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CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Every day in daily life, people use language as a means of communication
which involves the process of sending and receiving information. Language is
used as a media to express ones feeling and idea. In the process of
communication, the language structure used to express ones meaning can be
different from the language structure used by others; moreover, when people from
different countries with different languages and cultural backgrounds involve in
the communication. Thus, in order to make the communication possible, the
translation process is needed.
Translation is the process of changing speech or writing from one
language (source language) into another language (target language) (Richard,
1985 : 229). The desire to know and understand information, namely since,
technology, and knowledge, translating form the SL and TL is need.
A work of translation requires many aspects in order to produce a good
translation. Since it involves two different language, namely source language (SL)
and target language (TL), therefore a translator should know both SL and TL,
should be familiar with the subject matter and should be some facilities the
expression in target language (TL) (Brislin, 1976:71). In translation there must be
a correspondence of meaning between source language and target language.
For the translator, it is not easy to transfer the message the two languages
because there are same factors that will influence translation process, they are

lexicon, grammatical structure, communication situation, and cultural context of the

source language text. Every language has different communication situation,

culture, structure or grammar. The translator has to transfer the message as exactly
as possible. There must be correspondence of meaning between source language (SL)
and target language (TL). A translator should have a perfect knowledge of the
original language, and a competence acquaintance with the subject of which it treats.
Of course, it is not easy for the translator to make natural translation and has the
exactly same meaning with the source language, because every language has the
different structures or grammar, for example, English and Bahasa Indonesia has
grammatical differences.

One of the element grammar is conjunction that used to link words,

phrases, and clauses together and provide a smooth transition between ideas.
Conjunction refers to the use of formal markers to link sentences or the bigger
parts of text, which also realize semantic relations between parts of text and;
therefore, functions as a cohesive device. Baker (1991: 191)
Conjunctive elements are cohesive not in themselves but directly, by virtue
of their specific meanings; they are not primarily devices for reaching out into the
preceding (or following) text, but they express certain meanings which presuppose
the presence of other components in the discourse (Halliday: 1976:266).
Conjunction sometimes is named as conjunctive relation.
Halliday and Hasan (1984: 227) stated that conjunctive relation is a
relationship that indicates how the subsequent sentence or clause should be linked
to thepreceding or the following (part of the) sentence. In other words,
conjunction relation is a word or part of speech to link other words or phrases.
2

One use of a conjunctive relatiom is to connect words or phrases that have the
same grammatical function in a sentence.
The existence of conjunction or conjunctive relation is absolutely
important to be observed because conjunction is used as the glue that ties in every
sentence. In this case, this study also observes conjunction used in novel. In it the
writers have to create their statement as well as possible in order to make the
language they used arranged nicely so that the ideas can be received easily
without ambiguous statement. Therefore, it needs cohesive markers such as
conjunction to make it clearly interpreted.
The basic purpose of translation is to reproduce various types of texts,
comprising literary, religious, scientific, or philosophical texts in another language
and thus making them available to wider readers, to a greater number of target
audience and to bring the world closer. So, translation is very important, not only
in scientific and technology books, but also in literary books.
Literary book is the art of written work. Literature may consist of texts
based on factual information (journalistic or non-fiction), as well as on original
imagination, such as poetry, prose, short story, novel, play and etc.
Novel is one example of literature work, and inside of it there is an
equivalent effect to reader. The researcher uses the novel written by Elizabeth
Gilberts Novel Eat, Pray, Love into Makan, Doa, Cinta by Silamurti
Nugroho. This novel was an international bestseller, translated into over thirty
languages, with over 10 million copies sold worldwide. In 2010, Eat, Pray, Love
was made into a film starring Julia Roberts, and some Indonesia players like

Chritina Hakim, Hadi Subiyanto, and etc. The novel became so popular that Time
Magazine named Elizabeth as one of the 100 most influential people in the world.
The subject of this research is the conjunctive relation in the novel its
translation into Indonesia. This research tries to analyze the conjunctive elements
in the novel and its translation into Indonesia. The reason why this topic is
interesting to be discussed is because in this novel the researcher can find various
kinds of conjunctive relation that can be analyzed. The difference between the
Indonesian and English conjunctive relation and how they are coded in the novel
will be discussed in this research.
Some previous researches had been conducted in dealing with this novel
by university student . One of the research is Damayanti, O (2013) in her thesis
Translation Shift on The Translation of Noun Phrase in Elizabeth Gilberts
Novel Eat, Pray, Love into Makan, Doa, Cinta by Silamurti Nugroho.
Damayanti, O (2013) was the student of Faculty Humanities Dian Nuswantoro
University of Semarang. In this thesis she discuses the findings of translation shift
of noun phrases used in Eat,Pray, Love novel translated into Makan, Doa, Cinta.
Another research was conducted by Harmeigawati, D (2010) in her thesis
entitled Usaha Liz Dalam Menemukan Keseimbangan Hidup Dalam Novel Eat,
Pray, Love Karya Elizabeth Gilbert. She was a student of English Department,
Faculty of Literature, Diponegoro University.
Based on all the explanations above, the writer is concerned in researching
deeply the analysis of the conjunctive relation in the novel pray, eat and love its
translation into Indonesian.

1.2 The Problems of the Study

Talking about literary book especially in novel we can not avoid talking
about conjunctions, since conjunction is one of the elements that construct a
sentence. The use of conjuntion become a phenomenon and interested study to
research. Regarding to the topic that is going to be discussed, this research
addreses the following problem:
1. What types of conjunctive relations are there in the source language?
2. How are the conjunctive relations translated in the target language?
3. Why are the conjunctive relation translated the way they are?
1.3 The Scope of the Study
This study is only concerned with the novel entitled Eat, Pray, Love
which is used as the data source of conjunctive relations and their translations in
Indonesian Makan, Doa, Cinta translated by Silamukti Nugroho. The discussion
of the research will cover word, syntax, semantic, pragmatic, conjunctive relative.
In this thesis, the researcher will apply the theory of Halliday that devides
conjunctive relation into , they are : additive relation, adversative relation, causal
relations and temporal relation.

1.4 The Objectives of the Study

In general this research aims at improving my knowledge, especially in the
area of translation, as well as to put into application the theories and concepts of
translation by conducting a research. The research focuses on the functions of the

conjunctive relations in English and their translation in Indonesian. The objectives

of the study are more specifically as follow :
1. to find out the types of conjunctive relations are there in the source language.
2. to analyze the process the conjunctive relations translated in the target
language.
3. to know the reason the conjunctive relation translated the way they are.

1.5 The Significances of the Study

Based on the problems in translating English conjunctives into Indonesian
and the objectives of the study, the significance of the study is stated as follows:
1) The result of this study can be used as additional knowledge to improve the
vocabulary of conjunctive relations for Indonesian learners who study English.
2) The result of the study is expected to be able to improve the ability of
Indonesian learners in studying English and the quality of translation in
Indonesian.
3) This study is also useful to anyone who is doing translation. For the translators
this study can be used to improve the quality of translation.

CHAPTER II
REVIEW OF LITURATURE
2.1. Translation
Translation is the comprehension of the meaning of a text and the
subsequent production of an equivalent text, likewise called a "translation," that
communicates the same message in another language. The text to be translated is
called the source language (SL) or source text (ST), and the language that it is to
be translated into is called the target language (TL); the final product is sometimes
called the target text (TT).
There are so many definition of translation that is suggested by the
experts. In this study the researcher discusses them more clearly about the
translation definition, some definition of translation may be different as many
experts express their own thought or idea about the definition of translation. In
this chapter, the writer wants to discuss the definition based on Newmark (1984),
Catford (1965), Larson (1984), and Nida and Taber (1974: 12).
Newmark (1981:7) defines translation as a craft consisting in the attempt
to replace a written message and/or statement in one language by the same
message and/or statement in another language while Larson (1984: 3) describes
translation as transferring the meaning of the source language (SL) into the
receptor language. Nida gives emphasis to the transfer of meaning by adding that
the priority in translating a message is the response of the receptor (Nida, 1974:
1), in which the receptor of the target language (TL) should respond to the
translation in the same manner as the receptor of the SL ones (Nida, 1974: 24).

A similar idea proposed by Nida & Taber (1974) implies the accuracy and
naturalness of the use of the TL in the translation. The idea proposed by Newmark
is that the idea of the replacement of message in one language by the same
message in another language cannot be operated up to the sentence level only.
Since the goal of translation is transferring meaning, the use of acceptable and
readable expressions in the TL would be the most important consideration.
On the other hand, a translation needs a skill to synchronize both Source
Language and Receptor Language on syntactic, semantic, and pragmatic levels.
Catford (1965) states that translation may be defined as the replacement of textual
material in one language (SL) by equivalent textual material in another language
(TL).
From the four translation experts above, it can be concluded that
translation is the task that deals with two different kind of language. The first is
the source language (SL), that is the language that is about to translate, and the
second is target language (TL) or the form of language that become the target.
Translation does not only change the form but translation is a process of
transferring the meaning from source language (SL) to target language (TL), the
important thing in translation is the way to find the equivalent in source language
(TL) to target language (TL). In process of translating, there are some steps that
must be done, studying the source text, analyzing it, and reconstructing the
meaning. So, a translator must know about process and procedure in translation.
Actually the aim process of translation is the clarity of the message of
source language and the possibilities how to transfer the data. The process of

translation differs slightly from various translator and is influenced by the

particular work translated. Newmark (1998) concedes that it usually happens that
the literary translator first has to deal with words set on the page by an author
who may be dead physically or metaphorically and now lives in the variegated
reading by a host of readers of the source language (Newmark 1998:117).
Nida and Taber (1974:33) say that there are 3 steps to translate, they are:
1. Analysis
The content and purpose in the source text is entirely read and understood.
2. Transfer
The translation in the source text is transferred into the target text. The
message can be a content / meaning, idea or thought.
3. Restructure
Restructure means rearrange. After transferring the message from the source
text into the target text, a translator has to rearrange translation. Restructure
process is elaborated by step by step procedure that has the opposite to Nida
and Tabers statement.
In the other hand, Bell (1991:60) describes the translation process which
consist of three main steps, those are syntax, semantics and pragmatics. Each
step should be analyzed and synthesized. He adds that in the process there might
be some quickly ignored steps and the combination of bottom up and bottom
down process norm both in pattern introduction and inference procedure.
In process of translation, there are some classifications. Newmark (1988:
45-47) uses the eight classifications, they are word for word, literal, faithful,
semantic, communicative, idiomatic, free, and adaptation that were organized into
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two areas: SL textual approach and TL textual approach. He puts them in

following diagram called diagram V
SL Emphasis

TL Emphasis

Word for word

Adaptation

Literal translation

Free Translation

Faithful translation
Semantic translation

Idiomatic translation
Communicative translation

(Newmark, 1998 : 45)

Figure 2.1 Newmarks V Diagram

The explanations of the method of SL textual approach mentioned above

are explained below and the examples are from Maxsinatalias thesis (2007:1517).
1. Word-for-word Translation
This often demonstrates as interlinear translation, with the target language
immediately below the source language words. The source language word - order
is preserved and the words translated singly by their most common meanings out
of context. Cultural words are translated literally. The main use of word- for-word
translation is either to understand the mechanics of the source language or to
construe a difficult text as a pre-translation process.
For example:
SL : I can walk
TL : Saya bisa berjalan

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2. Literal Translation
The SL grammatical constructions are converted to their nearest TL equivalents
but the lexical words are again translated singly, out of context. As a pretranslation process, this indicates the problems to be solved.
For example:
SL : Jangan bawa tasku
TL : Dont bring my bag

3. Faithful Translation
A faithful translation attempts to reproduce the precise contextual meaning of the
original within the constraint of the target language grammatical structure. It
transfers cultural words and preserves the degree of grammatical and lexical
abnormality (deviation from source language norms). It attempts to be
completely faithful to the intentions and the text-realization of the SL writer.
For example:
SL : Could you close the door?
TL : Dapatkah kamu menutup pintu?

4. Semantic Translation
It may translate less important culture words by culturally neutral third or
functional terms but not cultural equivalent and semantic translation is more likely
to be economical than a communicative translation.

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Unless for the latter, the text is poorly written. In general, a semantic
translation is written at the authors linguistic level, a communicative at the
readerships. Semantic translation is used for expressive and vocative texts.
Semantic translation is personal and individual, follows the thought processes of
the author, tends to over-translate, pursues nuances of meaning, yet aims at
concision, in order to reproduce pragmatic impact.
For example:
Situation A (SL)
Mr. Andrew : You must not go out tonight
Harry : Yes, dad
Situation A (TL)
Mr. Andrew : Kamu seharusnya tidak keluar malam ini
Harry : Iya, ayah

Situation B (SL)
Mr. Andrew : You must not go out tonight
Harry : Yes, sir
Situation B (TL)
Mr. Andrew : Kamu seharusnya tidak keluar malam ini
Harry : Iya, pak
The explanation of the method of TL textual approach mentioned above are :

5. Free Translation

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It reproduces the matter without manner, usually a paraphrase than the original.
For example:
SL : She was between devil and the deep sea
TL : Ia berada di anatara dua bahaya yang besar

6. Adaptation Translation
This is the freest from of translation. It is used mainly for the plays (comedies),
a poetry, the SL culture converted to the culture and the text rewritten. The
deplorable practice of having a play or poem literally translated and then rewritten
by an established dramatist or poet has reproduced many poor adaptations, but
other adaptations have rescued period plays.
For example:
SL : My heart is like a singing bird
TL : Kalbuku bagaikan kicauan burung

7. Idiomatic Translation
Idiomatic translation reproduces the message of the original but tends to distort
the nuances of the meaning by preferring colloquialism and idioms where these do
not exist in the original.
For example:
SL : She explains in broken English
TL : Dia menjelaskan dalam bahasa Inggris yang kurang sempurna

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8. Communicative Translation
It renders the exact contextual meaning of the original in such a way that both
content and language are acceptable and comprehensible for readers.
For example:
SL : Never mind
TL : Tidak apa-apa
According to Newmark (1988 : 47), only semantic and communicative
translation fulfill the two main aims of translation, which are first, accurancy and
second, economy. In general a semantic translation is written at authors linguistic
level, a communicative at the readerships semantic translation is used for
expressive text, communicative for informative and vocative texts.

2.3 The Process of Translating Conjunctive Relation

Nida and Taber (1974: 33) introduce three stages in the process of
translation. This process begins by analyzing ST into grammatical and semantic
structure of the TL, transferring the meaning and at last by reconstructing the
grammatical and semantic structure into the appropriate TL forms in order to
create an equivalent TT.
However, the process of translation based on Nida and Tabers theory is
too simple and general than the real process. The process of translation is actually
more complicated, difficult and unique. Larson (1984 : 476 490) in his book

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Meaning-Based Translation A Guide to Cross-Language Equivalence divides the

process of translation into eight different steps, they are :
1. Preparation
There are two kinds of preparation. First, there is the preparation which the
translator should have before beginning the translation task, and secondly, there is
the preparation which he undertakes as he begins work on a specific translation
project. The first kind of preparation should have include training in writing, in
linguistics and in translation principles.
During the reading and re-reading of the text, the translator will want to
makes notes. For example, he will note the key terms, and the sections which
seem obscure and will need further research. There may be cultural barriers which
immediately strike him as potential problems. He will want to study more in detail
or deeply on these. As he researches, he should make notes for later use he should.
When he feels acquainted with the text he is ready to begin the analysis.
2. Analysis
As the translator reads through the text, he should note down any lexical
items which seem to be the key words. These will be words which are crucial to an
understanding of the text. One of the first steps in the analysis should be a careful
study of these key words, in order to find a good lexical equivalent in the receptor
language. Often it will be necessary to consult dictionaries and encyclopedias for
more information. The components of meaning which are crucial and need to be
transferred should be identified.
How detailed the analysis will be vary with the difficulty of the text. The more
difficult the text, the more need there will be for a careful re-writing into semantic

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structure before any transfer begins. The translator should not become burdened by
making extensive semantic displays. It is a tool to help in his analysis. Some find it
most helpful to simply re-write the text in a near semantic presentation.
3. Transfer
Transfer is a process of going from the semantic structure analysis to the
initial draft of the translation. The transfer takes place in the mind of the translator.
The semantic analysis will have eliminated most of the skewing between the deep and
surface structure of the source text. After this is done the translator is faced with
transferring this meaning into the second language, and introducing the appropriate
receptor language skewing.
In carrying out this process, he will find a lexical equivalent for concepts of
the source language and culture. The translator will decide whether or not the
figurative and rhetorical devices of the source language will be transferred or if some
adjustments will need to be made, he will consider what grammatical forms to use to
communicate the correct meaning. Without an adequate study on the translation
principles the transfer process can be very difficult and the result is unsatisfied.
4. Initial draft
The translator begins making his initial draft after moving back and forth from the
source to the receptor text. He may need to go back for more background reading or
check again the dictionary. In this process, the translator should work at paragraph
level. He must be sure of what the paragraph communicates, then he composes the
draft naturally, without looking at the SL or even the semantic rewrite. He should just
let it flow naturally and express the meaning clearly.

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However, there are number of things which the translator should keep in mind
as he does the initial draft. He should know who will use the translation, and their
level of education. He should know about the authors purpose, the topic of the
paragraph, and semantic structure analysis. If the number things are combinated, the
initial draft will be accurate and natural.
5. Reworking the initial draft
The reworking of an initial draft should not be undertaken until a larger
section is completed. It is best if the draft has been left untouched for a week or two.
In this way the translator comes with a fresh look at it and is able to be more objective
in his evaluation and reworking of it. The reworking of the initial draft includes
checking for naturalness and for accuracy.
The first thing that the translator will do is to read through the manuscript of this
larger unit which he is checking. In doing this, the translator should be looking for:
Wrong grammatical forms or obscure constructions
Places that seem too wordy
Wrong order, awkward phrasing
Places where the connections do not seem right and it does not flow easily
Collocation clashes
Questionable meaning
Style
The second thing the translator will need to do is to check for accuracy of
meaning. He can only do this by a careful comparison with the source text and the
semantic analysis. Some trouble he may find are: something omitted, something
added, a different meaning, or a zero meaning, that is, the form used just doesnt

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communicate any meaning at all. When checking for meaning, he will look not only
at the meaning of the words, but also of the sentences and especially the relations
between the sentences and the paragraphs and larger units.
The third thing the translator will need to check is whether or not the theme
comes through clearly. He should have a look at the draft for a while and evaluate
this. This may be one of the things that will be more easily evaluated. After the
translator himself has done the drafting, he will have it tested.
6. Testing the translation
This step is needed to know whether the translation product had done by the
translator perfectly transferred or not. There are three main reasons in doing testing
translation. They are accurate, clear and natural.
In order to make the translation as accurate, clear and natural as possible, the
translation must involve at least four persons. They are translator, consultant, tester,
and reviewer. The translator will do self-checks by making a comprehension testing.
He asks people to read the translation whether they understand or not. He also does
the naturalness checking by comparing his translation with the TT. The consultant
helps the translation in accuracies and correcting use of translation principles. He can
train the translator in how to do other kinds of testing. He also encourages the
translator throughout the project. A consultant can often help with difficult exegetical
questions. The tester tests the translation with people whether the ST familiar or not.
The reviewer reads through the translation and makes comments concerning clarity
and naturalness
7. Polishing

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After doing all those steps above, the translator needs to polish the translation
he had done. He needs to know whether he makes an adequate translation or not.
8. Preparing the Manuscript for the Publisher

In this last step, the translator checks the translation by having it tested
over.
According to Halliday and Hasan (1976), the conjunction is one of the
four kinds of cohesive devices in texts, expressing certain meanings which
presuppose the presence of other components in the discourse, and the
relationship expressed by the conjunctions are termed as conjunctive relations.
Halliday and Hasan (1976) further subdivided conjunctive relations into
four categories, according to the relationship they express: additive, adversative,
causal, and temporal conjunctions. They explore the function of conjunctive
relations in great details.
To get a general description of the use of conjunctive relations, Yu (1990)
interprets Halliday and Hasans four classes of conjunctions as follows:
Additives

: The connectives that link units of semantic similarity. The

additives introduce discourse units that repeat and
emphasize the key points or add relevant new information
to the prior expression.

Adversatives

: The connectives that bring in the expressions that are

contrary to expectation. The expressions indicate a contrary
result or opinion to the content mentioned previously. In

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this sense, the adversatives signal the beginning of a

different viewpoint.
Causals

: The connectives are used to introduce result, reason or

purpose. The clauses connected are related to each other
either in the cause-and-effect relation or in the conditional
relation.

Temporals

: The connectives that express the time order of events. In

order to manifest the temporal relations of successive and
simultaneous events, this category includes the preceding,
sequential, and simultaneous connectives.

Examples for additive relation include and, or, likewise, furthermore, etc.
Conjunctive relation of the adversative type is characterized by such conjunctions
as but, however, on the contrary, etc. The third type is casual relation expressed
by conjunctions such as so, thus, hence, therefore, consequently, etc. Finally, the
temporal relation can be expressed through then, previously, before that and so
on. Temporal relation also includes the sense of conclusiveness by such items as
finally, to sum up, in short. (Halliday and Hasan, p. 243).
Halliday and Hasan (1976) treat conjunctions as a type of cohesive ties that
relate linguistic elements that occur in succession. Besides, Halliday and Hasan
(1976) explains that cohesion is the relation between sentences in a text,
conjunctions are, in fact, linking elements among sentences. In other words, the
term conjunctions refers to those linking elements occurring inter-sententially,
while those used intra-sententially should not be considered as true conjunctions.

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Halliday and Hasans (1976) model provided a straightforward categories of

English conjunctions. The four categories reflected four semantic relations
between sentences. It thus helps students to understand the role of conjunctions in
organizing discourse.
The process of translating conjunctive relations into Bahasa Indonesia can
be summarized as table below :
Type of conjunctive
relation

Additive

SL
(Source Language)
And

TL
(Target Language)
Dan

or

atau

also

juga

in addition
furthermore besides

lagi pula,
tambahan lagi
selanjutnya selain

similarly

demikian pula

likewise

juga

by contrast

sebaliknya

for instance

misalnya

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Process of
Translating

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But

Tetapi

yet

namun, masih

however

namun, meskipun

instead

sebaliknya

on the other hand

disisi lain

nevertheless

namun

at any rate

bagaimanapun

as a matter of fact

sebenarnya

So

Maka

consequently

akibatnya

it follows

mengikutinya

for

untuk ; karena

because

karena

under

dibawah

the circumstances

bagaimanapun

for this reason

untuk alasan ini

Then

Kemudian

next

Selanjutnya

after that

Sesudah itu

on another occasion

disisi lain

in conclusion

kesimpulannya

an hour later

satu jam kemudian

finally

akhirnya

Adversative

Causal

temporal

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at last

akhirnya

now

Sekarang

of course

tentu saja

well

selanjutnya

anyway

cara apapun

surely

tentu saja

after all

sesudah semuanya

continuatives

2.3.1 Equivalence in Translation Studies

When translating some words in SL into TL, sometimes translator finds it
difficult to find the words in TL that have the same meaning with the words in SL.
This happen because not every word in one language can be translated into
another. As the way to solve it, translator must modify his translation by using
another word in TL that equivalence with the words in SL so the reader of the
translation in TL can understand more what the original author want to tell.
Translator has to have deep knowledge about both language, SL and TL,
in order to find the equivalence words. It is important thing to do to make sure the
message from original author in SL can be delivered and transferred correctly in
the translation using TL.
Nida (2000:133) states that it is not easy to produce a completely natural
translation, especially if the original writing is good literature, precisely because
truly good writing intimately reflects and effectively exploits the total idiomatic
capacities and special genius of the language in which the writing is done. A

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translator must therefore not only contend with the special difficulties resulting
from such an effective exploitation of the total resources of the source language,
but also seek to produce something relatively equivalent in the receptor language.
Nida (Venuti, 2000 : 134) explains about two types of equivalence in
translation, which are :
a. Formal Equivalence.
Formal equivalence translation basically source-oriented; that is, it is
designed to reveal as much as possible of the form and content of the original
message. In doing so, a formal equivalence attempts to reproduce several formal
elements, including: (1) grammatical units, (2) consistency in word usage, and (3)
meanings in terms of the source context. Nida also calls this type of translation a
gloss translation, which aims to allow the reader to understand as much as the
ST context as possible. The translator attempts to reproduce as literally and
meaningfully as possible the form and content of the original. A gloss translation
of this type is designed to permit the reader to identify himself as fully as possible
with a person in the source-language context, and to understands as much s he can
of the costumes, manner of thought, and means of expression.
Nida (1991 : 26) states that Formal Equivalence focuses attention on the
message itself, in both form and content. In such a translation one is concern with
such correspondences as poetry to poetry, sentence to sentence, and concept to
concept.
b. Dynamic Equivalence.

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A Dynamic Equivalence translation may be described as one concerning

which a bilingual and bicultural person can just justifiably say, That is just the
way we would say it. In Dynamic Equivalence translation the focus of attention
is directed, not so much toward the source message, as toward the receptor
response. One way of defining a Dynamic Equivalence translation is to describe it
as the closest natural equivalent to the source-language message. This type of
definition contains three essential items: (1) equivalent, which points toward the
source-language message, (2) natural, which points toward the receptor language,
and (3) closest, which binds the two orientations together on the basis of the
highest degree of approximation.
Based on the clarification above it can be conclude that equivalence in
translation is the important thing that must be achieved in translation process, a
translation product can be said successfully if the readers or listeners of that
translation product do not know that they are reading or listening of translation
product that means responds of the readers or listeners when they read and listen
the source text is same when they read or listen the translation product.

2.3.2 Loss Information in Translation

Nida (1974) states that there is no exact equivalent in translation. Because
of this, translation always involves loss (losing of meaning) and gain (gaining of
meaning). Loss of information can occur in all linguistic levels. For example, She
is a teacher becoming Dia guru The meaning of dia partly lies in its opposition
to she and it, in Indonesian dia is third person, singular system has no opposition

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at that level because dia covers her and him but does not cover it. This means that
she has more meaning than the Indonesian dia because she contains the idea of
female, which is, absent in Indonesian dia, thus loss of information occurs in
translation.
Another examples of gain from the previous researches in order that we
can understand clearer the loss theory. For examples,
(1) SL : Di Pura Kawitan itulah kerukunan keluarga dibina secara berjenjang.
TL : Family harmony flourishes in the Pura Kawitan (Suardana, 2008).
There is a loss of information because the adverbial group secara berjenjang
that exists in the SL cannot be found the equivalence in the TL.
(2). SL : You ought to be ashamed of yourself.
TL : Kau harus malu TomSawyer (Putra, 2006).
There is loss of information that occurs in the translation because usually
preposition of is translated into dari in Indonesian language.
(3). SL : Empty seat
TL : Tempat kosong ( Pastini, 2004)
There is loss of information that occurs in the translation because the word
seat is translated into tempat that is not equivalent with the word seat

2.3.3 Gain Information in Translation

Translation may not be possible unless linguistically relevant information
is added. If necessary information is not inferable from the sentence or the larger
unit, the information should be seen from outside the language. If it is not

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possible, the translator has to make its own decision with the hope that it does not
contradict the message of the sentence.
For example Uang saya habis which becomes I am broke. It could be
assumed that the translation would be like this my money is empty, but it does not
make any sense in the TL, so the translator then makes some adjustment here, and
the result is, I am broke, which is still related to SL, especially its sense. Another
example, Mereka kumpul kebo becomes they live as an unmarried couple. It
could be assumed that the translation would be like this: They are together with
the bulls, but it does not make any sense in the TL, so the translator then makes
some adjustments here, and the possible result is: they live as an unmarried
couple, which is still related to SL, especially its sense. (Adidharma, 2006).
The other examples of gain of information can be taken from the previous
researches. For example, SL: The mad Bluger TL: Si Bluger gila ( Pastini,
2004). There is gain of information from the SL to the TL because the definite
marker the is translated into si.

2.4 Reason of Translating Conjunctive Relation

Conjunctive relation is word (phrase) which merely joins together

sentences and sometimes word. Conjunctive relation joins together sentence and
often makes them more compact, as a member of small class that have no
characteristic form, their function are chiefly as non moveable structure words
that join such units as part of speech , phrases, or clauses.

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Generally, the functions of conjunction are to link or join words, phrases,

and clauses. Kardimin (2004:167) said that the functions of conjunction are parts
of speech that connect words, phrases, clauses, and sentences. The most common
one: and, but, and or. while, because, so, and however are also
conjunctions.
There are some reason why it is very important to translate conjunctive relation
well in a sentence ; they are :
1. Conjunctive relation is used to describe the cohesive tie between clauses or
sections of text in such a way as to demonstrate a meaningful relationship between
them. It is also possible to perceive this process as the linking of ideas, events or
other phenomena.
2. Conjunctive relation is as one of cohesion that makes the text sentences hang
together and textual quality. Conjunctive relations play an important role in
discourse as they are used as coordination to conjoin different grammatical
units: clauses, clause elements, words.
The existence of conjunctive relation is absolutely important to be
observed because conjunction is used as the glue that ties in every sentence. A
good writer have to create the statement as well as possible in order to make the
language he/she used arranged nicely so that the ideas can be received easily
without ambiguous statement. Therefore, it needs cohesive markers such as
conjunction to make it clearly interpreted.
Conjunctive relation may occur in either an external or an internal context.
The conjunction may be located in the phenomena that constitute the content of

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what is being said (external), or in the interaction itself, the social process that
constitutes the speech event (internal).

2.5 Reason of Novel Eat, Pray, and Love

Eat, Pray, Love is a story about a woman who tries to heal herself from
depression after her unsuccessful marriage. After she decides to end her marriage,
Elizabeth makes plans to visit Italy, India, and Indonesia. At first she visits Italy
to search the worldly pleasures, and then she goes to India to find God, the last
she visits Indonesia to balance the worldly pleasure and to devotion to God. These
experiences make her learn to conquer her fears and depressions.
The writer has chosen this book because Eat, Pray, Love can motivate
people to keep fighting for their independence and happiness. Because of her
dissatisfaction, Elizabeth leaves her luxurious life to find peace and happiness.
She inspires people to always have positive thinking. By reading this book the
readers can learn how to face a problem with confidence and patience. In addition,
this novel is also a fun book to read since it is taken from the real situation and
written in a simple language style.
Another reason why the researcher tries to analyze this memoir Eat, Pray,
Love, novel, which chronicled the journey alone around the world, looking for
solace after a difficult divorce. The book was an international bestseller, translated
into over thirty languages, with over 10 million copies sold worldwide. In 2010,
Eat, Pray, Love, was made into a film starring Julia Roberts, and some Indonesia
players like Chritina Hakim, Hadi Subiyanto, and etc . The book became so

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popular that Time Magazine named Elizabeth as one of the 100 most influential
people in the world.

2.6 Summary of Eat, Pray and Love

When Elizabeth Gilbert turns to thirty one years old, she enters the worst
period in her life. She feels depressed and unhappy with her marriage. She is
afraid that someday she must settle down in one place and has babies. One night
when her husband is sleeping, she sneaks out from their bedroom and cries in the
bathroom floor. She says over and over, I dont want to be married anymore, I
dont want to live in this big house, I dont want to have a baby. Then she prays
to God for the first time in her life. From that night Elizabeth starts to realize the
presence of God around her.
Seven months later, Elizabeth decides to divorce her husband. In the
middle of her difficult divorce process she meets David, an actor and a writer. But
their relationship does not work out. They break up and reunite for several times.
One day Elizabeth gets a chance to visit Bali, Indonesia. During her visits in Bali
her Yoga trainer introduces her to Ketut Liyer, a ninth-generation Balinese
medicine man. Ketut Liyer reads Elizabeths palm. He says that someday she will
return to Bali and become his English teacher for three or four months.
When she returns to New York, her husband is ready to discuss the terms
of their divorce settlement. After hearing her husbands requirements, Elizabeth
asks her lawyer to make a modified deal. Finally her husband approves the
modified deal and they officially divorce.

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After she gets divorce from her husband, she quits her job, and makes plan
to travel around the world alone. At first she goes to Italy and studies the art of
pleasure. During her visits in Italy, Elizabeth goes to various cities in Italy to eat
and learn Italian language.
After a few months in Italy, Elizabeth thinks that she must clarify her
relationship with David. They agree to end their relationship. She feels sad for a
while but then Elizabeth spends the rest of her time in Italy with joy and
happiness
On 30th December, she goes to India. She makes plan to live in the
Ashrams (a place of religious retreat for Hindus). She finds many difficulties at
the beginning of her stays in Ashram. She cannot concentrate while meditating.
But then she can master her mind by addresses her prayer for Nick, her nephew.
After she spends four months in India, Elizabeth finds peace in her soul.
Elizabeth continues her journey to Bali. Her main purpose in Bali is to
meet Ketut Liyer. When she arrives in Ketut Liyers place, he forgets who
Elizabeth is. When Liz says that she is a book writer from New York he
remembers about her. She spends her time in Ubud as Ketuts student to learn the
art of balancing the worldly pleasure and the divine transcendence.
In the middle of her journey in Bali, she meets Felipe, a Brazilian man.
Elizabeth realizes that she loves Felipe, but she is afraid of getting hurt again. But
then they spend their days together in Bali with love and pleasure. Elizabeth can
fulfill her purposes in Bali to enjoy the worldly pleasure but she still devotes
herself to God.

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CHAPTER III
RESEARCH METHODOLOGY
3.1 The Object the Study
The object of the study in this thesis is the novel Eat Pray Love
written by Elizabeth Gilbert. The discussing this thesis will be focused on the
conjunctive relations, that consist of additive relation, adversative relation, causal
relations and temporal relations. Based on the research design the researcher will
use descriptive qualitative research design. In other side, the object of the
qualitative of literature is in the data source of literature. The data source of
literature is the words, sentences, and discourse. According in Patton, M.Q.
(2002) there are two kinds research, they are field research and library research.
The researcher used library research. Generally speaking the library research
researches especially as text.

3.2 Unit of Analysis

The source of data used in this research is Eat, Pray, love written by
Elizaberth Gilbert (2006). Since the novel presents the story of journey written in
a first point of view, the novel is categorized as travel writing. This English novel
consist of 108 units, 348 pages, while Indonesia translation covers 402 pages. The
writer will take the sample of conjunctive relation from some units of this novel.
In collecting the data, the writer as the researcher needs population and
sample as object of this research. Sample is the part of the population. Sample in

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qualitative research is teoritis sample, because the purpose of qualitatif research is

get a theory. Sample in qualitative reseach also called as constructive sample.

3.3 Data and Data Source

The data in this study are collected from one translation product.
Translating involves two languages, Indonesian as the SL and English as the TL.
The novel entitled Eat, Pray, Love (Elizabeth Gilbert, 2006) which was translated
into Indonesian Makan, Doa, Cinta by Silamukti Nugroho.
There are some reasons to choose this novel for the data source in this
study. First, it is one of translation products. It should be studied in order to get
some advantages from other translators ability, especially the function of
conjunctive translation. Second, this novel has 334 pages. Therefore, it is enough
to obtain the data of conjunctive relation. It is a popular novel which was written
by Elizabeth Gilbert in 2006. Another reason this novel is chosen as data source
because this is a popular novel which has been filmed. The novel is a best seller
and has been sold for million copies around the world including Indonesia. This
novel has also been translated into Indonesia.
In this study, only the conjunctive relations indicating an additive,
adversative, causal and temporal are collected as data source for analysis.

3.4 Research Method

The researcher uses content analysis as one type of descriptive qualitative

method. Denzin & Lincoln (1994) state content analysis is used to determine the

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presence of certain words or concepts within texts or sets of texts. Researchers

quantify and analyse the presence, meanings and relationships of such words and
concepts, then make inferences about the messages within the texts, the writer(s),
the audience, and even the culture and time of which these are a part.

Content analysis is one of the descriptive qualitative methods means that

all data in this research are in form of sentences and words, not in the form of
numbers. Qualitative is research method which based on filsafat postpositivisme,
which used to examine on condition of object in nature (as side of experiment),
where the examiner as key instrument, the analysis data is qualitative and the
result of qualitative method more empasize to meaning more than generalisation.
According to Wilkinson (2000 : 7), the resulting data is presented in the
form of descriptions. So, the data in this research is in the form of descriptions.
Wilkinson (2000 : 79) states that qualitative data is usually analyzed by
subjecting it to some form of coding process. This research is descriptive
qualitative method because it analyzes the translation of the conjunctive relation
in Elizabeth Gilberts Novel Eat, Pray, Love into Makan, Doa, Cinta By
Silamurti Nugroho, because the result of conjunctive relation is description and it
does not establish calculations.

3.5 Technique of Collecting Data

Data collection will be conducted through library research. The
observation method as introduced by Sudaryanto (1993: 133-136) will be applied.
In collecting the data, the English novel and its translation into Indonesian are

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observed and documented as the data. The data are the English sentences that
contained conjunctive relations in them. Along with the English text, the
Indonesian translation text was also observed in order to compare it with the
source text. The choice of this method is in accordance with the type of data
source which is written language.
There are some steps in collecting the data, those are:
(1) Observing
The novel both the English and Indonesian versions will be read. Then
both texts will be skimmed and the sentences with conjunctive relations found are
marked in the texts.
(2) Documenting
The English sentences with conjunctive relations along with the
Indonesian translation will be typed. The sentences are set with the English
sentences on top and the Indonesian texts below and then they are paired.
(3) Identifying the conjunctive relations
After the text and the translation are typed and paired, the sentences that
have correlation this research ,that is, conjunctive relations will be identified.
Then how the original texts are translated into Indonesian will be analyzed, and
note taking technique will be used to collect all of the data especially to calculate,
sort out, identify and classify the occurrences of the conjunctive relations in
Indonesian translated text.

3.6 Technique of Analyzing the Data

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The research of the data analysis gave flowchart or conceptual framework

to make easily corrected the data of the thesis. The conceptual framework is in the
thesis used Miles and Huberman (1992:2) based on their book as the qualitative
data second edition.

Interpretation of the data

The object data

Predictiong to process
selecting data as text

Data

Analyzing data to organize

accordance with the goal

Data

Data Display

make

Conclusion

Figure 3.1
The data will be analyzed according to the concepts which are presented as
the way to find the type of conjunctive relation, the procedure that adopted by the
translator in translating the data in the process of English-Indonesian translation
and supported by loss and gain of information.
a. find out the conjunctive relation in the English novel and its translation
b. Categorize the conjunctive relation based theory of
c. Analyze the process of translating the conjunctive relations
d. Analyze the reason the way of conjunctive relation translating.

3.7 Trusthworthiness
Validity, reliability, and objectivity are criteria used to evaluate the quality
of research in the conventional positivist research paradigm. As an interpretive

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method, qualitative content analysis differs from the positivist tradition in its
fundamental assumptions, research purposes, and inference processes, thus
making the conventional criteria unsuitable for judging its research results
(Bradley, 1993).
Recognizing this gap, Lincoln and Guba (1985) proposed four criteria for
evaluating interpretive research work: credibility, transferability, dependability,
and confirmability.
Credibility refers to the adequate representation of the constructions of
the social world under study (Bradley, 1993, p.436). Lincoln and Guba (1985)
recommend a set of activities that would help improve the credibility of your
research results: prolonged engagement in the field, persistent observation,
triangulation, negative case analysis, checking interpretations against raw data,
peer debriefing, and member checking. To improve the credibility of qualitative
content analysis, researchers not only need to design data collection strategies that
are able to adequately solicit the representations, but also to design transparent
processes for coding and drawing conclusions from the raw data.
Transferability refers to the extent to which the researchers working
hypothesis can be applied to another context. It is not the researchers task to
provide an index of transferability; rather, he or she is responsible for providing
data sets and descriptions that are rich enough so that other researchers are able to
make judgments about the findings transferability to different settings or
contexts.

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Dependability refers to the coherence of the internal process and the way
the researcher accounts for changing conditions in the phenomena (Bradley,
1993, p.437).
Confirmability refers to the extent to which the characteristics of the data,
as posited by the researcher, can be confirmed by others who read or review the
research results (Bradley, 1993, p.437). The major technique for establishing
dependability and confirmability is through audits of the research processes and
findings. Dependability is determined by checking the consistency of the study
processes, and confirmability is determined by checking the internal coherence of
the research product, namely, the data, the findings, the interpretations, and the
recommendations. The materials that could be used in these audits include raw
data, field notes, theoretical notes and memos, coding manuals, process notes, and
so on. The audit process has five stages: preentry, determinations of auditability,
formal

agreement,

determination

confirmability), and closure.

38

of

trustworthiness

(dependability

and

39

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