because it describes the relations between ST and TT as a consequence of observing a skopos during the translation process. (p. 81). In other words, if the TT is able to deliver the skopos outlined in the translation brief, it is functionally and communicativelyadequate. (p. 81). Equivalence is reduced to whether the translation fulfills the client purpose or not. The process-oriented research is concerned with the psychology of the translator, trying to find out what happens in the mind of a translator (p. 11). The most popular research related to the process-oriented is think-aloud protocol (TAP) and screen recording, in which the translators are asked to verbalize what they are doing, while the activity on their laptop or computers are recorded by screen recording application. This type of research reveals the black-box of the translators mind so that their decision-making process can be traced. Jenny Williams and Andrew Chesterman (2002) have categorized the translation research into 12 (twelve) areas as discussed in the following: 1. Text analysis and translation The purpose of this analysis is to prepare for a translation. A carefulanalysis of the syntactic, semantic and stylistic features of thesource text is carried out in order to come up with adequatetranslationsolutions (p. 7). This type of research id related to an analysis of the communicative situation of the translation. 2. Translation quality assessment Translation quality assessment is evaluative. Translations done in various environment, such as in industry, education, examination, or training, are assessed by a set of standard developed by scholars, or translation industries (p.8). 3. Genre translation What William and Chesterman mean by 'genre' is both traditional literary genres such as drama,poetry and prose fiction as well as other well established and clearlydefined types of text for translation such as multimedia texts, religioustexts, children's literature, tourism texts, technical texts, andlegal documents (p. 9). The wide range of text type in this 345

355 genre research area fits the text type analysis proposed by Reiss and Hornby to discover how certain text types are translated. 4. Multimedia translation It covers audiovisual texts, which are translated by revoicing or sur-/subtitling (tracking the translation procedures). Some major research questions might be which type of revoicing is appropriate in which circumstances,which type of synchrony should have precedence in particular circumstances, what role the translators play in the revoicing or sur/subtitling process. 5. Translation and technology It includes software localization (observing the process of localization to the finished products), effects of technology (investigating the impact on theway translators work or on translation output, on the attitudes of the translators, or on the translation product consistency), website translation (evaluating the product, finding the patterns in the current practice of web translation, investigating the effect of website constraint to the translators decision-making process). 6. Translation history The major research questions in this area of research are: Who?What?Why?andHow?Who?is concerned in discovering forgottentranslators and placing their translations in the context of their livesand work as well as the context of the intercultural space they inhabitbetween two languages and cultures (p. 17). What?discovers the relations between majority and minority languagecommunities, between imperial centres and colonial fringesas well as between victors and vanquished (p. 17). It enables to give enlightenment about the TT readers reception and the reasons for the translation success or failure.why?concerns with the reason(s) why particular texts are translated at particular times.how?studies the detailed analyses of individual translations in their social and historicalcontext have an important role to play in filling in the gapsin translation history (p. 17). 7. Translation ethics All this time, much of work in the translation theory is prescriptive: what a good translation is, how to make a good translation, how a translator should do, which in the end leads the need for a guideline to a good translation. The research in this area attempts to discover the cultural and ideological factors, codes of practice, personal and professional practice in the translators decision-making process whether to translate or not to translate at all. 8. Terminologies and glossaries In practical research, this might concern with the documentary searches and corpus works. In theoretical research, it is related to concept, linguistic signs and signifiers, and the epistemology of terms and their meanings. 9. Interpreting The field of interpreting can be analyzed in two ways: simultaneous or consecutive mode. Samples of interpreting research include cognitive studies, behavioural studies, linguistic studies, interpreter training, quality assessment, and special kinds of interpreting (pp ). 10. Translation process There are two studies related to translation process research, they are, workplace studies (investigating the working lives and conditions of professional translators, which are closely linked to studying the sociology of translation), and, protocol studies (seeking for the translators internal decision-making process by using think-aloud methods or retrospective interviews, and aided with key-stroke logging or screen recording methods. 11. Translator training 346

356 The research topic of this area might revolve around four main areas : curriculum design, implementation, typical problem areas, and professional dimension (pp ). 12. Translation profession Research can be either historical or contemporary. Historical research might look at how a professional association has developed in a country, region or continent, while contemporary research could deal with issues relating to the current situation. (p. 27). CHALLENGES IN TRANSLATION RESEARCH In addition to the translation methodology, there are also some challenges encountered by both translation scholars and students concerning the academic weaknesses and the lack of research skills. As stated by Pym in his paper (2012), Over those ten years in Tarragona we have seen exactly 100 student senter the program (in recent years they start in the research Masters that now in itiates the program).aboutone inten of those starters will probably defend their doctoral dissertation within five years. That low rate is not what particularly worries me, since the reare many real-- world circumstances that account forit. What concerns me farmore is the high percentage of students whose emnot to have there search skills required to reach their goals (many of whom have then obility to drop 2 out) and the considerable number that are still lacking research skill seven while they write up their final dissertations (p.1). This is really worrisome to the Translation Studies scholarship. The lack of research skills is particularly related to elementary things like choosinga topic for which not enough data is available, choosinga topic for which not enough subjects are available, choosing a topic for which data will cost too much money and/or effort, tackling too many variables for too few subjects, sampling in an uncontrolled way, believing that empirical means quantitative only, using categories that give result before the research is done, taking selfreport data (questionnaires, interviews) at face value, mimicking the ideas of the supervisor, citing a lot of theories to state the obvious, collecting a lot of data to state the obvious, coining terms instead of defining concepts(p.1-2). The academic weaknesses also occurs. The terms used in the translation research sometimes are not understood by the examiners who do not major in Translation Studies. Terms such as objective data and genetive data are often misunderstood for something else which are totally different from what they really mean. Other terms such as strategies which are confused with method or procedure. Other academic weaknesses are the reliance on more established disciplines, such as linguistic, or cultural studies. Some believe that Translation Studies has nothing to offer so that they tend to use other discipline methods or approaches to be used in Translation Studies research. In addition, the trend of some discipline such as Postcolonial Studies and Critical Discourse Analysis has misled both translation scholars and students to apply their methodology in the translation research. Unlike any other disciplines such as linguistics, literature, or sociolinguistics, Translation Studies more or less deals with the problem of quality translation quality. The quality evaluation in Translation Studies needs a methodology which is not measured directly by the researcher, but is formulated by the subjects who are being studied (p. 6). Therefore, quality maybe based on ST-TT similarity, on usability of TT, on the translator following a set of instructions and respecting a glossary, or simply meeting a set of expectations (p. 6). Consequently, quality becomes subjective. CONCLUSION The confusion over the translation research concerning with the disarray of methodologies, and academic weaknesses exacerbated by the lack of research skills has 347

357 questioned the Translation Studies research scholarship. Attempts to systematize the areas, types of research have been done in order that the Translation Studies research can stand firmly on a solid ground. Opportunities to explore the uncharted terrain of Translation Studies research has been mapped by Williams and Chesterman based on Holmes research types. Nevertheless, challenges are still lurking. waiting for translation scholars and students to overcome, not by restraining us from doing research, but by braving us to do more research. REFERENCE George, M.W. (2008). The Elements of Library Research: What Every Student Needs to Know. Princeton: Princeton University Press. Munday, J. (2008). Introducing Translation Studies. New York, NY: Routledge. Pym, A. (2012). Research skills in Translation Studies: What we need training in. Johannesburg: University of Stellenbosch. Vasconcellos, M.L. Translation Studies in Brazil: Some reflections on a survey of theses and dissertation. Florianopolis: Federal University of Santa Catarina. Williams, J. & Chesterman, A. (2002). The Map: A Beginner s Guide to Doing Research in Translation Studies. Manchester: St. Jerome Publishing. 348

358 THE USE OF POWER IN TRANSLATION: A CASE STUDY Jean Antunes Rudolf ZicoMa u English Language Studies, Post-Graduate Program, Sanata Dharma University Abstract Typically,the objective of translation is certainly to transfer the idea of the source language into the target language. However, when it comes to the translation of state document, such as presidential decree, there is a feature that should be made explicit, namely power. The power in state document will influence not only the citizens in a country but also the expatriates who live in the country.through state document, an authority will justify their legitimacy in maintaining order. Therefore, the translation of state document becomes important.the purpose of this study was to describe how the power could be made explicit. The researcher conducted a case study involvingfive presidential decrees: three Indonesian presidential decrees and two American presidential decrees. From the five decrees, the researcher would like to analyze whether the presidents of both states exerted their power in the decree by means of activation or passivation and whether the activation or passivation feature had been properly translated or not. If the activation feature in the power-presenting expression had not been properly translated from Bahasa Indonesia to English then the researcher would try to translate it properly by consulting the American decrees. Throughout the study, the findings showed that the presidents of both states made use of activation in exerting their power and that the power-presenting expression by means of activation had not been properly translated from Bahasa Indonesia to English. This case led the researcher to try translating the power-presenting expression in Bahasa Indonesia properly into English by consulting the translation to the concept that the American decrees contained. Keyword : power, translation, equivalence INTRODUCTION Translation nowadays becomes more important that it is used to be. The increasing importance behind this task is mainly caused by the needs to share information from one individual or institution to another. Information-sharing activities itself thus becomes good business as it can be seen from the operation of search engine online such as Google. Returning to the case of translation, the information that needs to be shared is usually important in order to build common agreement at least between two parties. Such situation is clearly depicted generally in any types of text translations. Regarding the document translations, different texts demand different handling and the translation of certain texts thus should be conducted properly such as in the case of legal document. The translation of legal document is very unique and, frankly speaking, dangerous as well. There is a feature that should be maintained in the translation of any legal document namely power. The use power in legal translation, therefore, resembles the authority that an institution has. As a result, the institution that exerts their authority will have the force to force their influence to the other parties. Such case is very apparent in the translation of state legal document such as presidential decree. As having been discussed, the translation of legal document is very unique and sometimes it demands extra effort. This uniqueness has been described by Hargitt (Hargitt, 2013) in her study. Within her study, she explained that long time ago in the age of American colonization there might be a dispute between the colonizer and the native people on the 349

359 matter of land purchase for the colonizers settlement. The dispute might be solved by issuing a decree that explained the agreement around the purchase and by translating the decree to the native language so that the native people would understand and would abide by the agreement. In other words, the dispute could be solved through the decree issuance. However, still based on this description, there is one remaining question that should be answered: What do the native people not understand although the decree has been translated? Similar situation might also appear in the context of presidential decrees in Indonesia with regards to the uniqueness of legal document translation. Not to mention, there are many expatriates who have been living Indonesia and yet they might have not understood the points within the decrees whereas these points might affect their cause too. In the same time, the foreign governments might also need to understand the presidential decrees of Indonesia in order to build better mutual understanding. This case becomes more complicated because every presidential decree the most fundamental feature: power. The use of power in presidential decrees certainly states the authority that the governing president has. Inevitably, the same use of power should also be depicted within the translation of the decree or otherwise the translated decree will be meaningless. Due to the importance of transferring the power from the original decree to the translated one, the researcher would like to describe the use of power in the translation of the presidential decree. Through the study, the researcher will try to analyze the use of power in the original text and how it is transferred to the translation product. Consequently, the object of the analysis will be the presidential decrees. The presidential decrees that the researcher select are the one issued by Mr. Joko Widodo, the President of the Republic of Indonesia, and the one issued by Mr. Donald Trump, the President of the United States of America. In conducting the analysis, the researcher will implement the theory of equivalence in translation, the theory of word-for-word translation, and the theory of representing social actors. These theories will be explained in the following sections. According to Vinay and Darbelnet (Hatim, Basil and Jeremy Munday, 2004), the idea of equivalence is that two texts between two different languages, or the source text and the target text, may have similar situations. For example, French people will say Aie! when they hurt themselves while British people will say Ouch! for the same situation. Thus, Aie! and Ouch share similarities in the sense that these words will be spoken by people who hurt themselves. Then, there are two types of equivalence namely formal equivalence and dynamic equivalence; formal equivalence focuses on the message (both form and meaning become the key aspect in the translation) while the dynamic equivalence focuses on the principle of seeking the same effect on the target reader (the key aspect is the careful attention to the target text) (Jayantini, 2017). The equivalence might work well when it is paired with word-for-word translation. Through the word-for-word translation, the word order of source language is preserved in the target language in order to provide the equivalence (Jayantini, 2017). Then, the use of power in the presidential decree itself will be analyzed using the theory of representing social actor. According to Leeuwen (Van Leeuwen, 2008), the representation of social actor can be assessed by means of activation or passivation; activation occurs when social actors are represented as the active and dynamic force in the activity while passivation occurs when social actors are represented as undergoing the activity. Thus, the researcher will see whether the president states his authority in the decree by means of activation or passivation and whether this activation or passivation has been transferred in the translation product of the decree. METHODOLOGY The study that the researcher conducted was a case study. The data for the case study were gathered from five presidential decrees. Three decrees were taken from the Republic of 350

360 Indonesia ((Anonym, Keputusan Presiden Republik Indonesia Nomor 23 Tahun 2017, 2018); (Anonym, Indonesian Decrees on Control of American Rubber Companies, 1965); (Anonym, Indonesia: Decree Ending Government Control of Foreign Oil Companies, 1967)) and the other two decree were taken from the United States of America ((Anonym, Trump Obamacare Executive Order, 2017); (Anonym, Enhancing Vetting Capabilities and Processes Detecting Attempted Entry, 2018)). From the five decrees, the researcher would collect the expressions that resembled the use of power in each language. Then, the researchers would define whether these expressions were created through activation or passivation with reference to the theory of Representing Social Actor. After defining whether the power had been exerted by means of activation or passivation, the researcher would analyze whether the sense of power had been properly translated or not. If the sense of power had not been translated in the power-presenting expression, then the researcher would try to properly translate the power-presenting expression by referring to the English concept found in the two presidential decrees made by the United State of America Government. In conducting the translation task, the researcher would compare the expressions in Bahasa Indonesia and those in English by means of equivalence. Equivalence was used in the study because the researcher believed that the expressions of both languages might be equivalent. For the translation procedures, the researcher would apply either word-to-word translation or adaptation; the selection of the procedures would depend on the case that the researcher found. Prior to translating the power-presenting expressions from Bahasa Indonesia into English, the researchers would compare the expressions that had been translated in the unofficial translation of the decree to the those in English. After comparing the power-presenting expressions from the two texts, the researcher would like to try translating the power-presenting expressions in Bahasa Indonesia into English by relying on the analysis and the comparison that had been conducted. FINDINGS AND DISCUSSION As having been explained in the previous sections, the researcher would begin the analysis by comparing two presidential decrees in terms of power-presenting expressions. One decree was issued by President Joko Widodo from the Republic of Indonesia and the other one by President Donald J. Trump from the United States of Indonesia. The comparison will be provided in Table 1 below. Table 1. Comparison in terms of Power-presentingExpressions between Keputusan Presiden Republik Indoensia Nomor 23 Tahun 2007 tentang Tim Pengendalian Inflasi Nasional and Executive Order on Minimizing the Economic Burden of the Patient Protection and Affordable Care Act Pending Repeal The Indonesian Decree The American Decree Keputusan Presiden Republik Indonesia Executive Order on Minimizing the Nomor 23 Tahun 2007 tentang Tim Economic Burden of the Patient Protection Pengendalian Inflasi Nasional and Affordable Care Act Pending Repeal Dengan Rahmat Tuhan yang Maha Esa, By the authority vested in me as President by Presiden Republik Indonesia the Constitution and the laws of the United States of America Menimbang It is hereby ordered as follows: Mengingat Memutuskan Menetapkan 351

361 Referring to the theory of representing social actor, both decrees have made use of activation although the sentence has passive voice (the American decree). The American decree shows that the President has the active use of power because he has been inherited the power by the Constitution and the law. This idea on the use of power might be related to the fact that the United States of America is a secular country which has a clear differentiation between the state affairs and the religion affairs. The Indonesian decree has also made use of activation but the activation is exerted in a different way. The expression Dengan Rahmat Tuhan yang Maha Esa can be translated into By the Grace of God (this expression is written in the American dollar bill); in other words, the President has the active use of power because it is given by God. This active use of power can be related to fact that Republic of Indonesia is a religious country; thus, almost every aspect of life will be influenced by God and this certainly includes the use of power as well. The American decree tends to have consistent use of activation. This consistency can be seen from the comparison between the Executive Order on Minimizing the Economic Burden of the Patient Protection and Affordable Care Act Pending Repeal and the Presidential Proclamation Enhancing Vetting Capabilities and Processes for Detecting Attempted Entry into United States by Terrorists or Other Public Threats. The comparison will be provided in Table 2 below. Table 2. Comparison in terms of Activation between Protection and Affordable Care Act Pending Repeal and the Presidential Proclamation Enhancing Vetting Capabilities and Processes for Detecting Attempted Entry into United States by Terrorists or Other Public Threats The First American Decree The Second American Decree The Executive Order on Minimizing the The Presidential Proclamation Enhancing Economic Burden of the Patient Protection Vetting Capabilities and Processes for and Affordable Care Act Pending Repeal Detecting Attempted Entry into United States by Terrorists or Other Public Threats By the authority vested in me as President by In Executive Order of March 6, 2017 the Constitution and the laws of the United (Protecting the Nation from Foreign Terrorist States of America Entry into the United States), on the recommendations of the Secretary of Homeland Security and the Attorney General, I ordered a worldwide review of whether, and if so what, additional information would be needed from each foreign country to assess adequately whether their nationals seeking to enter the United States pose a security or safety threat. It is hereby ordered as follows: As President, I must act to protect the security and interests of the United States and its people. NOW, THEREFORE, I, DONALD J. TRUMP, by the authority vested in me by the Constitution and the laws of the United States of America, including sections 212(f) and 215(a) of the Immigration and Nationality Act (INA), 8 U.S.C. 1182(f) and 1185(a), and section 301 of title 3, United States Code, hereby find that, absent the measures set forth in this proclamation, the immigrant and 352

362 nonimmigrant entry into the United States of persons described in section 2 of this proclamation would be detrimental to the interests of the United States, and that their entry should be subject to certain restrictions, limitations, and exceptions. Although the two decrees are somewhat different, both of them still rely on the passivation as the active use of power. The passivation is certainly reflected on the power-presenting expressions such as I ordered and I hereby find that. Furthermore, in exerting the authority the President of the United States of America has made use of the following expressions: By the authority vested in me as President by the Constitution and the laws of the United States of America. This expression has appeared at least twice in the American decrees and certainly it becomes the main feature regarding the use of power in the decree. Returning to the case of Indonesian decree, the same idea of activation is explicit and consequently the same idea of activation should also be made explicit within the translation. In relation to this matter, the researcher has found the translation of two Presidential decrees. These decrees were issued around 1965 and Despite the age of the data, the researcher does believe that the translation of the decree does not change over the period of time. Not to mention, the translation of these decrees was prepared by the second part (the business institution) instead of the first party (the Indonesian government). The comparison on the three Indonesian decrees will be provided in the Table 3 below. Table 3. Comparison in terms of Indonesian Power-presentingExpressions and their Translation among Keputusan Presiden Republik Indonesia Nomor 23 Tahun 2017, Decree on Control of American Rubber Plantation, and Decree Ending Government Control of Foreign Oil Companies The First Translated The Second Translated The Indonesian Decree Indonesian Decree Indonesian Decree Keputusan Presiden Republik Decree on Control of Decree Ending Government Indoensia Nomor 23 Tahun American Rubber Plantation Control of Foreign Oil 2007 tentang Tim Companies Pengendalian Inflasi Nasional Dengan Rahmat Tuhan yang Decision of the Presidential Decree of the Cabinet Maha Esa, Presiden Republik Cabinet Government of the Presidium No. 129 / U / KEP Indonesia Republic of Indonesia / 12 / 1996 No.X.262/Presidium/65 Menimbang With the intensification of the The Chairman of the Cabinet Revolution of the Indonesian Presidium people and in view of the desire and the capability of the people to implement the principle of standing on its own feet Mengingat In view of the security and Considering the safety of production Memutuskan In view of the property of In View of American Plantation Companies 353

363 Menetapkan Has Decided To Establish Firstly Secondly Thirdly Fourthly From the comparison above, the researcher may infer that the use of passivation is rather different. In the original version of the decree, it is clearly represented that the President of the Republic of Indonesia exerts his authority by the power that has been given by God. Such feature is not clearly represented in the translation of the other two decrees. Despite the time gap and the context, the use of the feature should have been explicitly translated because the expression Dengan Rahmat Tuhan yang Maha Esa, Presiden Republik Indonesia is the main expression that becomes the feature on the use of power by the President of the Republic of Indonesia. In other words, that expression so prominent and important it should not be left untranslated. Apart from the case of the translation of the expression, the researcher has found an interesting matter. The translation of the two decrees, namely the Decree on Control of American Rubber Plantation and the Decree Ending Government Control of Foreign Oil Companies, was prepared by the business institution rather the government ((Anonym, Indonesian Decrees on Control of American Rubber Companies, 1965); (Anonym, Indonesia: Decree Ending Government Control of Foreign Oil Companies, 1967)). To the view of the researcher, such conduct of translation is certainly inappropriate. The reason is that the translation of the decree should be prepared by the government independently without any political influence from the foreign institution. Another reason is that by translating the decree independently the government may exert the authority to the foreign party so that the government can be regarded holding the sovereignty over the soil. When the translation is conducted in the reversed manner, the sense will be different and this can be the reason why the important feature in the Indonesian decree ( Dengan Rahmat Tuhan yang Maha Esa, Presiden Republik Indonesia ) had not been translated although there has been an equivalent ( By the Grace of God ). Another issue that might arise is related to the politics. According to the researcher s view, when the translation is conducted by the non-native speaker, in this case the American translator who translated the Indonesian decrees, the sense will be different and yet the translation might be politically loaded in order to accommodate the foreign interest. Not to mention, the years when the two Indonesian decrees were issued (1965 and 1966) was the transition from the era of Soekarno to that of Soeharto. In the era of Soeharto, a close connection with the United States of America was developed and the connection was full of political and business interest; one of the case could be found even in the translation of the decrees. Based on these findings, the researcher now will try to formulate the proper the translation of the power-presenting expressions in the Indonesian decree. The translation will be consulted the passivation, the equivalent expression in English based on the American decrees, and the word-for-word translation. The proper translation will be provided in Table 4 below. Table 4. Proper Translation on the Power-presentingExpression in the Indonesian Decrees Source Language Target Language Keputusan Presiden Republik Indoensia The Decree of the President of the Republic Nomor 23 Tahun 2007 tentang Tim of Indonesia Number 23 Year 2007 Pengendalian Inflasi Nasional Regarding the Team of National Inflation 354

364 Control Dengan Rahmat Tuhan yang Maha Esa, By the Grace of God, the President of the Presiden Republik Indonesia Republic of Indonesia Menimbang Has Considered Mengingat Has Recalled Memutuskan Has Decided Menetapkan Has Established In conducting the proper translation on these power-presenting expressions, the researcher has made use of the equivalence and the word-for-word translation. The equivalence has been used in order to preserve the main feature of the power use in the Indonesian decree. The reason why the researcher used the expression By the Grace of God as the exact equivalent of the expression Dengan Rahmat Tuhan yang Maha Esa because both expressions resemble the same idea: stating that (the power) has been given by God. Then, the other four expressions ( Menimbang, Mengingat, Memutuskan, and Menetapkan) actually have the active meaning as in the present tense ( Consider, Recall, Decide, and Establish). However, for these expressions the researcher has decided to implement the sense of present perfect because the researcher considers that the starting point of the decree implementation will start after it has been issued until the time that the decree will be abolished. As a consequence, the decree will have quite long period of implementation; at least, the decree will be in effect until it will be abolished. Last but not the least, through the translation the activation in the Indonesian decrees has also been preserved since the researcher has made use of the active sense. Thereby, the exertion of authority by the President of the Republic of Indonesia, resembled by the use of power, is maintained. CONCLUSION Based on the above discussion, the researchers would like to draw several conclusions. First, the use of power in both the Indonesian decrees and the American decrees has been resembled by the activation; in this sense, the president of both countries serve as the active agent in exerting their authority. Second, the activation tends to be consistent in both decrees. Third, there is a unique difference in terms of the use of power; the American use of power tends to be based on the concept of democracy while the Indonesian use of power tends to be based on the God s inheritance. Fourth, the power-presenting expressions have not been translated properly from Indonesian to English. Several expressions have been omitted especially the most important one: Dengan Rahmat Tuhan yang Maha Esa. The omission might be related to the fact that the decrees that the researcher refers to within the study has been translated by the foreign institution and such a conduct of translation might not be appropriate. Fifth, due to this situation, the researcher conducts the proper translation of the Indonesian power-presenting phrases into the English ones. In conducting the proper translation, the researcher consults the Indonesian power-presenting phrases to the American decrees and the equivalent expressions in English. Then, the researcher also implements the word-for-word translation for the other expressions in order to maintain activation within the Indonesian decree. Throughout the discussion within the study, the researcher has been aiming at generating the proper translation for the Indonesian power-presenting phrases. With this proper translation, the researcher would like to expect that the translation of Indonesian power-presenting phrases in the decree specifically and in the other legal documents generally will be improved in order that the use of power, or even the power itself, can be well maintained from the source language into the target language. However, the researcher still has several limitations in the study. The scope of the translation on the power-presenting 355

365 expression only involves two languages namely Indonesian and (American) English. The object itself is confined to the presidential decrees that have been issued by Mr. Joko Widodo, the President of the Republic of Indonesia, and Mr. Donald J. Trump, the President of the United States of America. Furthermore, the theory that has been used in order to view the use of power is confined to the theory of representing social actor. The power-presenting expressions might vary from one language to another and the idea of this study might be implemented to the translation of power-presenting expressions on other languages. Therefore, the researcher would like to expect that the future researchers will try to implement the concept in this study to the translation of power-presenting expressions to the other languages and will select the other type of legal documents such as laws. In the same time, the researcher would also like to expect that the future researchers will implement the theories other than representing social actor in order to enrich the findings. REFERENCES Anonym. (1965). Indonesian Decrees on Control of American Rubber Companies. International Legal Materials Volume 4 Number 3 May 1965, Anonym. (1967). Indonesia: Decree Ending Government Control of Foreign Oil Companies. International Legal Materials Volume 6 Number 2 March 1967, Anonym. (2017, 01 20). Trump Obamacare Executive Order. Retrieved from edition.cnn.com: Anonym. (2018, March 4). Enhancing Vetting Capabilities and Processes Detecting Attempted Entry. Retrieved from Anonym. (2018, March 4). Keputusan Presiden Republik Indonesia Nomor 23 Tahun Retrieved from setkab.go.id: pdf Hargitt, S. (2013). What Could Be Gained in Translation: Legal Language and LawyerLinguists in A Globalized World. Indiana Journal of Global Studies Vol. 20 No.1, Hatim, Basil and Jeremy Munday. (2004). Translation: Ad Advanced Resource Book. New York: Routledge. Jayantini, I. G. (2017). The Art of Translating: Theory and Analysis. Denpasar: Cakra Press. Van Leeuwen, T. (2008). Discourse and Practice: New Tools for Critical Discourse Analysis. New York: Oxford University Press. 356

366 THE TRANSLATION OF METAPHORICAL EXPRESSION FROM BOOK OF PROVERBS INTO KITAB AMSAL IN ALKITAB (1976) AND ALKITAB BAHASA INDONESIA MASA KINI (2015) Maria Yohana Christy Gheda Pati Tiala English Letters Department, Faculty of Letters, Sanata Dharma University Abstract Translation is a bridge to people who speak in different languages. The translators produce good translation if they have background knowledge of both source language (SL) and target language (TL). On the other side, bible is one of the literary texts in the world. It has various metaphorical expressions. As we live in modern era and the translation rapidly going,there is a new bible form which is digital form that has different translation than the previous translation on printed Alkitab.Furthermore, this paper will focus on two Indonesian Bible(s). The first Bible is the classic printed Bible Alkitab (1976) and the second Bible is Bahasa Indonesia Masa Kini (BIMK) (2015) Bible, both of the bibles were translated by LAI. This paper tries to look into the metaphorical expressions from the Book of Proverbs that have been translated into the two Indonesian Bible(s). The theory that was used by the researcher was Newmark s theory on translating the metaphorical expression. The result of this research was the translation on printed Alkitab mainly was maintaining the pattern of poetic diction,while the translation on BIMK Bible washaving more free translation style. Keywords: translation style, metaphorical expression, bible INTRODUCTION It has been known that the quality of translation depends by the knowledge of the translator. According Nida and Taber, Translating consists of reproducing in the receptor language the closest natural equivalence of the source language message, first in terms of meaning and secondly in terms of style (1982, p.12). It means to produce a good translation, the translator needs to find the most natural meaning in the TT from the ST. As translation studies rapidly going, there are so many literary works that are being translated into another language. One of the literary works that was chosen as the study of this research was Bible. On this paper, the researcher is interested in the Indonesian translation of metaphorical expression. The idea of this research is to compare the new translation and the old translation. Also, the researcher is trying to compare two Indonesian Bible(s) on its metaphorical translation. The first one is the printed Alkitab (1976) that has been widely used and the second is digital Alkitab Bahasa Indonesia Masa Kini Bible (2015). Both of the Bible(s) are translated by LAI. This research is considered important because it sees the development of the translation in specific source, Bible. The researcher wants to see the differences of the Indonesian translation of metaphorical expression in The Book of Proverbs. The reason why The Book of Proverbs is chosen because it consists of metaphorical expresssion such as Let not mercy and truth forsake thee: bind them about thy neck; write them upon the table of thine heart. This metaphorical expression has two translations in two bible(s). The researcher is intended to see how the translator translates the metaphorical expression on each of the Bible(s). The researcher uses Newmark s theory on metaphorical expression. The expressions are divided into their types and is analyzed. The theory of Newmark (1981) in his Approaches to Translation is used. He states that there are five types of metaphors. They are 357

367 dead metaphor, stockorcliché metaphor, adapted metaphor, recent metaphor and original metaphor. (p.85). Dead metaphor is an expressionwhich still metaphorical by nature, but has been overused that it is commonly no longer perceived as metaphor. Stock or cliché is a metaphor which has been establishedand could be understood easily even without any particular context.adapted metaphor is a cultural and historical metaphor which has been readjusted to a new context.recent metaphoris a new metaphor, which has been widely used general.original metaphoris a metaphor, which is personal or invented for particular purpose based on certain context. There are three stages in translating the text according Nida s strategies. They are literal transfer, minimal transfer and literary transfer. It is shown that the more bigger stage on the transfer (literary transfer), then it shows that the translation more free, meanwhile the literal transfer more archaic. METHODOLOGY This study is categorized as a library research. The library research is used to analyze the metaphorical expression in the translation of The Book of Proverbs into Amsal in Alkitab and Bahasa Indonesia Masa Kini Bible.The library research is considered the best because the text is written and its study is on the comparison between the two translation(s). This research is also categorized as a qualitative research because the result is captured in words, images, or nonnumeric symbols (George, 2008, p.7). The data of the research is descriptive which is stated in the analyzes of the data.there are three sources in this paper, King James Version Bible as the ST, printedalkitab (TT1) and Bahasa Indonesia Masa Kini Bible(TT2). The objectives were taken from the written text. The data is collected from the sentences containing metaphorical expression in The Book of Proverbs in King James Version Bible (ST), Amsal in Alkitab (TT1) and BIMK (TT2). The Book of Proverbs contains 31 articles which all of them will be thoroughly examined. The Book of Proverbs is one of the chapter in the Holy Bible. The researcherchooses this particular chapter because it has many metaphorical expression which suits to the study. Moreover, Alkitab is the classical printed bible which is published on 1976 and Bahasa Indonesia Masa Kini is adigital version bible which is published in Both of Alkitab and BIMK were translated by Lembaga Alkitab Indonesia. The data collection began by choosing the right text to be studied. The researcher chooses King James Version Bible as the ST, Alkitab as the TT1 and BIMK as the TT2. Actually there were various text that could be chosen, but those text were considered the best to be used because both of the TTs were translated from KJV Bible. The close reading of the text was the next step.identification of the metaphorical expression was done by highlighted those metaphors in the ST. After that, researcher seeks out for the translation in the TTs. At the same time, directly after finding each of the metaphorical expression and the translation, the metaphors were classified into each types. They were dead metaphor, stock or cliché metaphor, adapted metaphor, recent metaphorand original metaphor. The next step is the researcher make a contrast on the translation in the TTs. Meaning to say that the focus is on the difference of the translation in Alkitab and BIMK Bible. The Nida s theory on three stages of equivalence is used to solve this step.the last step of the research is analyzing each of the translation in the TT using three stages by Nida. They are literal transfer (stage 1), minimal transfer (stage 2) and literary transfer (stage 3). This step will distinguish the translation by its equivalence and give reasons why it is included into a certain stage. There are 124 data that are found by the researcher. As the number of population is too large, the samples were taken as a method. There are 92 chosen samples that are 358

368 considered important and support this study. However, to represent data population, the samples were taken proportionally, meaning that the more the number of the population is, the more the sample was taken. No 1/ST/KJV/ 1:89/Original Metaphor FINDING AND DISCUSSION Source Text No My son, hear the 1/TT/ instruction of thy CPB/ father, and forsake not 1:8-9 the law of thy mother: For they shall be an 1/TT/ ornament of grace BIM unto thy head, and KB/1: chains about thy neck. 8-9 Target Text Hai anakku, dengarlah didikan ayahmu, dan jangan menyianyiakan ajaran ibumu; sebab karangan bunga yang indah itu bagi kepalamu, dan suatu kalung bagi lehermu. Perhatikan apa yang dikatakan ayah ibumu kepadamu, anakku, sebab ajaran-ajaran mereka menambah budi baik mu seperti hiasan kepala dan kalung memperindah rupamu. From this data, the metaphorical expression is included as original metaphor. TT from Classical Printed Bible is included into Literal Transfer. The translator tends to translate the metaphorical expression into word-to-word translation. Instead of translating it into its meaning behind the metaphor from the ST, the translator maintains the pattern of its metaphors. It is shown in the words, and already clear that the second sentence is included into metaphor, but the translator doesn t put any indication for example the word like or seperti in Indonesian. In addition for is translated into sebab. TT from BIMK Bibleis considered into Minimal Transfer. The translator already put the indication of word seperti that gives indication that the ST is metaphors. Also, there are some adding words menambah budi baikmu to make the expression clear. The word neck is also not stated as leher, but the translator makes it into rupa to make the Indonesian translation does not sound strange. No Source Text 2/ST/KJV/3:3 Let not mercy and truth /Stock forsake thee: bind them Metaphor about thy neck; write them upon the table of thine heart: Target Text Janganlah kiranya kasih dan setia meninggalkan engkau! Kalungkan itu pada lehermu, tuliskanlah itu pada loh hatimu, 2/TT/BIMKB/3:3 Hendaklah engkau tetap percaya dan setia kepada Allah dan sesamamu. From this data, the metaphorical expression is included as stock metaphor. TT from Classical Printed Bible is included into Literal Transfer. It is clear to see that every words are translated into its translation. Mercy is translated into kasih, truth is translated into setia and heart is translated into hati. Meanwhile TT from BIMK Bible shares more free translation and considered into Literary Transfer. The metaphor is also translated but the translation directly translates into its meaning of the metaphor. Though there are many specific terms that are omitted, the translation on BIMK Bible gives the same sense as the ST. No 3/ST/KJV /6:23 /Original Source Text For the commandment is a lamp; and the No 2/TT/CPB/3:3 No 3/TT/CPB /6: Target Text Karena perintah itu pelita, dan ajaran itu cahaya, dan teguran yang mendidik itu jalan kehidupan.

369 Metaphor law is light; and reproofs of instruction are the way of life: 3/TT/BIM KB/6:23 Petunjuk-petunjuk orang tuamu bagaikan lampu yang terang;teguran mereka menunjukkan kepadamu cara hidup yang baik. From this data, the metaphorical expression on ST is included as original metaphor. TT from Classical Printed Bible is included into Literal Transfer. It is very obvious that the translation still maintain the pattern of the ST. Though there is addition word mendidik on TT. Still, the translation is still considered as Literal Transfer. Meanwhile, on the translationof BIMK Bible has very dynamic translation. The translator doesn t hesitant to put the word orang tua which will gives the sense of the sentence that instruction or petunjuk-petunjuk is commonly related to the parents. On the TT there is word bagaikan that indicate that the ST is metaphor,it compares thing to another. Therefore, by the quality of TT that give full sense and free tranlsation,tt is considered to literary transfer. CONCLUSION From the analysis that has been done by the translator, Original Metaphor has the most number in The King James Bible. It can be happen because the metaphors that created in the bible are particular metaphors in a certain context. Moreover, the translation on the Classical printed Bible is included into Literal Transfer and the translation of BIMK Bible has Minimal Transfer and Literary Transfer. The analysis above shows that by having Literal Transfer, the translator tries to maintain the pattern of the metaphorical expression in the ST. Meanwhile Minimal Transfer and Literary Transfer try to be more focus on sending the message and sense rather than having the same style. From the analysis, it shows that there is a development of translation strategies on BIMK Bible (2015) from classic printed Alkitab (1976). The style possessed by KJV is still maintained on classic printed Alkitab meanwhile on the BIMK Bible, it is no longer used.by this effect, the translation on BIMK is more natural and understandable. REFERENCE Bassnett, Susan. (1980). Translation Studies. London: Routledge. Lefevere, Andre. (1992). Translating Literature Practice and Theory in a Comparative Literature Context. New York: The Modern Language Association of America. LembagaAlkitabIndoesia. (1976). Alkitab. Bogor: PercetakanLembagaAlkitab Indonesia. Munday, Jeremy. (2008). Introducing Translation Studies. London: Routledge. Newmark, Peter. (1981). Approaches to Translation.Oxford: Pergamon Press. 360

370 GOOGLE TRANSLATE S AND BING S PERFORMANCE IN TRANSLATING A BILINGUAL CHILDREN S STORY BOOK PANCURAN PANGERAN Muhamad Fazlurrahman Adiputra1, Harris Hermansyah Setiajid2 1 English Letters Department, Universitas Sanata Dharma 2 English Letters Department, Universitas Sanata Dharma Abstract Translation technologies have grown fast in the last two decades. This happens because of the rapid development of social media platforms which needs instant translations to meet the need of the users in understanding the contents. Two giant machine translations (MT) available today are Google Translate (GT) created by Google and Bing by Microsoft. These two MTs have taken most portion of the instant translation favored by users. Although GT and Bing have shown a good performance in translating various types of text, some researches reveals that both of them are not adequate to translate literary texts. This is due to the fact that literary texts have language nuances MTs cannot fully understand and render them into target language. However in recent development both MTs show promising progress in dealing with such issue. This paper tries to compare GT s and Bing s performance in translating a bilingual story book entitled Pancuran Pangeran. This book is chosen because it is rich with literary elements and culturally-loaded terms. The methods used in this research are forward and back translation to measure whether both MTs are able to render the text successfully. Keywords: machine translation, literary texts, forward and backward translation INTRODUCTION Language may have considered as the greatest tool to communicate that ever exist in the earth. In transferring messages to others, language is always needed. The messages have many forms, for example, writing, speaking, and even reading. Because of its great potential, language continues to be studied until now. One aspect that related with language is translation because translation helps in conveying what the giver try to say to the receiver if they are have different kind of languages. In order to translate the source text (ST), the translator needs to consider the language culture of the target reader, because its emotive or connotative value varies according to the target culture (Nida, 1964a: 36). Therefore, the message from the source text might not be delivered if the translator ignores the target reader s language culture that is the reason why a translation is practically good if it is not literary translated. Machine Translation (MT) is one of the tools that have been widely used by many people in the world. It has been used to translate various kinds of texts and some social media also used it to translate various languages to make it easier for the user to interact with each other. For example, Twitter cooperates with Bing Translator to provide the translation service, while Facebook using its own software to translate commentary, status, and the options provided by Facebook. But MT still has many deficiencies; therefore the developer keeps evaluating the performance of the MT in order to improving its function. There are many various factors to determine the performance of an MT, one of them is through applying the error analysis to the texts. Sandra stated that errors which are found in the product of MT can be counted, analyzed and compiled to draw a picture of the MT 361

371 translation quality (Sandra Ariany. 2017: 4). The theory of concept errors by Koponen prove that errors found can be used to measure the quality of the performance of an MT by categorizing the errors found to each type provided by Koponen. These types of errors are omitted concept, added concept, untranslated concept, mistranslated concept, substituted concept and explicitated concept. In this research, the writer uses two different MTs which are Google Translate and Bing Translator. The writer chooses those two MTs because the two MTs are the most wellknown and frequently used by people. The writer will analyze the performance of the MTs in translating children book entitled Pancuran Pangeran. The children book that is chosen by the writer has two languages on it, in another word, bilingual. The two languages are Bahasa Indonesia and English. The writer uses MTs to translate the children book forwardly and backwardly. The writer uses method forward translation by Google Translate (FwT by GT) and forward translation by Bing Translator (FwT by BT) to translate the Bahasa Indonesia version to English and also backward translation by Google Translate (BwT by GT) and backward translation by Bing Translator (Bwt by BT) to translate the English version to Bahasa Indonesia. By having the texts translated by MTs, the writer will be able to analyze the performance of the MTs in translating bilingual children book. The Bahasa Indonesia version should apply the forward translation method because the children book Pancuran Pangeran is originally in Bahasa Indonesia and then translated to English. Forward and backward translation may be applied if the translator or the writer wants to give an extra check of the text before it is distributed to society. The performance of MTs is still acknowledged yet to transcend human translator. But it cannot be said that MTs cannot be relied on in checking the TT. Especially, MTs like Google Translate and Bing Translator which mostly used by people. It is also one way to evaluate the MTs itself, thus improving its function. There are two problem formulations in this research; the first one is the writer try to find what errors are found in the translation of bilingual children book Pancuran Pangeran by Google Translate and Bing Translator. The second is how Google Translate and Bing Translator perform forward and backward translation in the children book Pancuran Pangeran. Therefore, the objectives of this research are to find the errors occurred in the translation and also to compare the performance of backward and forward translation created by the two MTs. In Koponen s journal,assessing Machine Translation Quality with Error Analysis, divides the error categories into two, the first one is the mismatches between source and target concepts and the second one is based on the relations between those concepts. Even though the present writer s intention is only focus on the first category, the second category is still showed in this paper. The descriptions of each types of concept and relations error below are provided by Koponen. Table 1. Types of Concept Error (Koponen, 2010: 4) Types of Concept Error Description Omitted Concept A concept in the source text that is not conveyed in the target text or a word that should appear in the target text because it is not redundant in this language. Added Concept A concept that is not present in the source text but appears in the target text or a word that appears in the target text, but is redundant. Mistranslated Concept The incorrect selection of terms in a specific context, the wrong formation of terms or the literal translation of a term in the target text. 362

372 Untranslated Concept Substituted Concept Explicitated Concept A source language word that appears in the target text or the use of recent loan words. TT concept is not a direct lexical equivalent for ST concept but can be considered a valid replacement for the context. TT concept explicitly states information left implicit in ST without adding information. Table 2. Types of Relation Error (Koponen, 2010: 6) Types of Relation Error Description Added Participant TT relation not present in the ST introducing an added concept. Added Relation TT relation not present in the ST arises due to morpho-syntactic errors. Mistaken Participant Head/dependent of the relation different in ST and TT, not same entity. Mistaken Relation Relation between 2 concepts different in ST and TT, changed role. Substituted Participant Head/dependent of the relation different in ST and TT, same entity. Substituted Relation Relation between 2 concepts different in ST and TT, same semantic roles. Omitted Participant ST relation not conveyed by the TT due to an omitted head or dependent. Omitted Relation ST relation not conveyed by the TT due to morpho-syntactic errors that prevent parsing the relation although both concepts are present in TT. METHODOLOGY This study uses library research. The library research is required in order to gather the information about translation, machine translations, theories and previous analysis that have related topic with the present analysis. The data in this analysis is purposely analyzed by the theory of concept errors by Koponen and comparative study to classify and identify the type of errors in the translation by Google Translate and Bing Translator. The data are collected by the writer from the book entitled Pancuran Pangeran which translated by Google Translate and Bing Translator. The data collected in this study are taken from, first, the forward translation of the ST to the TT and the secondis from the back translation of the ST, both are the performances of the two MTs. The ST is sentences that taken from the bilingual children book Pancuran Pangeran. The TT is the translation of the ST to TT which is Bahasa Indonesia to English and English to Bahasa Indonesia. The data collected from the ST contains of 543 words as in Bahasa Indonesia and 738 words in English. As TT the amount of words changes into 643 in Google Translate while it becomes 626 in Bing Translator. Also, in the backward translation Google Translator creates 703 words while Bing translator creates 669 words. In order to collect the data, first, the writer chose a children book. The children book chosen was bilingual in order to allow the writer uses the method of forward and backward translation. The book chosen must have an official publisher in order to get a reliable data. The data counted were according to the number of sentences in the text. Then, the data were translated to the TT. Afterwards, the data were divided sentence by sentence in order to analyze it. Also, the writer counted the number of words in the ST and TT so that the writer could see the difference in both ST and TT. Afterwards, the data was classified based on the type of errors in form of a table as follows: 363

373 Table 3. Example of the Data Coding Google Translate No. of ST Data 3/ST/E/P Three sons 1/L3 too dwelled amidst great palace within 3/ST/I/P1 Raja /L3 memiliki tiga orang pura di istana Bing Translator No. of ST Data 7/ST/E/P Skillful 2/L3 equestrians they rode unmatched in kind No. FwT by GT No. BwT by GT 3/TT/F Tiga anak lakiwt/gt laki juga /P1/L3 tinggal di tengah istana besar di dalamnya 3/TT/Bw T/GT/P1 /L3 Three boys also live in the middle of the big palace inside 3/TT/F The king has wt/gt three temples /P1/L3 in the palace 3/TT/Bw T/GT/P1 /L3 Raja memiliki tiga kuil di istana No. FwT by BT No. BwT by BT 7/TT/F wt/bt /P1/L3 Terampil equestrians mereka melaju tak tertandingi dalam bentuk 7/TT/Bw Skilled T/BT/P1/ equestrians L3 they rode matchless in form 7/ST/I/P2 /L3 Dapat 7/TT/F Can horse ride 7/TT/Bw Dapat naik menungga wt/bt with agile T/BT/P1/ dengan ng kuda /P1/L1 L1 tangkas kuda dengan tangkas The code can be read as follows: 3, 7 : Order of the data ST : Source Text TT : Target Text E : English version from the original bilingual children book Pancuran Pangeran I : Bahasa Indonesia version from the original bilingual children book Pancuran Pangeran P : Number of the Paragraph taken from the book L : Number of the Line taken from the paragraph GT : Google Translate BT : Bing Translator FwT : Forward Translation BwT : Backward Translation FINDINGS AND DISCUSSION There are several steps to complete this analysis, first is to examine both forward and backward translations by each MTs to find the type of concept errors. After the errors are found, it will be marked by bolding the errors in the TT and the ST. The forward and backward translation by the MTs then compared to the ST. The next step is to count all the 364

374 errors made by each MT and use the number to show the most frequent errors made by each MT. Thus, by having the errors counted, it will also show which MT has the better performance. Table 4. Example of Errors based on Individual Concept Bing Translator No. of ST Data 7/ST/ Skillful equestrians they rode unmatched in kind E/P2/ L3 No. FwT by BT Type of No. BwT by BT Type of Errors Errors 7/TT/ Terampil Untranslated 7/TT/ Skilled equestrians Substituted FwT/ equestrians Concept BwT/ they rode matchless Concept BT/P1 mereka melaju BT/P1 in form /L3 tak tertandingi /L3 dalam bentuk No. of ST Data 7/ST/I Dapat menunggang kuda dengan tangkas /P2/L 3 No. FwT by BT Type of No. BwT by BT Type of Errors Errors 7/TT/ Canhorse ride Omitted 7/TT/ Dapat naik Omitted Concept FwT/ with agile Concept BwT/ dengan BT/P1 BT/P1 tangkas kuda /L1 /L1 Based on the example above, it can be seen that the word equestrians is not translated by BT which means it considered as in type of error untranslated concept. Also, in the BwT by BT the word skillful from the original text change into skilled and kind change into form. While the form of the word changed, the meaning is understandable because the translation is still in the same context. Google Translate No. of ST Data 3/ST/ Three sons too dwelled amidst great palace within E/P1/ L3 No. FwT by GT Type of No. BwT by GT Type of Errors Errors 3/TT/ Tiga anak laki- 3/TT/ Three boys Added Concept FwT/ laki juga tinggal BwT/ also live in the GT/P di tengah istana GT/P middle of the 1/L3 besar di 1/L3 big palace dalamnya inside No. of ST Data 3/ST/I Raja memiliki tiga orang pura di istana /P1/L 365

375 3 No. FwT by GT Type of No. BwT by GT Type of Errors Errors 3/TT/ The king has Mistranslate 3/TT/ Raja memiliki Mistranslated Concept FwT/ three temples in d Concept BwT/ tiga kuil di GT/P the palace GT/P istana 1/L3 1/L3 Based on the example above, there is no errors found in the FwT by GT. Meanwhile, in its BwT, there is an added concept occurred because the sons turned into boys, both words have a same meaning which is young men yet, boys usually used in informal situation and according to oxford dictionary it can indicates as an offensive way of addressing a black man. In the next sentence, the errors found both in FwT and BwT by GT is mistranslated concept. The errors possibly come up because the typo of the word pura that supposed to be putra, but what the writer noticed is the influence of the word orang. GT failed to translate the sentence is because the word orang is ignored and caused the mistranslated concept. If the word orang is translated, the meaning might not be too different from the ST. Because orang means person which is a living thing while temples and kuil are noun that unable to speak and move by itself. Table 5. Errors Found by GT from English Version Type of Errors Number of Error Number of Errors Found (FwT) Found (BwT) Omitted Concept 19 7 Added Concept Mistranslated Concept 6 16 Untranslated Concept 4 0 Substituted Concept Explicated Concept Total Errors Found Table 6. Errors Found by GT from Bahasa Indonesia Version Type of Errors Number of Errors Number of Errors Found (FwT) Found (BwT) Omitted Concept 20 6 Added Concept 0 6 Mistranslated Concept Untranslated Concept 1 3 Substituted Concept 45 7 Explicated Concept Total Errors Found Table 7. Errors Found by BT from English Version Type of Errors Number of Errors Number of Errors Found (FwT) Found (BwT) Omitted Concept 15 9 Added Concept Mistranslated Concept Untranslated Concept 10 0 Substituted Concept Explicated Concept Total Errors Found 366

376 Table 8. Errors Found by BT from Bahasa Indonesia Version Type of Errors Number of Errors Number of Errors Found (FwT) Found (BwT) Omitted Concept Added Concept Mistranslated Concept Untranslated Concept 5 1 Substituted Concept 16 4 Explicated Concept Total Errors Found CONCLUSION Based on the numerical data from the tables above, the writer is able to make a conclusion to answer the research questions that have been mentioned before. The first question is asking about what errors occurred in the forward and backward translation of bilingual children book Pancuran Pangeran. In the English version of the book, the total errors occurred when applying FwT are 60 where explicitated errors is the only type of errors that is not found by GT and 86 by BT where all types of errors are found in the translation. Then for the Indonesian version of the book, when applying FwT the errors by GT is 89 where all types of errors are found except for added concept of errors and 82 by BT where all types are occurred in the translation. The following result of errors can be checked at the table above. To sum up this research, the most concept errors that most often occurred by GT is substituted concept while the most rarely occurred is explicitated concept. The reason might be because GT is able to translate based on the context rather than translating word by word. Therefore, though the diction is not entirely match with the context yet the reader can still understand the meaning of the TT. Meanwhile, BT is still lack of it because based on the data, overall amount of the errors produced by BT are much more than GT produced. Sometimes BT also produces a typo in the TT, make the concept errors found in one sentence possibly more than one concept. However, in some of sentences, BT is able to make less concept errors rather than GT. In short, the quality of the translation by GT is preferably, proved by applying the forward and backward translation. REFERENCE Hutchins, W. John and Harold L. Somers. An Introduction to Machine Translation. London: Academic Press, Kurnianto, Damianus D. Google Translate Assessment with Error Analysis: An Attempt to Reduce Errors. Thesis. Yogyakarta: Universitas Sanata Dharma, Febriana. The Translation Performance of Sederet.com and Google Translate: A Comparative Study with Error Analysis Thesis Yogyakarta: Universitas Sanata Dharma, Catford, John C. A Linguistic Theory of Translation. Oxford: Oxford University Press, Nida, Eugene A and Charles R. Taber. The Theory and Practice of Translation. Leiden: E.J. Brill, Koponen, Maarit. Assesing Machine Translation Quality with Error Analysis in Electronic Proceedings of the KaTu Symposium on Translation and Interpreting Studies 4. Helsinki: University of Helsinki,

377 RUBRIK UNTUK MENGUKUR KEDEKATAN BAHASA FIGURATIF DALAM PENERJEMAHAN ULANG Nur Kholishoh Department of Linguistics, Faculty of Humanities, Universitas Indonesia Abstract Tujuan utama dari penelitian ini adalah menghasilkan sebuah rubrik yang digunakan untuk mengukur kedekatan dalam penerjemahan ulang. Menurut teori penerjemahan ulang Berman, terjemahan yang lengkap adalah yang paling dekat dengan teks sumber. Namun, Berman tidak mendefinisikan kedekatan secara jelas, serta tidak menawarkan parameter untuk mengukurnya. Oleh karena itu, para ilmuwan menggunakan parameter yang berbedabeda untuk mengukur kedekatannya.penelitian ini mencoba melihat kedekatan dari aspek bahasa figuratif. Hal itu didasarkan atas pertimbangan bahwa penerjemahan ulang hanya berlaku pada teks sastra, dan letak keindahan teks sastra terdapat pada bahasa figuratif yang dipakainya.rubrik yang dihasilkan dalam penelitian ini dapat digunakan untuk menilai tingkat kedekatan dilihat dari aspek bahasa figuratif. Walaupun begitu, penulis menyadari masih banyak kekurangan dari rubrik ini, sehingga diperlukan penelitian lanjutan untuk menguji rubrik ini agar bisa digunakan untuk semua jenis teks sastra dan jenis bahasa figuratif yang lain. Kata Kunci: Rubrik, kedekatan, penerjemahan ulang. PENDAHULUAN Praktik penerjemahan ulang telah dilakukan sejak dahulu kala. Namun, teori tentang penerjemahan ulang hingga kini belum mendapatkan perhatian yang serius. Ketika membicarakan tentang terjemahan ulang, yang dimaksud adalah berbagai versi terjemahan, dalam hal ini versi terjemahan dari satu teks sumber ke dalam bahasa yang sama, biasanya selama periode waktu tertentu (Brownlie, 2006, hlm.146). Penerjemahan ulang berbeda dengan revisi. Revisi merupakan kegiatan menerjemahkan kembali teks yang pernah diterjemahkan, dengan mengacu baik sebagian maupun seluruhnya pada terjemahan sebelumnya, sedangkan penerjemahan ulang tidak mengacu pada terjemahan sebelumnya, melainkan memproduksi teks yang benar-benar baru (Koskinen & Paloposki, 2010). Teori penerjemahan ulang yang dipakai hingga saat ini adalah teori Berman (1990). Ada beberapa poin dalam teori penerjemahan ulang Berman: Pertama, tentang alasan penerjemahan ulang. Menurut Berman, alasan dilakukannya penerjemahan ulang adalah karena terjemahan mengalami penuaan, sedangkan teks sumber tidak mengalaminya. Maka, penerjemahan ulang dilakukan agar terjemahannya selalu baru. Kedua, penerjemahan menurut Berman adalah suatu tindakan yang belum lengkap, sehingga dilakukanlah penerjemahan ulang. Ketiga, terjemahan yang lengkap menurut Berman adalah yang paling dekat dengan teks sumber. Namun, Berman tidak mendefinisikan kedekatan secara jelas, serta tidak menawarkan parameter untuk mengukurnya. Oleh karena itu, para ilmuwan menggunakan parameter yang berbeda-beda untuk mengukur kedekatannya. Brownlie (2006) menawarkan empat aspek untuk menganalisis kedekatan terjemahan dengan teks sumber. Teks sumber yang dipilih adalah novel Nana yang ditulis oleh Emile Zola dan teks sasarannya adalah lima terjemahannya yang berbahasa Inggris. Menurut Brownlie, teori sastra relevan dengan 368

378 terjemahan sastra dalam beberapa aspek. Sehingga, ada kaitan antara teori penerjemahan ulang dan teori naratif sebagai bagian dari teori sastra. Brownlie kemudian menemukan empat aspek yang relevan. Keempat aspek itu adalah: esensi, kondisi sosial, interpretasi, dan pascastrukturalisme. Keempat aspek itu digunakan Brownlie untuk menganalisis kedekatan terjemahan dengan teks sumber. Teori yang ditawarkan Brownlie tersebut tidak relevan jika diterapkan dalam penelitian ini karena lebih mengarah ke penelitian sastra. Berbeda dengan Brownlie, Dastjerdi & Mohammadi (2013) menggabungkan teori gaya penerjemah Baker dan teori stilistika Short tentang representasi gaya bercerita dalam narasi untuk melihat manakah di antara dua terjemahan novel Pride and Prejudice berbahasa Persia yang lebih mempertahankan fitur stilistika teks sumber. Tingkat kedekatannya diukur dari 3 aspek, yaitu TTR (Type/Token Ratio), ASL (Average Sentence Length), dan SR (Speech Representation). TTR merupakan ukuran variasi kosakata yang digunakan dalam suatu data korpus tertentu. Nilai TTR didapat dari jumlah total kata dalam teks dibagi jumlah variasi kata. Nilai TTR yang tinggi menunjukkan bahwa penerjemah menggunakan kosakata yang lebih bervariasi. Nilai TTR yang rendah menunjukkan bahwa seorang penulis menggunakan kosakata yang terbatas. Karena fokus penelitian ini bukan pada seberapa bervariasinya kosakata penerjemah, maka nilai TTR yang dipertimbangkan adalah yang paling dekat dengan nilai TTR teks sumber, bukan nilai TTR yang tertinggi atau terendah. ASL merupakan rata-rata panjang kalimat dalam suatu data korpus tertentu. Nilai ASL didapat dari pembagian jumlah total kata dengan jumlah kalimat yang diakhiri dengan tanda seru, tanda tanya, dan titik. Seperti halnya TTR, nilai ASL yang dipertimbangkan adalah yang paling dekat dengan nilai ASL teks sumber, bukan nilai ASL yang tertinggi atau terendah. SR menunjukkan bagaimana gaya penulis direpresentasikan oleh penerjemah dalam teks terjemahan. Nilai SR didapatkan dari penjumlahan ujaran langsung dan ujaran tidak langsung dalam teks terjemahan. Parameter yang dipakai Dastjerdi & Mohammadi ini juga kurang tepat digunakan dalam penelitian ini karena parameter itu hanya melihat kedekatan dari segi banyaknya variasi kata, panjang kalimat, dan bentuk ujaran tanpa melihat kedekatan dari segi makna. Selain dua teori di atas, teori transitivitas Halliday juga dapat dijadikan parameter untuk mengukur kedekatan dengan teks sumber. Elaine (2009) meneliti novel The Old Man and The Sea dan empat terjemahannya dalam bahasa Mandarin dengan menerapkan teori tersebut untuk melihat gaya penerjemah dari aspek terjemahan proses di sistem transitivitas dan sekaligus menguji penerapan model transitivitas Halliday. Proses yang dimaksud dalam disertasi Elaine ini merujuk pada verba yang digunakan oleh penulis dan penerjemah. Jika diterapkan dalam penelitian ini, teori transitivitas lebih akurat untuk menganalisis kedekatan terjemahan dengan bahasa sumber. Hal itu karena transitivitas mengategorikan proses (verba) menjadi lima bagian, yaitu: material, mental, relational, behavioural, dan existential. Dengan begitu, jenis verba yang ditemukan akan lebih spesifik dan akan terlihat bagaimana terjemahan verba tersebut dalam bahasa sasarannya: apakah terjemahan verbanya sesuai, dihilangkan, ditambah, atau dimodifikasi. Jika terjemahan verbanya sesuai (tidak mengalami penghilangan, penambahan, dan modifikasi), maka bisa dipastikan penerjemah mempertahankan gaya penulis dan terjemahannya dekat dengan teks sumber. Teori transitivitas Halliday tersebut lebih akurat digunakan untuk melihat kedekatan terhadap teks sumber. Namun, karena tujuan penelitian Elaine adalah untuk melihat gaya penerjemah dan bukan untuk melihat kedekatan terjemahan dengan teks sumber, maka Elaine tidak menganalisis seluruhnya. Elaine hanya mengambil bagian novel yang menggambarkan perjuangan si lelaki tua dalam menangkap ikan. Maka, teori transitivitas itu tidak dapat digunakan dalam penelitian ini karena untuk melihat kedekatan dengan teks sumber, semua bagian buku harus diambil. Kalaupun semua bagian novel diambil dan dianalisis dengan teori 369

379 transitivitas, akan sangat menghabiskan waktu karena analisisnya yang sangat cermat, rumit, dan rinci. Penelitian ini mencoba melihat kedekatan dari aspek bahasa figuratif. Hal itu didasarkan atas pertimbangan bahwa penerjemahan ulang hanya berlaku pada teks sastra, dan letak keindahan teks sastra terdapat pada bahasa figuratif yang dipakainya. Bahasa figuratif dapat memvisualisasikan apa yang dimaksud oleh penulis sehingga pembaca dan penulis memiliki persepsi atau gambaran yang sama tentang benda yang dideskripsikan (Marabout, 2010). Sebagai contoh, pada kalimat kau mengamuk memukuli ikan, pembaca mungkin kurang bisa membayangkan seperti apa kejadiannya. Tetapi dalam kalimat kau mengamuk memukuli ikan itu bagai membacok-bacok batang pohon, pembaca akan mempunyai persepsi yang sama atau setidaknya menangkap apa yang sedang mencoba digambarkan oleh penulis. Sedikit berbeda dari Marabout, Chesla mengatakan bahwa bahasa figuratif digunakan untuk melebih-lebihkan kesan, yang tentu saja tidak sama seperti aslinya. Semisal, untuk menggambarkan dia berlari sangat kencang, penulis bisa saja mengatakan dia berlari sejauh delapan meter per detik sehingga pembaca memiliki persepsi yang sama dengan penulis. Namun, kalimat tersebut mungkin kurang terasa sastranya, berbeda dengan kalimat dia berlari secepat kilat. Itulah yang disebut Chesla bahwa bahasa figuratif digunakan untuk menguatkan sense, walaupun penggambarannya terkesan melebih-lebihkan dan kurang tepat. Oleh karena bahasa figuratif merupakan bahasa yang artistik yang mengandung seni dan menggambarkan gaya penulis aslinya itulah, maka bahasa figuratif hendaknya diterjemahkan sedekat mungkin dengan gaya penulis asli (Rudi Hartono). It is universally acknowledged that every writer has a literary style and that his style is reflected in his writing. Some will say that a translation should reflect the style of the original and others say that a translation should possess the style of the translator. Xiaoshu dan Dongming (2003, hlm.1) Para pakar berbeda pendapat dalam penyebutan figurative language di bahasa Indonesia. Kridalaksana menyebutnya sebagai kiasan, Tarigan menyebutnya sebagai majas, dan bahkan ada yang menyamakan figuratif dengan metafora. Penelitian ini akan menggunakan istilah bahasa figuratif untuk merujuk pada figurative language, karena majas menurut Tarigan pengertiannya lebih luas dari kiasan yang dikemukakan oleh Kridalaksana. Kiasan adalah alat untuk membandingkan atau mengasosiasikan dua hal, sedangkan majas tidak hanya membandingkan dan mengasosiasikan (menautkan) dua hal, tetapi juga mempertentangkan dua hal (majas pertentangan) dan ada juga majas perulangan. Hal tersebut juga menyebabkan cakupan yang dibahas berbeda dan istilah yang digunakan pun menjadi rancu dan tumpang tindih. Seperti misalnya Kridalaksana menggunakan kata kiasan untuk menyebut figurative language, sedangkan Tarigan menggunakan kata kiasan untuk menyebut metaphor.bahasa figuratif adalah penggunaan bahasa yang tidak lazim, yang tidak bisa dimaknai secara literal karena menggunakan penggambaran atau citra yang lebih imajinatif. Gambaran yang lebih imajinatif tersebut didapatkan dengan membandingkan satu hal dengan hal yang lain. Ada tiga jenis bahasa figuratif yang akan dibahas dalam penelitian ini, yaitu: simile, metafora, dan personifikasi. METODOLOGI PENELITIAN Jenis Penelitian Penelitian ini menggunakan ancangan kualitatif, untuk mendeskripsikan fenomena bahasa figuratif dalam novel TOMTS dan empat terjemahannya untuk melihat metafora mana yang paling dekat dengan bahasa figuratif teks sumber. Hal itu sesuai dengan pendapat 370

380 Williams & Chesterman (2002) yang menyatakan bahwa ancangan kualitatif bertujuan untuk mendeskripsikan suatu fenomena tertentu yang mengarah pada kesimpulan dari apa yang mungkin terjadi atau apa yang bisa terjadi pada suatu waktu tertentu, dan tidak memungkinkan untuk menarik kesimpulan dari fenomena yang umum atau universal. Sementara itu, metode yang digunakan dalam penelitian ini adalah metode komparatif. Metode komparatif lebih mengarah kepada cara kerja suatu penelitian, yaitu membandingkan suatu data dengan data lainnya Sudaryanto (1992). Dengan cara membandingkan itu, dapat diketahui ada tidaknya hubungan kesamaan dan perbedaan dalam fenomena penggunaan bahasa sebagaimana yang diatur oleh asas-asas tertentu. Definisi yang dinyatakan Sudaryanto adalah untuk metode komparatif dalam ilmu linguistik secara umum. Dalam ilmu penerjemahan, William & Chesterman menyebutnya sebagai model komparatif. Model ini hanya menjejaki sisi terjemahan berdampingan dengan teks sumber. Komparatif di sini digunakan untuk menemukan kesamaan teks sumber dan terjemahannya dari segi fitur linguistiknya. Jika merujuk pada metode-metode dalam penelitian kualitatif yang dipaparkan oleh Salim (2001), metode yang digunakan dalam penelitian ini adalah studi kasus. Studi kasus adalah suatu pendekatan untuk mempelajari, menerangkan, atau menginterpretasi suatu kasus dalam konteksnya secara natural tanpa adanya intervensi dari pihak luar. Inti studi kasus yaitu kecenderungan utama di antara semua ragam studi kasus. Studi kasus ini berusaha untuk menyoroti suatu keputusan atau seperangkat keputusan: mengapa keputusan itu diambil, bagaimana keputusan diterapkan dan apa hasilnya? Esensi studi kasus adalah kecenderungan utama dari semua jenis studi kasus yang mencoba menjelaskan keputusan-keputusan tentang mengapa studi tersebut dipilih, bagaimana mengimplementasikannya dan apa hasilnya (Schramm, dikutip dari Yin, 2013). Kasus yang diteliti bisa sederhana dan bisa kompleks, bisa bersifat individual maupun kluster, bisa statis dan dinamis. Yang jelas, kasus harus spesifik dan mempunyai batasan. Jenis studi kasus dalam penelitian ini adalah intrinsik, yaitu studi kasus yang dilakukan untuk memahami secara lebih baik tentang suatu kasus tertentu. Jadi, studi terhadap kasus ini dilakukan karena peneliti ingin mengetahui secara intrinsik fenomena, keteraturan, dan kekhususan dari suatu kasus, bukan untuk alasan eksternal lainnya. Sumber Data dan Unit Analisis Sumber data penelitian ini adalah novel The Old Man and The Sea karya Ernest Hemingway tahun 1952 dan empat terjemahan berbahasa Indonesia edisi lama: 1. Sapardi Djoko Damono (1973) diterbitkan oleh Dunia Pustaka Jaya 2. Dian Vita Ellyati (2008) diterbitkan oleh Selasar 3. Yuni Kristianingsih P. (2009) diterbitkan oleh Serambi Ilmu Semesta 4. Deera Army Pramana (2015) diterbitkan oleh Narasi Tiga dari keempat terjemahan di atas sebenarnya telah mengalami revisi dan terbit ulang. Walaupun begitu, penelitian ini justru menggunakan edisi lama karena beberapa alasan tertentu. Alasan pertama adalah karena penerjemahan ulang mensyaratkan adanya rentang waktu antara terjemahan dan terjemahan ulangnya. Jika yang diambil terjemahan edisi lama, maka dapat dilihat bahwa ada rentang waktu yang lumayan panjang antara terjemahan dan terjemahan ulangnya. Terjemahan pertama dengan terjemahan kedua berjarak waktu 35 tahun, terjemahan kedua dan terjemahan ketiga berjarak waktu satu tahun, dan terjemahan ketiga dengan terjemahan keempat berjarak waktu 6 tahun. Sedangkan jika yang diambil adalah terjemahan edisi baru, maka jarak waktunya relatif singkat. Terjemahan Yuni edisi baru terbit tahun 2015, disusul terjemahan Sapardi dan terjemahan Deera pada tahun 2016, dan kemudian terjemahan Dian pada tahun Dengan demikian, ada empat terjemahan dalam kurun waktu dua tahun ( ). Sementara itu, terjemahan Deera tidak 371

381 mencantumkan bulan terbit, sehingga tidak diketahui manakah yang lebih dulu terbit antara terjemahan Deera atau terjemahan Sapardi. Unit analisis yang digunakan dalam penelitian ini adalah metafora, personifikasi, dan simile dalam TSu dan terjemahannya dalam TSa. TEMUAN DAN PEMBAHASAN Karena Berman tidak mendefiniskan kedekatan, penelitian ini akan mencoba menjelaskan apa itu kedekatan berdasarkan definisi penerjemhan Bassnett. Translation involves the rendering of a source language (SL) textinto the target language (TL) so as to ensure that (1) the surfacemeaning of the two will be approximately similar and (2) thestructures of the SL will be preserved as closely as possible but notso closely that the TL structures will be seriously distorted. (Bassnett, 2005, hlm. 12) Jadi, menurut Bassnett, penerjemahan adalah aktivitas menerjemahkan bahasa sumber (BSu) ke bahasa sasaran (BSa) untuk memastikan: 1. Arti dasar keduanya mendekati sama 2. Struktur BSu akan dipertahankan sedekat mungkin tetapi tidak terlalu dekat yang justru akan merusak struktur BSa. Dari definisi di atas, dapat disimpulkan bahwa dalam prosespenerjemahan, yang dipertahankan adalah makna dan strukturnya, tetapi jika struktur tersebut justru merusak maknanya, maka struktur boleh tidak dipertahankan. Maka, kedekatan yang dimaksud di sini adalah seberapa dekat penerjemah mempertahankan struktur dan makna bahasa sumber. Struktur/bentuk menurut Larson (1988)mencakup kata, frase, klausa, kalimat, paragraph, dll baik lisan maupun tulisan, yaitu bagian struktural bahasa yang biasa terlihat dalam bentuk cetak atau terdengar dalam ujaran. Larson lebih lanjut mengatakan bahwa penerjemahan merupakan pengalihan dari bentuk bahasa pertama ke dalam bentuk bahasa kedua melalui struktur semantis. Makna dialihkan dan harus dipertahankan, sedangkan bentuk boleh diubah. Di penelitian ini, tidak semua terjemahan kata dilihat kedekatannya karena keterbatasan ruang dan waktu. Yang dianalisis kedekatannya di sini adalah bahasa figuratifnya karena ini adalah teks sastra. Bahasa figuratif memegang peranan penting dalam karya sastra karena dapat memvisualisasikan yang dimaksud oleh penulis sehingga pembaca dan penulis memiliki persepsi atau gambaran yang sama tentang benda yang dideskripsikan (Marabout, 2010). Sebagai contoh, semisal penulis mengatakan kau mengamuk memukuli ikan, pembaca mungkin kurang bisa membayangkan kejadiannya. Tetapi ketika penulis mengatakan kau mengamuk memukuli ikan itu bagai membacok-bacok batang pohon, pembaca akan mempunyai persepsi yang sama atau setidaknya menangkap apa yang sedang digambarkan oleh penulis. Jika Marabout mengatakan bahwa bahasa figuratif digunakan untuk memberi gambaran kepada pembaca agar memiliki persepsi yang sama dengan penulis, Chesla mengatakan hal yang sedikit berbeda dari Marabout. Chesla mengatakan bahwa bahasa figuratif digunakan untuk melebih-lebihkan kesan, yang tentu saja tidak sama seperti aslinya. Semisal, untuk menggambarkan dia berlari sangat kencang, penulis bisa saja mengatakan dia berlari sejauh delapan meter per detik sehingga pembaca memiliki persepsi sama dengan penulis. Namun, kalimat tersebut mungkin kurang terasa sastranya. Berbeda dengan kalimat dia berlari secepat kilat. Itulah yang disebut Chesla bahwa penulis bahasa figuratif digunakan untuk menguatkan sense, walaupun penggambarannya terkesan melebih-lebihkan dan kurang tepat. Oleh karena bahasa figuratif merupakan bahasa yang artistik yang mengandung seni dan menggambarkan gaya penulis aslinya itulah, maka bahasa figuratif hendaknya diterjemahkan sedekat mungkin dengan gaya penulis asli (Rudi Hartono). 372

382 Nah, karena yang dibahas di sini adalah bahasa figuratif, maka struktur dan makna yang dibahas di sini akan berkaitan erat dengan objek, citra, dan titik kemiripan (object, image, and sense). Objek adalah apa yang dibicarakan. Citra adalah kejadian/proses/hal yang hendak dipakai bandingan. Sense adalah aspek khusus antara objek dan citra yang punya kemiripan. Contoh: Rani adalah bunga desa, objeknya adalah Rani, citranya adalah bunga desa, dan titik kemiripannya adalah cantik. Titik kemiripan kadang diungkapkan secara eksplisit seperti dalam contoh Rani, si bunga desa itu memang cantik, atau secara implisit seperti dalam contoh: Rani adalah bunga desa. Begitu pula halnya dengan objek. Menurut Parera, objek dapat tampak dalam struktur luar dan dapat pula tidak tampak. Ini berarti dalam analisis makna metafora diperlukan struktur dalam. Objek, citra, dan titik kemiripan itulah yang membedakan bahasa figuratif, karena secara gramatikal, bahasa figuratif sama dengan pernyataan biasa (Browdle, hlm. 21). Contoh: Rani, si bunga desa itu memang cantik. (metafora, bahasa figuratif) Rani, putri pak Toto itu memang cantik. (kalimat biasa) Buih pantai itu seperti mutiara di leher pantai (simile, bahasa figuratif) Buih pantai itu menuju ke pantai (kalimat biasa). Ada beberapa usulan untuk menerjemahkan bahasa figuratif, diantaranya: a. The translation of metaphor yang diusulkan oleh Newmark (1988) b. The translation of idiom and fixed expression oleh Baker (2011) c. Translating metaphor oleh Dobrzyfiska (1995) d. Teknik penerjemahan dan beberapa masalah khusus oleh Rochayah Machali (2009) e. Proposisi Figuratif: Metafora dan Simile oleh Larson (1989) f. Translation of Literary Styleoleh Xiaoshu dan Dongming (2003) Beberapa usulan tersebut disintesiskan menjadi sebuah rubrik untuk mengukur kedekatan bahasa figuratif. Rubrik Kategori Sangat dekat Tingkat Parameter/ Indikator kedekatan terjemahan 10 Metafora/Personifikasi/Simile diterjemahkan ke dalam Metafora/Personifikasi/Simile yang makna, bentuk, dan sensenya sama. 9 Metafora/Personifikasi/Simile diterjemahkan ke dalam Metafora/Personifikasi/Simile yang bentuknya berbeda, tetapi makna dan sensenya sama. 8 Metafora/Personifikasi diterjemahkan dengan simile yang maknanya sama, atau Simile diterjemahkan dengan Metafora/personifikasi yang maknanya sama, atau 7 Metafora/Personifikasi diterjemahkan dengan simile, ditambah keterangan mengenai sensenya., atau Simile diterjemahkan dengan Metafora/Personifikasi, ditambah Dekat 373

383 keterangan mengenai sensenya Jauh 6 Metafora/Personifikasi/Simile diterjemahkan dengan mengambil sensenya saja/parafrasa dan maknanya sesuai 5 Metafora/Personifikasi/Simile diterjemahkan dengan memparafrasa, tetapi maknanya tidak sesuai 4 Metafora/Personifikasi/Simile diterjemahkan dengan borrowing TSu Sapardi Deera Yuni Dian There are three Mereka bertiga Ada tiga hal yang Ada tiga hal Tiga hal yang Jauh Sangat Jauh 3 Metafora/Personifikasi/Simile diterjemahkan dengan borrowing plus keterangan sense 2 Metafora/Personifikasi/Simile dihapus 1 Metafora/Personifikasi/Simile diterjemahkan salah Contoh: 10. Time is money: waktu adalah uang 9. His face is as white as snow: wajahnya seputih kapas 8. He is an animal: Dia seperti binatang 7. He is an animal: Dia kejam seperti binatang 6. He is an animal: Dia kejam 5. When I brought the fish in too green and he nearly tore the boat to pieces: ketika kuangkat ikan yang masih terlalu buas, yang hampir saja menghancurkan perahuku berkeping-keping. 4. He is a salao: Dia itu salao 3. He is a salao: Dia itu salao, yang mana artinya adalah bentuk terburuk dari kesialan. 2. Miss the boat: Ketinggalan 1. The scars were fresh. They were as old as erosions: Semua lukanya masih baru. Analisis a. Metafora 374

384 things that are brothers: fish and my two hands. (hlm. 47) bersaudara: ikan itu, tangan kanan, dan tangan kiriku. (hlm. 60) saling terkait, ikan itu, dan kedua telapak tanganku. (hlm. 80) yang bersaudara: ikan dan kedua tanganku. (hlm. 70) menjadi saudaranya: ikan itu dan kedua tanganku. (hlm. 59) Tingkat kedekatan Terjemahan Sapardi dan Yuni masuk kategori sangat dekat karena metaforanya diterjemahkan ke metafora yang makna, bentuk, citra, dan sensenya sama. Sementara itu, terjemahan Deera masuk kategori dekat karena metaforanya diparafrasa (diambil sensenya saja), dan terjemahan Dian termasuk kategori sangat jauh karena metafora diterjemahkan salah. Letak kesalahannya adalah pada ketidak-konsistenan penerjemah dalam menggunakan pronomina dalam kata saudaranya dan tanganku yang mengakibatkan maknanya berubah dari makna bahasa sumber. Konteks dari kalimat di atas adalah: Tangan kiri si lelaki tua sedang kram, padahal dia sedang menghadapi ikan yang sangat besar. Dia berharap, kram di tangan kirinya akan segera mereda sehingga tangan kirinya dapat bekerja sama dengan tangan kanannya untuk menangkap ikan. Lalu dia mengatakan: There are three things that are brothers: fish and my two hands. Brothers dalam Cambridge artinya: a man or boy with the same parents as another person; a man who is a member of the same group as you or who shares an interest with you or has a similar way of thinking to you. Sementara itu, ikan dan kedua tangan nelayan tidak mungkin dimaknai dengan arti brother yang sebenarnya. Maka, ada metafora di sini, yaitu ikan dan dua tangan nelayan yang dibandingkan dengan brother. Di sini tidak dijelaskan letak sense (titik kemiripan) ikan dan dua tangan nelayan dengan brother. Bisa jadi si nelayan tua ingin tangan dan ikan tersebut dapat berkompromi dengan baik layaknya brother (saudara). Yang jelas, terjemahan Deera yang memparafrasa brother dengan saling terkait masih berterima. Sementara itu, terjemahan Dian Tiga hal yang menjadi saudaranya: ikan itu dan kedua tanganku menjadi ambigu karena saudaranya dan tanganku akan merujuk kepada orang yang berbeda. Pada kenyataannya, keduanya seharusnya merujuk pada si lelaki tua. Maka terjemahan tersebut bisa dikatakan masuk kategori sangat jauh, kecuali jika Dian menggunakan pronomina sama saudaranya dan tangannya atau saudaraku dan tanganku maka terjemahan akan masuk kategori sangat dekat. Personifikasi TSu The boy had gone at their orders in another boat which caught three good fish the first week. (hlm.3) Sapardi Dan atas perintah orangtuanya, anak itu kemudian ikut perahu lain yang berhasil menangkap tiga ekor ikan besar selama minggu pertama. (hlm. 5) Deera Si bocah lelaki itu menuruti kehendak orang tuanya, dan kemudian pindah ke perahu lain. Di perahu itu ia berhasil mendapat tiga tangkapan bagus di minggu pertama. (hlm. 10) 375 Yuni Dan anak itu pun pergi meninggalkannya atas perintah mereka ke perahu lain yang berhasil menangkap tiga ekor ikan besar pada minggu pertama mereka Dian Dan bocah tersebut pergi sesuai perintah mereka ke perahu lain yang menangkap tiga ekor ikan bagus pada minggu pertama. (hlm. 3)

385 Tingkat kedekatan 10 berlayar. (hlm. 7) Terjemahan Sapardi, Yuni, dan Dian masuk kategori sangat dekat karena personifikasinya diterjemahkan ke personifikasi yang makna, bentuk, citra, dan sensenya sama. Sementara itu, terjemahan Deera masuk kategori dekat karena metaforanya diparafrasa (diambil sensenya saja) dan maknanya sesuai. Personifikasinya terletak pada kata caught yang subjeknya adalah boat. Sementara itu, kita tahu bahwa boat (kapal) adalah benda mati yang tidak dapat menangkap. Tentunya, para nelayan yang berada di kapal itulah yang menangkap ikan, bukan kapalnya. Maka dari itu, Deera yang menerjemahkan caught dengan berhasil mendapat, maknanya lebih jelas, tapi metaforanya hilang yang berarti gaya bahasa penulis asli tidak dipertahankan, maka kategorinya terjemahannya termasuk dekat. Simile TSu But none of these scars were fresh. They were as old as erosions in a fishless desert. (hlm.4) Tingkat kedekatan Sapardi Namun, luka-luka itu tidak ada lagi yang masih segar. Setua erosi gurun pasir yang tanpa ikan. (hlm. 6) Deera Tak satu pun parut luka itu baru, semuanya terjadi lama sekali. (hlm. 11) Yuni Tapi tak ada satu pun bekas luka baru. Luka- luka itu telah setua kikisan pada gurun tak berikan. (hlm. 8) Dian Tetapi tidak ada luka baru. Mereka sama tuanya dengan erosi pada padang pasir tanpa ikan. (3) Similenya terletak pada kalimat they were as old as erosions in a fishless desert. Di kalimat ini, luka-luka yang telah lama itu disamakan dengan tuanya erosi padang gurun tanpa ikan. Terjemahan Sapardi, Yuni, dan Deera masuk kategori sangat dekat karena similenya diterjemahkan ke simile yang makna, bentuk, citra, dan sensenya sama, dan tetap mempertahankan similenya. Sementara itu, terjemahan Deera masuk kategori dekat karena simile tidak diterjemahkan ke simile juga, melainkan diterjemahkan dengan memparafrasa dan maknanya sesuai. Pembahasan Sapardi Deera Yuni Dian Metafora Personifikasi Simile Total Untuk menginterpretasi nilainya, jumlah variabel yang dinilai harus diperhatikan. Berdasarkan tabel di atas, variabel nilai ada 3. Maka, nilai tertinggi adalah 30 karena nilai tertinggi masing-masing variabel adalah 10. Dan nilai terendah sama dengan 3 karena nilai terendah masing-masing variabel adalah 1. Nilai kedekatan dapat dilihat dari jumlah nilai keseluruhan variabel. Semakin tinggi nilainya, maka semakin dekat terjemahannya. Dari tabel di atas, dapat disimpulkan bahwa terjemahan yang paling dekat dengan BSu adalah terjemahan Sapardi dan Yuni dengan nilai 30. Selain dengan menjumlahkan nilai, untuk menyimpulkan tingkat kedekatan juga bisa didapatkan dengan persentase dan kecenderungan. 376

386 KESIMPULAN Rubrik yang dihasilkan dalam penelitian ini dapat digunakan untuk menilai tingkat kedekatan dilihat dari aspek bahasa figuratif. Walaupun begitu, penulis menyadari masih banyak kekurangan dari rubrik ini. Pertama, rubrik ini masih dipakai untuk menguji 3 jenis bahasa figuratif. Maka, perlu penelitian lanjutan untuk menguji apakah rubrik ini bisa dipakai untuk segala macam jenis bahasa figuratif. Kedua, penelitian ini hanya menyajikan 1 contoh per variabel. Penilaian bisa jadi akan berbeda jika seluruh metafora, personifikasi, dan simile dalam satu novel dianalisis dengan menggunakan rubrik tersebut. Ketiga, rubrik dalam penelitian ini masih digunakan untuk menguji terjemahan dari 1 novel, yaitu The Old Man and The Sea, sehingga sehingga diperlukan penelitian lanjutan untuk menguji rubrik ini agar bisa digunakan untuk semua jenis teks sastra dan jenis bahasa figuratif yang lain. DAFTAR PUSTAKA Baker, M. (2011). In other words. London: Routledge. Bassnett, S. (2005). Translation studies (3rd ed.) London: Routledge Berman, A. (1990). La retraduction comme espace de traduction. Palimpsestes, 4, hlm. 17. Bowdle, B. F., & Gentner, D. (2005). The Career of Metaphor. Psychological Review, 112(1), Brownlie, S. (2006). Narrative theory and retranslation theory. Across Languages and Cultures, 7(2), hlm doi: /Acr Chesla, E. (2001). 8th grade reading comprehension success. New York: LearningExpress, LLC. Dastjerdi, H. V., & Mohammadi, A. (2013). Revisiting Retranslation Hypothesis : A Comparative Analysis of Stylistic Features in the Persian Retranslations of Pride and Prejudice. Open Journal of Modern Linguistics, 3(3), hlm Dobrzyńska, T. (1995). Translating metaphor: Problems of meaning. Journal of Pragmatics. 24(6), hlm Elaine Ng, Y. L. (2009). A Systemic approach to translating style: A comparative study of four Chinese translations of Hemingway s The Old Man and The Sea (Disertasi Doktoral, University College London). Hartono, R. (2011). Penerjemahan idiom dan gaya bahasa (metafora, kiasan, personifikasi, dan aliterasi) dalam novel To Kill A Mockingbird karya Harper Lee dari bahasa Inggris ke Bahasa Indonesia (pendekatan kritik holistik) (Disertasi Doktoral, University of Queensland). Larson, M.L. (1988). Penerjemahan berdasar makna: Pedoman untuk pemadanan antarbahasa. (K. Taniran, Penerjemah). Jakarta: ARCAN. Machali, R. (2009). Pedoman bagi penerjemah: Panduan lengkap bagi anda yang ingin menjadi penerjemah professional. Bandung: Kaifa. Marabout, M. O. (2010). Aesthetic effect in arabic-english literary translation: A sample from Gibran Khalil Gibran. (Disertasi Magister, Mentouri University). Newmark, P. (1988). A textbook of translation (4th ed.). New York: Prentice Hall. Paloposki, O., & Koskinen, K. (2010). Reprocessing texts: The fine line between retranslating and revising. Across Languages and Cultures, 11(1), hal DOI: /Acr Salim, A. (2001). Teori dan paradigma penelitian sosial. Yogyakarta: Tiara Wacana Yogya Sudaryanto. (1992). Metode Linguistik: Ke arah memahami metode Linguistik. Yogyakarta: Gadjah Mada University Press. 377

387 Williams & Chesterman (2002)Williams, J.,& Chesterman, A. (2002). The map: A beginner s guide to doing research in translation studies. Manchester: St. Jerome Publishing. Xiaoshu, S. & Dongming, C. (2003). Translation of literary style. Translation Journal. 7(1). Diakses dari: Yin, R. K. (2013). Studi kasus: Desain & metode. (M.D. Mudzakir, Penerjemah). Jakarta: Raja Grafindo Persada. 378

388 PENERAPAN METODE PENERJEMAHAN KOMUNIKATIF DALAM SEBUAH TEKS DESKRIPSI Rahmanti Asmarani Universitas Dian Nuswantoro Semarang Abstrak Kemampuan menerjemahkan merupakan hal yang perlu untuk dilatih terus menerus, dan perlu untuk selalu ditingkatkan. Menerjemahkan merupakan sebuah proses pengalihan pesan yang juga terkandung berbagai unsur di dalam proses tersebut, seperti faktor kebahasaan dan budaya. Setiap tahap dalam proses pengalihan pesan memiliki kesulitan tersendiri yang harus dihadapi oleh seorang penerjemah. Melatih kemampuan untuk menjadi penerjemah sangat penting untuk dilakukan terus menerus atau berkelanjutan untuk mahasiswa khususnya dengan menerapkan metode penerjemahan komunikatif. Metode penerjemahan komunikatif merupakan salah satu metode yang memperhatikan hasil terjemahan dengan berdasarkan pada penikmat hasil terjemahan. Tujuan penelitian ini adalah untuk mendeskripsikan hasil terjemahan mahasisa dengan menerapkan metode komunikatif. Sumber data dalam penelitian ini merupakan hasil karya terjemahan para mahasiswa semester empat yang mengambil peminatan penerjemahan. Diskusi juga diadakan di dalam kelas guna membahas kesulitan atau permasalahan yang dihadapi dalam menerjemahkan sebuah teks deskripsi. Hasil dari penelitian ini adalah masih banyak mahasiswa yang belum menggunakan metode penerjemahan komunikatif. Metode yang masih sering dipakai atau terjadi adalah metode penerjemahan kata demi kata yang menjadikan hasil penerjemahan terlihat kaku dan tidak wajar. Kata Kunci : Metode penerjemahan komunikatif, penerjemahan kata demi kata, teks deskripsi PENDAHULUAN Penerjemahan adalah merupakan sebuah usaha pengalihan pesan pada bahasa sasaran. Usaha yang dimaksudkan di sini adalah mencakup pada sebuah proses yang di dalamnya terdapat beberapa tahap yang harus dilalui oleh seorang penerjemah. Proses penerjemahan adalah sebuah usaha yang tidak hanya sekedar mengubah bahasa sumber ke dalam bahasa sasaran melainkan suatu proses untuk pengalihan pesan untuk pembaca sasaran. Kegiatan penerjemahan sebenarnya telah terjadi sekian tahun lalu, ketika manusia mencoba untuk berkomunikasi dengan kelompok manusia lain yang memiliki latar bahasa dan budaya yang berbeda. Keperbedaan tersebut menjadikan sebuah usaha untuk dapat memahami bahasa yang berbeda. Setidaknya terdapat dua bahasa yang berbeda yang menjadi objek utama dalam sebuah proses penerjemahan, yaitu bahasa sumber (souce language) dan bahasa sasaran (target language). Dalam sebuah proses tersebut sebuah pesan penulis akan berusaha untuk tersampaikan ke dalam bahasa sasaran dengan melalui beberapa tahap di dalamnya. Larson (1984) mengemukakan sebuah proses penerjemahan yaitu : 379

389 Bahasa sumber Bahasa Sasaran Teks yang akan diterjemahkan Menemukan makna Teks Terjemahan mengungkapkan makna kembali MAKNA Dari proses tersebut jelas terlihat bahwa ada beberapa tahap yang harus dilalui untuk mendapatkan sebuah hasil terjemahan yang berterima. Untuk mendapatkan sebuah makna dalam bahasa sasaran, maka sangat perlu dipahami terlebih dulu sebuah teks yang akan diterjemahkan yaitu dengan menganalisis tidak hanya setiap kata dalam teks tersebut melainkan juga tentang struktur gramatikal, situasi komunikasi dalam teks Bsu, dan konteks budaya Bsu. Dalam proses selanjutnya perlu dipahami juga untuk mendapatkan unsur ketatabahasaan, baik kosa kata dan struktur gramatikal yang baik dan cocok dengan konteks budaya bahasa sasaran Dalam mencapai hasil terjemahan yang sesuai dengan konteks budaya bahasa sasaran, beberapa cara perlu dilakukan, salah satunya dengan menerapkan penerjemahan komunikatif. Penerjemahan komunikatif, (communicative translation) merupakan sebuah metode yang berpihak pada pembaca sasaran, atau dengan kata lain bahwa hasil terjemahan lebih bertujuan untuk mempermudah pembaca sasaran dalam memahami teks terjemahan yang lebih luwes dan alami. Dan salah satu cirri dari hasil penerjemahan teks komunikatif ini adalah biasanya bukan merupakan hasil dari satu orang penerjemah saja, karena pastinya akan dibutuhkan beberapa pendapat untuk mendapatkan hasil yang lebih berterima dan mudah dipahami. SL Emphasis TL Emphasis Word-for-word translation Literal translation Faithfull translation Semantic translation Adaptation Free translation Idiomatic translation Communicative translation Gambar : Diagram V (Newmark 1988:45) Dalam diagaram tersebut di atas, Newmark menyebutkan bahwa penerjemahan komunikatif merupakan upaya untuk menerjemahkan makna kontekstual dalam teks bahasa sumber, baik aspek kebahasaan maupun aspek isinya dengan tujuan hasil terjemahan yang dapat dimengerti dan diterima oleh pembaca sasaran. Tujuan dari semua penerapan metode penerjemahan komunikatif adalah agar dapat dimengerti dan dapat mudah diterima oleh pembaca sasaran. Dengan kata lain dapat disimbulkan bahwa hasil dari penerapan metode ini adalah kepuasan pembaca akan hasil sebuah terjemahan. Kemampuan menerjemahkan bagi mahasiswa masih sangat perlu untuk dilakukan secara terus menerus. Kesulitan-kesulitan masih sangat sering dihadapi oleh mahasiswa. Dengan demikian penelitian ini dilakukan untuk menjabarkan bagaimana penerapan metode penerjemahan komunikatif dapat dilakukan oleh mahasiwa. METODE Penelitian ini merupakan penelitian deskriptif kualitatif. Penelitian ini bersifat deskriptif kualitatif karena menjelaskan analisis dan hasilnya dengan kata-kata bukan angka. 380

390 Dalam hal ini fokus analisis kesalahan diberikan pada kesalahan menterjemahkan yang dibuat mahasiswa saat menterjemahkan teks deskripsi dari bahasa Inggris ke dalam bahasa Indonesia. Sumber data penelitian ini diambil dari hasil terjemahan teks bahasa Inggris ke dalam bahasa Indonesia oleh mahasiswa semester empat Jurusan Sastra Inggris, Universitas Dian Nuswantoro, yaitu mata kuliah Intermediate Genre Based Translation. Teks yang digunakan adalah sebuah teks akademik yang memiliki genre deskripsi.diskusi (focus group discussion) juga diadakan di dalam kelas guna membahas kesulitan atau permasalahan yang dihadapi dalam menerjemahkan sebuah teks deskripsi serta juga menilai hasil terjemahan untuk kemudian akan diterapkan metode komunikatif. HASIL DAN PEMBAHASAN Dari hasil analisis yang telah dilakukan akan penerapan penerjemahan komunikatif dalam teks deskripsi, dapat dijelaskan sebagai berikut. Teks bahasa sumber yang diberikan oleh mahasiswa merupakan teks akademik yang memiliki genre deskrispsi. Teks tersebut berjudul An Elephant, yang memuat informasi akan gambaran seekor binatang gajah. Teks bahasa sumber secara keseluruhan memiliki 13 kalimat, yaitu 5 kalimat sederhana dan 8 kalimat majemuk. Langkah penelitian yang pertama adalah mahasiswa mengerjakan latihan yang diberikan secara individu. Mahasiswa benar-benar melakukan proses menerjemahkan seacara mandiri dengan waktu yang telah ditentukan. Setelah proses penerjemahan telah dilakukan, focus group discussion dibentuk dalam beberapa kelompok untuk membahas dari hasil terjemahan yang telah dikerjakan, dan untuk kemudian dicari beberapa alternatif lain untuk kembali menyusun hasil terjemahan yang lebih alami dan berterima. Berikut ada tabel yang menunjukkan prosentase hasil penerjemahan mahasiswa. No Urut Penerjemahan Non Penerjemahan kalimat Komunikatif Komunikatif Kalimat Sederhana 1 96% 4% 4 80% 20% 5 91% 9% 10 84% 16% % 0% Kalimat Majemuk 2 91% 9% 3 87% 13% 6 84% 16% 7 91% 9% 8 96% 4% 9 80% 20% 11 84% 16% 12 96% 4% Dari tabel di atas terlihat pada awalnya hasil terjemahan mahasiswa hampir secara keseluruhan menggunakan metode penerjemahan non komunikatif, yaitu dengan menggunakan metode baik secara kata demi kata atau secara literal. Hal tersebut sangat sering terjadi mengingat mahasiswa memiliki kesulitan untuk dapat menerapkan metode penerjemahan komunikatif. Hasil tersebut merupakan hasil yang didapat dari langkah awal penelitian, yaitu mahasiswa diberikan teks deskripsi untuk menerjemahkan. yang kedua dengan diadakannya focus group discussion guna untuk mendapatkan hasil terbaik dalam 381

391 penerapan metode penerjemahan komunikatif dan juga untuk mengetahui kesulitan-kesulitan yang dihadapi mahasiswa dalam menerapkan metode penerjemahan komunikatif. Dari beberapa analisis data yang telah dilakukan, dapat dilihat dari beberapa contoh sebagai berikut : Data 1 (KS 1- Bsa1) ST : An elephant is the largest and strongest of all animals TT : Gajah adalah binatang terbesar dan terkuat dari semua binatang. Dari contoh di atas terlihat jelas bahwa pada awalnya sebagian besar menerjemahkan dengan metode literal atau cenderung penerjemahan kata demi kata. Sebenarnya tidak nampak kesalahan yang berarti dari hasil terjemahan di atas. Padanan kata yang dipilih pun juga sudah tepat. Akan tetapi penerapan metode penerjemahan komunikatif akan coba diterapkan dalam kalimat ini. Dan dari hasil diskusi didapatkan hasil terjemahan sebagai berikut, Gajah merupakan binatang yang paling besar juga kuat dari semua binatang yang ada. Dari hasil yg didapat dari diskusi terjadi kesepakatan bahwa kalimat tersebut lebih terasa wajar dan mudah diterima. Data 2 (KS 5- BSa 5) ST: This trunk has various usages. TT : Belalai gajah ini memiliki fungsi yang beragam. Dari contoh kalimat sederhana tersebut di atas, sebenarnya sudah tergolong terjemahan yang berterima, karena mulai ada beberapa padanan yang baik yang dipilih, seperti this trunk tidak diterjemahkan menjadi belalai ini, namun mahasiswa mulai berusaha mencarikan padanan yang tepat, meski banyak yang masih menerapkan metode menerjemahkan kata perkata. Setelah dilakukan diskusi dalam grup, sebuah metode komunikatif kemudian diterapkan yaitu dengan melakukan sedikit perubahan yaitu serperti berikut: Bentuk belalai gajah tidak saja unik namun juga memiliki fungsi yang bermacam-macam, diantaranya. Dari hasil diskusi, dicapai suatu usaha menerapakan metode penerjemahan komunikatif, yaitu tidak menerjemahkan kata perkata. Dari tiga kalimat bahasa sumber, dengan dua di antaranya kalimat sederhana dan satu kalimat majemuk, maka para mahasiswa mencoba menggabungkan ketiga kalimat tersebut. Dengan demikian kalimat bahasa sasaran bisa lebih alami dan berterima. Data 3 (KS 10 Bsa 8) ST: The elephant is very intelligent animal. TT: Gajah adalah binatang yang sangat pintar. Kalimat sederhana di atas, penerapan metode penerjemahan kata per kata masih sangat dilakukan tanpa kesalahan yang berarti. Kosa kata yang masih sangat untuk mendapatkan padanan yang tepat juga tanpa ada kesalahan yang besar. Hanya saja dari koherensi teks perlu dicermati karena kata elephant, diulang beberapa, sehingga bila diterjemahkan terlalu sering dengan memakai padanan gajah, akan terlihat sangat kaku, sehingga perlu dilakukan variasi kosa kata seperti hasil terjemahan berikut Binatang gajah merupakan makhluk yang sangat pandai. Kesulitan yang dihadapi mahasiswa adalah adanya penambahan kata sebelum gajah yaitu kata binatang yang pada awalnya para mahasiswa selalu bertumpu pada susunan kalimat yang sama dari bahasa sumber ke dalam bahasa sasaran. Data 4 (KM 2 Bsa 2/3) ST: It is a strange looking animal which it has thick legs, huge sides and backs, large hanging ears, a small tail, little eyes, long white tusks and above all, elephant has a long nose, the trunk. TT: Itu terlihat binatang aneh yang memiliki kaki tebal, sisi dan punggung sangat besar, telinga besar yang menggantung, ekor dan mata yang 382 kecil,

392 gading putih panjang, dan di atas segalanya, gajah memiliki hidung panjang, yaitu belalai. Dari contoh di atas jelas terlihat bahwa hasil terjemahan tersebut masih sangat terlihat kaku, karena diterjemahkan kata demi kata. Begitu juga bentuk kalimat yang seperti dipaksakan ke dalam bahasa sasaran. Kalimat bahasa sumber yang panjang sangat dipaksakan dengan bentuk yang sama ke dalam bahasa sasaran. Dengan demikian terlihat kalimatnya cukup membingungkan. Padanan kata yang dipilih juga kurang tepat, seperti contoh pronominal It yang diterjemahkan menjadi itu, kemudian frasa nomina thick legs yang diterjemahkan menjadi kaki tebal, dan kemudia frasa huge side and backs yang diterjemahkan menjadi sisi dan punggung yang sangat besar. Dari beberapa padanan tersebut menjadikan hasil terjemahan nampak menjadi aneh. Setelah dilakukan diskusi maka didapatkan hasil sebagai berikut. Badan Gajah terlihat aneh karena memiliki kaki yang besar, juga tubuhnya, telinganya lebar, ekor yang kecil dan mata yang sipit.gadingnya berwarna putih dan panjang, dan yg lebih aneh adalah hidung gajah yang panjang yang sering disebut dengan belalai. Data 5 (KM 7 Bsa 5) ST: The elephant's trunk also lift leaves and put them into its mouth. TT : Belalai gajah juga berfungsi untuk mengangkat dedaunan dan memasukkanya ke dalam mulutnya. Dari kalimat tersebut, mahasiswa seperti masih terjebak dengan padanan yang sangat literal, yaitu kata lift yang diterjemahkan menjadi mengangkat, kemudian idiom put into yang diterjemahkan menjadi memasukkannya. Pada hasil terjemahan tersebut 91% mahasiswa masih melakukan penerjemahan kata perkata, sehingga jelas terlihat kreatifitas dalam mencapai penerjemahan komunikatif yang bisa berterima masih nampak jauh dari yang diharapkan. Diskusi yang berlangsung akhirnya dapat mulai muncul ide-ide untuk mencapai sebuah terjemahan yang natural dan berterima. Selain itu juga dicoba untuk tidak memaksakan bentuk kalimat bahasa sumber ke dalam bahasa sasaran. Dari terjemahan kalimat ini dicoba cara untuk menggabungkan kalimat sederhana guna menghindari pengulangan kata gajah. Kata sambung dan dipakai untuk menyambungkan dengan kalimat sebelumnya, sehingga hasil akhir yang dicapai adalah sebagai berikut : dan juga untuk mengambil daun-daun untuk dimakannya. Data 6 (KM 11 Bsa 8) ST. Its intelligence combined with its great strength makes an elephant a very useful servant to man. TT. Kepandaiannya dikombinasikan dengan kekuatan yang besar menjadikan gajah sangat bermanfaat untuk melayani manusia Dari kalimat tersebut mahasiswa mengakui merasa kesulitan dengan kosa kata yang baik dalam bahasa sasaran. Terlebih dengan kata combined yang memiliki makna digabung namun banyak mahasiswa yang menerjemahkan menjadi dikombinasikan. Jelas terlihat hasil terjemahan tersebut kurang berterima dan masih sangat kaku. Setelah dilakukan diskusi dalam grup, para mahasiswa kembali mencari padanan yang tepat dan juga mencari alternative lain untuk menjadikan hasil terjemahan tersebut lebih luwes dan berterima. Penggunaan kosakata yang sederhana dan biasa dipakai juga disarankan untuk kalimat tersebut. Hasil akhir yang didapat adalah sebagai berikut, Kepandaian yang dipadukan dengan kekuatan yang besar, maka Gajah dapat sangat berguna untuk membantu kehidupan manusia. KESIMPULAN Dari pembahasan tersebut di atas dapat disimpulkan bahwa sebagian besar mahasiswa masih merasa kesulitan untuk menerapakan metode penerjemahan komunikatif pada sebuah 383

393 teks deskripsi. Kesulitan-kesulitan yang dialami antara lain adalah yang pertama, mahasiswa masih menggunakan susunan kalimat yang sama seperti bahasa sumber, dengan kata lain sebagian besar mahasiswa menggunakan metode penerjemahan kata demi kata, sehingga hasil terjemahan masih nampak kaku. Yang kedua adalah penggunaan kosa kata yang sangat terbatas, sehingga hasil terjemahan masih sangat harfiah, dan yang ketiga adalah banyak mahasiswa yang masih kurang mampu berkreasi secara total untuk menyampaikan ide-ide dalam menerjemahkan teks. Dengan adanya beberapa kesulitan tersebut di atas dapat disimpulkan bahwa mahasiswa perlu diberikan latihan menerjemahkan teks secara berkesinambungan dan juga untuk selalu dapat didorong lebih dapat berani menyampaikan pesan penulis kepada pembaca sasaran dengan pemilihan kosa kata yang bervariasi dan bukan hanya menggunakan metode kata per kata. Daftar pustaka Larson, L. Mildred Meaning Based Translation : A Guide to Cross-Language Equivalence. Lanham: University Press of America Nababan, M.R Teori menerjemah Bahasa Inggris. Yogyakarta: Pustaka Pelajar. Newmark, Peter. (1988). A Text book of Translation. New York: Prentice Hall , Peter Approaches to Translation. Oxford: Pergamon Press , Peter A Textbook of Translation. Hertfordshire: Prentice Hall , Peter About Translation: Multilingual Matters. Clevedon, Philadelphia, Adelaide: Multilingual Matters Ltd. Nida, Eugene A. and C.R. Taber The Theory and Practice of Translation. Leiden: E.J. Brill. Nord, Christiane Translation Theories Explained. Amsterdam: Rodopi. Snell-Hornby, Mary Translation Studies: An Integrated Approach. Amsterdam and Philadelphia: Benjamins. Suryawinata, Zuchridin& Sugeng Hariyanto Bahasan Teori dan Penuntun Praktis Menerjemahkan. Malang: Media Nusa Creative. 384

394 TRANSLATION ERRORS ON TUGU PAHLAWAN MUSEUM LABELS RetnoWulandari Setyaningsih English Department Faculty of Humanities UniversitasAirlangga Abstract This study seeks to investigate the translation errors in the TuguPahlawan bilingual museum labels by utilizing Pym s 1992 translation error categorization. Since the translation is from Indonesian into English, the findings of this study will benefit practitioners on museum translation, as well as other translators, in avoiding common errors in translating from Indonesian into English. Twenty-three types of error classification from America Translators Association (ATA) is used as the parameters to map the types of error found and the frequency of the errors in order to reveal the most common errors in the data. Further, Pym s translation error categorization is applied to indicate the tendency to binary and non-binary translation error which will reveal the impact of translation to the readers. The data were obtained from TuguPahlawan museum labels in a form of photographs which is later typed into word format. A total of 10 bilingual museum labels were randomly selected from 37 photographs. The data are then compared on each sentence segment and any words or phrases found to have errors are analyzed. The study is expected to map the common types of error found and illustrated the tendency of translation errors found in the data. Keywords: Museum Labels, Translation Category, Translation Error INTRODUCTION According to the International Council of Museums (ICOM), a leading international NGO museum organization, museum is defined as a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study and enjoyment (ICOM 2007: 2). As an institution that exhibits heritage of the nation, museum often provides bilingual labels to facilitate foreign visitors. One of famous museums in Surabaya is Museum TuguPahlawan. This museum houses weapons, documents and photos of the struggle of Arek Surabaya to defend their land from The Allies attack. The heroic event of 10 November 1945 is conserved and communicated to the public through exhibits at Museum TuguPahlawan. In order to serve the museum purposes of education, study and enjoyment (ICOM 2007:2), museum TuguPahlawan provides exhibited collections with labels, in Bahasa Indonesia,containing information on the respected exhibits. In addition, since museum is also visited by foreign visitors, the management often provides bilingual labels, in this case Bahasa Indonesia English, to facilitate the visitors. Thus, bilingual labels are product of translation. Considering that Bahasa Indonesia and English are different, the product of translation is prone to errors. It is worsened by the fact that some translators of those bilingual museum labels are often non-professional or students conducting on the job training in the museum. Even though it is already a common practice for museums around the world to provide translation, translation practices in museums are still relatively under-researched. There are studies relating to museum labels, languages, or texts, e.g. Schaffner (2006); Ravelli (2006); Fragomeni (2010); Surrell (2015); Lazzeretti (2016) and museum guidelines for label writing 385

395 issued by the Australian Museum (Kelly 2015) and the Victoria and Albert Museum (Trench 2013). Unfortunately, those aforementioned studies did not pay attention to translations and the complexity of translation practice. Even one comment tends to simplify translation, such as: if you are getting labels translated into other languages, do try to get the translation done by a native speaker of that language (Ambrose and Paine 2012: 149). On the other hand, the discussion was focused more on the presentation rather than the linguistic features of museum labels. For example, [bilingual labels] present a special problem because the number of words is immediately doubled. (Rousham 1995: 94) In Translation Studies, museum translation usually refers to the study of inter-lingual transmission of texts in museum exhibitions, with a set of source texts (STs) and target texts (TTs) as data. Although it is understood that different interpretations of translation in museums are equally important and each can contribute to theoretical and professional development in museum practices in its own way, this paper is focused on the inter-lingual translation of museum labels to map the common translation errors and find ways to avoid the errors. There are many definitions on translation errors forwarded by scholars.pym (1992: 282) defines translation errors as incompetence in translating. He also classifies translation errors into binary and non-binary errors. While according to Nord (1992) an error is a deviation from a system of norms or rules. Thus, translation error is considered to happen when the product of translation differs from the standard of the target language. On the other hand, Seguinot (1989) states that translation errors occur as the result of misunderstanding the source texts or inability of translators in producing the target text. Further, Hansen (2010) adds that translation error occurs because something has gone wrong during the transfer and movement from the ST to the TT. Thus, in general it can be assumed that any translation that deviates from standardized norms and rules is considered as erroneous and the translator has major role in the making. In order to identify the translation error present in the data, framework for standardized error marking from ATA (American Translators Association) is utilized to analyze the data. There are 23 types of errors observed, which are put into three groups namely: (a) Errors that concern the form of the exam, that consist of Unfinished (UNF), Illegibility (ILL), and Indecision (IND); (b) translation/strategic/transfer error, that consists of Mistranslation (MT), Misunderstanding of source text (MU), Addition (A), Omission (O), Terminology (T), Register (R), Faithfulness (F), Literalness (L), Faux ami (false friend) (FA), Cohesion (COH), Ambiguity (AMB), Style (ST); and (c) Mechanical errors that include Grammar (G), Syntax (S), Punctuation (P), Spelling (SP), Diacritical marks / accents (D), Capitalization (C), Word form / part of speech (WF/PS), Usage (U). In relation to Pym categorization of binary and non-binary errors, the group type of translation/strategic/transfer errors can be put as non-binary errors, while the group of mechanic errors belongs to binary errors. Considering that the data is not part of an exam, the first group of errors is not applicable. METHODOLOGY This paper employed descriptive analysis approach in which the data were taken from Museum TuguPahlawan Surabaya. There were 37 bilingual museum label photos taken from the museum collection in which one photo may contain one or two labels. The photos, then, numbered from one to thirty seven and, treating those photos as equal, the researcher used randomizer tool from the internet, in order to select ten (10) photos. The results were photos number 2, 10, 14, 19, 20, 22, 24, 29, 34, and 37. Next, the researcher transcribed the words from the selected photos and placed them on a table with the Indonesian, as the source language, on the left and the English, as the target language, on the 386

396 right. Then, the researcher began the analysis by identifying the translation errors in the data based on ATA translation error categorization. Other than the types of errors found, the frequency of occurrence is also elaborated. The result of the analysis on the translation errors found in the museum labels selected was then mapped into binary and non-binary translation error according to Pym. FINDINGS AND DISCUSSION It is already mentioned that the two groups of errors namely translation/strategic/transfer errors and mechanics errors will be mapped from the data in order to reveal the tendency of translation errors prevail in the bilingual museum labels in museum TuguPahlawan. Below is table 1 regarding the first findings and the elaboration on the findings. No Type of error Data number Frequency 1 Addition 1, 2, 3, 6, 4 2 Ambiguity 4, 5, 4 3 Cohesion 1, 3, 5, 7, 8, 9, Faithfulness 5, 6, 7, Faux Ami Literalness 5, 6, 7, 8, 9, Mistranslation 1, 2, 5, 6, 7, 8, 9, Misunderstanding 1, 3, 5, 6, 9, Omission Register Style Terminology 3, 5, 6, 5 Total Table 1 translation/strategic/transfer errors From table 1, it can be seen that the most significant number of type of error is mistranslation. Mistranslation is defined as an error that occurs when the meaning of a segment of the original text is not transferred properly in the target language. Mistranslation can involve choice of prepositions, use of definite articles, and choice of verb tense and mood(koby, 2010). Further, almost all data analyzed contains mistranslation, except for data 3 and 4. Therefore, it can be said that the bilingual labels at museum TuguPahlawan are prone to errors that may lead to misunderstanding for the visitors. One example of mistranslation is from data 1 in which the source text (ST) stated Pertempuran di sekitar markas keinpetai atau Polisi Militer Jepang, is translated into the target text (TT) The fighting around head quarters kempetai or police Japanese military. It is obvious that the word markas, which is singular, is translated into headquarters which is plural. In addition, the phrase PolisiMiliterJepang is translated into police Japanese militarywhich meaning can be predicted from each single word, but the order deviates the English norm. These errors do affect the overall meaning of the label, and hinder fluent understanding of English speaking visitors. It is worsened by the fact that the frequency of occurrence is also quite high. Another example is from data 2 in which the phrase KERUSAKAN TERJADI DI BEBERAPA TEMPAT DI KOTA SURABAYA is translated into Several Places In Surabaya Which Suffered Major Damaged.According to online Webster dictionary, the word damagedis the past form of the verb damageand can be functioned asan adjective, 387

397 which means it cannot be preceded by another adjective, in this case major. On the other hand, the verb damage is apt to be placed after the adjective major that modifies the verb. Thus, the better translation is suffered major damage instead of suffered major damaged. This kind of error can be said as illustrating the lack of linguistic knowledge in part of the translator and editor of the bilingual label. Still other example that indicates lack of linguistic knowledge in the translator is from data 5. The ST consists of a title FOTO HELM TENTARA KNILand the first sentence Tampak para pejuang kemerdekaan yang tertawan oleh pasukan lawan dengan mengenakan berbagai macam bentuk helm bajahasil rampasan. The TT is written THE KNIL HELMET PICTURET here are the freedom fighters that captive by enemies that using various designs of iron helmets from booty. This label talks about the military helmet worn by Indonesian freedom fighters, yet the first sentence in the TT indicates that the enemies are using various helmets instead of Indonesian fighters. Wrong placement of clause and verb tense change the meaning intended in the ST. This kind of errors is actually avoidable if the translator has adequate tools and capability as well as the presence of editor to look at the translation prior to be printed and placed on the exhibit. Misunderstanding, Literalness and Cohesion errors are the second highest occurrence in the data. ATA (2017) defined misunderstanding as an error that occurs from misreading a word or misinterpreting the syntax of a sentence. In fact, when a translator finds difficult words and syntax, the first thing s/he does is translating word per word or conducting literal translation. Thus, it makes sense that misunderstanding of a text leads to literalness errors, Further, since Bahasa Indonesia and English have different systems, literal translation is likely resulting in poor cohesion or the product of translation is difficult to follow due to inconsistent use of terminology, misuse of pronouns, inappropriate conjunctions, or other structural errors. One example is from data 7, The ST is written as follow Panglima Besar Sudirman pada saat melakukan perjalanan untuk memperjuangkan Kemerdekaan Republic Indonesia, while the TT is The Commander Sudirman when He was trip to fight for independence of Republic Indonesia. The ST is describing the long march conducted by the General, yet the translation shows many errors because it tends to follow the ST structure and dictions. Panglima Besar Sudirman: Subject / noun phrase Pada saat melakukan perjalanan: adverb clause of manner Untuk memperjuangkan Kemerdekaan Republic Indonesia: adverb clause of manner Since the TT is simply following the structure of the ST including the word choice, the TT can be considered as confusing for the target readers. The first phrase is translated into Commander Sudirman instead of General of Army. Commander is defined as one in an official position of command or control, and usually for officer in the navy (Webster online dictionary). On the other hand, Sudirman is an important name in Indonesian history and he is the general of army at his era (Hardjanti, 2017). Therefore, the word Commander despite the general meaning as the one in command, is not apt for Sudirman s title. In addition, the next phrase is translated into when He was trip which is unacceptable in English. It is due to the fact that auxiliary was and the verb trip have the same position in a sentence structure and double verbs are not allowed in sentence making, except the using of verb-ing after auxiliary. The literalness results in an illogical wording. The last erroneous translation is on the next phrase which is written to fight for independence of Republic Indonesia. The relation between a person in command, makingtrip and fightfor a country s independence are very difficult to comprehend. Those three phrases lack of cohesion and deviate from the original message. With seven out of ten data contain this kind of errors, it can be assumed that the readability of those bilingual labels is considerably low. 388

398 The next group of errors is mechanics which relates to the technicality of writing such as grammar, syntax, pronunciation, etc. From the data analyzed, table 2 illustrates the findings. No Type of error Capitalization Diacritical marks/accents Grammar Data number 1, 8 1, 2, 4, 5, 6, 7, 8, 9 4 Punctuation 1, 2, 6, 7, 8 5 Syntax 1, 7, 8 6 Spelling 1, 3, 4, 5, 6, 8 7 Usage 5, 10 8 Word form/part of speech 2, 5, 9, 10 Total 10 Table 2 mechanics errors Frequency Table 2 shows that there are mechanics errors in all data analyzed.zúniga (2017) in her article titled What is Translation Error? States that a translation error is a grammatical or spelling mistake or an incorrect word choice given the original words meaning or the document s target audience. In the data, grammatical and spelling mistakes found in the ten data analyzed are 51 times which is lower than translation/strategic/transfer errors which reaches 59 times. Table 2 also indicates that grammatical errors as the highest in occurrence and almost all data contain this kind of error. According to McKay (2011), in the context of an exhibition, it is often difficult to choose between the past and present tense. He further gave example that if we are discussing a dead painter, the use of the present tense can emphasize the enduring presence of his work. In the case of museum TuguPahlawan, the collections are from the past, but the history is here. Thus, the use of past or present may not make any difference. Yet, the consistency counts. Unfortunately, that is not the case in the bilingual labels analyzed. For example in an excerpt from data 4 saat turut serta di medan pertempuran di garis belakang sebagai seorang para medis which is translated into while he toke a part in the battle field on the back lines as a paramedic, we can see that there is an alien verb tense toke which does not present in any dictionary. In addition, the translation of garisbelakang into the back lineschanges singular noun into plural. Another example is a phrase from data 6 Kerisini adalah Keris Kanuragan ( Ajimat) peninggalan dari seorang Dokter yang pernah berjuang di garis belakang sebagai petugas medis which is translated into This kris is a kind of sacretkris (a fetish), it is the omission from a doctor who fought in the back line position of a battle as medic.while there is no problem in the timeline, the use of comma and the placement of full sentence proceeding the comma is unusual in English. The presence of a full stop, instead of a comma is more appropriate. In addition, an excerpt from data 8..untuk menewas kan tentara Inggris pada pertempuran Surabaya is translated into It was used to killed British soldiers in the Surabaya battle Even though there is no problem in changing a phrase into a full sentence, there is a problem when the verb is followed by past verb instead of to infinitive. The rule is that verb + to is always followed by infinitive or bare verb. Therefore, the phrase was used to killed should be written was used to kill. Interestingly, the second highest error found in the data is spelling errors. Considering that bilingual museum labels must be checked and then printed, this kind of error should not present. One example is the term Kempeitai which was Japan s military police force in its 389

399 occupied territories during World War II ( ) (Heng, 2017). In the ST the term was written as keinpetai, while in the TT it is kempetai. Another example is the name of a country Belanda which is translated into Nederland in data 5. In fact, the correct spelling is Netherland because Nederland is the spelling of Ducth instead of English. Worse still, in data 6, keris kanuragan is translated into sacret kris.the meaning of the word sacretcannot be found in any dictionary, and the possible intended meaning by the translator is sacred which one of the meanings is of or relating to religion : not secular or profane (Online Webster dictionary). It is also possible that the translator knew the pronunciation of the intended word and did not bother to check the correct spelling. Those examples may suggest that the translator did not conduct any research to produce accountable target text. In addition, as Hansen (2010) highlights that translation error occurs because something has gone wrong during the transfer and movement from the ST to the TT. Other common problems are errors in punctuation, capitalization, and word form. Those mechanic errors are closely related to the translator s diligence and discipline in following the linguistic rules in writing. The slip of using of capital for names, redundant use of commas, as well as the use of incorrect form of words are present in the bilingual labels of museum TuguPahlawan. The tendency to be faithful to the source text is one of the major cause of those mechanic errors. Pym (1992: 282) divides translation errors into two: binary and non-binary errors. He further explains that binary error opposes a wrong answer to the right answer; while nonbinary error requires that the target text selected is opposed to at least one further target text which could also have been selected, and then to possible wrong answers. In short, it can be assumed that binary error refers to mechanic group, while non-binary refers to translation/strategy/trasfer error. From table 1 and table 2 above, it can be seen that almost all data contain errors, but the tendency is on non-binary rather than binary errors, which means that the translation quality can be improved in term of refining dictions, register, style, etc. However, the high number of binary errors, 51 items from ten data implicitly suggests that the translator knowledge on the technicality of language pairs needs improvement. As Seguinot (1989) states that translation errors occur as the result of misunderstanding the source texts or inability of translators in producing the target text. CONCLUSION Based on the discussion on translation errors found in the museum TuguPahlawan exhibit labels, it can be seen that the errors mapped tends to non-binary translation errors with 59 items identified. On the other hand, the binary translation errors identified are 51 items. It suggests that the translation quality of those data can be improved considering that there is no absolute translation failure. However, the high number of binary errors implies that the translator s capability needs to be enhanced or that the institution needs to hire qualified translator in order to increase the quality of translation, which at the end will satisfy foreign visitors as well as present proper historical accounts for the world. REFERENCE Ambrose, T. and Paine. C. (2012). Museum Basics. 3 rd Edition. London: Routledge. ATA. (2017).Explanation of Error Categories. (consulted on ) Commander. Fragomeni, D. (2010). The Evolution of Exhibit Labels. Faculty of Information Quarterly 2(2), Hardjanti. A. (2017). PanglimaBesardalamTanduituDikira Sri Sultan Hamengkubuwono. on ) 390

400 Heng, W. (2017).Kempeitai. (consulted on ) Hansen. G. (2010). Success in Translation, inperspectives, 5:2, DOI: / X ICOM (2007). ICOM (International Council of Museums) Statutes. (consulted on ) Kelly, Lynda (2015). Writing text and labels. (consulted on ) Koby, G.S (2010). The ATA Flowchart and Framework as a Differentiated-Error Marking Scale in Translation Teaching Cui. W and Zhao. W (eds) Handbook of Research on Teaching Methods in Language Translation and Interpretation.USA: IGI Global Lazzeretti, C. (2016). The Language of Museum Communication: A Diachronic Perspective. London: Palgrave MacMillan. McKay. D. (2011). Translating Labels for Museum Exhibitions, in The ATA Chronicle, August 2011, vol.xl. no.8 Nord, C. (1992). Text analysis in translation training. InTeaching translation and interpreting: Training talent and experience Amsterdam/Philadelphia: John Benjamins. Pym, A. (1992). Translation Errors Analysis and the Interface with Language Teaching. In C. Dollerup and A. Loddegaard (eds.) Teaching Translation and Interpreting: Training, Talent and Experience. Amsterdam: John Benjamins, Ravelli. L.J. (2006). Museum Texts: Communication Frameworks. London: Routledge. Rousham, S. (1995). Interpretation. Mike Sixsmith (ed.) (1995). Touring Exhibitions: The Touring Exhibitions Group s Manual of Good Practice. Oxford: ButterworthHeinemann, Sacred. Schaffner, I. (2006). Wall text. Paula Marincola (ed.) (2006). What Makes a Great Exhibition. Philadelphia: Philadelphia Exhibition Initiative, Seguinot, C. (1989). The Translation Process. Toronto: H.G. Publication. Surrell, B. (2015). Exhibit Labels: An Interpretive Approach. Walnut Creek: Rowman& Littlefield Publishers. Trench, L. (2013). Gallery text at the V&A: A ten point guide. data/assets/pdf_file/0009/238077/gallery-text-at-the-vanda-ten-point-guide-aug-2013.pdf (consulted on ) Zúniga, A.M What is Translation Error? (consulted on ) 391

401 STRATEGI PENERJEMAHAN CULTURAL WORDS BERBAHASA INDONESIA KE DALAM BAHASA JEPANG Sri Muryati,S.S.,M.Hum Program Studi D3 Bahasa Jepang, Fakultas Bahasa dan Budaya Universitas 17 Agustus 1945 Semarang Abstract This research is a study on cultural word translation strategies from Indonesian into Japanese. The purposes of the study are: firstly, identifying cultural words that do not have any equivalence between the source language (TSu) secondly, investigating the translation strategies used for those words with no equivalence; and thirdly, finding out the meaning shift occurring in the process of translation. The research employs a descriptive qualitative method. The strategies used by the translator include: 1) translation using more general terms, 2) translation using more neutral words, 3) translation using cultural substitution, 4) translation using loan words or loan words with explanation, 5) translation using paraphrase. Two meaning shifts are found: 1)shift from generic to more specific or vice versa, and 2) shift because of different cultural point of view. Keywords: translation, cultural words, translation strategies PENDAHULUAN Bahasa dan budaya memiliki hubungan yang tidak dapat dipisahkan karena bahasa mempunyai fungsi dalam kebudayaan yaitu sebagai salah satu sarana untuk mengembangkan kebudayaan, sebagai jalur penerus kebudayaan, dan inventaris ciri-ciri kebudayaan (Nababan, 1991). Selaras dengan hal itu, untuk pengembangan kebudayaan suatu negara, diperlukan penerjemahan bahasa sumber ke dalam bahasa sasaran, dengan tujuan agar pembaca bahasa sasaran memahami kebudayaan yang dimiliki oleh penutur bahasa sumber. Hal itu menimbulkan terjadinya proses pengalihan informasi dan komunikasi. Proses membangun jembatan komunikasi inilah yang disebut dengan penerjemahan. Pengalihan informasi dalam proses penerjemahan selalu ditandai oleh perbedaan budaya bahasa sumber dan bahasa sasaran. Perbedaan ini secara langsung akan menempatkan penerjemah pada posisi yang dilematis. Di satu sisi, penerjemah harus mengalihkan pesan teks bahasa sumber ke dalam bahasa sasaran secara akurat. Di sisi lain, dan dalam banyak kasus penerjemah harus menemukan padanan yang tidak mungkin ada dalam bahasa sasaran. Sebagai akibatnya, persoalan ketakterjemahan linguistis dan kultural tidak dapat dihindari. Salah satu masalah dalam penerjemahan kosakata kebudayaan adalah menemukan padanan leksikal untuk objek atau kejadian yang tidak dikenal (asing) dalam budaya bahasa sasaran karena perbedaan cara pandang, adat istiadat, geografi, kepercayaan, dan berbagai faktor lain lainnya. Apabila sebuah konsep yang diterjemahkan merujuk pada sesuatu yang tidak dikenal dalam kebudayaan sasaran, tugas penerjemah menjadi lebih berat. Dalam situasi yang demikian, Larson (1984: 163) mengungkapkan: Penerjemah tidak hanya harus mencari cara terbaik untuk merujuk ke sesuatu yang sudah merupakan bagian dari pengalaman pembaca sasaran, tetapi juga harus mencari cara terbaik untuk mengungkapkan konsep yang sama sekali baru kepada penutur bahasa penerima. Newmark (1988: 95,) membagi aspek-aspek dalam konsep cultural words itu ke dalam kategori ekologi, budaya material, budaya sosial, organisasi, serta gesture dan kebiasaan. Seorang penerjemah untuk mengatasi penerjemahan kosakata budaya harus 392

402 mencari strategi yang tepat agar agar pembaca bahasa sasaran memahami kebudayaan yang dimiliki oleh penutur bahasa sumber.strategi penerjemahan menurut Baker (1992: 26), yang dipergunakan untuk menerjemahkan kata atau ungkapan yang tidak ada padanannya dalam bahasa sasaran meliputi: pola khusus-umum, netralisasi, padanan budaya, parafrasa, penghilangan dan ilustrasi. Selanjutnya strategi penerjemahan sebagai bagian dari proses penerjemahan, menuntut kejelian penerjemah dalam menentukan strategi akan sangat berpengaruh terhadap karya terjemahannya, terutama untuk kosakata budaya yang khas dalam bahasa sumber. Salah satu contoh hasil dari kejelian penerjemah dalam menentukan strategi tersebut adalah pada brosur pariwisata berbahasa Jepang yang ada di wilayah Jawa Tengah. Selama ini bahasa asing yang sering digunakan adalah bahasa Inggris, tetapi akhir akhir ini, terdapat juga yang menggunakan bahasa Jepang, sebagai upaya agar wisatawan Jepang lebih mengenal objek wisata Jawa Tengah dan tertarik untuk datang berkunjung ke Jawa Tengah. Masing-masing tempat wisata yang dipromosikan mempunyai daya tarik tersendiri, misalnya bahasa yang digunakan, ungkapan atau kosakata yang berkaitan dengan budaya setempat, dan sebagainya. Penelitian tentang penerjemahan kosakata budaya dari bahasa sumber ke dalam bahasa sasaran, dan strategi yang dilakukan oleh penerjemah dalam mengatasi kata tersebut sudah banyak, seperti penelitian yang dilakukan oleh Said, Mashadi, (2003) dan Paramarta,Suta (2010) dan sebagainya, tetapi penelitian tentang penggunaan strategi penerjemahan untuk menerjemahkan kosakata budaya yang obyeknya media pariwisata, belum ditemukan oleh penulis. Tujuan dari penelitian ini adalah mendeskripsikan strategi penerjemahan yang dipergunakan dan menemukan pergeseran makna apabila ada. Teori yang digunakan untuk melandasi penelitian ini meliputi, kategorisasi budaya yang dikemukakan oleh Newmark, strategi dalam menerjemahkan kata yang tidak memiliki padanan yang dikemukakan oleh Baker, serta pergeseran makna dalam terjemahan oleh Simatupang. METODOLOGI Penelitian ini menggunakan pendekatan deskriptif-kualitatif. Data maupun hasil yang diperoleh dari penelitian ini adalah data verbal yang berupa kata atau frasa yang mengandung unsur budaya dalam bahasa sumber (BSu) yaitu bahasa Indonesia maupun terjemahannya dalam bahasa sasaran (BSa) bahasa Jepang. Pengumpulan data dilakukan dengan menggunakan metodeobservasi dan komparatif yaitu mengamati dan membandingkan kosakata budaya teks sumber dengan teks sasaran (hasil terjemahan). Kemudian hasil pembandingan tersebut dianalisis dan selanjutnya diidentifikasi strategi pemadanan yang digunakan oleh penerjemah dan pergeseran yang terjadi dalam menerjemahkan kosakata budaya tersebut. Analisis data dilakukan setelah data yang terjaring diklasifikasikan. Analisis data adalah merupakan upaya sang peneliti menangani langsung masalah yang terkandung dalam data. Komponen utama dalam analisis data dalam penelitian ini adalah 1) reduksi data, 2) sajian data, 3) penarikan simpulan atau verifikasi (Miles & Huberman, dalam Sutopo, 2006:88). Model analisis data ini disebut dengan model analisis interaktif (interactive model of analysis). Cara kerja dari model analisis interaktif berbentuk interaksi antar komponen dengan proses pengumpulan data sebagai proses yang berbentuk siklus. Penyajian hasil analisis data dalam penelitian ini dilakukan secara formal dan secara informal. Penyajian secara formal adalah penyajian hasil analisis data dengan menggunakan kaidah kebahasaan. Kaidah itu dapat berbentuk rumus, bagan atau diagram, tabel dan gambar (Kesuma, 2007:73). Penyajian hasil analisis data secara informal adalah penyajian hasil analisis data dengan menggunakan kata-kata biasa (Sudaryanto, 1993:145). 393

403 HASIL DAN PEMBAHASAN Hasil dari hasil analisis data adalah terdapat 61 kosakata budaya yang tidak memiliki padanan atau nirpadan dalam bahasa Jepang sebagai bahasa sasaran. Dari 61 kosakata budaya, terdiri atas: kategori budaya material 20 (31%), budaya sosial ada 18 (29%), kategori organisasi sebanyak 11 (18%) kosakata, ekologi 8 (13%) kata dan gestur serta kebiasaan sebanyak 4 (7%) kosakata. Gestur dan Kosakata Budaya Nirpadan kebiasaan 7% Ekologi 13% Organisasi 18% Budaya Sosial 29% Budaya Material 33% Ekologi Budaya Material Budaya Sosial A. Strategi Penerjemahan Penerjemah menggunakan lima strategi penerjemahan yang digunakan dalam menerjemahkan kosakata budaya dalam brosur, yaitu penerjemahan pola khusus-umum, padanan budaya, kata serapan, parafrasa dan penghilangan. 1. Polakhusus-Umum Contoh penggunaan strategi penerjemahan pola khusus- umum adalah sebagai berikut. Teks sumber: Pasar malam dibuka selama sebulan penuh Teks sasaran: 一ヶ月の間夜市 がきかれ Ikka getsu no kan yorushi ga kikare Pasar malam yorushi Pasar + + Malam + + Permainan + + Kesenian + Tradisional + Kosakata budaya pasar malam dalam bahasa Indonesia diterjemahkan dalam bahasa Jepang dengan yorushi.pasar malam yang dimaksudkan pada konteks dalam teks sumber adalah pasar yang khusus buka malam hari untuk meramaikan perayaan- perayaan tertentu. Selain menjual beberapa jenis barang, di pasar ini juga menyajikan arena permainan dan pertunjukan seperti sintren, kuda lumping dan permainan tradisional lainnya. Yorushi adalah pasar biasa yang buka di malam hari. Makna pasar malam sangat berbeda dengan yorushi dikarenakan konsep pasar malam seperti yang ada di Indonesia tidak ditemukan di Jepang, sehingga penerjemah menggunakan kosakata yang lebih umum. Dari analisis data di atas, dapat dijelaskan bahwa dalam menemukan padanan bagi kosakata budaya yang tidak ada padanannya dalam bahasa Jepang, penerjemah berusaha menemukan komponen makna bahasa sumber. Setelah itu penerjemah menggunakan kata yang lebih generik atau spesifik. 2. Padanan Budaya 394

404 Strategi padanan budaya adalah strategi yang juga sering digunakan oleh penerjemah untuk menangani kosakata yang tidak memiliki padanan atau nirpadan dalam bahasa sasaran. Dari 61 kosakata yang teridentifikasi nirpadan dalam bahasa Jepang, penerjemah menggunakan strategi ini terhadap 4 (6,56%) kosakata untuk mengungkapkan padanannya dalam bahasa Jepang. Contoh menggunakan strategi tersebut adalah untuk kata kyaisebagai berikut. Kyai Seishokusha Sebutan + + Agama + + Islam + Guru ilmu gaib + Benda bertuah + Dalam bahasa sumber, kyai dalam konteks di atas mengandung makna alim ulama atau sebutan untuk pemimpin agama dalam agama Islam. Penerjemah menggunakan seishokusha sebagai padanan untuk kata itu, karena maknaya hampir sama dalam kebudayaan Jepang. Selain memberikan padanan, penerjemah juga menambahkan kata serapan kyai untuk memperjelas terjemahannya. Seishokusha dalam bahasa Jepang sebagai bahasa sasaran, mengandung makna pendeta baik dalam agama Shinto atau pun untuk menyebut pendeta dalam agama yang lain, seperti Kristen. 3. Kata Serapan Strategi penerjemahan dengan menggunakan kata serapan dilakukan oleh penerjemah terhadap 19 (31,79%) kosakata budaya yang nirpadan.dalam bahasa Jepang, kata serapan atau kata pinjaman ditunjukkan dengan transliterasi atau transvokalisasi berdasarkan aturanaturan yang ada dalam bahasa Jepang. Kata serapan ini disebut dengan gairaigo 外来語 (bahasa asing) dan biasanya ditulis dengan huruf Katakana. Contohnya adalah pada penerjemahan kata lebaran.kata lebaran dalam bahasa sumber diserap menjadi rebaran dalam bahasa Jepang. Kata serapan rebaran tersebut diperjelas dengan penambahan frasa yang ditulis dalam huruf kanji yang berbunyi danjiki aketaisai.danjiki aketaisai terdiri atas kanji断dan yang maknanya larangan, kanji 食jiki yang maknanya makan, kanji 明けake yang maknanya membuka, kanji 大tai yang bermakna besar, dan kanji 祭sai yang bermakna perayaan. Apabila diartikan dalam bahasa Indonesia, maka danjiki aketaisai adalah perayaan besar membuka larangan makan (puasa). 4. Strategi Penerjemahan dengan Parafrasa Strategi dengan menggunakan padanan parafrasa adalah strategi yang paling sering digunakan penerjemah untuk menangani kosakata yang nirpadan dalam bahasa sasaran. Dari 61 kosakata yang teridentifikasi nirpadan dalam bahasa sasaran, penerjemah mennggunakan strategi tersebut terhadap 27 (44,26%) kosakata untuk mengungkapkan padanannya dalam bahasa Jepang. Contoh kosakata yang menggunakan strategi tersebut adalah sebagai berikut. Kosakata penjual bajigur tidak ditemukan padanannya dalam bahasa Jepang. Penerjemah memparafrasakan kata tersebut menjadi amai kokonatsu mizu uri, yaitu menjual air santan yang manis, sebagai usaha memberikan pemahaman makna yang lebih jelas. Contoh lain juga terdapat dalam sintren. Sintren sebagai kesenian tradisional Indonesia tidak ditemukan padanannya dalam kebudayaan Jepang. Oleh karena itu, penerjemah menggunakan parafrasa untuk memadankan kata tersebut. Parafrasa dari sintren adalah majutsubuyou, yaitu tarian yang menggunakan ilmu sihir. 5. Strategi Penerjemahan dengan Penghilangan Strategiinidigunakan oleh penerjemah untuk satu kata nirpadan dalam bahasa Jepang, yaitu sang. Strategi ini mungkin terdengaragak drastis, tetapi sebenarnyatidakada salahnyauntuk menghilangkan sebuah kata atau ungkapan dalam prosespenerjemahandalam 395

405 beberapa konteks, jikamaknayang disampaikan olehkata atau ungkapan yang dihilangkan tersebut tidak cukup penting dalam sebuah teks. Kata sang, untuk sang kyai, adalah sebutan yang dipakai di depan nama orang dengan maksud memuliakan dan menghormati. Dalam bahasa Jepang, kata sang tersebut tidak ada padanannya, dan penerjemah memilih untuk menghilangkan kata tersebut. Penerjemah mungkin beranggapan bahwa makna kalimat sudah secara jelas meskipun kata sang dihilangkan. B. Pergeseran dalam Penerjemahan Dalam melakukan proses penerjemahan dari bahasa Indonesia ke bahasa Jepang terjadinya pergeseran tidak dapat dihindari. Pergeseran tersebut terjadi karenaadanya perbedaan sistem struktur kedua bahasa itu dan sudut pandang budaya penutur bahasa tersebut.pergeseran penerjemahan terjadi terhadap 25 kosakata. Ke-25 kosakata budaya nirpadan tersebut, 16 kosakata mengalami pergeseran struktur, 7 kosakata mengalami pergeseran makna, serta 2 kosakata mengalami pergeseran struktur dan makna sekaligus. 1. Pergeseran Struktur Pergeseran struktur (structural shifts) adalah salah satu pergeseran yang sering sekali dijumpai dalam proses penerjemahan. Hal ini dapat terjadi karena perbedaan struktur bahasa sumber (BSu) dengan bahasa sasaran (BSa). Secara struktural bahasa Indonesia sebagai bahasa sumber menggunakan pola dasar diterangkan-menerangkan (DM), sedangkan bahasa Jepang sebagai bahasa sasaran menggunakan pola dasar menerangkan-diterangkan (MD). Misalnya, kata tas putih dalam bahasa Indonesia, menjadi shiroi kaban(putih tas). Begitu pula dengan sebagian partikel bahasa Jepang yang diletakkan di belakang nomina, ada yang bisa dipadankan ke dalam kata depan. Misalnya, kata depan di, ke,dari, sampai pada frasa di Semarang, ke Semarang, dari Semarang, atau sampai Semarang, dalam bahasa Jepang diletakkan di belakang, sehingga menjadi Semarang de, Semarang e, Semarang kara, Semarang made. Berdasarkan analisis data, ditemukan 5 kosakata budaya nirpadan yang mengalami pergeseran bentuk dari tataran kata menjadi frasa dalam bahasa Jepang. Contoh kata tersebut adalah lebaran yang menjadi danjiki aketaisai.pergeseran bentuk ini dimungkinkan untuk penyampaian makna yang lebih akurat dan mudah dipahami oleh pembaca penutur bahasa sasaran.selanjutnya, terdapat 5 kosakata juga yang mengalami pergeseran dari tataran frasa menjadi kata dalam bahasa Jepang, contohnya, yaitu kuda lumping ( frasa) menjadi kawaumahyouibuyou( kata). Kata dalam bahasa Jepang, salah satunya dibentuk dari penggabungan dua atau tiga morfem bebas. Morfem-morfem tersebut ada yang diwakili dengan huruf kanji, seperti kawaumahyouibuyou川馬憑依舞踊, tetapi secara sintaksis bahasa Jepang, keenam buah kanji tersebut adalah satu kata. Terdapat 8 kosakata budaya nirpadan yang mengalami pergeseran struktur gramatikal dalam proses penerjemahnnya, contoh pergeseran tersebut adalah pada kataayam aduan. Struktur pola dasar bahasa Indonesia diterangkan-menerangkan (DM) bergeser menjadi menerangkan-diterangkan dalam bahasa Jepang. Misalnya adalah kata ayam aduan diterjemahkan menjadi tokeiyou niwatori (aduan ayam). Selain itu dalam Struktur bahasa Indonesia tidak memerlukan partikel dalam pola DM pada kata benda, tetapi dalam bahasa Jepang, harus diberikan partikel no apabila jenis kata yang menerangkan dan diterangkan (MD) adalah kata benda. Kedua pergeseran bentuk di atas tidak menyebabkan isi pesan yang disampaikan dalam teks sumber berkurang. Untuk mengungkapkan kembali pesan dari teks sumber, penerjemah harus melakukan penyesuaian secara gramatikal dengan baik. 2. Pergeseran Semantik Selain pergeseran struktur, pergeseran makna juga terjadi dalam proses penerjemahan kosakata budaya. Sebagian besar pergeseran makna yang terjadi spesifik ke makna generik. Kata becak diserap ke dalam bahasa Jepang sebagai bahasa sasaran dengan kata 396

406 bechakudalam huruf katakana dan diberi tambahan penjelasan kata wataku (kendaraan beroda).kemudian, penarik becak dipadankan dengan pengemudi secara umum menjadi wataku no untenshu. Selanjutnya pergeseran dari makna generik ke spesifik, contohnya adalah Kosakata gubug diterjemahkan heya dalam data penelitian ini. Hasil terjemahan tersebut mengakibatkan terjadinya pergeseran makna dari generik ke spesifik. Gubug meskipun bangunan yang sederhana, sebagai tempat tinggal sementara, biasanya berbentuk rumah. Bahkan dalam budaya Jawa, kata gubug digunakan untuk menggantikan rumah, ketika pembicara bersikap sopan untuk menghormati orang lain dengan cara merendahkan diri sendiri. Sedangkan heya, secara umum mengacu pada makna ruang atau kamar, suatu bagian dalam rumah. Sehingga ketika gubug diterjemahkan menjadi heya, makna nya menjadi bergeser menjadi lebih spesifik. Hal tersebut diperkirakan karena orang Jepang tidak mengenal bangunan gubug dalam budaya mereka. 3. Perbedaan Sudut Pandang Budaya Terdapat dua buah kosakata yang mengalami pergeseran makna, ketika penerjemah menggunakan strategi penerjemahan untuk menanganinya. Kedua kosakata tersebut adalah kyai dan pasar malam. Berdasarkan atas analisis terlihat bahwa ada komponen makna kyai yang tidak ada dalam komponen makna seishokusha dalam bahasa sasaran, yaitu agama Islam. Hal tersebut dimungkinkan karena dalam sudut pandang budaya penutur bahasa sasaran, agama bukanlah hal yang penting. Agama bagi orang Jepang adalah sebatas etika, sehingga tidak akan jadi masalah seandainya kyai dipadankan dengan pendeta dalam agama nasrani. Demikian juga halnya dengan pasar malam. Dalam kebudayaan penutur bahasa sumber jaman dahulu, orang Indonesia atau khususnya Jawa, sangat menantikan keramaian pasar malam. Pasar yang diadakan hanya untuk menyambut hari-hari khusus, dilengkapi dengan permainan dan pertunjukan kesenian. Konsep budaya seperti itu tidak dikenal dalam budaya Jepang. Orang Jepang memaknai pasar malam dengan pasar yang buka di malam hari, sedangkan untuk perayaan-perayaan hari istimewa mereka memiliki matsuri, yang sangat berbeda konsep dengan pasar malam. PENUTUP Strategi penerjemahan yang digunakan dalam menangani kosakata budaya dalam bahasa sasaran (dari bahasa Indonesia kebahasa Jepang) adalah (a) pola khusus-umum, (b) padanan budaya, (c) parafrasa, (d) serapan, dan (e) penghilangan.proses penerjemahan ini mengakibatkan terjadinya pergeseran struktur dan makna. Pergeseran struktur meliputi pergeseran sintaksis dan pergeseran struktur gramatikal. Sedangkan pergeseran makna meliputi, pergeseran spesifik ke generik, generik ke spesifik dan pergeseran akibat perbedaan sudut pandang budaya. REFERENSI Baker, Mona, In Other Words. New York: Routledge. Bell, Roger T., Translation and Translating: Theory and Practice. England: LongmanGroup UK Ltd. Catford, J. C., A Linguistic Theory of Translation. London: Oxford University Press. Goh, Ong Sang, Kebolehterjemahan Aspek-Aspek Budaya dalam Terjemahan Shui Hu Zhuan. Hatim, Basil, Teaching and Researching Translation. London: Pearson Education Ltd. Higashino, Yumi, Cultural equivalence: its effectiveness and complications -- Has white gloves achieved the equivalent effect of shiro tabi? Tokyo: the Japan Association for Interpretation Studies. Hoed, Benny H., Penerjemahan dan Kebudayaan. Jakarta: Pustaka Jaya. 397

407 Koentjaraningrat, Kebudayaan Jawa. Jakarta: Balai Pustaka. Larson, Mildred, Meaning-Based Translation. A Guide to Cross Language Equivalence. Lanham: University Press of America. Machali, Rochayah, Pedoman Bagi Penerjemah. Jakarta: Grasindo. Momiya, Yosuke, Metonimy, Sineckdoky no shosetsu no Seiri-Kento. Nagoya: Dasgaku Senta. Mulyana, Deddy, dan Jalaluddin Rakhmat Komunikasi Antar Budaya: Panduan Berkomunikasi dengan Orang-Orang Berbeda Budaya. Bandung: PT Rosdakarya. Nababan, M.R., Aspek Teori Penerjemahan dan Pengalihan. Surakarta: UNS Press. Newmark, Peter, Approaches to Translation. England: Pegamon Press. Newmark, Peter, A Textbook of Translation. Hertfordshire: Prentice Hall International Ltd. Nobuyuki, Honna Nihon Bunka o Eigo de Shetsumei, Tokyo: Yubungaku. Paramarta, I.M.S., 2010.Penerjemahan Istilah Budaya Spesifik dalam Subtitling Film Memoirs of a Geisha (MOG), uploads/2010/ 01/062. Rosidi, Said, Mengenal Kebudayan Jepang Said, Mashadi, Strategi Penerjemahan untuk Konsep yang Tidak Dikenal dalam Bahasa Penerima. Jakarta: Universitas Gunadarma. Sasaki, Mizue, View of Todays Japan. ALC Press Japanese Textbook Series. Simatupang, M.D.S., 1999/2000. Pengantar Teori Terjemahan. Jakarta: Dirjen Dikti. 398

408 Penerjemahan Kata Diminutif dalam Cerita Anak Berbahasa Belanda Jip en Janneke I ke dalam Bahasa Indonesia Sri Sulihingtyas Drihartati, M.Hum. FakultasBahasadanBudayaUniversitas 17 Agustus 1945 Semarang Abstract One of the problem found in translation is the target text s word limitation. Therefore, we need some techniques pertaining to produce the target text's subtle translation for the reader. Dutch generally contained particle resulting the word difference known as diminutive (verkleinwoord). This research goal is to debunk the translator techniques in translating the diminutive word from source text (Dutch ) to the target text (Indonesian), the other goal from this research aims to elaborate the subtlety result of the target language s translation. The research data is taken from a story entitled Jip en Janneke byannie M.G. Schimdt translated in Indonesian. The method used in this research was the comparison technique stated by Monalina & Albir (2002). Through this comparison technique s method, the meaning from Source Language will be compared with the meaning in the Target text. The research resulted whether the diminutive forms in the Jip en Janneke story have been translated with some techniques; 1.the omission technique of diminutive forms, 2. The alternation technique by using another synonyms, 3. The Explication technique. The translation using those three strategies resulted non-rigid subtle translation that is understandably by the reader Keywords: diminutive, dutch language, Indonesian language PENDAHULUAN 1. Latar Belakang Penerjemahan adalah sebuah proses mengalihbahasakan teks dari bahasa sumber (Bsu) ke bahasa sasaran (Bsa). Proses pengalihan bahasa terebut bukan suatu pekerjaan yang mudah. Agar dapat menghasilkan sebuah teks yang baik, maka seorang penerjemah harus memiliki kemampuan berbahasa, baik Bsu maupun Bsa. Machali (2000) menyatakan bahwa penerjemah biasanya memiliki dua perangkat yang bisa digunakan saat melakukan proses penerjemahan. Kedua perangkat tersebut adalah perangkat intelektual dan perangkat praktis. Perangkat intelektual meliputi kemampuan yang baik dalam bahasa sumber dan bahasa sasaran, pengetahuan pokok masalah yang diterjemahkan, penerapan pengetahuan dan ketrampilan. Sedangkan perangkat praktis meliputi kemampuan dalam menggunakan sumber-sumber rujukan baik kamus yang bersifat umum maupun khusus, narasumber bidang yang diterjemahkan dan kemampuan mengenali suatu konteks dalam teks. Kedua perangkat tersebut akan mempengaruhi hasil penerjemahan seorang penerjemah. Kemampuan berbahasa merupakan salah satu kemampuan yang penting dan harus diperhatukan oleh seorang penerjemah. Setiap bahasa memiliki caranya sendiri untuk mengungkapkan sesuatu. Dengan demikian tidak mudah untuk mengalihbahasakan suatu ungkapan atau istilah dari bahasa satu dengan bahasa yang lain.(culler dalam Baker, 1992). Bahkan terkadang sebuah istilah dalam satu bahasa tidak ditemukan padanannya dalam bahasa yang lain. Kemampuan berbahasa seorang penerjemah sangat diperlukan sehingga pesan yang terkandung dalam teks BSU dapat tersampaikan ke dalam BSA. Bahasa Belanda memiliki satu bentuk kata yang pada dasarnya memiliki makna kecil atau biasa disebut dengan verkleinwoord atau diminutief. Kata tersebut biasanya ditandai dengan penambahan morfem tje. Meskipun secara umum kata diminutief tersebut bermakna kecil namun secara khusus kata diminutief memiliki beberapa makna lain selain kecil. 399

409 Masalah yang muncul adalah ketika kata-kata diminutief tersebut dialihbahasakan ke dalam bahasa Indonesia yang tidak memiliki bentuk khusus untuk diminutif. Untuk dapat menerjemahkan suatu teks yang di dalamnya terdapat kata-kata diminutif, penerjemah harus menggunakan beberapa teknik, supaya dapat menghasilkan terjemahan yang baik dan berterima. Penelitian ini memiliki dua tujuan. Tujuan pertama yaitu mengungkapkan teknik-teknik apa saja yang digunakan untuk menerjemahkan kata diminutief dalam cerita anak berbahasa Belanda ke dalam bahasa Indonesia. Cerita anak yang akan menjadi data dalam penelitian ini adalah cerita anak berbahasa Belanda dengan judul Jip en Janneke. Cerita anak ini ditulis oleh Annie M.G Schimdt dan merupakan salah satu cerita anak yang terkenal di negara Belanda. Kategori cerita anak dipilih sebagai data penelitian karena dalam cerita anak katakata diminutif lebih sering muncul. Sedangkan tujuan yang kedua adalah mengungkapkan keberterimaan hasil penerjemahan. Terjemahan merupakan hasil yang diperoleh dari sebuah proses penerjemahan. Terjemahan yang baik akan menghasilkan sebuah teks yang dapat dinikmati oleh pembaca Bsa. Hasil yang baik dari sebuah proses penerjemahan yang baik ditandai dengan keluwesan atau ketidakkakuan teks pada hasil penerjemahan. Untuk menghasilkan sebuah terjemahan yang baik, diperlukan teknik teknik terjemahan yang tepat. Molina & Albir (2002) mengemukakan 18 teknik penerjemahan. Teknik-teknik tersebut biasa digunakan untuk menghasilkan terjemahan yang baik. Kedelapanbelas teknik tersebut yaitu adaptasi, amplifikasi, peminjaman, calque, kompensasi, deskripsi, kreasi diskursif, padanan mapan, generalisasi, amplifikasi linguistik, kompresi linguistik, translasi literal, modulasi, partikularisasi, reduksi, substitusi, transposisi dan variasi. Data yang terdapat dalam penelitian ini akan dianalisis dengan mengacu pada teknik-teknik yang dikemukakan Molina & Albir. Dalam menerjemahkan sebuah karya sastra diperlukan beberapa strategi sehingga tidak menghilangkan nilai-nilai yang terdapat dalam karya sastra tersebut. Penerjemahan karya sastra juga harus memperhatikan beberapa aspek, misalnya aspek budaya. Hal ini menyebabkan penerjemahan terhadap karya sastra tidak mudah. Karena budaya yang terdapat dalam Bsu belum tentu ditemukan dalam Bsa. Jika tidak hati-hati maka akan berakibat pada hasil penerjemahan. Seperti yang diungkapkan oleh Rosyidah, Kurniawan dan Aini (2017) bahwa pengadopsian budaya secara mentah, tanpa penyesuaian dan ketidaktepatan konteks mengakibatkan hasil terjemahan yang tidak berterima dan tidak berkualitas. Dalam hal penerjemahan yang berhubungan dengan budaya, Sriyono menjelaskan bahwa bahasa dan budaya merupakan dua unsur yang tidak dapat dipisahkan. Keduanya saling berkaitan. Selain pemahaman terhadap bahasa, seorang penerjemah juga harus memiliki pemahaman yang baik akan budaya yang terdapat dalam Bsu maupun Bsa. Tanpa pemahaman yang baik, maka pesan yang terdapat dapat teks Bsu tidak akan tersampaikan dengan baik. Verkleinwoord atau diminutif merupakan kelompok kata benda yang mendapat akhiran tje. Dengan mendapatkan akhiran tje maka ada perubahan makna dari kata benda tersebut. Secara umum maknanya adalah kecil, tetapi selain itu ada makna lain yang terdapat dalam kata diminutif tersebut.dalam penjelasan van der Toorn-Schutte makna yang dimiliki oleh kata benda diminutif adalah kecil. Makna kecil yang dimiliki kata diminutif bisa merujuk pada benda yang benar-benar kecil atau juga merujuk pada hal yang lain. Ada empat fungsi dari kata diminutif menurut van der Toorn-Schutte. Keempat fungsi tersebut adalah menunjukkan sesuatu kecil, menunjukan bahwa sesuatu itu tidak penting, menunjukkan bahwa sesuatu itu tidak serius dan menunjukkan bahwa kita menyukai sesuatu, menganggap sesuatu itu menarik, atau baik. (2010:152) 400

410 Dari penjelasan itu dapat ditarik kesimpulan bahwa kata diminutif tidak selalu merujuk pada benda yang kecil, tetapi juga bisa merujuk pada suatu hal yang negatif atau manis sifatnya. Kata diminutif biasanya digunakan ketika kita berbicara pada anak kecil. METODE PENELITIAN Data yang digunakan dalam penelitian ini diambil dari buku cerita anak berbahasa Belanda dengan judul Jip en Janneke 1 karya Annie M.G. Schimdt. Buku ini diterjemahkan ke dalam bahasa Indonesia dengan judul yang sama yaitu, Jip dan Janeke dan dialihbahasakan oleh Alma Almanar dan diterbitkan oleh Elex Media Komputindo. Buku ini dicetak pertama kali pada tahun Data yang digunakan dalam penelitian ini diambil dari cetakan keenampuluhtiga (2011). Annie M.G Schimdt dikenal di Belanda sebagai seorang penulis cerita untuk anak-anak. Selain cerita dia juga membuat puisi dan drama musikal. Jip en Janneke juga mendapatkan beberapa penghargaan dalam bidang sastra. Penelitian ini merupakan penelitian deskriptif kualitatif. Melalui pendekatan ini maka diharapakan akan memperoleh gambaran Data yang digunakan dalam penelitian ini adalah kata-kata yang berbentuk diminutif. Kata-kata diminutif dalam bahasa Belanda dicatat, demikian juga terjemahannya dalam bahasa Indonesia. Setelah itu keduanya dibandingkan dan dianalisis bagaimana kata-kata diminutif itu diterjemahkan. Langkah selanjutnya adalah penyajian hasil analisis. Dalam penyajian hasil analisis akan dijelaskan teknik-teknik apa sajakah yang digunakan dalam penerjemahan cerita anak tersebut. Langkah terakhir dalam penelitian ini adalah penarikan kesimpulan. HASIL DAN PEMBAHASAN Setelah dilakukan analisis, maka didapatkan hasil yang akan disajikan dalam bagian ini. Teknik pertama yang digunakan dalam penerjemahan ini adalah teknik adaptasi. Teknik adaptasi dilakukan dengan mengganti unsur yang ada dalam Bsa dengan unsur yang terdapat dalam Bsu. Contoh data yang menggunakan teknik adaptasi dalam Jip dan Janeke adalah kata muisjes. Di dalam cerita Jip dan Janeke kata muisjes dalam kalimat muisjes, zegt Jip diterjemahkan menjadi Cokelat, jawab Jip. Kata muisjes berarti meses dan meses tidak selalu berwarna cokelat. Karenanya Jip melanjutkan dengan menjelaskan warna meses yang ia makan. Bsu : Muisjes, zegt jip. Bsa : Cokelat, jawab Jip. Kata muisjes merujuk pada bentuk meses yang kecil-kecil. Sedangkan terjemahan yang digunakan dalam Jip dan Janeke adalah cokelat. Kata tersebut tidak merujuk pada bentuk yang kecil. Sehingga unsur kecil yang terdapat dalam kata muisjes tidak lagi dapat ditemukan dalam kata cokelat. Kata selanjutnya yang mengalami adpatasi dalam penerjemahan Jip en Janneke adalah kata centje. Kata centje merujuk pada pecahan uang terkecil yang digunakan di Belanda dan ukurannya kecil. Kata ini diterjemahkan ke dalam bahasa Indonesia menjadi seratus rupiah. Kata seratus rupiah merujuk pada satuan uang dalam bahasa Indonesia tetapi bukan yang paling kecil nilainya.kata centje diterjemahkan dengan seratus rupiah dilakukan untuk membawa pembaca Bsa pada perbandingan mata uang yang digunakan dalam Bsu dan Bsa. Keduanya sama-sama termasuk uang yang nilainya kecil. Bsu : Vraag maar een centje voor de zanger. Bsa : Mintalah seratus rupiah untuk si penyanyi Teknik selanjutnya yang digunakan untuk menerjemahkan cerita Jip en Janneke adalah deskripsi. Dengan menggunakan teknik ini, maka penerjemah mengganti suatu istilah atau 401

411 ungkapan dengan deskripsi tentang bentuk dan/atau fungsinya. Misalnya menerjemahkan panettone dengan traditional Italian cake eaten on New Year s Eve. Dengan demikian pembaca Bsa bisa langsung memahami makna kata panettonesecara langsung. Teknik deskripsi digunakan karena kata panettone tidak memiliki padanan kata langsung dalam bahasa Indonesia. Kata tersebut merupakan istilah yang hanya dimiliki oleh orang di Italia. Dalam cerita Jip en Janneke muncul kata kappermantelje yang artinya adalah mantel tukang cukur. Kata kappermantelje merujuk pada mantel tukang cukur yang ukurannya kecil yang dikenakan Jip pada saat ia dicukur rambutnya. Dalam versi bahasa Indonesia penerjemah memberikan penjelasan tambahan sehingga maknanya lebih eksplisit merujuk pada benda yang dimaksud. Penerjemah menggunakan kain penutup putih untuk menjelaskan kappermanteltje. Bsu : Hij springt op en met zijn witte kappermanteltje om rent hij de winkel uit. Bsa : Tiba-tiba Jip berdiri dan degan masih mengenakan kain penutup putih dia berlari keluar. Pada versi bahasa Indonesia ada tambahan informasi yaitu kain penutup yang berwarna putih. Makna yang terdapat pada bahasa Indonesia menjadi lebih eksplisit, yaitu kain penutup yang merujuk pada kain yang biasa digunakan oleh tukang cukur untuk menutup badan pelanggannya dan berwarna putih. Dengan tambahan informasi ini, para pembaca Bsa akan langsung membayangkan benda yang dimaksud. Makna kecil yang terdapat pada kappermanteltje tidak dapat ditemukan dalam bahasa Indonesia. Hal ini terjadi karena informasi tambahan yang diberikan sudah cukup, sehingga makna kecil tidak lagi ditambahkan pada terjemahan dalam bahasa Indonesia. Teknik generalisasi adalah teknik yang digunakan selanjutnya dalam penerjemahan cerita jip en Janneke. Teknik generalisasi merupakan salah satu teknik yang menggunakan istilah general atau netral untuk menerjemahkan sesuatu yang maknanya khusus. Misalnya untuk menerjemahkan kata padi, beras dan nasi digunakan satu kata dalam bahasa Inggris, yaitu rice. Hal ini berkaitan dengan budaya dan kosakata yang dimiliki kedua bahasa. Bahasa Indonesia memiliki kosakata yang terperinci tentang hal tersebut, karena nasi adalah makanan pokok dan dibudidayakan di Indonesia. Sehingga istilah seputar nasi juga lebih spesifik. Berbeda dengan bahasa Inggris yang tidak memiliki istilah terperinci untuk nasi. Dalam cerita Jip en Janneke teknik generalisasi digunakan berapa kali. Kata buurmeisje atinya adalah tetangga perempuan. Kata meisje merujuk kepada anak perempuan, maka buurmeisje sebenarnya memiliki makna tetangga anak perempuan, karena konteks cerita adalah dunia anak-anak, maka kata tersebut merujuk pada teman Jip, yaitu Janeke.Pada data ditemukan bahwa kata buurmeisje diterjemahkan menjadi teman dalam Bsa. Bsu : Zo, zei Jips vader, nu heb je een buurmeisje. Bsa : Nah, kata ayah Jip, Sekarang kamu punya teman. Pada kata teman tidak terdapat perbedaan jenis kelamin seperti pada Bsu. Hal ini dikarenakan pada Bsa tidak ada kata yang secara spesifik membedakan jenis kelamin lakilaki dan perempuan. Berbeda dengan Bsu yang mempunyai kata khusus untuk anak laki-laki, yaitu jongen dan meisje, untuk anak perempuan. Selain itu makna diminutif juga tidak ditemukan pada kata teman. Kata teman memiliki sifat yang netral, tidak merujuk apakah dia besar atau kecil. Kata diminutif selanjutnya yang mengalami proses generalisasi adalah dubbeltje. Kata dubbeltje merujuk pada uang logam senilai sepuluh sen yang masih digunakan di Belanda. Penyebutan sepuluh sen selalu dalam bentuk diminutif. Fungsi diminutif pada kata dubbeltje merujuk pada satuan nilai mata uang yang kecil yaitu sepuluh sen. Disebut dubbeltje karena merupakan gabungan dua uang lima sen. Bsu : Vooruit, van mijn knie af, en hier heb je allebei een dubbeltje. 402

412 Bsa : Turunlah dari pangkuanku ini dan ini uang untuk kalian untuk membeli es krim. Kata dubbeltje diterjemahkan menjadi uang. Kata uang bersifat umum, tidak merujuk pada nilai yang spesifik. Dalam bahasa Indonesia, tidak ada penyebutan khusus untuk nilai uang tertentu. Penyebutannya sesuai dengan nilai yang tertera pada uang tersebut. Selain itu tidak ditemukan bentuk diminutif pada kata uang. Teknik selanjutnya yang digunakan adalah partikularisasi. Teknik ini merupakan kebalikan dari teknik generalisasi. Pada teknik partikularisasi penerjemahan justru menggunakan istilah yang khusus dan maknanya menjadi lebih spesifik. Data yang termasuk dalam teknik partikularisasi adalah kata een flesje menjadi aceton, seperti dalam contoh berikut: Bsu : En ze neemt een ander flesje en een stukje watten. Bsa : Dia mengambil botol aceton dan sepotong kapas. Dalam contoh data kata flesje dalam kalimat tersebut merujuk pada sebuah botol kecil yang ada di meja rias. Kata diminutif yang melekat pada kata flesje juga merujuk pada ukuran botol yang kecil. Tetapi dalam teks Bsu tidak menyebutkan nama botol tersebut. Sedangkan dalam teks Bsa kata flesje diterjemahkan menjadi botol aceton. Penerjemah langusng merujuk pada satu istilah khusus yaitu botol aceton. Istilah tersebut muncul karena konteks cerita. Dalam bagian ini Jip dan Janeke bermain kuteks. Mereka mengecat semua kuku mereka dengan kuteks yang dimiliki oleh ibu Janeke. Ketika ibu Janeke mengetahuinya, ibu Janeke langsung mengambil sebuah botol lain yang ada di meja dan kapas. Meskipun tidak disebutkan secara khusus isi cairan dalam botol, tetapi penerjemah langsung menyebut secara langsung isi botol tersebut, yaitu aceton. Hal ini juga disesuaikan dengan konteks leksikal yang ada. Jika ada botol kuteks maka akan ada botol cairan pembersih kuteks yang dikenal dengan aceton. Penggunaan teknik partikularisasi menyebabkan makna diminutif pada teks Bsa tidak terlihat. Kata flesje yang berarti botol kecil tidak lagi muncul. Kata tersebut diganti dengan istilah khusus yaitu aceton dan bukan botol kecil. Teknik terakhir yang digunakan pada penerjemahan Jip en Janneke adalah translasi literal. Teknik ini menerjemahkan suatu kata atau ungkapan secara kata per kata. Contoh data dengan teknik translasi literal adalah sebagai berikut: Bsu :In de slaapkamer staat een tafeltje. Bsa : Di dalam kamar tidur ada meja kecil Kata tafeltje merujuk pada sebuah meja yang berukuran kecil yang ada di kamar. Senada dengan teks dalam Bsa yaitu meja kecil. Dalam kalimat ini tidak ada perubahan atau penghilangan makna diminutif pada kata tafeltje. Dengan menggunakan teknik translasi literal, maka kata diminutif tersebut diterjemahkan sesuai dengan rujukan yang ada. Beberapa contoh lain adalah een klein neusjemenjadi sebuah hidung kecil, een klein mondje menjadi sebuah mulut kecil, een varkentje menjadi babi kecil. Teknik selanjutnya yang digunakan adalah teknik amplifikasi linguistik. Dengan menggunakan teknik ini maka penerjemah akan menambahkan unur linguistik sehingga memperjelas makna dan pesan yang akan disampaikan. Misalnya dengan menambahkan kata sepotong di depan kata, seperti pada kata sepotong biskuit untuk kata beschuitje. Kata beschuitje merujuk pada ukuran biskuit yang tidak besar. Penambahan kata sepotong memberikan makna yang lebih jelas bahwa biskuit yang diberikan tidak besar. Bsu : Jullie krijgen een kop chocola en een beschuitje, zegt de echte moeder Bsa : Kalian akan mendapatkan secangkir cokelat dan sepotong biskuit, kata ibu yang sebenarnya. 403

413 Kata lainnya yang digunakan adalah sejumput rambut untuk kata een plukje haar dalam kalimat berikut: Bsu : Jips hoofd is bijna helemaal kaal geknipt, maar bovenop zit nog een plukje haar. Bsa : Kepala Jip hampir gundul, tetapi di bagian atasnya masih ada sejumput rambut. Ungkapan een plukje haar mengacu pada sisa rambut yang belum sempat dipotong oleh tukang cukur di kepala Jip, sehingga berbentuk mirip buntut. Ungkapan tersebut dialihbahasakan menjadi sejumput rambut. Makna yang dimiliki oleh sejumput rambut merujuk pada jumlah kumpulan rambut yang tidak banyak. Kata jumput merujuk pada satuan jumlah yang diambil oleh ujung-ujung jari tangan. Penambahan kata sepotong dan sejumput memberikan makna diminutif pada kata yang mengikutinya. Kata sepotong roti merujuk pada ukuran roti yang tidak besar. Demikian juga kata sejumput rambut memberikan makna kecil atau sedikit. Dengan menambahkan kedua kata tersebut makna diminutif tidak hilang. Pembaca pada teks Bsa masih bisa merasakan bahwa jumlah benda tersebut tidak banyak. Dari penelusuran data yang telah dikumpulkan tidak semua kata diminutif diterjemahkan. Beberapa kata diminutif tersebut diterjemahkan tanpa unsur diminutif yang mengikutinya. Perhatikan dua data berikut ini: Bsu : En daar is janneke ook, met een doek om haar halsje. Bsa : Janeke juga terlihat dengan selendang melilit di lehernya. Bsu : Ze doet een beetje lak op haar nageltje Bsa : Dia memakai sedikit kuteks di jari-jarinya. Kedua contoh kata diminutif tersebut memperlihatkan bahwa makna diminutif dalam nahasa Indonesia hilang. Baik halsje maupun nageltje keduanya merujuk pada benda kecil, yaitu leher kecil dan kuku-kuku kecil. Keduanya adalah bagian tubuh dari Janneke yang memang masih kecil. Meskipun masih berterima tetapi makna diminutif yang terkandung di dalamnya hilang. Dengan menggunakan teknik-teknik penerjemahan yang sudah diulas menghasilkan teks terjemahan yang masih bisa diterima oleh pembaca Bsa. Terjemahan cerita Jip dan Janeke menghasilkan teks yang tidak kaku dan dapat dipahami, meskipun pada beberapa kata diminutif hilang maknanya. KESIMPULAN Dari analisis yang telah dilakukan penulis menemukan teknik-teknik yang digunakan untuk menerjemahkan kata diminutif bahasa Belanda. Teknik-teknik tersebut adalah adaptasi, deskripsi, generalisasi, partikularisasi, trnaslasi literal dan amplifikasi linguistik. Penggunaan teknik-teknik tersebut memberikan dampak yang berbeda pada makna diminutif. Penerjemahan dengan menggunakan teknik generalisasi menghasilkan makna kata diminutif tidak muncul lagi. Pengunaan istilah yang umum menyebabkan kata makna diminutif hilang. Demikian juga penggunaan teknik partikularisasi yang merupakan kebalikan dari teknik generalisasi. Penggunaan kata khusus pada hasil terjemahan membuat makna diminutif tidak muncul. Tetapi pada teknik amplifikasi linguistik makna diminutif pada hasil terjemahan dapat dimunculkan. Dengan penambahan unsur linguistik maka makna diminutif bisa dimunculkan. Hasil terjemahan cerita anak Jip en Janneke dapat dinikmati oleh pembaca Bsa. Hal ini dapat dilihat dari kalimat-kalimat dan rangkaian kata-kata yang dihasilkan tidak kaku. Sehingga manish bisa dinikmati oleh pembaca. Tidak ditemukan adanya penyimpangan makna yang dapat mengakibatkan pembaca Bsa terganggu pada saat membaca hasilnya. 404

414 REFERENSI Baker, M. (1992). In Other Words. New York: Routledge. Machali, R. (2000). Pedoman Bagi Penerjemah. Jakarta: PT. Grasindo. Molina, L., & Albir, A. H. (2002). Translation Techniques Revisited: A Dynamic and Functionalist Approach. Meta, Rosyidah, Kurniawan, D., & Aini, D. N. (2017). Akseptabilitas Terjemahan Dongeng Haensel und Gretel. Bahasa dan Seni, Schmidt, A. M. (2011). Jip dan Janeke. Jakarta : PT. Media Elex Komputindo. Sriyono. (-). Beberapa Isu dalam Penerjemahan. -, -. van der Toorn-Schutte, J. (2010). Klare taal in de klas: uitgebreide basisgrammatica van het Nederlands. Houten : Boom. 405

415 TRANSLATING ROMANTIC ELEMENTS IN GREEN S THE FAULT IN OUR STARS: SUBTLE OR NOT SUBTLE? Stephanie Permata Putri1, Anggita Getza Permata2, Harris Hermansyah Setiajid3 English Letters Department, Faculty of Letters, Universitas Sanata Dharma 1 Abstract Translating is not only about converting words from a language to another, but also about minding who the readers will be. It is very important to consider the culture and norms of the target text (TT) readers in order to decide the proper words to use. Thus, sometimes in translation there is a phenomenon in which a certain part containing terms or sentences considered not appropriate in target culture is translated subtle or omitted altogether. This study is based on a best-selling novel by an award-winning author, John Green, entitled The Fault in Our Stars (TFiOS). As a romance novel, TFiOS has some parts in which romantic elements appear. The romantic elements are categorized into 3 (three), which are affection, endearment, and sexual expressions. In Indonesia, affection and endearment are more familiar compared to the sexual. Sexual issueitself is a tattle that is stilltaboo to be talked with one another. It is believed that sexual activity is something embarrassing that cannot fit in the society. By using library and explicatory research, the paper tries to analyze the translation of romantic elements in TFiOS, to find out whether the romantic elements are rendered into more subtle way or omitted in order to adapt with the Indonesian audience whose norm stipulates that such vulgar expressions or terms should be obscured. Keywords: romantic elements, affection, endearment, sexual expression INTRODUCTION Love happens to almost all people in this world. Love itself is a natural desire of human beings, but the act of showing it is cultural(karandashev, 2015).Romance happens in almost every love stories, yet romance behavior in every place is not always similar to one another. The romance behavior in The Fault in Our Stars (TFiOS), must had been written in the style of the place where the writer, John Green belongs, United States. However, when the novel is translated to another language, the romance behavior should also suit with the culture where the language is used. Translating isn t just about keep the meaning equivalence between the ST and TT, but also about minding the cultural background of the TT(Hatim & Munday, 2013). Knowing that Indonesian culture is far away different compared to United States culture, it would be challenging for the translator to translate the romantic elements in The Fault in Our Stars into the Bahasa Indonesia version. TFiOS is chosen because of the fact that this novelwas a number-one young adult (YA) romance novel on The New York Times Best Seller list in January 2012 for 78 consecutive weeks and translated to more than 45 languages. This award-winning novel was brought to the silver screen in 2012 with the same title.the movie itself broke records as the biggest pre-selling drama of 2014(Washington Post, 2014).John Green, the genius writer behind this, in fact is one of the 100 Most Influential People in the Worldaccording to TIME Magazine(Time Inc., 2014). This novel has reached and influenced Indonesian readers. Therefore, this study tries to analyze the romantic elements in TFiOS Bahasa Indonesia version translated by Ingrid 406

416 Dwijani Nimpoeno, to find whether the translated romantic elements are subtle or not subtle if it s seen based on the cultural background.here, the researches try to see what the translator did to make the TT suits Indonesian norms, especially because this is a YA novel whose target readers are teenagers while some romantic terms can be seen as something taboo or vulgar in the society. METHODOLOGY The ST is the English version entitled The Fault in Our Stars and the TT is the Indonesian translated version with the same title. The research methodology used in this study is both library research and explicatory research. Library research is used because this study is textbased analysis. Besides that, explicatory research is used because the data are examined closely and carefully. Romantic is usually shown by the expression of affection (Collins, 2003). Besides that,according to Clara Reeves, romantic is 'first, to excite the attention; and secondly, to direct it to some useful, orat least innocent end. (Reeve, 1778)Here, it s seen that romantic is something to do with affection, expression of affection, and sexual. Therefore, in this study, romantic elements are divided into 3 (three) smaller categories: affection, endearment, and sexual. The word affection means the feeling of liking or loving somebody or something very much and caring about them in Oxford Advanced Learner s Dictionary (2010:24). The data categorized as affection are related to Hazel Grace s feelings to Augustus Waters, or vice versa. The word endearment in Oxford Advanced Learner s Dictionary is defined as a word or an expression that is used to show affection. (2010: 483) The data are related to the direct statements between Hazel Grace and August Waters.The word sexual in Oxford Advanced Learner s Dictionaryis defined as connected with the physical activity of sex. (2010:1353) The data categorized as sexual are related to sexual activity between Hazel Grace and August Waters. Therefore, the categories can be summarized such as below: Romantic Elements Categories Description Affection Indirect statements which show the feeling of liking or loving or caring between Hazel Grace and Augustus Waters Endearment Sexual Direct statements which show the expression of affection between Hazel Grace and Augustus Waters Physical intimate between Hazel Grace and Augustus Waters Purposive sampling is used in this study. The researchers have 20 (twenty)data in form of sentences chosen which show the romantic elements from 42 data found in the whole novel. Due to the paper limitation, only 9 (nine)data is used to support the explanation of the study in this paper. The abbreviation is as follows: The first numbers indicates the datum number ST indicates the Source Text TT indicates the Target Text The third numbers indicates the page number of either ST or TT 407

417 Subtle or Not Subtle indicates the measurement To measure the subtleness, the data (sentences) are examined words by words. This study tries to find what words used by the translator in order to find comfortable words in the TT, especially when it comes to romantic elements. FINDINGS As what is mentioned before, translating isn t only about minding the meaning equivalency between ST and TT, but also about considering the background of culture and norms in the TT. The followings are the discussion used to find out whether the translator had tried to render the romantic expressionsinto subtlerway or thought that it already fits in Indonesian culture. The first romantic element discussed is affection. Affection entails the indirect statements which show the feeling of liking or loving or caring between Hazel Grace and Augustus Waters. The data are as follows: No Source Text No Target Text 1/ST/31 Iliked Augustus Waters, I really, really, really liked him. 1/TT/47 2/ST/36 He really was beautiful, I know boys aren t supposed to be, but he was. 2/TT/53 3/ST/214 I couldn t unlove Augustus Waters, and I didn t want to. 3/TT/288 Aku menyukai Augustus Waters, aku sangat, sangat, sangat menyukainya. Dia sungguh rupawan, aku tahu cowok seharusnya tidak disebut rupawan, tapi dia memang begitu. Aku tidak bisa membatalkan cintaku kepada Augustus Waters, aku tidak ingin berbuat begitu. Subtle or Not Subtle Not Subtle Not Subtle Not Subtle The data show that the translator did not try to makeanything subtlerfrom the sentences. It s seen from the words in the TT used by the translator are still in the same meaning. For example, in 1/ST/31 1/TT/47, the word liked translated as menyukai is considered as the form to express affection. The word liked in ST translated into menyukai in TT. The meaning of liked in Oxford Advanced Learner s Dictionary is to find something pleasant, attractive or satisfactory (2010:862); while in Kamus Besar Bahasa Indonesia Online, menyukai means suka akan; suka kepada; menaruh minat pada. Thus, it s said that this sentence is not subtle. In datum 2/ST/36 compared to 2/TT/53, the word beautiful translated into rupawan shows the affection of Hazel Grace to Augustus Waters because this shows the feeling of liking. The word beautiful inoxford Advanced Learner s Dictionaryis very pleasant to look at (2010:115); while in Kamus Besar Bahasa Indonesia Online, rupawan means elok rupawan. The meaning does not change. Thus, it s said that this sentence is also not subtle. In datum 3/ST/214 compared to 3/TT/288, the words couldn t unlove translated into membatalkan cintaku shows the affection because this shows the feeling of loving. These words mean that Hazel Grace do not want to cancel her feelings for Augustus Waters. The meanings are related with one another. Thus, it s said that this sentence is not subtle. 408

418 Here, the translator didn t make anythingsubtler because she thought that affection fits in Indonesian culture. The second romantic element discussed is endearment. Endearment entails the direct statements which show the expression of affection between Hazel Grace and Augustus Waters.The data are as follows: No Source Text No Target Text 4/ST/37 I want to see you again tonight, but I m willing to wait all night and much of tomorrow. 4/TT/54 5/ST/123 You are so busy being you that you have no idea how utterly unprecedented you are. 5/TT/168 6/ST/153 I am in love with you and Iknow that love is just a shout into the void, and that oblivion is inevitable, and that we re all doomed and that there will come a day when all our labor has been returned to dust, and I know the sun will swallow the only earth we ll ever have, and I m in love with you. 6/ST/207 Aku ingin menemuimu lagi malam ini, tapi, aku bersedia menunggu semalaman dan hampir sepanjang esok. Kau begitu sibuk menjadi dirimu sendiri, sehingga sama sekali tidak tahu betapa kau benar-benar tidak ada duanya. Aku jatuh cinta kepadamu, dan aku tahu bahwa cinta hanyalah teriakan ke dalam kekosongan, dan pelupaan abadi tak terhindarkan, dan kita semua sudah ditakdirkan, dan akan ada hari ketika semua upaya kita menjadi debu, dan aku tahu matahari akan menelan satu-satunya bumi yang kita miliki, dan aku jatuh cinta kepadamu. Subtle or Not Subtle Not Subtle Not Subtle Not Subtle The data show that the translator didn tmake anythingsubtler. In 4/ST/37 compared to 4/TT/54, it s seen from the part of the sentence says, but I m willing to wait all night and much of tomorrow. This part shows the endearment because this is a direct statement shows affection between Hazel Grace and Augustus Waters. The meaning in this sentence doesn t change. Thus, this is not subtle. In 5/ST/123 compared to 5/TT/168, the word 'unprecedented showing the endearment which is translated into tak ada duanya is defined as has never happened before in Oxford Advanced Learner s Dictionary(2010:1634); while in tak ada duanya basically means hanya ada satu or tidak ada yang lain. Here, it s seen that the meaning doesn t change. Therefore, it s said that this sentence is not subtle. In 6/ST/153 compared to 6/ST/2017, the endearment is shown by the words I m in love with you. These words are translated into aku jatuh cinta kepadamu. It s seen that the meaning is literal and doesn t change. Therefore, it s said that it s not subtle. 409

419 Here, the translator didn t make anything subtlerbecause she thought that endearment fits in Indonesian culture. The last, or the third, romantic element discussed is sexual. Sexual entails the physical intimate between Hazel Grace and Augustus Waters.The data are as follows: Subtle or No Source Text No Target Text Not Subtle 7/ST/206 Oh, get over 7/TT/279 Oh sudahlah, kataku, Not Subtle yourself, I said, and dan aku mengambil dua took two steps I needed langkah yang to get to him. I kissed diperlukan untuk him, hard, pressing him menggapainya, lalu against the wall, and I menciumnya sementara kept kissing him as he dia mencari kunci fumbled for the room kamar. key. 8/ST/206 We crawled into the 8/TT/Subtle bed, my freedom (Omitted) circumscribed some by the oxygen, but even so I could get on top of him and take his shirt off and taste the sweat on the skin below his collarbone as I whispered into his skin, I love you, Augustus Waters, his body relaxing beneath mine as he heard me say it. 9/ST/207 There were a lot of 9/ST/Subtle condomy problems that (Omitted) I did not get a particularly good look at. The data show that the translator almost made everything subtle when it came about sexual or physical intimate between Hazel and Augustus. In seventh datum, 7/ST/2016 compared to 7/TT/279, the translated sentence is still there but it loses the sense of intimacy between the two characters. The words pressing him against the wall aren t translated into the TT even though this adds the sense of intimacy. Besides that, in the last two datums, the eighth and ninth, the sentences aren t translated at all. The sentences are omitted in the TT. The 8/ST/206is considered as sexual because the whole sentence sounds sexual, especially by using the clauses get on top of him and take his shirt off. The 9/ST/207 is also considered as sexual because of the phrase condomy problems placed in a context where they just had sex before saying that. This shows that the meanings change, or even disappear by omitting those sentences. Here, the translator almost madeeverythingsubtler, or even omitted some sentences, because she thought that sexual doesn t fit in Indonesian culture at all. 410

420 CONCLUSION The discussion above proves that translating isn t only about minding the similar meanings (equivalence) but also about considering who the audience will be. The translatortried to use euphemism and even omission for terms which do not fit in Indonesian cultures and norms. The translator appliedself-censorship,meaning negative responses are avoided by not including those sexual sentences which considered as embarrassing in the TT. REFERENCES Collins, W. A. (2003). More than Myth: The Developmental Significance of Romantic Relationships during Adolescene. Journal of Research on Adolescene, 13, Green, John (2012). The Fault in Our Stars. New York: Dutton Books. Green, John (2014). The Fault in Our Stars. Translated by Ingrid Dwijani Nimpoeno. Bandung: Qanita. Hatim, B., & Munday, J. (2013). Translation An Advanced Resource Book. Journal of Chemical Information and Modeling (Vol. 53). Hornby, A. S. (2010). Oxford Advanced Learner s Dictionary. Oxford: Oxford University Press. Karandashev, V. (2015). A Cultural Perspective on Romantic Love A Cultural Perspective on Romantic Love. Online Readings in Psychology and Culture, 5, Reeve, C. (1778). The Old English Baron. Time Inc. (2014). The 100 Most Influential People TIME. Retrieved March 3, 2018, from Washington Post. (2014). The Fault in Our Stars by the numbers - The Washington Post. Retrieved March 3, 2018, from

421 ANALYSIS AND ASSESSMENT OF TRANSLATION QUALITY IN THE BBC.COM WEBSITE ARTICLE BY STRATEGIES APPLIED IN THE TRANSLATION PROCESS Trias Noverdi Master program in Linguistics, Faculty of Humanities, University of Indonesia Abstract The news articles on BBC.com news serve as a channel of information that often sets the standard for readers, not the least in Indonesia, and therefore translation of these articles must be performed diligently and accurately to avoid distortion in the message conveyed to readers. The objective of this researchwas to ascertain the quality of translation in an article found on the Indonesian version of the BBC.com website by identifying the strategiesapplied in the translation process and assessing the quality of these translations. In analysing the translation, the researcher applied the theories of translation strategiessuggested by Newmark (1988), Baker (1992), and Molina and Albir (2002). In addition, the quality of these translations is evaluated using the theory developed by Nababan, Nuraeni, and Sumardiono (2012). The research data consisted of words, phrases, and sentences found in one representative article translated from English into Indonesian on the BBC.com website. Analysis to identify the strategies applied in the translation of this news text and then to determine the quality of their translation discovered 10 translation strategies that were used to render the message. Eight of these strategies assisted in producing translations with a high degree of accuracy, acceptability, and readability. These were: naturalization (30.94%), recognized translation (10.79%), notes (7.91%), modulation (7.19%), paraphrasing (5.03%), calque (2.88%), transference (2.16%), and established equivalence (2.16%). However, inappropriate use of two strategies, namely transposition (16.55%) and omission (14.39%), had a detrimental effect through diminished accuracy, acceptability, and readability of the translation result. Keywords:News, translation strategies, translation quality. INTRODUCTION Based on the result of the Pew Research Centersurvey, the gap between the share of Americans who get news online and those who do so on television is narrowing (2017). Although the survey was conducted for the American public, thanks to the same habit of the people in this increasingly borderless world, the result of the survey may also reflect the situation in other countries, including Indonesia. The widespread use of cellular devices,electronic tablets and the emergence of various forms of social media have enabled people to turn from traditional media such as television, radio and printed newspapers to online sources, which even include social network sites such as Facebook and Twitter, and online newspapers so that they can access information anytime and anywhere. The British Broadcasting Company (BBC), as one of the most popular and reputable long-standing news providers with worldwide coverage has also adapted to this change and opportunity by presenting their information and news in various languages, including the Indonesian language, by providing a special section dedicated to news contents in Indonesian language. On that section, other than providing news written in Indonesia, the BBCIndonesia 412

422 site also contains news articles which are translated from its English version, as found inbbc.com. Translating news articles on political issues does not only require sufficient skills and knowledge about linguistic and semantic issues, but also knowledge about journalistic rules and norms. The translator is also required to have a broad knowledge beyond the topic or the field ofthetextto be translated because, often, the text on politics also have a legal, ideological, or religious nuanceorothers. All of these need to be paid attention to since they can have a negative influence, starting from the inability of the readers of the target texts to understand the message, to damaging the relationship between organizations or even countries.venuti(1998) said that, the new context in which translated news stories will be put to useappears to uphold the ideal of comfortable reading for the target readers. This means that there are many things that a translator needs to pay attention to beyond linguistic and semantic issues, in order to produce translation that is not only wholly accurate for readers but also wholly acceptable and readable.in fact, sometimes, the lack of knowledge of the target culture may cause more problems than the lack of the knowledge of the language itself asnida (1964) stated that differencesbetween cultures may cause more severe complications for the translator than do differences in language structure. This study will analyse and assess the quality of English Indonesian translation in an online news article on BBC.com ( which is a translation of its English version ( assessment is based on the strategies employed by the translatorby using a translation quality assessment model developed by Nababan, NuraeniandSumardiono (2012). This model assesses translation quality based on three aspects; accuracy, acceptability and readability. During the translation process, a translator will certainly face various problems that she or he must solve in order to render the message accurately, acceptably and readably. The tactics used to translate words, groups of words, or a full sentence is called a translation strategy (SuryawinatadanHariyanto, 2003), while Molina andalbir (2002) called it more specifically as a translation technique. The strategies used by the translator to translate the article is explained further below. 1. Naturalization Strategy The adaptation of words from the SL by initially altering how they are spelled, to conform to how they are pronounced in the target language TL, followed by changing their morphology to match that of the TL (Newmark, 1988b). 2. Transposition Strategy Grammatical structures within the (SL) are replaced by more common grammatical structures in the (TL) (Newmark, 1988b). This can mean a changing of the order of words or singular to plural transposition. This can also be the outcome of a lack of corresponding grammatical structures in the target language, or as a means of compliance with a natural use of language in the TL. Such transpositions may occur at the, structure, system and unit class levels. 3. Omission Strategy Words or expressions which add next to nothing of any significance are not included in the translation. Baker (1992) lists three forms where translation omissions may occur: 1) omission of a word or expression 2) omission of a play on an idiom 3) omission of content or information. 4. Recognized Translation Strategy Terms are replaced with official, or normally accepted translations. (Newmark, 1988b:89) 413

423 5. Notes Strategy Notes provide further information within a translation, whether technical, cultural or linguistic. This is done so to take into account the cultural background of the target readers. (Newmark, 1988b). 6. Modulation Strategy Here, the translator utilizes an alternative phrase in the target language to convey the message contained in the SL text, while being true to current norms of the TL and culture. According to Vinay and Darbelnet (1995), modulation has the potential to alter changes in perspective or thought. Two forms of modulation exist: standard and free. Standard modulations tend to be the same as those found in standard bilingual dictionaries. Free modulations are employed when the TL has no similar expression (Newmark, 1988b). 7. Paraphrase Strategy A segment of the SL text is expanded on in the translation to provide additional clarity to the meaning. This is a popular tool formaking the meaning of culture-bound terms (CBT) from the original sourceabundantly clear (Newmark, 1988b). 8. CalqueStrategy Calque is also called loan translation because a word of phrase is borrowed from another by literal or word-for-word translation. 9. Transference Strategy Words or phrases in thesl are directly converted into TL text. Transliteration may also be a part of this strategy, where alphabetic character from different alphabets may be interchanged. Harvey (2000:5) refers to this strategy as 'transcription' (Newmark, 1988b). 10. Established Equivalence Strategy Generally recognizable SL terms or expressions are replaced by TL terms or expressions, based on equivalent common practice or dictionary entries (Molina and Albir, 2002) Nababan et al. (2012)have named three aspects that act as parameters in the determination of translation quality, which are discussed below in greater detail: 1. Accuracy This term describes the source and target texts equivalence fortranslation rating (Nababan et al, 2012), i.e. two texts are considered to be equivalent providing theyhave the same content and hold the same message. Some of the qualitative parameters analysed and assessed include the meaning of words, phrases, clauses, sentences in the source language (SL) beingtranslated. 2. Acceptability This refers to the need for the translation to follow the rules, norms, and cultures within the target language (TL), either at a micro or macro level. Acceptability is a vital concept asinaccurate translations in relation to content and message are unlikely to be received well bytarget readers if the way the translation is presented does not conform to the rules, norms and cultures of the reader s native language (Nababan et al, 2012). The qualitative parameters being analysed and assessed in this aspect are aimed at discovering whether the translation already feels natural, if the readers are familiar to technical terms, or if the phrases, clauses and sentences are in accordance with the norms and rules within the Indonesian language. 3. Readability This refers to whether or not a translation is easyto read or understand. This depends on the readability of both the source and target texts, as translation alwaysuses at least two languages (Nababan et al., 2012). As a qualitative parameter, this aspect requires that words, technical terms, phrases, clauses, sentences or any translated texts can be easily understood by the readers without having to read them several times. 414

424 METHODOLOGY Research data was obtained from a BBC.com website article.the data set analysed includes the words, phrases and sentences. Original source language was English, and Indonesian was the target text for the translation analyses. Nababanet al. (2012), explains that certain instruments have been created to assess translation quality: 1) a message accuracy rating instrument 2) a translation acceptability rating instrument, and 3) a translation readability rating instrument. Each instrument has three elements: translation category, a scale from 1 to 3 for scores, and each translation category is given a qualitative parameter. Translations with a better quality get a larger score, and vice versa. These three instruments are described further below: Translation Category Accurate Scores Less Accurate 2 Not accurate 1 3 Translation accuracy rating instrument Qualitative Parameter Source language meaning of words, technical terms, phrases, clauses, sentences, or text is accurately translated with no distortion. The majority of words, technical terms, phrases, clauses, sentences, or text are accurately translated with only minordistortion which impairs message integrity. Translation of technical terms, phrases, clauses, sentences, or text are so poor the translation fails to accurately transfer meaning from source language to target language, thus losing the meaning of the source text in its translation Rating instrument for translation acceptability Translation Scores Qualitative Parameter Category Acceptable 3 It is a natural translation wheretechnical terms used are recognizable to the reader; while phrases, clauses and sentences follow Indonesian language rules. Less 2 On the whole, the translation has a natural feel to it, though there are a Acceptable few problems with technical terms and grammatical errors. Not 1 The translation is clumsy that make it obvious that it is a translation of a Acceptable foreign language. Technical terms used are unfamiliar; while phrases, clauses and sentences used fail to comply with normal rules of the Indonesian language. Rating Instrument for Translation Readability Translation Scores Qualitative Parameter Category High 3 All text, including translated words, technical terms, phrases, clauses, Readability sentences, are easily understood. Medium 2 While overall the translation is readable, certain parts have to be read Readability more than once to get a clearer understanding. Low 1 Understanding the translation is next to impossible. Readability 415

425 After describing those instruments, Nababan et al. (2012) weighted the rating instrumentassessment results. The highest weighting score related to accuracy assessment was given a weighting of 3, acceptability was given a weighting of 2, and readability 1. No. Aspects of Quality Being Rated Weighting 1 Accuracy 3 2 Acceptability 2 3 Readability 1 Accuracy was given the biggest weighting as transference of an accurate message from the source text to target text is the primary objective of a translation. Weighting for acceptability was based on the correlation between acceptability and accuracy. Aless-accurate translation is more likely to be unacceptable. The lowest weighting was given to readability as Nababan et al. (2012) believedthat the translator is only indirectly responsible for how easily a translation can be read orunderstood by the target audience. Source and target texts will subsequently be analysed as a means to accurately identify which translation strategy has been used. Each strategy s percentage use is then calculated using this formula: Percentage = frequency of strategy x 100% total number of strategies After calculation of these percentage contributions, the analysis will centeron the levelof influence each strategy has on the quality of the translation. The quality of the translation will be assessedusing these instruments in order toidentify accuracy, acceptability, and readability, as indicated by Nababan et al. (2012). A quality index for translation will then be calculated using the following formula as suggested by Nababanet al. (2012): Translation Quality = (accuracy x 3) + (acceptability x2) + readability (x1) 6 FINDINGS AND DISCUSSION Based onanalysis of the data, it was discovered that 10 strategies were implemented for translating the BBC article: naturalization, transposition, omission, recognized translation, notes, modulation, paraphrase calque, transference, and established equivalent.summaries of the analysis findingsare given in the table below, showingthe percentage use of each of individual translation strategies as well as their overall score. No STRATEGIES Naturalization Transposition Omission Recognized translation Notes Modulation Paraphrase Calque Transference Established equivalent Total OCCURENCES PERCENTAGES 30,94 16,55 14,39 10,79 7,91 7,19 5,03 2,88 2,16 2,16 100% TOTAL SCORE 3 2,5 2 2, The analysisof the data in the above table is discussed in the following section. 1. Naturalization The analysis of the strategies used for translating the article revealed naturalization to be the most-used strategy, at 30.94%.Since this text discusses issues related to 416

426 international relations, affairs and politics, many of its specific words in these fields have been naturalized into Indonesian. This strategy has a total score of 3, which means that the use of this strategy has resulted in an accurate, acceptable and readable translation. subversion --> subversive --> president --> conference --> vision --> American --> mission --> military --> controversy --> political --> situation --> subversi subversif presiden konferensi visi Amerika misi militer kontroversi politik situasi significant activity technical strategic issue information fact rocket nuclear public non-diplomatic --> --> --> --> --> --> --> --> --> --> --> signifikan aktivitas teknis strategis isu informasi fakta roket nuklir publik non-diplomatik 2. Transposition This was the second most used strategy in the translation of the article, with a percentage use of 16.55%. Owing to grammatical differences in the two languages, there is an inevitability that this strategy has to be used, a strategy which is intended to create a sufficiently readable translation for the reader. This strategy is used atphrase and sentence level. See below for an example of this strategy: Source Text But the intelligence community was involved in identifying who was behind subversive activity, using technical means to suppress it and trying to deter Russia. Target Text Namun komunitas intelijen terlibat dalam upaya mengidentifikasi pihak-pihak di bali kaktivitas subversif, menggunakan caracara dan teknik untuk menekannya dan menghadang Rusia. Accur acy 2 Acceptab ility 3 Readabi lity 3 The above example shows a shift from the adjective+noun(technical means) in the source text to the noun+noun(cara-caradanteknik) in the target text. While the translation is less accurate and acceptable, overall it can be read. Consequently, the strategy is given a quality score of Omission This strategy was employed 20 times, giving a percentage use of 14.39%. The following is an example of the use of this translation strategy. Source Text 'Our task is to have provided the Target Text 'Tugas kami adala hmenyiapkan intelijen bagi presiden Amerika Serikat yang menyediakan sekumpulan pilihan untuk mengatasi risiko itu dengan cara non417 Accur acy 1 Acceptab ility 2 Readabi lity 3

427 intelligence to the president of the United States that will deliver to him a set of options that continue to take down that risk by nondiplomatic means.' diplomatik.' In the example above, there is no word corresponding to continue to in the target text. Although the translation is acceptable and readable, it is not accurate. By removing continue to, the sentence no longer suggests that the lowering of the risk is an ongoing thing. Instead, it implies that it is a new strategy. Consequently, this translation strategy is not entirely effective. Translators need to take care not to remove any important details when employing this strategy. On the whole, this strategy is not very effective at producing a good translation in terms of the three aspects. The total translation quality score for the omission strategy is Recognized translation This strategy has a percentage use of 10.79%. It produces an accurate translation for terms and proper names that already have recognized translations in the target language. The examples in thearticles as follows: Russian The United States North Korea The UN China --> --> --> --> --> Rusia Amerika Serikat Korea Utara PBB Cina The terms listed above are allaccurate and acceptable in the target language, except for one word, Cina. Based on Presidential Decree No. 12 of 2014, media and citizens are expected to use the term Tiongkok to refer to things related to China as a cultural entity. Source Text Target Text Mr Pompeo said China was moving on the North Korea issue, as witnessed by recent votes at the UN, but there was still more they could do. Pompeo berkata Cina mulai mengubah posisinya dalam urusan Korea Utara, seperti ditunjukkan oleh pemungutan suara baru-baru ini di PBB, tapimasih banyak yang bisa mereka lakukan. Accurac y 3 Acceptabilit y 1 Readabilit y 3 Overall, the 15 occurrences of this strategy yield a total score of 2.96, indicating that the translation produced is very accurate, acceptable and readable. This strategy helps to produce a good-quality translation. 418

428 5. Notes The analysis showed that this strategy was employed 11 times, giving a percentage use of 7.91%. The following is an example of the application of the notes strategy identified. Source Text It is an agency operating in an unpredictable world Target Text CIA adalah dinas rahasia yang beroperasi di dunia yang makin tak bisa diprediksi ini Accuracy 3 Acceptability Readability 3 3 In the above example, the translator implements the notes strategy by inserting the word rahasia (secret) in the TL after dinas so that the readers will understand that the CIA is a kind of intelligence service. The translator has made this explicit by addingthe note in the target text to increase readability or to educate the readers. As a whole, the use of this strategy increases the readability of the translation, resulting in a high-quality translation. The translation quality assessment formula yields a total score of 3 for this strategy. 6. Modulation In the article, this translation strategy was applied 10 times, or 7.19%. Below is an example of the implementation of this strategy. Source Text Target Text Accuracy Acceptabilit y 3 Readabilit y 3 And Mr Dan Pompeo tak ragu 2 Pompeo is tentang visinya mengenai clear about CIA di bawah Presiden his vision for Trump. the CIA under President Trump. The translation of clear from the source text as takragu (not doubtful) in the target text suggests a change of perspective or point of viewwhen compared to the original. However, the meaning remains intact. Although the translation lacks accuracy, it is still acceptable and readable. Overall, this translation strategy is assigned a translation quality score of Paraphrase This strategy was employed seven times in the article, with a percentage of 5.03%. The paraphrasing strategy was used appropriately, as shown below, which makes the translation feel more natural. As a whole, this strategy has produced an accurate, acceptable and readable translation, and gains a total translation quality score of 3. SourceText Target Text Accuracy Acceptability Readability Whenyousee this 'Ketika Anda melihat language that the bahasa yang digunakan president chooses presiden, banyak orang to use, there are membacanya dan... Saya jamin Kim Jong-un many audiences for it and... I pahambahwa Amerika assure you Kim serius.' Jong-un understands the message that 419

429 America is serious.' 8. Calque Calque was employed 4 times, or 2.88% with a total translation quality score of 3. On the whole, this strategy is very effective at producing a good translation in terms of the three aspects of accuracy, acceptability and readability. Source Text Target Text Accura cy The US Komunitas intelijen AS meyakini adanya 3 intelligence campur tangan Rusia dalam pemilihan community presiden has said that it believes Russia interfered in the 2016 presidential election. Acceptabi lity 3 Readabi lity 3 In the above example, the phrase komunitasintelijen is borrowed from the source language by literal or word-for-word translation. 9. Transference This transference strategy was only employed 3 times with a percentage of 2.16%. The examples are below. basis --> basis agenda --> agenda absurd --> absurd This strategy had a positive influence on the translation quality, gaining an overall translation quality score of Established equivalent This strategy only has 3 occurrences in the translated article, giving a percentage use of 2.16%. One example of the use of this strategy is shown below. Source Text Target Text He also said North Korea may have the ability to strike the US with nuclear missiles 'in a handful of months'. Ia juga mengatakan Korea Utara mungkin akan mampu menghantam AS dengan rudal nuklir' dalam beberapa bulan ke depan'. Accurac y 3 Acceptabili ty 3 Readabili ty 3 The use of this strategy was effective in producing an accurate, acceptable and readable translation. Overall, this strategy obtained a total score of 3. CONCLUSION The analysis shows that 10 strategies were employed by the translator during the translation of the BBC article. These strategies and their percentage uses were naturalization (30.94%), transposition (16.55%), omission (14.39%), recognized translation (10.79%), notes 420

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430 (7.91%), modulation (7.19%), paraphrasing (5.03%), calque (2.88%), transference (2.16%), and established equivalence (2.16%). The dominant strategy used for the translation was naturalization. This is because the article is about international relations, affairs and politics in which many of the specific terms in these fields have been naturalized into Indonesian. This study further shows that translatorsdo not only need to have knowledge in linguistics and semantics, but theyalso need to follow all the latest information beyond the specific field of their expertise or specialization.for example, as discussed in the findings and discussion section, the translator should be aware that the word Cina is not expected to be used anymore to refer to cultural identity after the issuance of the Presidential Decree No. 12 of 2014 concerning the revocation of the SE-06/Pres.Kab/6/1967. The strategies which produced accurate, acceptable and readable translations are naturalization (30.94%), recognized translation (10.79%), notes (7.91%), modulation (7.19%), paraphrasing (5.03%), calque (2.88%), transference (2.16%), and established equivalence (2.16%). However, inappropriate use of two strategies, namely transposition (16.55%) and omission (14.39%) had a negative influence on the translation quality. REFERENCE Baker, M. (1992). In other words: A course book on translation. London, New York: Routledge. Gottfried, J. &Shearer, E. (2017, September 7). Americans onlinenewsuseisclosing in on TV newsuse. Retrieved from online-news-use-vs-tv-news-use Harvey, M. (2000). A beginner s course in legal translation: the case of culture-bound terms. Bern/ Genève: ASTTI/ETI, Molina, L. &Albir, A.H.(2002). Translation Techniques Revisited: A Dynamic and Functionalist Approach. Meta: Journal des Traducteur/Meta: Translators Journal. XLVII, No Retrieved on March 5th,2018. Nababan, Nuraeni, &Sumardiono. (2012). Pengembangan Model PenilaianKualitas Terjemahan. Jurnal Kajian Linguistikdan Sastra, Vol. 24, No. 1, Juni 2012: Surakarta: UniversitasSebelasMaret. Newmark, P. (1988b). Approaches to Translation. Hertfordshire: Prentice Hall. Nida, E. (1964). 'Principles of correspondence.' In Venuti, L. The Translation Studies Reader. London: Routledge. Suryawinata, Z.&Hariyanto, S. (2003). Translation: Bahasateoridanpenuntun praktis menerjemahkan.yogyakarta: PenerbitKanisius. Venuti, L. (1998).The scandals of translation towards and ethics of difference, London & New York: Routledge Vinay, J.P. &Darbelnet. (1995).Comparative Stylistics of French and English: A methodology fortranslation.amsterdam: J. Benjamins Pub. Co. 421

431 ANALISIS TERJEMAHAN KATA DAN FRASA YANG MEREPRESENTASIKAN KONDISI TOKOH AUTISM SPECTRUM DISORDER DALAM NOVEL FLOWERS FOR ALGERNON KARYA DANIEL KEYES Trisakti Agriani1), M.R.Nababan2), Djatmika3) Program studi Linguistik Penerjemahan, Pascasarjana, Universitas Sebelas Maret Abstrak Penelitian ini bertujuan untuk mengidentifikasi kata dan frasa yang mengandung kesalahan ejaan, tanda baca dan tata bahasa yang merepresentasikan kondisi tokoh Autism Spectrum Disorder dalam novel Flowers for Algernon karya Daniel Keyes serta menganalisa teknik penerjemahan, dan kualitas terjemahan kata dan frasa tersebut. Penelitian ini dirancang sebagai penelitian deskriptif kualitatif terpancang. Jenis data objektif merupakan kata dan frasa yang mengandung kesalahan ejaan, tanda baca dan tata bahasa yang merepresentasikan kondisi tokoh Autism Spectrum Disorder dalam novel Flowers for Algernon dan jenis data afektif berupa informasi dari informan tentang keakuratan, keberterimaan dan keterbacaannya. Teknik cuplikan yang digunakan adalah teknik purposif.teknik pengumpulan data yang digunakan dalam penelitian ini adalah mengkaji dokumen, hasil kuisioner dan Focus Group Discussion (FGD).Pemilihan sampel data dilakukan dengan teknik purposif sampling.model analisis sesuai dengan model analisis etnografi yang diusulkan oleh Spradley. Hasil penelitian ini menyuguhkan data sejumlah 309 data kata dan frasa yang mengandung kesalahan ejaan, tanda baca dan tata bahasa. Data jenis-jenis kesalahan ejaan diklasifikasikan menjadi tiga jenis yaitu : Kesalahan Ejaan Jenis 1, Kesalahan Ejaan Jenis 2, dan Kesalahan Ejaan Jenis 3.Ada empat teknik penerjemahan yang ditemukan dalam penelitian ini yaitu teknik padanan lazim, graphology normalization, kompensasi dan delesi. Komposisi teknik penerjemahan tersebut meliputi teknik padanan lazim sebanyak 162 data(52,42 %), teknik graphology normalization 127 data(41,1%), teknik kompensasi 14 data(4,5%), dan teknik delesi 6 data(1,94%). Nilai rerata kualitas terjemahan ini adalah 2,8 yang mana mengindikasikan bahwa terjemahan ini memiliki kualitas yang baik meskipun tidak sempurna. Kata kunci : Teknik penerjemahan, Kualitas Terjemahan, Kesalahan Ejaan. PENDAHULUAN Penerjemahan merupakan media penghubung antara dunia teks sumber dengan teks sasaran. Artinya penerjemahan menuntut kemampuan seorang penerjemah dalam memahami dunia teks sumber dan dunia pembaca teks sasaran. Dalam proses penerjemahan selain dua bahasa yang menjadi kendala, seorang penerjemah juga dihadapkan dengan berbagai jenis teks yang tentu saja berbeda. Sebagai contoh jenis teks yang berupa teks psikologi, teks kedokteran, teks hukum, teks sastra, dan lain sebagainya.seperti yang disampaikan oleh Nida dan Taber (12:1974) penerjemahan harus bertujuan untuk menyampaikan pesan. Namun demikian penyampaian pesan ini akan mengalami penyesuaian bentuk leksikal dan gramatikal. Nababan (2008) mengatakan ilmu penerjemahan termasuk ilmu interdisipliner, karena ia juga banyak menerima sumbangan dari ilmu-ilmu lain seperti linguistik (baik struktural maupun sistemik fungsional), psikolinguistik, sosiolinguistik, ilmu komunikasi, filologi, leksikografi, dan lain sebagainya. Disamping itu semua jenis teks diatas membawa pesan yang berbeda-beda. 422

432 Para pakar teori penerjemahan telah mengembangkan cara untuk menilai kualitas terjemahan, misalnya Nababan, Nuraeni, dan Sumardiono (2012) yang fokus pada terjemahan dari bahasa Inggris ke bahasa Indonesia. Model yang dikembangkan terdiri dari: (1) tujuan penilaian; (2) kriteria dan jumlah penilai; (3) instrumen penilaian kualitas terjemahan dan pembobotan; (4) contoh penilaian. Tujuan penilaiannya adalah untuk menilai kualitas dari segi keakuratan, keberterimaan, dan keterbacaan.kemudian, jumlah penilai disarankan ganjil dan minimal 3 orang untuk setiap aspek kualitas yang yang dikaji dan masing-masing penilai harus memenuhi kriteria-kriteria tertentu.instrumen penilaian kualitas terjemahan meliputi aspek tingkat keakuratan, keberterimaan, dan tingkat keterbacaan terjemahan.masing-masing instrument terdiri dari tiga bagian, yaitu kategori terjemahan, skor, dan parameter kualitatif.skor atau angka yang diberikan menggunakan skala 1 sampai dengan 3. Semakin berkualitas suatu terjemahan, maka akan semakin tinggi skor yang diberikan. Belakangan ini, jenis novel makin bervariasi, mulai dari roman, humor, thriller, fantasi hingga fiksi ilmiah. Setiap genre memiliki gaya bahasa tersendiri. Dengan kekhasan gaya bahasa para penulisnya, novel menjadi kajian yang menarik dalam ranah linguistik. Dalam penelitian ini penulis akan mengkaji novel fiksi ilmiah di bidang psikolingustik. Pengertian novel fiksi ilmiah menurut Sterling (2016) adalah Science fiction is a genre of fiction in which the stories often tell about science and technology. It is important to note that science fiction has a relationship with the principles of science these stories involve partially truepartially fictitious laws or theories of science. It should not be completely unbelievable, because it then ventures into the genre fantasy. Dengan kata lain, novel fiksi ilmiah memiliki hubungan dengan prinsip-prinsip ilmu yang melibatkan sebagian unsur fiktif dengan teori ilmu pengetahuan. Pada penulisan karya tulis ini, penulis memilih sebuah novel karya seorang Profesor Emeritus di bidang psikolinguistik yaitu Daniel Keyes yang berjudul Flowers for Algernon. Novel ini dikategorikan sebagai Novel Fiksi Ilmiah (Soft Science Fiction Novel) yang mana menggabungkan unsur fiksi dan unsur ilmiah (dalam hal ini aspek psikolinguistik).novel ini pun terinspirasi dari kisah nyata dan diterbitkan pertama kali oleh Harcourt Brace pada tahun 1966.Melalui kemampuannya, Daniel Keyes menulis cerita fiksi ilmiah ini dengan baik dan didukung dengan latar belakang pendidikan beliau di bidang psikolinguistik, sehingga membuat novel Flowers for Algernon ini menerima banyak penghargaan yang diakui internasional, seperti pemenang pada The Hugo Award dan The Nebula Award untuk kategori novel fiksi ilmiah terbaik.pada tahun 1995, novel ini pun juga difilmkan dengan judul Charly, film nya pun memenangkan Academy Award pada tahun Pada tahun 2004, novel ini telah diterjemahkan ke dalam 27 bahasa, yang diterbitkan di 30 negara dan terjual lebih dari 5 juta kopi. Tokoh utama dalam novel ini adalah Charlie Gordon, yang mana Charlie menderita gangguan otak dan bahasa yang disebut dengan autis spektrum, karena penyakit ini menyebabkan ia memiliki IQ yang sangat rendah sehingga membuat dia sulit untuk menulis huruf dengan ejaan dan tata bahasa yang baik dan benar, Charlie pun memiliki kesulitan ketika berkomunikasi dengan orang lain. ( Novel ini diulas dengan gaya buku catatan harian yang ditulis oleh pelaku utamanya sendiri yaitu Charlie. Bagian-bagian awal novel ini berisi laporan dengan gaya tulis yang acak-acakan, penuh dengan salah ejaan, tanda baca, dan tata bahasa karena pelaku utama dalam novel ini memiliki penyakit autis, sehingga ia tidak dapat menulis dengan baik dan benar. Kemudian laporan-laporan ini berkembang dengan perbaikan-perbaikan tata bahasa, gaya tulis, dan pola pikir. Pada akhir plot novel ini, kesalahan ejaan, tanda baca dan tata bahasa kembali muncul di dalam novel ini. Contoh ungkapan kesalahan ejaan yang terepresentasikan dalam novel Flowers for Algernon dapat terlihat pada datum berikut ini: 423

433 (Datum 26) BSU: I said okay and Prof Nemur showed me how to werk the TV that reely wasnt a TV. I askd him what did it do. First he look sore again because I asked him to explane me and he said I shoud just do what he told me. But Dr Strauss said he shoud explane it to me because I was beginning to questien authorety. I dont no what that meens but Prof Nemur looked like he was going to bite his lip off.then he explaned me very slow that the mashine did lots of things to my mind. Somethings it did just before I fall asleep like teach me things when Im very sleepy and a little while after I start to fall asleep I still hear the talk even if I dont see the picturs anymore. Other things is at niteits suppose to make me have dreams and remembir things that happened a long time ago when I was a very littel kid.its scary. BSA: Aku bilang oke dan Prof Nemur memperlihatkan padaku bagaimana TV yang bukan TV sebenarannya itu bekreja. Aku tanyapadanya apa gunanya. Pertama-tama iatumpak cemberut karena aku minta penjlasan padanya dan ia bilang aku hanya harus melakukan apa yang dikatakannya. Tapi Dr Strauss bilang ia harus menjlaskannya padaku karena aku mulai mempertanyakan otoritas. Aku tidak tauapaatrinya tapi Prof Nemur kelihatan seperti akan menggigit putus bibirnya. Lalu iamenjlaskan padaku dengan lambat sekali bahwa mesyin itu bisa melakukan banyak hal pada pikiranku. Sesuatu akan terjadi sebelum aku tertidur seperti mengajariku hal-hal ketika aku sangat mengantuk dan sejenak sebelum aku betul-betul tertidur aku masih bisa mendengar percakapan bahkan ketika aku tidak lagi melihat gambarnya. Hal lainnya terjadi pada malam hari dan akan membuatku bermimpi dan inggat hal-hal yang terjadi pada masa silam ketika aku masih kecil. Menakutkan. Penggalan novel dalam dua bahasa tersebut menunjukkan terjadinya beberapa terjemahan yang kurang akurat, misalnya pada kata askd yang dimaksud disini adalah asked yang memiliki arti bertanya. Namun demikian pada terjemahan nya diterjemahkan menjadi tanya yang mana disini terlihat bahwa penerjemah menghilangkan unsur kesalahan ejaan pada teks bahasa sasarannya. Contoh lain yang ditemukan pada datum 26 diatas adalah adanya frasa the picturs yang mana mengandung kesalahan ejaan jenis ommisions namun demikian hal ini dihilangkan oleh penerjemah di bahasa sasaran menjadi gambarnya yang mana terlihat bahwa terjemahan tersebut tidak mengandung kesalahan ejaan sama sekali. Pada kasus ini terlihat bahwa penerjemah memilih untuk menghilangkan kesalahan ejaan yang merepresentasikan kondisi autis pada tokoh utama di novel ini. Untuk itu penulis ingin mengkaji bagaimana tingkat keberterimaan pada kata tersebut, ketika unsur penanda tokoh Autis tersebut dihilangkan. Melihat pentingnya menganalisa beberapa kata dan frasa yang merepresentasikan kondisi tokoh autis pada novel ini,peneliti memutuskan untuk meneliti teknik, metode dan ideologi penerjemahan dan dampaknya terhadap kualitas terjemahan terhadap kata dan frasa yang mengandung kesalahan ejaan dalam novel ini. Dalam novel ini penuh dengan kesalahan ejaan, tanda baca dan tata bahasa dan beberapa kata yang canggung untuk dipahami. Dari hal tersebut, penulis pun akhirnya ingin meneliti lebih lanjut mengenai novel ini dan mengaitkannya dengan teknik penerjemahan oleh Molina dan Albir (2002), kemudian dari hasil analisa nya akan di nilai juga kualitas terjemahannya menggunakan teori dari Nababan (2012). 424

434 METODOLOGI Berdasarkan masalah yang diajukan dalam penelitian ini, maka dapat disimpulkan bahwa penelitian ini merupakan penelitian deskriptif kualitatif dengan studi kasus terpancang.penelitian ini bersifat deskriptif karena bukan merupakan eksperimental, mendeskripsikan fenomena dari awal sampai selesai.selain itu, penelitian ini bersifat studi kasus dan yang dapat menentukan apakah itu data atau bukan adalah penelitinya sendiri.selanjutnya, peneliti juga tidak menggunakan random sampling, tetapi purposive or theoretical sampling.penelitian ini bersifat induktif (khusus-umum), setiap data yang ditemui selanjutnya akan dianalisis. Selain itu, penelitian ini juga bersifat grounded dan apriory theory, yaitu menggunakan teori yang sudah ada sebagai pengantar dalam melakukan penelitian di lapangan, kemudian setelah itu peneliti tidak boleh terpancang oleh teori tersebut. Lebih dari itu, penelitian ini juga merupakan emergence research design, yang berarti penelitiannya bersifat longgar dan dapat berubah di tengah jalan. Hasil penelitian yang bersifat deskriptif ini merupakan hasil negosiasi dengan konteks dan tidak dapat digeneralisasikan (Lincoln & Guba,1985 dalam Santosa, 2014). Di dalam penelitian ini, peneliti menggunakan pendekatan etnografi dengan metode membagikan kuesioner dan melakukan focus group discussion dengan para informan (rater atau pembaca ahli).penelitian dengan pendekatan etnografi menuntut peneliti untuk melakukan penelitiannya langsung di lokasi tersebut, atau biasa disebut dengan studi lapangan.dengan demikian, peneliti mendapatkan data yang kebenarannya lebih valid dan konkrit.kebenaran data tersebut diperlukan dalam menentukan penilaian keakuratan, keberterimaan, dan keterbacaan pada terjemahan kata atau frasa yang mengandung kesalahan ejaan, tanda baca dan tata bahasa dalam novel Daniel KeyesFlowers for Algernon(Santosa, 2014). Sumber data yang digunakan dalam penelitian ini berasal dari dokumen yang berbentuk novel bahasa Inggris dan terjemahannya dalam bahasa Indonesia. Novel yang digunakan merupakan novel yang ditulis oleh Daniel Keyes pada tahun 1965 dengan judul Flowers for Algernon dan diterjemahkan ke dalam bahasa Indonesia oleh Isma B.Koesalamwardi dengan judul Charlie, Si Jenius Dungu. Selain itu, sumber data dalam penelitian ini juga didukung dengan data dari informan yang berupa rater.berikut data yang dikaji oleh peneliti berupa dokumen dan informan. Teknik pengumpulan data pada penelitian ini dilakukan dengan mengkaji dokumen (content analysis), kuesioner, dan focus group discussion (diskusi kelompok terarah).teknik ini digunakan untuk melihat dengan jelas bagaimana dampak dari penerjemahan pada kata atau frasa yang mengandung kesalahan ejaan, tanda baca dan tata bahasa terhadap kualitas terjemahannya. Berikut teknik pengumpulan datanya:mengkaji Dokumen dengan carapeneliti membaca keseluruhan novel Flowers for Algernonsekaligus terjemahannya Charlie, Si Jenius Dunguuntuk mendapatkan konteks situasi yang sebenarnya.setelah keseluruhan data didapat, peneliti menentukan kata atau frasa dari keseluruhan terjemahan yang merepresentasikan kondisi tokoh autis dalam novel tersebut.selanjutnya peneliti mengelompokkan.nerv Child 2: 'Reprint'.Acta Paedopsychiatr 35 (4): Larson, Mildred L. (1998). Meaning-based Translation: A Guide to Cross Language Equivalence (second edition). Lanham: University Press of America. Malmkjaer, K. (2005). Linguistics and the language of translation (9th ed.). Edinburgh: University Press Ltd. pp Moseley, D. (1993). How lack of confidence in spelling affects children s written expression. Wellington, New Zealand: New Zealand Council for Educational Research. Nababan,M.R Teori menerjemahkan Bahasa Inggris. Yogyakarta: Pustaka Pelajar Aspek genetik, objektif, dan afektif dalam penelitian penerjemahan. Surakarta: Universitas Sebelas Maret Teori Menerjemah Bahasa Inggris. Yogyakarta: Pustaka Pelajar Teknik teknik penerjemahan teks. Unpublished paper presented in National Seminar of Translation in Universitas Widya Mandala Madiun.,Ardiana.N,&Sumardiono Pengembangan Model Penilaian Kualitas Terjemahan. Jurnal Kajian Linguistik dan Sastra, Vol.24, No.1, Juni 2012:3957. Surakarta: Universitas Sebelas Maret. Neubert,A, Case studies in translation: The study of translation. A paper presented on across language and culture 5 (1): 5-21 Newmark, P Approaches to translation.oxford : Pergarmon Press A textbook of translation. London : Prentice Hall Nida, Eugine. (2000). Principles of Correspondence.In The Translation Studies Reader London: Routledge. Nida and Taber, (1982).The Theory and Practice of Translation.Leiden : E.J. Brill. Nida, E. A., & Taber, C. R. (1974). The theory and practice of translation. Leiden: Published for the United Bible Societies by E.J. Brill. Nurdiantoro, Burhan Teori Pengkajian Fiksi. Yogyakarta: Gadjah Mada University Press 433

443 Retnomurti, AyuBandu and Indiyah Imran (n.d.).the Equivalence and Shift in the English Translation of Indonesian Noun Phrases. Universitas Gunadarma Jl. Margonda Raya no: 100 Depok. Santosa, Riyadi Buku Metode Penelitian Kualitatif Kebahasaan. Solo:UNS press. Smedley, D. (1983) Teaching the basic skills: Spelling, punctuation and grammar in secondary English. London: Methuen. Spradley, James.P Metode Etnografi.Yogyakarta: Tiara Wacara. Sterling, Bruce. (2016). Science Fiction, Literature and Performance.Encyclopedia Britannica Press. London Sutopo, Anam.(2016) Model Penilaian Kualitas Terjemahan Karya Sastra. ISSN The 4th University Research Coloquium 2016 Widdowson, Henry. (2004). Text, Context, and Pretext.International Journal of Applied Linguistic. Willett, L. (2003). Using spelling data to improve students-learning outcomes: More than just numbers.australia-queensland Studies. Wilkinson, David.( 2000). The Researcher s Toolkit. London: Cambridge University Internet (diakses pada 5 November 2016) 434

444 TEKNIK DAN KEBERTERIMAAN PENERJEMAHAN TEKS MAJALAH PARIWISATA GARUDA Vera Damayanti, SE, SPd, M.Pd FBB UNTAG Semarang Abstract The techniques' choice of the translation affect the translation s quality. The precise translation s techniques can produce the subtle translation. The precise admision of the text translation along with the contex,t and the legibilty are the three prominent consideration in the process of the translation. The goal of the research aim to debunk the subtlety of the source text s translation and the technique used in translation. This research s results presented in Descriptive-qualitative explanation is categorized into The Translation s Case study. The data of the research are words, phrases, sentence, and Discourses. Data gathering of the research used the identitional method by analyzing the text documents (source texttarget text). The Research s result indicates some prominent translation tecniques used by the translator impacted to the subtlety of the text translation Keywords: tourism, techniques, translation, PENDAHULUAN Latar Belakang Setiap teks memiliki pesan yang ingin dibaca oleh orang lain. Kegiatan menerjemahkan merupakan sebuah cara untuk menyampaikan pesan yang terdapat dalam sebuah teks. Dengan demikian seorang penerjemah harus memperhatikan dengan baik pesan apa yang ingin disampaikan dalam teks tersebut. Selain itu penerjemah juga harus memperhatikan teknik-teknik yang tepat agar menghasilkan teks terjemahan yang baik dan pesan dalam teks tersebut tersampaikan. Pariwisata merupakan kegiatan yang dilakukan orang dengan mengunjungi suatu tempat tertentu. Tempat itu biasanya bukan tempat keseharian dia beraktifitas. Tujuannya adalah untuk berekreasi atau mempelajari adat budaya daerah tertentu. Untuk bisa sampai ke suatu daerah tujuan wisata, maka diperlukan informasi tentang wilayah tersebut. Informasi bisa didapatkan dengan berbagai cara, salah satunya adalah majalah. Melalui majalah yang dibaca oleh banyak orang, maka informasi tentang satu daerah tujuan wisata akan bisa lebih mudah didapatkan. Majalah Garuda merupakan sebuah majalah khusus yang diterbitkan oleh maskapai penerbangan nasional, yaitu Garuda Indonesia. Majalah ini diberikan kepada para penumpang selama berada dalam penerbangan bersama Garuda Indonesia (in-flight magazine).majalah ini berisi berbagai macam informasi tentang daerah tujuan wisata baik di Indonesia maupun negara lain. Majalah Garuda terdiri atas dua edisi, edisi berbahasa Inggris dengan edisi berbahasa Indonesia. Keingintahuan orang-orang dari luar Indonesia terhadap keunikan negara Indonesia semakin besar. Hal ini dapat dilihat dari data statistik yang diambil dari laman Kementrian Pariwisata, bahwa terjadi peningkatan kunjungan wisatawan mancanegara dari tahun 2016 ke 2017 yaitu 21.88%. Dengan adanya penambahan jumlah wisatawan mancanegara yang datang, maka informasi tentang daerah tujuan wisata di Indonesia juga harus lebih banyak diberikan.informasi tersebut sedapat mungkin disampaikan dalam bahasa yang dapat dimengerti baik oleh wisatawan mancanegara maupun domestik. 435

445 Bahasa merupakan salah satu alat yang digunakan untuk menyampaikan pesan dan informasi.pesan dan informasi tersebut bisa disampaikan melalui bentuk lisan maupun tulisan.melalui majalah Garuda, pesan disampaikan dengan menggunalan ragam bahasa tulis. Seperti yang sudah diungkapkan sebelumnya, bahwa majalah Garuda memiliki dua edisi yaitu edisi bahasa Inggris dan edisi bahasa Indonesia.Dengan adanya dua edisi bahasa, maka diperlukan adanya proses penerjemahan. Melalui proses penerjemahan ini diharapkan, pesan yang disampaikan oleh penulis bisa diterima oleh para pembacanya. Hanya saja proses penerjemahan bukanlah sebuah proses yang mudah. Banyak hal yang harus diperhatikan oleh seorang penerjemah sehingga dapat menyampaikan pesan yang terkandung dalam teks Bsu.Kendala yang seringkali muncul adalah menerjemahkan kosakata yang bersifat khusus atau sarat dengan muatan budaya atau kearifan lokal daerah tujuan wisata. Seorang penerjemah harus menggunakan teknik yang tepat agar bisa menghasilkan sebuah teks yang terbaca oleh pembaca Bsa. Masalah yang akan diangkat dalam penelitian ini adalah teknik apa sajakah yang digunakan oleh penerjemah saat menerjemahkan sebuah teks dari Bsu ke Bsa. Masalah selanjutnya yang muncul dari penggunaan teknik tersebut adalah keberterimaan teks bagi pembaca Bsa. Tujuan dari penelitian ini adalah mendeskripsikan teknik yang digunakan penerjemah pada saat dia menghadapi masalah dalam menerjemahkan serta keberterimaan teks hasil penerjemahan bagi pembaca Bsa. Penelitian terhadap penerjemahan teks turisme menarik untuk dilakukan.hal ini disebabkan karena teks turisme memiliki keunikan dalam menyampaikan pesan kepada pembacanya.teks turisme merupakan kelompok teks yang bersifat memberi informasi sehingga pembaca mau datang mengunjungi tempat yang diinformasikan dalam teks.sari dan Antoni menyatakan bahwa teks turisme mempunyai peranan penting dalam memasarkan suatu daerah tujuan wisata.untuk itu bahasa yang digunakan harus ekspresif dan juga informatif. Kesulitan yang dihadapi pada saat penerjemahan teks turisme adalah bahasa yang digunakan pada teks turisme banyak dipengaruhi oleh budaya, adat istiadat dan kebiasaan masyarakat setempat.seringkali hal-hal tersebut tidak ditemui dalam kehidupan masyarakat pembaca Bsa (Narius:2009) Biihler dalam Newmark menyatakan bahwa bahasa memiliki fungsi tertentu.fungsi bahasa yang dimaksudkan Newmark adalah fungsi informatif, fungsi ekspresif, fungsi vocatif, (1988:39).Bahasa dengan fungsi informatif berisi fakta dan kenyataan di luar bahasa termasuk laporan atau teori.bentuk teks informatif biasanya buku teks, laporan teknis, artikel di koran atau makalah ilmiah. Inti dari teks ekpresif adalah ungkapan yang berasal dari pemikiran penulis atau pembicara.di dalam teks ekspresif tertuang pula perasaan penulis.fungsi yang dimiliki teks vokasi adalah menarik perhatian pembaca.fungsi bahasa lain yang perlu ada pada teks turisme adalah fungsi aesthetic dan nilai budaya (Sari & Antoni) METODOLOGI PENELITIAN Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan fakta yang terjadi selama penelitian diadakan.muhammad menyatakan bahwa penelitian kualitatif bertujuan untuk memahami fenomena sosial serta melakukan penggalian yang lebih dalam terhadap fenomena tersebut (2011:19). Terdapat tiga metode yang dapat diterapkan oleh penelitian kualitatif. Tiga metode tersebut yaitu pengamatan, wawancara dan telaah dokumen. Untuk mencapai tujuan dalam penelitian ini, telaah dokumen digunakan sebagai metode dalam penelitian ini. 436

446 Setelah menentukan masalah dalam penelitian ini, langkah selanjutnya adalah menyediakan data untuk ditelaah lebih lanjut.data yang digunakan dalam penelitian ini diambil dari salah satu artikel dalam majalah Garuda dalam versi bahasa Inggris dan bahasa Indonesia.Langkah selanjutnya adalah membandingkan kedua teks tersebut.langkah ini dilakukan agar bisa ditenukan bagaimana teks pada artikel majalah Garuda tersebut diterjemahkan.penyajian hasil analisis merupakan langkah selanjutnya.pada bagian ini hasil analisis tersebut disajikan, sehingga dapat dideskripsikan. Langkah terakhir yang dilakukan dalam penelitian ini adalah penarikan kesimpulan. HASIL DAN PEMBAHASAN Penerjemahan dilakukan agar pesan yang terdapat pada teks Bsu dapat tersampaikan dan diterima dengan baik oleh pembaca teks Bsa. Penerjemahan yang dilakukan pada majalah Garuda juga memiliki fungsi yangsama, yaitu menyampaikan pesan kepada pembaca. Data yang akan dianalisis adalah dua teks yang diambil dari majalah Garuda. Data pertama diambil dari teks yang berjudul Eastern Promise dan data kedua diambil dari teks yang berjudul Relax and Revive. Dalam teks Eastern Promise menggunakan beberapa kalimat yang memiliki fungsi informative sekaligus ekspresif.perhatikan contoh data berikut: a. Driving south from Surabaya into the great green hinterlands of Java is like coming up for air. b. The road bears west towards Blitar, carrying me through an overwhelmingly green and verdant landscape. Penulis teks Bsu menyampaikan informasi tentang fakta yang ada disertai ungkapanungkapan yang menunjukkan ekspresi.ekpresi tersebut dinyatakan dengan ungkapan yang maknanya berlebihan. Teks Bsu menggunakan ungkapan is like coming up for air untuk mengungkapkan udara segar yang ditemui ketika masuk ke daerah pegunungan. Begitu pula pada kalimat kedua, teks Bsu menggunakan ungkapan through an overwhelmingly green and verdant landscape untuk mendeskripsikan keadaan alam yang hijau dan subur. Teks Bsa pada majalah Garuda menyebutkan hal yang berbeda. a.1 Menjelajahi pedalaman hijau di selatan Surabaya bagaikan mendaki atmosfer untuk mencari udara segar. b.1 Jalanan kini membawa saya menuju Blitar dan melintasi daerah yang subur. Terdapat perbedaan pada teks Bsa. Perbedaan tersebut terletak pada beberapa ungkapan yang muncul pada teks Bsa. Pada kalimat (a) ungkapan is like coming up for air diterjemahkan menjadi kalimat (a.1) bagaikan mendaki atmosfer untuk mencari udara segar. Pada kalimat (a.1) terdapat penambahan unsur untuk menjelaskan situasi yang ada. Frasa mendaki atmosfer merupakan informasi tambahan yang diberikan sehingga situasinya menjadi lebih jelas. Meskipun frasa terseut tidak muncul pada kalimat Bsu, penambahan tersebut mengakibatkan pesan yang disampaikan lebih ekspresif. Hanya saja ada informasi yang hilang di awal kalimat.pada kalimat Bsu dijelaskan bahwa penulis teks Bsu berangkat ke arah selatan dari Surabaya melintasi hijaunya wilayah Jawa.Berbeda dengan pesan yang disampaikan pada teks Bsa yang menyatakan arah yang berbeda dengan teks Bsu. Teks Bsa juga menghilangkan informasi tentang daerah hijau di wilaya tanah Jawa yang dilewatinya. Penghilangan ini mengakibatkan informasi yang diterima oleh pembaca teks Bsa tidak sama dengan pesan yang ingin disampaikan pada teks Bsu. Pesan yang disampaikan teks Bsu menyebutkan bahwa perjalanan yang dilakukan mengarah ke selatan dari Surabaya melintasi tanah Jawa yang hijau dan subur. Sedangkan pada teks Bsu, pembaca hanya mendapatkan informasi perjalanan tersebut melalui pedalaman hijau di selatan Surabaya. 437

447 Fungsi bahasa pada teks Relax and Revivelebih banyak merujuk pada teks vokasi.ungkapan-ungkapan yang terdapat dalam teks tersebut menarik perhatian orang agar mau mengunjungi suatu tempat, dalam hal ini Lombok. Contoh data yang menunjukkan hal tersebut adalah: c. As Samantha Coomber finds out though, the island has a huge potential to attract those who worship at the temple of the body beautiful. Pesan yang terdapat pada kalimat ini menyatakan pulau itu punya potensi besar untuk menarik perhatian orang yang memuja tubuh yang indah.ungkapan tersebut dinyatakan dengan frasa the temple of the body beautiful.frasa ini merujuk pada tubuh yang dianggap sebagai kuil bagi tubuh yang indah.maka bagi orang-orang yang memuja keindahan tubuh, tempat ini bisa menjadi salah satu pilihan. Terjemahan teks Bsu dalam bahasa Indonesia adalah sebagai berikut: c.1 Tetapi Samantha Coomber berhasil membuktikan, Lombok punya potensi besar untuk memikat mereka yang memuja raga. Pesan yang muncul dalam kalimat ini adalah keberhasilan Samantha Coomber dalam mengeksplorasi pulau Lombok dan mengungkapkan bahwa pulau tersebut punya sesuatu yang menarik itu dapat dikunjungi terutama bagi orang-orang yang memuja keindahan tubuh.permasalahan yang terjadi pada hasil terjemahan ini adalah tidak digunakannya bahasa yang berlebihan, sehingga tidak mejadi ekspresif. Dari beberapa contoh data yang diambil dari majalah Garuda, seringkali terjadi pengurangan unsur yang penting pada pesan yang ingin disampaikan.rangkaian kalimat dan pemilihan kata pada hasil terjemahan masih bisa dimengerti, meski pun masih terdapat kekakuan. KESIMPULAN Proses penerjemahan merupakan pekerjaan yang tidak mudah. Penerjemahan pada teks turisme harus memperhatikan beberapa hal seperti fungsi bahasa yang terkandung dalam teks turisme. Penerjemahan teks turisme pada majalah Garuda banyak mengurangi unsur yang terdapat pada teks Bsu.Hal tersebut menyebabkan pesan yang ingin disampaikan pada teks Bsu tidak diterima dengan baik oleh pembaca teks Bsa. Beberapa kalimat yang dihasilkan pada teks Bsa masih terdapat kekakuan, karena menghilangkan unsur frasa atau kata. Referensi Baker, M. (1992). In Other Words. New York: Routledge. Kemenpar.go.id. (2017). Muhammad. (2011). Metode Penelitian Bahasa. Jogjakarta: Ar-Ruzz Media. Narius, D. (2009). Suatu Kajian Teoritis Tentang Penerjemahan dan Iklan. Lingua Didaktika Vol 2 Edisi 4, Newmark, P. (1988). A Textbook of Translation. MIchigan : Prentice-Hall International. Sari, J., & Antoni, D. (Didunduh pada tanggal 28 Februari 2018, pukul 20.00). Menerjemahkan Teks Turisme: kesulitan dan Strateginya. -,

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