The Students’ Mastery In Translating Indonesian Idiomatic Expression To

English By Using Equivalence Translation

Sondang Rumahorbo

sondang_rumahorbo@gmail.com

Abstract

Idiom (also called idiomatic expression) is an expression, word, or phrase that has a figurative
meaning conventionally understood by native speakers. This meaning is different from the literal
meaning of the idiom's individual elements. In other words, idioms don't mean exactly as the words
literal meaning. They have, however, hidden meaning. The method used in this study is descriptive
quantitative The writer took 2011 year students of English Department FKIP Medan as a population
of the research. The test consist of 30 questions Indonesian proverbs, where the students were
required to translate and choose the closest equivalent of the Indonesian proverbs into English. In this
part, the researcher shows the standard of the students’ ability in translating Indonesian proverbs into
English. 57% students able to translate equivalently, 43% students that were unable to identify the
Indonesian proverbs and translate it equivalently into English.

Keywords: idiomatic expression, equivalence translation , Indonesian proverbs into English

1. The Background of The Study

Language is the expression of human personality in the world, whether written or spoken.
Language is the main means of communication used in social interaction within a community. Most
of men’s activities are done by using language. People teach and learn through language, sell and buy
a thing through language. People also speak and listen to others through language. In short, social
interaction tends to involve language. Language then, is very important thing in our life. Without
language, we certainly can not communicate one another properly.
English is agreeable as the first priority for communication in international relations. It is not
something exclusive since the role of English is very important in many sectors such as ; science,
technology, business, and by mastering English, it will be easy for someone to adjust himself or
herself to the world advancement. For the sake of better English mastery, countries in the world
including Indonesia, have set up English as a part of their national curriculum especially for Junior
High School, Senior High School, and University students.

Translation process plays an important role which is expressed in a particular source language
transformed into target language in order to be understood by readers of target language. It means
translation requires general knowledge in the target language as well as in the source language in
order to achieve the fittest one. So, it is not easy to translate language.

Translation is needed in Indonesia because English is a foreign language. In translating, we

are expected to translate without using word-for-word translation. For that we need translation ability
to make us able in translating English into Indonesia. That is why the writer chooses Equivalence
Translation in translating Indonesian idiomatic expression to English, it aims to translate by looking
for the equivalent meaning. In this translation, the students are expected to be able to communicate
the meaning of the source language text in the natural form of the target language in equivalent
meaning.
In fact, there are many students still face the problem in translating an English text into
Indonesian. One problem that anyone working in the field of translation studies has to confront is the
relationship between the text termed the ‘original’, or the source, and the translation of that original
(Susan Bassnett and Harish Trivedi, 1999:2)
This research was done to see the students’ mastery in translating Indonesian idiomatic
expression to English by using Equivalence Translation.

There are two methods of translation, they are Literal Translation and Non Literal
Translation. Non Literal Translation is divided into four methods, they are transposition, modulation,
equivalence, and adaptation. In this research the writer limits the study only focus in translating
Indonesian idiomatic expression to English by using equivalence translation.
The objectives of the research to know the students’ ability in translating Indonesian
idiomatic expression to English by using equivalence translation,to investigate whether the use of
equivalence translation give significant effect on the students’ mastery in translating Indonesian
idiomatic expression to English.

The writer hopes that the result of the study will be useful: for students to translate Indonesian
idiomatic expression to English by using equivalence translation, for readers to improve their
knowledge in translating Indonesian idiomatic expression to English by using equivalence translation,
for the next researchers to help them to finish their research.

1.2 Theoretical Framework

In doing research, it is very important to clarify all terms that related to the study in order to
have a clear perspective of the implementation in the field. The term may function to give a limited
concept which is specifically meant in a particular context. In this case, the writer will elaborate the
terms those are important for the purpose of this study.

Translation
Bell (1991: 13) defines translation is a cover term with three distinguishable meanings: 1)
translating, the process (to translate; the activity rather than the tangible object), 2) a translation: the
product of the process of translating (e.g. the translated text), and 3) translation: the abstract concept
which encompasses both the process of translating and the product of that process. Bell also defines
translation as the expression in another language (or target language) of what has been expressed in
another, source language, preserving semantic and stylistic equivalence.
Translation basically a change of form. When we speak of the form of a language, we are
referring to the actual words, phrases, clauses, sentences, paragraphs, etc., which are spoken or
written. These forms are referred to as the surface structure of a language. It is the stuctural part of the
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.
Translation, then, is communicating the same meaning in a second language as was
communicated in the first. But to do so adequately, one must be aware of the fact that there are
various kinds of meaning. Not all of the meaning which is being communicated is stated overtly in the
forms of the source language (Larson, 1984:36).
Seleskovitch, a briliant interpreter and writer, in Newmark (1988:6) states that translation is
an instrument of education as well as of truth precisely because it has to reach readers whose cultural
and educational level is different from and often lower and earlier, then, that of the readers of the
original. Translation has its own excitement, its own interest. A satisfactory translation is always
possible, but a good translator is never satisfied with it. It can usually be improved. There is no such
thing as a perfect, ideal or correct translation.
Translation may be defined as follows: the replacement of textual material in one language
(source language) by equivalent textual material in another language or target language. This
definition is intentionally wide-not vague, though it may appear so at first sight. Two lexical items in
it call for comment. These are “textual material” (where ‘text’ might have been expected) and
“equivalent” (Catford, 1965:20)
Translation is an incredibly broad notion which can be understood in many different ways.
For example, one may talk of translation as a process or a product, and identify such subtypes as
literary translation, technical translation, subtitling and machine translation; moreover, while more
typically it just refers to the transfer or written texts, the term sometimes also includes interpreting.
Translation is a complicated process. However, a translator who is concerned with
transferring the meaning will find that the receptor language has a way in which the desired meaning
can be expressed, even though it may be very different from the source language form.
Zagy (2000), on the other hand, considers the translation aim as transferring the meaning to
the target language (TL) rather than converting the words and grammatical forms of the original
language.

The Process of Translating

Newmark (1988: 19) states four levels more or less consciously in mind in translating, are:
1) The source language text level, the level of language, where we begin and which we continually (but
not continuously) go back to.
2) The referential level, the level of objects and events, real or imaginary, which we progressively have to
visualize and build up, and which is an essential part, first of the comprehension, then of reproduction
process.
3) The cohesive level, which is more general, and grammatical, which traces the train of thought, the
feeling tone, and the various presuppositions of the source language text.
4) The level of naturalness, of common language appropriate to the writer or the speaker in a certain
situation.

The Nature of Translating.

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. But this
relatively simple statement requires careful evaluation of several seemingly contradictory elements
(Nida, 1969;12)
1) Reproducing the message
Translating must aim primarily at reproducing the message. To do anything else is essentially
false to one’s task as a translator. But to reproduce the message one must make a good many
grammatical and lexical adjustments.

2) Equivalence rather than identity

The translator must strive for equivalence rather than identity. In a sense this is just another
way of emphasizing the reproduction of the message rather than the conversation of the form of the
utterance, but it reinforces the need for radical alteration of a phrase.

3) A natural equivalent
The best translation does not sound like a translation. Quite naturally one cannot and should
not make the Bible sound as if it happened in the next town ten years ago.
 4) The closest equivalent
A conscientious translator will want the closest natural equivalent. It has been argued, for
example, that in present-day English a natural equivalent of ‘demon-possessed’ would be “mentally
distressed.” This might be regarded by some as a natural equivalent, but it is certainly not the “closest
equivalent.”

5) The priority of meaning

Indicating in the definition of translating, meaning must be given priority, for it is the content
of the message. This means that certain rather radical departures from the formal structure are not only
legitimate but may even be highly desirable.

6) The significance of style

Though style is secondary to content, it is nevertheless important. One should not translate
poetry as though it were prose or expository material as though it were straight narrative.

7) A system of priorities
Basis for judging what should be done in specific instances of translating, it is essential to
establish certain fundamental sets of priorities:

1. Contextual consistency has priority over verbal consistency (or word-for-word concordance.

2. Dynamic equivalence has priority over formal correspondence.

3. The aural (heard) form of language has priority over the written form.

4. Forms that are used by and acceptable to the audience for which a translation is intended have
priority over forms that may be traditionally more prestigious.

Classification of Translations

Roman Jakobson in his essay on the linguistics of translation proposed a threefold

classification of translation Jakobson (1955:232) in Bassnett and Trivedi (1999:183)

1) Those from one verbal order to another verbal order within the same language system.
2) Those from one language system to another language system.
3) Those from a verbal order to another system of signs.

Translation Procedures

According to Jensen (2008) in his journal Translation and Translation Theory, here is an
overview of central translation procedures and strategies that comes from:

1) Transference: transferal of a word or expression from the source language/text

directly into the target text without translating it at all.
2) Naturalization: basically transference in which you apply target language spelling
and morphology (and pronunciation) to the expression or word in question.
3) Cultural equivalent: translating a culturally rooted word in the source text/language
with roughly equivalent culturally rooted word of the target language/text.
4) Functional equivalent: translating a word in the source language/text with a
functionally equivalent target language word (i.e word which has the same meaning)
5) Descriptive equivalent: translating a source language/text word using a description of
the concept it refers to in the target language.
6) Synonymy: translating a source anguage/text word or expression with a target
language expression that is nearly, but not completly, fuctionally equivalent.
7) Through translation: literal translation of collocations and combinations.
 8) Shift/transposition: translation of a source language/text expression into a target
langauge expression which involves change in grammatical structure is used.
9) Modulation: change of viewpoint or substantial conceptual concept in the translation,
for instance, using the name of category for a spesific member of the category, using
a part for the whole (and vice versa), active for passive etc.
10) Recognized translation: using a well-known accepted target language translation for a
spesific source language institutional term.
11) Translation label: provisional target language translation of a source language term
that does not have any conventional translation in the target language.
12) Compensation: making up for the loss of something in the source text, by adding
something else in the target text.
13) Componential analysis: splitting up a lexical unit into meaning atoms.
14) Reduction/expansion: adding or removing elements in translation (essentially a type
of shift)
15) Paraphrase: amplification or explanation of meaning in target text.

Translation Methods

The central problem of translating has always been whether to translate literally or freely. The
argument has been going on since at least the first century. Up to the beginning of nineteenth century,
many writers favoured some kind of free translation: the spirit, not the letter; the sense not the words;
the message rather than the form; the matter not the manner (Newmark, 1988:45)

1) Word-for-word Translation
This is often demonstrated as interlinear translation, with the Target Language immediately
below the Source Language words. The Source Language word-order is preserve and the words
translated singly by their most common meanings, out of context. Cultural words are translated
literally. The main use of word-for-word translation is either to understand the mechanics of the source
language or to construe a difficult text as a reftranslation.

2) Literal Translation
The Source Language grammatical constructions are converted to their nearest Target
Language equivalents but the lexical words are again translated singly, out of context. As a pre-
translation process, this indicates the problems to be solved.

3) Faithful Translation
A faithful translation attempts to reproduce the precise contextual meaning of the original
within the constraints of the target language grammatical structures. It transfer cultural words and
preserves the degree of grammatical and lexical abnormality in the translation. It attemps to be
completely faithful to the intentions and the text-realializationof the source language.

4) Semantic Translation
Semantic translation differs from faithful translation only in as far as it must take more
account of the aesthetic value of the source language text, compromising on meaning where
appropriate so that no assonance, word-play or repetition jars in the finished version. Further, it may
translate less important cultural words by culturally neutral third or functional terms but not by cultural
equivalents.

5) Adaptation
This is the freest form of translation. It used mainly for plays (comedies) and poetry; the
themes, characters, plots are usually preserved, the source language culture converted to the target
language culture and the text rewritten. The deplobarable practice of having a play or poem literally
translated and then rewritten by an established dramatist or poet has produced many poor adaptations,
but other adaptations have rescued period plays.
 6) Free Translation
Free translation reproduces the matter without the manner, or the content without the form of
the original. Usually it is a paraphrase much longer than the original.

7) Idiomatic Translation
Idiomatic translation reproduces the message of the original but tends to distort nuances of
meaning by preferring colloquialisms and idioms where these do not exist in the original.

8) Communicative Translation
Communicative translation attempts to render the exact contextual meaning of the original in
such a way that both content and language are readily acceptable and comprehensible to the readership.

Bell (1991: 46) defines translation methods are literal translation and non literal

translation (free translation). The subdivisions of literal translation are:

1) Borrowing (emprunt)
The carry-over of lexical items from the source language, normally without formal or
semantic modification.

2) Loan Translation (calque)

The linear substitution of one language by elements of the other (normally noun phrases).

3) Literal Translation
The replacement of source language syntactic structure by target language structure (normally
at clause level) which is isomorphic (or near isomorphic) in terms of number and type of lexical item
and synonymous in terms of content.

The subdivisions of non literal translation (free translation) are:

1) Transposition
The rendering of source language element by target language elements which are
semantically, but not formally equivalent (because of, for example, word-class changes).

2) Modulation
Modulation is shifting the point of view of the speaker

3) Equivalence
The replacement of a stretch of source language (particularly idioms, cliches, proverbs and the
like) by its functional equivalent (greeting etc).

4) Adaptation
Adaptation translation is a compensation for cultural differences between the two languages.

Steps in Translation

Larson (1984) in Muhizar Muchtiar (2013: 20-23) exposes the steps in translation:

1) Preparation
In this step, the translator must have a good preparation to write the translation. The preparation in this
step is mastering the language both the source language and target language. At this step, translator
must learn the text to be translated beforehand, for instance, the text author, the purpose of writing the
text, the cultural background of the text and for whom the text addresses.
 2) Analysis
The second stage is analysis, as the stage for translator begins for looking key words which will help to
comprehend the text. The key words should be studied carefully because if they misunderstand on key
words, then the understanding of the text content also wrong. Understanding these key words can not
seperated from the sentence patterns used in the text. In this stage, there are two aspects to be aware by
the translator, the aspect of language and material translated. If the translator did not understand the
material to be translated, then the translator will find it difficult to understand the content of the text.

3) Transfer
The next stage is transfer, as the stage for translator to start thinking about searching proper
equivalence for terms in source language, including semantic analysis. This process will find the
equivalence of lexical words, phrases, and sentences that is in the source language to convey the
content, messages or meanings correctly. The process of transfer is not easy because sometimes there is
a difficult phrase to look for equivalence on target language or even none at all.this can be addressed in
different ways because there is essentially no expression in source language and target language are
exactly the same.

4) Initial Draft
After going through transfer process in translator’s mind, then comes the first draft stage. At this stage,
the translator begins to write anything he has in mind into written form or draft. With the draft, the
translator will be able to find out information about what has not been written. In this case the
translator is still focus in source language to make sure whether the sentence structure in the draft
already equivalent with source language or not.

5) Reworking the Initial Draft

After going through the writing first draft, the translator will come to the stage of draft, hence will
know about grammatical form used in the first draft has been truly conveying the content, messages or
meanings contained in source language. At this stage, it will be known about loss and addition
information in translation.

6) Testing the Translation

The next stage is testing translation. At this satge, the translator can test translation by comparing it
with the source language text. Testing of the text of the translation should be done by the translator to
find out if the text of the traanslation is already delivering the content and the messages of the source
language or not. Thus, the translator believes that their work can be perceived and understood by the
target reader.

7) Competition of Translation
This stage is an important step for the improvement or repair of the translated text, the translator mest
be really sure that their work is good.

8) Preparing the Final Manuscript to be Published

If the text issued, the translator has a different stage, the stage of the text preparation to be ready to
publish. This stage is final stage of translation where the translator prepares final draft of translated text
in form of digital or print-ready sheet.

Equivalence Translation

Equivalence translation is the replacement of a stretch of source language (particularly idioms, cliches,
proverbs and the like) by its functional equivalent (greeting etc); for example, English hi by Italian Ciao,
English hello (on telephone)nby Italian pronto (literally ‘ready’) etc (Bell, 1991:70).
 According to Catford (1965:27), translation equivalence as an empirical phenomenon, discovered by
comparing source language and target language texts; and, on the other hand, the underlting conditions, or
justification, of translation equivalence.

According to Leonardi (2000), the comparison of texts in different languages inevitably involves a
theory of equivalence. Equivalence can be said to be the central issue in translation although its definition,
relevance, and applicability within the field of translation theory have caused heated controversy, and many
different theories of the concept of equivalence have been elaborated within this field in the past fifty years.

Vinay and Darbelnet in Leonardi (2000) view equivalence-oriented translation as a procedure which
'replicates the same situation as in the original, whilst using completely different wording. This procedure is
applied during the translation process, it can maintain the stylistic impact of the Source Language text in the
Target Language text. Equivalence is therefore the ideal method when the translator has to deal with proverbs,
idioms, clichés, nominal or adjectival phrases and the onomatopoeia of animal sounds. Equivalent expressions
between language pairs-acceptable as long as they are listed in a bilingual dictionary as full equivalents.
However, glosaries and collections of idiomatic expressionsmcan never be exhaustive. Therefore, the need for
creating equivalences arises from the situation, and it is in the situation of the source language text that
translators have to look for solution. Even if the semantic equivalentof an expression in the source language text
is quoted in a dictionary or a glossary, it is not enough, and it does not guarantee a successful translation.

Nida in Leonardi (2000) argued that there are two different types of equivalence, namely formal
equivalence—which in the second edition by Nida and Taber (1982) is referred to as formal correspondence—
and dynamic equivalence. Dynamic equivalence is defined as a translation principle according to which a
translator seeks to translate the meaning of the original in such a way that the Target Language wording will
trigger the same impact on the TC audience as the original wording did upon the Source Text audience.

An extremely interesting discussion of the notion of equivalence can be found in Baker

(1992) in Leonardi (2000) who seems to offer a more detailed list of conditions upon which the
concept of equivalence can be defined. She explores the notion of equivalence at different levels, in
relation to the translation process, including all different aspects of translation and hence putting
together the linguistic and the communicative approach. She distinguishes equivalence, grammatical
equivalence, textual equivalence and pragmatic equivalence as follows:

1) Equivalence that can appear at word level and above word level, when translating from one
language into another. Baker acknowledges that, in a bottom-up approach to translation,
equivalence at word level is the first element to be taken into consideration by the translator.
In fact, when the translator starts analyzing the ST s/he looks at the words as single units in
order to find a direct 'equivalent' term in the TL. Baker gives a definition of the term word
since it should be remembered that a single word can sometimes be assigned different
meanings in different languages and might be regarded as being a more complex unit or
morpheme. This means that the translator should pay attention to a number of factors when
considering a single word, such as number, gender and tense.
2) Grammatical equivalence, when referring to the diversity of grammatical categories across
languages. She notes that grammatical rules may vary across languages and this may pose
some problems in terms of finding a direct correspondence in the TL. In fact, she claims that
different grammatical structures in the SL and TL may cause remarkable changes in the way
the information or message is carried across. These changes may induce the translator either
to add or to omit information in the TT because of the lack of particular grammatical devices
in the TL itself. Amongst these grammatical devices which might cause problems in
translation Baker focuses on number, tense and aspects, voice, person and gender.
 3) Textual equivalence, when referring to the equivalence between a SL text and a TL text in
terms of information and cohesion. Texture is a very important feature in translation since it
provides useful guidelines for the comprehension and analysis of the ST which can help the
translator in his or her attempt to produce a cohesive and coherent text for the TC audience in
a specific context. It is up to the translator to decide whether or not to maintain the cohesive
ties as well as the coherence of the SL text. His or her decision will be guided by three main
factors, that is, the target audience, the purpose of the translation and the text type.
4) Pragmatic equivalence, when referring to implicatures and strategies of avoidance during the
translation process. Implicature is not about what is explicitly said but what is implied.
Therefore, the translator needs to work out implied meanings in translation in order to get the
ST message across. The role of the translator is to recreate the author's intention in another
culture in such a way that enables the TC reader to understand it clearly.

Yinhua (2011: 116) in a journal Equivalence in Translation states there are three necessities
of translation equivalence, they are:

1) Necessity of equivalence as implied in definition of translation.

Translation is so complex a kind of activity that to define it adequately is not an easy job. No
matter how translation is defined, the concept of equivalence is inseparable and is implied in one way
or the other. In a sense, each of definitions of translation is constructed round the basic concept
equivalence.

2) Necessity of equivalence as required by essence of translation.

Just like definitions of translation, there are also various opinions concerning the nature of
translation, such as “Translation is a science.” “Translation is an art.”, “Translation is a language
activity”. However, translation, in essence, is basically a kind of communication. In history, translation
has always functioned as a bridge for people who do not know foreign languages to understand the
source text. As a matter of fact, translators and translation theoriests worldwide have long realized the
essence of translation as a kind of communication.

Since translation in essence is a kind of communication, equivalence between the source text
and the target text naturally becomes an essential requirement. It is generally agreed that the
fundamental requirement of any kind of communication is to guarantee that the message is adequately
transmitted from the source to the reseptor. Similarly, in translation, the translator should try his best to
reproduce the closest equivalent message of the original text in the target text so that the target text
reader can understand the source message adequately; otherwise, translation as a kind of
communication would end in failure. Therfore, it might be safe to say that the essence of translation as
a kind of communication calls for the necessity of equivalence in translation.

3) Necessity of equivalence as demonstrated by limitations of translability and difficulty of translation.

When we say that something is translatable, in a sense, it means that a certain degree of
equivalence of the source text can be achieved in the target language. Contrarily, when we say that
something is untranslatable, it means that no equivalence of the source text can be realized in the target
language. In other words, the limitations of translability are just caused by the necessity of equivalence
in translation. The existence of limitations of translability demonstrates the necessity of equivalence in
translation.

Equivalence in translation cannot be interpreted as identity in terms of its scientific sense. There are no words
that have exactly the same meaning in one language. Quite naturall, no two words in any two languages are
absolutely identical in meaning. As far as the whole text is concerned, it is simply impossible to transfer all the
message of the original text into the target text. Therefore, equivalence in translation can only be unrstood as a
kind of similarity or approximation. This means that equivalence between the source text and the target text can
be established on different aspects. As one of the three principal concept Western translation theory, equivalence
is a constitutive feature and the guiding principal of translation. Without equivalence of certain degrees or in
certain aspects, the translated text cannot be regarded as a successful translation of the original text. In short,
equivalence is of absolutenecessityin and a basic requirement of translation.

Idiomatic Expression

Idiom (also called idiomatic expression) is an expression, word, or phrase that has a figurative
meaning conventionally understood by native speakers. This meaning is different from the literal meaning of the
idiom's individual elements. In other words, idioms don't mean exactly what the words say. They have,
however, hidden meaning.
According Geines (1986: vii) idiomatic expression give English its color and vitality.
Idiomatic expressions are indispensable to the daily speech of the people and to the language of
newspaper and books, televisions and movies. Mastering idioms requires a great deal of listening,
studying, practice and usage. We cannot ignore this part of the language, idiomatic expressions and
more formal grammar should be given equal time.
Cacciari states (1993: iii) idioms as strings of words whose semantic interpretation cannot be
derived compositionally from the interpretation of their parts. One of the universal prosperities all
languages share is the arbitrary relations between form and meaning.
Here are some examples of idioms expression:

1) Ada asap ada api.

Translation: There is smoke there is fire.
English equivalent: Where there is smoke, there is fire.
2) Air tenang menghanyutkan.
Translation: Unpredictable things can happen anytime.
English equivalent: Still water runs deep.
3) Ala bisa karena biasa.
Translation: You can do it, just try it.
English equivalent: Practice makes perfect.
4) Berakit-rakit ke hulu, berenang-renang ke tepian
Translation : To get a success you must work hard.
English equivalent: No pain, no gain; Nothing ventured, nothing gained.
5) Dimana ada kemauan, di situ ada jalan.
Translation: With a willingness, there is a possibility.
English equivalent: Where there is a will, there is a way.
6) Kasih hati, minta jantung.
Translation: You love someone but he/she doesn’t care about you.
English equivalent: Give him an inch and he will take a yard.
Conceptual Framework
Translation is the communication of the meaning of a source-language text by means of an equivalent
target-language text. Most of the students have some difficulties in translating an English text, the students do
not know how to translate well. They feel difficult to translate an English text. They couldn’t answer the
question.
To know the students ability in translating, the students should know what type of translation is good in
translating an English text. There are many types of translation, one of them is equivalence translation.
Equivalence Translation is a good way to translate an English text or idiom expression because it uses the
natural forms of the receptor language. A truly equivalence does not sound like a translation. This equivalence
can help students to translate an English text into Indonesian well

Methods of translation by Roger T.

Bell

Literal Translation Non-LiteraTranslation

 Borrowi Loan Literal Equival Modulat Transpos Adaptati
ng Translati Translatio ence ion ition on
(Emprun on n Translat Translat Translati Translati
t) (Calque) ion ion on on

Researcher distributes
the paper and asks the
students to translate

Students translate the

Indonesian proverbs
into English by finding
the equivalent

Figure .1 Conceptual Framework of the students’ mastery in translating Indonesian Idiomatic expression
to English by using Equivalence translation

1. Research Design
Research methodology is an essential part in conducting a research. The method used in this study is
descriptive quantitative. It means that this research does not mean to find about new theory rather than to verify
the existing one, but to describe the students’ ability in translating Indonesian idiomatic expression to English
by using equivalence translation. According to the quantitative design, it is more demand by using numeral,
collecting the data, to interpret the data and form the result. By implementing quantitative approach it means
that it is tend to apply generally for the whole population through some students were taken as the samples.
The writer would like to see the students’ answer to know the students’ ability in translating
Indonesian idiomatic expression to English by using equivalence translation.

Population and Sample

Population was needed in doing the research. Population is the object whom data we take. The
writer took 2011 year students of English Department FKIP Medan as a population of the research.
Sample is the represented from the population. Sample is the population elements which are
chosen by the basic representative and the research it is done to study of population. Selecting the
sample is very important to do the research. Specifically, the writer took 30 students from sixth
semester to collect the data needed, and it was chosen randomly by the writer.

Instruments
 Instrument is a tool for collecting data or information needed. The writer used a translation
test as the instrument of the research. Arikunto (2006: 150) states that the test is a series of questions
or exercises as well as other tools used to measure the skills, knowledge, intelligence, ability or talent
possessed by individuals or groups. The test was given to know and to identify the students’ mastery
in translating Indonesian idiomatic expression to English by using equivalence translation. The test
consists of 30 items.

Technique of Data Analysis

Technique for data analysis of this research, suggested by Arikunto (2006: 236) :
1. Scoring the test.
Provide scores on items that have been answered by the subjects. The scores are given according to the
response of the subject.
2. Tabulating the students’ score
3. Calculating the point of the students’ answer.
4. Concluding the finding
Therefore for analyzing the data, the researcher used percentage formula to measure the ability of the
students. The formula are:
1. To percentage the students’ score in the data from the test which is given to the students and to know
how many percents the students’ ability as follow
S= x 100%
Where:
S : score number of the test
R : number of the correct answer
N : number of questions
2. To get the mean of the students’ score of the test
X=
X : the mean of the students’ score
 : all total students’ score
N : the total number of the students

3. The Data and Data Analysis

The data of this research were the students’ paper in translating Indonesian proverbs into
English by choosing the closest equivalent translation. There were 30 students as the samples in this
research. They were given the papers consist of 30 questions of Indonesian proverbs. The students’
paper can be seen in appendix.

The Data Analysis

The test of the translating Indonesian proverbs into English had been given to the students.
The students were given 20 Indonesian proverbs and asked to choose the best equivalent translation
and in part II the students were asked to translate 10 questions of Indonesian proverbs into English.
The following was the analysis of some students’ scores in translating Indonesian proverbs:

1 MSN
The total score that MSN got is 82,5. In part I she got score 85 because she could answer 17
questions from the 20 questions and in part II she could answer 8 questions from the 10 questions. She
was categorized able to choose the closest equivalent of Indonesian proverbs into English.

2 BMB
 The total score that BMB got is 60. In part I she got score 60 because she could answer 12
questions from the 20 questions and in part II she also could answer 6 questions from 10 questions. She
was categorized as able to find out the closest equivalent of Indonesian proverbs into English. She
couldn’t answer 8 questions in part I and couldn’t answer 2 questions in part II.

3 AN
The total score that AN got is 50. He got the score because he could answer 10 questions from
the 20 questions in part I and could answer 5 questions in part II. He was wrong answer the 10
questions and 5 questions in part II.

4 TAM
The total score that TAM got is 35. In part I he got the score because he only could answer 7
questions from the 20 questions and couldn’t answer 13 questions and in part II he answered 4
questions.

5 SDSS
The total score that SDSS got is 5. She only could answer 1 questions from the 20 questions in
part I. She couldn’t find the closest equivalent of Indonesian proverbs into English. She only chosen
the meaning of the Indonesian proverbs, not translate it by finding the Equivalence translation and in
part II she could answered 1 question.

Table 1 Tabulation of Students’ score ( )

No Students’ Initial Name The Correct Answer Students’ Score (

of Item

1 AN 15 50

2 BMB 18 60

3 DH 17 57,5

4 EK 17 57,5

5 El 6 20

6 HYDP 7 22,5

7 IRP 21 70

8 JPM 18 60

9 JGS 3 10

10 LST 17 57,5

11 LHCZ 21 70

12 LPN 20 67,5

13 LTM 17 57,5
 14 LTMS 6 20

15 MDP 21 70

16 MS 18 60

17 MSN 25 82,5

18 NG 10 32,5

19 PS 25 80

20 RGS 20 67,5

21 RS 21 70

22 RSP 17 57,5

23 RG 10 32,5

24 RCS 6 20

25 SS 14 50

26 SS 18 60

27 SDSS 2 5

28 TAM 7 37,5

29 TYL 9 30

30 WH 9 30

Total 439  1465

Based on the table students’ score above, the mean scores were calculated as follow:

=

 = 73,25
Where :
 = mean
 = all total students’ score

 = the number of students

The Result of the Research

 The test was conducted by the 2011 year students of HKBP Nommensen university. The test
consist of 30 questions Indonesian proverbs, where the students were required to translate and choose
the closest equivalent of the Indonesian proverbs into English. In this part, the researcher shows the
standard of the students’ ability in translating Indonesian proverbs into English. The standard of the
ability made based on the Instructional System of Development Procedure and the 2007 KTSP, it says
that:

1. If the median score of the students  55, it means that the students are able to translate
Indonesian proverbs by using equivalence translation.

2. If the median score of the students  55, it means that the students are unable to translate
Indonesian proverbs by using equivalence translation.

From the standard of the ability based on the Instructional System of Development Procedure
and the 2007 KTSP, the researcher made the classification of the students who are able and unable to
translate Indonesian proverbs into English. Table below shows the distribution of which students were
classified as able and which were not.

Table 2 Tabulation of the Students’ Ability

No Students’ The Correct Students’ Classification

Initial Name Answer of Item Score (

1 AN 15 50 Unable

2 BMB 18 60 Able

3 DH 17 57,5 Able

4 EK 17 57,5 Able

5 El 6 20 Unable

6 HYDP 7 22,5 Unable

7 IRP 21 70 Able

8 JPM 18 60 Able

9 JGS 3 10 Unable

10 LST 17 57,5 Able

11 LHCZ 21 70 Able

12 LPN 20 67,5 Able

13 LTM 17 57,5 Able

14 LTMS 6 20 Unable
 15 MDP 21 70 Able

16 MS 18 60 Able

17 MSN 25 82,5 Able

18 NG 10 32,5 Unable

19 PS 25 80 Able

20 RGS 20 67,5 Able

21 RS 21 70 Able

22 RSP 17 57,5 Able

23 RG 10 32,5 Unable

24 RCS 6 20 Unable

25 SS 14 50 Unable

26 SS 18 60 Able

27 SDSS 2 5 Unable

28 TAM 7 37,5 Unable

29 TYL 9 30 Unable

30 WH 9 30 Unable

The Research Findings

After the researcher has done the research and got the score from the test, the following
findings are noted:
1) the student who got 82,5 (the highest) score is 1 student, and meanwhile the students who got 5-30 (the
lowest) are 10 students.
2) after observing the result of the test, many students were able to choose the closest equivalent of
Indonesian proverbs into English. There were 17 students were able to identify the closest equivalent of
Indonesian proverbs into English, but there were still 13 students were not able to identify the
questions. The students should read the questions several times carefully so that they could identify the
closest equivalent of Indonesian proverbs into English.

In the table above, it was described that there were 17 students that is 57 % were classified as
able whereas 13 students that is 43 % were classified as unable to identify the closest equivalent of
Indonesian proverbs into English.

Table 3 Classification of the Students based on their Ability to Identify Indonesian Proverbs
into English
 Ability of Students Number of the Students Percentage

Able 17 57 %

Unable 13 43 %

Total 30 100 %

Discussion

From the result, it was found that the students were able to translate Indonesian proverbs into
English by using Equivalence translation. The students were able to find the closest equivalent from
the Indonesian proverbs into English. There were still students were unable to find the closest
equivalent of Indonesian proverbs into English. Most of them answered by finding the meaning of the
proverbs.

The students were excited about this research, specifically about translating Indonesian
proverbs into English by using Equivalence translation. Some of them said that was their first time
heard a method in translating by using Equivalence Translatio

4. Conclusion

After analyzing the data, the researcher concludes that the students are able to translate
Indonesian idiomatic expression to English by using equivalence translation, even there are students
were still confuse to choose the closest equivalent of Indonesian proverbs into English. Based on the
data that the researcher got, some of the students that were unable to identify the Indonesian proverbs
into English only choose the meaning, not translate it into English equivalent, and also some of them
did not listen to the researcher how to answer the questions.

Suggestions

Since the results of the study showed that the students were able to translate the Indonesian
proverbs into English, the researcher suggests: the lecturer should explain the method of translation
briefly by giving examples to the students, based on the students’ weakness in finding the closest
equivalent of Indonesian proverbs into English, the students are suggested to read many times the
question carefully and choose the equivalence translation not the meaning.

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