1

CHAPTER I
INTRODUCTION
1.1 Background of the Problem
Every day in daily life, people use language as a means of communication
which involves the process of sending and receiving information. Language is
used as a media to express ones feeling and idea. In the process of
communication, the language structure used to express ones meaning can be
different from the language structure used by others; moreover, when people from
different countries with different languages and cultural backgrounds involve in
the communication. Thus, in order to make the communication possible, the
translation process is needed.
Translation is the process of changing speech or writing from one
language (source language) into another language (target language) (Richard,
1985 : 229). The desire to know and understand information, namely since,
technology, and knowledge, translating form the SL and TL is need.
A work of translation requires many aspects in order to produce a good
translation. Since it involves two different language, namely source language (SL)
and target language (TL), therefore a translator should know both SL and TL,
should be familiar with the subject matter and should be some facilities the
expression in target language (TL) (Brislin, 1976:71). In translation there must be
a correspondence of meaning between source language and target language. For
the translator, it is not easy to transfer the message the two languages because

every language has different structure or grammar. The translator has to transfer
the message as exactly as possible.
One of the element grammar is conjunction that used to link words,
phrases, and clauses together and provide a smooth transition between ideas.
Conjunction refers to the use of formal markers to link sentences or the bigger
parts of text, which also realize semantic relations between parts of text and;
therefore, functions as a cohesive device. Baker (1991: 191)
Conjunctive elements are cohesive not in themselves but directly, by virtue
of their specific meanings; they are not primarily devices for reaching out into the
preceding (or following) text, but they express certain meanings which presuppose
the presence of other components in the discourse (Halliday: 1976:266)
Conjunctive adverbs are not connecting words, they are transitional words.
As a result, they can occur at the beginning, in the middle, or at the end of either
the second of the two clauses in a compound sentence or in the second of two
related sentences. If they are used in a compound sentence, a semicolon is
ordinarily used to connect the two clauses, although a colon, a dash, or a comma
along with a coordinating conjunction is sometimes possible. Wherever they are
found, coordinating conjunctions are set off from the sentence in which they are
located by commas. The conjunctive relations are not logical but textual; they
represent the generalized types of connection that recognize as holding between
sentences.
The basic purpose of translation is to reproduce various types of texts,
comprising literary, religious, scientific, or philosophical texts in another language

and thus making them available to wider readers, to a greater number of target
audience and to bring the world closer. So, translation is very important, not only
in scientific and technology books, but also in literary books.
Literary book is the art of written work. Literature may consist of texts
based on factual information (journalistic or non-fiction), as well as on original
imagination, such as poetry, prose, short story, novel, play and etc.
Novel is one example of literature work, and inside of it there is an
equivalent effect to reader. The researcher uses the novel written by Elizabeth
Gilberts Novel Eat, Pray, Love into Makan, Doa, Cinta by Silamurti
Nugroho. This novel was an international bestseller, translated into over thirty
languages, with over 10 million copies sold worldwide. In 2010, Eat, Pray, Love
was made into a film starring Julia Roberts, and some Indonesia players like
Chritina Hakim, Hadi Subiyanto, and etc. The novel became so popular that Time
Magazine named Elizabeth as one of the 100 most influential people in the world.
The subject of this research is the conjunctive relation in the novel its
translation into Indonesia. This research tries to analyze the conjunctive elements
in the novel and its translation into Indonesia. The reason why this topic is
interesting to be discussed is because in this novel the researcher can find various
kinds of conjunctive relation that can be analyzed. The difference between the
Indonesian and English conjunctive relation and how they are coded in the novel
will be discussed in this research.
Some previous researches had been conducted in dealing with this novel
by university student . One of the research is Damayanti, O (2013) in her thesis

Translation Shift on The Translation of Noun Phrase in Elizabeth Gilberts

Novel Eat, Pray, Love into Makan, Doa, Cinta by Silamurti Nugroho.
Damayanti, O (2013) was the student of Faculty Humanities Dian Nuswantoro
University of Semarang. In this thesis she discuses the findings of translation shift
of noun phrases used in Eat,Pray, Love novel translated into Makan, Doa, Cinta.
Another research was conducted by Harmeigawati, D (2010) in her thesis
entitled Usaha Liz Dalam Menemukan Keseimbangan Hidup Dalam Novel Eat,
Pray, Love Karya Elizabeth Gilbert. She was a student of English Department,
Faculty of Literature, Diponegoro University.
Based on all the explanations above, the writer is concerned in researching
deeply the analysis of the conjunctive relation in the novel pray, eat and love its
translation into Indonesian.

1.2 Research of the Problem

Talking about literary book especially in novel we can not avoid talking
about conjunctions, since conjunction is one of the elements that construct a
sentence. The use of conjuntion become a phenomenon and interested study to
research. Regarding to the topic that is going to be discussed, this research
addreses the following problem:
1. What types of conjunctive relations are there in the source language and how
are the conjunctive relations translated in the target language?
2. What kinds of procedures are applied by the translator in translating conjunctive

relations in the novel?

3. Are there any loss and gain of information occuring in the target language?

1.3 Objectives of the Research

In general this research aims at improving my knowledge, especially in the
area of translation, as well as to put into application the theories and concepts of
translation by conducting a research. The research focuses on the functions of the
conjunctive relations in English and their translation in Indonesian. The objectives
of the study are more specifically as follow :
1. To identify the types of conjunctive relations found in the novel and how the
conjunctive relations are translated in the novel
2. To find out the procedures applied by the translator in translating the
conjunctive relations in the novel
3. To analize the loss and gain that occur in translating conjunctive relations into
the target language

1.4 The Significances of the Research

Based on the problems in translating English conjunctives into Indonesian
and the objectives of the study, the significance of the study is stated as follows:
1) The result of this study can be used as additional knowledge to improve the
vocabulary of conjunctive relations for Indonesian learners who study English.
2) The result of the study is expected to be able to improve the ability of
Indonesian learners in studying English and the quality of translation in
Indonesian.

3) This study is also useful to anyone who is doing translation. For the translators
this study can be used to improve the quality of translation.

1.5 Scope of the Research

This research is only concerned with the novel entitled Eat, Pray, Love
which is used as the data source of conjunctive relations and their translations in
Indonesian Makan, Doa, Cinta translated by Silamukti Nugroho. The discussion
of the research will cover:
1. The identification of conjunctive relations in the novel.
2. The identification of procedure of translating the conjunctive relations into the

target language.
3. The identifications of loss and gain of information of English conjunctive
relations into their Indonesian translation.

1.6 Definition of Key Terms

1. Conjunctive Relation :
Conjunction as a word that links words, phrases, and clauses. conjunctions
are linking or joining words which joined together various things.
2. SL
The source language (SL) or source text (ST),
3. TL
The language that it is to be translated into ; the target language; the final
product ; target text (TT).

4. Translating Procedures :
The process of translation from source language to the target language. In
this research the researcher apply the Newmarks theory includes uses the eight
classifications, they are word for word, literal, faithful, semantic, communicative,
idiomatic, free, and adaptation
5. Loss information
The losing of relevant information / meaning linguistically in translation
process.
6. Gain information
The addition of relevant information / meaning linguistically in translation
process.

CHAPTER II

LITERATURE REVIEW

2.1. The Definition of Translation

Translation is the comprehension of the meaning of a text and the
subsequent production of an equivalent text, likewise called a "translation," that
communicates the same message in another language. The text to be translated is
called the source language (SL) or source text (ST), and the language that it is to
be translated into is called the target language (TL); the final product is sometimes
called the target text (TT).
There are so many definition of translation that is suggested by the
experts. In this study the researcher discusses them more clearly about the
translation definition, some definition of translation may be different as many
experts express their own thought or idea about the definition of translation. In
this chapter, the writer wants to discuss the definition based on Newmark (1984),
Catford (1965), Larson (1984), and Nida and Taber (1974: 12).
Newmark (1981:7) defines translation as a craft consisting in the attempt
to replace a written message and/or statement in one language by the same
message and/or statement in another language while Larson (1984: 3) describes
translation as transferring the meaning of the source language (SL) into the
receptor language. Nida gives emphasis to the transfer of meaning by adding that
the priority in translating a message is the response of the receptor (Nida, 1974:

1), in which the receptor of the target language (TL) should respond to the
translation in the same manner as the receptor of the SL ones (Nida, 1974: 24).
A similar idea proposed by Nida & Taber (1974) implies the accuracy and
naturalness of the use of the TL in the translation. The idea proposed by Newmark
is that the idea of the replacement of message in one language by the same
message in another language cannot be operated up to the sentence level only.
Since the goal of translation is transferring meaning, the use of acceptable and
readable expressions in the TL would be the most important consideration.
On the other hand, a translation needs a skill to synchronize both Source
Language and Receptor Language on syntactic, semantic, and pragmatic levels.
Catford (1965) states that translation may be defined as the replacement of textual
material in one language (SL) by equivalent textual material in another language
(TL).
From the four translation experts above, it can be concluded that
translation is the task that deals with two different kind of language. The first is
the source language (SL), that is the language that is about to translate, and the
second is target language (TL) or the form of language that become the target.
Translation does not only change the form but translation is a process of
transferring the meaning from source language (SL) to target language (TL), the
important thing in translation is the way to find the equivalent in source language
(TL) to target language (TL). In process of translating, there are some steps that
must be done, studying the source text, analyzing it, and reconstructing the
meaning. So, a translator must know about process and procedure in translation.

10

2.1.1 The Process of Translation.

Actually the aim process of translation is the clarity of the message of
source language and the possibilities how to transfer the data. The process of
translation differs slightly from various translator and is influenced by the
particular work translated. Newmark (1998) concedes that it usually happens that
the literary translator first has to deal with words set on the page by an author
who may be dead physically or metaphorically and now lives in the variegated
reading by a host of readers of the source language (Newmark 1998:117).
Nida and Taber (1974:33) say that there are 3 steps to translate, they are:
1. Analysis
The content and purpose in the source text is entirely read and understood.
2. Transfer
The translation in the source text is transferred into the target text. The message
can be a content / meaning, idea or thought.
3. Restructure
Restructure means rearrange. After transferring the message from the source text
into the target text, a translator has to rearrange translation. Restructure process is
elaborated by step by step procedure that has the opposite to Nida and Tabers
statement.
In the other hand, Bell (1991:60) describes the translation process which
consist of three main steps, those are syntax, semantics and pragmatics. Each
step should be analyzed and synthesized. He adds that in the process there might

10

11

be some quickly ignored steps and the combination of bottom up and bottom
down process norm both in pattern introduction and inference procedure.
In process of translation, there are some classifications. Newmark (1988:
45-47) uses the eight classifications, they are word for word, literal, faithful,
semantic, communicative, idiomatic, free, and adaptation that were organized into
two areas: SL textual approach and TL textual approach. He puts them in
following diagram called diagram V
SL Emphasis

TL Emphasis

Word for word

Adaptation

Literal translation

Free Translation

Faithful translation
Semantic translation

Idiomatic translation
Communicative translation

(Newmark, 1998 : 45)

Figure 2.1 Newmarks V Diagram

The explanations of the method of SL textual approach mentioned above

are explained below and the examples are from Maxsinatalias thesis (2007:1517).
1. Word-for-word Translation
This often demonstrates as interlinear translation, with the target language
immediately below the source language words. The source language word - order
is preserved and the words translated singly by their most common meanings out
of context. Cultural words are translated literally. The main use of word- for-word

11

12

translation is either to understand the mechanics of the source language or to

construe a difficult text as a pre-translation process.
For example:
SL : I can walk
TL : Saya bisa berjalan

2. Literal Translation
The SL grammatical constructions are converted to their nearest TL equivalents
but the lexical words are again translated singly, out of context. As a pretranslation process, this indicates the problems to be solved.
For example:
SL : Jangan bawa tasku
TL : Dont bring my bag

3. Faithful Translation
A faithful translation attempts to reproduce the precise contextual meaning of the
original within the constraint of the target language grammatical structure. It
transfers cultural words and preserves the degree of grammatical and lexical
abnormality (deviation from source language norms). It attempts to be
completely faithful to the intentions and the text-realization of the SL writer.
For example:
SL : Could you close the door?
TL : Dapatkah kamu menutup pintu?

12

13

4. Semantic Translation
It may translate less important culture words by culturally neutral third or
functional terms but not cultural equivalent and semantic translation is more likely
to be economical than a communicative translation.
Unless for the latter, the text is poorly written. In general, a semantic
translation is written at the authors linguistic level, a communicative at the
readerships. Semantic translation is used for expressive and vocative texts.
Semantic translation is personal and individual, follows the thought processes of
the author, tends to over-translate, pursues nuances of meaning, yet aims at
concision, in order to reproduce pragmatic impact.
For example:
Situation A (SL)
Mr. Andrew : You must not go out tonight
Harry : Yes, dad
Situation A (TL)
Mr. Andrew : Kamu seharusnya tidak keluar malam ini
Harry : Iya, ayah

Situation B (SL)
Mr. Andrew : You must not go out tonight
Harry : Yes, sir
Situation B (TL)
Mr. Andrew : Kamu seharusnya tidak keluar malam ini

13

14

Harry : Iya, pak

The explanation of the method of TL textual approach mentioned above are :

5. Free Translation
It reproduces the matter without manner, usually a paraphrase than the original.
For example:
SL : She was between devil and the deep sea
TL : Ia berada di anatara dua bahaya yang besar

6. Adaptation Translation
This is the freest from of translation. It is used mainly for the plays (comedies),
a poetry, the SL culture converted to the culture and the text rewritten. The
deplorable practice of having a play or poem literally translated and then rewritten
by an established dramatist or poet has reproduced many poor adaptations, but
other adaptations have rescued period plays.
For example:
SL : My heart is like a singing bird
TL : Kalbuku bagaikan kicauan burung

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

14

15

For example:
SL : She explains in broken English
TL : Dia menjelaskan dalam bahasa Inggris yang kurang sempurna

8. Communicative Translation
It renders the exact contextual meaning of the original in such a way that both
content and language are acceptable and comprehensible for readers.
For example:
SL : Never mind
TL : Tidak apa-apa
According to Newmark (1988 : 47), only semantic and communicative
translation fulfill the two main aims of translation, which are first, accurancy and
second, economy. In general a semantic translation is written at authors linguistic
level, a communicative at the readerships semantic translation is used for
expressive text, communicative for informative and vocative texts.

2.1.2 Equivalence in Translation Studies

When translating some words in SL into TL, sometimes translator finds it
difficult to find the words in TL that have the same meaning with the words in SL.
This happen because not every word in one language can be translated into
another. As the way to solve it, translator must modify his translation by using
another word in TL that equivalence with the words in SL so the reader of the
translation in TL can understand more what the original author want to tell.

15

16

Translator has to have deep knowledge about both language, SL and TL,
in order to find the equivalence words. It is important thing to do to make sure the
message from original author in SL can be delivered and transferred correctly in
the translation using TL.
Nida (2000:133) states that it is not easy to produce a completely natural
translation, especially if the original writing is good literature, precisely because
truly good writing intimately reflects and effectively exploits the total idiomatic
capacities and special genius of the language in which the writing is done. A
translator must therefore not only contend with the special difficulties resulting
from such an effective exploitation of the total resources of the source language,
but also seek to produce something relatively equivalent in the receptor language.
Nida (Venuti, 2000 : 134) explains about two types of equivalence in
translation, which are :
a. Formal Equivalence.
Formal equivalence translation basically source-oriented; that is, it is
designed to reveal as much as possible of the form and content of the original
message. In doing so, a formal equivalence attempts to reproduce several formal
elements, including: (1) grammatical units, (2) consistency in word usage, and (3)
meanings in terms of the source context. Nida also calls this type of translation a
gloss translation, which aims to allow the reader to understand as much as the
ST context as possible. The translator attempts to reproduce as literally and
meaningfully as possible the form and content of the original. A gloss translation
of this type is designed to permit the reader to identify himself as fully as possible

16

17

with a person in the source-language context, and to understands as much s he can

of the costumes, manner of thought, and means of expression.
Nida (1991 : 26) states that Formal Equivalence focuses attention on the
message itself, in both form and content. In such a translation one is concern with
such correspondences as poetry to poetry, sentence to sentence, and concept to
concept.
b. Dynamic Equivalence.
A Dynamic Equivalence translation may be described as one concerning
which a bilingual and bicultural person can just justifiably say, That is just the
way we would say it. In Dynamic Equivalence translation the focus of attention
is directed, not so much toward the source message, as toward the receptor
response. One way of defining a Dynamic Equivalence translation is to describe it
as the closest natural equivalent to the source-language message. This type of
definition contains three essential items: (1) equivalent, which points toward the
source-language message, (2) natural, which points toward the receptor language,
and (3) closest, which binds the two orientations together on the basis of the
highest degree of approximation.
Based on the clarification above it can be conclude that equivalence in
translation is the important thing that must be achieved in translation process, a
translation product can be said successfully if the readers or listeners of that
translation product do not know that they are reading or listening of translation
product that means responds of the readers or listeners when they read and listen
the source text is same when they read or listen the translation product.

17

18

2.1.3 Loss Information in Translation

Nida (1974) states that there is no exact equivalent in translation. Because
of this, translation always involves loss (losing of meaning) and gain (gaining of
meaning). Loss of information can occur in all linguistic levels. For example, She
is a teacher becoming Dia guru The meaning of dia partly lies in its opposition
to she and it, in Indonesian dia is third person, singular system has no opposition
at that level because dia covers her and him but does not cover it. This means that
she has more meaning than the Indonesian dia because she contains the idea of
female, which is, absent in Indonesian dia, thus loss of information occurs in
translation.
Another examples of gain from the previous researches in order that we
can understand clearer the loss theory. For examples,
(1) SL : Di Pura Kawitan itulah kerukunan keluarga dibina secara berjenjang.
TL : Family harmony flourishes in the Pura Kawitan (Suardana, 2008).
There is a loss of information because the adverbial group secara berjenjang
that exists in the SL cannot be found the equivalence in the TL.
(2). SL : You ought to be ashamed of yourself.
TL : Kau harus malu TomSawyer (Putra, 2006).
There is loss of information that occurs in the translation because usually
preposition of is translated into dari in Indonesian language.
(3). SL : Empty seat
TL : Tempat kosong ( Pastini, 2004)

18

19

There is loss of information that occurs in the translation because the word
seat is translated into tempat that is not equivalent with the word seat

2.1.4 Gain Information in Translation

Translation may not be possible unless linguistically relevant information
is added. If necessary information is not inferable from the sentence or the larger
unit, the information should be seen from outside the language. If it is not
possible, the translator has to make its own decision with the hope that it does not
contradict the message of the sentence.
For example Uang saya habis which becomes I am broke. It could be
assumed that the translation would be like this my money is empty, but it does not
make any sense in the TL, so the translator then makes some adjustment here, and
the result is, I am broke, which is still related to SL, especially its sense. Another
example, Mereka kumpul kebo becomes they live as an unmarried couple. It
could be assumed that the translation would be like this: They are together with
the bulls, but it does not make any sense in the TL, so the translator then makes
some adjustments here, and the possible result is: they live as an unmarried
couple, which is still related to SL, especially its sense. (Adidharma, 2006).
The other examples of gain of information can be taken from the previous
researches. For example, SL: The mad Bluger TL: Si Bluger gila ( Pastini,
2004). There is gain of information from the SL to the TL because the definite
marker the is translated into si.

19

20

2.2 Conjunctive Relations

Conjunctive relation is one of the items in grammar, a body rules
specifying how meaning are created in English. Conjunctive relation sometime is
called conjunction as a word that links words, phrases, and clauses. It can be said
that conjunctions were linking or joining words which joined together
various things. If a conjunctions joined words, then any word that occur
between others would be a conjunctions (Ehrlich, 2000:142).
Talking about English especially English sentence we can not avoid
talking about conjunctive relation, since conjunctive relation is one of the
elements that construct a sentence. Using conjunctions in English whether it is
written or spoken is not an easy to do because the usage of conjunctive relations
are different that make many problems we have to face. As what they said one of
conjunctive relations that can not be used to join two ideas into a single sentence.
When we use conjunctive relations incorrectly in this way, the result is called to
run-on sentence, run-on sentences are grammatical incorrect (Edu, 2009).
When we used conjunctive relations, we should consider their function and
meaning. For example : I sweep the floor and clean the window. Here,
conjunctions and used to add some information. So by mastering conjunctions,
our language will be developed.
Conjunctive relations are semantic relations holding between two clauses,
or sentences which can be represented by various devices. And 'conjunction' refers
to the use of formal markers to link sentences or the bigger parts of text, which

20

21

also realize semantic relations between parts of text and; therefore, functions as a
cohesive device.
There are some definition about conjunctive relations based on some
grammarians. Wren and Martin (2004:129) state that conjunction is a word which
merely joins together sentences and sometimes word. Conjunction joins together
sentence and often makes them more compact. While Frank (1985: 206) states
that conjunctions are member of small class that have no characteristic form, their
function are chiefly as non moveable structure words that join such units as part
of speech , phrases, or clauses. He also divides them into two general types of
conjunction: they are coordinating conjunction and subordinating conjunction.
Baker (1991: 191) notes some points about conjunctive relation. First the
same connective may be used to signal different relations, depending on the
context, this is in line with Alwi, et.al. (2003:398) who states that the semantic
relation between clauses in complex sentences depends first on the meaning of the
connective itself and second on the meaning stated by the clauses it conjoins.
Alwi, et.al. (2003) classifies additional relation based on its context in the
text into additional relation that state cause and result, additional relation that state
time order, additional relation that state contrast between proposition and lastly
additional relation that state expansion of a proposition. This can be compared to
Halliday & Hasan's (I976) internal-external conjunctive dichotomy below.
Second, the conjunctive relations can be expressed by a variety of means;
the use of connective is not the only device for expressing a temporal or causal
relation, for instance in English, a temporal relation may be expressed by means

21

22

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

meanings of verb such as cause and lead to. Sometimes, even without any explicit
signal, a reader or hearer can recognize such a meaning relation.
Third conjunctive relations do not just reflect relations between external
phenomena but may also be set up to reflect relations which are internal to the text
or communicative situation. For instance, temporal relations are not restricted to
sequence in real time: they may reflect stages in the unfolding text, for example ,
the use of first, second and third in the paragraph.
Based on the clarification above conjunctive relation conjunctive relation
involves the use of formal markers to relate sentences, clauses and paragraphs to
each other. Conjunctive relatiom is an uninflected function word that serves to
conjoin words or phrases or clauses or sentences.
Unlike reference, substitution and ellipsis, the use of conjunction does not
instruct the reader to supply missing information either by looking for it elsewhere
in the text or by filling structural slots. Instead, conjunction signals the way the
writer wants the reader to relate what is about to be said to what has been said
before. Conjunction expresses one of a small number of general relations. The
main relations are summarized below, with examples of conjunctions which can
or typically realize each relation.

2.2.1 Types of the Conjunctive Relation

22

23

Halliday & Hasan (1976) classify types of conjunctive relations into four
main classes, namely Addition, Adversative, Causal and Temporal relation. Each
can be specified as follows:
1. Additive relation between two elements show that one part of text gives
additional information to the other which can be additive positive relation
(shown by conjunctions and, furthermore, besides that, etc), additive negative
relations, alternatives, afterthought ( a kind of deemphasis, reducing the weight
accorded to the presupposing sentence and to its connection with what went
before), comparative relation, and appositive relation (which can be either;
expository: that is, I mean, in other words, or exemplificatory : for instance, for
example)
2. Adversative relation of which the basic meaning is 'contrary to expectation'; the
expectation may be derived from the content of what is being said or from the
communication process, the speaker hearer situation. Adversative relation can
be contrastive, correction of meaning and wording and dismissal, e.g. but,
however, instead, in any case.
3. Under the heading of causal relations are included result, reason, purpose and
conditional relation. e.g. so, because, to this end, then.
4. The temporal relation shows that the content may be one of the sequences in
time. e.g. previously, finally, briefly.
Halliday and Hasan (1976) also add that the four conjunctive relations can
be external or internal. External means that the conjunctive relation has to be
interprcted in terms of experiential function of language: It is a relation between

23

24

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

reality. Internal means that the conjunctive relation has to be interpreted in terms
of interpersonal function of language; it is a relation between meanings in the
sense of representation of the speaker's own 'stamp' on the situation - one's choice
of speech role and rhetorical channel, his attitudes, his judgments and the like.
e.g.
a. Next he inserted the key into the lock.
b. Next, he was incapable of inserting the key into the lock.
(Halliday&Hasan, 1976: 238)
In both sentences above there is a relation of temporal sequence between
the presupposed sentence and these ones. But it is different in two instances, in (a)
the relation is between events. In (b) on the other hand, the preceding sentence
might be "First, he was unable to stand upright; here there are no events; or
rather, there are only linguistic events, and the time sequence is the speaker's
organization of his or her discourse.
With this definition, the example below can be classified as adiditive
relation in its internal sense in Halliday & Hasan's definition, instead of additional
relation that state cause and result (Alwi, et.al. 2003:400).
Sudah sebulan kami mengarungi laut dan kami amat merindukan daratan yang
sejuk serta kehidupan yang normal.
It has been a month that we are sailing the sea and we miss the temperate
land and a normal life. (Alwi, et.al. 2003:400)

24

25

It is the propositions of the two clauses that create cause and result
relation, whereas the conjunctive simply states additive internal relation, addition
of information in the speaker's organization of his or her discourse. The term
internal relation introduced by Halliday is later developed by Masatoshi (1986),
where she divides it into two orientations; text-oriented internal and interpersonaloriented intemal.
Text-oriented intemal is one of the internal conjunctions which indicates
the relationship between constituents of a text, where constituents are considered
as semantic units in the same way as "a text" is defined .. (Masatoshi, 1986:27)
"Interpersonal-oriented internal is one of the internal conjunctions which indicate
the relationship concerning pragmatic factors which work in the speaker-hearer
interaction in the context of situation." (Masatoshhi, l986:36)
In her definition, the example below is considered as text oriented internal:
a) First he was unable to stand upright. Next, he was incapable of inserting the
key into the lock. (Hailiday & Hasan, 1976:238)
The connectives first and next are used to indicate the relationship between
two constituents of a text in terms of the temporal succession in the process of
producing the text. In other words, the connection between these two sentences is
not inherent in the phenomena which are respectively described by these
sentences, but in the process of producing text.
Sentences below are the examples of interpersonal-oriented internal:
b) She'll be better off in a new place. - So she's leaving?
(Halliday and Hasan, 1976:240)

25

26

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

her all the time. (Masatoshi, 1986:39)
In sentence b "She'll be better off in a new place" and "shes leaving" are
not the phenomena which can be connected on the same plane. The connective so
indicates a causal relation in the communication process (therefore "internal"); but
the function of the connective so leads the utterance "she's leaving?" which is the
outcome of the speaker's inference from what has been said by his interlocutor.
Thus, b is affected by some pragmatic factors in the context of situation
where the interaction between the interlocutors works. In the same way, in that
case in sentence c is used to indicate "inference". "He says he wants to marry
Susan" is a phenomenon, and it is from this that speaker infers his opinion "he
shouldn't be quarrelling with her all the time." What the speaker said is not a
phenomenon, but the outcome of the speaker's inference.
In short, in that case in sentence c there is an interpersonal-oriented
connective.
2.1.3 Reason of Using Conjunctive Relation

Conjunctive relation is word (phrase) which merely joins together

sentences and sometimes word. Conjunctive relation joins together sentence and
often makes them more compact, as a member of small class that have no
characteristic form, their function are chiefly as non moveable structure words
that join such units as part of speech , phrases, or clauses.
Generally, the functions of conjunction are to link or join words, phrases,
and clauses. Kardimin (2004:167) said that the functions of conjunction are parts

26

27

of speech that connect words, phrases, clauses, and sentences. The most common
one: and, but, and or. while, because, so, and however are also
conjunctions.
There are some reason why it is very important to translate conjunctive relation
well in a sentence ; they are :
1. Conjunctive relation is used to describe the cohesive tie between clauses or
sections of text in such a way as to demonstrate a meaningful relationship between
them. It is also possible to perceive this process as the linking of ideas, events or
other phenomena.
2. Conjunctive relation is as one of cohesion that makes the text sentences hang
together and textual quality. Conjunctive relations play an important role in
discourse as they are used as coordination to conjoin different grammatical
units: clauses, clause elements, words.
The existence of conjunctive relation is absolutely important to be
observed because conjunction is used as the glue that ties in every sentence. A
good writer have to create the statement as well as possible in order to make the
language he/she used arranged nicely so that the ideas can be received easily
without ambiguous statement. Therefore, it needs cohesive markers such as
conjunction to make it clearly interpreted.
Conjunctive relation may occur in either an external or an internal context.
The conjunction may be located in the phenomena that constitute the content of
what is being said (external), or in the interaction itself, the social process that
constitutes the speech event (internal).

27

28

2.1.4 The Position of Conjunctive Relation

In general, all of conjunctions occur between the sentences patterns, but it
may occur at the beginning of the patterns, at the end of the second pattern, or in
the middle of the second pattern.
For examples:
We asked jack to join us, however he is too tired
We asked jack to join us, he was too tired, however
We asked jack to join us, he was, however, too tired.
Moreover, the clause coordinators are restricted to initial position in the
clause. For example:
John plays the guitar and his sister play piano.
Clause began with coordinator cannot be moved to front of the clause
because it will change the relationship of clauses.
For examples:
They are living in England or they are spending a vocation there.
Or they are spending a vocation there, they are living in England.
However, few words occur sometimes as subordinators and as connectors
in the sentences.
For examples:
Though he did not want to do it, he had it.
He did it, he did not want to, though.
He did it want to, though.

28

29

In the sentence, (a) the conjunction though is subordinator, in the

sentence (b) though is connector, and while in sentence (c) though is shared
position.

2.3 Reason of Novel Eat, Pray, and Love

Eat, Pray, Love is a story about a woman who tries to heal herself from
depression after her unsuccessful marriage. After she decides to end her marriage,
Elizabeth makes plans to visit Italy, India, and Indonesia. At first she visits Italy
to search the worldly pleasures, and then she goes to India to find God, the last
she visits Indonesia to balance the worldly pleasure and to devotion to God. These
experiences make her learn to conquer her fears and depressions.
The writer has chosen this book because Eat, Pray, Love can motivate
people to keep fighting for their independence and happiness. Because of her
dissatisfaction, Elizabeth leaves her luxurious life to find peace and happiness.
She inspires people to always have positive thinking. By reading this book the
readers can learn how to face a problem with confidence and patience. In addition,
this novel is also a fun book to read since it is taken from the real situation and
written in a simple language style.
Another reason why the researcher tries to analyze this memoir Eat, Pray,
Love, novel, which chronicled the journey alone around the world, looking for
solace after a difficult divorce. The book was an international bestseller, translated
into over thirty languages, with over 10 million copies sold worldwide. In 2010,
Eat, Pray, Love, was made into a film starring Julia Roberts, and some Indonesia

29

30

players like Chritina Hakim, Hadi Subiyanto, and etc . The book became so
popular that Time Magazine named Elizabeth as one of the 100 most influential
people in the world.

2.4 Summary of Eat, Pray and Love

When Elizabeth Gilbert turns to thirty one years old, she enters the worst
period in her life. She feels depressed and unhappy with her marriage. She is
afraid that someday she must settle down in one place and has babies. One night
when her husband is sleeping, she sneaks out from their bedroom and cries in the
bathroom floor. She says over and over, I dont want to be married anymore, I
dont want to live in this big house, I dont want to have a baby. Then she prays
to God for the first time in her life. From that night Elizabeth starts to realize the
presence of God around her.
Seven months later, Elizabeth decides to divorce her husband. In the
middle of her difficult divorce process she meets David, an actor and a writer. But
their relationship does not work out. They break up and reunite for several times.
One day Elizabeth gets a chance to visit Bali, Indonesia. During her visits in Bali
her Yoga trainer introduces her to Ketut Liyer, a ninth-generation Balinese
medicine man. Ketut Liyer reads Elizabeths palm. He says that someday she will
return to Bali and become his English teacher for three or four months.
When she returns to New York, her husband is ready to discuss the terms
of their divorce settlement. After hearing her husbands requirements, Elizabeth

30

31

asks her lawyer to make a modified deal. Finally her husband approves the
modified deal and they officially divorce.
After she gets divorce from her husband, she quits her job, and makes plan
to travel around the world alone. At first she goes to Italy and studies the art of
pleasure. During her visits in Italy, Elizabeth goes to various cities in Italy to eat
and learn Italian language.
After a few months in Italy, Elizabeth thinks that she must clarify her
relationship with David. They agree to end their relationship. She feels sad for a
while but then Elizabeth spends the rest of her time in Italy with joy and happiness
On 30th December, she goes to India. She makes plan to live in the
Ashrams (a place of religious retreat for Hindus). She finds many difficulties at
the beginning of her stays in Ashram. She cannot concentrate while meditating.
But then she can master her mind by addresses her prayer for Nick, her nephew.
After she spends four months in India, Elizabeth finds peace in her soul.
Elizabeth continues her journey to Bali. Her main purpose in Bali is to
meet Ketut Liyer. When she arrives in Ketut Liyers place, he forgets who
Elizabeth is. When Liz says that she is a book writer from New York he
remembers about her. She spends her time in Ubud as Ketuts student to learn the
art of balancing the worldly pleasure and the divine transcendence.
In the middle of her journey in Bali, she meets Felipe, a Brazilian man.
Elizabeth realizes that she loves Felipe, but she is afraid of getting hurt again. But
then they spend their days together in Bali with love and pleasure. Elizabeth can

31

32

fulfill her purposes in Bali to enjoy the worldly pleasure but she still devotes
herself to God.

32

33

RESEARCH METHODOLOGY
3.1 Research Design

The researcher uses content analysis as one type of descriptive qualitative

method. Denzin & Lincoln (1994) state content analysis is used to determine the
presence of certain words or concepts within texts or sets of texts. Researchers
quantify and analyse the presence, meanings and relationships of such words and
concepts, then make inferences about the messages within the texts, the writer(s),
the audience, and even the culture and time of which these are a part.
Content analysis is one of the descriptive qualitative methods means that
all data in this research are in form of sentences and words, not in the form of
numbers. Qualitative is research method which based on filsafat postpositivisme,
which used to examine on condition of object in nature (as side of experiment),
where the examiner as key instrument, the analysis data is qualitative and the
result of qualitative method more empasize to meaning more than generalisation.
According to Wilkinson (2000 : 7), the resulting data is presented in the
form of descriptions. So, the data in this research is in the form of descriptions.
Wilkinson (2000 : 79) states that qualitative data is usually analyzed by
subjecting it to some form of coding process. This research is descriptive
qualitative method because it analyzes the translation of the conjunctive relation
in Elizabeth Gilberts Novel Eat, Pray, Love into Makan, Doa, Cinta By
Silamurti Nugroho, because the result of conjunctive relation is description and it
does not establish calculations.

33

34

3.2 Source of Data

The data in this study are collected from one translation product.
Translating involves two languages, Indonesian as the TL and English as the SL.
The novel entitled Eat, Pray, Love (Elizabeth Gilbert, 2006) which was translated
into Indonesian Makan, Doa, Cinta by Silamukti Nugroho.
There are some reasons to choose this novel for the data source in this
study. First, it is one of translation products. It should be studied in order to get
some advantages from other translators ability, especially the function of
conjunctive translation. Second, this novel has 334 pages. Therefore, it is enough
to obtain the data of conjunctive relation. It is a popular novel which was written
by Elizabeth Gilbert in 2006. Another reason this novel is chosen as data source
because this is a popular novel which has been filmed. The novel is a best seller
and has been sold for million copies around the world including Indonesia. This
novel has also been translated into Indonesia.
In this study, only the conjunctive relations indicating an additive,
adversative, causal and temporal are collected as data source for analysis.
3.3 Data Collection Procedure
Data collection was conducted through library research. The observation
method as introduced by Sudaryanto (1993: 133-136) will be applied. In
collecting the data, the English novel and its translation into Indonesian are
observed and documented as the data. The data are the English sentences that
contained conjunctive relations in them. Along with the English text, the
Indonesian translation text was also observed in order to compare it with the

34

35

source text. The choice of this method is in accordance with the type of data
source which is written language.
There are some steps in collecting the data, those are:
(1) Observing
The novel both the English and Indonesian versions will be read. Then
both texts will be skimmed and the sentences with conjunctive relations found are
marked in the texts.
(2) Documenting
The English sentences with conjunctive relations along with the
Indonesian translation will be typed. The sentences are set with the English
sentences on top and the Indonesian texts below and then they are paired.
(3) Identifying the conjunctive relations
After the text and the translation are typed and paired, the sentences that
have correlation this research ,that is, conjunctive relations will be identified.
Then how the original texts are translated into Indonesian will be analyzed, and
note taking technique will be used to collect all of the data especially to calculate,
sort out, identify and classify the occurrences of the conjunctive relations in
Indonesian translated text.

3.4 Data Analysis Procedure

The research of the data analysis gave flowchart or conceptual framework
to make easily corrected the data of the thesis. The conceptual framework is in the

35

36

thesis used Miles and Huberman (1992:2) based on their book as the qualitative
data second edition.

Interpretation of the data

The object data

Data

Predictiong to process
selecting data as text

Analyzing data to organize

accordance with the goal

Data

Data Display

make

Conclusion

Figure 3.1
The data will be analyzed according to the concepts which are presented as
the way to find the type of conjunctive relation, the procedure that adopted by the
translator in translating the data in the process of English-Indonesian translation
and supported by loss and gain of information.
a. The first in analyzing the data is identification.
b. Then the data will be classified.
c. Finally, the data will be analyzed based on the scope of the study by applying
the theory concerning conjunctive relation, the procedure of translation and the
concept of loss and gain of information.

3.7 Trusthworthiness of The Research

Validity, reliability, and objectivity are criteria used to evaluate the quality
of research in the conventional positivist research paradigm. As an interpretive
method, qualitative content analysis differs from the positivist tradition in its

36

37

fundamental assumptions, research purposes, and inference processes, thus

making the conventional criteria unsuitable for judging its research results
(Bradley, 1993).
Recognizing this gap, Lincoln and Guba (1985) proposed four criteria for
evaluating interpretive research work: credibility, transferability, dependability,
and confirmability.
Credibility refers to the adequate representation of the constructions of
the social world under study (Bradley, 1993, p.436). Lincoln and Guba (1985)
recommend a set of activities that would help improve the credibility of your
research results: prolonged engagement in the field, persistent observation,
triangulation, negative case analysis, checking interpretations against raw data,
peer debriefing, and member checking. To improve the credibility of qualitative
content analysis, researchers not only need to design data collection strategies that
are able to adequately solicit the representations, but also to design transparent
processes for coding and drawing conclusions from the raw data.
Transferability refers to the extent to which the researchers working
hypothesis can be applied to another context. It is not the researchers task to
provide an index of transferability; rather, he or she is responsible for providing
data sets and descriptions that are rich enough so that other researchers are able to
make judgments about the findings transferability to different settings or
contexts.

37

38

Dependability refers to the coherence of the internal process and the way
the researcher accounts for changing conditions in the phenomena (Bradley,
1993, p.437).
Confirmability refers to the extent to which the characteristics of the data,
as posited by the researcher, can be confirmed by others who read or review the
research results (Bradley, 1993, p.437). The major technique for establishing
dependability and confirmability is through audits of the research processes and
findings. Dependability is determined by checking the consistency of the study
processes, and confirmability is determined by checking the internal coherence of
the research product, namely, the data, the findings, the interpretations, and the
recommendations. The materials that could be used in these audits include raw
data, field notes, theoretical notes and memos, coding manuals, process notes, and
so on. The audit process has five stages: preentry, determinations of auditability,
formal

agreement,

determination

confirmability), and closure.

38

of

trustworthiness

(dependability

and

39

REFERENCES
Alwi, Hasan, et al. 2003. Tata Bahasa Baku Bahasa Indonesia (Edisi Ketiga).
Jakarta: Balai Pustaka
Baker, Mona. 1991. In other words: a Coursebook on Translation. London:
Routledge.
Bradley, J. 1993. Methodological issues and practices in qualitative research.
Library Quarterly, 63(4), 431-449.
Brislin, W.R. 1976. Translation: Application and Research. London : Routledge
Bell, R.T. 1991. Translation and Translating: Theory and Practice. ... :
Longman
Catford, J.C . 1965. A Linguistic Theory of Translation. London: Oxford
University Press.
Damayanti, Oktavia. 2013 : Translation Shift on The Translation of Noun Phrase
in Elizabeth Gilberts Novel Eat, Pray, Love into Makan, Doa, Cinta
by Silamurti Nugroho. A Thesis : Faculty Humanities Dian Nuswantoro
University of Semarang..
Gilbert, Elizabeth. 2006. Eat, Pray, Love. America: Vicking Penguin
Halliday, MAK. & Hasan, Ruqaiya. 1976. Cohesion In English. England:
Longman.
Harmeigawati, D. 2010 : Usaha Liz Dalam Menemukan Keseimbangan Hidup
Dalam Novel Eat, Pray, Love Karya Elizabeth Gilbert. A Thesis :
English Department, Faculty of Literature, Diponegoro University.
Larson, Mildred L.1984. Meaning-Based translation: A Guide to CrossLanguage Equivalence. Lanham: University Press of America
Lincoln, Y.S., & Guba, E.G. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage
Publications.
Masatoshi, Nakayama.
International

1986.

Dynamic

Karate.

New

York:

Kodansha

Miles, M., & Huberman, A.M. 1992. Qualitative Data Analysis. Thousand Oaks,
CA: Sage Publications.

39

40

Nida, Eugene A. and C.R Taber. 1991/2000. The Theory and Practice of
Translation,Leiden:E.J.Brill
Newmark, Peter. 1984. Approaches to Translation. UK: Prentice Hall
Newmark, Peter. 1988. A Textbook of Translation. UK: Prentice Hall
Nugroho, Slamurti. 2007. Makan, Doa, Cinta. Indonesia: Penerbit Abdi Tandur
Richards, J. 1985. Longman Dictionary of Applied Linguistics. London : Longman
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa, Pengantar
Penelitian Wahana Kebudayaan secara Linguistic. Yogyakarta: Duta
Wacana University Press.
Wilkinson, S. 2000. Women with breast cancer talking causes: comparing
content, biographical and discursive analyses. Feminism & Psychology,
10(4), 431-460.

40