COGNITIVE PROCESS IN TRANSLATING CULTURAL UNTRANSLATABLE WORDS
A THESIS
BY
MUHAMMAD IBRAHIM
REG. NO. 130705121
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
MEDAN 2018
UNIVERSITAS SUMATERA UTARA UNIVERSITAS SUMATERA UTARA UNIVERSITAS SUMATERA UTARA UNIVERSITAS SUMATERA UTARA AUTHOR’S DECLARATION
I, MUHAMMAD IBRAHIM, DECLARE THAT I AM THE SOLE AUTHOR
OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT
OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED
ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A
THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER
DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT
DUE ACKNOWLEDGEMENTS IN THE MAIN TEXT OF THIS THESIS.
THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF
ANOTHER DEGREE IN ANY TERTIARY EDUCATION
Signed:
Date : February 09th, 2018
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UNIVERSITAS SUMATERA UTARA COPYRIGHT DECLARATION
NAME : MUHAMMAD IBRAHIM
TITLE OF THESIS : COGNITIVE PROCESS IN TRANSLATING
CULTURAL UNTRANSLATABLE WORDS
QUALIFICATION : S-1/ SARJANA SASTRA
DEPARTMENT : ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR
REPRODUCTION AT THE DISCREATION OF THE LIBRARIAN OF
DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES,
UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT
USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW
OF THE REPUBLIC OF INDONESIA
Signed:
Date : February 09th, 2018
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UNIVERSITAS SUMATERA UTARA ACKNOWLEDGEMENT
Bismillahirrahmannirrahim…….
First and foremost, I would like to express my deepest gratitude to Allah
SWT., the Almighty God and most beneficial for his blessing, grace, guidance, and mercy that have made this thesis come to its completion.
I would like to express my gratitude and appreciation to the Rector of
University of Sumatera Utara Prof. Dr. Runtung Sitepu, S.H., M.Hum., Dean of
Faculty of Cultural Studies Dr. Budi Agustono, M.S., the Head of English
Department Dr. Deliana, M.Hum., and the Secretary of English Department
Rahmadsyah Rangkuti, M.A., Ph.D., who have given a great opportunity and full support to complete this thesis.
I give much of gratitude to my advisor Dr. Roswita Silalahi, Dip. TESOL.
M.Hum and my co-advisor Dr. Rudy Sofyan, S.S., M.Hum who have given brilliant supervision, generous guidance, advise, encouragement and patience to shape the ideas into the thesis and I give thanks to all lecturers of English Department who have already taught me.
Also I would like to give appreciation to Mr. Sukirno as the former staff of
English Department for his contribution in accomplishing the administration matters.
Especially, I would like to give my power of love to my parents, Adnan
Adung and Nurliana, who always pray, sacrifice, and keep supporting me to finish this thesis. I also thank my brothers and sisters Rahmah Sari, S.E, Muhammad
Ismail, Muhammad Ridwan, S.E, and Adelia Nurul Savani who have given me attention and the spirit to finish my thesis.
I would like to thank my friends, the class A 2013 English Department, especially Siti Nur Jannah, Rizka Nur Avisha, Noni Saptawati, S.S, and Fadillah,
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UNIVERSITAS SUMATERA UTARA S.S. Moreover, Jawara, Anggun Sundary, Angrih Vitary, S.S, and Tassa Annisa, S.S for their help, support, and care during my four academic years.
Also, I express much gratitude to my best friends, Fajar Purnama, Amd., Siti
Hartina, S.S, Ayu Rantika, S.S, Juni Randa Amd, who always help, support and make me laughing.
Finally, I realize these may be insufficient analysis at this thesis. Therefore, any constructive critic, advise, and suggestion to make it better will be very much appreciated.
I hope this thesis will give some meaningful insights as reference.
Medan, February 09th, 2018
Muhammad Ibrahim
130705121
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UNIVERSITAS SUMATERA UTARA ABSTRACT
This thesis entitled “Cognitive Process in Translating Cultural Untranslatable Words”. This research is focused on the cognitive process in translating cultural untranslatable words by a professional translator. The objectives of this study are: (1) to explain translator’s cognitive process in translating cultural untranslatable words, and (2) to describe online sources visited by translator in translating cultural untranslatable words. This is a descriptive qualitative research that choses a professional translator as the respondents. The source of the data is an art and tourism text entitled Gambyong Pareanom, taken from a book written by R.M. Soedarsono entitled Seni Pertunjukan Indonesia dan Pariwisata. The data is worksheet log-file and video recordings during the translation process. The instruments to collect the data are Translog II and Camtasia Studio 9. The recordings of the two applications showing that translator took 59 minutes and 2 seconds to translate cultural untranslatable words/ phrases in ST. In addition the translator took 36 minutes 8 seconds for pause and online source visit. The online sites visit are: Google Search, visited for thirty-two times (47 %), Google Translate, visited for sixteen times (24 %), Wikipedia, visited for fourteen times (21 %), Thesaurus.com, visited for twice (3 %), Google Books Online, visited for twice (3 %), Journal Online, visited for once (1 %), and ProZ.com, visited for once (1 %),
Keywords: cognitive process, translation process, online sources
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UNIVERSITAS SUMATERA UTARA ABSTRAK
Skripsi yang berjudul “Cognitive Process in Translating Cultural Untranslatable Words” ini merupakan sebuah kajian ilmu linguistik. Penelitian ini berfokus kepada proses kognitif dalam menerjemahkan kata dari istilah budaya yang tak dapat diterjemahkan yang dilakukan oleh seorang penerjemah profesional. Tujuan dari penelitian ini adalah: (1) untuk menjelaskan proses kognitif penerjemah selama proses penerjemahan berlangsung, dan (2) untuk menjelaskan sumber online yang dikunjungi oleh penerjemah dalam menerjemahkan kata/frasa dari istilah budaya yang ada di Teks Sumber (TS). Penelitian ini bersifat kualitatif deskriptif dengan memilih seorang penerjemah profesional sebagai subjek penelitian. Sumber data dalam penelitian ini adalah sebuah teks seni dan pariwisata yang berjudul Gambyong Pareanom yang dikutip dari sebuah buku yang ditulis oleh R.M. Soedarsono yang berjudul Seni Pertunjukan Indonesia dan Pariwisata. Data dalam penelitian ini adalah worksheet log-file dan hasil rekaman video selama proses penerjemahan berlangsung. Adapun instrumen yang digunakan untuk mengumpulkan data yakni Translog II and Camtasia Studio 9. Hasil rekaman dari kedua aplikasi tersebut menunjukkan bahwa penerjemah membutuhkan waktu selama 59 menit 2 detik untuk menerjemahkan teks budaya yang ada di TS. Selain itu penerjemah menggunakan waktu sekitar [00:36:08] untuk berjeda dan mengunjungi sumber online. Adapun sumber online yang dikunjungi oleh penerjemah adalah: Google Search, dikunjungi sebanyak tiga puluh dua kali (47%), Google Translate, sebanyak 16 kali (24 %), Wikipedia, sebanyak empat belas kali (21 %), Thesaurus.com, sebanyak dua kali (3 %), Google Books Online, sebanyak dua kali (3 %), Journal Online, sebanyak satu kali (1 %), dan ProZ.com, sebanyak satu kali (1 %),.
Kata Kunci: proses kognitif, proses penerjemahan, sumber online
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UNIVERSITAS SUMATERA UTARA LIST OF FIGURES
Figure 1 Overview of the translation task ...... 2 Figure 2.1 “Holmes’ map” of translation studies in Toury (1995:10) ...... 10 Figure 2.2 The Competences of Professional Translator ...... 25 Figure 2.3 The References of Translation ...... 30 Figure 3 Data Analysis Method (Krings, 2005:148 in Christensen, 2011:141)...... 37 Figure 4 Frequency Graph of Online Resource Usage ...... 55
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UNIVERSITAS SUMATERA UTARA LIST OF TABLES Table 2.1 Differences of three phases / translation process...... 16 Table 2.2 The Components of Professional Translator Competences...... 25 Table 3 Keystrokes symbols on the Worksheet Translog II ...... 35 Table 4 The Classification of Online Sources Use ...... 56
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UNIVERSITAS SUMATERA UTARA LIST OF PICTURES
Picture 4.1 First step in translating from Translog II recordings ...... 40 Picture 4.2 Linear View of Keystroke in Translog ...... 40 Picture 4.3 Keyboard activities (log-file) of translator ...... 41 Picture 4.4 Keyboard activities (log-file) ...... 42 Picture 4.5 Keyboard activities (log-file) ...... 43 Picture 4.6 Pause Plot Accumulations in Translation ...... 44 Picture 4.7 The Final Process of Translation ...... 45 Picture 4.8 Screen recordings of Google Search use ...... 47 Picture 4.9 Screen recordings of Wikipedia use...... 49
Picture 4.10 Screen recordings of Google Translate use ...... 50
Picture 4.11 Screen recordings of thesaurus.com ...... 51
Picture 4.12 Screen recordings of Google Books online use ...... 52 Picture 4.13 Screen recordings of Journal online use ...... 53
Picture 4.14 Screen Recordings of ProZ.com use ...... 54
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UNIVERSITAS SUMATERA UTARA TABLE OF CONTENTS
AUTHOR’S DECLARATION ...... v COPYRIGHT DECLARATION ...... vi ACKNOWLEDGEMENTS ...... vii ABSTRACT ...... ix ABSTRAK ...... x LIST OF FIGURES ...... xi LIST OF TABLES ...... xii LIST OF PICTURES ...... xiii TABLE OF CONTENTS ...... xiv
CHAPTER I: INTRODUCTION ...... 1 1.1 Background of the Study ...... 1 1.2 Problems of the Study ...... 4 1.3 Objective of the Study ...... 5 1.4 Scope of the Study ...... 5 1.5 Significance of the Study ...... 6
CHAPTER II: REVIEW OF LITERATURE ...... 7 2.1 Definition of Translation ...... 7 2.2 The Name and The Nature of Translation Studies ...... 9 2.3 Translation as A Process ...... 13 2.3.1 Skimming Phase ...... 16 2.3.2 Drafting Phase ...... 17 2.3.3 Post-editing Phase ...... 18 2.4 Cognitive Process in Translation ...... 19 2.5 Translatability and Untranslatability ...... 22 2.6 Cultural Untranslatability ...... 23 2.7 Translator Competences ...... 24 2.8 Online External Sources in Translating ...... 29 2.9 Previous Studies ...... 32
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UNIVERSITAS SUMATERA UTARA CHAPTER III: METHODOLOGY OF RESEARCH ...... 34 3.1 Research Design ...... 34 3.2 Data and Sources of the Data ...... 34 3.3 Data Collection ...... 36 3.4 Data Analysis ...... 37
CHAPTER IV: ANALYSIS AND FINDINGS ...... 39 4.1 Translator’s Cognitive in Translation ...... 39 4.1.1 Pause in Translation Process ...... 43 4.2 The Use of Online External Sources ...... 46 4.2.1 Recapitulation of The Use of Online External Sources ...... 55
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...... 57 5.1 Conclusions ...... 57 5.2 Suggestions ...... 58
REFERENCES ...... 59
APPENDICES
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UNIVERSITAS SUMATERA UTARA CHAPTER I
INTRODUCTION
1.1 Background of the Study
Translation is not merely changing a word to another word. It is much more complex activity that every translator works through. Simply, translation means to render a text written in one language into another language. The transference of information should be accurate, acceptable, and readable enough to represent the original document in the target language. Translators will typically read or skim the parts of the text to get a feel for the content before translating the text. Translators also may note the key concepts and terminologies that will need to be researched.
According to Wilss (1982:3), translation is a transferring process which aims at the transformation of a written Source Language (SL) into an optimally equivalent
Target Language (TL), and which requires the syntactic, the semantic, and the pragmatic understanding and analytical processing of the source text. Syntactic understanding is related to style and meaning. Understanding of semantics is meaning related activity. Finally, pragmatic understanding is related to the message or implication of a sentence. This definition does not states what is transferred.
Rather, it states the requirement of the process.
Furthermore, Nida and Taber (1982:12) see translating as a process of reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style. In other words, translation is a transfer of meaning, message, and style from one SL to the
TL. In the order of priority, style is put the last. Here the things to reproduce
(transfer) is stated, message.
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UNIVERSITAS SUMATERA UTARA In addition, translation is defined as the process of transferring the idea or information from SL to TL. In this case, we can see a sample from teaching process in a class. A teacher will explain his idea to the students with transferring the material of the lessons using language that can be understood by them. Moreover, in wider meaning, translation is the process of transferring the meaning of idea, verbally and non-verbally from one language to another. The TL reader‟s response to the translation work has to be the same with the SL reader‟s response to the original text itself. Actually, the response of the SL and the TL reader‟s will never be identical because the difference in both readers (cultural and historical settings)
SOURCE LANGUAGE (SL) TARGET LANGUAGE (TL) Text to be Translated TRANSLATION
TRANSFERRING
IDEA/INFORMATION
Figure 1 : Overview of the translation task (Larson (1998))
Culture consists in patterned ways of thinking, feeling and reacting, acquired and transmitted mainly by symbols, constituting the distinctive achievements of human groups, including their embodiments in artifacts; the essential core of culture consists of traditional (i.e. historically derived and selected) ideas and especially their attached values. It means that culture has secrets values that only understood by groups of society.
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UNIVERSITAS SUMATERA UTARA As to the notion of culture, according to Tylor (1871:1), “culture…is that complex whole which includes knowledge, belief, art, morals, law, customs and many other capabilities and habits acquired by man as a member of society.” His definition almost covers every aspect of human‟s life and has been the basis of most modern anthropological conceptions of culture. Newmark (1988:94), from the perspective of a linguist, defines culture as “the way of life and its manifestations that are peculiar to a community that uses a particular language as its means of expression”, thus implies that different language groups have diverse culturally specific features which are unique to each group. Translation activity across languages therefore inevitably involves the contact, collision, assimilation or rejection of cultures, as Hervey and Higgins (2002:31) put that “translating involves not just two languages, but a transfer from one whole culture to another.”
“Differences between cultures cause many more severe complications for the translator than do differences in language structure” (Nida, 2004:157). In this case, the translator will find out some Source Text (ST) that are difficult to translate to the
Target Text (TT) and actually the translator must be understand well about the related meaning from the ST itself, this phenomenon calls Untranslatability.
However, the phenomena of untranslatability cannot be avoided on the other hand. According to Newmark (2001:7), translation is an attempted practice to replace a written or verbal message in one language by the same written or verbal message in another language, involving some kind of loss of meaning, owning to various factors.
In this situation, the more meaning is lost, the less translatable it will be; the less meaning is lost, the more translatable it will be. A lot of scholars believe that there are many non-substitutable elements existing in different languages, such as its cultural tradition, social customs, emotion, and some unique words and syntactic
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UNIVERSITAS SUMATERA UTARA structure, whose equivalent elements cannot be found in another language. Usually, the factors resulting in the problem of untranslatability are roughly classified into linguistic obstructions and cultural obstructions. In this sense, the loss of meaning is inevitable during the process of translation, so the absolute “faithfulness” is just an ideal that is hard to achieve, and language is untranslatable to some extent.
From the above discussion we can see that untranslatability is to witness the limit of translatability. The majority of the texts should be translatable with only a little untranslatable part. It means that translatability and untranslatability has a close relationship. They are just like the two sides of one coin, contrary but coexisting and correlated, which can thus be unified and even converted along with the development of languages and the increasing intercultural communication.
Therefore, those things lead the writer to analyze the process of translation that using by the translator to translate untranslatable cultural words and phrases in a text.
The study examines an analysis of translation process which would be limited by using Carl and Kromman (2010) Theory about the steps/ phases in translation process.
1.2 Problems of the Study
There are two problems analyzed in this study, they are :
1. How does the translator‟s cognitive process work in translating cultural
untranslatable words?
2. What online external sources are visited by translator to translate Cultural
Untranslatable words?
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UNIVERSITAS SUMATERA UTARA 1.3 Objectives of the Study
Related to the problems above, this research is to find out the answers of those questions, they are :
1. To explain translator‟s cognitive process in translating cultural untranslatable
words.
2. To describe online external sources visited by translator to translate cultural
untranslatable words.
1.4 Scope of the Study
Related to the problems and the scope of the study, the writer has to limit the scope of the study in order to avoid wider analysis. In this research the writer would like to find untranslatable cultural words in Sources Text and focus on the translator‟s activity in translating the text. In this case, there are 373 words that are in the source data, so the writer has limit the time to translate the text for an hour and a half, because for professional translators, they translate around 250 words for cultural text in one hour. Moreover, this research will be focused on the cognitive process of the translator in translating cultural untranslatable words.
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UNIVERSITAS SUMATERA UTARA 1.5 Significances of the Study
The analysis of this research is expected to be able to give significance for the reader, both theoretical and practical. Theoretically, the significance is to enrich the translation process of cultural untranslatability understanding. Practically, it shows the kinds of cultural untranslatability that will be found in translation and also looks what is the translator‟s steps to translate the cultural untranslatability text that can used in the same case. Hopefully, this analysis would be useful for the readers to enrich their knowledge, especially for future students who have interest in this kind of analysis.
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UNIVERSITAS SUMATERA UTARA CHAPTER II
REVIEW OF LITERATURE
2.1 Definition of Translation
Along with the rapid development of information technology and the overwhelming tendency of globalization, all countries have been linked up with each other closely to make the big world a small village, as a result of which, there is a growing tendency for people to communicate and exchange in various fields such as economy, culture, education, talents and so on. Having been served as a bridge in the communication among people of different races, countries, regions, and cultures, translation has been greatly contributed to the mutual development of human civilization. Generally speaking, translation is a medium of exchange and a means of communication. More exactly, it is a process of language transformation and information transfer.
Catford (1965:1) states that translation is an operation performed on languages: a process of substituting a text in one language for a text in another. Catford further defines translation as the replacement of textual material in one language (SL) by equivalent textual material in another language (TL). The central problem of translation-practice is that of finding TL translation equivalents (Catford, 1965:20-
21).
Whereas Larson (1998:3) tried to define translation in two parameters namely meaning and form, according to Larson (1998), translation is basically a change of form not the meaning. When we speak about a form of a language, we are referring to the grammatical structures and style including actual words, phrases, clauses,
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UNIVERSITAS SUMATERA UTARA sentences, paragraphs, etc., which are spoken or written. These “forms” are referred to as the surface structure of a language, while the “meaning” is the deep structure of a language. It is the structural part of language which is actually seen in print or heard in speech. In translation the form of the source language is replaced by the form of the receptor (target) language. Furthermore, Larson explains that translation, then, consists of studying the lexicon, grammatical structure, communication situation, and cultural context of the source language text, analyzing it in order to determine its meaning, and then reconstructing this same meaning using the lexicon and grammatical structure which are appropriate in the receptor language and its cultural context.
Another translation expert has also asserted a similar explanation about what translation is. Newmark wrote in his book that “rendering the meaning of a text into another language in the way that the author intended the text” is what he defined as translation. It is important that the TL text can accommodate the meaning of the SL text, or in other word, the intention of the author. Translators must translate the SL text as close as possible to the TL text, both in term of meaning and intention or purpose of the author, as Nida and Taber state, “translating consists in reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style.” There must be shifts in structure and meaning of the text in every translation activity. The translators‟ writing style will also definitely be different to the author‟‟. Moreover, it depends on the translators whether the messages were transferred as natural as possible in TL.
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UNIVERSITAS SUMATERA UTARA From above definition, the writer concludes that translation is not simply converting text from one language to another. Transferring the meaning along with the intention of the author is also included in translation activity. The translator has a very important role in translational action.
2.2 The Name and The Nature of Translation Studies
The subject matter of translation studies has been provided by James S Holmes and Toury (1988). This framework is called the “Holmes/ Toury Map”. Translation
Studies is mainly divided into two main branches, they are “Pure” and “Applied”.
Holmes draws attention to the limitations imposed at the time because translation research, lacking a home of its own, was dispersed across older disciplines
(languages, linguistics, etc.). He also stresses the need to forge „other communication channels, cutting across the traditional disciplines to reach all scholars working in the field, from whatever background‟.
Crucially, Holmes puts forward an overall framework, describing what translation studies covers. This framework was subsequently presented by the leading Israeli translation scholar Toury (1995) as in Figure below:
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UNIVERSITAS SUMATERA UTARA
Figure 2.1 : “Holmes‟ map” of translation studies in Toury (1995:10)
In Holmes‟s explanations of this framework, the objectives of the „pure‟ areas of research are: (1) the description of the phenomena of translation; and (2) the establishment of general principles to explain and predict such phenomena
(translation theory). The „theoretical‟ branch is divided into general and partial theories. By „general‟, Holmes is referring to those writings that seek to describe or account for every type of translation and to make generalizations that will be relevant for translation as a whole. The „Partial‟ theoretical studies are restricted according to the parameters discussed below (medium, text-type, area, rank, etc.).
The descriptive branch of „pure‟ research in Holmes‟ map is known as descriptive translation studies (DTS). It may examine: (1) the product; (2) the function; and (3) the process.
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UNIVERSITAS SUMATERA UTARA (1) Product-oriented DTS examines existing translations. This can involve the
description or analysis of a single ST–TT pair or a comparative analysis of several
TTs of the same ST (into one or more TLs). These smaller-scale studies can build
up into a larger body of translation analysis looking at a specific period, language
or text/discourse type. Holmes foresees that „one of the eventual goals of product
oriented DTS might possibly be a general history of translations – however
ambitious such a goal might sound at this time‟.
(2) By function-oriented DTS, Holmes means the description of the „function [of
translations] in the recipient socio-cultural situation: it is a study of contexts rather
than texts‟. Issues that may be researched include which texts were translated
when and where, and the influences that were exerted. For example, the study of
the translation and reception of Shakespeare into European languages, or the
subtitling of contemporary cartoon films into Arabic. Holmes terms this area
„socio-translation studies‟. Nowadays it would probably be called the sociology
and historiography of translation.
(3) Process-oriented DTS, in Holmes‟ framework is concerned with the psychology
of translation, it is concerned with trying to find out what happens in the mind of a
translator. Work from a cognitive perspective includes think-aloud protocols
(where recordings are made of translators‟ verbalization of the translation process
as they translate). More recent research using new technologies such as eye-
tracking shows how this area is now being more systematically analysed.
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UNIVERSITAS SUMATERA UTARA The results of DTS research can be fed into the theoretical branch to evolve either a general theory of translation or, more likely, partial theories of translation
“restricted‟ according to the subdivisions in Figure 2.1 above.
a) Medium-restricted theories subdivide according to translation by machine
and humans, with further subdivisions according to whether the machine/
computer is working alone (automatic machine translation) or as an aid to the
human translator (computer-assisted translation), to whether the human
translation is written or spoken and to whether spoken translation
(interpreting) is consecutive or simultaneous.
b) Area-restricted theories are restricted to specific languages or groups of
languages and/or cultures. Holmes notes that language-restricted theories
(e.g. for the Japanese< >English pair) are closely related to work in
contrastive linguistics and stylistics.
c) Rank-restricted theories are linguistic theories that have been restricted to a
level of (normally) the word or sentence. At the time Holmes was writing,
there was already a trend towards text linguistics, i.e. analysis at the level of
the text, which has since become far more popular (see Chapters 5 and 6of
this book).
d) Text-type restricted theories look at discourse types and genres; e.g. literary,
business and technical translation. Text-type approaches came to prominence
with the work of Reiss and Vermeer, among others, in the 1970s.
e) The term time-restricted is self-explanatory, referring to theories and
translations limited according to specific time frames and periods. The history
of translation falls into this category.
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UNIVERSITAS SUMATERA UTARA f) Problem-restricted theories can refer to certain problems such as
equivalence (a key issue that came to the fore in the 1960s and 1970s) or to a
wider question of whether so-called „universals‟ of translation exist.
The „applied‟ branch of Holmes‟s framework concerns applications to the practice of translation:
a) translator training: teaching methods, testing techniques, curriculum design;
b) translation aids: such as dictionaries and grammars;
c) translation criticism: the evaluation of translations, including the marking of
student translations and the reviews of published translations.
Based on the Holmes' map above, this research belongs to the 'pure' area and focuses on Descriptive Translation Studies (DTS), i.e. process-oriented in translation.
In this research the writer will focus on the cognitive process of the translator during the translation process occur.
2.3 Translation as A Process
Before approaching to the explanation of the concept of translation, it is highly important to state and underline that one of the most salient distinctions between humans and other species lies in the fact that humans have the capacity to communicate and transfer meaningful messages by means of the use of language – highly ordered, organized and structured system of meaningful symbols and signs, which is highly complex in its form and structures. Being a set of elements and rules which relate symbols to their meanings, language can also be considered to be an instrument for humans for the formation of an infinite number of possible utterances from a finite number of elements. However, these core elements, rules and principles
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UNIVERSITAS SUMATERA UTARA may vary from one region to another to such a great extent that we come to the identification of thousands of different language systems across the globe, although all of these systems serve the purpose of establishing the communication between the members of the group who can understand those rules and elements and use them for communication.
Translation is a process of converting messages, thoughts, feelings, orders or any other verbal utterances expressed in one language into messages of the same meaning and value in another language. Different languages use different names to label this process, but all of these names indicate that this process consists of „conversion‟ and
„transmission‟ of messages to people who do not use the source language system and cannot understand the message coded without the processes of „conversion‟ and
„transmission‟ into the system that they use for communication. It is highly important to be aware of the fact that what is translated are not simply the elements of one system, being replaced with the corresponding elements of another language system
– what is, or should be, translated is the expressed message. For the message to be translated into another language, or the target language, it must be expressed in the source language, and it must remain the same in both languages; the receivers of the translated message must receive the same content as the receivers of the original message.
More general division was proposed by the Russo–American linguist, Jakobson who makes a very important distinction between three types of written translation in his seminal paper, „On Linguistic Aspects of Translation, given in :
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UNIVERSITAS SUMATERA UTARA 1. Intra-lingual translation – translation which occurs within the same language
and can involve rewording or paraphrase;
2. Inter-lingual translation – translation from one language to another, and
3. Inter-semiotic translation – translation of the verbal sign by a non-verbal sign,
for example music or image.”
Larson (1998) states that translation can be seen as a process. The source language consists of cultural context and situational context. They can be divided into expressed text, lexicon, and grammar structure. These elements consist of meaning. In translation process, meaning is analyzed and discovered. After being discovered, the meaning is transferred into another language or the receptor language. Then, the meaning is re-expressed by the translator based on the receptor language. The source language is expressed in re-expressed text, lexicon, and grammar structure according to the receptor language.
In translation, there are various stages or processes that a translator must go through. Göpferich & Jaaskelainen (2009) suggests that the translation process consists of three stages: orientation or pre-phase, translation or main-phase and revision or post-phase. Carl & Kromann (2010) has other terms for these phases such as skimming, arranging and post-editing and can be seen as an overall or global strategy. The following is a table of differences in the stages or processes in translation and final editing by some translation experts.
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UNIVERSITAS SUMATERA UTARA Carl (2010, in Machine- Jakobsen (2002) Gopferich (2010) Translator (MT))
Initial orientation phase Orientation / pre-phase Skimming
Middle drafting phase Translation / main-phase Drafting
End revision phase Revision / post-phase Post-editing
Source : Kourouni (2012:102) Table 2.1: Differences of three phases / translation process
2.3.1 Skimming Phase
The first stage in the translation process is the orientation or skimming phase termed by Carl and Kromman (2010). Carl, et. al (2011) also referred to this phase as the "gisting" phase. In this phase, the translator compiles a general idea of source text for. Carl and Kromman (2010) further states in the form of skimming (or orientation), translator compiled source text, meaning the meaning of the term, the term clarity and matching terms. This phase includes the initial phase. The processes that occur during this phase include:
a. Randomly interpret the source text prior to translation
b. Skimming: The translator reads the Source Text before making a translation.
c. Quick planning: translators read the first few words or phrases, then press
the first button on the keyboard.
d. Start right (head start). Direct translator translates instantly
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UNIVERSITAS SUMATERA UTARA The above orientation phases different from one translator to another. This is supported by the results of Carl's, et. al, (2011) who found that:
“some translators prefer to systematically read the whole source text
before they start translating, some translators skim the text very
briefly, and some translators just read the first couple of phrases
or sentences before starting to type, or they simply go straight
ahead with target text production with hardly any preliminary ST
reading.”
2.3.2 Drafting Phase
The second stage in the process of translation and final editing process is drafting. At this stage, the translator reads the source text and plots the translation.
Carl and Kromman (2010) state that in the "drafting" phase, the translator begins typing to translate. Carl's, et. al, (2011) subsequently stated that each translator has a different character in reading ST and plotting his translation.
In this phase the translator prepares a draft translation. Carl, et. al (2011) distinguishes several styles of translation in this stage, among others:
1. Large-context planning: the translator reads the order of the text, on several
occasions also reads the entire sentence, until finally re-reading the source text.
2. Small-context planning: the translator looks at a few words, but not the entire
beginning of the sentence.
3. Backtracking: translators have a tendency to re-correct the translated ST words
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UNIVERSITAS SUMATERA UTARA 4. Non-backtracking: the translator does not systematically improve ST rephrase that have been translated
In the context of machine translation, in general, this phase is the phase in which the translator fixes a small machine translation error before starting to improve the context and style as a whole. According to the researchers, some errors are caused by machine translators such as spelling mistakes, literal translation errors in the order of words entered in this stage.
2.3.3 Post-editing Phase
The final stage in the translation process and the final editing process is revision (post-editing). Carl and Kromman (2010) state that in the post-editing phase, the draft translation is reviewed and revised. Furthermore, Carl, et. al (2011) states that final revision / editing activities can be divided into two categories, including: 1) online revision, which is the revision process done during the drafting phase and 2) the final revision is the revision made after the drafting phase. Carl, et. al (2011) goes on to say that online revisions are calculated to amount to a text-removal keystroke during the drafting phase, regardless of typo correction, paraphrase words, phrases and sentences, or word order changes, etc.
The revision phase is the most important phase because before the translation results are submitted to the client it is necessary to re-read so that the results can be accepted. In translation activities, translators are exposed to two texts that are linguistically and culturally distinct from one another. Therefore, cultural knowledge of the source text and the target text is required.
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UNIVERSITAS SUMATERA UTARA Carl, et. al states that "post-editing in which some or all of the drafted text is re-read, typos corrected and sentences. This means that in this final stage of revision or editing, the translator fixes minor mistakes, such as typing errors, rearranging sentences, or re-arranging to achieve maximum comprehension for the target language reader.
2.4 Cognitive Process in Translation
Throughout history, translation has played a crucial role in connecting different cultures and languages and has made communication possible across societies.
According to KuBmaul (1991, as cited in Samaneh & Mandana, 2017), the aim of translation is to provide an acceptable translated text with accurate and reliable information for readers. Thus, a translator needs to have adequate knowledge, great skill as well as remarkable mental abilities. Also, Waddington (2001, in Samaneh &
Mandana, 2017) stated that translation ability includes two different features, the ability of understanding the content of SL, and the ability to express the content in a
TL. In both above mentioned definitions, the importance of mental ability and cognitive process in translation is clear, an important feature which is ignored in the most of studies and researches.
"The mental activity of translation is a constancy of all human translation processes" (Angelone & Shreve, 2010:19).Over the last decades many observational studies have been conducted in order to discover what happens in the mind of the translators and interpreters, when they translate hence, participants are asked to describe what is happening in their mind while they are completing a translation task; this process is called verbal protocol (Bernardini, 2001).
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UNIVERSITAS SUMATERA UTARA According to Munday (2008), "Apart from being an act of communication and a textual operation, translation/interpreting is also the result of the cognitive processing carried out by translators /interpreters". Cognitive approach is a branch of psychology which attempts to study human behavior through understanding the thinking processes. Cognitive psychology is the study of how people perceive, learn, remember, and think about information. The main focus of cognitive psychologists is on the mental processes that affect behavior. These mental processes include but are not limited to attention, memory, comprehension, language, problem solving, and meta-cognition (Sternberg & Sternberg, 2012).
Asch (2002:1) argued "Cognitive psychology is concerned with information processing and includes a variety of processes such as attention, perception, comprehension, memory, learning, and problem solving; it is also concerned with the structures and representations involved in cognition". Meanwhile, Asch (2002) discussed that cognitive psychology during 1960s and 1970s was influenced by the theory of Broadbent (1958). In essence, it was accepted that there are important relationships among the phenomena of attention, perception, Short-term Memory
(STM), and Long-term Memory (LTM). All of them could be understood by assuming that information flows through a complex cognitive system consisting of many interdependent processes.
Cognitive approach is a branch of psychology which attempts to study human behavior through understanding the thinking processes. Cognitive psychology is the study of how people perceive, learn, remember, and think about information. A cognitive psychologist might study how people perceive various shapes, why they remember some facts but forget others, or how they learn language. The main focus of cognitive psychologists is on the mental processes that affect behavior. These
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UNIVERSITAS SUMATERA UTARA mental processes include but are not limited to attention, memory, comprehension, language, solving problem, and meta-cognition. (Sternberg & Sternberg, 2012).
According to Risku (2010), "the cognitive translation process studies contribute to the knowledge of how the translator‟s mind functions when, performing the task of translation". Kussmaul and Tirkkonen-Condit (1995) assert that some of the scholars have worked on cognition and meta-cognition during last decades. Most of these studies have compared professional versus non-professional translators with regard to problem-solving and decision making. An increasing number of research address cognitive process in both translation and interpretation.
Christensen (2011:2) focused on the concept of cognition and the process of translation and declared:
“Theories within cognitive science deal mainly with the internal processes that occur during human action. The human action carried out by a translator is generally speaking the action of producing a target text based on a source text. This activity is covered by the notion of translation process. Research investigating the translation process has generally focused either on the workflow and cooperation or on translators’ mental processes.”
Human cognitive processes and particularly the mental process of translation can be investigated in different ways such as observing reactions to specific stimuli, analyzing the errors and the results of a task performance, and etc. And in this study, the writer will look at the cognitive process of translator using Translog II and
Camtasia Studio 9, as in earlier Afdal‟s (2016) research, using both of these instruments to look at the cognitive processes of the translator at the time of translating the text
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UNIVERSITAS SUMATERA UTARA 2.5 Translatability and Untranslatability
People have never given up trying to find out the equivalence between languages. The debate over translatability and untranslatability has never ceased, with a number of scholars on both sides. Scholars, who cling to the idea of translatability, consider that people of different nations share a wide range of commonalities in ideology, cognition, logic and expression, all of which could help people with the practice of intercultural, interdisciplinary, international communication and exchange. Objectively speaking, no one can deny a basic fact that there have already existed a lot of translation works, which have extensively and profoundly contributed to the exchange of human civilization.
Translatability is an indubitable fact, for human beings have engaged in translation practice for a quite long time. However, the phenomena of untranslatability cannot be avoided on the other hand. According to Newmark
(2001:7), translation is an attempted practice to replace a written or verbal message in one language by the same written or verbal message in another language, involving some kind of loss of meaning, owning to various factors. In this situation, the more meaning is lost, the less translatable it will be; the less meaning is lost, the more translatable it will be.
From the above discussion we can see that translatability is to describe the extent to which the translated version can be “loyal” to the original, while untranslatability is to witness the limit of translatability. The majority of the texts should be translatable with only a little untranslatable part. Catford also said that the problem of translatability and untranslatability is not “dichotomy”, it‟s more like the variety between the absolute translatability and absolute untranslatability. Translatability and
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UNIVERSITAS SUMATERA UTARA untranslatability are just like the two sides of one coin, contrary but coexisting and correlate, which can thus be unified and even converted along with the development of languages and the increasing intercultural communication.
Moreover, according Catford (1965), distinguish untranslatability into two parts, they are: linguistics and Cultural Untranslatability. Linguistic Untranslatability; when the target language has no corresponding words, tenses, phonetic or grammatical entities that occur in the source language, and Cultural
Untranslatability; when the target language and its culture lack a relevant situational feature for the source language text.
2.6 Cultural Untranslatability
According to Catford (1965), instance of untranslatability can arise from two sources: one is linguistic, and the other is culture. Nida also mentions that words have meaning only in terms of the total cultural setting. And what is culture, Taylor gave the definition the earliest in his the Primitive Culture: “Culture or civilization taken in its wide anthrographic sense is that complete whole which include knowledge, beliefs, art, morals, law, custom and other capabilities and habits acquired by a men as a member of society.” Newmark wrote in his Textbook of
Translation: “I define the culture as the way of life and his manifestation that are peculiar to a community that uses a peculiar language as its means of expression.”
Translation is a very important medium for cultural exchange between people using different languages. It is one of the most important tasks from translators and translation researchers viewing problems of translation from the angle of cultural exchange in order to increase the degree of cultural exchange achieved by translation
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UNIVERSITAS SUMATERA UTARA as much as possible. It is known to all that language is an important aspect of culture.
Culture includes and affects language, it is this ground from which language grows and develops. All languages are the product of the culture as well as of the nation.
They all have long historical background and various cultural connotations. The history, social system, natural environment, religion and customs are all shown vividly in their culturally-loaded words, proverbs, and idioms. In traditional practice, there are often no such words in target language, and the translators have to find the similar codes or make some new codes to replace, so when these culturally loaded words are translated into another language, the cultural connotations are lost.
Nida once pointed out that: “For the success translation, being familiar with two cultures is even more important than mastering two languages, because the language has its meaning only in the cultural background.” Javanese culture belongs to eastern culture, while English culture belongs to the western culture. There are essential differences between eastern culture and western culture, so the untranslatability is understandable.
2.7 Translator Competences
“.. the combination of aptitudes, knowledge, behaviour and knowhow necessary to carry out a given task under given conditions. This combination is recognised and legitimised by a responsible authority (institution, expert). (Gambier (2009:3))
Based on the above explanation, it can be concluded that competence is closely related to the talent, knowledge, behavior and skills to perform the task given in certain conditions. On the other hand, Gambier (2009: 4) states that a professional translator must have some competence, as illustrated below :
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UNIVERSITAS SUMATERA UTARA
Figure 2.2 : The Competences of Professional Translator
Each of the competencies in the figure above is described in the table below:
Table 2.2 : The Components of Professional Translator Competences
Competences Types Component/ Definition
INTERPERSONAL Dimensions - Recognizing the social role of an interpreter. - Know how to meet market demand and job specifications
- Know how to approach the prospective client (marketing) - Know how to negotiate with clients (to determine deadlines, rates / invoices, working conditions, access to
information, contracts, rights, responsibilities, translation specifications, tender specifications, etc.) - Know how to clarify the terms, intent and purpose of clients, recipients of translation and other stakeholders
- Knowing how to plan and manage time, stress, work, Translation service budget and ongoing training (improving other provision competence competencies) - Know how to determine and calculate the services and
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UNIVERSITAS SUMATERA UTARA added value offered - Know how to comply with instructions, deadlines, commitments, interpersonal competencies, and team organization. - Know the standards applicable to the provision of translation services - Know how to comply with professional codes of conduct - Know how to work under pressure and work with other expert translators, with project heads (ability to maintain communication, collaboration and collaboration), including in multilingual situations - Know how to work in a team, including virtual teams - Knowing how to evaluate oneself (questioning one's habits, being open to innovation, paying attention to quality, being ready to adapt to new situations / conditions) and having a sense of responsibility
Productions Dimension - Know how to generate translations in accordance with client requests - Know how to determine the phases and strategies of document translation - Know how to define and evaluate translation problems and find the right solutions - Know how to justify translation choices and decisions - Mastering to talk about a person's work, strategy and decisions - Know how to correct and revise translations (mastering techniques and strategies for proofreading and revision) - Know how to build and monitor quality standards
- Know how to understand the grammar, lexical and idiomatic structures and graphics and typography of language conventions A and other language work units (B, C)
- Know how to use the same structures and conventions Language in languages A and B Competences - Developing sensitivity to language changes and
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UNIVERSITAS SUMATERA UTARA language development (useful for exercising creativity)
Sociolinguistics Dimension
- Knowing how to recognize functions and meanings in language variations (social, geographic, historical, stylistic)
- Know how to identify rules of interaction with respect
to specific communities, including non-verbal elements
(how to negotiate)
- Knowing how to generate appropriate language registers for certain situations and certain documents (written) or speech (oral)
Intercultural Textual Dimension Competences - Know how to understand and analyze the macro structure of documents and overall coherence (including those consisting of visual and sound elements) - Knowing how to understand the presuppositions, the implicit meanings, the satire, the stereotypes and the inter-textual nature of documents - Know how to describe and evaluate a person's problem with understanding and determine strategies for solving the problem - Know how to take and summarize important information in documents (ability to summarize) - Know how to recognize and identify elements, values and references that are appropriate to the culture of the text within the text - Know how to unify and compare elements of culture and composition methods. - Know how to compile documents according to genre conventions and rhetorical standards - Knowing how to conceptualize, rearrange words, restructure, condense words, and edit the end quickly and well (in A and B)
- Know how to identify information and documentation requirements
- Develop documentary research strategies and
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UNIVERSITAS SUMATERA UTARA terminology (including approaching linguists) - Know how to filter and process relevant information (documentary, terminology, information related to wording) Info Mining - Develop criteria for evaluation of documents accessible via Internet or other media, such as knowing how to
assess the reliability of a source document (capable of critical thinking) - Know how to use tools and search engines effectively (such as terminology software, electronic corpora, and electronic dictionaries) - Mastering the archiving of personal documents
- Knowing how to find the right information to gain a better understanding of the thematic aspects of the document (See information digging competencies)
- Learning to develop knowledge and application specific to the field (mastering concept system, reasoning Thematic method, presentation, controlled language, terminology, Competences etc.) (learning to learn) - Develop a spirit of curiosity, analysis and summary
- To know how to use and integrate software effectively and quickly in correcting, translating, terminology, layout, documentary research (For example text processing, spelling and grammar checking, internet use,
translation memory, terminology database, voice recognition software) - Know how to create and manage databases and files Technology - Know how to adapt and familiarize with new tools, Competencies especially for multimedia translations and audiovisual (Mastery of tools) materials - Know how to prepare and produce translations in different formats and for different technical media - Know the advantages and limitations of translator machine
Source : Gambier (2009:4)
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UNIVERSITAS SUMATERA UTARA From the table above, the competence of the translator that chosen by the writer is already representative of the overall competencies. Besides having good language skills, the translator also has the ability to use computer technology well.
This competence is indispensable in this research, because in this research the translator should be able to operate the applications and software Camtasia Studio 9 and Translog II to doing the translation process.
2.8 Online External Sources in Translating
One important component in helping a translator work is the use of a dictionary.
The importance of dictionary use in Roberts' (1997 in Ramos, 2005) generally occupies the second position in the review of the translation process. This is as stated
Roberts:
“... dictionary consultation is a major component of the research
phase of translation. However, ....the role of dictionaries and
dictionary use in this phase and, indeed all translation phases, is
underestimated and even denigrated. (Roberts, 1997).”
This means that research on the use of dictionaries in the translation process has not been a comprehensive research topic. This gap is the researcher tried to study in this research with the context of narrative text and professional translator Indonesia.
Due to dictionary usage, the types of dictionaries vary from print versions to thick covers to computer-based software, online dictionaries, and so on. An online dictionary in today's technology era is a great choice for both beginner and professional translators.
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UNIVERSITAS SUMATERA UTARA Hirci (2013:152) classifies translation aid sources into two, dictionaries and other aid tools, as illustrated below:
Dictionaries Other reference aids
Electronic Traditional paper dictionaries Paper dictionaries Electronic
Traditional Online Online resources: CAT software electronic dictionaries with translation e.g. encyclopedias, memories and dictionaries corpora, parallel texts MTs
Sources : Hirci (2013:152)
Figure 2.3 : The References of Translation
In general, the use of online media is now a trend for most people. This is supported by Raido's statement (2013:47) which says that accessing information from the World Wide Web has become a routine behavior for a large and diverse user population. Raido's statement shows that the majority of people in the world have relied on web pages to search for information.
In connection with the use of information technology in the world of translation,
Raido (2014:49) revealed that for translators, who need to retrieve expert information from the web as part of their profession, understanding the process of information searching be essential for successful web search performance, which, in turn, may
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UNIVERSITAS SUMATERA UTARA lead to successful translation performance. Raido's idea means that proficient translators using web pages as their means of translating will lead to the successful performance of their translations. Daems, et. al (2016:111) says that consulting external resources is an important aspect of the translation process.
Daems, et. al (2016:117) classifies the type of type of external source that the translator uses when editing the end and translating. The external sources are: news, conversions, others, termbank, spelling, synonym, MT, encyclopedia, dictionary, search, concordancer. Daems, et. al (2016) classifies the number of translator visits to the types of each online resource as well as the duration spent during visiting each of the online sources. In addition, Kouruni (2012:204) classifies online sources into four categories, namely (i) encyclopedia, (ii) a general bilingual online dictionary,
(iii) a specialized bilingual dictionary, and (iv) a portal that provides free machine translation services.
In a study of language translation itself, Dolmaya (2012 in Alonso, 2015:90) conducted a survey of translator perceptions using Wikipedia in the translation process, and Domínguez (2012:8 in Alonso, 2015:90) conducted a survey showing that more than 70% using Wikipedia as a source of terminology or lexicography.
This suggests that the use of an external source has an effect on the productivity and performance of the translator.
Meanwhile, several other studies show that in addition to Wikipedia, Google
Search is also a source of external help that translators often use to solve word / phrase equivalent problems in translation. While in Allonso's research (2015:316) concluded that the subject of his research utilize the use of the Internet in general, especially Google Search became a place to start looking for information when
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UNIVERSITAS SUMATERA UTARA solving translation problems. Similarly, the research subject Alonso also reported that they often use Wikipedia as a relief tool and report that its use is very useful.
2.9 Previous Study
One of the studies about translation process has been conducted by Afdal (2016), graduated student of Translation Studies of Magister Linguistic Study Program of
University of Sumatera Utara. His thesis entitled Strategi Penyuntingan Akhir Teks
Pariwisata Terjemahan Google. He analyzed the translator‟s process in post-editing machine translated tourism text, describe post-editing strategies applied by professional translator, and elaborate on external online resources consulted by translator during the process of post-editing. Moreover, in his research he chose an
Indonesian Professional Translation as his subject of research. He used Translog II software and Camtasia Studio 8 Apps to records the translator‟s activity during translating the data.
Another study was conducted by Muttaqie (2015), graduated student of
Translation Studies of Magister Linguistic Study Program of Sebelas Maret
University. His thesis entitled Kajian Ketakterjemahan pada Subtitle Bahasa
Indonesia DVD Film The Simpsons Movie. He analyzed linguistic and cultural untranslatability. He found causation factors which made those untranslatability happened and found translation techniques that applied by the translator to solve the untranslatability.
Carl (2011) examines the use of Translog II as a user activity data recording program (User Activity Data) for empirical research of the translation process. Carl explained that Translog II records all user activities including keyboard keys
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UNIVERSITAS SUMATERA UTARA (keystrokes) and eye movements (if the eye-tracker is connected). The overall keystroke data records data on : 1) insertion, 2) deletion, 3) mouse movement, 4) copy/ cut-paste, 5) and return key. Carl‟s research contributed to the use of Translog
II as an instrument in this study. Carl in detail describes the operational concepts of the use of Translog including how to read the recording of Translog as the image accumulated pause, linear view images in the form of log files.
Based on the previous studies, there are contributions even related to the writer‟s research which are the use of Translog II and Camtasia Studio 8 (was updated into
Camtasia Studio 9) in analyzing translation process as part of the instruments in translating.
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UNIVERSITAS SUMATERA UTARA CHAPTER III
METHODOLOGY OF RESEARCH
3.1 Research Design
The writer used qualitative method to conduct this study. The term refers to the type of research question, design, and data analysis that will be applied to a given topic. It often uses visual aids such as table, chart, or diagram to help the reader in understanding the data distribution. This method emphasizes on the process than the result of the research. Brannen (2004:11) says that in qualitative research, the researcher should use himself as an instrument, follow the cultural assumptions while follow the data. A qualitative method refers to the research procedures which produce descriptive data such as people‟s own written or spoken words and observable behaviour.
Related with translation study, this research is about translation process research which is oriented to the process of translation, so that the quality of the translation by the translator is not a study of this research. This research only focus on describing all the process and activities conducted by the translator when translating cultural untranslatable words.
3.2 Data and Sources of the Data
The source of the data which is going to be employed in this research is the cultural text which collected from an Art and Tourism Book. The profile of this source data is:
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UNIVERSITAS SUMATERA UTARA Title : Seni Pertunjukan Indonesia dan Pariwisata
The Author : R.M. Soedarsono
The publisher : Masyarakat Seni Pertunjukan Indonesia dan arti.line
Edition : I, August 1999
Contents : 457 pages
This book is rich and profound Indonesian cultural characteristics. Thus its translation must involve the translation of those cultural elements which makes it a painstaking task for translator. Exploring the way and the extent to which cultural elements contribute to untranslatability thus becomes the focus of this paper. Related to the above discussion, the writer take one topic from this book, that is Gambyong
Pareanom topic.
Data are the core of a research; they play an important role in a study. In this study, the data is pause plot of Translog II and the capture of video recordings from
Camtasia 9. From Translog II, the writer will take the recordings of translator activities in keyboard with some keystroke and pause plot to knowing the cognitive process of the translator. Here is a table of definitions of each of the keystrokes symbols in the Translog worksheet:
Table 3: Keystrokes symbols on the Worksheet Translog II
Symbols Definition [Interface] Mouse activities • Pause for a second ••• Pause for three second [•03:17.343] Pause for the time [Ctrl+Right] Move across a word to the right [Ctrl+Left] Move across a word to the left
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UNIVERSITAS SUMATERA UTARA [Ctrl+Shift+Right] Choosing a word to the right [Ctrl+Shift+Left] Choosing a word to the left ← Cursor activities to Back → Cursor activities to Forward ▼ Mouse activities, most frequently to start ▲ writing •yang•berwarna•merah Typing the character • Input space [Delete] Delete to right ◄ Backspace
3.3 Data Collection
Hancock (1998:13) says “A wide range of written materials can produce qualitative information. They can be particularly useful in trying to understand the philosophy of an organization as may be required in action research and case studies”. The writer does the library research to collect the data. In collecting the data, there are several steps to take, they are:
1. Installing the Camtasia 9 and Translog II as the instrument.
2. Understanding the instruction for use about both of the instruments.
3. Reading the data (Gambyong Pareanom) to collecting the cultural
untranslatable words and phrases.
4. Classifying the cultural untranslatable words and phrases based on
Newmark‟s theory (1988).
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UNIVERSITAS SUMATERA UTARA 3.4 Data Analysis
The method of data analysis in this research refers to the Krings Model (2005).
Krings classify data analysis methods in translation process research into two methods, namely offline method and online method. Here's a scheme of data analysis methods according to Krings.
DATA ANALYSIS METHOD
OfflineMethod OnlineMethod
Product Analysis Verbal Observation of Verbal
Reporting Data behaviour Reporting Data
• Analysis of Retrospective • Protocol Talk Aloud Comments translation products Observation Think Aloud • Revise Target Text Retrospect/ • Video Recording Protocol Dialog • Translation Notes Interview • Computer Protocol • Another translation Questionnaire • Eye Tracker
by the same translator General • Brain Pattern • The same text Interview/ Measure Tool translation by Questionnaire
different translators
Figure3: Data Analysis Method (Krings, 2005:148
In Christensen, 2011:141)
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UNIVERSITAS SUMATERA UTARA Based on the objective study, data analysis method that relevant with this research is Online method (Observation of behaviour), that use protocol observation that recorded by Translog II and video recordings on the computer screen that recorded by Camtasia Studio 9. There are several steps that conducted in data analysis, they are:
1. Capturing the screen activity of the translator during the process of translation
from Camtasia Studio 9 and Translog II.
2. Identifying the words or phrases that search by translator in online sources.
3. Calculating the duration number of the use of online external sources visited
by translator
4. Drawing the conclusion from the results of analysis data.
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UNIVERSITAS SUMATERA UTARA CHAPTER IV
ANALYSIS AND FINDINGS
In this chapter the writer analyzed the translator’s cognitive process during translating the sources text using Translog II and Camtasia Studio recordings. There are 373 words/ phrases that are translated, and the whole data are enclosed in appendices. However, this thesis focused on the translation process phases based on
Carl’s (2010) theory, they are skimming, drafting, and post-editing, and also the online external sources visited by translator in translating cultural untranslatable words in the source text.
4.1 Translator’s Cognitive in Translating
In this sub-chapter, the writer answered the first problem about the translator’s cognitive in translating cultural untranslatability. The data are taken from Translog II recordings, and Camtasia Studio’s video recordings. The writer chose some samples of the log-file data from the first sentence to describe the translator’s cognitive process. Based on the recordings of Translog and Camtasia, the translator started to translate the text in the 2nd seconds [00:00:02.297], as the following picture below:
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UNIVERSITAS SUMATERA UTARA 0002.297
Picture 4.1 First step in translating from Translog II recordings
From the picture above, the translator simply go straight ahead with target text production with hardly and preliminary ST reading (Carl. Et. al (2011)). It means that the skimming phase is occurring, as shown in the following log-file below :
Picture 4.2 Linear View of Keystroke in Translog
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UNIVERSITAS SUMATERA UTARA Moreover, skimming process is occurred when the translator translate “penari ledhek”. Translator paused to translate and tried to find the context of “penari ledhek” in Google Translate. This process occurred from 10th seconds
[00:00:10.156] to 3rd minutes and 17th seconds [00:03:17.343]. It means that in order to find the definition of “penari ledhek”, translator took three minutes and seven seconds [00:03:07.00]. It shown from log-file below :
Picture 4.3 Keyboard activities (log-file) of translator
Furthermore, from the log-file above, the translator started the drafting phase after pause for three seconds and then corrected the ledghek word become “ledhek”.
This is appropriate with the definitions of the symbols of Translog in the table 3 on page 35, the three dots “•••” means the translator paused to type for three seconds before delete five letters to the left, as shown by “◄◄◄◄◄” symbols.
After that the translator paused for two seconds “••” and after that moving across the word to the left third, that shown by keyboard activities “[Ctrl+Left] [Ctrl+Left]
[Ctrl+Left]”, and then chose two words to the right “[Ctrl+Shift+Right]
[Ctrl+Shift+Right]” before paused it for a while, that shown by [•10.156][Interface]
[Interface] [Interface] [Interface].... [•03:17.343]. Based on Translog II recordings, the writer concluded that in the 3rd minutes and 17th seconds [00:03:17.343], translator paused to type and then tried to find out the definition of “penari ledhek”
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UNIVERSITAS SUMATERA UTARA in Google Translate. As a whole technical process of the translator in the form of keystrokes symbols in worksheet form, It can be seen in appendix II.
Moreover, Drafting Process occurred in the 3rd minutes and 46th seconds
[00:03:46.521]. In this time, translator drafting “up to know” became “which is”. It performed by the log-file below:
up•to•now•[ •12.812][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Right][Ctr l+Right][Ctrl+Right][Ctrl+Right]•••[Ctrl+Left][Ctrl+Left][Ctrl+Left]•••[Delete][ Delete]which•is•[Ctrl+Right]
Picture 4.4 Keyboard activities (log-file)
From the log-file above, drafting process can be seen from keyboard activities that shown by [Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Right][Ctrl+Right]
[Ctrl+Right][Ctrl+Right] symbols as described in Table 3, that the symbol
[Ctrl+Left] means that translator moving the cursor across a word to the left to go to up to now words. After those activities, translator deleted up to know that shown by
[Delete] symbol before the translator re-correct which is as the correct words.
The last process in a translation process, can also be seen from Translog II recordings. Post-editing process occurred in the each part of the text, and this process occurred in the last process in translating the source text. Translator took one minutes and three seconds to edited a part of text which is not yet compatible with the context of the text. The post editing process can be seen from the log-file below:
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UNIVERSITAS SUMATERA UTARA The•=◄◄y•show ••••••••no••••••expression•of••••dancers•••••[Ctrl+Left]•two•girl•[Ctrl+Righ t]••who•are•entertaining•the•audiens◄ce.••••[Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl +Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ho me][Ctrl+Right][Ctrl+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+ Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Rig ht][Ctrl+Shift+Right][Ctrl+C][•01:08.782][▼][▲]•••••••••[▼][▲][•01:11.953]stiff•••[Ctrl+Left][ Ctrl+Left] •[Delete][Delete]S[Ctrl+Right][Delete][Ctrl+Right][Ctrl+Right][Ctrl+Right][Ctrl+Rig ht][Ctrl+Right][Ctrl+Right][Ctrl+Right][Ctrl+Left][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Le ft][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left]facial expression•s••••••••
Picture 4.5 Keyboard activities (log-file)
From the log-file above, translator edited the “They show no expression of two girl dancers who are entertaining the audience” became “stiff facial expression is depicted on the dancers”. There is keyboard activity that shown by
The•=◄◄y•show••••••••no••••••expression•of••••dancers•••••[Ctrl+Left]•two•girl•[
Ctrl+Right]••who•are•entertaining•the•audiens◄ce.••••[Ctrl+Left] symbols. From this symbols, translator moving across the words to delete “they show no expression of dancers” before replace with “stiff facial expression”.
4.1.1 Pause in Translation Process
Besides keyboard activities above, other translation process’ parameters are in the form of a pause generated by Translog II application (Picture 4.6 Pause Plot
Accumulation). Pause plot as the parameters of cognitive process which indicates that translator is performing a translation or editing process marked with red dots on the worksheet of Translog. There are many methods to measure the pause process in translation, however in this thesis the writer did not specifically describe about it, caused it takes a relatively long time to analyze the pause process in detail.
In the picture below, the writer shown the pause process which occurred during the translator translating the source text in pause plot form from Translog II application.
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UNIVERSITAS SUMATERA UTARA TYPING PROCESS
PAUSE
Picture 4.6 Pause Plot Accumulations in Translation
Pause Plot picture above showing us two types of cognitive process, they are
Pause Process and Typing Process. The Pause Process shown by the vertical straight lines, meanwhile the typing process or producing the text shown by the blue dots.
From this pause plot picture, we can see that there are many pause processes that happened during the translation process. The synchronization result between the linear view (picture 4.2) and pause plot above, explains that the translator paused until three minutes and seventeen seconds [03:17] that shown by the blue dots above, before the translator moving the mouse. Meanwhile, the vertical straight line in the pause plot shown that translator was pausing or did not do typing activities. The other result from synchronization between Translog and Camtasia is showing that in around 550- 780 milliseconds, the translator visited the online external sources to
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UNIVERSITAS SUMATERA UTARA find out something. The picture above also shown the pause process in [13.625] until
[02:52], then from [03:92] until [04:27] before the translator typing again.
During the pause process, the translator visited Google to searching some cultural words/ phrases. For example, in [00:00:41.984], translator visited Google
Search to find out the definition of a cultural phrase. These activities can be seen from Camtasia recordings. Finally, in [00:59:02.187], translator finished the translation process, it shown in the picture below :
5902.187
Picture 4.7 The Final Process of Translation
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UNIVERSITAS SUMATERA UTARA The picture above shows that translator took 59 minutes and 2 seconds
[00:59:02.187] in translating the cultural text. A few minutes, translator visited online external sources, and it will be describe in more detail in the next sub-chapter
4.2 about the use of online external sources.
From the data above, the writer concluded that in translating cultural untranslatable words, translator took longer time to choose the correct definition about the cultural context in the cultural words. Moreover, the translator does a revision after the writer visited online external sources. During the translation process, translator using problem-solving strategies which refers to some web pages and included in the process relating to the use of references (reference-work-related process).
4.2 The Use of Online Sources
The writer explains the use of online external sources visited by translator during translating the text with Camtasia’s screen recordings activities. Related to Kring’s theory, that online sources as the process to search and find the references information (reference-work-related process). During the translation process, translator consults to the online external sources or specific web pages.
From camtasia’s recordings, the writer found some web pages visited by translator, and took each print-screen of the web pages, and tabulate it into classification of web pages visited by translator with the duration in using of each web pages (see table 4).
Online external sources is very important in translating cultural terms in a text. It aims to avoid cultural gab in the Target Text. From camtasia’s screen recordings activities, the writer found some web pages visited by translator, they are: Google
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UNIVERSITAS SUMATERA UTARA Search, Google Translate, Wikipedia, Thesaurus online dictionary, Proz.com, Online
Journal, and Google Books.
1. Google Search
The following picture below showing one of the phrases searched by translator in Google Search:
Picture 4.8 Screen recordings of Google Search use
The main purpose from Google Search is to searching information in text form, pictures, or data that can be accessed freely by web server, as contained in database.
Translator used Google Search to search information about cultural terms and some phrases. From Camtasia’s recordings, Google Search is the most dominant online source that visited by translator during translating the text.
In general, camtasia’s recordings show that during translation process, Google
Search visited for thirty two times (47,1 %). As for the words/ phrases searched by translator, they are : 1) ledhek dancer, 2) marriage fertility, 3) event lately, 4)
Tayuban Performance, 5) Personal Entertainment, 6) Private entertainment, 7) private dance entertainment, 8) ngibing, 9) insert some money onto kemben, 10)
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UNIVERSITAS SUMATERA UTARA custom, 11) ambience booster, 12) to make the atmosphere more lively, 13) gamelan,
14) pendapa mangkunagaran, 15) uyon-uyon, 16) diiringi dengan lagon, 17) gambyong pareanom dancers, 18) dancers do worship to guests, 19) tari sesembahan, 20) Sri Mangku Nagara, 21) bermekak, 22) a formal impression, 23) pesinden, 24) glimping facial expression, 25) song with luring element, 26) laku telu,
27) laku telu foot step movement, 28) gambyong dances types, 29) types of gambyong dance, 30) gambyong dance choreograph by experts, 31) the main song accompanying in dance, and 32) the main song.
Based on the keywords above, the writer concluded that Google Search is very useful for translator to finding the definition, terms, or the picture about the cultural words/phrase in the source text.
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UNIVERSITAS SUMATERA UTARA 2. Wikipedia
Wikipedia is a free encyclopedia online written by communities and everyone can edit the data. However, in translation study, Wikipedia is one of online sources which reliable in translation process to search the terminology and comparability of words. The picture below shows the Wikipedia used by translator during translate the text:
Picture 4.9 Screen recordings of Wikipedia use
Alonso (2015:315) states that translators applying a techniques named
“switching versions” when translators found a terms in Wikipedia, they add the terms in to Wikipedia in other language. This statement relates to the findings in this research. Translator visited Wikipedia to search same information into different language (in this case translator searching for Indonesian-English). Moreover, from camtasia’s recordings, translator visited Wikipedia for fourteen times (20,6 %). Here is the words/ phrases visited by translator during translation process, they are : 1) Sri
Mangku Nagara, 2) Tayuban, 3) Sundanese dance, 4) kemben, 5) gamelan, 6)
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UNIVERSITAS SUMATERA UTARA pendopo, 7) uyon-uyon, 8) pesinden, 9) lagon, 10) gerak sembahan, 11) sembah, 12)
Sri Mangku Nagara, 13) Mangku Nagara, 14) Mangkunagara IV.
3. Google Translate Online
The picture below shows the Google Translate used by translator that taken from Camtasia’s recordings.
Picture 4.10 Screen recordings of Google Translate use
Google Translate used by translator to search the equivalent words/ phrases from Indonesian to English or vice versa. Based on the personal chat in Whatsapp, translator said that Google Translate used as the additional dictionary. From camtasia’s recordings, there are sixteen (23, 5 %) words/ phrases that searched in
Google Translate page, they are : 1) Barat laut, 2) pendopo, 3) dibumbui, 4) agung,
5) anggun, 6) terlebih, 7) melakukan sembah, 8) parang, 9) warna hijau tua, 10) bermekak, 11) sampur, 12) selendang, 13) padahal, 14) ekspresi wajah yang menarik, 15) awing, 16) memang.
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UNIVERSITAS SUMATERA UTARA 4. Thesaurus.com
The translator visited thesaurus.com to look for worship meaning in the picture below:
Picture 4.11 Screen recordings of thesaurus.com
Online monolingual dictionary like thesaurus.com has more synonym, so it can be a good reference for translator. Thesaurus serves to assist translator in finding synonym. Moreover, thesaurus.com also gives selection of vocabulary to provides a deep understanding for translator. From camtasia’s recordings, translator visited thesaurus.com twice (2,9 %). It shows that the use of thesaurus.com is not so significant in finding the equivalent of the words. However it assists translator in choosing synonyms of the words.
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UNIVERSITAS SUMATERA UTARA 5. Google-Books Online
Translator refers to Google Books Online to search any terms definition which cannot found in some online dictionaries. The screen-print of the use of Google
Books online by translator will be shown in the picture below:
Picture 4.12 Screen recordings of Google Books online use
Google Books online is one of the most comprehensive index books in the world. In this research, only some cultural phrases searched by translator in this web page. For the picture above, we can see that translator types the keyword “tayuban performance” in the Google Search and Wikipedia, did not find the equivalent meaning. After that translator back to Google search page and choose a link that refers to Google Books Online. By looking for the context of the sentence and the contents that exist on the link, translator can describe “tayuban performance” itself.
From camtasia’s recordings translator refers to Google Books online twice (2,9 %).
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UNIVERSITAS SUMATERA UTARA 6. Journal online
Journal online has the same role with Google Books online. Translator used the journal online to get more understanding about a context of the text. The picture below shows the journal online visited by translator.
Picture 4.13 : Screen recordings of Journal online use
From camtasia’s recordings, translator visited journal online once (to understanding the meaning of “Tayuban performance”. The journal visited by translator is written by Rachel Mediana Untung (2014) entitled Organizing system of
Tayub Performance (Case Study in Kab. Grobogan in Central Java).
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UNIVERSITAS SUMATERA UTARA 7. ProZ.com Term Search
The picture below showing the last online resources visited by translator, that is:
Picture 4.14 Screen Recordings of ProZ.com use
ProZ.com is a translation site that contains lots of information about the world of translation. Based on Camtasia’s recordings, translator visited ProZ.com to find out the information about a phrase “gerak sembah” by checking the explore translation job menu.
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UNIVERSITAS SUMATERA UTARA 4.3.1 Recaputilation of The Use of Online Sources
Based on the findings above, the number of visits to online external sources referred by the translator during translation process activities, will be illustrated in the following figure:
Online External Sources' Usage Frequency 1% 3% 1% 3%
Google Search Google Translate 21% Wikipedia 47% Thesaurus.com Google Books Online ProZ.com Journal Online 24%
Figure 4: Frequency Graph of Online Resource Usage
Based on the picture above, the writer concluded that the number of online resources that translator use is sixty-eight times. Google Search visited by translator thirty-two times (47 %) to search the terminology of words/ phrases. Translator visited Google Translate sixteen times (24 %) to search for comparability of words. Wikipedia visited by translator fourteen times (21 %) to search the terminology and comparability of words. Thesaurus.com visited by translator twice (3 %), ProZ.com is visited once (1 %) to assist translator to find a synonym. Google Books Online visited twice (3 %), and Journal Online visited by translator once (1 %). The table below shows the classification of the duration of each online resources visited by translator during translation process:
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UNIVERSITAS SUMATERA UTARA Table 4 : The Classification of Online Sources Use No. Web Pages Visit Duration (in minutes) 1. Google Search 23.46 (https://www.google.co.id) 2. Google Translate 3.22 (https://translate.google.com) 3. Wikipedia 5.45 (https://id.wikipedia.org) 4. Thesaurus 0.55 (http://www.thesaurus.com) 5. Google Books Online 1.26 (http://books.google.co.id) 6. Journal Online 0.23 7. ProZ.com 0.31 (http://proz.com) Duration Number 36.08
From the table above, the duration number shows the dominant online external source visited by translator is Google Search (https://www.google.co.id) to searching for cultural terms and phrases that is rarely used. Moreover the writer concluded that translator relies on online sources to search for the correct words/ phrases choice, so is not to undermine the context of the source text.
In general, the conclusion from camtasia’s recordings is translator has a good ability in online sources managerial. It shows that translator has a good technological competence and info mining competence (Gambier, 2009:5), to find the meaning of cultural terms, the correspondence of the words/ phrases and terminology found in translation process of cultural terms.
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UNIVERSITAS SUMATERA UTARA CHAPTER V
CONCLUSIONS AND SUGGESTION
5.1 Conclusions
After analyzing the process of translation by translator in translating cultural untranslatable words in Gambyong Pareanom text, there are two conclusions that can be drawn, they are : a. Translator took a relatively long time to translate text of the cultural text type.
Translator took for 59 minutes and 2 seconds [00:59:02.187] to translate the text
that contains 373 words. During translation process, translator faced three
phases, they are: 1) skimming phase, 2) drafting phase, and 3) post-editing
phase. Translator paused the typing activity for 36 minutes and 8 seconds
[00:36:08] to visit online sources and search for cultural words/ phrases found in
Source Text (ST). b. The online sites visited by translator during the translation process are Google
Search (https://www.google.search.com) (47 %), Wikipedia (21 %), Google
Translate (24 %), Google Books Online (3 %), Thesaurus.com (3 %), Journal
Online (1 %), and ProZ.com (1 %). The most dominant online external sources
visited by translator during the translation process is Google Search
(https://www.google.search.com).
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UNIVERSITAS SUMATERA UTARA 5.2 Suggestions
The writer suggests the reader to do deeper study and research on translation study in order to get a better understanding of translation process. The writer hopes that the future research will be analyzed in different scope. At the end of the conclusion, the writer has simply hoped that his research of “Cognitive Process in
Translating Cultural Untranslatable Words” may enlighten the mind of the future students of translation as well as to provide a new thought in the world of translation.
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UNIVERSITAS SUMATERA UTARA APPENDICES
Appendix I : Source Text and Target Text
GAMBYONG PAREANOM
1. Apabila kita mendengar istilah Tari Gambyong, benak kita selalu terarah kepada penari ledhek yang merupakan bagian dari sebuah upacara kesuburan yang sampai sekarang masih banyak dilakukan di desa-desa di Jawa, baik untuk upacara kesuburan bagi pernikahan maupun pertanian. 2. Bahkan dewasa ini penari ledhek lebih banyak ditempatkan dalam konteks pertunjukan tayuban yang lebih merupakan tari hiburan pribadi bagi para pria yang melakukan ngibing atau menari bersama dengan penari ledhek ini. 3. Istana atau Pura Mangkunagaranlah yang telah mengangkat tari yang dilakukan oleh penari ledhek yang lazim disebut Tari Gambyong. 4. Ulah para pria yang memberikan jasa kepada penari taledhek dengan memasukkan uang di sela-sela kemben pembungkus dadanya masih banyak dilakukan. Kebiasaan pria yang suka iseng itu disebut suwelan. 5. Seperti biasanya, sebelum pertunjukan wisata disajikan bagi para wisatawan mancanegara, sebagai pemberi suasana istana ketika para tamu santap malam, gamelan yang ditata di sebelah barat laut pendapa Mangkunagaran yang sangat besar itu dimainkan. 6. Uyon-uyon yang dibumbui dengan suara pesinden professional benar-benar memberi suasana agung dan anggun. 7. Penari Gambyong Pareanom yang berjumlah dua orang itu tampil dari ruang rias sebelah barat pendapa dengan diiringi lagon. Penampilan seperti ini sudah memberi warna keistanaan dari tari itu. Lebih-lebih setelah keduanya sampai di pinggir pendapa sebelah barat melakukan sembah yang ditujukan kepada para wisatawan. 8. Gerak Sembahan yang dilakukan dalam posisi jongkok ini merupakan tiruan dari sembahan yang dilakukan apabila pertunjukan itu disaksikan oleh Sri Mangku Nagara. Kedua penari itu mengenakan busana yang sama, yaitu kain dengan motif parang celupan Surakarta, bermekak warna hijau tua, melilitkan sampur atau selendang di sekitar pinggang dengan motif gendhalagiri berwarna kuning, serta mengenakan hiasan kepala yang melingkar di kepala yang disebut jamang. 9. Kesan formal terlihat pada ekspresi wajah penari. Mereka sama sekali tidak mengekspresikan dua orang gadis yang sedang menghibur penonton. Padahal seorang taledhek sangat mengandalkan ekspresi wajah, lebih-lebih apabila isi tembang yang dilantunkan merangsang penonton. Memang, sekaran atau ornamen gerak tarinya masih mengacu kepada tariannya taledhek, juga gerak melangkah yang khas taledhek yaitu laku telu. 10. Ada bermacam-macam tari gambyong hasil koreografi para pakar tari, dan nama yang diberikan pada gambyong itu biasanya menggunakan nama gending atau lagu pokok yang mengiringinya. Selain ada gambyong pareanom, terdapat pula Gambyong Pangkur, Gambyong Sumyar, Gambyong Ayun-ayun, dan sebagainya.
UNIVERSITAS SUMATERA UTARA GAMBYONG PAREANOM
1. As we hear the phrase “Tari Gambyong”, we would definitely think of ledhek dancers (professional female singer dancers) who played a part in a fertility festival which is until now widely held in most villages in Java Island, either for the purpose of marriage fertility or agricultural fertility. 2. Until lately, most ledhek dancers are performing for tayuban performance which more of a orivate dance to the gentlemen who do ngibing (dancing along side the ledhek dancers) 3. A palace or Pura (temple) Mangkunagaran has successfully promoted this dance called Gambyong dance performed by ledhek dancers. 4. It is not uncommon that most men have the tendency to give some tips to the ledhek dancers by inserting some money onto their kemben (torso wrapping their breasts). This men’s habit for fun is called suwelan. 5. As it has always been, before the performance is presented to foreign tourists, to make the atmosphere more lively, a set of gamelan (traditional ensemble music of Java and Bali) set up in the northwest of Mangkunagaran pendopo (a large pavilion named Mangkunagaran) was played. 6. uyon-uyon (Javanese traditional songs and chants) sung by professional pesinden (female solo singer singing with gamelan) truly creates a majestic and elegant atmosphere. 7. Two gambyong Pareanom dancers showed up from the dressing room in the west side of pendopo accompanied with lagon. Such performance colors the dance with majestical elements especially when both dancers walk to the western edge of the pendopo to respect tourist. 8. Sembahan (showing respect and reverence) dance movement performed in a squatting position is a copy of sembahan performed when the show is presented before Sri Mangku Nagara. both dancers wear the same outfit with machetes motifs of Surakarta dye, of dark green in color, wrapping sampur or shawl around their waists with yellow gendhalagiri motifs, and wearing a headdress called jamang wrapped around their heads. 9. The dancers show no expression of two girls dancing entertaining the audience. Instead, they showed stiff facial expression. In fact, a taledhek dancers should show an awing facial expression, especially when the song has an luring element in it. It is true that sekaran or the dance movement ornaments still refer to taledhek dance with its signature three foot step movements called laku telu. 10. There are various types of gambyong dances developed as a result of dance experts choreography, and each dance is typically named with gending or the main song accompanying it. In addition to gambyong pareanom, there are also Gambyong Pangkur, Gambyong Sumyar, Gambyong Ayun-ayun, and etc.
UNIVERSITAS SUMATERA UTARA Appendix II : Worksheet of Translog II
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terface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Int erface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Inte rface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interf ace][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][•03:17 .343][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interf ace][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interfa ce][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interfac e][Interface][Interface][Interface]•[▼][▲]••←professional•female•singger•dancers←[Delete]•s[Ctrl+Rig ht]•[•15.891]who•play•a•part•if[•17.453]←[Delete]n•[•13.750]a•fertility•festival••••up•to•now•[•12.812][C trl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Right][Ctrl+Right][Ctrl+Right][Ctrl+Right]•••[Ctrl+Left][Ctrl+L eft][Ctrl+Left]•••[Delete][Delete]which•is•[Ctrl+Right]•widely•••praci◄ticed•••in•most•villages•in••Jaa◄v a••••Island,•••••either•for•••the•purpose•of•[•13.625][Interface][Interface][Interface][Interface][Interface][ Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][I nterface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][In terface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][•34 .313][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interf ace][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interfa ce][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interfac e][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface ][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][Interface][ Interface][Interface][Interface][Interface][Interface][Interface][Interface]•••mar•riage•fertility•or•••agi◄ric ultural•fertility.[Return]2.•[•01:24.328][▼][▲]•••[▼][▲]untik•←←[Delete]l•••[▼][▲]•••UNti◄◄◄ntil•late ly,••••••most•ledhek•canders[Ctrl+Left][Delete]d→→→◄c→→→••are•perfor•ming••••in•••••tayuban•() ←[•03:39.953][▼][▲][▼][▲]◄for•[Ctrl+Left][Ctrl+Left][Delete][Ctrl+Right][Ctrl+Shift+Left][Ctrl+Left][Ct rl+Left]for••[Delete][Ctrl+Right]←•perfroma◄◄◄◄ormance•••which•mor[▼][▲]e•◄◄[End]◄e•of•a•[ •01:16.562]private•••••••••••dance••••••••to••••••the•gentlemen•who•d••o•ngibing•••o•r◄◄r•danceing•◄ ◄◄◄◄ing•ao◄long•with•••th•ese••ledhek•dancers.[Return][•12.625][▼][▲]••held•[Delete]•••••••••[▼ 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Left]men's•[Ctrl+Right][Ctrl+Right][Ctrl+Right]←←←is•cal•led•suwelan.[Return]•5.•••As•••••it•always•b een[Ctrl+Left][Ctrl+Left]has•[▼][▲][Ctrl+Right]←←←,•••before•••••the•tou•◄r•performen◄◄ance••••• ••[Ctrl+Left][Ctrl+Left][Delete][Ctrl+Right]←←←is•••••preen◄◄sented•••••to•fopr◄◄r•eign•tourists,•• as•a•[•05:09.735]◄n•[•21.360]←←[Delete]••←••••[Ctrl+Left][Ctrl+Left][Delete][Delete]to•make•the••at mosphere•more•lively,••[Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Lef t][Ctrl+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ct rl+Shift+Right][Ctrl+C][•51.312][▼][▲][▼][▲][▼][▲][▼][▲][▼][▲][▼][▲][▼][▲][▼][▲][▼][▲][▼][▲][ ▼][▲][▼][▲][▼][▲][▼][▲][▼][▲][▼][▲][▼][▲]•••[▼][▲]•••••a•gam◄◄◄set•of•gamel◄lan•()←•[Ctr l+Left][Ctrl+Left][Ctrl+Shift+Right][Ctrl+C][•44.531][▼][▲]•traditional•se◄◄se◄◄ensemble•music•of •Java•and•Bali→••••••were•••arrag◄nged•in•the•[•41.281]northwest•of••••Mangku•nagaran•••peb◄••d 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.875]Sembahan•(•••mo•••◄◄••showing•respect•and•reverence)•dance•movementr•◄◄•••is•done•is• a•squat•position[Ctrl+Left][Ctrl+Right][Ctrl+Shift+Left][Ctrl+Shift+Left][Ctrl+Shift+Left][Ctrl+Right][Ctrl+ Left][Ctrl+Left][Ctrl+Left][Ctrl+Right][Ctrl+Right][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Shift+Right][Ctrl+Sh ift+Right][Ctrl+Shift+Right][Ctrl+Left]→[Delete]n[Ctrl+Left][Ctrl+Left][Ctrl+Shift+Right][Ctrl+Shift+Right] [Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+C][•25.094][▼][▲]••↑[End]←←←←←←←← ←←→ting[Ctrl+Right][Ctrl+Right]••••[Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Delet e]performed•[Delete][Ctrl+Right][Ctrl+Right][Ctrl+Right][Ctrl+Right]••••is[▼][▲]a•◄◄◄••◄•••a••••cop y•of•••sembahan•••performed•when••••the•show•is•pre•sented•before•Sri•Mangku•Nagara.•[Ctrl+Left][ Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+C][•02:38.500][ ▼][▲]••••Noth•da[Home]◄••[Return]•[End]•[Ctrl+Left][Ctrl+Left][Delete]B[Ctrl+Right]→→ncers••••wea r•the•same•outfit,••••←←•of•[Delete][•23.484]mace[▼][▲][▼][▲]hete•←←←←←←[Delete][Delete]→ →→→s•moti[▼][▲]•[End]fs[•21.984][Ctrl+Left][Ctrl+Left][Ctrl+Left]with•[Delete][Ctrl+Right][Ctrl+Right] ••••••of••Surakartan••dy•e••,•[•01:27.704]of•dark•green•in•color,•••••••••warrping••←←←←←←←←[De lete]→a[Delete]p[Ctrl+Right]•••sampiur◄◄◄ur•or•••[Ctrl+Left][Ctrl+Left][Ctrl+Shift+Right][Ctrl+C][•22. 078][▼][▲][•22.640]shwal◄◄◄aw[▼][▲]l•••around•their••waists••with•gendhalagiri•motifs••[Ctrl+Lef t][Ctrl+Left]•••yellow•[Ctrl+Right][Ctrl+Right]←→,•••and•••war◄◄earing•a•head••••ress•[Ctrl+Left][Ctrl +Left][Ctrl+Shift+Right][Ctrl+Right][Ctrl+Shift+Right][Ctrl+Right]•••wrapped•around•••their•heads•[Ctrl+ Left][Ctrl+Left][Ctrl+Left][Ctrl+Left]called•••jamang••[End].[Return]••[▼][▲]•••9.••••••••••[▼][▲]•A•forma l•impression•••is[▼][▲][•32.531][▼][▲]••depicted•on•••the•dancers'•facial•expression.•••The•=◄◄y•s how••••••••no••••••expression•of••••dancers•••••[Ctrl+Left]•two•girl•[Ctrl+Right]••who•are•entertaining•th e•audiens◄ce.••••[Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl +Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Home][Ctrl+Right][Ctrl+Right][Ctrl+Shift+Right][Ctrl+Shif t+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+S hift+Right][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+C][•01:08.782][▼][▲]•••••••••[▼][▲][•01:11.953]stiff• ••[Ctrl+Left][Ctrl+Left]•[Delete][Delete]S[Ctrl+Right][Delete][Ctrl+Right][Ctrl+Right][Ctrl+Right][Ctrl+Rig ht][Ctrl+Right][Ctrl+Right][Ctrl+Right][Ctrl+Left][Ctrl+Shift+Right][Ctrl+Shift+Right][Ctrl+Left][Ctrl+Left][ Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left][Ctrl+Left]facial expression•s••••••••[Delete]←←[Delete][Ctrl+Right][Ctrl+Right][Ctrl+Right][•14.688][Ctrl+Left][Ctrl+Left 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UNIVERSITAS SUMATERA UTARA