the acceptability of indonesian english translation … · salah satu contoh yang tertulis dalam...

i

THE ACCEPTABILITY OF INDONESIAN – ENGLISH

TRANSLATION OF THE SCENE PLAQUES IN FORT

VREDEBURG MUSEUM BASED ON LARSON’S THEORY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ria Apriani Kusumastuti

Student Number: 121214109

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Approved by

A Sarjana Pendidikan Thesis on

THE ACCEPTABILITY OF INDONESIAN - ENGLISHTRANSLATION OF THE SCENE PLAQUES IN FORT

VREDEBURG MUSEUM BASED ON LARSON'S THEORY

ByRia Apriani Kusumastuti


Advisor

~ ..

Date

Carla Sih Prabandari, S.Pd., M.Huill.

II

15 March 2017


A Sarjana Pendidikan Thesis on

THE ACCEPTABILITY OF INDONESIAN - ENGLISHTRANSLATION OF THE SCENE PLAQUES IN FORT

VREDEBURG MUSEUM BASED ON LARSON'S THEORY

ByRIA APRIANI KUSUMASTUTI


Defended before the Board ofExaminerson 11 April 2017

and Declared Acceptable

Board ofExaminers

Chairperson : Yohana Veniranda, M.Hum., Ph.D.

Secretary : Christina Lhaksmita Anandari, Ed.M.

Member : Carla Sih Prabandari, S.Pd., M.Hum.

Member : Yohana Veniranda, M.Hum., Ph.D.

Member : Christina Lhaksmita Anandari, Ed.M.

Yogyakarta, 11 April 2017

Faculty of Teachers Training and Education

III


STATEMENT OF WORK'S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the workor parts of the work of other people, except those cited in the quotations and thereferences, as a scientific paper should.

Yogyakarta, 11 April 2017

The writer

~,Ria Apriani Kusurnastuti

121214109

IV


LEMBAR PERNYATAAN PERSETUJUANPUBLIKASI KARYA ILMIAH UNTUK KE.PENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

NamaNomor mahasiswa

: Ria Apriani Kusumastuti: 121214109

Demi pengembangan ilmu pengetahuan, saya memberikan kepada PerpustakaanUniveristas Sanata Dharma karya ilmiah saya yang berjudul:

THE ACCEPTABILITY OF INDONESIAN - ENGLISH TRANSLATIONOF THE SCENE PLAQUES IN FORT VREDEBURG MUSEUM BASED

ON LARSON'S THEORY

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikankepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalandata, mendistribusikan secara terbatas, dan mempublikasikannya di Internet ataumedia lain untuk kepentingan akademis tanpa perlu meminta ijin dari sayamaupun memberikan loyalti kepada saya selama tetap mencantumkan nama sayasebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di YogyakartaPada tanggal: 11 April 2017

Yang menyatakan

4~·.,/

Ria Apriani Kusumastuti

v


vi

ABSTRACT

Kusumastuti, Ria Apriani (2017). The Acceptability of Indonesian – English

Translation of the Scene Plaques in Fort Vredeburg Museum Based on Larson’s

Theory. Yogyakarta: Sanata Dharma University

Museum is a favorite destination for foreigners to know about country

they are visiting. Museum is also important for people who are interested in

history to broaden their knowledge. Therefore, it is important to introduce the

museum to public and the museum management are expected to make the

information written in the museum in bilingual language to attract not only local

people but also foreigners. One example which is written in bilingual is the scene

plaques in Fort Vredeburg Museum. This research is conducted to analyze the

acceptability of the English translation of the plaques in Fort Vredeburg Museum.

The aim of this research is to answer a question: How is the acceptability of the

scene plaques in Fort Vredeburg Museum based on Larson’s theory?

This research is a qualitative research and the method is document

analysis. The data were obtained from Diorama I and ten data were used in this

research. The data were analyzed using meaning-based translation proposed by

Larson (1984). There were six ways to test the translation, namely comparison

with the source language, back-translation, comprehension checks, naturalness

and readability testing, and consistency checks. Larson (1984) stated that a good

translation is a translation which is clear, natural and accurate, and since the aim

of the research was to find the acceptability of the English translation of the

plaques, only three steps were taken. The three steps were clarity checking,

naturalness checking, and accuracy checking. There were five categories for the

translation, namely excellent, very good, good, sufficient, and poor.

The findings of the research showed that average score for the translation

was 9.5 out of 12 and it was in the very good category. Very good category means

that most of the translations did not have distortion of meaning and few

vocabulary mistakes. Meanwhile, only one translation was in the sufficient

category. Sufficient means awkward translation and wrong use of idiomatic

expression and grammar. In clarity and naturalness, some translations are not

understandable and use word-for-word translation. In terms of accuracy, most of

the translations give additional information that make the TL readers understand

more about SL terms, yet some revisions are needed to make the translation better.

Keywords: acceptability, translation evaluation, meaning-based translation


vii

ABSTRAK

Kusumastuti, Ria Apriani (2017). The Acceptability of Indonesian – English

Translation of the Scene Plaques in Fort Vredeburg Museum Based on Larson’s

Theory. Yogyakarta: Sanata Dharma University

Museum adalah tujuan favorit bagi orang-orang asing untuk lebih

mengetahui mengenai negara yang mereka kunjungi. Museum juga penting bagi

orang-orang yang tertarik mempelajari sejarah untuk memperluas wawasan. Maka

dari itu, sangatlah penting untuk mengenalkan museum dan pengelola museum

diharapkan untuk menyediakan informasi dalam dwibahasa untuk lebih menarik

minat pengunjung lokal maupun turis pendatang. Salah satu contoh yang tertulis

dalam dwibahasa adalah deskripsi adegan di Museum Vredeburg. Penelitian

berikut bertujuan untuk meneliti keberterimaan terjemahan Bahasa inggris dalam

deskripsi adegan di Museum Benteng Vredeburg. Tujuan dari penilitian berikut

adalah untuk menjawab pertanyaan: Bagaimanakah keberterimaan terjemahan

Bahasa Indonesia-Bahasa Inggris dalam deskripsi adegan di Museum Benteng

Vredeburg menurut teori terjemahan berdasarkan makna menggunakan teori

Larson?

Berikut adalah penelitian kualitatif dan menggunakan metode analisa

dokumen. Data diambil dari Diorama I dan ada 10 data yang digunakan. Data

tersebut kemudian diteliti menggunakan teori terjemahan berdasarkan makna

menurut Larson (1984). Ada enam cara untuk menguji terjemahan, yaitu

perbandingan dengan teks bahasa sumber, terjemahan balik, tes pemahaman, tes

kewajaran dan tes keterbacaan, serta tes konsistensi. Larson (1984) menyatakan

bahwa terjemahan yang baik adalah terjemahan yang jelas, wajar, serta tepat, dan

karena tujuan dari penelitian berikut adalah untuk mengetahui keberterimaan

terjemahan Bahasa Inggris, maka hanya tiga cara yang digunakan. Tiga cara

tersebut adalah tes pemahaman, tes kewajaran, dan tes ketepatan. Ada lima

kategori kualitas terjemahan, yaitu hampir sempurna, sangat bagus, baik, cukup,

dan buruk.

Hasil dari penelitian menunjukkan bahwa nilai rata-rata dari seluruh

terjemahan adalah 9,5 dari total 12 yang menunjukkan bahwa terjemahan tersebut

sangat bagus. Terjemahan yang sangat bagus ditunjukkan dengan sedikitnya

perbedaan makna dan kesalahan kosa kata. Sementara itu, hanya ada satu teks

terjemahan yang masuk dalam kategori cukup. Terjemahan yang berkategori

cukup bermakna adanya terjemahan yang kaku dan kesalahan penggunaan idiom

dan tata bahasa. Dalam pemahaman dan kewajaran, beberapa terjemahan tidak

dapat dipahami dan diterjemahkan kata per kata. Dalam ketepatan, sebagian besar

terjemahan menberikan informasi tambahan yang membuat target pembaca

memahami istilah dari bahasa sumber. Meskipun demikian, beberapa perbaikan

diperlukan untuk membuat terjemahan menjadi lebih baik.

Keywords: acceptability, translation evaluation, meaning-based translation


viii

ACKNOWLEDGEMENTS

First of all, I thank Allah SWT for the endless blessings during the writing

of my undergraduate thesis. Without Him, I could not carry the weight of the

heavy world.

My gratitude goes to my thesis advisor, Carla Sih Prabandari, S.Pd.,

M.Hum., who always brightens me with ideas and advises; Yohana Veniranda,

M.Hum, M.A., Ph.D. and Laurentia Sumarni, S.Pd., M.Trans.St., who had

given me endless support and motivation in writing a thesis on translation, also

ideas and feedback on my thesis. I would like to thank all lecturers of the English

Language Education Study Program for the knowledge during my study period in

Sanata Dharma University, also to the Faculty of Teachers Training and

Education for helping me during my study period. I also thank Fort Vredeburg

Museum for the permission to take pictures related to this research.

My special thanks go to my beloved parents; Joko Riyanto and Suharsi

for caring, loving, praying and supporting. In addition, I also thank my sisters and

brother; Reni Yuliana Kusuma Astuti, Rina Febriani Puspitasari, Yoga

Agung Kurniawan, and also my beloved nieces; Leandra Akila Larasati,

Kiandra Vania Nareswari, Keisya Adeliana Az-Zahra for the happiness, joy,

and love they bring to me.

Lastly, I also thank my friends in the English Language Education Study

Program, especially from batch 2012 for their support during my study period.

Special gratitude goes to Wulan and Octa, for being my sisters and being there


through my ups and downs, and constantly supporting me. Without them, this

could not happen.

Yogyakarta, March 9, 2017

IX


x

TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................... i

APPROVAL PAGES .............................................................................................. ii

STATEMENT OF WORK’S ORIGINALITY ...................................................... iv

PERNYATAAN PERETUJUAN PUBLIKASI ........................................................... v

ABSTRACT ........................................................................................................... vi

ABSTRACT ............................................................................................................ vii

ACKNOWLEDGEMENTS ................................................................................. viii

TABLE OF CONTENTS ......................................................................................... x

LIST OF TABLES ............................................................................................... xiii

LIST OF APPENDICES ...................................................................................... xiv

CHAPTER I. INTRODUCTION ............................................................................. 1

A. Research Background............................................................................. 1

B. Research Problem................................................................................... 4

C. Problem Limitation ................................................................................ 4

D. Research Objectives ............................................................................... 5

E. Research Benefits ................................................................................... 5

1. Future Researcher....................................................................... 5

2. Fort Vredeburg Museum ............................................................ 5

3. Translator ................................................................................... 5

4. Reader ........................................................................................ 6

F. Definition of Terms ................................................................................ 6

1. Translation Acceptability ........................................................... 6

2. The Scene Plaques...................................................................... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ....................................... 8

A. Theoretical Description .......................................................................... 8

1. Review on Related Study ........................................................... 8

2. Translation................................................................................ 10

a. The Definition of Translation....................................... 10


xi

b. Translation Procedures ................................................. 12

1. Preparation ....................................................... 12

2. Analysis ............................................................ 13

3. Transfer ............................................................ 13

4. Initial Draft ....................................................... 13

5. Reworking the initial draft ............................... 13

6. Testing the translation ...................................... 14

7. Preparing the manuscript for the publisher ...... 14 c. Meaning-based Translation ............................................. 15 d. Translation Testing....................................................... 16

1. Comparison with the source language ............. 16 2. Back-translation ............................................... 17 3. Comprehension tests ........................................ 17 4. Naturalness tests ............................................... 17 5. Readability tests ............................................... 18 6. Consistency checks .......................................... 18 7. Using the testing results ................................... 18

e. Acceptable Translation .................................................... 18

B. Theoretical Framework .............................................................................. 22

CHAPTER III. RESEARCH METHODOLOGY ..................................................... 24

A. Research Method ........................................................................................ 25 B. Research Setting.......................................................................................... 25 C. Research Subject ......................................................................................... 25 D. Instruments and Data Gathering Technique ............................................ 25

1. Human ............................................................................................. 26 2. Documents ...................................................................................... 26 3. Rubric .............................................................................................. 26

E. Data Analysis Technique ........................................................................... 27 F. Research Procedure .................................................................................... 29

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................... 31

1. Excellent Acceptability .............................................................................. 32 2. Very Good Acceptability ........................................................................... 35 3. Good Acceptability ..................................................................................... 39 4. Sufficient Acceptability ............................................................................. 41 5. Poor Acceptability ...................................................................................... 43


xii

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .......................... 44

A. Conclusions .......................................................................................... 44

B. Recommendations....................................................................................... 45

REFERENCES ............................................................................................................... 48

APPENDICES ................................................................................................................ 50


xiii

LIST OF TABLES

Table Page

Table 2.1 Translation Criteria Suggested by Machali, 2000 ................................. 19

Table 2.2 Scoring Criteria ..................................................................................... 20

Table 2.3 First Acceptability Rubric made by the Researcher .............................. 21

Table 2.4 Final Acceptability Rubric .................................................................... 22

Table 4.1 The Overall Acceptability of English Translation Plaques ................... 32

Table 4.2 Accuracy of Information from Case 2.1, 2.2, and 2.3 ........................... 33

Table 4.3 Accuracy in Grammar from Case 2.4 ................................................... 34

Table 4.4 Accuracy in Grammar from Case 6 ...................................................... 35






Table 4.10 Accuracy in Grammar from Case 7.4 ................................................. 39

Table 4.11 Clarity and naturalness Problem from Case 3.1 .................................. 39

Table 4.12 Accuracy in Grammar problem from Case 3.3 ................................... 40

Table 4.13 Accuracy in Grammar problem from Case 3.2 ................................... 41

Table 4.14 Accuracy in Grammar and Naturalness Problems from Case 10.1 .... 41

Table 4.14 Accuracy of Information Problem from Case 10.2 ............................. 42


xiv

LIST OF APPENDICES

Appendix Page

Picture of Original Document ............................................................................... 51

Result Summary .................................................................................................... 52


1

CHAPTER I

INTRODUCTION

This chapter deals with the important aspect of the research. This chapter

includes research background, research problem, problem limitation, research

objectives, research benefits, and definitions of terms. The first part is the research

background. The research background explains the reason for conducting the

research, some issues in translation, and the consequences of translation failure.

Then, the research problem deals with the question which is going to be answered

through this research. The third part of this chapter is the problem limitation. The

focus of the study will be limited and presented on the problem formulation part.

The next part is the research objectives and the desired outcome of the research

will be presented. The fifth part of this chapter is the research benefits of the

research for the future researchers, Fort Vredeburg Museum, the translator, and

the readers. The last part of this chapter is the definition of terms used in this

research, such as the translation acceptability and the scene plaques.

A. Research Background

Language is an essential part of human beings. As a means of

communication, a language can be different. In this world, there is more than one

language. Even in Indonesia, one region to another has different languages.

People who come from Java will speak differently, for example, people from

Central Java will speak Javanese while people from West Java will speak

Sundanese. Language itself is not limited to the way someone speaking


2

(Aitchison, 2003). The way of communicating can help people to convey the

message to the interlocutor.

By communicating, a lot of messages can be delivered. To convey the

message successfully to the interlocutor, the same language should be considered.

In this case, the role of translators is important. Translators help in transferring

one language or Source Language (SL) to another language or Target Language

(TL) (Munday and Hatim, 2004).

Nowadays, translators are needed because more and more countries are

cooperating with each other in every aspect of life. Translators are needed because

not many people understand the target language. The role of translators is also

important in helping the source language users to communicate with the target

language users. This communication is not limited to the conversation in real life,

but it is also helpful in promoting certain products manufactured in foreign

countries.

In Indonesia, a lot of signs are written in both Indonesian and English to

be accessible to everyone. The purpose of the bilingual signs is to make the

foreigners know about the products or instructions of the signs. A strange sign is

found by the researcher which is placed in Ambarukmo Plaza in Yogyakarta. A

board bears a sign in Indonesian: Hati-hati kepala and it is translated into

Becareful your head. The translation is incorrect because, first, the translator

forgets the space between words. Then, the second reason, the translation is the

word-per-word translation. It is shown that being a translator is not easy. Even,

the professional translators can make mistakes in translating the source text. If the


3

translators make a mistake in translation, it can lead into ambiguous information.

Keeping the information is necessary to avoid miscommunication.

The bilingual signs are also found in Fort Vredeburg Museum. Fort

Vredeburg Museum is a museum located in Yogyakarta. The museum is open for

public and the visitors can go to the museum from Tuesday – Sunday from 8 a.m.

to 4 p.m. The museum is famous among the local and foreign tourists and it is the

symbol of the hardship of the Indonesian people during the colonial era. As a

place where the objects of historical, scientific or artistic interest are kept

(“Museum”), Fort Vredeburg Museum gives the visitors real scenes and properties

used during the colonial era. Each scene is equipped with the explanation written

both in English and Indonesian and the explanation of the scenes is called plaques.

The aim of this paper is to analyze the acceptability of the bilingual

plaques in Fort Vredeburg Museum since the museum is widely known in

Yogyakarta; both among local and foreign tourists. The museum has four

dioramas and there are some plaques inside each diorama. The plaques are mostly

bilingual. The researcher aims to know the acceptability of the English translation

in the plaques in Diorama I. Each plaque has the Indonesian and the English

description on it. The detailed descriptions are given. Besides, there are several

Japanese and Dutch terms which are untranslatable into English.

Based on the problem above, the researcher aims to analyze the English

translation of the plaques in Fort Vredeburg Museum. The researcher is motivated

to know the acceptability of the translation. Since the plaques are also read by the

visitors from another country, it will be beneficial if the English translation is


4

acceptable. The expected result is to find out the acceptability of the English

translation in the plaques.

B. Research Problem

From the ideas presented in the background above, not all translation

products are acceptable. The translation product should be tested further to know

its acceptability. Based on those reasons, this paper aims to answer a question:

How is the acceptability of the scene plaques in Fort Vredeburg Museum based on

Larson’s theory?

C. Problem Limitation

The problem is limited to the use of Indonesian and English, thus some

words written in Japanese, Javanese, and Dutch are ignored. The limitation is

conducted since the focus of this research is to find the acceptability of the

Indonesia – English translations. The criteria used in this research is proposed by

Machali (2000), they are excellent, very good, good, sufficient, and poor

translation. Meanwhile, the translations are checked using meaning-based theory

proposed by Larson (1984) and it covers clarity, naturalness, and accuracy of the

translations. The researcher decides to limit those strategies since they are mostly

used to check the acceptability of the translations.


5

D. Research Objectives

The aim of this research is to analyze the acceptability of the scene plaques

translation in Fort Vredeburg Museum. The acceptability covers the clarity,

accuracy, and naturalness of the plaques. The acceptability is checked using the

meaning-based theory.

E. Research Benefits

The finding of this research will be beneficial for:

1. Future Researcher

This research can be beneficial for the future researchers to follow the

same path. This research can be a guide to improve the translation of a certain

product.

2. Fort Vredeburg Museum

The results of this research will be given to Fort Vredeburg Museum

management later on. This research can be beneficial for Fort Vredeburg Museum

to produce acceptable translation of the plaques. If the plaques are corrected, they

will be beneficial for the visitors, especially for the foreigner. They will

understand the scenes given and the information they get will not be ambiguous.

3. Translator

For the translator, this research can be a guide to improve the translation of

the scene plaques in Fort Vredeburg Museum. It is a good chance to be a part of

the betterment of the translation. Moreover, it can help the translator to understand

some important aspects of translation.


6

4. Reader

This research can also be beneficial for the readers who are interested in

translation. The readers get to know some theories and can know how to check the

acceptability of a certain translation product.

F. Definition of Terms

1. Translation Acceptability

There are two main kinds of translation which are form-based translation

and meaning-based translation. The form-based itself deals with the word-per-

word translation, while the meaning-based translation deals with the

communicative meaning of the translation. The acceptable translation is the one

using as natural language as possible or in other words, the acceptable translation

uses meaning-based translation. Larson (1984: 6) states three aspects of the best

translation which are:

a) uses the normal language forms of the receptor language, b)

communicates, as much as possible, to the receptor language speakers the

same meaning that was understood by the speakers of the source language,

and c) maintains the dynamics of the original source language text.

Some aspects should be considered, such as clarity, accuracy and naturalness.

Therefore, translation products are called acceptable if they are clear, accurate,

and natural.

2. The Scene Plaques

The scene plaques are used in Fort Vredeburg Museum to describe each

scene. On the plaques, there are some information about the scenes; title, location,


7

time, scene, the SL description, and the TL description. The plaques give some

brief descriptions of each scene.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains the review on related studies, theoretical description,

and theoretical framework of the research. The theoretical description deals with

the translation, which are the definition of translation, translation procedure,

meaning-based translation proposed by Larson, and translation acceptability. The

theoretical framework deals with summarizing the theories which can help the

researcher to find the answers to the research problem.

A. Theoretical Description

1. Review on Related Study

In this part, the researcher discussed related studies done by other

researchers. This part is important to know the focus of the research. There are

two related studies conducted to find translation acceptability.

The first is a graduate thesis written by Veniranda (2003) entitled An

Analysis on the Translation of Shiraishi’s Young Heroes: The Indonesian Family

in Politics into Pahlawan Pahlawan Belia: Keluarga Indonesia dalam Politik

based on Translation Equivalence Theories. This thesis focuses on the English –

Indonesia translation and it has three objectives. This thesis uses a translation

criteria suggested by Machali (2000) to find the acceptability of the translation.

Through her study, Veniranda finds out that the translations focus on meaning

rather than the forms to make the translations understandable by TL readers. She


9

also finds out that the translations omit or add some information to adjust them to

TL culture.

Another related study is an undergraduate thesis written by Hapsari (2014)

entitled The Acceptability of the English translations of the zoo plaque displayed

in the Gembira Loka Zoo Yogyakarta based on Larson’s theory. This thesis

focuses on the Indonesia – English translation and it has one objective. This thesis

uses Larson’s theory and it finds the acceptability of the zoo plaque translation.

The result of the study conducted by Hapsari (2014) is that the acceptability of the

English translations of the zoo plaque displayed in the Gembira Loka Zoo

Yogyakarta is poor. From the study, she finds out that 78.26% of the translations

are unacceptable due to some grammatical mistakes and unnatural sentences in the

translations.

Both studies have similarity with this research. Compared to the study

conducted by Veniranda (2003) and Hapsari (2014), this research focuses on

Indonesia – English translation and the researcher is helped by expert in

translation to make a scoring rubric based on a translation criteria suggested by

Machali (2000). Moreover, the subject of this research is the translation of the

scene plaques in Fort Vredeburg Museum. From those studies, this research

shows that there are no other studies to find the acceptability of Indonesia –

English translation of the scene plaques in Fort Vredeburg Museum.


10

2. Translation

a. The Definition of Translation

According to Newmark (1981, p. 7), translation is a kind of work in

changing one language to another. This work, as he proposed, makes a lot of

changes in the target language. It is because the source language culture is

different from the target language culture, and that is why the translator needs to

adjust them to make the readers understand the meaning.

The process of translation involves transferring one language to another

(Bassnett, 2008). By translating one language to another, readers will understand a

text written in the source language. In line with this problem, translators have a

big role to bridge the language gap between the foreigner and the native,

according to Newmark (1988):

He works on four levels: translation is first a science, which entails the

knowledge and verification of the facts and the language that describes

them- here, what is wrong, mistakes of truth, can be identified; secondly, it

is a skill, which calls for appropriate language and acceptable usage;

thirdly, an art, which distinguishes good from undistinguished writing and

is the creative, the intuitive, sometimes the inspired, level of the

translation; lastly, a matter of taste, where argument ceases, preferences

are expressed, and the variety of meritorious translations is the reflection

of individual differences. (p. 6).

Translators are responsible to change the Source Language (SL) into the

Target Language (TL). The translation product should consider deeper about not

only the SL culture, but also the TL readers and its culture. Besides, the translators

should change their perspectives on the languages they are working into (Nida and

Taber, 1974). It is important to analyze more to prevent the ambiguity of the

translation product. Besides, it is important for the translators to adjust the source


11

language and the target language to make the readers understand the meaning. A

deep research should be done to make the translation product acceptable, readable,

and understandable.

In translating, the translators need to adjust the SL culture and the TL

culture to produce a good translation (Bassnett, 2008), “… translation as a highly

suspect activity, one in which an inequality of power relations (inequalities of

economics, politics, gender and geography) is reflected in the mechanics of

textual production.” It means that in translating something, translator does not

only translate word per word but also consider the target language cultures. The

important thing on translation is to make the target reader understand the

information given. The information they receive should be suitable with their own

society.

In translation, Newmark (1981) states that there are two strategies which

can be applied. The first is global translation strategies or often called translation

methods and the second is local translation strategies or even called translation

procedures. The translation methods include translation procedures. The

translation procedures are more specified than translation methods.

In coping with the globalization era, a lot of advertisers are willing to pay

a certain amount of money to make the products known worldwide. Translation is

a good way to make the foreigners understand the product given. According to

Munday (2001):

The process of translation between two different written languages

involves the translator changing an original written text (the source text or

ST) in the original verbal language (the source language or SL) into a


12

written text (the target text or TT) in a different verbal language (the target

language or TL). (p. 11).

b. Translation Procedures

There are a lot of theories of the translation procedures proposed by the

experts of translation. Newmark (1981) proposes a theory of the translation

procedure, other experts proposed a similar theory with a different name, i.e.

translation strategy. Other experts are Vinay and Darbelnet (1995), who proposed

the same theory, which is the translation method. According to Vinay and

Darbelnet (1995, p. 128), translation procedures may vary, but the core of

translation procedures can be seen from seven procedures. According to Newmark

(1988), “while translation methods relate to whole texts, translation procedures

are used for sentences and the smaller units of language.” (p. 81).

Translation procedures proposed by Larson (1984) consist of eight steps,

which are:

1. Preparation

According to Larson (1984), preparation in translation consists of two

steps which are the preparation the translator needs before taking the translation

project and the preparation before the translator translates the project. The first

step deals with the ability of transferring the SL text into the TL text. The ability

should be mastered by the translator by taking some training in translation.

The second preparation deals with the acquaintance of the translator and

the text itself. In this preparation, the translator needs to know the purpose of the


13

text and even the translator needs to know the background of the author to

communicate the meaning well.

2. Analysis

In analyzing the text, the translator needs to be very careful. The translator

needs to point out the terms used in the text. Larson (1984) calls the terms as the

“key words” and they should be analyzed further to understand the text. Some

adjustment should be made and a deep research should be conducted. This step is

important to help the translator familiar with the SL and it makes the translation

process easier.

3. Transfer

After analyzing the text, the text transfer will be done. This step requires

the changing language of the SL into the TL. This step, according to Larson

(1984), should be done using the meaning-based translation to make the text as

natural as possible.

4. Initial draft

According to Larson (1984, p. 481), “the work of analysis, transfer, and

initial draft are not independent the one of the other”. He points out that the key of

this process is making the translation as natural as possible. It can be done by

checking the SL text and the TL text back and forth as the translation is not an

instant process.

5. Reworking the initial draft

After working the initial draft, the draft should be checked once again to

make sure that the translation is acceptable. Reading the whole text is suggested


14

and marking the unclear sentences is highly recommended. In this step, Larson

(1984, p. 482) states that “the reworking of the initial draft includes checking for

naturalness and for accuracy”. Checking naturalness and accuracy cover some

aspects that should be taken care of, according to Larson (1984):

1) wrong grammatical forms or obscure constructions, 2) places that seem

too wordy, 3) wrong order, awkward phrasing, 4) places where the

connections don’t seem right and it doesn’t flow easily, 5) collocational

clashes, 6) questionable meaning, i.e. it seems strange now that he hears it

read, and 7) style. (p. 482)

After checking is done, the translator needs to remake the initial draft. The

initial draft should be remade over and over again to make sure there is no

mistake. After the translator is sure about the initial draft, the next step is making

the second draft. This second draft is a draft containing no mistakes according to

the translator. The next stage is checking the second draft with other parties and it

will be discussed on the sixth step.

6. Testing the translation

This step requires other parties to take a part in checking the second draft.

Those parties are needed to fulfill the triangulation. Besides the translator, the

experts and the reviewers are needed to avoid the translation bias. After the

second draft is checked by other parties, the third draft should be made

considering the suggestion of the parties. There are some processes in this step

and the processes are discussed on part d.

7. Preparing the manuscript for the publisher

After the testing is completed and the draft is made, the next step to be

done is preparing the manuscript for the publisher. The final draft should be made


15

and it should be read by the translator and other parties. Reading the final draft is

needed to make sure that the final draft is ready.

c. Meaning-based Translation

Larson (1984) states two main kinds of translation, namely form-based

translation and meaning-based translation. The theory deals with the quality of the

translation itself. Meanwhile, the goal of translation is to make the translation

which sounds alike as the TL as much as possible.

The first theory is form-based translation or usually known as literal

translation. This kind of translation deals with translating word-per-word. The

goal of this literal translation is keeping the same grammatical form of the SL and

it is useful for studying the SL words. By translating word-per-word, the intended

meaning of the text is unknown; that is why this kind of translation is considered

as a poor translation.

Instead of translating word-per-word, the goal of translation is to translate

ideas. Meaning-based translation or usually known as idiomatic translation states

that in translation, the meaning should be suitable for the target language users.

This kind of translation does not sound like translation because the translation is

expressed as naturally as possible. Moreover, some adjustments are made to make

the target language users familiar with the words or terms used. Example 2.1

shows an example of literal and idiomatic translation.


16

Example 2.1

SL : Saya tidak meninggalkannya.

Literal Translation : I not leave her.

Idiomatic translation : I do not leave her.

In example 2.1, the literal translation translates words as exactly as the SL.

It makes a little sense and it is grammatically wrong. Meanwhile, in the idiomatic

translation, adjustment is made and it is grammatically right and acceptable.

d. Translation Testing

According to Larson (1984, pp. 488-503) in testing the translation, the

translator needs to work together with the consultants and the reviewers to make

the translation accurate, clear and natural. The test with other parties is needed to

avoid translation bias. Another reason is that when making the translation, the

translator might leave accuracy, clarity and naturalness of the text. The test should

be done to make the translation product be understood by the TL users. In this

testing, according to Larson (1984) there are some steps to be conducted, which

are:

1. Comparison with the source language

In this step, the translator needs to compare the SL and TL by doing it over

and over again. According to Larson (1984, p. 490), “the translator will make

another comparison of source language and receptor language texts, looking for

any problems or potential problems”. In making this comparison, the information

should not be omitted, added, and different. The comparison can be done by the


17

translator himself or by the people who know both SL and TL. If the translator

compares the text himself, he needs to be as objective as possible.

2. Back-translation

Back-translation is done by translating the TL into SL. According to

Larson (1984), “a back translation makes it possible for the translator and a

consultant to make a careful comparison with the source text, looking for

differences in meaning, and for inadequate application of translation principles. It

should be done by another person. This person should master the SL and TL well.

He or she should read the TL text and try to write the SL without reading the SL

text first. The purpose of the back-translation is to check if the translation

communicates the meaning well to the TL users. This back-translation is very

different from the translating process; the translating process concerns with

naturalness of the text, meanwhile the back-translation deals with meaning

equivalence.

3. Comprehension tests

This comprehension test is done by the person who is fluent in TL to retell

the information from the TL text. Then, some questions related to the text are

formulated to check the understanding of the respondent. The questions related to

the text can cover “… the discourse style, or about the theme of the text, or they

may be questions which have to do with details” (Larson, 1984, p. 490).

4. Naturalness tests

The naturalness test should be done by the reviewer who is capable in SL

and TL. The reviewer gives the suggestions and comment regarding to the text. In


18

this step, the reviewer not only checks the clarity and naturalness, but he or she

needs to check the accuracy.

5. Readability tests

The readability test is done by asking someone to read the text aloud. The

hesitation or the mistaken part should be marked and asked to the respondent.

Some questions related to the difficulty of reading should be prepared and asked.

6. Consistency checks

Consistency checks deal with the term used in the text. If there are some

foreign words in the text, they should be carefully checked. This consistency

check is done to communicate the same meaning. Some questions should be

prepared in this consistency check to be analyzed further.

7. Using the testing results

The testing results are used to do the next stages, which are preparation,

analysis, transfer, initial draft, reworking the initial draft, testing the translation,

polishing the manuscript, and preparing the manuscript for the publisher. Some

checking should be done again to make sure that the tests are valid and acceptable.

e. Acceptable Translation

The goal of translation is to produce an acceptable translation. Acceptable

translation is a translation which can fulfil three categories, namely accurate,

clear, and natural (Larson, 1984, p. 485). Besides, some criteria are also important

to know the quality of the translation. Machali, 2000, suggested the criteria to

judge a translation product as shown in table 2.1.


19

Table 2.1 Translation Criteria Suggested by Machali, 2000

Category Score Indicator

Excellent 86-90

(A)

It is delivered naturally; does not feel like a translation.

There are no spelling mistakes; no grammatical mistakes;

no vocabulary mistakes.

Very good 76-85

(B)

There is no distortion of meaning; no awkward literal

translation. There are no vocabulary mistakes; only one or

two spelling mistakes (in Arabic, no spelling mistakes are

allowed).

Good 61-75

(C)

There is no distortion of meaning; literal translation is not

more than 15% of the translation and does not feel like a

translation so much. Grammatical mistakes are not more

than 15% of the translation. Only one or two non-standard

terms. Only one or two spelling mistakes (in Arabic, no

spelling mistakes are allowed).

Sufficient 46-60

(D)

It feels like a translation; some literal translation but not

more than 25%. Some idiomatic and grammatical mistakes,

but not more than 25% from the whole text. Only one or

two non-standard/not common and/ unclear terms.

Poor 20-45

(E)

It sounds like a translation; too many awkward literal

translation (more than 25% of the whole text). Distortions

of meanings and vocabulary mistakes are more than 25% of

the whole text.

Based on the criteria, the researcher made the acceptability rubric and

helped by an expert in translation. The rubric is a compilation of some theories in

translation. The criteria were divided into four namely idiomatic, near idiomatic,

modified literal, and very literal. The scoring was adapted from Machali (2000)

and they are divided into five categories. The highest total score would be 12 and

it made the excellent translation. In the contrary, the lowest total score would be 3

and it made the poor translation. Detailed scoring of the translation is expressed in

Table 2.2.

Firstly, an acceptable translation is clear. A translation is clear when it can

communicate with the TL users (Larson, 1984). Being clear means it can be


20

understood by TL users who are not familiar with SL text. It is important to avoid

ambiguities so it will not cause a confusion from the readers.

Table 2.2 Scoring Criteria

Score Criteria

3-4 Poor

5-6 Sufficient

7-8 Good

9-10 Very Good

11-12 Excellent

Then, the second criteria of an acceptable translation is natural. Natural

means the TL users are familiar with the idiomatic forms used. To be natural, the

translator should translate ideas, not words (Larson, 1984). Awkward sentences

and transitions that make a translation sound awkward should be avoided.

The last thing is accuracy. It means in translating SL into TL, the

information should be preserved. The information is transferred without omission,

addition, or deletion (Larson, 1984). Since translation is not only concerned about

changing words; it is also concerned about the culture of both SL and TL, some

adjustment should be made. Necessary addition and deletion related to the

information are acceptable as long as the purpose of this addition and deletion is

to elaborate the information which is unknown to the TL users. In doing so, the

researcher makes a rubric helped by the expert in translation. The rubric itself is

not perfect from the beginning, so the researcher consults the expert in translation

for several times. Table 2.3 shows the first rubric made by the researcher.


21

Table 2.3 First Acceptability Rubric made by the Researcher

Score

Category 4 (Idiomatic)

3 (Near

Idiomatic)

2 (Modified

Literal) 1 (Very Literal)

Clear

The readers

understand the

intended

meaning of the

text.

The sentences

flow smoothly.

The readers

understand the

intended meaning

of the text.

Some transitions

are presented but

not throughout

the text.

The readers

hardly

understand the

intended

meaning of the

text.

Some transitions

are awkward.

The readers

have difficulty

in understanding

the intended

meaning of the

text.

Transitions are

not presented.

Natural

Ideas, not

words, are

translated

(meaning-based

translation) in

the natural form

of the receptor

language.

Sentence

structure is

correct.

Punctuation and

capitalization

are correct.

Ideas, not words,

are translated

(meaning-based

translation) in the

natural form of

the receptor

language without

losing the

original language.

Sentence

structure is

generally correct.

One or two

punctuation/

capitalization

error.

Sentence

structures are

modified but do

not sound

natural.

Some sentence

structures are

error.

Three or four

punctuation/

capitalization

error.

Only words are

translated (form-

based

translation).

Sentence

structures are

incorrect.

Four or more

punctuation/

capitalization

error.

Accurate

The information

is preserved (no

addition,

deletion, and

difference)

Necessary

additions and

deletion appear

yet the

information is

preserved.

Unnecessary

additions

appear. The

information is

hardly

preserved.

Addition,

deletion, and

difference alter

the content of

the information.

Score: 1-4= unacceptable 4-8= corrections are needed 9-12= acceptable

For the first rubric, the researcher has not provided a clear scoring criteria

and because of that, the expert suggests to check the translation criteria proposed

by Machali (2000). Then, for the second consultation, the researcher comes up

with the scoring criteria and improves the rubric by combining it with the

translation criteria. After checking the rubric carefully, the expert suggests some

aspects and proper criteria for the translation. Then, the rubric is going into

several corrections and the acceptability rubric is finally done. The final


22

acceptability rubric made by the researcher with the help of the expert is presented

in Table 2.4.

Table 2.4 Final Acceptability Rubric

Score

Category 4 (Idiomatic)

3 (Near

Idiomatic)

2 (Modified

Literal) 1 (Very Literal)

Clarity

The readers

understand the

intended

meaning of the

text.

The sentences

flow smoothly.

The readers

understand the

intended meaning

of the text.

Some transitions

are presented but

not throughout

the text.

The readers

hardly

understand the

intended

meaning of the

text.

Some transitions

are awkward.

The readers

have difficulty

in understanding

the intended

meaning of the

text.

Transitions are

not presented.

Naturalness

Ideas, not words,

are translated

(meaning-based

translation) in

the natural form

of the receptor

language.

Ideas, not words,

are translated

(meaning-based

translation) in the

natural form of

the receptor

language without

losing the

original language.

Sentence

structures are

modified but do

not sound

natural.

Only words are

translated (form-

based

translation).

Accuracy

Necessary

addition and

deletion appear

yet the

information is

well-preserved.

Sentence

structure is

correct.

There are

necessary

additions and

deletions. Some

information is not

well-preserved.

Sentence

structure is

generally correct.

There are

unnecessary

additions and

deletions. The

information is

barely

preserved.

Some sentence

structures are

awkward or

grammatically

incorrect.

There are

unnecessary

additions and

deletions. The

information is

hardly

preserved.

There is

distortion of

information/

content.

Many sentence

structures are

incorrect.

Total

B. Theoretical Framework

The objective of this research is to find the acceptability of the English

translation of the plaques in Fort Vredeburg Museum. Some theories are needed to


23

check the acceptability of the translation of the plaques. In this part, the researcher

explains how the theories are used to check if the translation is acceptable.

The researcher uses the theory proposed by Larson (1984) to check the

accuracy, clarity, and the naturalness of the plaques. The researcher makes a

rubric helped by the expert to evaluate the translation. The accuracy will be tested

by comparing the SL text to the TL text and naturalness checking. In comparing

the TL text, the researcher will do it herself, while the naturalness checking will

be done by asking the expert and the researcher herself.

The last testing proposed by Larson (1984) is checking the naturalness, the

researcher will use the naturalness tests. The naturalness checking is to check the

naturalness and the accuracy of the bilingual plaques. The researcher and the

expert will look for the weird words or sentences found in the text. The words and

the sentences will be marked and analyzed further.


24

CHAPTER III

RESEARCH METHODOLOGY

This chapter includes research method, research setting, research subject,

research instrument and data gathering technique, data analysis technique, and

research procedure.

A. Research Method

The research was under qualitative data method. According to Strauss and

Corbin (1997), “qualitative data analysis is a search for general statements about

relationships and underlying themes; it builds grounded theory” (as cited in

Marshall and Rossman, 2006, p. 154). The data were obtained from the bilingual

plaques in Fort Vredeburg Museum and some related literatures were linked to the

data. The bilingual plaques were taken from Diorama I. The research was aimed

to find the acceptability of the bilingual plaques using Larson’s meaning-based

theory.

Then, the method of this research is document analysis. According to

Fraenkel, Wallen, and Hyun (2015), “content or document analysis is a technique

that enables researchers to study human behavior in an indirect way, through an

analysis of their communication” (p. 476). The comparison of the texts, both in

the source language and the target language, were analyzed to find the

acceptability of the plaques.


25

B. Research Setting

The data were collected twice on 14 September 2015 and 20 September

2015 in Fort Vredeburg Museum. The data were obtained by taking pictures of the

plaques. The researcher decided to use only ten plaques out of forty-eight and they

were taken from Diorama I. The researcher was focusing on the non-random

sampling and the plaques chosen were from Prince Diponegoro era until Japanese

colonial in Indonesia. There was no special permission needed to take the pictures

since it is a public place and the plaques are categorized as the public documents.

C. Research Subject

The researcher and Fort Vredeburg museum plaques act as the subject of

the research. The data are obtained by the researcher and the data analysis is done

by the researcher. The testing is conducted by the researcher to find the

acceptability of the plaques. Moreover, the researcher was actively participated on

the research process.

D. Instruments and Data Gathering Technique

The data were collected from Fort Vredeburg museum. The researcher did

not need a special permission to get in on the museum. Moreover, the researcher

need not ask a permission to take pictures of the plaques because the plaques were

public documents. The main research instrument for this research was the

researcher, the document, and the rubric.


26

1. Human

The instrument of this research is human or the researcher herself. Larson

(1984, p. 489), proposed some criteria for the researcher on translation. The first is

the researcher should know both languages. The second is the researcher should

be able to write in the target language. Lastly, the researcher should have the

academic background of the translation studies. The plaques mainly contain two

languages which are Indonesia (source language) and English (target language),

but some plaques used Japanese and Javanese terms. Since the research focused

on the translation between English and Indonesian, the terms in Japanese and

Javanese were ignored. The researcher knows and able to write on both languages;

English and Indonesian. In terms of educational background, the researcher is the

student at the English Language Education Study Program, which enables the

researcher to communicate fluently in English.

2. Documents

The documents are obtained from Fort Vredeburg museum plaques and

there are forty-eight of them. The plaques used are the plaques in Diorama I and

there are ten plaques. The documents consist of some information about the scene

presented. The document on the museum plaques contain both source and target

language which are Indonesia and English. Some plaques contain Javanese and

Japanese terms, but they will be ignored.

3. Rubric

The rubric was made by the researcher and helped by an expert in

translation. The rubric itself is a combination of some theories of translation, but


27

the most used theories are the meaning-based translation theory proposed by

Larson (1984) and a translation criteria proposed by Machali (2000). Those

theories are combined into a scoring rubric to judge the translation. It contains

clarity, naturalness, and accuracy category and the total score of it will determine

the translation criteria.

E. Data Analysis Technique

In analyzing the data, the research used a theory proposed by Larson

which has four steps. This step was the important part of this research. By taking

this step, the acceptability of the plaques would be known. First, the researcher

retyped the texts from the plaques. Second, the findings were analyzed and

classified using the meaning-based translation theory proposed by Larson. The

theory is about the translation testing which consist of comparing the source text,

back-translating into the source language, comprehension checks, naturalness and

readability testing, and consistency checks. According to Larson (1984), a good

translation is a translation which is clear, natural, and accurate, and based on the

theory the researcher only used three steps; clarity checking, naturalness checking

and accuracy checking. To check the acceptability, an acceptability rubric was

made by the researcher based on some theories and helped by the expert in

translation. In this rubric, the researcher suggested three criteria based on Larson

(1984, p. 17), namely clarity, naturalness, and accuracy. Besides, there are four

scores for each criteria, namely idiomatic, near idiomatic, modified literal, and

very literal.


28

The first step in analyzing the data was checking the data using the scoring

rubric. The first checking is clarity checking, the researcher pointed out the

intended meaning of the text. Clear translation is a translation which can

communicate to the readers (Larson, 1984). To fulfill the acceptability criteria, the

text should be able to deliver the meaning to the readers. Moreover, the sentences

should flow smoothly and should not have ambiguities. In this checking, TL text

was analyzed and marked. Sentences which were hardly understood should be

marked as unclear sentences. After the clarity was known, then the process went

to naturalness checking.

Then, in the naturalness checking. The researcher pointed out about the

ideas of the text. As the criteria of meaning-based translation, the natural

translation should not translate words but it should translate ideas (Larson, 1984).

To be acceptable, the ideas should be translated in the natural form of the TL.

The last checking is accuracy checking. In this checking, the comparison

of the SL text and TL text are checked and marked. Any addition, deletion, and

difference should be highlighted. Then, these addition, deletion, and difference

were analyzed further. Besides, in the accuracy, sentence structure should be

correct. Then after all categories are checked, each score will be added to know

the total score. The researcher categorized the data into five criteria which were

excellent, very good, good, sufficient, and poor. The excellent translation is the

translation which total score is 3 or 4. Meanwhile, the very good translation is the

translation which total score is 5 or 6, and so on. Then in the last step, the data

were concluded and the results were attempted to answer the research problems.


29

F. Research Procedure

In the research, the researcher used some procedures, the first is collecting

the data. The data were obtained by taking some pictures using cameras and some

blurred words were retyped in cell phone. After the data were obtained, the data

were retyped and put into tables. Both Indonesian and English versions of the data

were included into the table.

After the data were collected, related theories were connected to analyze

the data. After understanding the theories, the researcher found the good criteria

of the translation product. An acceptability rubric was made to evaluate the

translation. Then, the data were categorized into several categories to check the

acceptability of the translation. There were 5 categories for the translation, namely

excellent, very good, good, sufficient, and poor.

Then the third is triangulation. Triangulation is needed to avoid translation

bias. According to Fraenkel, Wallen, and Hyun (2015), “it involves checking what

one hears and sees by comparing one’s sources of information” (p. 515). The

triangulation was done by the expert in the translation field who masters both SL

and TL. The expert is a lecturer of English Education Study Program in Sanata

Dharma University and she understands both SL and TL. Larson (1984), proposed

that the translation tester should understand the translation principles and

understand the TL well. Since she wrote about translation in her master degree,

she knows about the translation principles.

At first, the researcher provides a questionnaire to be answered by three

experts of translation, but an expert tells the researcher that the use of


30

questionnaire is not good since the researcher may not learn from it. Then based

on her suggestion, the triangulation is done orally with only one expert in

translation to save some times since the oral triangulation will not finish quickly.

This oral triangulation is carried out as suggested by the expert and it is proven to

be meaningful since it requires a discussion between the researcher and the expert.

In this triangulation, the researcher points out some reasons in giving the score for

each text and gives a suggestion for the correct translation. Then, the expert will

agree or disagree with the reasons; she will give some suggestions and it will help

the researcher giving the correct scoring for the translation.

After the result of the data were known, the data were presented. The

result was typed and concluded to answer the research question. The data were put

into excellent, very good, good, sufficient, and poor category. Some suggestion

and correction were also presented. By presenting the data, it would be useful for

the future research and the betterment of the translation of the plaques.


31

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter contains the results and findings of the research of the

acceptability of the Fort Vredeburg Museum bilingual plaques. In this chapter, the

overall results and detailed description of the research are presented. Moreover,

the research question is answered in this chapter.

In finding the acceptability of the translated plaques, some theories from

experts are used. The checking was done by using the rubric based on the theory

proposed by Larson (1984) namely meaning-based translation. There are some

tests on it, but the researcher only uses three types of test since the goal is to check

the acceptability of the bilingual plaques.

The types of test used by the researcher are clarity checking, naturalness

checking, and accuracy checking. As mentioned on the previous chapters, clarity

checking is done by reading through the text and marking the unclear sentences.

Then, the naturalness checking is done by analyzing the diction and expression of

the text. Lastly, the comparison test and grammar checking are done to check the

accuracy of the translated text.

In this research, the researcher presents the case based on the acceptability

score. The complete cases are presented on the appendix. Through this research,

the researcher found five categories of the translated plaques. The categories are

excellent, very good, good, sufficient, and poor. Then, each translation is analyzed


32

further whether it has good and/ bad phrases, and good and/ bad sentences. The

acceptability of the overall cases is presented in table 4.1.

Table 4.1 The Overall Acceptability of English Translation Plaques

Case

Number

Clarity Naturalness Accuracy Total

Score

Acceptability

1 4 3 3 10 Very Good

2 4 4 4 12 Excellent

3 2 2 4 8 Good

4 2 3 4 7 Good






10 2 2 2 6 Sufficient

The highest score found in this research is 12 and it is considered as

excellent translation, meanwhile the lowest score is 6 and it is considered as

sufficient translation. From table 4.1, the total score is added together then it is

divided by total case number which is 10, and the overall acceptability of the

English translation plaques is 9.5 out of 12. From the overall acceptability, the

translations are categorized as very good translations. Each category has been

discussed with the expert in translation and it is discussed further.

1. Excellent Acceptability

The goal of the translation is to communicate the ideas to the TL users

(Larson, 1984). In the clarity, the translation should make the readers understand

the intended meaning of the text and it should have good flow sentences. Then, in

naturalness, the translation should be in idiomatic form or translated in meaning-

based translation. In accuracy, the information from the SL should not be omitted,

added, or different. Any omission, addition, or deletion should not make the


33

information skewed. Moreover, accuracy in grammar should be concerned. In this

research, the bilingual plaques are excellent if the score is 11 or 12; three cases

have excellent accuracy, namely case 2, 6, and 8.

Case number 2 is scored 12 and it is shown that it has excellent

acceptability. There are no serious problems found, yet three good phrases and a

bad sentence are found. In case number 2, the researcher found three additions,

namely case 2.1, 2.2, and 2.3. The additions are underlined and presented in table

4.2.

Table 4.2 Accuracy of Information from Case 2.1, 2.2, and 2.3

Case Source Language Target Language

2.1

AI

KONGRES BUDI UTOMO DI

YOGYAKARTA

FIRST CONGRESS OF BUDI UTOMO

IN YOGYAKARTA

2.2

AI

Lokasi : Ruang Makan

Kweekschool Yogyakarta (SMU 11,

Jl. AM. Sangaji Yogyakarta)

Location : Dining Room of

Kweekschool Yogyakarta (State Senior

High School, SMU 11, AM. Sangaji

Street. Yogyakarta)

2.3

AI

Adegan : Sutomo (Pelajar STOVIA)

menyampaikan gagasan di Konggres

I Boedi Oetomo di Gedung

Kweekschool Yogyakarta.

Scene : Sutomo, a student of

STOVIA (Medical School for the

Indigenous People), was explaining his

ideas in The First Congress of Boedi

Oetomo in Kweekschool Yogyakarta.

From table 4.2, the additions are considered good since the TL readers are

not familiar with the terms from SL. From case 2.1, the addition is on the word

first, it gives the TL readers more information since the readers probably do not

know that the congress is held twice. Meanwhile, additions in case 2.2 and 2.3 are

about terms in SL. A goodness from those cases is that the translator does not

simply put the original words or the translations only, but he adds the translation

of the words.


34

The first term is the word SMU; in Indonesia, it means Sekolah Menengah

Umum or in English it is a high school and SMU 11 is a state school, therefore the

translation is correct and presented in case 2.2. Meanwhile, STOVIA stands for

School tot Opleiding van Indilandsche Artsen and it is a medical school in Dutch

colonial era. The translation for STOVIA is presented in case 2.3. and it is a

correct translation. Those additions are good since the addition of necessary

information will make TL readers understand more about the things which are

being discussed.

Table 4.3 Accuracy in Grammar from Case 2.4

Case Source Language Target Language Suggestion

2.4

AG

Setelah Boedi

Oetomo terbentuk

tanggal 20 Mei 1908,

segera dibentuk

cabang-cabang di

daerah.

The organization Boedi

Oetomo was established on

May 20, 1908 and was

immediately followed by

establishment of the

branches in some regions.


Oetomo was established

on May 20, 1908 and was


establishments of


Only one bad sentence is found and it is presented in table 4.3. It is

considered bad because it lacks of accuracy in terms of grammar. The mistake is

related to the use of article the. As a rule of grammar, the word establishment is a

countable noun and it should be followed by plural noun. The use of article the

before word branches is incorrect since it is general and has not been mentioned

before. On the contrary, the word establishment is specific since it has been

discussed earlier and it should have article the in it or it should be added with -s

since the branches here are more than one and it makes the establishment more

than once. The suggestion is to change the phrase establishment of the branches

into establishment of branches.


35

This research focuses on the big picture of translation which means it is to

check whether the readers understand the message of the translation or not. From

the problem in table 4.3, the use of article is not considered as a serious problem

since the message of the translation is clear. Moreover, the information is

preserved and it avoids translation bias.

Meanwhile, some serious mistakes are found from case 6, and they are

presented in table 4.4. Those cases have some untranslated words and they may

make the TL readers confused if they have not read the other plaques. Since those

words are not translated, the score for naturalness is 3; but for the clarity, the score

is 4 because those words do not affect its entire translation, meaning that the TL

readers can still get the intended meaning of the text by reading through it. Those

words are lokasi, waktu, and adegan. The same untranslated words are also found

in case 8 and it also gets 3 for the score. The suggestion for those cases is to

translate those words to avoid confusion and the correct translations for lokasi is

location, waktu is time, and adegan is scene.

Table 4.4 Accuracy in Grammar from Case 6


6.1

C/N

Lokasi Lokasi Location

6.2

C/N

Waktu Waktu Time

6.3

C/N

Adegan Adegan Scene

2. Very Good Acceptability

A translation is considered very good translation if it has 9 or 10 for the

score. In this research, four cases have very good acceptability, namely case 1, 5,


36

7, and 9. Those cases get 4 for the clarity which mean they can be easily

understood and no serious mistakes is found. For the naturalness and accuracy,

distortion of meaning and some grammatical mistakes are found in those cases.



1.1

AG

sejak 21 Juli – 9

Oktober 1825

Since July 21 to October 9,

1825

From July 21 to

October 9, 1825

Some grammatical mistakes are found in case 1 and they make case 1 gets

only 3 for the score. The first mistake is related to the choice of conjunction. From

table 4.5, the word sejak which means from a particular time in the past until a

later time, or until now. The translation for this word used in the case is since and

it is not wrong. The word since here is the literal translation of the word sejak.

The reason which makes it wrong is the following words. It is said that the event

was happened until 1825 and according to Cambridge Advanced Learner’s

Dictionary, the word since should be used to signal time in the past until now.

Therefore, the word since should be replaced with the word from because it

indicates a range of time. Therefore, a correct translation for sejak 21 Juli – 9

Oktober 1825 is from July 21 to October 9, 1825.

The second problem found in case 1 is about redundancy. From table 4.6,

the sentence there were a lot of Yogyakarta nobles gathered in Selarong is

redundant since the sentence has two verbs on it; the phrase there were and the

word gathered. The suggestion is to delete the phrase there were to avoid

redundancy.


http://dictionary.cambridge.org/dictionary/english/particular

http://dictionary.cambridge.org/dictionary/english/time

http://dictionary.cambridge.org/dictionary/english/later

http://dictionary.cambridge.org/dictionary/english/time

37



1.3

AG

Akhir Juli 1825, di

Selarong berkumpul

bangsawan Yogyakarta al

: Pangeran Mangkubumi,

Pangeran Adinegara,

Pangeran Panular,

Adiwinata Suryadipura,

Blitar, Kyai Maja,

Pangeran Rangga,

Ngabehi Mangunharjo,

dan Pangeran Surenglaga

siap bertempur membantu

Pangeran Diponegoro.

At the end of July 1825,

there were a lot of

Yogyakarta nobles

gathered in Selarong. They

were Prince Mangkubumi,

Prince Adinegara, Prince

Panular, Adiwinata

Suryadipura, Blitar, Kyai

Maja, Prince Rangga,


and Prince Surenglaga;

they were ready to fight

with Prince Diponegoro

against the Dutch.

At the end of July

1825, a lot of

Yogyakarta nobles

gathered in Selarong.

They were Prince

Mangkubumi, Prince

Adinegara, Prince

Panular, Adiwinata

Suryadipura, Blitar,

Kyai Maja, Prince

Rangga, Ngabehi

Mangunharjo, and

Prince Surenglaga;

they were ready to

fight with Prince

Diponegoro against the

Dutch.

Beside of those problems, case 1 has a goodness in it. The goodness found

is about the accuracy in information and it is presented in table 4.7. From case 1.2,

the SL does not give detailed information about who leads the attack. Meanwhile

in TL, the translator gives an information that the attack was led by someone. The

addition is on the phrase under the leadership of the Resident Chevalier and it is

considered good to give additional information to the readers.



1.2

AI

Tangal 20 Juli 1825 Belanda berhasil

mengepung kediaman Pangeran

Diponegoro di Tegalrejo.

On July 20, 1825, under the leadership

of the Resident Chevalier, the Dutch

surrounded the residence of Prince

Diponegoro in Tegalrejo.

Some problems are also found in case 7 and this case get only 3 for

naturalness and accuracy. The first problem is from case 7.2 and it is related to the

accuracy in information since there is no additional information on the translation


38

of the abbreviation STOVIA. Although it has been mentioned before in the

previous plaque, the addition is necessary since the TL readers may not read the

previous plaque. The suggestion is to add additional information for the

abbreviation STOVIA which is Medical School for the Indigenous People.



7.2

AI

STOVIA STOVIA STOVIA (Medical School for the

Indigenous People)

The next problems are found in case 7.3 and it is also related to naturalness

and accuracy. The first problem is on the phrase but then and according to the rule

of grammar, the word but should not be placed in front of the sentence when used

in the formal context. Since the plaque is considered as formal document, the

conjunction is considered wrong. The second problem from the phrase but then is

related to the accuracy of information in terms of the use of conjunction. The

Indonesian phrase for but then is tetapi selajutnya and it shows a contrast or

difference. On the contrary, the SL word used is selanjutnya or then in English

and it shows continuity. Since the meaning of those conjunctions are different, the

suggestion for the phrase but then is to delete the word but to make an accurate

translation.



7.3

AI /

AG

/ N

Selanjutnya, nama

Tri Koro Dharmo

diubah menjadi Jong

Java pada tahun

1918.

But then, Tri Koro

Dharmo was renamed

into Jong Java in 1918

in Solo.

Then, Tri Koro Dharmo

was renamed into Jong

Java in 1918 in Solo.


39

Beside of those problems, addition of information that is considered good

is also found from case 7.4. From this case, the location is Kintelan street but it is

now a primary school and the name of the street is changed into Bridgen Katamso

street. The SL does not provide additional information about this location since

the SL readers may now about it, but the TL gives more information about it. This

addition is considered good to make TL readers know that the name of the street is

now changed.



7.4 AI Jl. Kintelan 139 Yogyakarta Kintelan Street No. 139 (now

Brigjen Katamso Street No. 23)

3. Good Acceptability

From the research, case 3 and 4 have good acceptability. In clarity, both

cases get 2 for the score. Some sentences are in the awkward translation and they

make the readers hardly understand the intended meaning of the text.

Table 4.11 Clarity and naturalness Problem from Case 3.1


3.1

C/N

/AG

Muhamadiyah lahir

sebagai jawaban atas

keprihatinan

kehidupan beragama

banyak menyimpang

dari tuntunan pokok

Al Quran & As-

Sunnah seperti

khurofat (takhayul),

Bid’ah, & syirik.

Muhammadiyah was

established in response to the

situation in which there were

many deviation of religious

practices from the principle

guidance of the Qur’an and

Sunnah, such as the practice

of khurofat (superstitions),

Bid’ah (excessive religious

practices), and Shirk

(adoration to many gods).

Muhammadiyah was

established in response to

many deviations of

religious practices from

the principle guidance of

the Qur’an and Sunnah,

such as the practice of

khurofat (superstitions),

Bid’ah (excessive

religious practices), and

Shirk (adoration to many

gods).


40

From table 4.11, the translation has problems in clarity and naturalness.

The translated sentence seems awkward and they are translated word-for-word. It

is shown in the phrase in response to the situation in which there were many

deviation. The phrase is awkward and complicated; it is suggested to delete some

of the words to make it simple. The suggestion is to delete the situation in which

there were and leave the translation into in response to many deviations.

The second problem found in case 3.1 is related to the accuracy in

grammar. In English, the word deviation is either countable or uncountable noun,

and begun with the word many then it is considered as countable noun. As the rule

of grammar, the word many should be followed by plural forms and the

suggestion is to add -s after the word deviation since it is countable.

Table 4.12 Accuracy in Grammar problem from Case 3.3


3.3

AI /

AG

Selain pendidikan &

sosial masyarakat

belum mengalami

masa cerah, akibat

adanya diskriminasi

dari Belanda.

In addition, the education

and social life was so

terrible due to the

discrimination of the

Dutch colonial

government.


and the social life were so

terrible due to the

discrimination of the Dutch

colonial government.

Another problem in case 3 is also related to the accuracy. The first

problem is about the accuracy of information. The translation for pendidikan dan

sosial masyarakat is the education and social life, from SL text, the subjects are

different but from TL text, the subjects are same. To make the subjects different,

an article the should be added before the phrase social life. Therefore, the correct

phrase will be the education and the social life. The problem found in case 3.3 is

related to the verb. The subjects in the case are more than one; the education and


41

the social life, but the verb is was. As the rule of grammar, the verb was is used if

the subject is one, and the verb were is used if the subject is more than one.

Therefore, it is suggested to change the verb was into were to avoid grammatical

mistake.

Table 4.13 Accuracy in Grammar problem from Case 3.2


3.2

AI

Bid’ah, & syirik Bid’ah (excessive religious practices), and Shirk

(adoration to many gods)

On the contrary, the translation in case 3 is related to the accuracy of

information. The terms bid’ah and syirik are related to religious terms and some

people will not understand them. Those additions are considered good since they

give information for TL readers.

4. Sufficient Acceptability

A translation is called sufficient if the translation is not good or not bad.

From the research, only case number 10 has sufficient acceptability. In clarity,

naturalness, and accuracy, the case gets 2 for the score.

Table 4.14 Accuracy in Grammar and Naturalness Problems from Case 10.1


10.1

AG/N

Anak-anak sekolah

sebelum memulai

pelajaran harus senam

“Taiso”, mengikuti

kebiasaan Jepang yaitu

kepala gundul memakai

pet/topi model serdadu

Jepang, latihan baris

berbaris

Hence, the school

children, before starting

their lessons, had to do a

Japanese exercise Taisso,

had to follow the habits

of Japanese people such

as shaving their heads

balded, wearing hat like

Japanese soldiers, and

joining the marching

exercises.

The school children had

to do a Japanese

exercise called Taisso

before starting their

lessons. They had to

follow the habits of

Japanese people such as

shaving their heads

bald, wearing hat like



exercises.


42

There are some mistakes found from case 10.1. The first mistake is related

to the use of conjunction. The word hence, according to English grammar, should

not be placed in the beginning of a sentence in formal writing. It is also

considered wrong in terms of accuracy in information. The SL does not have a

conjunction in it and the addition in TL considered not good since it is different

from the SL. Another problem found in case 10.1 is related to the use of complex

sentence and the verbs are not parallel. The verbs used in this case are not parallel

since they use past perfect tense and v-ing in a sentence. Moreover, the translation

seems word-for-word and it has incomplete sentence. The suggestion for this case

is to break the sentence into two sentences to avoid a run on. Another suggestion

is to make the verb parallel by combining same verbs into a sentence.

Another problem is related to the use of adjective. The sentence had to

follow the habits of Japanese people such as shaving their heads balded is

incorrect in terms of grammar. The word balded was not correctly written since it

is an adjective and it should not have affixes on it. Therefore, the word balded

should be changed into bald.

Table 4.14 Accuracy of Information Problem from Case 10.2


10.2

AI

penanaman semangat

Kebaktian (Hokoseisyin)

meliputi tiga hal yaitu

mengorbankan diri,

mempertebal

persaudaraan dan

melakukan sesuatu

dengan bukti.

In schools they were

also trained to

internalize the Spirit of

Loyalty (Hokoseisyin),

which contained three

things: sacrificing

ourselves, strengthening

the

In schools they were

also trained to

internalize the Spirit of

Loyalty (Hokoseisyin),

which contained three

things: sacrificing

ourselves, strengthening

the relationship, and

doing something with a

proof.


43

Meanwhile, for case 10.2, the sentence is incomplete since there is no

translation for the phrase mempertebal persaudaraan dan melakukan sesuatu

dengan bukti. The translation for the phrase is only strengthening the and the rest

of it is left blank. The suggestion for this problem is to add the translation of it and

not to leave the sentence hanging. The suggestion for this sentence is

strengthening relationship, and doing something with a proof.

5. Poor Acceptability

A translation is called poor if the translation only scored 3 or 4. It shows

that the translation is very literal and nearly word-for-word translation. In the

clarity, the translation is not clear and cannot communicate the meaning to the

readers.

Meanwhile, in naturalness, the translation focuses on the words and

forgets to deliver the ideas. In accuracy, the information will be lost and different

from the SL; it will lead a confusion and ambiguity from the readers. From the

research, the researcher finds that none of the case is poor since the average result

is in the very good translation.


44

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions of the research and some suggestions

related to the bilingual plaques in Fort Vredeburg Museum. The suggestions are

given to the translator of the bilingual plaques, the management of Fort Vredeburg

Museum, English learners and lecturers, and future researchers who want to

follow the same path in translation.

A. Conclusions

The research is conducted to find the acceptability of the bilingual plaques

in Fort Vredeburg Museum based on Larson’s theory. There are seven steps in

testing the translation, but since this research focuses on the acceptability, only

three steps are taken. The results show that overall data have very good

acceptability.

Ten analyzed plaques used in this research are located in Diorama I. The

plaques are divided into five categories, i.e. excellent, very good, good, sufficient,

and poor translation. In determining each category, the researcher is helped by the

expert to make a scoring rubric and doing the triangulation.

In the clarity, seven data get perfect score. They show that the translations

are easy to understand and the sentences are in good flows. Meanwhile, three data

get two for the clarity. It means that the translations are hard to understand and the

use of some transitions are awkward.


45

In the naturalness, the score domination is three which means that the

translations focus on the idea. Messages are successfully conveyed yet they do not

lose the original language. Then, three data get two for the score because some

translations do not sound natural. On the contrary, only one gets perfect score for

the naturalness. The translation shows that ideas are the main focus and it is

translated in the natural form of the receptor language.

Lastly, in the clarity, six data get perfect score. In terms of grammar and

information, the translations are considered very good because the data adds

information which is not familiar for TL users. Three data get three for the score

because some information is not well-preserved. Meanwhile, only one gets two

for the score because the information is barely preserved.

From the results, overall data have very good acceptability. Most of them

are in excellent and very good acceptability category and only one is in the

sufficient acceptability category. Based on the results, the researcher suggests

some improvement for the data.

B. Recommendations

This translation research is beneficial for some parties since it is a

translation evaluation. The researcher gives some suggestions for the translator of

the bilingual plaques in Fort Vredeburg Museum, Fort Vredeburg Museum

management, English learners and lecturers, and future researchers.

The first recommendation is for the translator and there are three important

suggestions given to the translator of the bilingual plaques in Fort Vredeburg


46

Museum. Firstly, the researcher points out about the translation procedure. Even

though the translator is an expert in the translation field, mistakes can be made.

The same thing should be done by the translator, to avoid mistakes, consultation is

needed. The second suggestion is about the information carried out by the text.

The translator needs to check the grammar and diction to avoid unnatural and

unclear translation. The translator should pay attention to this aspect since the text

information is important to avoid miscommunication. Lastly, the suggestion is

about text details. Some details related to the punctuation and article, attention

should be drawn to this point. Another concern is mistyping and writing style.

Even though they seem not important, the translator should know that incorrect

details can lead into a misleading translation. Since this research focuses on the

bigger picture of the text, minor problems in text details are not discussed.

The second recommendation is for Fort Vredeburg Museum management.

The first is about translation project. To have good translation products, the

management should consider to hire two or more translators to translate the

original text. They can work together to avoid translation bias and to produce

good translation products. The second is about the plaques itself. In the

observation, the researcher found some plaques are not in good conditions. Some

of them are torn and some of them do not have a proper lighting. Those problems

make the readers hard to read the plaques. Therefore, the researcher suggests the

management to constantly check the plaques and do a periodic treatment for the

plaques.


47

The third recommendation is for English learners and lecturers. The

researcher find that a lot of English learners are curious and interested about

translation. To master translation, the students need to know the basic principles

of it. They need to broaden their knowledge about this subject. Moreover,

practices are needed since translation is hard and cannot be done in one sitting. It

goes the same for the lecturers. The lecturers need to provide various theories and

practices. The researcher advises to add more subject on translation to give an

opportunity for the learners who want to be translators.

The last suggestion is for future researchers, especially for those who are

interested in the same field. In this research, the researcher only analyses the

acceptability of the bilingual plaques in Fort Vredeburg Museum. Future

researchers can do a research in another field of translation evaluation. The second

thing is the researcher only checks the language quality of the bilingual plaques in

Fort Vredeburg Museum. Future researchers can check another things, such as the

translation procedure used by the translator, the terms used in the translation, and

so on.


48

REFERENCES

Aitchison, J. (2003). Words in the mind: An introduction to the mental lexicon (3rd

ed.). Oxford: Blackwell Publishing Ltd.

Bassnett, S. (2008). Translation studies. New York: Routledge.

Fraenkel, J., Wallen, N., & Hyun, H. (2015). How to design and evaluate research

in education (9th

ed.). New York: McGraw-Hill Education.

House, J. (2015). Translation quality assessment. New York: Routledge.

Larson, M. (1984). Meaning-based translation: A guide to cross-language

equivalence. Lanham Md: University Press of America.

Machali, R. (2000). Pedoman bagi penerjemah. Jakarta: PT Grasindo.

Marshall, C. & Rossman, G. (2006). Designing qualitative research (4th

ed.).

Thousand Oaks: Sage Publications, Inc.

Munday, J. (2001). Introducing translation studies: Theories and applications.

New York: Routledge.

Hapsari, N. (2014). The Acceptability of the English translations of the zoo plaque

displayed in the Gembira Loka Zoo Yogyakarta based on Larson’s theory

[Unpublished Thesis, Sanata Dharma University, 2014]. Yogyakarta:

Universitas Sanata Dharma.

Newmark, P. (1981). Approach to translation. Oxford: Pergamon Press.

Newmark, P. (1988). A textbook of translation. New York: Prentice-Hall

International.

Nida, E. & Taber, C. (1974). The theory and practice of translation. Leiden: The

United Bible Societies.

Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J. (1974). A grammar of

conteporary English. London: Longman Group Ltd.

Swan, M. (1988). Practical English usage. Walton Street: Oxford University

Press.

Vinay, J. & Darbelnet, J. (1995). A methodology for translation (Venuti, L., Ed.).

New York: Routledge.


49

Veniranda, Y. (2003). An Analysis on the Translation of Shiraishi’s Young

Heroes: The Indonesian Family in Politics into Pahlawan Pahlawan

Belia: Keluarga Indonesia dalam Politik based on Translation

Equivalence Theories [Unpublished Thesis, Sanata Dharma University,

2003]. Yogyakarta: English Language Studies, Graduate Program, Sanata

Dharma University.


50

APPENDIX

1. Picture of Original Document

2. Result Summary


51


52

Good Phrases

Data SL TL Reason

2.1

AI

Kongres budi

utomo

First congress of budi

utomo

Addition in first is good to

make readers know more

since the TL users are not

familiar on how many the

congress are.

2.2

AI

SMU 11 State Senior High

School, SMU 11

Addition in State Senior High

School is good since the TL

users are not familiar with the

abbreviation SMU.

2.3

AI

Sutomo (Pelajar

STOVIA)

Sutomo, a student of

STOVIA (Medical

School for the

Indigenous People),

Addition in Medical School

for the Indigenous People is

good since the TL users are

not familiar with the

abbreviation STOVIA.

3.2

AI

Bid’ah, &

syirik

Bid’ah (excessive


Shirk (adoration to

many gods)

Addition in excessive religous

practices and adoration to

many gods are good since the

TL users are not familiar with

the SL words/cultures.

5.3

AI

Sistem Among system of Among

(Caring)

Addition in caring is good


familiar with the SL

words/cultures.

6.4

AI

mendirikan

Studie Fonds

organizing scholarship

Studie Fonds

Addition in scholarship is

good since the TL users are

not familiar with the SL

words/cultures.

7.4

AI

Jl. Kintelan 139

Yogyakarta

Kintelan Street No. 139

(now Brigjen Katamso

Street No. 23)

Addition in now Brigjen

Katamso Street No. 23 is good

to give more information.

8.5

AI

Sultan di

Kasultanan

Yogyakarta

the king of the

Kasultanan (Sultanate)

of Yogyakarta

Addition in sultanate is good


familiar with the SL

words/cultures.

Bad Phrases

Data SL TL Reason

1.1

AG

sejak 21 Juli – 9

Oktober 1825

Since July 21 to

October 9, 1825

Since is used to signal time

from the past up to now, it

should be changed into from.

4.1

C/N

Lokasi Lokasi Untranslated.


53

4.2

C/N

Waktu Waktu Untranslated.

4.3

C/N

Adegan Adegan Untranslated.

5.1

AG

Tamansiswa The Tamansiswa

organization

To give emphasis, the word

organization should be placed

before the word Tamansiswa.

In the contrary, the article the

should be removed if not

giving the emphasis.

6.1

C/N


6.2

C/N


6.3

C/N


7.2

AI

STOVIA STOVIA No additional information.

8.1

C/N


8.2

C/N


8.3

C/N


9.2

AI

Perempatan Tugu,

Jetis, Yogyakarta

Tugu Monument,

Jetis, Yogyakarta

Missing info.

Good Sentences

Data SL TL Reason

1.2

AI

Tangal 20 Juli 1825

Belanda berhasil

mengepung kediaman

Pangeran Diponegoro di

Tegalrejo.

On July 20, 1825, under

the leadership of the

Resident Chevalier, the

Dutch surrounded the

residence of Prince

Diponegoro in Tegalrejo.

The addition is

good to give more

information to the

readers.

7.3

AI

Selanjutnya, nama Tri

Koro Dharmo diubah

menjadi Jong Java pada

tahun 1918.

But then, Tri Koro

Dharmo was renamed

into Jong Java in 1918 in

Solo.

The word Solo is

good to give more

information.

7.5

AI

disepakati bahwa Jong

Java akan melebur dan

menyatu dengan

organisasi pemuda

lainnya.

it was agreed that Jong

Java would join and

coalesce with other youth

organizations to form a

new organization.

Addition to form a

new organization

is good to give

more information.


54

8.7

AI

Sebagai pengganti raja

adalah GRM. Dorojatun.

The successor was

G.R.M. Dorojatun, one

of HB VIII’s sons.

Addition one of HB

VIII’s son is good

to give more

information.

9.3

AI

Jepang masuk ke

Yogyakarta pada tanggal

6 Maret 1942 melalui

Jalan Solo

The Japanese soldiers

had entered into

Yogyakarta on March 6,

1942 from the east

through Solo Street.

Addition from the

east through Solo

Street is good to

give more

information.

Bad Sentences

Data SL TL Reason

1.3

AG

Akhir Juli 1825, di

Selarong berkumpul

bangsawan Yogyakarta al :

Pangeran Mangkubumi,

Pangeran Adinegara,

Pangeran Panular,

Adiwinata Suryadipura,

Blitar, Kyai Maja,

Pangeran Rangga, Ngabehi

Mangunharjo, dan

Pangeran Surenglaga siap

bertempur membantu

Pangeran Diponegoro.

At the end of July 1825,

there were a lot of

Yogyakarta nobles

gathered in Selarong. They

were Prince Mangkubumi,

Prince Adinegara, Prince

Panular, Adiwinata

Suryadipura, Blitar, Kyai

Maja, Prince Rangga,


and Prince Surenglaga;

they were ready to fight

with Prince Diponegoro

against the Dutch.

The phrase

there were at

the first should

be deleted to

avoid

redundancy.

2.4

AG

Setelah Boedi Oetomo

terbentuk tanggal 20 Mei

1908, segera dibentuk

cabang-cabang di daerah.


Oetomo was established

on May 20, 1908 and was


establishment of the


Establishment

of the

branches

should be

changed into

establishments

of branches

(grammar

mistake)


55

3.1

C / N

/ AG

Muhamadiyah lahir

sebagai jawaban atas

keprihatinan kehidupan

beragama banyak

menyimpang dari tuntunan

pokok Al Quran & As-

Sunnah seperti khurofat

(takhayul), Bid’ah, &

syirik.

Muhammadiyah was

established in response to

the situation in which

there were many deviation

of religious practices from

the principle guidance of

the Qur’an and Sunnah,

such as the practice of

khurofat (superstitions),

Bid’ah (excessive


Shirk (adoration to many

gods).

Too complex,

the phrase the

situation in

which there

were is better

omitted.

Deviation is

c/n noun, it

should be

added -s since

it is begun

with many.

3.3

AI /

AG

Selain pendidikan & sosial

masyarakat belum

mengalami masa cerah,

akibat adanya diskriminasi

dari Belanda.


and social life was so

terrible due to the

discrimination of the

Dutch colonial

government.

Article the

should be

added before

social life to

make it

parallel.

The to be was

should be

changed into

were since the

subjects are

more than one

(grammar

mistake)

4.4

AG/N

Rm. Soeryopranoto

berdialog dengan seorang

pimpinan Pabrik Gula

ketika terjadi pemogokan

buruh Pabrik Gula di

Sekitar Yogyakarta

RM. Soeryopranoto was

having a dialogue with one

of the heads of sugar

factory in Yogyakarta, in

the event of strike action

at the Sugar Factory in

Yogyakarta.

The phrase in

the event is not

suitable and it

is better

changed into

during.

4.5

AG

Untuk itu, RM.

Suryopranata menuntut

kenaikan upah dan sewa

tanah.

Therefore RM.

Suryopranata demanded

an increasing wages and

land rent.

The article an

should be

removed since

the objects are

two.

4.6

AG

sewa tanah dan upah buruh

sangat rendah.

The land rent and wages

was so low.

The to be was

should be

changed into

were since the

subjects are

more than one.


56

4.7

N

Berkat kegigihannya,

Belanda akhirnya

memenuhi tuntutan, upah

dinaikkan dari £10,-

menjadi £15,-.

Due to the harsh action,

the Dutch finally raised

the wages, from £10,- to

£15,-.

Due to the

harsh action is

awkward, and

better changed

into as a

result.

4.8

AG

Dampak pemogokan pun

meluas ke buruh

perkebunan, pegadaian, &

perusahaan kereta api.

This strike influenced the

other workers in the farm

field, pawnshops, and in

the railway companies.

The article the

in the other

workers

should be

omitted since

the subject is

not specific.

5.2

AG/N

Ki Hadjar Dewantara

menyampaikan gagasan

pendirian National

Onderwijs Instituut

Tamansiswa

Ki Hajar Dewantara was

delivering his idea about

the ??founding of the

National Institute

Onderwijs Tamansiswa

The word

??founding is

not suitable

since ? is used

in the end of

sentence.

5.4

AG/N

Kemerdekaan sebagai

syarat untuk

menghidupkan &

menggerakkan kekuatan

lahir-batin

the freedom as the

requirement to enliven and

generate the power in

body and soul so as to live

independently.

The phrase so

as is not

suitable

(redundant)

and should be

omitted.

The phrase to

live

independently

is not suitable

and should be

removed

(redundant).

5.5

AG

serta Kodrat alam sebagai

syarat untuk

menghidupkan &

mencapai kemajuan

secepat-cepatnya dan

sebaik-baiknya.

And the second is the

nature as a condition to

live and achieve the

progress quickly and

properly.

The word and

should be

removed since

it is used to

connect two or

more ideas and

should not be

placed in the

beginning of

the sentence.


57

7.1

AG/N

Selanjutnya, nama Tri

Koro Dharmo diubah

menjadi Jong Java pada

tahun 1918.

But then, Tri Koro

Dharmo was renamed into

Jong Java in 1918 in Solo.

The phrase but

then is not

suitable since

it is used to

connect two

ideas or more

within a

sentence. It is

better changed

into however

or on the other

hand.

8.4

AG

Sri Sultan Hamengku

Buwono IX di dampingi

Gubernur Lucian Adam

saat sebagai Sultan di

Kasultanan Yogyakarta

Sri Sultan Hamengku

Buwono IX accompanied

by the Dutch Governor

Lucian Adam in the

coronation as the king of

the Kasultanan (Sultanate)

of Yogyakarta

The sentence

is in passive,

so the verb

should be was

accompanied.

8.6

AG/N

Karena GRM. Dorojatun

belum menjadi Putra

Mahkota, penobatan

dilakukan dua kali.

Because G.R.M.

Dorojatun was not the

Crown Prince yet, the

Coronation, which was

held on March 18, 1940,

was done twice.

The word

because

should not be

placed in the

beginning of

the sentence, it

is better

changed into

since.

9.1

AG

Jepang masuk ke

Yogyakarta pada tanggal 6

Maret 1942 melalui Jalan

Solo

The Japanese soldiers had

entered into Yogyakarta

on March 6, 1942 from the

east through Solo Street.

The word into

should be

deleted

because it

should be

followed by

noun as object,

not adv of

place.

9.4

AI

“Nippon Indonesia Sama-

sama”

“Nippon and Indonesia are

just the same”

Different

meaning.

9.5

AI

mengumandangkan lagu

Indonesia Raya, serta

secara demonstratif

menusuk-nusuk gambar

Ratu Belanda dengan

bayonet.

They also sang the

national anthem Indonesia

Raya and they also

stabbed the posters of the

Dutch queen with the

bayonets.

Missing info.


58

9.6

AG

Pasukan bergerak

menggunakan truk,

bersepeda dan bahkan ada

yang jalan kaki.

The Japanese troops

moved on the street in the

trucks, by bicycles, and

even on foot.

In the truck

different

meaning.

10.1

AG/N

Anak-anak sekolah

sebelum memulai

pelajaran harus senam

“Taiso”, mengikuti

kebiasaan Jepang yaitu

kepala gundul memakai

pet/topi model serdadu

Jepang, latihan baris

berbaris

Hence, the school

children, before starting

their lessons, had to do a

Japanese exercise Taisso,

had to follow the habits of

Japanese people such as

shaving their heads

balded, wearing hat like



exercises.

Too complex

and not

equivalent.

10.2

AI

penanaman semangat

Kebaktian (Hokoseisyin)

meliputi tiga hal yaitu

mengorbankan diri,

mempertebal persaudaraan

dan melakukan sesuatu

dengan bukti.

In schools they were also

trained to internalize the

Spirit of Loyalty

(Hokoseisyin), which

contained three things:

sacrificing ourselves,

strengthening the

Incomplete

sentence.

Notes:

1.1: Case 1, problem 1

AI: Accuracy in information

AG: Accuracy in grammar

C: Clarity

N: Naturalness
