CONTEXTUAL EQUIVALENCE IN THE INDONESIAN ENGLISH TRANSLATION OF OBJECT DESCRIPTION IN BOROBUDUR MUSEUM

A THESIS

Presented

In Partial Fulfillment of the Requirements

for the Completion of the Degree

In English Education By:

SITI ISMAWATI SHOLIKHAH

NPM 06420468ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

xxxxxxx SEMARANG

2010

APPROVAL

This thesis entitled CONTEXTUAL EQUIVALENCE IN THE INDONESIAN ENGLISH TRANSLATION OF OBJECT DESCRIPTION IN BOROBUDUR MUSEUM written by SITI ISMAWATI SHOLIKHAH, NPM 06420468 has been approved by the advisors of the Faculty Language and Arts Education, XXXX Semarang.

Day: ThursdayDate: 12th

Semarang, August 12th, 2010First Advisor

Second Advisor

Arso Setyaji, S.Pd, M.Hum

Jafar Sodiq, S.Pd, M.Pd

NPP.056901167

NPP.956701117

RATIFICATIONThis thesis entitled CONTEXTUAL EQUIVALENCE IN THE INDONESIAN ENGLISH TRANSLATION OF OBJECT DESCRIPTION IN BOROBUDUR MUSEUM has been ratified by the team examiner of English Department, Faculty of Language and Arts Education, Institute language XXXXX Semarang on:

Day:

Date:

Team Examiners

Chairperson

Secretary

Dean of FPBS

Head of the Department

Dra. Sri Suciati, M.Hum.

Drs. A. Wiyaka, M.Pd

NIP. 196503161990032002

NIP. 196412261990031002The Member of Team:

1. Arso Setyaji, S.Pd, M.Hum

(....................................)

NPP. 056901167

First Examiner

2. Jafar Sodiq, S.Pd, M.Pd

(....................................)

NPP. 956701117

Second Examiner3. Dyah Nugrahani, S.Pd, M.Hum

(....................................)NPP.077201191

Third ExaminerMOTTO

Trust to Allah SWT with give all yours

Struggle for sake of Allah to get His ridho

People who never make mistake, usually never do nothing

Dream is the way of reach our future, life without dreams is like eating without salt, so do not be afraid to dream because by dreaming we can change the world

Everyone has been change to be the winner. They will get the higher position. When and where, just believe in God.

ACKNOWLEDGEMENT

First and foremost, I would like to thank you Allah the Almighty for His blessing and inspiration leading my thesis completion. I would like, furthermore, to express my sincere gratitude to:

1. Muhdi, S.H, M.Hum, the Rector of XXXXX Semarang

2. Sri Suciati, M.Hum, the Dean of Faculty of Language and Arts Education of XXXXX Semarang.

3. Drs. A. Wiyaka, M.Pd., the Head of English Department, XXXXX Semarang.

4. Arso Setyaji, S.Pd, M.Hum., as the first advisor who has given encouragements and directions dealing with the thesis.

5. Jafar Sodiq, S.Pd, M.Pd., as the second advisor who has given advices and directions in writing this thesis.

6. Dyah Nugrahani, S.Pd, M.Hum., as the third examiner

7. All the people who cannot be mentioned one by one.

One the other hand, the writer also realizes that there is still some lacking in her thesis because of her limitation of knowledge and ability, the writer accepts criticism and suggestions.

Finally, the writer hopes that this thesis will be useful for writer and the readers.

Semarag, August 2010

The writerDEDICATIONDearest my Allah, the only God, Most Gracious, and Most Merciful: thank You very much for giving me a very strong heart to face any conditions

The greatest man, Prophet Mohammed saw: the great man, that one century, is it not as if a spark had fallen, one spark, on a world of what seemed black unnoticeable sand; but look, the sand proves explosive powder, blaze heaven from Delhi to Grenada! The great man was always as lighting out of heaven; I miss you and wait for you like fuel, and then I too would flame.

(Adapted from The Hero as Prophet by Thomas Carlyle)

The beloved father, the inspirer to love knowledge: thank you for being like the sun, lighting in my life

My beloved mother: your endless love, care, and pray makes me so hard to imagine living without you. If I could with hold you to stay foreverABSTRACTSholikhah, Siti Ismawati.2010. CONTEXTUAL EQUIVALENCE IN THE INDONESIAN ENGLISH TRANSLATION OF OBJECT DESCRIPTION IN BOROBUDUR MUSEUM. S1-Thesis, English Education Department of XXXXX Semarang. The advisor I: Arso Setyaji, S.Pd, M.Hum and Advisor II: Jafar Shodiq, S.Pd, M.Pd.

The objectives of the study are: to find out contextual equivalence achieved in the Indonesian-English translation object description in Borobudur Museum and to find out the reasons the target language in Borobudur museum texts use such contextual equivalence.

Methodology of investigation was descriptive qualitative research. In conducting this research, the writer collected the data by documenting them from the museum. After the data were collected, the writer classifies the data into their classification of contextual equivalent which is suggested by Mona baker. At last, the translation of the data was compiled to describe the contextual equivalences found in the translation.

The result of the study revealed that there were 242 contextual equivalents found in the texts. However, from nine categories of contextual equivalent consist of four elements of lexical meaning and five grammatical categories, the translator only used seven categories or elements of contextual equivalent with the following percentage: (a) tense and aspect 90 (37,2%), (b) expressive meaning 82 (33,9%), (c) voice 22 (9%), (d) presupposed meaning 21 (8,7%), (e) person 13 (5,4%), (f) number 8 (3,3%),and proportional meaning 6 (2,5%). From the analysis, I also found that the translators feeling plays great role in the translation process. There was more than one element of contextual equivalents applied by the translator. From the results above, it can be concluded that the equivalent of tense and aspect and expressive meaning dominated the contextual equivalent elements used by the translator among others. Many reasons discuss the target language use contextual equivalence. Some of them are: (1) The target language have destination as introduction to language, (2) The situational features which lead to the same utterance conforms to the same general pattern, (3) Feature of situation that will be clear to contextual meaning is what is most usually understood by meaning, (4) The linguistic context is exclusively life in general to practical world contexts may be overlooked for time being.Finally, the writer suggests that a translator should decide the right choice in applying contextual equivalent elements in order to construct relevant meaning in translation. A translator must also be careful in using the contextual elements. If it is translated incorrectly, the reader might lose the real message of the source language. Then, a reader must know what the destination of the translations result from target language because a reader will read and understand the concept of the information which is provided and conveyed in tourism objects. Furthermore, the writer must also concern her great role including the translation of description in Borobudur Museum in this case

TABLE OF CONTENTSCOVER.i

APPROVAL.ii

RATIFICATION...iii

MOTTO.iv

ACKNOWLEDGEMENTv

DEDICATION...vi

ABSTRACT...vii

TABLE OF CONTENTS...viii

CHAPTER I:INTRODUCTION

1.1 Background of the Study...1

1.2 Reasons for Choosing the Topic5

1.3 Limitations of the Study6

1.4 Statements of the Problem.6

1.5 Objectives of the Study..6

1.6 Significances of the Study.7

1.7 Definition of Key Terms7

CHAPTER II:REVIEW OF THE RELATED LITERATURE

2.1 Linguistic and Culture...9

2.2. Theoretical Background11

2.2.1 Translation..11

2.2.2 Equivalence.16

2.2.2.1 Equivalence at Word Level..16

2.2.2.2 Equivalence above word level.21

2.2.2.3 Grammatical equivalence22

2.2.2.4 Textual Equivalence23

2.2.25 Pragmatic equivalence..24

2.2.3 Contextual Equivalence..25

2.2.3.1 Lexical Meaning..28

2.2.3.2 Grammatical Categories across language31

2.2.4 Text.35

2.2.5 Description..36

2.3 Theoretical Framework..37

CHAPTER III:METHODOLOGY OF INVESTIGATION

3.1 Research Design38

3.2 Source of Data...39

3.3 Role of the Researcher...39

3.4 Method of Collecting Data40

3.5. Procedure of Analyzing Data41

3.6 Framework of Analysis.43

CHAPTER IV:FINDINGS AND DISCUSSIONS

4.1 General Findings44

4.2 The Contextual equivalents used to translate the Text......................................................................................42

4.3 The reason the TL in Borobudur museum texts use such Contextual equivalence...54

CHAPTER V:CONCLUSIONS AND SUGGESTIONS56

5.1 Conclusion.56

5.2 Suggestion.57

BIBLIOGRAPHY

APPENDICES

CHAPTER I

INTRODUCTION1.1 Background of the StudyGod creates the humans for socializing their relations as the same creatures God. To keep their relation would be fined and the function of their relation always connected by one each other. Simply word which has created in communication way can make another to understand what the mean, the destination, and how to explain something as material spoken which have many simply words. From many simply word can be arranged become the sentences. The sentences which always used to interacting others called communicate. Mostly people are talked to communicate with others by using a language. Catford (1964:1) states A language is a type of patterned behavior. It is a way, perhaps the most important way in which human beings interact in social situation. Hollander (1995:11) states If someone wants to be understood, so must reconcile their language with their interlocutor. Nirmala (1988:8) states Generally each of these people was known as or is known as an effective communicator.

Nowadays in the future next year as modern life, we live in pluralistic society where different culture and language are closely linked. Nirmala (1988:8-9) states We live in a culturally pluralistic society. Different cultures abound, such as various American Indian, Black, French, Italian, Latin American, Polish and various cultures of different ethnic group in Indonesia. Of almost equal importance is the culture of poverty, which binds together many individuals from diverse cultures. Now, more and more frequently these different cultures come into contact one another. How we do understand what another language means for understanding foreign language is important today to communicate to other different languages.

Finally, in the language is also still found kinds of language and type of another jargon language. Actually, those who have business in tourism industry are less possible to receive and to manage the foreign visitors without proficiency of foreign languages. Additionally, understanding foreign languages help us to gather information and knowledge in cosmopolite world. Many sources of language in cosmopolite world are printed in English. Most of the world news is broadcasted in to English. In Indonesia, English is the first foreign language. English has been considered to be important in the developing country. Because of the importance of English, the Indonesia government has decided English as due subject from elementary school until senior high school.

From related to form statements, so English is called Second Language after our own mother language. Many people think to learn English very well because English is one of the international languages which are used by most people in the world as their connecting language between languages or countries each other. Because of its, there are many to ways to do to convey the intentions with the connecting language; one of them is by making translation of any source or knowledge source in certain language in to English in order to be understood by people all over the world. Obviously, there must be some problems with it particularly concerning with equivalence, but fortunately so far we have used the terms language and human language without referring to any specific language are similar, such as English or Chinese. So there must be possibility to translate a certain language into another. Nirmala (1988:5) states Although it is obvious that specific languages differ from each other on the surface, if we look closer we find that human languages are surprisingly similar. For instance, all languages provide a means for asking questions, making request, giving orders, making assertions, and so on. And there is nothing that can be expressed in one language that cannot be expressed. Obviously, one language may have terms not found in another language, but it is always possible to invent new terms to express what we mean. Up till now, translation is defined by many ways with background of the theory and diverge approach. Although it is not all represent definition which in the translation range. Catford in Machali (2000:5) states the replacement of textual material in one language (SL) by equivalent textual material in another language (TL). Newmark in Machali (2000:5) gives a similar statement, but more detail again: rendering the meaning of a text into another language in the way that the author intended the text. Culler in Baker (1991:10) states If language were simply a nomenclature for a set of universal concepts, it would be easy to translate from one language to another. One would simply replace the French name for a concept with the English name. If language were like this the task of learning a new language would also be much easier than it is. But anyone who has attempted either of these tasks has acquired, alas, a vast amount of direct proof that languages are not nomenclatures, that the conceptsof one language may differ radically from those of anotherEach language articulates or organizes the world differently. Languages do not simply name existing categories, they articulate their own. By translating languages from Indonesia into English or the other way is very important to Indonesian knows many information from cosmopolite abroad and on the contrary to convey their thought to the significant concept to the foreigners.From the discussion which has stated above, we can make conclusion that translation plays great role in international communication. However, the translation scripts are sometimes difficult to be understood the concept, even hard to read because of accuracy lack. Because of that, for making an excellent translation, translators are needed accurate strategies to make it. So that the translation product explains the meaning and the content of the source text. By skillful translators are many translation strategies; one of them is Contextual Equivalence (Machali in Hartono, 2009:27) which will be discussed in this study. Therefore, this is purposed to describe the Contextual Equivalence found in the script texts of Borobudur Museum.Based on those reasons, this thesis will be focused on CONTEXTUAL EQUIVALENCE IN THE INDONESIAN ENGLISH TRANSLATION OF OBJECT DESCRIPTION IN BOROBUDUR MUSEUM.1.2 Reason for Choosing the TopicEnglish has been taught and used as a medium of instruction in the elementary school, high school as well as the university for long time. However, English is still considered the difficult subject in many Indonesia school. Many students force many problems in speaking and writing. Considering that the result of the English instruction in our country is not satisfactory, English teachers should not remain passive or give up all efforts to make improvements. There are many ways to do it, such as by improving the teachers own mastery of English by understanding script texts are able to be translated of translator and the method of teaching the language, one of the ways is study translation.

Furthermore, the writer has four reasons related to the topic are:

1. Translation is important to be learn as its function as a mean to the foreign language competence.2. Translation takes role in foreign language teaching as the language comparison.

3. Little literature which discussing a translation studies is very interesting to be learned for giving an idea comprehension of translating well. 4. Borobudur Archaeological Park is located in Magelang, Central Java, Indonesia. Including its museum is one of the international tourist destinations where offers the information source should be translated into good English as the international language.

1.3 Limitations of the StudyIn order to give the same understanding between the writer and reader, here is the limitations of the study was found in the title of thesis are

1. The contextual equivalence in the scripts Indonesia-English translation of object description in Borobudur Museum. 2. The texts find out in the scripts Indonesian-English translation of object description in Borobudur Museum.

1.4 Statements of the Problem

The statements of problem can be formulated as follows:

1. How is contextual equivalence achieved in the Indonesian-English translation object description in Borobudur Museum?2. Why does the target language in Borobudur museum texts use such contextual equivalence?

1.5 Objectives of the Study

The objectives of the study can be stated briefly as follow:

1. To find out contextual equivalence achieved in the Indonesian-English translation object description in Borobudur Museum.2. To find out the reasons the target language in Borobudur museum texts use such contextual equivalence.

1.6 Significances of the StudyThere are some advantages of this study:

1. For the writerThe writer will get description information about contextual equivalence of languages which is used in script texts in Borobudur Museum.

2. For the readerThe reader will get description information from the writer how to know importance of Contextual Equivalence Method in observation translating. Then, the reader can make better translation by using this method.

3. For the institutionThe institution can use this thesis for documentation and recourse about contextual equivalence of translation formation of languages used in script texts in Borobudur museum.1.7 Definitions of Key Terms1. Analysis

Analysis is the examination of piece of literature as a means of understanding subject or structure (Hornby, 1989:13).

2. Contextual Equivalence

Contextual equivalence means context of situation, i.e. those elements of the extra-textual situation which are related to the text as being linguistically relevant (Catford, 1965:31).

3. Text

It means as the mine set which is expressed in arranged one each other until forming semantic totality or the meaning is expressed by connecting structure of sentence (Simatupang, 1999:110).

CHAPTER II

REVIEW OF THE RELATED LITERATURE

In this chase of this study needs information and ideas to support her notions. The information is taken from many references textbooks which are related to this study and other resources presenting the report of linguistic and culture, the theoretical background and the theoretical framework.2.1 Linguistic and Culture

In additionally, by addressing the need for a systemic approach to the training of translators and provides an explicit syllabus which reflects some of the main intricacies involved in rendering a text from one a language into another. It explores the relevance of some of the key areas can guide and inform at least some of the decisions that translators have to make. It draws on insights from current research in such areas as lexical studies, text linguistic, translation, and the social and cultural environment in which both language and translation operate. Firth taken of Baker (1991) states

Do we really know how we translate or what we translate?...Are we to accept naked ideas as the means of crossing from one language to another?...translators know they cross over but do not know by what sort bridge. They often re-cross by a different bridge to check up again. Sometimes they fall over the parapet into limbo.One of the Luther quotations taken from Simatupang (1999:3) is Interpreting is not everybodys art. In Luthers quotation above, it can be captured that he agrees about interpreting is art. It means that just specific sort can make a good translation. In example: one of the best translator is Michel Blond who is Frenchman whom worked in European Committing Translate Service Centre which prestigious enough. He said that he was never intentionally educated become the translator. His background study was philosophy, Latin language, and the title of his master was got in English Literature aspect. From the statement above, Michel Blond has art in him because becoming the translator come just from his heart and his soul. Another similar opinion with Luther is reconciled to Cary, Nida (1976) states that interpreting is art. Sort can appreciate Carys opinion because he was not just his genius at literary works, but he also showed his esthetic creativity was very wonderful in his translation work. Translation is satisfactory from an artistic literary works are very clear pursue capability of artistic in side of his translator (taken from Hartono, 2005:157).Another thing which is needed of translator the truth language is languages a part which cannot be separated from descendant culture. So, it can be called descendant culture of language always giving effect the language and a language grammatical rules organize thought of descendant culture way. Rycynga and Schwartz in Simatupang (1999:12) states It was found out that the background linguistic system (in other words, the grammar) of each language is not merely a reproducing instrument voicing ideas but rather is itself paper of ideas, the program and guide for the individuals mental activity, for his analysis of his impression, for his synthesis of his mental stock in trade. Formulation of ideas is not an independent process, strictly rational in the old sense, but is part of particular grammar and differs, from slightly too greatly, as between different grammars. We dissect nature along lines laid down by native languages. The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by the linguistic systems in our minds.By concerning that language is a modeling system which describes literature and art in general as secondary modeling systems, as an indication of the fact that are derived from the primary modeling system of language. It declares as firmly as Sapir or Whorf in Bassnett (1991:14) that No language can exist unless it is steeped in the context of culture; and no culture can exist which doesnt have at its center, the structure of natural language. 2 Language, then, is the heart within the body of culture, and it is the interaction between the two that results in the continuation of life-energy. In the same way that the surgeon, operating on the heart, cannot neglect the body that surrounds it, so the translator treats the text in isolation from the culture at his peril.Language is formed of a system which has structured system, in the same manner as thing with another system. Basically, the language pattern is used. In general characteristic of the grammatical system pattern is static; alteration is basic which seldom to occur and if occurs its, it will process long enough. Because the language have many patterns, so that is a system, and because of this system so the language can be compared, transferred, scrutinized, taught. One of the structure characteristic is the language activity moved in the same direction and the substances which are belonging include it. It has been arranged in a series is one of the substance followed another substance. Then, there is no equal to appear the substance. Languages can also a sound system which has arbitrary characteristic. Then, appearing a word makes a specific meaning. Furthermore Nida (1975: 6) also states An illustration of a close tie between language and culture is provided by the two possessive systems in New Caledonian. 1 These may be roughly distinguished as intimate and non-intimate possession. The first class includes such nouns as those meaning mother, liver, and descendants, while the second class includes father, heart, liver, and personal life. The apparently arbitrary character of the distinction can only be understood if one realizes that New Caledonian society has been traditionally matrilineal, that the liver has been regarded as symbolic of the entire person (the liver is used in sacrifices as symbolizing the victim and that ones descendants have more intimate, continuing relationship to a person than even his own life.

2.2 Theoretical Background

In this case study I would like to talk about three main areas of studies: (1) Translation, (2) Equivalence, (3) Contextual Equivalence, (4) Text, and (5) Description.2.2.1 Translation

Here it will be discussed in more specific a way for interpreting. Translation is transferring the meaning of the source language into the receptor language. This is done by going from the form of the first language to the form of a second language by way of semantic structure. It is meaning which is being transferred and must be held constant (Larson taken from Hartono (2009:2)). Translation is concerned with the written conversion of a text from one language (source language) into another (target language), while the source text in translation is usually written form, in some cases it can be recorded material which needs to be translated into written form (Sofwan:2005). According to Weber (1984:3) giving defines translation as the Trans -position of a text written in a source language into target language (Sofwan: 1993). The translated version must be absolutely accurate in meaning, contains all nuances of the original and must be elegant language that can easily be understood by the reader.

Taken from Hartono (1999:11) has little versions of representative interpretation to serve for the first of them is Brislin (in Zuchridin Suryawinata, 1989:1-2) define interpretation as translation is the general term referring to the transfer of thoughts and ideas from one language (source) to another (target), whether the languages are written or oral form; whether the languages have such standardization or whether one or both languages are based on signs, as with sign languages of the deaf. The second is Nida and Taber (in Soeryawinata, 1989:2) define interpretation at observe point of view their process states translating consists of reproducing in the receptor language to the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style. If we look at the dictionary, the definition of translation is the replacement from a form into other form, or the replacement a language to another language, and the other way (The Merriam-Webster Dictionary, 1984) which is taken from Larson (1984).Hewson and Martin (1991:5) have also different opinion to define of translation is an art or a craft that can only be justified through practice and it is evident that for them practice does not call for justification, only reproduction. Still taken from Hewson and Martin (1991:7) but in state of de Beaugrande (1978:14) define of translation is not an instrumental but a comparative and adjustable process. Bell (1991:6) also gives a similar definition of translation; Translation is the replacement of a representation of a text in one language by a representation of an equivalent text in a second language. Meanwhile Tytler in Bell (1991:13) has an alternative definition, given below, makes a second crucial point by distinguishing process from result:

The process or result of converting information from one language or language variety into another The aim is to reproduce as accurately as possible all grammatical and lexical features of the source language original by finding equivalents in the target language. At the same time all factual information contained in the original text must be retained in the translation.On the other hand, Bassnett (1991:58) gives her translation opinion; Translation was by no means a secondary activity, but a primary one, exerting a shaping force on the intellectual life of the age, and at times the figure of the translator appears almost as a revolutionary activist rather than the servant of an original author or text. According to Catford (1965) states Translation is an operation performed on languages; a process of substituting a text in one language for a text in another. Catford also defines categories of translation in terms of extent, levels, and ranks as stated below:

1. Full vs. partial translation. This distinction relates to the extent of source language which is submitted to the translation process. In a full translation every part of source language text is replaced by target language text while in a partial translation some parts of parts of the source language text are left untranslated; they are simply transferred and incorporated in the target language text.2. Total vs. Restricted translation. This distinction relates to the levels of language involved in translation. Total translation is translation in which levels of the source language text are replaced by target language material.3. Rank of translation relates to the rank of grammatical hierarchy at which translation equivalence is established. In normal total translation the grammatical units between which translation equivalences are set up maybe at any rank and in a long text the ranks at which translation equivalence. At one point, the equivalence is sentence to sentence, at another, group to group, at another word to word, etc.

So that can be concluded that translation is a way to get understanding of the information of any source of different languages. Translation can be conducted by commutating one language form into another language form and also transferring its meaning, of course. By appreciating the facts in the extent, levels, and ranks of translation will help the process of translation itself.2.2.2 Equivalence

In this case study about translation always concerns with equivalence. Taken from Catford (1964:21) states The central problem of translation practice is that finding TL translation equivalents. A central task of translation theory is that of defining the nature and conditions of translation equivalence. In the same discussion, Mona Baker (1991) divides the equivalence into five types. They are:2.2.2.1 Equivalence at Word LevelThe problem of the equivalence at word level arises when there is no word in target language which expresses the same meaning as the source language:

If language were simply a nomenclature for a set of universal concepts, it would be easy to translate from one language to another. One would simply replace the French name for a concept with the English name. If language were like this the task of learning a new language would also be much easier than it is. But anyone who has attempted either of these tasks has acquired, alas, a vast amount of direct proof that languages are not nomenclatures, that the conceptsof one language may differ radically from those of anotherEach language articulates or organizes the world differently. Languages do not simply name existing categories; they articulate their own (Culler in Baker 1991:10).Besides that, it also explained by Baker (1991:21) is the non equivalence at word level. Non equivalence at word level means that the target language has no direct equivalent for a word which occurs in the source text. The following are some common types of non-equivalence at word level, with examples from various languages:

1. Culture-Specific concepts

The source language word may express a concept which is totally unknown in target culture. The concept in question may be abstract or concrete; it may relate to a religious belief, a social custom, or even a type of food. Such concepts are often referred to as culture specific. An example of an abstract English concept which is notoriously difficult to translate into other languages is that expressed by the word privacy. For example: in Indonesian concept expressed by the word Batik has no equivalence in English.

2. The source language concept is not lexicalized in the target languageThe source language may express a concept which is known in the target culture but simply not lexicalized; there is no word of target language to express it. The word savoury has no equivalent in many languages, although it expresses a concept which is easy to understand. The adjective standard (meaning ordinary, not extra, as in standard range of products) also expresses a concept which is very accessible and readily understood by most people, yet Arabic has no equivalence for it. Landslide has no ready equivalent in many languages, although it simply means overwhelming majority. 3. The source language word is semantically complex

In other words, a single word which consists of a single morpheme can sometimes express a more complex set of meanings than a whole sentence. Languages automatically develop very concise forms for referring to complex concepts if the concepts become important enough to be talked about often.

4. The source and target languages make different distinctions in meaning

The target language may more or fewer distinctions in meaning than the source language. What one language regards as an important distinction in meaning another language may not perceive as relevant. For example: Indonesian makes a distinction between going out in the rain without the knowledge that it is raining (kehujanan) and going out in the rain without the knowledge that it is raining (hujan-hujanan). English does not make this distinction, with the result that if an English text referred to going out in the rain, the Indonesian translator may find it difficult to choose the right equivalent, unless the context makes it clear whether or not the person in question knew that it was raining.

5. The target language lacks a super ordinate

The target language may have specific words (hyponyms) but general word (super ordinate) to head the semantic field.

6. The target language lacks a specific term

Since language makes only those distinctions meaning which seem relevant to its particular environment. Languages tend to have general words but lack of specific words.

7. Differences in physical or interpersonal perspective

Physical perspective has to do with where things or people are in relation to one another or to a place, as expressed in pairs of words such as comelgo, takelbring, arriveldepart, and so on. Perspective may also include the relationship between participants in the discourse (tenor)

8. Differences in expressive meaning

There may be a target-language word which has the same proportional meaning as the source-language word, but it may have a different expressive meaning. The difference may be considerable or it may be subtle but important enough to pose a translation problem in a given context. Its usually easier to add expressive meaning than to subtract it. In other words, if the target language equivalent is neutral compared to the source language item, the translator can sometimes add the evaluative element by means of a modifier or adverb if necessary, or by building it in somewhere else in the text.

9. Differences in form

There is often no equivalent in the target language for a particular form in the source text. Certain suffixes and prefixes which convey proportional and other types of meaning in English often have no direct equivalents into other languages.10. Differences in frequency and purpose of using specific forms

Even when a particular form does have a ready equivalent in the target language, there may be a difference in the frequency with which it is used or the purpose for which it is used. English, for instance, uses the continuous-ing form for binding clauses much more frequently than other languages which have equivalents for it, for example; German and Scandinavia languages. Consequently, rendering every-ing form in an English source text with an equivalent-ing form in a German, Danish, or Swedish target text would result in stilted, unnatural style.

11. The use of loan words in the source text

The use of loan words poses a special problem in translation because once a word or expression is borrowed into a language, we cannot predict or control its development and additional meanings it might or might not take on.

2.2.2.2 Equivalence above word levelIn this previous, we discussed problems arising from non-equivalence at word level and explored a number of attested strategies for dealing with such problem. Then, we will go one step further to consider what occurs when words start combining with other words to form stretches of language. Baker (1991:46) states It goes without saying that words rarely occur on their own; they almost always occur in the company of other words. But words are not strung together at random in any language; there are always restrictions on the way they can be combined to convey meaning. Restrictions on which admit no exceptions, and particularly those which apply to classes of words rather than individual words, are usually written down in the form rules.As well as taken Samuel Johnson in Baker (1991:46) states The great pest of speech is frequency of translation. No book was ever turned from one language into another, without imparting something of its native idiom; this is the most mischievous and comprehensive innovation; single words may enter by thousands, and the fabric of the tongue continue the same, but new phraseology changes much at once; it alters not the single stones of building, but the order of the columns. If an academy should be established for the cultivation of our style, let them, instead of compiling grammars and dictionaries, Endeavour, with all their influence, to stop the license of translators, whose idleness and ignorance, if it be suffered to proceed, will reduce us to babble a dialect of France. 2.2.2.3 Grammatical equivalenceGrammar is the set of rules which determine the way in which units such words and phrases can be combined in a language and the kind of information which has to be made regularly explicit in utterances. Even the simplest, most basic requirement we make of translation cannot be met without difficulty: one cannot always match the content of a massage in language A by an expression with exactly the same content in language B, because what can be expressed and what must be expressed is a property of a specific language in much the same way as how it can be expressed (Winter in Baker (1991:82). Every language makes a different selection from large possible distinctions in term of notions such as time, gender, person, and so on. The choice of language can be expressed grammatically or lexically depending on the type of range of linguistic resource; grammatical or lexical categories. In grammatical categories, the choice made from closed system, eg; number system, pronoun system. While in lexical categories the choice made from open-ended sets of items or expressions, eg; the order elements of a clause.

2.2.2.4 Textual Equivalence

According to Baker, textual equivalence is divided into two terms. They are:

1. Thematic and information structure

A sentence is not autonomous; it does not exist for its own sake but as part of a situation and part of a text. And one of the most important functions of information dynamics is precisely to link a sentence to its environment in a manner. Which allows the information to flow through the text in the desired manner (Enkvist in Baker (1991:119). Clause of a massage can be analyzed in 2 types of structure. They are: (1) thematic structure: theme and rheme system, and (2) information structure (given and new in a message): feature of the context.2. Cohesion

It is the network of lexical, grammatical, and other relations which provide links between various parts of a text. It connects together the actual words and expressions. Each language has its own patterns to convey the interrelationships of person end events (Callow in Baker (1991:180). As the same statement of Newmark in Baker (1991:180) is the topic of cohesionhas always appeared to me the most useful constituent of discourse analysis or text linguistics applicable to translation.2.2.2.5 Pragmatic equivalence

It concerns with the way utterances are used in communicative situation and the way of interpreting them in context. It is conveyed and manipulated by the participants in communicative situation. The text cannot be considered as a static specimen of language (an idea still dominant in practical translation classes), but essentially as the verbalized expression of and an authors intension as understood by translator as reader who then recreates this whole for another readership in another culture (Snell-Hornby in Baker (1991:217).In addition Denison in Baker (1991:217) states On the question of what kind of contrastive studies we need as a basis for the training of translator, I say: no linguistic contrastive system so far proposed will do. We need to get away from the linguistic organization and look at reality, precisely because that reality is encoded in situations and texts for the translator and not in languages. He is not concerned with what the language encoding is or ought not to be. The fact that he thinks he is and makes mistakes thereby is another matter.In word short, equivalence is the central problem of translation since every language has its own meaning; source language text has source language meaning and target language text has target language meaning. The linguistic has mapped the types of equivalence which make translation easier.

2.2.3 Contextual Equivalence

As above statements that equivalence is one of the requirements in translation. Hence, here is the discussion about contextual equivalence means context of situation, i.e. those elements of the extra-textual situation which are related to the text as being linguistically relevant (Catford, 1965:31). Textual translation equivalent, then, is any (target or portion of text) which observer to be the equivalent of a given source language form. The portion of a target language text is changed when and only when a given portion of the source language text is changed.Related to contextual equivalence, then, Catford (1965) also discusses about contextual relations. It is the relationship of grammatical or lexical items to linguistically relevant elements in the situations in which the items operate as, or in, texts. Those situational elements which are contextually relevant to a given grammatical or lexical item are discovered by commutation. Change an element in the situation and observe what textual change occur; change an item in a text and observe what situational changes occur. Meaning must also be discussed when we are talking about translation. Translation has often been defined with reference to meaning; a translation is said thathave the same meaning as the original (Catford, 1965:35). Furthermore, Catford states that meaning I the total network of relations entered into by any linguistic form. There are two kinds of relation entered into by the formal linguistic units of grammar and lexis. They are: (1) formal relations means relations between one formal item and others in the same language, (2) contextual relations means the relationship of grammatical or lexical items to linguistically relevant elements in the situations in which the items operate as, or in, texts. It is the same that the contextual meaning of an item is the groupment of relevant situation features with which is related. This groupment varies from one language to another. Although source language and target language items rarely have the same meaning in the linguistic sense, but they can function in the same situation. Situation itself is a series of concentric circles, or spheres, of relevance to the text. Hence, the contextual meaning of an item is the groupment of relevant situational features with which is related. The target language must be relatable to at least some of the situational features to which the source text; the greater the number of situational features common to the contextual meanings of both source texts and target texts, the better the translation.Related to the discussion above, below is the diagram of the relationship between the unit of grammar or lexis and situational substance suggested by Catford:

(Catford, 1965:3)From the diagram above, there are medium substance (consists of phonic and graphic substance), and situational substance. The internal level of language are medium form consists of phonology. The formal levels, consists of grammar and lexis, process the abstraction from phonic and graphic substance. In addition, context is the interlevel relating grammar or lexis and situation which is relatable to particular grammatical or lexical form.To follow up the explanation above, Baker distinguishes types of lexical meaning categories of grammatical structure as below:2.2.3.1 Lexical Meaning

We can distinguish four main types of meaning in words:

1. Propositional meaning

Propositional meaning of a word or an utterance arises from the relation between it and what it refers to or describes in a real or imaginary world. It provides the basis on which we can judge an utterance as true or false. For instance the propositional meaning for shirt is a piece of clothing worn in the upper part of the body.

2. Expressive meaning

It cannot be judge as true or false because it relates to the speakers feelings or attitude rather than to what word and utterance refer to. For example, the difference between Dont complain and Dont whinge doesnt lie in their propositional meaning but in the expressiveness of whinge suggest that the speaker find the action annoying. This is also for utterance from different languages. The difference between famous in English and fameux in French doesnt lie in the propositional meaning, both mean well known. It lies in the expressive meaning. Famous in neutral in English, in other hand, fameux can be readily used in the context of derogatory way (for example, Une femme fameuse means a woman of ill repute).

Expressive meaning also expresses the degree of forcefulness. For instance, unkind and cruel are inherently expressive, cruel is stronger than unkind. Furthermore, words which contribute solely to expressive meaning can be removed from an utterance without affecting its information content as in And entertaining you with a great music system as well as simply masterful performance. The word simply has a totally expressive function. Removing it would not alter the information content of the message but would tone the forcefulness down, of course. 3. Presupposed meaning

It arises from co-occurrence restriction on what other words or expressions we expect to see before or after particular unit. There are two types of the restriction:

a. Selectional restrictions. These are a function of the propositional meaning of a word. We expect human object for the adjective studious and an inanimate one for geometrical.b. Collocational restrictions. These do not follow logically from the proportional meaning of a word. For example, laws are broken in English, but in Arabic they are contradicted. Teeth are brushed in English, but in German and Italian they are polished.

4. Evoked meaning

It arises from dialect and register variation. A dialect is a variety of language within a specific community or group of speakers. It may be classified into (1) Geographical (e.g. American as opposed to British English), (2) Temporal (e.g. words or utterance used by members of different age group within a community, or used at different periods, e.g. verily and really), and Social (words or structures used by members of different social classes).

Register is a variety of language that a language user considers appropriate to specific situation. It arises from variations of (1) Field of discourse or term what is going on, (2) Tenor of the term for the relationships between the people taking part in the discourse, and (3) Mode of Discourse or the term for the role that language is playing (speech, essay, lecture, instruction)and for its medium of transmission (spoken, written). Different groups within each culture have different expectations about what kind of language is appropriate to particular situations.2.2.3.2 Grammatical Categories across language1. NumberThe idea of accountability is probably universal in the sense that it is readily accessible to all human beings and is expressed in the lexical structure of all languages. However, not all languages have a grammatical category of number, and those that do not view accountability in the same term. English recognizes a distinction between singular and plural expressed morphologically by adding a suffix to a noun or by changing its form in some other way to indicate singular or plural: student/students, fox/foxes, man/men, etc. Some languages, such as Japanese and Chinese prefer to express the same notion lexically or, more often, not at all. My book and my books are both wode shu in Chinese.A translator working from language which has number distinction into a language with no category of number has two main options: (a) omit the relevant information on number, or (b) encode the information lexically.

For examples:

Source text:Chinas Panda Reserves

Target text (back- translated from Chinese):

Chinas Panda Protection zone

Another example: Source text:

The head of the ministries created in 1869 were not directly responsible for

Target text (back-translated from Japanese)

The heads of various ministry created in Meiji 2nd

2. Gender

Gender is a grammatical distinction according to which a noun or pronoun is classified as either masculine or feminine in some languages. The distinction applies to animate beings as well as inanimate objects. English nouns are not regularly inflected to distinguish between feminine and masculine. Nevertheless, the gender distinction exists in some semantic areas and in the person system. Different nouns are sometimes used to refer to female and male members of the same species: cow/bull, doe/stag. Nouns refer to professions: actor/actress, host/hostess, and steward/stewardess. English also has a category of person which distinguishes in the tird person singular between masculine, feminine, and inanimate (he/she/it). This distinction does not apply to the third-person plural (they). 3. Person

The category of person relates to the notion of participants roles. In most languages, participant roles are systematically defined through a closed system of pronouns. The most common distinction is between first, second, and third person. Indonesia language has a nine-term pronoun system where English has only seven: (a) inclusive/exclusive dimension: English we has a choice between kami and kita in Indonesia language. (b) familiar/non (familiar which obliges to choose between aku and saya for English I.4. Tense and Aspect

The form of the verb in languages which have these categories usually indicates two main types of information: time relations and aspectual differences. The distinction of time relation is usually between past, present, and future. Aspectual differences have to do with the temporal distribution of event.

5. Voice

Voice is a grammatical category which defines the relationship between a verb and its subject. In active clause, the subject is the agent responsible for performing the action. In passive clause, the subject is the affected entity, and the agent may or may not be specified.

Active:Nigel Mansell opened the Mansell Hall in 1986.

Passive:The Mansell Hall was opened in 1986. Or, The Mansell Hall was opened by Nigel Mansell in 1986.

Rendering passive structure by an active structure, or conversely an active structure by a passive structure in translation can affect the amount of information given in the clause, the linear arrangement of semantic elements such agent and affected entity, and the focus of the message.

The use of passive voice is extremely common in many varieties of written English and can pose various problems in translation, depending on the availability of similar structures in each language. The main function of the passive in English and in a number of other languages is to avoid the agent and to give an impression of objectivity.

From the discussions above, we may conclude that contextual equivalence which means the context of situation must be understood by the translators since language is always related to the situation where it takes place. Different situations will appear different context and vice versa. The relevance of the context is the key in this case.2.2.4 Text

When we are talking Description (descriptive text), it would be important to talk about text because description is a part of text or writing. The relation between the writer and the reader or speaker to hearer comes across the text. The writer and the speaker deliver her massage, in the form of the utterance of his notions, opinion and feeling. While the reader and the hearer capture and understand them. Anderson and Anderson (1997) statewe live in a world of words. When these words are put together to communicate a meaning, a piece of text is created. When you speak or write to communicate a massage, you are constructing a text. When you read, listen to, or view a piece of text, you are interpreting its meaning. They also divide text into two main categories; literary and factual text. Literary texts which are constructed to appeal to reader/listeners emotions and imagination include narrative, poetry, and drama while factual texts that present information or ideas and aim to show, tell or persuade the audience have recount, explanation, discussion, information report, exposition, procedure, and response. Bell (1991:163) states text is the formal product of selections of options from theme systems of grammar; a unit which carries the semantic sense of the proposition (the propositional content and locutionary force of the speech act) through sentence which are linked by means of cohesion. Simatupang(1999:110) also gives definition about Text is the mine set which is expressed in arranged one each other until forming semantic totality or the meaning is expressed by connecting structure of sentence.2.2.5 Description

Description is a writing that describes a person a place, an idea, an organization, or an activity. It draws a picture in words for the reader to see (Martin, et al, 1985:143). The social function of description is to describe a particular person, place, or thing. Moreover, description usually focuses on the use of general and the specific details. It combines the general and the specific. The text usually begins with the general impression with specific details. The aim of description itself is to reveal characters, set the scenes, ad to establish the mood. It is similar to Meade, et al (1960:90) states the art of descriptions resolves itself into three processes: catching vivid impression with specific selecting details which will give the desired effect, and using exact language.A good description, therefore, has a unifying idea, and everything the writer includes must support the idea. Here is an example of description:

Prambanan was built around 850 CE by either Rakai Pikatan, king of the second Mataram dynasty, or Balitung Maha Sambu, during the Sanjaya Dynasty. Not long after is construction, the temple was abandoned and began to deteriorate. Reconstruction of the compound began in 1918. The main building was completed in around 1953. Much of the original stones are available, and therefore only the foundation walls of most of the smaller shrines are now visible and with no plans for their reconstruction.

(Taken from: http://jerz.setonhill.edu/writing/technical/mechanism.htm)

2.3 Theoretical Framework

Referring to the explanation above, it can conclude that translation takes great rules in the communication. Many people get difficulties to get the knowledge from other language. It is because translation is not an easy matter; it is the skill that not everyone has. A translator should have wide knowledge about the concept of languages and specific language also the knowledge about the translation and all aspects related to it. Contextual equivalence in translation is one of the important aspects, that translator should know, which is related to situational substance contains grammar and lexis.

CHAPTER III

METHODOLOGY OF INVESTIGATION

This chapter is divided into five points: research design, source of data, method of collecting data, and procedure to analyze the data. Hopefully this type of description will give the inspiration to the beginner translators and the students to know how to make good translation.3.1 Research Design

To find out the answer of the problem of the study, qualitative research was used. Qualitative research defines by John W. Creswell (Hamid Patilima, 2007:2) as a research process to understand social problem or human problem, based on creating of holistic picture which is formed words, reporting view of informan in detailed, and arranged in a scientific background.

While in, according to Devy (1997:76)

Qualitative research studies are designed to obtain information concerning the current status of phenomena. They are directed toward determining the nature of situation, as it exists at the time of the study. There is no administration or control of a treatment as it is found in experimental testing. The aim is to describe what exists with respect to variables or conditions or situations.

In other words, the administration is not testing a hypothesis, but seeking information to assist in decision making.

Qualitative research the data and research in the form of qualitative description. Analysis of this type is done with words to describe the conclusion, so the qualitative study obtains the descriptive data either spoken or written.

3.2 Source of Data

The data that is used in this study are the object description texts of Indonesian-English translation which are taken from the museums of Borobudur: Samudraraksa and Karmawibhangga Museum saves the artifacts and other archaeological objects found around Borobudur complex.This study also used types of equivalence which are suggested by Mona Baker and contextual equivalence suggested by suggested by J.C Catford as an essential criterion in which we have to be referred to in describing the translation itself.

3.3 Role of the Researcher

In this study case, the writer has the following roles:

1. The data observerIn this study case, the writer has a role as an observer. I observed the data by observing all the texts in the Borobudur Museum. As the preparation for observing the texts I broke the texts down into clauses in small columns. Further, will be done classified the texts into their classification by giving a number/symbol in each clause.

2. The data collector

As a data collector, the writer collected the data required for the study. The first step was to get the license to access the museum from PT. Taman Wisata Candi Borobudur, Prambanan, dan Ratu Boko. After that, taking the data by photographing all the texts found in the museum.

3. The data analyzer

The writer also became a data analyst of the collected data. The writer analyzed the data to get the answer of the problem. Based on the several references will be begun by analyzing the text according to the relevant theories. More specifically, the writer also used two main books; In other words written by Mona Baker (1992) and A linguistic Theory of Translation written by J.C. Catford (1965).

4. The data reporter

As a reporter, the writer reported the result of the data analysis. In this final step, was described the writers findings of the analysis. Here, by answering the statement of the problem had been stated in Chapter I.

3.4 Method of Collecting Data

Arikunto (1996:150) says that there are five methods in collecting the data. They are questionnaire, interview, observation, tests, and documentation methods. In this study just used two of the five methods. They are observation and documentation. The document consists of the texts found in the Borobudur Museum. In collecting data, was conducted the following steps:

1. The writer tried to get the data by documenting them from the museum under the license of PT. Taman Wisata Candi Borobudur, Prambanan, dan Ratu Boko.

2. The writer read the equivalence and contextual equivalence of translation suggested by Baker and Catford

3. To make the analysis easier by classifying the data into their classification this contains contextual equivalence.

4. The writer analyzed the texts what contextual equivalence covered by the texts.

3.5 Procedure of Analyzing Data

In identifying the contextual equivalence in the texts, the writer used sentence as the unit of data analysis. Further, by using Lambert and Van Gorp,s scheme for the comparison of the source texts and target texts literary system and for the description of the relations with them, as introduced by Munday (2009):

1. Preliminary data

The first step was finding the preliminary data: it was the sentences which contain contextual equivalence.

2. Systemic context

The Indonesian version was written side by side with the English translation in a table. The Indonesian was written in the first column followed by the English in the second column. Then the data was compared and tabulated.Table 1. The comparison between the Indonesian texts and the English texts.

IndonesianEnglishNo.

.orang-orang China mulaiChinese trading enganged2a

The number stated in the right column represents the Contextual Equivalence in the order as follows:

(1a) Propositional meaning

(1b) Expressive meaning

(1c) Presupposed meaning

(1d) Evoked meaning

(2a) Number

(2b) Gender

(2c) Person

(2d) Tense and aspect

(2e) VoiceTable 2. The categories of contextual equivalent in translating Indonesian into English

No.Contextual equivalence usedFrequencyPercentage

..

3.6 Framework of Analysis

The object of analysis is to describe the contextual equivalence used in the Indonesian translation into English of object description in the Borobudur Museum. In this research, qualitative approach is used. To identify the contextual equivalence in the texts, I used sentence as the unit of data analysis.In this study, I took two (the only two) of the major substance of contextual equivalence suggested by Catford (1965). They are: (1) grammar and Lexis. I also referred to Lambert and Van Gorps scheme for the comparison of the source texts and target texts as introduced by Munday (2009), analyzing the data. They are: preliminary data and systemic context.

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter will be presented writers findings and discussions. Answer the statement of the problem that had been stated in chapter I. Based on the data analysis, the results can be presented as follows.4.1 General FindingsFirstly, the discussion is equivalent in general. In the object description text is found many sentences or phrases which contain equivalent. In the original texts, equivalent is used to replace the SL elements by TL relevant elements. It could be lexical element as in . (no.5.6). It also could be grammatical element like Condition of Borobudur Temple after having been restored (no.25).Secondly, the discussion is contextual equivalent, more specifically. As we know that we cannot replace SL contextual units by equivalent TL contextual units without replacing SL grammatical or lexical units. There are four categories of lexical element; (1) propositional meaning as inon top of each Stupa was stone parasol (no.1.14), (2) expressive meaning as the restoration of the lower parts only done partially (no.7.8), (3) presupposed meaning, e.g. an inscription bearing the name of Kahulunan (no.65), (4) evoked meaning. There are also five categories of grammatical element; (1) number as inChinese trading engaged in South China Sea trade network (no.401.1), (2) gender, (3) person, e.g. he is Rake Warak Dyah Manara (no.5.15), (4) tense and aspect as Borobudur Temple after having been restored (no.25), and (5) voice, e.g President Megawati Soekarno Putri granted the name Samudraraksa (no.59.1).There were 242 contextual equivalents found in the original text. The findings can be seen briefly on the table below:

Table 2. The categories of contextual equivalent and their sum.

No.CategoryFrequencyPercentage

1.Propositional meaning6 2,5%

2.Expressive meaning8233,9%

3.Presupposed meaning21 8,7%

4.Evoked meaning0 0%

5.Number8 3,3%

6.Gender0 0%

7.

8.

9.Person

Tense and aspect

Voice13

90

22 5,4%

37,2%

9,0%

242100%

There were no grammatical equivalents of tense and aspect which dominated the analysis of the data (37.2%), and the lexical equivalent of expressive meaning was the second 82 (33.9%), and the rests were in order: Voice 22 (9.0%); presupposed meaning 21 (8.7%); person 13 (5.4%); number 8 (3.3%); prepositional meaning 6 (2.5%).By believing that there so many problems the translator faced during translating the texts. However in general, which is found the translator had tried to translate the texts as accurate and as natural as possible though still found some phrases that were inaccurate. Overall, most of the texts target language. However in general, by finding the translator had tried to translate the texts as accurate and as natural as possible though has still found some phrases that were inaccurate. Overall, most of the texts target language was merely acceptable.4.2 The Contextual equivalents used to translate the TextThe following discussion is about the contextual equivalent elements used to translate Indonesian into English texts. From the nine categories, the translator only used seven elements to translate the object description text in Borobudur Museum.

4.2.1 Tense and AspectA great number of tense and aspect equivalents dominated the analysis. In using this equivalent, the translator replaced the sentences and phrases according to time relation. Because Indonesian verb does not have specific category of time for present, past, and future, translator replace the SL aspect of time by TL aspects which SL does not have.

These are some examples of tense and aspect equivalent used by the translator to translator to translate the texts:

1. Semula dipuncak tiap Stupa terdapat paying tiga (no.1.14)

Previously, on top of each Stupa was stone parasol.

2. Stupa tersebut dibangun antara abad ke(no.3.3)

The monument was built between the 3rd century3. Gaway Haji memungkinkan para raja untuk mengerahkan(no.5.9)

Gaway Haji enabled rulers to mobilize

4. Gelar sang putri Sri Kahulunan dikaitkan dengan(no.6.12)

The title of the lady Sri Kahulunan has been associated with

5. Faktor cuaca dan lingkungan menyebabkan candi Borobudur rusak lagi (no.7.11)

The climated and environment factors had caused Borobudur damages.

6. Candi Borobudur setelah dipugar (no.25)

Borobudur temple after having been restored.

7. Keadaan dinding lorong I bidang f sisi utara setelah dipugar (no.26)

Condition of the first gallery section f of the north side after it having been restored.

8. Emas Hijau ini diperdagangkan sejak lebih dari 2000 tahun lalu (no.48.2)

This green gold has been traded for more than 2000 years ago.

9. Ada tiga macam perlakuan pada pemugaran II (no.7.13)

There were three kind of measurement.

In the example 1 to 4, the reference to the past event of SL can be inferred from the context (semula, antara abad ke and so on), so there was no need to signal the past overly in the TL. However, the writer also found several tense and aspect equivalents which were translated somehow extremely. The translator added some tense aspect to show the impression of an event as in example 5 to 9.4.2.2 Expressive meaningFrom 242 contextual equivalents found in the original text, there were 82 expressive meaning used in the text. It was the second domination among other categories. The translators feeling plays great role in this translation. There are some examples:

1. Sebagai perwujudan semesta maupun dari Sang Buddha (no.1.7)

The manifestation of the cosmos as well as the representation of Buddha.

2. Terdapat 4 wihara yang berisi patung-patung Buddha

..are four wiharas (hall) containing images of Buddha.

3. Stupa tersebut dibangun

The monument was built

4. Pada tingkat bawahnya hanya bagian-bagian tertentu yang dipugar (no.7.8)

The restoration of the lower parts done only partially.

There were a little bit difference in the sense of meaning between SL and TL. In example 11, patung means statue was translated into image. In example 12, stupa was translated into monument which they have different connotation. While in example 10 there was an additional meaning in the TL by adding representation, removing it would not alter the information content of the message, of course.

4.2.3 VoiceAmong 242 contextual equivalents found in the original text, there were 22 voice equivalents used. The translator translated some positive phrases into negative phrases and conversely from active into passive. Below are some examples:

1. Pada jumlah Vajraghant didapati empat wajah(no.8.4)

In a number of vajraghant we find the decoration of four faces

2. Pagoda Shwedagon terletak di bukit Singuttara (no.4.5)

The pagoda sits on Singuttara hill

3. Dengan digerak-gerakan agar(no.12.2)

By moving it around to have

4. Kapal Borobudur diberi nama Samudraraksa (59.1)

President Megawati Soekarno putri granted the name Samudraraksa

5. Para awak kapal Samudraraksa mendapat Satya Lencana

Samudraraksa crews were granted Satya Lencana

In the examples above, the content of the message was translated fully although there were different forms of voice between SL and TL. The translator translated them into very acceptable sense of TL. In example 14, we find was more appropriate thanwas found. In example 15, sits was more acceptable than placed. While, in example 16 there was no passive pattern equivalent of dengan digerak- gerakan. In English, by (SL: dengan) is not followed by past participle, so it was translated into positive form. On the other hand, the example 17 was aimed to show/impress the agent (President Megawati).4.2.4 Presupposed meaningThere were 21 presupposed meaning equivalents used in the text. Almost all of these categories were collocation restriction and only several were selection restriction. We can see it further from some examples below:

1. ...akan satu kejadian, perkembangan, dan runtuhnya seni(no.3.6)

the genesis, flowering, and dacy of Buddhist art

2. Suatu prasasti yang menyebut nama ri Kahulunan (no.6.5)

An inscription bearing the name of ri Kahulunan.

3. Pagoda Shwedagon terletak di bukit Singuttara (no.4.5)

The pagoda sits on Singuttara hill.

4. yang dalam prasasti lain disebut sebagai Bumi Mataram (no.5.13)

which another inscription is known as the Great Land of Matarm.

5. agar mengeluarkan bunyi-bunyian tertentu (no.24)

to have certain sound.

6. Kegiatan penggalian penyelamatan di halaman

Archaeological on the west side

7. Bangunan monumental dan peribadatan agama Buddha (no.1.3)

A Buddhist memorial and scared building.

The example 19 to 23 was collocation restriction where there was different connotation of the meaning as in flowering which refers to art and kingdom. Also bearing refers to the pagoda. In example 24 and 25 also found some selection restrictions. Here, the adjective of Archaeological and Buddhist were expected to have inanimate subject.4.2.5 PersonThere were 13 equivalents of person system found in the text. Almost all of pronoun systems found in the text are pronoun of inanimate things and only some of them are human. Below are some examples:

1. Pagoda tersebut selesai dibangun pada abad(no.4.30)

It was completed in

2. Daftar ini member gambaran nama penguasa(no.5.14)

This is gives some information concerning the rule

3. penguasa ini adalah Rake Warak Dyah Manara (no.5.15)

He is Rake Warak Dyah Manara

In example 26 and 27, they were pronouns of inanimate object, so there were no different in the sense of meaning. While in example 28 there was different sense of politeness because he refers to a king. Otherwise, TL does not have the system of degree of politeness.4.2.6 NumberThere were only 8 grammatical equivalents of number system in the translation of the text. SL phrases encoded lexically because it does not have grammatical category of number. It was replaced by grammatical category of number in TL. However, in some cases TL does not have categories of number for the equivalent of SL. Belows are some examples:1. memberikan kesempatan kepada para pengunjung (no.3.5)

for offering the visitors a chance.

2. kayu cendana untuk wangi-wangian(no.11)

sandal wood to get perfumery

3. orang-orang China mulai berkiprah(no.40.1)

chinese trading engaged

In SL, the category of number was encoded by lexis as in example 29 para pengunjung whichis translated grammatically into the visitors in TL. While in example 31 TL does not have category of plurality for the noun with-ese ending, so there was no *chineses or *bugineses.4.2.7 Propositional meaningThere were only six phrases which used this equivalent. TL in this text has the words that SL does not. For example:

1. terdapat payung batu bersusun tiga (no.1.14)

was stone parasol

2. Dimusim hujan air keluar dari celah-celah batu (no.33)

Seepage water during rainy season

3. Stupa memiliki bagian yang berbentuk setengah bola(no.1.9)

a stupa is hemispherical

In this case of equivalent, Sl does not have word belongs to an object as parasol, or adjective as hemispherical, and verb as seepage. While TL has the words conceived for the SL words/utterances.4.3 The reason the target language in Borobudur museum texts use such contextual equivalenceThere are many reason to explore in this case, some of them are:

1. This investigating the source language can be distorted in the target language as long as not change the meaning of the destinations function of translation. Based on the target language have destination as introduction to language beside that our own mother language as source language (SL) then the target language (TL) in international language can be understood every foreigner tourist who have been visited in our country by using contextual equivalence the foreigner tourist easy to concept in the meaning such as context of situation. 2. From the linguistic point of view, however, the important thing again is that, in each case, the situational features which lead to the same utterance conforms to the same general pattern.

Example:

Stupa Borobudur sangat unik

Stupas of Borobudur are very unique

3. Feature of situation that will be clear to contextual meaning is what is most usually understood by meaning. In this case just one part of meaning, which also includes formal meaning which the way any item operates in the network of formal relations. A translation is said to have same meaning as the original. Dostert defines translation as that branch of the applied science of language which is transference of meaning from one set of patterned symbolsIt means that looking translation from meaning which is same and using formal meaning but pattern symbols need too.

Example:

Prof. Dr. Soekmono mengharapkan Candi Borobudur akan bertahan lebih dari 1000 tahun lagi.

Prof. Dr. Soekmono (1&2) said that the restoration had done expected Borobudur temple (3) will exist more than 1000 years. ((1.1b), (2.2d), (3.2d)4. In terms of the linguistic context (i. e, the when, where, and how of the use of the semantic units). Of course there will always be found a relationship between these contexts, presuming that is exclusively life in general to practical world contexts may be overlooked for time being.

Example:

Saat kapal melintasi garis khatulistiwa, Neptunus yang diperankan oleh Muhammad berkunjung ke kapal.

When the ship was crossing the equator, Neptunus (role played by Muhammad) visited the ship.CHAPTER V

CONCLUSIONS AND SUGGESTIONS

By concluding the findings and translations had been stated in chapter IV.5.1 ConclusionsBased on the analysis in chapter four, some conclusions can be drawn as follows:The analysis of contextual equivalent in the Indonesian-English translation of object description in Borobudur Museum showed that many contextual elements were used to translate Indonesian into English text. The categories of those elements are the ones suggested by Mona Baker (1992). They are lexical category: (a) propositional meaning; (b) expressive meaning; (c) presupposed meaning; (d) evoked meaning, and grammatical category: (e) number; (f) gender; (g) person; (h) tense and aspect; (i) voice. In translating 242 contextual equivalents found in the texts, the seven categories used by the translator with the following percentage: (a) tense and aspect 90 (37.2%), (b) expressive meaning 82 (33.9%), (c) voice 22 (9%), (d) presupposed meaning 21 (8.7%), (e) person 13 (5.4%), (f) number 8 (3.3%), and propositional meaning 6 (2.5%). And the reasonable who can be achieved the translator in this study for many reasons which based on the seconds problem.From the analysis, it also can be conclude that the translators feeling plays great role in translating the Indonesian text into English. In translating the text, the translator sometimes went far beyond the real message of the SL message to make good sense of TL.The last thing that can be concluded from the analysis is that in certain phrase or sentence there were more than one elements of contextual equivalent applied by the translator according to the relevancy of the message.

5.2 Suggestions1. Translator

A translator must decide the right choice in playing contextual equivalent in order to make relevant translation according to the situation and the TL elements. A translator should also use his feeling of linguistic sense in order to reach an adequate understanding of TL. A translator must be careful in using the contextual equivalents elements when translating a text. If it is translated incorrectly, the reader might lose the real message of SL, or at least the reader will get vague message. For beginner translators, using contextual equivalent in translating Indonesian into English will improve their ability to construct the relevant and understandable translation, so the message is delivered in good sense.

2. Readers of TLA reader must know what the destination of the translations result from target language because a reader will read and understand the concept of the information which is provided and conveyed in tourism objects. The information doesnt make a reader misunderstanding and messages must be a good received by a reader. The communicative purpose must correct depend on target language by using contextual equivalence in context of situation what happens with the information has provided. From many pictures, a reader can observe the picture clearly that is used to explain any situation in context of the text.

3. The Writer

The writer must still hard learn and study more better again to description contextual equivalence in Borobudur Museum. Many reference which have been had and read to improve her knowledge as basic to build her capability in understanding the concept of translation and translating as refer to contextual equivalence that can be observed from situations function itself. The writer must also concern her great role including the translation of description in Borobudur Museum in this case. BIBLIOGRAPHYAnderson, K. and M. Anderson. 1997. Text Type in English vol.2. Australia: Macmillan.Arikunto, S.2006. Prosedur Penelitian: Suatu pendekatan Praktek. Edisi revisi VI. Jakarta: PT. Rineka CiptaBaker, M. 1992. In Other Words. London: Routledge.Bell, R.T. 1991. Translation and Translating: Theory and Practice. London: Longman. Bassnett, Susan. And McGuire. 1991. Translation Studies. Revised Edition. London: Routledge.Nida, Eugene. A. 1975. Language Structure and Translation: Essay. California: Stanford University Press.Catford, J.C. 1974. A linguistic Theory of Translation. London: Oxford University Press.Hartono. 2003. Belajar Menerjemahkan: Teori dan Praktek. Malang: UMM Press.Hartono, R. 2004. Translation: A Way to Get the Knowledge. Lingua: Jurnal Bahasa dan Sastra, 1/1; 63-71.Hartono, R. 2009. Teory penerjemahan: A Handbook for translators. Semarang: Cipta Prima Nusantara.Hewson, L. and J. Martin. 1991. Redefining Translation: The Variational Approach. London: Routledge.Hollander, H.W. 1995. Penerjemahan Suatu Pengantar. Jakarta: Eramus Taalcentrum.Klokke, Marijke. J. Borobudur: A Mandala? A Contextual Approach to the Function and Meaning of Borobudur. Magelang: Balai Dinas Konservasi Candi Borobudur.

Larson , Mildred. L. 1984. Meaning Based Translation: A Guide to Cross-Language Equivalence. Boston: University Press of America.

Larson, Mildred. L. 1989. Penerjemahan Berdasarkan Makna: Pedoman untuk Pemadanan Antarbahasa. Alih Bahasa: Taniran, Kentjanawati. 1989. Jakarta: Arcan.Machali, R. 2000. Pedoman Bagi Penerjemah. Jakarta: PT. Grasindo.Martin, C. et al. 1985. Exploring American English. USA: Macmillan Publishing Company.Munday, Jeremy. 2009. Introducing translation studies: Theory and applications. London: Routledge

PT. Taman Wisata Candi Borobur, Prambanan, dan Ratu Boko. 2008. Borobudur Archaeological Park. Unpublished.Sakrie, A. 1985. Ikhwal Menerjemahkan. Bandung: ITB Bandung.Sari, Nirmala. 1988. An Introduction to Linguistic. Jakarta: Departemen Pendidikan dan Kebudayaan. Simatupang, D.S.M. 2000. Pengantar Teori Penerjemahan. Departemen Pendidikan Nasional.Sofwan, A. 2005. Interpreting. Semarang: Fakultas Bahasa dan Seni UNNES.Sofwan, A. 2003 interpreters/ Translators as a Proffession. Semarang: Fakultas Bahasa dan Seni UNNES.Suharyono. 1989. Teknik Penerjemahan. Semarang: IKIP SEMARANG

Examples of the Original TextNo. 33

No. 21

The Original TextNo.Source Language (SL)Target Language (TL)Category

1.3Bangunan monumental dan peribadatan agama Buddha,A (1) Buddhist (2) memorial and (3) sacred building.1.d, (2) 1.b, (3)1.b

1.4Yang terbesar didunia meliputi seluruh bukit,Covering the entire hilltop, this stupa is largest in the world, 1.b

1.6Stupa adalah symbol yang syarat dengan makna,Stupa has multi symbolism,2.a

1.7Sebagai perwujudan semesta maupun dari Sang Buddha.As the manifestation of the cosmos as well as the representation of Buddha.1.b

1.9Namun demikian secara umum suatu stupa memiliki bagian yang berbentuk setengah bola atau serupa lonceng (anda) dan tegak (yasti) diatasnya.However generally a stupa is (1) hemispherical or bellshaped (2) mound (anda) (2) surmounted by (4) spire (yasti).(1) 1.a, (2) 1.b, (3) 2.e, (4) 1.a

1.10Stupa Borobudur sangat unik diduniaStupas of Borobudur are very unique.1.b

1.11karena memiliki anda yang berlubang-lubang dan berongga didalamnya sehingga patung Boddhishatwa dapat ditempatkan didalamnya.Having performed surfaces and hollows inside to place bodhisattva statues,2.e

1.14Semula dipuncak tiap stupa terdapat paying batu bersusun tiga (cattra)Previously, on top of each stupa (1) was stone (2) parasol (cattra) (1) 2.d, (2)1.a

2.1WAT PHRA PATHOM CHEDI

Adalah sebuah pagoda terbesar di Thailand dan di duniaIt is one of the largest pagodas in the Tailand and in world2.c

2.2Pagoda asli dibangun lebih dari 2000 tahun lalu dengan bentuk bokor terbalik.The original pagoda was constructed more than 2.000 years ago in the stupa design of upside down bowl shape.2.d

2.4Pada 4 arah mata angin di sisi luar terdapat 4 Wihara yang berisi patung-patung Buddha dalam berbagai posisi. At the four points of compass in outer courtyard are four Wihara (hall) containing images of Buddha in various postures.1.b

3.1STUPA TERMEGAH DARI SANCHITHE GREAT STUPA OF SANCHI1.b

3.2Stupa Sanchi adalah stupa terbesar atau stupa nomer satu yang berlokasi di Sanchi, india.Stupa of Sanchi is the great or stupa number one located in Sanchi, India.1.b

3.3Stupa tersebut dibangun antara abad ke-3 sebelum masehi dan abad 12 setelah masehi.The (1)monument (2)was built between the 3rd century BC and the 12th century AD2.c

3.4Bentuknya unik tidak hanya sebagai bangunan yang paling sempurna dan terawat dengan baikIt is unique, not only for having the most perfect and well preserved stupas,2.c

3.5Tetapi juga memberikan kesempatan kepada para pengunjungBut also for offering the visitors a chance2.a

3.6untuk melihat dari dekat di satu lokasinakan satu kejadian, perkembangan dan runtuhnya seni dan arsitektur Buddha selama periode kira-kira pada tahun 1500 to see, in one location, the genesis, the flowering and decay of Buddhist art architecture during a period of about 1500 years.1.c

3.7Stupa termegah ini terbentang sejauh 120 kaki (36,6 meter)The great Stupa is 120 feet across (36,6 meters)2.e

4.3Pagoda tersebut selesai dibangun pada abad ke-5 sebelum Masehi(1)It (2)was completed in the fifth century BC,(1)2.e, (2) 1.c

4.4Dimana pada masa itu disebut abad kehidupan Buddha.Within a century of Buddhas life.

4.5Pagoda shwedagon terletak dibukit Singuttara,The pagoda (1&2) sits on Singuttara hill(1)2.e, (2)1.c

4.6Kira-kira kilometer dari Yangon.About three kilometers from center of Yangon.1.b

5.5Seorang raja dimasa kuno Jawa menyandang tiga hak istimewa atas rakyatnya:Privileges toward his subjects:2.c

5.6Mengambil sebagian hasil kerja mereka bagi kepentingan kerajaan (drawya haji),To take certain portion of their production (drawya haji),1.b

5.7Memerintahkan mereka untuk bekerja bagi kepentingan kerajaan (gawai haji),To order them to do works for royal benefit (gaway haji)1.b

5.8Dan membeikan anugrah pada mereka (anugrah)And to confer gifts to them (anugraha).1.b

5.9Gawai haji memungkinkan para raja untuk mengerahkan tenaga kerja dalam jumlah yang besar dan keterampilan yang tinggiGawai haji (1&2) enabled (3) rulers to mobilize (4)people in large number and of excellent skills(1)1.c, (2) 2.d, (3) 1.b, (4) 1.b, (5) 1.c

5.10untuk membangun bangunan dahsyat seperti Borobudur.to construct enormous building as Borobudur.1.b

5.11Prasasti Wanua Tengah III memuat daftar paling lengkap para raja yang memerintah negeri ini(1)The inscription of Wanua Tengah III(3)gives the most complete list of the rulers of the realm,1.b

5.13Yang didalam prasasti lain disebut sebagai bumi Mataram.(4) Most probably which another inscription is known as the great land of Mataram.1.c

5.14Daftar ini memberi gambaran nama penguasa pada saat pembangunan Borobudur(5), (1) This is gives (2) some information (3) concerning the rule (4)during the consruction of Borobudur.(1)2c, (2) 1b, (3)1b

5.15Sangat mungkin penguasa ini adalah Rake Warak Dyah ManaraHe is Rake Warak Dyah Manara2c

6.2Sungguhpun sangat terkemuka didunia Although its world fame2c

6.4Memiliki informasi tekstual yang sangat terbatas berkenaan dengan pembangunan, tujuan dan latar belakangnyaHas very limited textual information concerning its builders, intension and context1b

6.5Suatu prasasti yang menyebut nama Sri KahulunanAn inscription bearing the name of Sri Kahulunan1c

6.6yang dikeluarkan pada tahun 842 Missued in 842 AD

6.7menyebut namanya sebagai tokoh yag menganugrahkan tanahnya didesa Tri Tepusanand context mentions her name as the figure bestowing land in the village of Tri Tepusan1b