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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 one’s feeling and idea. In the process of

communication, the language structure used to express one’s 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

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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)

Conjunctive adverbs are not connecting words, they are

transitional words. As a result, they can occur at the beginning,

in the middle, or at the end of either the second of the two

clauses in a compound sentence or in the second of two related

sentences. If they are used in a compound sentence, a semicolon

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is ordinarily used to connect the two clauses, although a colon, a

dash, or a comma along with a coordinating conjunction is

sometimes possible. Wherever they are found, coordinating

conjunctions are set off from the sentence in which they are

located by commas. The conjunctive relations are not logical but

textual; they represent the generalized types of connection that

recognize as holding between sentences.

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 Gilbert’s 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

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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 Gilbert’s

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,

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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.

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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.

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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

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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.

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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.

2.1.1 The Process of 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).

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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 Taber’s 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

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

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Faithful translation Idiomatic translation

Semantic translation Communicative translation

(Newmark, 1998 : 45)

Figure 2.1 Newmark’s V Diagram

The explanations of the method of SL textual approach mentioned above

are explained below and the examples are from Maxsinatalia’s thesis (2007:15-

17).

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

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 pre-

translation process, this indicates the problems to be solved.

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For example:

SL : Jangan bawa tasku

TL : Don’t 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.

Unless for the latter, the text is poorly written. In general, a semantic

translation is written at the author’s linguistic level, a communicative at the

readership’s. 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.

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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

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

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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

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

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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 author’s linguistic

level, a communicative at the readership’s semantic translation is used for

‘expressive’ text, communicative for ‘informative’ and ‘vocative’ texts.

2.1.2 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

translator must therefore not only contend with the special difficulties resulting

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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.

A Dynamic Equivalence translation may be described as one concerning

which a bilingual and bicultural person can just justifiably say, “That is just the

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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.

2.2 Conjunctive Relations

Conjunctive relations are semantic relations holding between two clauses,

or sentences which can be represented by various devices. And '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.

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Baker (1991: 191) notes some points about conjunctive relation. First the

same connective may be used to signal different relations, depending on the

context, this is in line with Alwi, et.al. (2003:398) who states that the semantic

relation between clauses in complex sentences depends first on the meaning of the

connective itself and second on the meaning stated by the clauses it conjoins.

Alwi, et.al. (2003) classifies additional relation based on its context in the

text into additional relation that state cause and result, additional relation that state

time order, additional relation that state contrast between proposition and lastly

additional relation that state expansion of a proposition. This can be compared to

Halliday & Hasan's (I976) internal-external conjunctive dichotomy below.

Second, the conjunctive relations can be expressed by a variety of means;

the use of connective is not the only device for expressing a temporal or causal

relation, for instance in English, a temporal relation may be expressed by means

of a verb such as follow or precede, and a causal relation is inherent in the

meanings of verb such as cause and lead to. Sometimes, even without any explicit

signal, a reader or hearer can recognize such a meaning relation.

Third conjunctive relations do not just reflect relations between external

phenomena but may also be set up to reflect relations which are internal to the text

or communicative situation. For instance, temporal relations are not restricted to

sequence in real time: they may reflect stages in the unfolding text, for example ,

the use of first, second and third in the paragraph.

2.2.1 Types of the Conjunctive Relation

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Halliday & Hasan (1976) classify types of conjunctive relations into four

main classes, namely Addition, Adversative, Causal and Temporal relation. Each

can be specified as follows:

1. Additive relation between two elements show that one part of text gives

additional information to the other which can be additive positive relation

(shown by conjunctions and, furthermore, besides that, etc), additive negative

relations, alternatives, afterthought ( a kind of deemphasis, reducing the weight

accorded to the presupposing sentence and to its connection with what went

before), comparative relation, and appositive relation (which can be either;

expository: that is, I mean, in other words, or exemplificatory : for instance, for

example)

2. Adversative relation of which the basic meaning is 'contrary to expectation'; the

expectation may be derived from the content of what is being said or from the

communication process, the speaker –hearer situation. Adversative relation can

be contrastive, correction of meaning and wording and dismissal, e.g. but,

however, instead, in any case.

3. Under the heading of causal relations are included result, reason, purpose and

conditional relation. e.g. so, because, to this end, then.

4. The temporal relation shows that the content may be one of the sequences in

time. e.g. previously, finally, briefly.

Halliday and Hasan (1976) also add that the four conjunctive relations can

be external or internal. External means that the conjunctive relation has to be

interprcted in terms of experiential function of language: It is a relation between

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meanings in the sense of representations of 'contents', our experience of external

reality. Internal means that the conjunctive relation has to be interpreted in terms

of interpersonal function of language; it is a relation between meanings in the

sense of representation of the speaker's own 'stamp' on the situation - one's choice

of speech role and rhetorical channel, his attitudes, his judgments and the like.

e.g.

a. Next he inserted the key into the lock.

b. Next, he was incapable of inserting the key into the lock.

(Halliday&Hasan, 1976: 238)

In both sentences above there is a relation of temporal sequence between

the presupposed sentence and these ones. But it is different in two instances, in (a)

the relation is between events. In (b) on the other hand, the preceding sentence

might be "First, he was unable to stand upright; here there are no events; or

rather, there are only linguistic events, and the time sequence is the speaker's

organization of his or her discourse.

With this definition, the example below can be classified as adiditive

relation in its internal sense in Halliday & Hasan's definition, instead of additional

relation that state cause and result (Alwi, et.al. 2003:400).

Sudah sebulan kami mengarungi laut dan kami amat merindukan daratan yang

sejuk serta kehidupan yang normal.

It has been a month that we are sailing the sea and we miss the temperate

land and a normal life. (Alwi, et.al. 2003:400)

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It is the propositions of the two clauses that create cause and result

relation, whereas the conjunctive simply states additive internal relation, addition

of information in the speaker's organization of his or her discourse. The term

internal relation introduced by Halliday is later developed by Masatoshi (1986),

where she divides it into two orientations; text-oriented internal and interpersonal-

oriented intemal.

“Text-oriented intemal is one of the internal conjunctions which indicates

the relationship between constituents of a text, where constituents are considered

as semantic units in the same way as "a text" is defined .. (Masatoshi, 1986:27)

"Interpersonal-oriented internal is one of the internal conjunctions which indicate

the relationship concerning pragmatic factors which work in the speaker-hearer

interaction in the context of situation." (Masatoshhi, l986:36)

In her definition, the example below is considered as text oriented internal:

a) First he was unable to stand upright. Next, he was incapable of inserting the

key into the lock. (Hailiday & Hasan, 1976:238)

The connectives first and next are used to indicate the relationship between

two constituents of a text in terms of the temporal succession in the process of

producing the text. In other words, the connection between these two sentences is

not inherent in the phenomena which are respectively described by these

sentences, but in the process of producing text.

Sentences below are the examples of interpersonal-oriented internal:

b) She'll be better off in a new place. - So she's leaving?

(Halliday and Hasan, 1976:240)

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c) He says he wants to marry Susan. In that case, he shoudn't be quarrelling with

her all the time. (Masatoshi, 1986:39)

In sentence b "She'll be better off in a new place" and "she’s leaving" are

not the phenomena which can be connected on the same plane. The connective so

indicates a causal relation in the communication process (therefore "internal"); but

the function of the connective so leads the utterance "she's leaving?" which is the

outcome of the speaker's inference from what has been said by his interlocutor.

Thus, b is affected by some pragmatic factors in the context of situation

where the interaction between the interlocutors works. In the same way, in that

case in sentence c is used to indicate "inference". "He says he wants to marry

Susan" is a phenomenon, and it is from this that speaker infers his opinion "he

shouldn't be quarrelling with her all the time." What the speaker said is not a

phenomenon, but the outcome of the speaker's inference.

In short, in that case in sentence c there is an interpersonal-oriented

connective.

2.3 Summary of Eat, Pray and Love

Around the time Elizabeth Gilbert turned thirty, she went through an early-

onslaught midlife crisis. She had everything an educated, ambitious American

woman was supposed to want a husband, a house, a successful career. But instead

of feeling happy and fulfilled, she was consumed with panic, grief, and confusion.

She went through a divorce, a crushing depression, another failed love, and the

eradication of everything she ever thought she was supposed to be. To recover

from all this, Gilbert took a radical step. In order to give herself the time and

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space to find out who she really was and what she really wanted, she got rid of her

belongings, quit her job, and undertook a year long journey around the world all

alone.

Eat, Pray, Love is the absorbing chronicle of that year. Her aim was to

visit three places where she could examine one aspect of her own nature set

against the backdropof a culture that has traditionally done that one thing very

well. In Rome, she studied theart of pleasure, learning to speak Italian and gaining

the twenty-three happiest pounds of her life. India was for the art of devotion, and

with the help of a native teacher and a surprisingly wise cowboy from Texas, she

embarked on four uninterrupted months of spiritual exploration. In Bali, she

studied the art of balance between worldly enjoymentand divine transcendence.

She became the pupil of an elderly medicine man and alsofell in love the

best way unexpectedly.An intensely articulate and moving memoir of self-

discovery. Eat, Pray, Love is about what can happen when you claim

responsibility for your own contentment and stop trying to live in imitation of

society’s ideals. It is certain to touch anyone who hasever woken up to the

unrelenting need for change.

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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

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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

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.

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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 translator’s 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 descriptive qualitative method. It 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

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qualitative method because it analyzes the translation of the conjunctive relation

in Elizabeth Gilbert’s 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 was 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

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 were 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

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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

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 Predictiong to process Analyzing data to organize

The object data selecting data as text accordance with the goal make

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

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Data Data Data Display Conclusion

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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

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

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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 researcher’s working

hypothesis can be applied to another context. It is not the researcher’s 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.

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,

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formal agreement, determination of trustworthiness (dependability and

confirmability), and closure.

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