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CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

5.1 Conclusion

1. The closest equivalents of the BI Premodifiers can be seen from their

constructions in elements of structure (ES) of the nominal groups: ( m),h, (q),herehis the nominal group ith head onl!, e"g"finger print; mhis the nominalgroup ith head and preceding modification, e"g" chemical reaction; mhqis the

nominal group ith head ith pre and post#modification, e"g" the number ofhydrocarbon; andhqis the nominal group ith head and post modification ofhead, e"g"missing in action.

2. $inding the translation b! using procedures of translation as proposed b! %ina!

and &aberlnet, the folloing can be shon :dichlorine heptaoxide('') in S istranslated intodiMor heptaoksida in T and* therefore, it is called borroing:the equivalent reaction is equivalent to reaksi ekivalen, in this case literalprocedure of translation is applied"

The theor! of loss and gain of information proposed b! +ida and the occurrence ofgain and loss of information in the process of the translation is caused b! th

e

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differences in the structure and culture of both the source language and targetlanguages"

5.2 Imlic!"ions

The concept of nominal group is ver! important" $irst of all, it can function as

subect and complement in a clause" Secondl!, it can also function as the complement

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of a preposition in a prepositional phrase" Theoreticall!, there are three functional

components or metafunctions are reali-ed in language" In the English clause a

combination of three different structures derives from the three distinct functional

components" .n the grammar of the group, although e can still recogni-e the same

three components, the! are not represented in the form of separate hole structures

but rather as partial contributions to a single structural line"/ 0roup structure is,

therefore, interpreted in terms of the ideational metafunctions"

The ideational component in group structure is split into to: e1periential and

logical" The logical component defines the logical#semantic relations in the group,

and the relationship in the nominal group is that of modification" The element

preceding the head is called the pre-modifierand that hich follos the head the

post-modifier..n the logical component three positions can then be identified: pre#

modifier, head and post#modifier"

Based on the research findings, it is orth to sa! that the attempts to improve the

students2 capabilit! in uderstanding both the English and bahasa Indonesia

nominal groups through bilingual te1tboo3s is ver! significant" Bilingual

teaching materials are rich ith various linguistic and more specific grammatic

characteristics that ma3e these te1ts are ver! important and challenging in the process

of understanding all grammatic characteristics"

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B! observing and searching the bilingual te1tboo3s, the students can see

obviousl! the equivalenc! in the nominal groups beteen the source language

(English) and target language (bahasa Indonesia)" Bilingual teaching materials have

to targetted s3ills" $irstl!, the s3ill related to the field of stud! (Ph!sics, and

4hemistr!) and those that are related to comprehending the to languages,

equivalenc! of the target language toards the source language has the potential to

improve the students2 abilit! in comprehending the bilingual te1ts" 4onsequentl!,

1. The attempts to improve the students2 capabilit! in understanding the different

nominal group constructions that are ver! useful in teaching bilingual te1t boo3s

2. In the classroom, it can be informed to the students that the anal!sis of nominal

group constructions in conunction ith the elements that construct the nominal

group, i"e" (m),h, (g)here (h) 5 nominal group ith head onl!,*(mh)5 nominal

group ith head and preceding modification, (mhq) -nominal group ith head

ith pre# and post#modification, e"g" and (hq) nominal group ith head and

post modification of head, e"g"missing in action.

The results of the anal!sis ill be important for the students in comprehending thevarious constructions of nominal group and the a! to translation

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5# Su$$%s"ion

This suggestion is for the readers ho are interested in translation that

(1) In translating the S hich is culturall! loaded, besides bilingual, the

translator is also required to master the to cultural bac3grounds in order to

be able to transfer as closel! as possible the meaning and messages of the S"

(2) Equall! in academic area, hen translating medical S te1t as e1ample hich

is full of medical terms, those terms could have different meanings from

general of basic meanings so that the translator should cross chec3 the

meanings beteen the dictionar! and meanings according the register of in

medical area"

(3) The translator should be aare of translating all the paragraphs in S te1t into

T te1t because it can distort the original messages from S te1t"