PENERJEMAHAN DASAR

INDONESIA-INGGRIS
Pertemuan 2
 Bebas parkir = dibebaskan dari pembayaran
parkir -> parkir gratis
 Bebas parkir = dilarang parkir -> no parking
 Kata namun mempunyai makna sama dengan
tetapi, menghubungkan dua hal yang
berlawanan. Bentuk tetapi demikian yang
seharusnya sama dengan namun demikian
tidak pernah dipakai karena janggal. Atas
dasar itu, bentuk namun demikian boleh
dikatakan sebagai bentuk yang tidak benar.
Bentuknya yang benar adalah namun.
Sebagai kata penghubung, namun dapat
digunakan sebagai penghubung antarkalimat
dalam paragraf
ALIH BANGUN
 Penghilangan = bapak pergi ke jakarta,
sedangkan ibu pergi ke kantor
 Perpindahan/pergeseran =
anak itu sakit perut setelah makan mi baso
kemarin -> anak itu sakit perut kemarin
setelah makan mi baso
 Pemugasan (proses, cara)=
paman memberikan buku kepada saya –>
paman memberi saya buku
 Pengantian imbuhan =
Rima menulis buku -> buku ditulis oleh Rima
ALIH BANGUN
 Kita mengalihbangunkan kalimat dengan
maksud untuk:
1. Memperoleh kalimat yang padat dengan
ringkas
2. Memberikan tekanan kepada unsur
3. Menghindari keraguan (makna)
4. Membentuk kalimat yang beruntun dengan
logis di dalam paragraf
5. Menghilangkan keseragaman/kesamaan
yang menjemukan.
KALIMAT
 Kalimat umumnya berwujud rentetan kata
yang disusun sesuai dengan kaidah yang
berlaku. Tiap kata dalam kalimat mempunyai
tiga klasifikasi, yaitu;
(1). kategori sintaksis,
(2). fungsi sintaksis, dan
(3). peran semantisnya
KATEGORI SINTAKSIS
 Dalam ilmu bahasa, kata dikelompokkan berdasarkan bentuk
serta perilakunya. Kata dapat dibedakan berdasarkan kategori
(kelas kata) sintaksisnya.
 dalam bahasa Indonesia terdapat 4 kategori utama dan 1
kelompok kata tugas;

1. verba/kata kerja
2. Nomina/kata benda
3. Adjektiva/kata sifat
4. Adverbia/kata keterangan

 Kata tugas;
1. preposisi/ kata depan
2. Konjungsi/kata sambung
3. partikel
KATEGORI SINTAKSIS
 Nomina, verba, dan adjektiva sering
dikembangkan. Pada tataran sintaksis disebut;
 frasa nomina = nomina+kategori lain (cnth:
gedung+sekolah = gedung sekolah),
 frasa verbal (cnth: makan+pelan-
pelan/adverbia = makan pelan-pelan),
 frasa adjektival
(manis+sangat=adjetival+adverbia= sangat
manis),
 frasa preposional (preposisi yang diikuti kata
atau frasa lain menghasilkan frasa
preposional)
FUNGSI SINTAKSIS
 Tiap kata atau frasa dalam kalimat
mempunyai fungsi yang mengaitkannya
dengan kata atau frasa lain yang ada dalam
kalimat tersebut. fungsi itu bersifat sintaksis,
artinya berkaitan dengan urutan kata atau
frasa dalam kalimat.
FUNGSI SINTAKSIS
 Fungsi sintaksis utama; predikat, subjek,
objek, pelengkap, dan keterangan
 Fungsi sintaksi lain; atributif (yang
menerangkan), koordinatif (yang
menggabungkan secara setara), subordinatif
(yang menggabungkan secara bertingkat)
PERAN SEMANTIS
 Pelaku
 Sasaran
 Pengalam

1. Lusi menunggui adiknya

2. Penjahat itu lari
3. Penjahat itu mati
4. Panji melihat kecelakaan itu
TIGA ASPEK SINTAKSIS

Lusi

Katego
Fungsi Peran
ri
TIGA ASPEK SINTAKSIS

Menunggui

Katego
Fungsi Peran
ri
TIGA ASPEK SINTAKSIS

Adiknya

Katego
Fungsi Peran
ri
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
 Kata sandang:
Kata benda dalam bahasa Inggris didahului
dengan kata sandang a, an, atau the.
Dalam bahasa Indonesia, kata sandang
tidak diterjemahkan kecuali dalam
beberapa ungkapan tertentu.
Misal:
-He is a translator = Ia (seorang)
penerjemah
-He becomes a general = Ia menjadi
Jenderal
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
 Bentuk lampau
waktu lampau dalam bahasa Indonesia tidak
selalu dinyatakan dengan kata ‘telah’. Tautan
kalimat atau kata yang menyatakan waktu dalam
kalimat sudah cukup memberitahukan waktu.
Misal:
- Revolusi Perancis dan Perang Kemerdekaan
Amerika mengubah cara pemerintahan di negara
itu/ cara negara itu diperintah.
the French Revolution and the American War of
Independence changed the way those countries
were governed
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
 Jamak

gagasan umum dalam bahasa Indonesia dinyatakan

dengan bentuk tunggal, berbeda dengan bahasa
Inggris yang menggunakan bentuk jamak. Kurangi
sedapat-dapatnya pengulangan kata untuk jamak.
misal;
- pertanyaan dan pengamatan mereka mempertajam
pengamatan saya dan menambah pengetahuan saya =
their questions and their observations have sharpened
my own observations and enrich my knowledge. =.
- Fish swim, birds fly, men think = ikan berenang
(bukan,ikan-ikan berenang), burung-burung
berterbangan, manusia berfikir
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
 Bagaimana (How)
kata (How) tidak selalu diterjemahkan “bagaimana”. Kata
bagaimana termasuk kata tanya untuk membentuk kalimat
tanya.
misal:
 How has this change come about?
= Bagaimana terjadinya perubahan ini?
=mengapa terjadi demikian?
=mengapa perubahan itu bisa terjadi?
 How one goes about learning to teach is the subject of chapter 2
= bagaimana seseorang belajar mengajar merupakan pokok
bahasan Bab 2.
= Cara orang berupaya belajar mengajar merupakan pokok
bahasan Bab ke-2
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
= bab ini menjelaskan bahwa cara belajar
mengajar merupakan proses perkembangan
yang dipupuk baik oleh penelitian maupun
oleh pengalaman pribadi.
= Bab ini menjelaskan bagaimana belajar
mengajar merupakan suatu proses
perkembangan yang dibesarkan baik oleh
penelitian maupun oleh pengalaman sendiri.
This chapter explains how learning to teach
is a development process that is nurtured by
both research and personal experience.
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
 Untaikata
hendaknya hati-hati ketika menerjemahkan kata yang
beruntai.
Misal;

= kebanyakan badan air masin dan air tawar mengandung

mikro organisme yang banyak di antaranya telah
menyesuaikan diri dengan kondisi yang sangat merugikan.
= Most bodies of salt and fresh water contain
microorganism, many of which adapted to extremly
adverse conditions.
= kebanyakan garam dan air segar berisi mikroba, dimana
beberapa telah beradaptasi dengan keadaan yang sangat
berbalikan.
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
 Any

Kata “any” tidak selalu diterjemahkan dengan “apa

saja”, “satu”, atau “beberapa” karena maknanya
juga tidak selalu demikian.
 Any boy knows that = semua anak tahu
itu/mengetahuinya
 When shall you come back?- in any case before
dinner = kapan anda kembali? – (pendeknya/sekitar)
sebelum makan malam
 I should be glad if any of our readers could give any
information on the subject. = saya akan senang jika
ada (di antara) pembaca yang dapat memberikan
informasi mengenai perkara itu.
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
 Some

Kata “some” tidak selalu bermakna “beberapa”.

Misal:
 I think you owe him some apology

= saya kira Anda perlu meminta maaf kepadanya.

 People who want to go out for a row on the
Thames generally go by train to some place
above London and take a boat there
= orang yang ingin berdayung di Sungai Thames
pada umumnya naik kereta api ke sebuah tempat
di atas London dan dari situ naik kapal.
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
Kata yang mirip:
Hati-hati dengan kata yang mirip atau sama tulisannya.
Misal; We read because of a hunger for information, or
amusement, or solace, because of an appetite for truth
that seems to grow by what it feeds on.
= kita membaca oleh karena kita lapar akan informasi, atau
hiburan, atau kesendirian, atau karena kita lapar akan
kebenaran, yang tampaknya berkembang sesuai dengan
masukan yang ia peroleh.
=kita membaca karena lapar akan informasi, hiburan, atau
pelipur lara, atau karena haus akan kebenaran yang
tumbuh oleh yang menghidupinya.
# solitary = kesenderian; solace = pelipur lara.
# to feed on = hidup dari; Sheep, feed mostly on grass
HAL YANG PERLU
DIPERHATIKAN PENERJEMAH
 Idiom

Idiom ialah untai kata yang bangunnya tetap dan

makna berbeda dengan satu-satu kata yang
membentuknya. Oleh karena itu, terjemahannya
akan keliru bila kita tidak mengenali untai kata itu
sebagai idiom.
Misal;
- we were about to start the meeting when Jack
called to say he’d be late = kami siap untuk
memulai pertemuan ketika Jack menelpon bahwa ia
akan terlambat datang.
 We didn’t go there at all = Kami samasekali tidak
pergi ke sana.
PRINCIPLE OF TRANSLATION
 Meaning
 Form
 Register
 Source language influence
 Style and clarity
 Idiom
PRINCIPLE OF TRANSLATION
 Meaning
The translation should reflect accurately the
meaning of the original text. Nothing should
be arbitrarily added or removed, though
occasionally part of the meaning can be
‘transposed’.

Added- ditambahkan
Removed - dihilangkan
Transposed – dirubah, misal perubahan kelas
kata… bersinar (verb) gleam (noun)
 Transposed… when and why?
1. Is the meaning of the original text clear? If
not, where does the uncertainty lie?
2. Are any words ‘loaded’, that is, are there
any underlying implication?
3. Is the dictionary meaning of a particular
word the most suitable one?
4. Does anything in the translation sound
unnatural or forced?
PRINCIPLES OF TRANSLATION
 Form.
The ordering of words and ideas in the
translation should match the original as
closely as possible. (This particularly
important in translating legal documents,
guarantees, contracts, etc.). But differences
in language structure often require changes
in the form and order of words.
FORM
 No Change of Word Order
Pagi ini, beberapa ratus meter dari gerbang
itu, Sienna mendadak berhenti dan kini
menunjuk dengan khawatir.
This morning, several hundred yards short of
the gateway, Sienna had screeched to a stop
and was now pointing in alarm.

 (Change of Word Order)

Kini Langdon terjaga sepenuhnya
Langdon was now fully awake.
PRINCIPLE OF TRANSLATION
 Register.
Languages often differ greatly in their levels
of formality in a given context (say, the
business letter). To resolve these
differences, the translator must distinguish
between formal or fixed expressions ... and
personal expressions, in which the writer or
the speaker sets the tone.
REGISTER
 Would any expression in the original sound
too formal/informal, cold/warm,
personal/impersonal… if translated literally?
 What is the intention of the speaker or the
writer? (to persuade/dissuade,
apologize/criticize?) does this come through
in the translation?
FORMAL
 Yang Terhormat Bu  Dear Mrs March, I
March, Aku hanya
jes drop a line to
menambahkan
say we git on fust
beberapa kalimat untuk
rate.
menyampaikan kami
cepat beradaptasi.
INFORMAL
 Cowokku  My boyfriend
 Demi Tuhan  Good GOD
BERSAMBUNG YAAAAA….
PRINCIPLES OF TRANSLATION
 Source language influence.
One of the most criticisms of the translation
is that ‘it doesn’t sound natural’. This is
because the translator’s thoughts and choice
of words are too strongly moulded by the
original text.
Example: Moulded/ Unnatural

Source Text Target Text: Unnatural Translation

“I suppose if we’re really going to do it, “Kurasa kalau kita memang benar-benarakan
now is as good a time as any.” melakukannya, sekarang adalah waktu yang
sama bagusnya dengan kapan saja.”

If the clause in the source text …now is as good a time as any is translated
literally, it will become …sekarang adalah waktu yang sama bagusnya dengan
kapan saja. However, this translation does not sound natural in Indonesian.
The natural one should be as follows: Example: Natural

Source Text Target Text: Natural Translation

“I suppose if we’re really going to do it, “Kurasa kalau kita memangbenar-
now is as good a time as any.” benar akan melakukannya,
sekaranglah waktu yang tepat.”
PRINCIPLES OF TRANSLATION
 Style and clarity.
The translator should not change the style of
the original.
Example: Style and Clarity

“Busyet,” kata Lanny “Holy shit,” Lanny said,

menyusulku. catching up to me.

“Busyet”, … which is an interjection in the English text is

translated into “Holy shit,” … which is also an interjection
in the Indonesian language. Therefore, the style is retained
in the translation.
Example: Style and Clarity

Source Text Target Text

O, willful ignorants! Do you not see the O, orang-orang bebalberkepalabatu!

future? Do you not grasp the splendor Tidakkah kalian melihatmasa depan?
of my creation? The necessity? Tidakkah kalian
memahamikecemerlanganciptaanku?
Keharusanitu?

Brown. (2013). Inferno. New York: Nimpoeno, Nugrahani (2015). Neraka.

Anchor Books, p. 27. Brown (trans). Yogyakarta: Bentang, p.
19.

The sentence above is translated into the same style as the source text. The
translated text uses the same literary exclamation O, …!to make it into the
similar style as the source text. The translated text is also used the same
italic style as the text is about the speaker’s thought.
PRINCIPLES OF TRANSLATION
 Idiomatic expressions are notoriously
untranslatable. This include similies, metaphors,
proverbs and saying (as good as gold), jargon,
slang, and colloquialisms (user friendly, Big Mac,
etc) and English phrasal verbs. If the expressions
cannot be directly translated, try the following:
 Retain the original word, in inverted commas:
‘user-friendly’
 Retain the original expressions, with a literal
explenation in brackets.
 Use a close equivalent.
 Use a non-idiomatic expressions
STRATEGI PENERJEMAHAN/
SYNTATIC STRATEGIES
 Literal Translation
 Loan
 Calque
 Transposition
 Unit Shift
 Phrase structure change
 Clause structure change
 Sentence structure change
 Cohesion change
 Level Shift
 Scheme Change
LITERAL TRANSLATION
 Chesterman (2000) stated that “I define this
rather loosely, as meaning maximally close
to the SL form, but nevertheless
grammatical.” (p. 94)

 “Aku tahu; aku tahu.” Dia kelihatan sedikit

menyesal.
 “I know; I know.” She seemed distantly
remorseful.
LOAN & CALQUE
 Chesterman (2000) stated that “This strategy
covers both the borrowing of individual items
and the borrowing of syntigma. Like the
other strategies, it refers to a deliberate
choice, not the unconscious influence of
undesired interference.” (p. 84-116)
LOAN
EXAMPLES
 Dia mengatakannya dengan cepat, seolah
sedang menarik Band-Aid.
 She said it quickly, like she was yanking a
Band-Aid.

 Langdon, yang merasa yakin Sienna akan

memahami kelancangannya, membuka laptop
itu dan menyalakannya.
 Having no doubt Sienna would understand
the intrusion, Langdon opened the laptop and
powered it up.
CALQUE
EXAMPLES
 Saat itu Chloe berusaha membungkus rapi
kemarahannya, tetapi sekarang mereka berada di
sebuah kelab
 Chloe had managed to keep her rage under wraps,
but now they were in a club

 Selama hampir empat dekade, Langdon

mengenakan arloji Mickey Mouse antik edisi
kolektor, hadiah dari orangtuanya.
 For nearly four decades, Langdon had worn an
antique collector’s edition Mickey Mouse
timepiece, a gift from his parents.
TRANSPOSITION (WORD-CLASS
CHANGE)
 Chesterman (2000) stated that “Chesterman
has used the term transposition from Vinay
and Darbelnet to mean any change of word-
class, e.g. from noun to verb, adjective to
verb.” (p. 84-116)
TRANSPOSITION
EXAMPLE
 Kalau tidak, mereka tidakakan sanggup
menyekolahkan Jeremy… lalu mereka akan
terpaksa pindah dari rumah mereka dan
mencari rumah sewaan.
 Otherwise, they could no longer afford to
keep Jeremy at school… and they would be
forced to move from their modest terrace
and find a boardinghouse to reside in.

 Verb = menyekolahkan -> noun = school

UNIT SHIFT
 Unit shift. This is a term from Catford (1965). The units
are: morpheme, word, phrase, clause, sentence,
paragraph. A unit shift occurs when a ST unit is
translated as a different unit in the TT: this happens
very frequently, of course, and sub classification can
be set up for unit shifts of different types. (p.95)

 Chesterman (2000) stated that:

The units are morpheme, word, phrase, clause,
sentence, paragraph. A unit shift occurs when a ST unit
is translated as a different unit in the TT; this happens
very frequently, of course, and sub-classifications can
be set up for unit shifts of different types. (84-116)
UNIT SHIFT ENG-IND
EXAMPLE
 Ia juga sependapat bahwa udara lebih dingin
daripada kemarin. (p. 2)
 He further agreed that it was colder than
yesterday. (p. 2)

 From word phrase

 Colder lebih dingin
PHRASE STRUCTURE CHANGE
 Chesterman (2000) stated that
This strategy (or rather group of strategies)
comprises a number of changes at the level
of the phrase, including number, definiteness
and modification in the noun phrase, and a
person, tense and mood in the verb phrase.
The unit itself may remain unchanged. ST
phrase may still correspond to a TT phrase
but its internal structure change.(pp. 84-116)
CLAUSE STRUCTURE CHANGE
 Chesterman (2000) stated that:
...changes that have to do with the structure
of the clause in the terms of its constituent
phrases. Various subclasses include
constituent order (analyzed simply as
Subject, Verb, Object, Complement,
Adverbial), active vs. passive voice, finite vs.
non-finite structure, transitive vs,
intransitive. (pp. 96-97)
SENTENCE STRUCTURE CHANGE
 Chesterman (2000) stated that “This group of
strategies affects the structure of the
sentence-unit, insofar as it made up of
clause-units. Included are changes between
main-clause and sub-clause status, changes
of sub-clause type etc.” (p. 97).
SENTENCE STRUCTURE CHANGE
EXAMPLE: ENG-IND
 the sentence …which she had been trying to
do for several minutes now is a sub-clause.

 Meanwhile, in the target text, it is translated

into Rupanya sejak beberapa saat lalu,
perempuan itu berusaha menarik perhatian
Langdon which is a sentence.
COHESION CHANGE
 Chesterman (2000) stated that “A cohesion
change is something that affects intra-
textual reference, ellipsis, substitution,
pronominalization and repetition, or the use
of connectors of various kinds” (p. 98).
LEVEL SHIFT
 Chesterman (2000) stated that:
What is meant by levels is phonology, morphology,
syntax and lexis. In a level shift, the mode of
expression of a particular item is shifted from one
level to another. An obviously influential factor
here is the type of language concerned, whether
they are more analytic or more agglutinative, for
instance. Another factor is the role of intonation:
in some language (e.g. English) this can express
meaning (such as “interrogativeness”) which other
languages express through morphology (e.g.
Finnish), or wholly of partly through word order
(e.g. German) (p. 99).
LEVEL SHIFT
EXAMPLE ENG-IND
 “Never you mind,” said Bilbo. “A promise is
a promise.”
 “Sudahlah,” kata Bilbo. “Janji tetap janji!”

 In the source text, the sentence “A promise

is a promise” is a statement and is
translated into “Janji tetap janji!” which is
an exclamatory expression with the use of
exclamation mark. Thus, there is a shift in a
level of syntax.
SCHEME CHANGE
 Chesterman (2000) stated that “This refers
to the kinds of kinds of changes that
translators incorporate in the translation of
rhetorical schemes such as parallelism,
repetition, alliteration, metrical, rhythm
etc.” (pp. 99-100).
ST SCHEME A = TT SCHEME A (USE THE SAME SCHEME)
EXAMPLE IND-ENG
 “Novri menggemari wajah; Rima
menggemari kata.”
 “Novri like faces; Rima like words.”

 The translator preserved the repetition of …

menggemari… into …like… There are no
changes at all because both source text and
target text use the same scheme.
ST SCHEME A = TT SCHEME B (USE A DIFFERENT SCHEME)
EXAMPLE ENG-IND

 ST: “I will monitor every action, every gesture, and

every word that issues from your mouth, until I am con­
vinced that you can be trusted to behave like a reason­
able human being.
 TT: “Aku akan mengawasi tiap tindakan, isyarat, dan
kata yang keluardarimulutmu, sampai aku yakin kau
bisa dipercaya untuk bersikap seperti manusia beradab.

 The words …every action, every gesture, and every word…

in the source text is translated into …tiap tindakan, isyarat,
dan kata…The translator changed the scheme in the target
text, by removing the word …every… so that the scheme
between the source and target text is different.
ST SCHEME A = TT SCHEME 0 (DELETE THE SCHEME)
EXAMPLE IND-ENG
 Begitu pria itu menutup jarak yang tersisa di antara
mereka, senyumnya menguap dan mulutnya anehnya
terasa kaku, sementara jantungnya berdebar kencang di
pangkal tenggorokannya
 As soon as he closed the remaining distance between
them, Ida smile died away and her mouth felt oddly stiff,
and her heart thumped hard at the base of her throat.

 In the Indonesian text, the scheme …-nya…, …nya…, …

nya…are dropped and translated into without scheme,
those are Ida, her…and her…
ST SCHEME 0 = TT SCHEME A (ADD A SCHEME)
EXAMPLE ENG-IND
 Closing her fingers around the pear-shaped
crystal vessel, she picked it up and rubbed her
thumb across the stopper repeatedly.
 Sambil menggenggam botol kristal berbentuk
mutiara itu, ia mengangkat dan menggosokkan
ibu jarinya di bagian penutupnya berulang-
ulang.

 The source text has no scheme …picked… and

…rubbed… but when it is translated into target
text it has a scheme, into mengangkat,
menggosokkan…
SEMANTIC STRATEGIES
 Chesterman groups kinds of change which mainly have to do
with lexical semantics, but also include aspects of clause
meaning such as emphasis. Semantic strategies manipulated
meaning. The semantic strategy is divided into 8 terms are:
 Synonymy
 Antonymy
 Hyponym
 Converses
 Abstraction change
 Distribution change
 Emphasis change
 Trope change
 Paraphrase
SYNONYM
 Chesterman (2000) stated that “This strategy
selects not the “obvious” equivalent but a
synonym or near synonym for it, e.g. to avoid
repetition.” (p. 84-116).

 Dia terdiam, menoleh memandang Sienna.

 He paused, glancing back at Sienna.
 Dia terdiam, iba tergambar di wajahnya.
 She hushed, a look of compassion crossing
her face.
ANTONYMY
 Chesterman (2000) stated that “The
translator selects an antonym and combines
this with a negation element” (p. 102).
Example Eng-Ind:
 I hate last-minute cancellations.
 Aku paling tidak suka kalau ada yang batal di saat-saat
terakhir.
The word hate in the English source text is translated into its antonym, that is
suka combined with the negation element tidak in the Indonesian language,
so it becomes tidak suka
“saya benci sikap dia”
“I don’t like his attitude”
ABSTRACTION CHANGE
 Chesterman (2000) stated that “A different
selection of abstraction level may either
move from abstract to more concrete or from
concrete to more abstract” (p. 103).
Example Eng-Ind
 “Go ahead,” Iva said, already knowing. “Answer the
thing.”
 “Angkatlah,” kata Iva. “Jawab telepon itu.”

Example Ind-Eng
 Semua ini terjadi akibat benda itu…

 All of this happen because of that curse necklace

 In the ST the word ...the thing… & …itu… is

abstract because it can be anything and is
translated into ...telepon itu… & …curse
necklace… which is concrete. Thus, there occurs
an abstraction change in the TT.
BERSAMBUNG YAAA…
HYPONMY
 Chesterman (2000) stated that “Shifts within
the hyponymy relation are common. In
principle, this strategy comes in three
subclasses: ST Super ordinate to TT
hyponym, ST Hyponym to TT super ordinate,
ST Hyponym X to TT Hyponymy of the same
super ordinate.”