CHAPTER II LITERATURE REVIEW, CONCEPT, THEORETICAL FRAMEWORK, AND RESEARCH MODEL
This chapter discusses the literature review, concept, theoretical framework and research model concerning the discussion of topic about types of phrasal verb, shift, and its equivalence in translation.
2.1 Literature Review As the guidance and reference of writing this paper, there are some related theses, and journal articles which give contribution and inspiration related to this topic of discussion. Mahasari (2006) in her thesis entitled ‘The Shift of Structure in the Translation of Sidney Sheldon’s Nothing Lasts Forever Into Indonesian by Hendarto Setiadi’. This paper discuss types of translation and the occurrence of category shift in which it can occur at a rank such as; sentence, clause, word, group, and morpheme. The aims of the study are to find and describe the kinds of shift of structure and find out the reason for the occurrence of the clause structure shift. As the arrangement of the elements, the SV structure can be shifted into SVO, SVA, and SVC. The difference of this thesis from this research study is from the object of analysis and the theories which is used. This thesis refers to the types of translation of a sentence with theory of translation and category shift, and this research study refers to variables of phrasal verb with the theory of category shift by Catford. The significance of this study is giving knowledge
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about structure shift in analyzing the structures of SL & TL sentences. Shift happened in the ‘verb’ because the meaning of the verbs in the clauses need the other function (object/ adverbial) to explain the meaning of the verb clearly in the target language. Dewi (2007) in her thesis textual equivalence of collocation with ‘Get’ gives me inspiration and motivation to do analysis about shift in translation. This thesis is concerned with verb Get which is collocated with other lexical items and causes it to have several different meanings. This thesis also analyzes the closest equivalent of collocation with Get in its function as the passive, causative, possessive and copula verb in Bahasa Indonesia, as well as identifying the category shifts occur in the process of translating the collocation with get into Bahasa Indonesia in order to retain its meaning. The category shift which consists of Structure shifts, Class shifts, Unit shifts, and Intra system shifts were done by the translator in order to get the same response in the SL text. The difference of this thesis from this research study is from variable which is used as the object of analysis and theory which is used. This thesis refers to textual equivalence of collocation with ‘Get’ and theory of category shift by Catford. Then this research study refers to variables of phrasal verb and the theory of category shift by Catford. The significance of this study is the category shift of collocation with ‘Get’ in which not all of the get have similar meaning in TL. Get functioning as copula verb is not translated in the TL or in other words it can be said as zero translation in which the TL text does not convey the meaning of
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‘gradual change’ at all, but they are appropriate and acceptable in the target language. . Ambarawati (2007) in her thesis entitled ‘the analysis of phrasal verb with the word ‘down’ found in the novel ‘mirror image’ and its translation into Indonesia. The aims of this study are to find out the phrasal verbs using the word ‘down’ and find their possible various meanings and their translations into Indonesian. In this study, there are many phrasal verbs with particle ‘down’ to be analyzed based on their various meanings. The translation of phrasal verb can be as a verb, an adverb, and an adjective in Indonesian language as the target language. The difference of this paper from this research study is from the variable of phrasal verb which is used. This paper refers to variable of phrasal verb with the word ‘down’, and this study refers to variable of phrasal verb with any particle which collocate it. The significance of this study is giving understanding of phrasal verbs in which the combination between particle or adverb with verb is possible to have more than one meaning, and the meaning itself is determined by its combination and cannot be seen from the meaning of individual word. Suardana (2008) in his thesis entitled the analysis oftransitivity shift on translation “Mengapa Bali Disebut Pulau Seribu Pura”. The aims of writing this thesis are to analyze the shifts from process, participant, and circumstance of Indonesian into English book translation. He discussed about translation, shift, and transitivity as the basic concept of his analysis. For his further discussion, he discussed about the theory concerning transitivity proposed by Halliday (2004) as
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it is used as problem solving in his analysis study. Transitivity shift is supposed as one of the ways of transferring message from source language to target language and it is done because some translators transfer text or clause based on the content of the text or clause. According to him meaning equivalent in translation can be obtained from transitivity shift. The difference of this thesis from this research study is in case of strategy and variable which is used. He used transitivity shift in the sentences as a way to get equivalence of translation, and this research study used category shift in order to analyze the equivalence of phrasal verb. The significance of this study is giving guidance to do the present study about shift in phrasal verb with different ways and theories as the equivalence of meaning can be seen and observed in every case of sentence. Pratama (2010) in his thesis entitled translation the equivalence of English phrasal verb in the novel ‘maximum ride school’s out- forever’ into Indonesia. In his present study, he described the equivalence of phrasal verb in English- Indonesian translation novel. Identifying and describing the loss and gain of information also occur in phrasal verbs as it is caused by the differences in cultural context of the source and the target language. The variables of phrasal verb are not limited to certain particle that combine verb, but with various particles after verb, such as phrasal verb with particles out, up, over, in, into, back, down, away, and off. The difference of this paper from this research study is from strategy which is used. She used the theory of loss and gain information, and this research study used the theory of shift and equivalence in translation. The significance of this study is giving understanding that the translator must do
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in the process of translation based on the context of situation, and maintains the dynamics of the original source text to obtained the good translation in the target language. Wistari (2011) in her thesis entitled the equivalence of phrasal verb using ‘up’ with reference to English- Indonesian edition of Meyer’s ‘the short second life of bree tanner. In this study of analysis, she described the equivalence of phrasal verb using ‘up’, analyzed the loss and gain of information, and explained the translation strategies used by the translator in translating phrasal verb using ‘up’ into Indonesian. The difference of this paper from this research study is from variable of phrasal verb which is used and theory as the strategy. She used variable of phrasal verb using ‘up’ and theory of loss and gain information and this research study used any variables of phrasal verb with theory of shift by Catford. The significance of this study is giving understanding that the most important thing to be considered in the process of translating is the content which must be preserved rather than form. The attempt to preserve the structural form usually results in awkwardness and makes the reader difficult to understand the text in the target language when the source language form is preserved. The journal article entitled constructing a model for shift analysis in translation by Dr. Mohammad Q.R. Al- Zoubi and friends. They make any subdiscussions about the topic of shift analysis such as; The Model Constructed, Macro- Level Analysis, The Textual Component, The Pragmatic Component, The Rhetorical Component, and The Stylistic Component. This article tends to discuss about shift theoretically and clearly. The difference of this article from
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this research study is from the discussion of the topic. This article discuss shift in translation as result, strategy, and opinion from many experts and this research study tends to be focus for category shift strategy by Catford as the way to get equivalence in translation. The significance of this study is giving understanding ofthe phenomenon of ‘shift’ which should be redefined positively as the consequence of the translator’s effort to establish translation equivalence (TE) between two different language- systems: that of the SL and that of the TL. Psychologically, the occurrence of these shifts reflect the translator’s awareness of the linguistic and non- linguistic discrepancies between the SL and TL. In this sense, shifts can be defined as problem- solving strategies adopted consciously to minimize the inevitable loss of meaning when rendering a text from one language into another.
2.2 Concepts In this present study, there are some concepts related to the phrasal verb translation equivalence based on the ideas proposed by the experts. They include the concepts of phrasal and prepositional verb, shift in translation and translation equivalence. 2.2.1 Phrasal Verb and Prepositional Verb Phrasal verb and prepositional verb have similar form to combine the verbs.The former is a combination of verb + adverbial particle. And the latter is a combination of verb + preposition. Prepositions are the elements which combine
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the verb. The prepositional adverb usually goes by the names particle of a phrasal verb, GM Spankie (1987:171). According to (Andrea- Rosalia: 2012) the expression of phrasal verbs refers, in English Grammar, to a combination of a verb and a prepositional or adverbial particle, in which the combination often takes on the meaning which is apparently not the simple sum of its parts, for example, turn up, meaning appear which is a phrase and is translated into a word. The combination of verb + preposition is also prepositional verb in which each part of phrase give individual meaning to make unity of meaning. For example, the phrase wait for, is a prepositional verb which has individual meaning. Detail discussion is in section 2.3.1
2.2.2Shift in Translation Catford (1965) in Venuti (2000: 141) states that shifts mean the departures from formal correspondence in the process of going from SL to TL. Catford says that there are two major types of shifts. They are level shift and category shift. Category shift is about unbound and rank-unbound translation. Unbound translation equivalences are not tied to a particular rank and may additionally find equivalences at the sentence, clause and other levels, while in rank-unbound translation an equivalent is sought in TL for each word or for each morpheme encountered in SL. Detail discussion is in section 2.3.2
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2.2.3
Translation Equivalence Equivalent means equal in value, amount, meaning, important, etc.
(Hornby, 1974: 389). Catford proposed translation equivalence as an empirical phenomenon, discovered by comparing SL and TL texts; and on the other hand, the underlying condition, or justification of translation equivalence (1978: 27). Translation equivalence is the similiarity between a word (or expression) in one language and its translation in another. A translation equivalence is a corresponding word or expression in another language (Bruce, 1995: 26). There are three strategies of how the translator may find an appropriate lexical equivalent based on the Larson’s theory (1998: 169). They are; finding the textual equivalence which has the same concepts in both source language and target language, finding the textual equivalents which have different concepts by modifying the key term, and finding the textual equivalents which have no concepts at all in the culture. Detail discussion is in section 2.3.3
2.3 Theoretical Framework The theories used to support this analysis are the theory of phrasal verbs proposed by Brown (2002) as the main theory to know types of phrasal verbs using particles (out, up, over, in, into, back, down, and away) thatfoundin the novel of ‘The Other Side of Midnight’ and its translation ‘Lewat Tengah Malam’. The types are categorized based on the particle which collocate the verb, such as particles (out, up, over, in, into, back, down, and away) and the transitivity of
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phrasal verb. The theory of shift proposed by Catford (1965) and prepositional verb are the supporting theories used to identify the existence of translation shift of phrasal verbs. Category shifts are divided into four types: Structure shifts, Class shifts, Unit shifts, and Intra system shifts. The theory proposed by Larson (1998) is also used as to identify the strategies of equivalence applied in translating the novel of ‘The Other Side of Midnight’ into ‘Lewat Tengah Malam’. Finding the equivalence strategy is the main goal in translation.
2.3.1 The Difference of Phrasal Verb and Prepositional Verb Based on the theory of phrasal verb proposed by Brown (2002), phrasal verbs are compound verbs (more than one word) that result from combinations of verbs with adverbs or adverbial particle. When a verb is used with an adverb particle, the combination is called a phrasal verb. The meaning of a phrasal verb is often very different from the meanings of the two words taken separately (Swan,1980 :18). The resulting compound verb is idiomatic. Due to its meaning is idiomatic, there is no logical pattern or formula for learning it. Many phrasal verbs have more than one idiomatic meaning. There are two kinds of phrasal verbs. Based on the construction of phrasal verbs, Brown divided phrasal verbs into 2 forms. They are transitive and intransitive phrasal verb. Transitive phrasal verbs are those that can take direct objects. Some transitive phrasal verbs are separable. They can be separated from the preposition by a direct object. If the direct object is a noun it may or may not come between the verb and preposition;
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however, if the direct object is pronoun, it must come between the verb and the preposition. Intransitive Phrasal Verb Intransitive verb (Type I) does not require object. To be more specific, Type I of phrasal verb consists of verb and adverb particle. This type of phrasal verb is usually informal and its particle cannot usually be separated from its lexical verb. The examples are as follows:
The plane has just touched down. He is playing around. How are you getting on? The tank will blew up. (Quirk et al., 2000, p.1152)
Transitive Phrasal Verb Transitive phrasalverb (Type II) requires a direct object. There are some examples to contrast them with Type I phrasal verbs: Switch the lights off, please
Switch offthe lights, please.
We have to put off the match
We have to putthe match off.
I brought up on child.
The position of the particle is not fixed. The particle can be placed before or after the direct object. She put on her coat. x Please, put your coat on. There
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are two basic rules of the positions of particle. First, the rule applied when the object is a personal pronoun. In this case, there is only the possibility of SVOA pattern as in: She turned it off. The second rule explains the position of a long object. If the object is long the particle tends to precede the object as in: She put on her new blue coat. Transitive and intransitive phrasal verbs can be used in passive form. However, cases of phrasal verbs which can be bothtransitive and intransitive phrasal verbs may be found. The phrasal verb give in meaning “to agree” is an intransitive phrasal verb. On the other hand give sth in meaning “to give someone a paper to read” is an example of transitive phrasal verb. Phrasal verb and prepositional verb need preposition to combine verb. In the phrasal verb it is called particle. According to GM Spankie (1987:171), the particles of phrasal verb are not mobile; that is to say they cannot move about from place to place within a sentence. We do not treat the particles of phrasal verbs as if they were normal prepositions. Particles cannot govern relative pronouns and so cannot stand before them in relative clauses.The meaning of a phrasal verb can be very different from the usual meanings of each its parts. The phrasal verbs can also be transitive and intransitive. In the prepositional verb, their meanings are exactly the same as the meanings of their parts, and it need an object to complete the sentence. Below are the examples of phrasal verb and prepositional verb. Prepositional verb Accuse sb of
Apply to sb / for sth
Apologize (to sb) for
Ask for/ about 11
Attend to
Long for
Beg for
Object to
Believe in
Occur to
Beware of
Persist on
Blame sb for
Prefer sb/ sth to sb/ sth
Charge sb with (an offence)
Prepare for
Compare sth with
Punish sb for
Comply with
Quarrel with sb about
Conform to
Refer to
Consist of
Remind sb of
Deal in
Resort to
Dream of
Succeed in
Fight with sb for
Suspect sb of
Fine sb for
Think of / about
Hope for
Wait for
Insist on
Warn sb of / about
Live on (food/ money)
Wish
for Thomson & Martinet (1986: 103)
Do you believe in ghosts ? They were charged with receiving stolen goods. You haven’t complied with the regulations. For a week she lived on bananas and milk. It never occurred to me to insure the house. They persisted in defying the law. Thomson & Martinet (1986: 103)
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2.3.2 Shift in Translation Catford (1965) introduces shift as the change of formal structure of the source language into the target language. This possibly occurs in translation because both the source language and the target language are assumed to have their respective formal structure. Catford (1965: 73) states “shift is a departure from formal correspondence in the process of going from the source language to the target language”. There are two types of shift occurring namely level shift and category shift. Since every language has its own system of grammar and lexicon, shifts in transferring the meaning of the source language text into the target text will become unavoidable facts. A shift (in Catford’s term) or transposition ( in Vinay and Darbelnet’s term) is a translation procedure involving a change in the grammar from source language to target one (1988,p. 85).Hatim and Munday (2004) define shifts simply as “the small linguistic changes that occur between units of ST and TT”. Shifts are changes that occur during the process of translation from SL to TL. Level shift is the change between the level of grammar and lexis or lexis into grammar. Catford pointed out translation between the levels of phonology and graphology or between either of these levels or grammar and lexis- is impossible. The translation between these levels is ruled out by his theory, which posits “relationship to the same substance” as the necessary condition of translation equivalence. It shifts from grammar to lexis and vice- versa as the
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only possible level shifts in translation. On the other hand, the category shift is the change in structure, unit, class and intrasystem : 1) Structure shift involves a grammatical change between the structure of the SL text and that of the TL text. In grammar, structure shifts may occur at all ranks. For example SL : He said the story . S V
O
TL : Laki- laki itu bercerita. S
V
2) Class shift occurs when a SL item is translated into a TL item which belongs to a different grammatical class, e.g. an adjective may be translated into a noun. SL : Mother is kind. Adj TL : Ibu adalah wanita yang baik. Noun Phrase
3) By unit shift is meant changes in rank-i.e. it departs from formal correspondence in which the translation equivalent of a unit at one rank in the SL is the unit at a different rank in the TL, e.g. a phrase may be translated into a clause.
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SL : I like playing chess. Noun Phrase
TL : Saya senang kita bermain catur. Clause
4) And intrasystem shift occurs when SL and TL process the system which approximately corresponds formally to their constituent, when translation involves selection of a non- correspondence term in the TL system. For instance, the SL singular becomes TL plural.
SL : You must stay here for two years. TL : Kamu diharuskan tinggal disini selama dua tahun.
2.3.3 Translation Equivalence The notion of equivalence that we have to realize is that equivalence in translation should not be approached as a search for sameness, since sameness cannot even exist between two target languages version of the same text. Besides, the primary goal of a translator is to discover the naturalness which is commonly used in the target language. According to Margono (2002), “If we keep closely to the definition of translation, even to produce an exact equivalence is impossible, let alone a better equivalent”. The translation may seem “better” if the original
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text is bad from the linguistic point of view and the translation is structured better or even more beautifully. The problem of equivalence is of central importance to translation. In finding the closest equivalence translation, it is often necessary to translate one word of the SL into several words in the TL in order to guarantee the maintenance of the same meaning and sometimes the opposite will be true. According to Larson (1984), translation involves the transfer of form and meaning of the SL to the TL. And there is no exact equivalence between the words of one language and the words of another. There will be words which have some of the meaning components combined in them and matching the words which have these components with some additional ones. Nida and Taber (1982) stated that “Translating consists of reproducing in the receptor language the closest natural equivalence of the source message, first in terms of meaning and secondly in terms of style”. The definition means that the translator must have main priority at reproducing the message. To do so, making adjustment grammatically and lexically are needed. Nida argued that there are two different types of equivalence, namely formal equivalence- which in the other edition by Nida and Taber is referred to as formal correspondence -and dynamic equivalence. Formal equivalence focuses attention on the message itself, in both form and content, and dynamic equivalence based upon the principle of equivalent effect. In making formal equivalence, a translator attempts to produce as literally and meaningfully as
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possible the form and content of original in a translation which is concerned with such correspondences poetry to poetry, sentence to sentence and concept to concept. It attempts to reproduce several formal elements, including (1) grammatical unit, (2) consistency in word usage and (3) meanings in terms of the source context. The reproduction of grammatical units may consist : (a) translating noun by nouns, verbs by verbs, etc, (b) keeping all phrases and sentences intact (i.e. not splitting up and readjusting the units), (c) preserving all formal indicators e.g. marks of punctuation, paragraph breaks, and poetic indentation. Such a translation might be a rendering of some Medieval French into English which is intended for students of certain aspects of early French literature and not requiring a knowledge of the original language. Then, it would require numerous footness in order to make the text fully comprehensible. (Nida in Venuti, 2000 : 129). In contrast, dynamic equivalence is oriented towards the complete naturalness of an expression in which the translator is not so concerned with matching the receptor language (message) with the source language (message), but with dynamic relationship. The relationship between the receptor and the message should be substantially the same as that existing in the original, receptor, and the message. One way of defining dynamic equivalence in translation is to describe it as the closest natural equivalent to the source language message. This type of definition contains three terms : (1) equivalent, which points toward the source language message, (2) natural, which point toward the receptor language,
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and (3) closest, which binds the two orientations together on the basis of highest degree of approximation. (Nida in Venuti : 2000 : 136). Dealing with the equivalence problem, Baker (1991: 17) states that the choice of a suitable equivalent in a given context depends on a variety of factors. The factors may be strictly linguistic or extra- linguistic. She explores the notion of equivalence at different levels, in relation to translation process, including all different aspects of translation and, hence, putting together the linguistic and the communicative approach. Based on this, she classified equivalence into 1) Equivalence at a word and above word level that is the first element to be taken into consideration by the translator because when he /she starts analyzing the SL, she /he looks at the word as a single unit in order to find a direct “equivalent” term in the TL, 2) Grammatical equivalence, when referring to the diversity of grammatical categories across languages that may cause remarkable changes in the way the information or message that is carried across may induce the translator either to add or omit information in the TL because of lack of the particular grammatical devices in the TL itself, 3) Textual equivalence, when referring to the equivalence between a SL text and and a TL text in terms of information and cohesion, and 4) Pragmatic equivalence, when referring to implicatures and strategies of avoidance during the translation process. Bell (1991) views translation as the replacement of a representation of a text in one language by a representation of an equivalent text in a second language. Texts in different languages can be equivalent in different degrees (
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fully or partial equivalent) in respect of different levels of presentation (equivalent in respect of context, semantic, grammar, lexis, etc) and at different ranks ( word- for- word, phrase- for- phrase, sentence- for –sentence). In order to produce a qualified work of translation, a translator should know grammar, sociolinguistics, discourse, and strategic knowledge. An ideal translator should not only be bilingual but also a bicultural. Cultural knowledge competence, both in SL and TL help the translator to grasp meaning of the whole text that he is translating. An interesting discussion in the notion of equivalence can be found in Catford’s theory (1965) which seems to offer a more detailed list of condition upon which the concept of equivalence can be applied. Catford states that translation equivalence occurs when either a SL or a TL text or term is relatable to (at least some of) the same features of substance. It means that equivalence in translation will be possible when SL and TL text or item have a number of the same situational features. So, the translator should be aware of the situation in which the words are used in particular communication act. For example, the words father and daddy have the same referential meaning, but the use of them depends on the situation, likewise the words ayah and papa. Therefore, equivalence need some strategies in order to represent the meaning of SL into TL. The aim of translation is to find the meaning of the source language text and then reconstructing this same meaning using the natural forms of the receptor
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language. The translator is constantly looking for lexical equivalents between the source language and the target language. However, it is very difficult to find the lexical equivalent of the source text in the target language due to the different cultures of the speakers. This makes a literal, one- for- one equivalent of lexical items impossible. Accordingly, the translator needs some strategies to find the most natural and accurate way to express the meaning. There are three strategies of how the translator may find an appropriate lexical equivalent based on the Larson’s theory (1998: 169). They are as follows : 1.
Finding the Textual Equivalence which Have the Same Concepts in both Source Language and Target Language
The first main thing that a translator must accept is that although the concepts of the source language and target language are known, the translator should not expect concepts to be presented the same way in the target language as they are in the source language text being translated. A concept is used in the text to refer not to the form (word) but only to the meaning or content. Since the lexical structures of the two languages are different, the way the concepts are expressed will be different. There are three ways to find the lexical equivalent in this category using the following methods: a.
Descriptive Phrase Descriptive phrase is used because many words in any text are
semantically complex. It is expected that many times a single word in the receptor language is translated into several words, that is, by a descriptive phrase
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without change in meaning. The word glutton in English might need to be translated into who eats too much. The word praise which implies speech is restated by expressing it into direct speech “it is good” in the receptor language.
b.
Using Related Words as Equivalents Two languages may often do not have matching synonyms related to a
given concept. For example, the word sejahtera in Indonesia can be one of the English equivalents of a number of terms such as welfare, comfort, rich, and happiness. However, one would need to evaluate each context of sejahtera to decide which of those synonyms would be the best choice in English. The choice will depend on the collocation range of each synonym.
c.
Using Generic- Specific Words There are three problems in translation related to generic- specific
words : 1) The source language text use generic term, but the target language may only use a specific term in that semantic area. 2) The source language uses a specific term, but the target language only has a generic word.
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3) The receptor language word used in translation is intended to be understood in a generic sense, but it is interpreted by the target language speakers as a specific term. The example can be seen in the sentences there was a light on the table, the word light might have to be translated into more specific equivalent. The more generic word light might not be appropriate for this context. It is important to find out the form of the light referred to in the source language text. Then a more specific name for it such as candle or lamp could be used as an equivalent. 2. Finding the Textual Equivalents which Have Different Concepts by Modifying the Key Term Because of the difference in culture, there will be some concepts in the source language which are unknown in the receptor culture. Accordingly, the translator must find out a way to express a new concept to the speakers of the target language. There are three basic alternative ways in which a translator can find an equivalent in the target language. They are by using the following method:
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a. Generic Word with a Descriptive Phrase When a generic word is used to find the lexical equivalent, and modified to carry the correct meaning, there are four possible modifications which may be made as follows: 1.
By making explicit the form of the item Example: wine
: strong drink (Trique, Mexico)
flour
: ground dry grain ( Sierra Otonomu, Mexico)
2. By making explicit/ modified, the function of the item Example: centurion : man that commands 100 soldiers (Mazahua, Mexico) synagogue : house where they study the doctrines of God (Wantoat, New Guinea) 3. By making explicit/modified both the form and the function Example: mainsail
: cloth on the pole that was in front of the boat in order that the wind might push the boat (TetelcingoAstec, Mexico)
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winepress : hole in a rock where they could take out the juice of the grapes (HuixtecoTsotsil, Mexico) 4. By modifying a comparison to something or event which does not occur in the receptor language. Example: rudders
: things like an oar ( Mexico)
wolf
: animal like a fierce dog (Peru)
b. To Find Equivalence by Modifying a Loan Word Since a loan word refers to a word from another language and is unknown to most of the speakers of the receptor language; it needs to have a classifier added to it so that it is clear whether the word is the name of a person, town, country, or what. There are two ways in which a loan translation can be used to find lexical equivalent, they are the following : 1. By modifying a classifier Example: dove
: a bird called dove ( Papua New Guinea)
amazon : river calles Amazon (Peru)
2. By modifying a description of form, function, or both Example:
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Priest
: the person who deals with that given to God (Philipines)
Anchors: irons called anchors tied with the ropes so the boat could not go any further ( Mexico)
c. To Find Equivalence by Cultural Substitute This way is used when a real word referent from the receptor culture is substituted for the unknown referent of the source culture. Commonly, cultural substitutes always result in some distortion and should not be used unless the other possible solutions have proven insufficient. Although the cultural substitutes establish dynamic equivalence, without which part of the original message might not be understood, there may be times that the cultural substitutes are used when the thing or event of the source language is not exactly the same but occurs in the target language. For example: lamp
: bamboo torch (Papua New Guinea)
lion
: jaguar (South America)
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3. Finding the Textual Equivalents which Have No Concepts at all in the Culture The translator must identify the key words and as much as possible and use a single receptor language lexical item on each occurrence of the key words. Keywords are most often words which represent essential or basic concepts of the text and they are used over and over in the text and are crucial to the theme or topic under discussion. If a key word is translated only by using a variety of equivalents with the same word in different context, it will cause the point of the whole text to be lost. The examples can be seen on three key words of material about Middle Eastchurch, mosque, synagogue. Generic components- shelter, used for religious purposes Generic class- kinds of shelters used for religious purposes Specifying components: Church – used by Christians Mosque- used by Muslims Synagogue – used by Jews
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2.4 Research Model Analysis Process of Phrasal Verb Translation
PHRASAL VERB
SL
TL
Phrasal Verb with particleout, up, over, in, into, back, down, and away
Verb, Adverb, Adjective phrase, Verb phrase, and Clause
QUALITATIVE METHOD
PROBLEM
THEORY
1. Types ofPhrasal Verb 2. Kinds of Category Shift 3. Strategies of Equivalence
1. Brown (2002) 2. Catford (1965) 3. Larson (1988)
ANALYSIS FINDING
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In this present study, finding the translation equivalence is the main goal of a translator in order to get accuracy, clearness, naturalness, sameness in meaning, and parallelism in the form. To get a good translation, linguistic and non-linguistic factors must be remembered by the translator. Phrasal verb is linguistic factor to be solved on as a problem in grammatical case. The phrasal verbs with particle out, up, over, in, into, back, down, and away is grammatical problem which is related to the word in its relation to the other word. The method used as the way to analyze the process is qualitative method in which the first step is classifying and analyzing the types of phrasal verbs proposed by Brown (2002). The types are classified based on the particle that combine verb, such as using particle out, up, over, in, into, back, down, and away, then they are classified and explained in case of transitive and intransitive verb.The category shift in translation by Catford (1965) is applied to the process of analysis in order to know the existence of shift in phrasal verb. The last, the theory of equivalence by Larson (1988) is used as the procedure to know the strategies used by the translator in which each language also has its own language system which is different from one another besides cultural divergence. According to Soemarno (2000:1) difficulties are not only the vocabulary but also the word structure.
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