044214109_Full[1].pdf - USD Repository - Universitas Sanata

THE ACCURACY OF MESSAGES RENDERING SEEN THROUGH THE KEYWORDS INTERPRETATION OF ENGLISH –INDONESIAN CONSECUTIVE

INTERPRETATION IN INTERPRETING CLASS OF ENGLISH LET TERS STUDY PROGRAMME OF SANATA DHARMA UNIVERSITY

AN UNDERGRADUATED THESIS

Presented as partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

By TAUFIQ JATI MURTAYA Student Number: 044214109

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI




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Why the head is above and feet is below, because we Why the head is above and feet is below, because we Why the head is above and feet is below, because we Why the head is above and feet is below, because we

have a heart to place in the middlehave a heart to place in the middlehave a heart to place in the middlehave a heart to place in the middle

Bigar Sanyata Bigar Sanyata Bigar Sanyata Bigar Sanyata



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For my beloved family, mother and fatherFor my beloved family, mother and fatherFor my beloved family, mother and fatherFor my beloved family, mother and father


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ACKNOWLEDGEMENTS

First of all, I would like to thank Alloh the Almighty, for the endless

blessing and for giving me guidance in accomplishing this thesis. Also, I have to

thank Muhammad SAW as the truth leader and messenger. Secondly, I would be

glad to say that my mother and father are my biggest inspiration in my life, and I

deeply thank them for that. My gratitude is also for my brother Sidiq, who always

encourage me with their own way.

My special thanks goes to my advisor Adventina Putranti, S. S., M. Hum.,

for giving me her precious time and the patience in guiding me to finish this

thesis. My gratitude also goes to Dewi Widyastuti, S. Pd., M. Hum., my co-

advisor. A special appreciation also goes to all English Letters secretariat staff

who have been so kind to help me during my study in Sanata Dharma University.

Afterwards, I would like to thank my best friend Oki, Agung ‘05, Adi and

Aryk who always support and motivate me. I also thank to Mbah Roni for lending

me the handycam; the Power Ranger Crew of Flattering Words; Mbakyu Ningsih,

Ukerimash, and Sennyshimash; KD; and GMPG Sidomulyo. My special thank to

FKM BUDI UTAMA; my dearest teachers and lovable friends mas Syamsi, The

Ronald Company, Bang Fahmi, Bang Abdi, Mr. Rury, and Dugem Community.

Last but not least is my gratitude for all my friends of the 2004 class that I could

not mention one by one.

Taufiq Jati Murtaya


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TABLE OF CONTENT TITLE PAGE .............................................................................................. i APPROVAL PAGE ................................................................................... ii ACCEPTANCE PAGE .............................................................................. iii LEMBAR PERNYATAAN KEASLIAN KARYA ................................... iv MOTTO PAGE ........................................................................................... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ................................. vi DEDICATION PAGE................................................................................ vii AKCNOWLEDGEMENTS........................................................................ viii TABLE OF CONTENT.............................................................................. ix ABSTRACT ............................................................................................... xi ABSTRAK ................................................................................................. xii CHAPTER I INTRODUCTION 1

A. Backfround of Study ....................................................................... 1 B. Problem Formulation ........................................................................ 7 C. Objective of the Study ..................................................................... 8 D. Definition of Terms .......................................................................... 8

CHAPTER II THEORETICAL REVIEW 11

A. Review of Related Studies ............................................................... 11 B. Review of Related Theories .............................................................. 15

1. Translation Theory of Omissions, Additions, and Substitutions and Errors .................................................................................... 15 a. Omissions .............................................................................. 15

1) Skipping Omission .......................................................... 16 2) Comprehension Omission ............................................... 16 3) Delay Omission ............................................................... 16 4) Compounding Omission ..................................................16

b. Additions ............................................................................... 17 1) Qualifier Addition ........................................................... 17 2) Elaboration Addition ....................................................... 17 3) Relationship Addition ..................................................... 17 4) Closure Addition ............................................................. 17

c. Substitutions and Error.......................................................... 18 1) Mild Semantics Error ...................................................... 19 2) Gross Semantics Error .................................................... 19 3) Mild Phrasing Change .....................................................20

2. Componential Analysis ............................................................... 20 3. Translation Theory of Equivalence ............................................. 23

C. Theoretical Framework ..................................................................... 27 D. Research Framework ........................................................................ 28


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CHAPTER III METHODOLOGY 30

A. Object of the Study ........................................................................... 30 B. Approach of the Study ..................................................................... 31 C. Method of the Study ........................................................................ 33

1. Data Sampling ............................................................................ 33 2. Data Collection ........................................................................... 34 3. Data Analysis .............................................................................. 35

CHAPTER IV ANALYSIS 37

A. The English-Indonesian Keywords Interpretation ............................ 38 B. The Analysis of Omissions, Additions, and Substitutions and

Errors .................................................................................................42 1. Omission ......................................................................................42

a. Skipping Omission ................................................................ 42 b. Comprehension Omission ..................................................... 44

2. Addition ...................................................................................... 45 3. Substitutions and Errors .............................................................. 46

a. Mild Semantics Errors .......................................................... 46 b. Gross Semantics Errors ......................................................... 47

C. The Influence of the Phenomenon of the Interpreting Result toward the Messages Rendering Process .......................................... 50 1. Componential Analysis ............................................................... 50

a. Frowns .................................................................................. 51 b. Technology available ............................................................ 52 c. Studio .................................................................................... 53 d. Admit .................................................................................... 54 e. Truth ...................................................................................... 54 f. Director ................................................................................. 55 g. Expressions ........................................................................... 55 h. Inherited ................................................................................ 56 i. Blame .................................................................................... 56 j. Easy ....................................................................................... 57

2. The Influence of Omissions, Additions, and Substitutions and Error ......................................................................................57 a. Omissions .............................................................................. 57 b. Additions ...............................................................................58 c. Substitution and Errors ......................................................... 59

CHAPTER V CONCLUSION 60 BIBLIOGRAPHY ........................................................................................ 63 APENDIX 1 .................................................................................................. 66 APENDIX 2 ..................................................................................................72


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ABSTRACT TAUFIQ JATI MURTAYA (2011). The Accuracy of Messages Rendering Seen through the Keywords Interpretation of English-Indonesian Consecutive Interpretation in Interpreting Class of English Letters Study Programme of Sanata Dharma University. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University. Language is developing from time to time as part of communication. In its development, a communication takes place not only within the same language user, but also between two or more different language user. Therefore, to build the bride of the differences, the present of an interpreter is needed in order to minimize such miscommunication. Recently, the study of the interpreting filed is developing. The studies are conducted not only in simultaneous interpreting, but also in consecutive interpreting. The research field of the study in interpreting is very wide. However, accuracy of the interpreting process get more attentions. As a matter of fact, to measure the accuracy of an interpretation, it usually refers to the whether the intention of the source sentence interpreted is transferred into the target text or not. The discussion in this thesis is made based on the objectives of this research which are to find out how the keywords are interpreted by using consecutive method from English into Indonesian, and to find out the result of the keywords interpretation due to the messages rendering. The two objectives were accomplished by doing data collecting and data analysis. The object of this research is the oral translation of the keywords from consecutive English-Indonesian test in interpreting class of English Letters Study Programme of Sanata Dharma University. After writing down all of the oral translation that has recorded before, then the researcher is looking for the keywords and juxtaposing them between the source and the target text. The next step is analyzing the keywords interpretation using the theory in translation of omissions, additions, and substitutions and errors. Final step is making an analysis of the phenomenon resulted from the previous analysis by considering the messages rendering process by using componential analysis and translation theory of equivalence.

Based on the analysis in this research, the phenomenon of interpretation found are skipping omission, comprehension omission, elaboration addition, mild semantics error, stemming error, error of false reference, and error of meaning. After conducting an analysis of those phenomena by using componential and translation theory of equivalence, there are two major results. Firstly, skipping omission and mild semantics error phenomena are considered as the less accurate interpretation. Secondly, comprehension omissions, elaboration addition, stemming error, error of false reference, and error of meaning phenomena are considered to be inaccurate.


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ABSTRAK

TAUFIQ JATI MURTAYA (2011). The Accuracy of Messages Rendering Seen through the Keywords Interpretation of English-Indonesian Consecutive Interpretation in Interpreting Class of English Letters Study Programme os Sanata Dharma University. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra Universitas Sanata Dharma. Bahasa selalu berkembang dari waktu ke waktu sebagai bagian dari komunikasi. Dalam perkembangannya, sebuah komunikasi dapat terjadi tidak hanya diantara orang yang menggunakan bahasa yang sama, tetapi juga terjadi antara dua pengguna bahasa yang berbeda atau lebih. Oleh karena itu, untuk menyelaraskan perbedaan-perbedaan dalam bahasa tersebut di butuhkan seorang alih bahasa agar dapat meminimalisir kesalahpahaman. Akhir-akhir ini, penelitian di bidang alih bahasa baru berkembang. Penelitian itu dilakukan tidak hanya pada model alih bahasa secara simultaneous tetapi juga dalam model consecutive. Penelitian dalam alih bahasa cakupannya sangatlah luas. Namun demikian, ketepatan dalam proses alih bahasa mendapat perhatian yang lebih. Dalam kenyataanya, untuk mengukur ketepatan dalam alih bahasa selalu merujuk pada apakah maksud dari kalimat daribahasa asal dapat terdapat dalam bahasa target. Diskusi dalam skripsi ini dibuat berdasarkan tujuan dari penelitian ini, yaitu untuk mengungkapkan bagaimana kata kunci diterjemahkan melalui metode consecutive dari bahasa Inggris ke dalam bahasa Indonesia, dan untuk menemukan bagaimana hasil alih bahasa dari kata kunci tersebut dengan mempertimbangkan proses pesan yang dialihkan. Kedua tujuan tersebut dapat dicapai dengan melakukan pengumpulan data dan analisa data. Obyek dari penelitian ini adalah terjemahan lisan dari kata kunci dalam tes metode consecutive di kelas Interpreting program studi Sastra Inggris, Universitas Sanata Dharma. Setelah menulis semua terjemahan lisan yang telah direkam sebelumnya, kemudian peneliti mencari kata kunci dari teks asal dan teks target lalu menjajarkannya. Langkah selanjutnya adalah menganalisis kata kunci itu mengunakan teori terjemahan seperti omissions, additions, dan subtitutions and errors. Langkah yang terakhir adalah membuat analisis dari fenomena yang ditemukan dalam analisa sebelumnya dengan mempertimbangkan proses perpindahan pesan dengan menggunakan teori componential analysis dan teori equivalence dalam Ilmu Penerjemahan. Berdasarkan analisis penelitian ini, fenomena-fenomena dari alih bahasa yang ditemukan adalah skipping omission, comprehension omission, elaboration addition, mild semantics error, stemming error, error of false reference, dan error of meaning. Setelah melakukan analisa dari fenomena-fenomena tersebut menggunakan componential analysis dan teori equivalence dalam Ilmu Penerjemahan ditemukan dua hasil utama. Pertama, fenomena skipping omission dan mild semmantics error disebut sebagai proses alih bahasa yang kurang akurat. Kedua, comprehension omission, elaboration addition, stemming error, error of false reference, dan error of meaning dikatakan sebagai alih bahasa yang tidak akurat.


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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a living thing. Literature lover often suggests that language is

alive because it can so powerfully move a reader and shape his or her ideals (taken

from: http//serendip.brynmawr.edu/exchange/ncde/1212). A living thing has the

relation with some general signs such as motion, movement, growth,

development, changes, etc, and so does language. In its development, which is

considered as one of the characteristics of a living thing, language undergoes

some changes as followed by the survival, extinction and new occurrence of the

words, the transformation in its structure and the changes of word meaning from

time to time. Since language has some changes, therefore Albert C. Baugh and

Thomas Cabel in their book entitled A History of the English Language also

mention an important statement about language.

Although we rarely think of language as something that possesses life apart from the people who speak it, as we can think of plants or animals, we can observe in speech something like the process of change that characterize the live of living thing. When a language ceases to change, we call it a dead language (2002:2).

As a living thing, language can also die whenever it is not used by people to

communicate. That is why; a study of language field is precious toward the

existence of language.

People use language as a way to communicate. According to Finnegan,

language often viewed as a vehicle of thought, a system of expression that


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mediates the transfer of thought from one person to another, which is mentioned

as the term of communication (2004:8). All information and messages can be

delivered and understood through language (Hanafi, 1986:14). Communication

through language enables us to live effectively, to develop our capabilities, and to

satisfy our curiosity about our surroundings (Lehmann, 1983:1). To satisfy our

curiosity; language, viewed from the essential part of communication of rendering

messages, functions as the repository and means of knowledge transmission

(Carter, 1995: v). Since language as well as communication always develop

through time, a research in those fields will be important and worthwhile.

There will be no doubt that one of the essential goals of communication is

to understand the intentions conveyed. The understanding achievement should be

in both the speaker and the listener, or it could be called the mutual understanding.

Thus, during the mutual understanding, both the speaker and listener share the

information needed. In other word they will cooperate with each other (Yule,

1996: 36-37). In George Yule’s book entitled Pragmatics, this kind of cooperative

action named as cooperative principle. In such a principle, the responsibility for

understanding is shared by both parties, the speaker and listener (Hale, 2007: 15).

Commonly, it will be much easier to understand the intended meaning in the

communication for the people who speak the same language, because they merely

have the same pragmatic conventions.

A language that is used and understood as the same conception in a certain

society will minimize an understanding distortion (Hanafi, 1986: 15). Meanwhile,

in fact, people often communicate using two or more languages as they are


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demanded to cope the various objectives in their life. For instance, how people

from many different nations held their communication in a multilateral

conference, while they tend to use their own language to communicate rather than

English, and they do not understand each other language. Indeed, a big

misconception has a large space to appear since the communication carries not

only the different pragmatic conventions but also different language and culture.

However, what the writer wants to underline is that the communication between

two different languages is possible.

According to Hanafi, there are two models of communication in relation

with the number of the used language; there are intra-lingual communication

model, a communication which used one language. The other is inter-lingual

communication model, this communication uses more than one language (1986:

16-17).

From the statements mentioned above, it implies that cooperative principle

occurs in intra-lingual communication in order to decrease misunderstanding. The

question is, what if the communication uses inter-lingual communication. As

Sandra Beatriz Hale mentioned an important aspect of communication in her book

entitled Community Interpreting.

Speakers who share the same pragmatic conventions will usually understand them in the way they were intended. However, when their intention is not clearly understood by the hearer, they can cause communication breakdown. If misunderstandings occur between speakers who share the same language, culture and past common histories, how much greater the potential for misunderstanding is when different languages and cultures come into contact. Here is where the mediation of the interpreter is crucial, as the interpreter will share common ground with both speakers (Hale, 2007: 16).


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From the quotation above it shows that the greater chance of misunderstanding

will appear since the more languages are used in a communication, namely in

inter-lingual interpretation. It also implies that misunderstanding is undeniable.

Referring to the last sentence of the quotation, it is clearly said that, in order to

achieve the understanding of two speakers who use different language, an

interpreter is definitely needed.

Since an interpreter is needed in any occasion of inter-lingual

communication, namely an international conference, a scientific study is also

needed in purpose to develop a better method of interpretation training and

minimize the misinterpretation; and achieve the goal of messages delivery.

Interpretation which is commonly defined as the oral transfer of a message from

language into another has a very long history (Simpson, 1994: 1731). According

to The Encyclopedia of Language and Linguistics, it is described that

Interpretation is said to be the world’s second oldest trade, interpreting as a profession only developed after World War I, when conference interpretation made its appearance at international gatherings at which French and English were used concurrently. The first regular teams of interpreters were employed at the Paris Peace Conference in 1919, at which the consecutive interpretation mode was worked out (Simpson, 1994:1737).

Although the practice of interpretation is old, however the profession and

discipline of interpreter are very young. According to Daniel Geil an interpreter

expert and researcher who are the member of AAIC (Association Internationale,

des Interpretes de Conference) the study of interpretation has been largely

developing in recent decades, namely in the seventies there are about 180 studies

published in the field, close to 500 in the eighties, and more than 1000 in the


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nineties (taken from: http//www.aiic.net/viewpage.cfm/article299.htm). Those

mean the range of the study will always expand and grow. That is what stimulates

the writer’s interest.

From the statement quoted above, the first method which is used in

interpretation is consecutive method. Generally, there are two models of

interpretation, namely consecutive and simultaneous interpretation. In

simultaneous interpretation, the interpreter gives the interpretation in the target

language at virtually the same as the source express the messages in the source

language. On the other hand, in consecutive interpretation, the interpreter provides

the interpretation of a message in the target language after the source has stopped

speaking in the original language (Simpson, 1994: 1732-1733). Therefore, in

consecutive interpreting, the interpreter is usually taking notes during the speech

before the pause, and it is quite helpful in rendering the messages in the target

language later.

The concern of this study is in the consecutive interpretation. Although

consecutive interpretation use note taking in its process, the data or the notes are

not going to be analyzed since those are not readable and structuralized for the

researcher. Nevertheless, it will be supported also by its recorded oral source.

Compared to simultaneous interpretation, consecutive interpretation considered as

the more accurate in rendering the messages, because the interpreter is not only

recalling his or her short or long term memories, but also consulting to the notes

whenever losing some points to say. For that reason, the notes have to be


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understandable before the eye of the interpreter who wrote it, so that the

misinterpretation can be reduced.

Although note taking can minimize the misinterpretation, still some

mistakes are occurring and those make the messages in the target language less

accurate. Accuracy is the main concern in interpretation process. Therefore, it

becomes a big question to the writer, what factors do influence the accuracy,

especially in the linguistics range. The writer then makes a deeper analysis that

one of the linguistics factors, which is considered as the most influential and the

first important step in note taking and delivering messages in target language, is

the key words of the speech. Thus, this research tries to know how key words are

interpreted so that they can render the messages from the source language into the

target language.

In order to narrow the field and make the more focusing and detail

analysis, the writer conducts the study on English-Indonesian interpretation. The

object that is going to be observed are not interpretation experts, however they are

learners. Based on the topic, the learners are students who took interpreting class

in English Letters study Programme of Sanata Dharma University. The writer

specifies the field research by selecting the learners of interpreting because they

have valuable situations to observe through its interpreting processes. The writer

aims to find a scientific finding of messages rendering during the English-

Indonesian interpreting process which seen through the keywords that will be

transferred equivalently or not by the learners.


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By analyzing the data and finally finding the answer, generally this study

is aimed to give a contribution to the development of interpretation study in

Indonesia. Specifically, the aim this study is to give a guidance and or explanation

for interpreting learner from Indonesia in avoiding and minimizing the errors and

misinterpretations. Also this study is aimed to give explanation to the interpreting

expert about the phenomenon occurrence in message delivery during the

interpretation process which influences the accuracy; and as one of the references

for trainer and researcher in formulating the best method on consecutive

interpretation learning. In other words, it is expected that Indonesian interpreters

can improve their skill, especially using consecutive interpretation method.

B. Problem Formulation

According to the background mentioned above, there are two problems

which the writer tries to answer. The problems are formulated as follow:

1. How are the keywords interpreted in English-Indonesian consecutive

interpretation in the interpreting class of English Letters study

Programme of Sanata Dharma University?

2. How does the interpretation of the keywords affect the message

rendering?


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C. Objectives of the Study

This chapter explains some objectives that are related to the problems

formulation. According to first problem formulation above, first objective is to

find out how the key words are interpreted by using consecutive method from

English as the source language to Indonesian as the target language in interpreting

class of English Letters students of Sanata Dharma University. The second, which

is also the last objective, is to analyze the result of the keywords interpretation due

to the messages rendering in interpreting process.

D. Definition of Terms

In order to avoid a misleading of understanding and to give distinct

explanation and limitation of the analysis of the study, it is important to know

some explanation of linguistics terminologies. The terms that will be used in this

analysis are accuracy, message rendering, keywords, and consecutive

interpretation.

The first term to explain is accuracy. Considering the quality in

interpreting and translation, accuracy is the most essential part to discuss in the

scientific range. What is meant by accuracy in this research is the interpreter‘s

fidelity in interpreting a text, and also closely related to the concept of

equivalence in linguistic study of interpretation or translation. According to Mona

Barker’s Routledge Encyclopedia of Translation Studies mentions that the

proponents of equivalence-based theories of translation usually define equivalence

as the relationship between a source text and a target text that allows the target


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text to be considered as a translation of the source text in the first place (2001:77).

There also mentions that

...equivalence is commonly established on the basis of: the source language (SL) and target language (TL) words supposedly referring to the same thing in the real world, i.e. on the basis of their referential or denotative equivalence; the SL and the TL words triggering the same or similar association in the minds of native speakers of the two languages, i.e. their connotative equivalence; the SL and TL words being used in the similar contexts in their respective language,...(2001:77).

The second is message rendering. What is meant by messages rendering

here is the intention of the source language flawlessly transferred in the target

language. In the other word, concerning its implementation, the listener of the

target language understands the aim of the speaker of the source language. There

is no such a violation of the meaning conveyed in the source language when it is

translated into the target language. The message conveyed in the target language

must match the source language message in meaning, content and intent (taken

from:http://seattlecentral.edu/faculty/baron/Winter_courses/ITP163/ITP163CEU

Nit7Monitoring&Correction.htm).

The next term that needs to be explained is keywords. In Larson’s book, A

Guide to Cross Language Equivalent there is stated that key words are words

which are used over and over in the text and are crucial to the theme or topic

under discussion. Keywords are most often words which represent an essential or

basic concept of the text (1984:177). Since they are often thematic, it is very

important to find and determine what the keywords are presented on the text, in

order to gain the most adequate or accurate lexical equivalent from the source

language to the target language in the messages rendering process.


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The last term is Consecutive Interpretation. In its purest form,

consecutive interpretation is a mode in which the interpreter begins their

interpretation of complete message after the speaker has stopped producing the

source utterance (taken from: http://home.erthlink.net/~terparto/id7.html).

According to Ginori and Scimone, consecutive interpreting consists of listening to

a speech in one language and translating or summarizing it orally into another

(2001:17). In consecutive interpreting, the interpreter has a longer time to think

before rendering the messages accurately, since there is a temporal pause during

the speech. During the pause, the consecutive interpreter takes notes that record

ideas to be used later in delivering messages in target language (taken

from:http//www.interpreters.net.cn/articles/interpreter_in_doing_bussiness_in_ch

ina.htm).


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CHAPTER II

THEORETICAL REVIEW

This chapter covers three parts; review of related study, review of related

theories, and theoretical framework. The first part mentions the review of other

study which also discuss similar topic with this analysis. They are the text

condensation in consecutive interpreting and also the analysis of form-based and

meaning-based interpreting in relation with the effect of source text difficulty on

lexical target text form in simultaneous interpreting. The second part contains

some theories that are will be applied in the analysis. The theories that will be

used in here are the theory in interpreting such as theory of omissions, additions,

and errors of interpreting; the theory in semantics field namely componential

analysis; and equivalent theory of interpreting.

A. Review of Related Studies

An expert in interpreting field, Helle V. Dam, in her Ph.D. dissertation

entitled Text Condensation in Consecutive Interpreting at first, in the superficial

finding, mentioned that

A first, quantitative comparison of the two sets of texts reveals that all the target texts are shorter than their source text, the average length reduction constituting 25,9% measured in characters on the basis of transcripts. All the target texts are, in other words, condensed versions of the source text (taken from: http://download2. hermes. asb. dk/ archive/ download /H17 _14.pdf)


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It implied that during the consecutive interpreting process there would be a

reduction of the target text compared to the source text. Thus, to propose a

framework for an empirical investigation of this phenomenon, further she

elaborated her analysis by using two major modules, namely formal analysis and

linguistic analysis. From her investigation of the texts by using formal analysis,

she found that the main contribution of formal analysis to the present study is to

have identified the relevant condensation operations or forms as deletion and

substitution. In her findings, deletion is reflected partly in the segments

categorized as selective, partly in the segments represented by full deletion in the

target texts. Meanwhile, substitution is reflected in three subcategories of

substituting segments, i.e. in the formal substituting, the generalizing and the

integrating segments. Going deeper in her next investigation of the formal

analysis finding, that are deletion and substitution, by using linguistic analysis

then she took two different levels of analysis, namely syntactic analysis and

semantics-pragmatic analysis. From the analysis of deletion, it was hypothesized

that

the phenomenon of deletion is probably mainly governed by semantic-pragmatic position of source text elements, this position is frequently, however not all the time, syntactically marked, in the sense that elements which are less important in terms of information value tend to appear as syntactic modifiers, whereas more important elements often appear as constitutive parts of sentence or phrases (taken from: http://download2.hermes.asb.dk/archive/download/H17_14.pdf).

Whereas the analysis of formal substitution described that the phenomenon of

substitution depended on the paradigmatic nature. It meant that those phenomenon

might occur in different linguistic representations.


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In the other work, an article, published in the proceedings of the ASLA

Symposium on Translation and Interpreting held in Stockholm in November

1998, Helle V. Dam scientifically explained about the two generalized

paradigmatic strategies in interpreting namely form-based and meaning-based

interpreting. Her work entitle On The Option between Form-Based and Meaning-

Based Interpreting: The Effect of Source Text Difficulty on Lexical Target Text

Form in Simultaneous Interpreting set out to test a prevailing hypothesis that the

more difficult the source text, the more the interpreter tend to deviate from the

meaning-based approach and to interpret on the basis on the basis of source text

form. Form-based interpreting was generally described as the direct transmission

of the source text in composing the target text. In other word, it constructed the

target text only by referring to the surface form of the source text as much as

possible. Meanwhile, meaning-based interpreting focused more in the

representation of the source text in transmitting and constructing it into the target

text. Derived from that hypothesis, a basic premise was set out, that were lexical

similarity between source and target texts was taken to reflect form-based

interpreting, whereas lexical dissimilarity was held to reflect meaning-based

interpreting.

Then she found three phenomena in her analysis, which while having

simultaneous activities there rapidly occurred omissions; additions; and core-

material or the substitution with respect to the source text material. Then she

specified the research scope in the additions field. In order to ease and give

plausible explanation, she took larger entities of the text, namely the segment. The


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segments consist of a series of words grouped around a finite verb. In most cases,

the segment therefore corresponded to a clause. According to her model of

analysis, she categorized the segments into five categories; those are similar

segments, dissimilar segments, similar (dissimilar) segment, dissimilar (similar)

segments, and similar/dissimilar segments. Then the addition phenomenon were

analyzed by using those models. In short, based on the lexical similarity and

dissimilarity concept she provided a finding that the meaning–based approach to

interpreting was more associated with non-difficult source texts, and the form-

based technique was more associated with difficult texts.

Since the two studies above are discussing about the analysis of

interpreting texts, weather the portion of analysis is more on the interpreting field

of simultaneous interpreting, which is the second study or linguistic scope of

consecutive interpreting, which is the first study; both studies analyzed the same

phenomenon in interpreting namely omission, addition, etc. Therefore, this

research is going to have two steps of analysis which is used theory on

interpreting and also theory in linguistic. What make the different from the other

two studies above is that this research is trying to explain the phenomenon in

interpreting and its affect to the messages rendering in consecutive interpreting.

Regarding on the development of the research’s topic, then the two studies will be

helpful.


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B. Review of Related Theories

1. Translation Theory of Omissions, Additions, and Substitutions and Errors

According to Pӧchhacker (2004: 142) since the first experimental studies

of interpreting, researchers have sought to examine the interpreter’s output for

various types of lexico-semantic “deviations” from the source text. It implies that

research on the product of interpreting, namely the source text, is evident to be

done since there are some digressions. Therefore, Henri C. Barik conducted a

research on simultaneous interpreting based on the theory of omission, addition,

and error in translation; and he concluded that

In simultaneous interpretation, the interpreter’s version may depart from the general version in three ways: the interpreter (henceforth abbreviated T for “translator,” since it cannot conveniently be abbreviated “I”) may omit some material uttered by the speaker (abbreviated “S”), he may add some material to the text, or he may substitute material, resulting in his saying not quite the same thing as the S. If the substitution is at considerable variance with the original version we may speak of an “error” of translation (Lambert, 1994: 121)

Thus, he classifies some code schemes related to the three events above as

follows.

a. Omissions

Omissions refer to items present on the original version which are left out

of the translation by the translator. Omissions are determined on the basis of the

final content of the original message, so that is it not considered an omission if the

translator does not translate a lexically irrelevant repetition or “false start” on the

part of the speaker of the source language (Lambert, 1994: 122). There are four

types of omission, namely:


16

1) Skipping omission

It is an omission of a single word or short phrase by interpreter, who seems to

skip over it. This type of omission usually refers to qualifying adjective but

not alter the grammatical structure. Therefore, cause a minimal loss of

meaning and most of them are probably acceptable within the context of

translating (Lambert, 1994: 122).

2) Comprehension Omission

This omission appears when the interpreter fails to comprehend or is unable

to interpret part of the text. Therefore, there is an interruption in the

translator. This type of omission also usually involves larger unit of material.

As a result, there is a definite loss in meaning and an uncorrelated speech on

the part of the translator which consist of “bits and pieces” of translation

(Lambert, 1994: 123).

3) Delay Omission

This is an omission which seems to be due in large part to the delay of the

translator in his translation, as judged from listening to the tape (Lambert,

1994: 123).

4) Compounding Omission

This omission associated with the translator’s compounding process of

elements from different clause units. As a result, the target text sentence has

slightly different meaning from the source text although the gist is retrained

(Pöchhacker, 2002: 81)


17

In the other article entitled Simultaneous Interpreting Qualitative and Linguistic

Data which composed in the book of The Interpreting Studies Reader, Barik

explains the types of additions as follows.

b. Additions

Addition refers to the items which are added to the target text but not

found in the source text. There are four types of addition.

1) Qualifier Addition

It is the addition by the translator of a qualifier or short of qualifying

phrase not in the original version.

2) Elaboration Addition

This addition is quite similar with qualifier addition, but it is more

elaborate and more extraneous to the text (Pöchhacker, 2002: 81).

3) Relationship Addition

This is an addition of a connective or of other material which result in a

relationship of elements or of sentences not present in the original. It can

alter the meaning of the source text since it is introducing a causal

relationship not explicitly stated in the original. In other word, it

introduces some new meaning or relationship to what is being said, even if

the gist is retained (Lambert, 1994: 126).

4) Closure Addition

This is an addition which accompanies rephrasing, omission, or

misinterpretation on the part of the translator and which serves to give


18

“closure” to a sentence unit, without adding anything substantial to the

sentence (Lambert, 1994: 126).

Besides the addition types above, there are still several kinds of addition excluded

from those five types above, which are judged inconsequential and, in most case,

too view in number. There are explained as follows.

1) Addition of connective end between phrases or sentences, resulting in a

linking of separate units.

2) Addition of specification, substituting this/that for the or some similar

event, or specifying an item referred to pronominally in the original.

3) Translation of language-specific items not required in the target language.

For example, when the definite article carried over from French to English:

e.g. The President Kennedy.

4) Addition of preposition or other item resulting in an ungrammatical

structure, but not contributing to or affecting the meaning of the material.

5) Addition on the part of the interpreter of extraneous material or comment

not related to the text (Lambert, 1994: 127).

c. Substitutions and Errors

This category refers to the substitution of the translator for what is said by

the speaker. A substitution can be a single word or a whole clause. Some

substitutions considered change the meaning, while the others can be said as

“errors” of translation. Sometime, it involves a combination of omission and

addition (Lambert, 1994: 127). There are several types of substitutions as follows.


19

1) Mild semantic error

This is error or inaccuracy of the translation of some lexical item, which

only slightly distorts the intended meaning. This error often associated

with an awkward interpretation. The inaccuracy limited only in the lexical

item or expression, and it is not influence the rest of the unit of which it is

part of (Lambert, 1994: 128).

2) Gross semantics error

This is an error of translation which substantially changes the meaning of

what is said. This error also limited to specific item and does not affect to

the rest of the unit. There are three kinds of errors of this type.

a) Error stemming from assumed misunderstanding by the interpreter of

some lexical item because of homonym or near homonym, or because of

confusion in reporting with near-sounding word.

b) Error of false reference. It is probably stemming from confusion and

having its basis in the text. Different from the previous type, it brings

extraneous elements into the target text.

c) Error of meaning which is not due to confusion. This error appears without

a basis of the source text and therefore no suitable explanation can be

found. In addition, this criteria contains an obvious unintelligible material

(Lambert, 1994: 128-129).


20

3) Mild phrasing change

This situation happen when the translator does not say quiet the same thing

of the source text, but the gist of what is said is not affected (Lambert,

1994: 129).

2. Componential Analysis

Componential analysis is an analysis of the basic components of meaning

of a given word. It is a kind of analysis that deals with a lexical meaning which is

based on sense and sense components (Palumbo, 2009: 22). Patrizia Violi stated

in her book entitled Meaning and Experience that most model of semantic

analysis is componential: it is considered possible to breakdown single term into

further, more basic unit of meaning (2001:53). Componential analysis is found on

the basic idea that the meaning of each term can be analyzed by a set of meaning

components or properties of a more general order, some of which will be common

to various terms in the lexicon (2001: 53). She explains further that in this

semantics filed, there are two significant concepts, namely semantics features or

properties and componential analysis itself, that need to be concerned as written in

the citation below.

However, the term componential analysis is often used to refer not only to simple decomposition into semantics components, but to model which much more powerful theoretical assumptions. It is therefore important to immediately draw and maintain a distinction between two different notions:

1) The compositional method of analysis; and 2) A semantics theory based on the notion of an exhaustive feature

analysis, which I shall refer to hereafter as features semantics.

By compositional method I mean a semantic analysis that in some way decomposition of terms into components of meaning. It is a method of


21

analysis, not a theory of meaning, and it does not involve any theoretical assumptions about the nature of the meaning of words, except the very general one already mentioned. Indeed it can be used within any theoretical framework, and is often combined with other representational formats. Feature semantics on the other hand, is a theoretical model (or models) based on two specific assumptions

1) The semantics features on which the decomposition is based on are a set of necessary and sufficient conditions (NSCs) for the definition of the meaning; and

2) The features constitute a limited number of primitive terms (Violi, 2001: 53-54).

Violi also mentions the examples of componential analysis as follows

Man : ANIMATE & HUMAN & MALE & ADULT

Woman : ANIMATE & HUMAN & NON MALE & ADULT

Boy : ANIMATE & HUMAN & MALE & NON ADULT

Girl : ANIMATE & HUMAN & NON MALE & NON ADULT (200 1:

55):

Later, when it works together with the concept of semantic feature, namely the set

of necessary and sufficient conditions (NSCs), several results will be considered

as consequences’ that will be used in determining its meaning units.

In addition, Ruth M Kempson in the book entitled Semantics Theory refers

the systematic relation between words as the concern in the componential

analysis. Componential analysis, therefore, analyzed the meaning of word not as

unitary concepts but as complexes made up of components of meaning which are

themselves semantic primitives (1997: 18). To have a clearer description, then

Kempson gives examples as follows:


22

1) The word spinster may be analyzed as a semantic complex made up of the

features or components such as [HUMAN], [FEMALE], [ADULT],

[NEVER MARIED].

2) In order to give an account kinship terminology in various cultures,

componential analysis provides an analysis such as in the words mother

and aunt. The distinction of those words will be explicit if they are

analyzed as contrasting complexes of the components [FEMALE],

[PARENT OF], [CHILD OF].

3) To make a distinction between similar words such as murder and kill.

Murder is analyzed as having a meaning which is a complex of

components representing intention, causation, and death; and kill as

having a complex of only the components representing causation and

death.

4) In the similar way, the words give and take can be shown to be distinct by

virtue of their contrasting complex of components representing causation

and change of ownership.

Componential analysis also can make a distinct and detail analysis of the

elements of words that have relation. There are several steps to take in doing

componential analysis for words that have relation. According to Nida, in making

a componential analysis of any group of related words there are five basic steps

(1964: 83):

1) Determining the limits of a “closest corpus” of data i.e. limiting the study to a well-defined set of words which have multidimensional relationships consisting of certain shared and contrasting features.


23

2) Defining the term as precisely as possible, on the basis of the objects involved. For example, for the English kinship term uncle it would specify father’s brother, mother’s brother, father’s father’s brother, mother’s father’s brother, etc.

3) Identifying the distinctive features which define the various contrasts in meaning, e.g. differences of generations, of sex, of lineality, etc.

4) Defining each term by mean of the distinctive features. For example, father may be defined as the first ascending generation, male, and lineal (i.e. direct line).

5) Making an overall statement in the relationship between the distinctive features and the total number of symbols classified. This is often done by means of some “plotting” and “mapping” of the semantic space (Nida, 1964:83).

As mentioned above, there are semantic features in the componential

analysis. Here the researcher gives the example of semantic features within words

as below.

The same semantic feature may be shared by many words. “Female” is a semantic feature, sometime indicated by suffix –ess, that makes up part of the meaning of nouns, such as: tigress hen aunt maiden doe mare debutante widow ewe vixen girl woman The words of the last two columns are also distinguished by the semantic feature “human” which also found in: doctor dean professor teenager dachelor parent baby child Another part of the meaning of the words baby and child is that they are “young”. (We will continue to indicate words by using italics and semantic features by double quote.) The word father has the properties “male” and “adult” as do uncle and bachelor (Fromkin, 2010: 201).

3. Translation Theory of Equivalence

In determining the accuracy of translation or interpretation, the most

proportional method to use is by applying equivalence theory in the analysis of

the source and target language. Proponents of equivalence-based theories of


24

translation define equivalence as the relationship between a source text (ST) and a

target text (TT) that allows the TT to be considered as a translation of the ST in

the first place (Baker, 2005: 77). According to Hatim in the book entitled

Teaching and Researching Translation the equivalent of translation, which is also

as a requirement of interpreting equivalence, involves any or all of these following

levels:

1) Source Language and Target Language words having similar orthographic

or phonological features (formal equivalence);

2) Source Language and Target Language words referring to the same thing

in the real world (referential or denotative equivalence);

3) Source Language and Target Language words triggering the same or

similar associations in the minds of speakers of the two languages

(connotative equivalence);

4) Source Language and Target Language words being used in the same or

similar contexts in their respective languages (text normative equivalence);

5) Source Language and Target Language words having the same effect on

their respective readers (pragmatic or dynamic equivalence) (2001: 26).

Mona Barker in the book entitled Routledge Encyclopedia of Translation Studies

also provides other types of equivalence as follow.

1) Referential or Denotative Equivalence

This equivalence established when the source text and the target text

words supposedly referring to the same thing in the real world (2001: 77).


25

2) Connotative Equivalence

This equivalence established when the source and target text words

triggering the same or similar associations in the minds of native speakers

of the two languages.

3) Text-Normative Equivalence

This equivalence established when the source and target text words being

used in the same or similar contexts in their respective language.

4) Pragmatic or Dynamic Equivalence

This equivalence established when the source and target text words having

the same effect on their respective readers (Baker, 2001: 77).

Here also mentions the types of equivalence offered by Eugene A. Nida which can

be seen as follow.

1) Formal equivalence or Formal correspondence

This equivalence concept consists of a target text item which represents

the closest equivalent of a source text word or phrase.

2) Dynamic equivalence

This equivalence is defined as a translation, which is in this case refers to

an interpretation activity, principle according to which a translator or

interpreter seeks to translate the meaning of the original in such a way that

the target text wording will trigger the same impact on the audience as the

original wording did upon the source text audience (Taken from:

http://translationjournal.net/journal/14equiv.htm).


26

Last but not least, in order to gain a detail explanation, this research also involves

the equivalence classification given by Otto Kade in Anthony Pym’s book entitled

Exploring Translation Theories.

1) One-to-one Equivalence

This equivalence established when one source-language item corresponds

to one target-language item.

2) One-to-several or several-to-one Equivalence

This equivalence established when an item on one language corresponds to

several in the other language.

3) One-to-part Equivalence

This equivalence established when only partial equivalents are available,

resulting in “approximate equivalence”. For example, the English term

brother has no full equivalent in Chinese or Korea, since the

corresponding terms have to specify whether this is an older or younger

brother. Whichever choice is made, the equivalence will thus be

“approximate”.

4) One-to-no Equivalence

This equivalence established when no equivalent is available in the target

text. For example, most languages did not have the term computer in their

vocabulary. Therefore, when such word appeared in translation or

interpretation, then a circumlocution (a phrase to describe an object) would

be chosen to explain the meaning. However, some cultures prefer to


27

borrow foreign terms, while the others prefer to generate new terms from

their own existing resources (Pym, 2010: 29).

C. Theoretical Framework

The translation theories of omissions, additions, and substitutions and

errors will analyze the source and the target text, which are English and

Indonesian. In order to have a more focused analysis and to have a clear limitation

about the research, then the analysis will concern on the keywords. Therefore,

determining the keywords is essential to do. The keywords of the source text is

already given or determined and bold typed in its written text. Meanwhile, the

researcher has to find or determine the keywords of the target text.

In the definition of terms of the previous chapter it is mentioned that

keywords represent an essential basic concept of a text. By referring the written

source text in the book entitled Selected Topics High-Intermediate Listening

Comprehension by Ellen Kisslinger where the keywords have already determined,

and also consulting the dictionary without neglecting the context of the text

indeed, the keywords of the target text are specified. After listing the keywords

from both the target and the source text, then the next step to take is contrasting or

juxtaposing them. In juxtaposing them, the keywords of the source text maybe has

then there will shown that one keywords of the source text may have more than

one interpretation in the target text, or in the contrary have no translation in the

target text at all. Those, the more-than-one and missing translation will be

classified into several categories in the translation theory, which will be called as


28

phenomena in this research, namely omissions, additions, and substitutions and

errors.

Meanwhile, the componential analysis theory in semantics leads the next

step of analysis in whether those phenomena; such as omissions, additions, and

substitutions; influent the messages rendering from the source text into the target

text. By using componential analysis, it will explain how those phenomena affect

the messages transmission. In a deeper analysis, it will also explain how the

interpretation accuracy based on the conveyed components of the words from the

source text as well as the target text. To avoid a vast and various perception of

accuracy, then the term closely relevant with accuracy is equivalence. Meaning to

say, the keywords are accurately interpreted when they have equivalent translation

in the target text.

Finally, componential analysis will work in coherence with the translation

theory of equivalence to analyze the phenomena, in order to provide a degree of

the accuracy of the keywords interpretation concerning the affection of the

phenomenon toward the messages rendering process. In other words, this

equivalence theory will help the analysis in determining the accuracy of the

interpretation, based on the phenomena analyzed in the componential analysis.

D. Research Framework

The following page is the research framework that is used in doing this

research. This framework is aimed to show the research steps taken from the

beginning until the ending.


29

2

The data (the

keywords of the

source and target

text)

1

Translation

theory of

omissions,

additions, and

substitutions and

errors

3

The phenomena

of omissions,

additions, and

substitutions and

errors

5

Componential

Analysis

4

Translation

theory of

equivalence

6

The influence of

the phenomena

toward the

interpretation

accuracy

Diagram 1. Thesis Process


30

CHAPTER III

METODHOLOGY

This part gives the information on the research procedure. It contains the

information about the object of the study, method of the study, and research

procedure. This chapter also discusses data gathering and data analysis of the

study.

A. Object of the Study

The object of the study is the process of messages transfer of consecutive

interpreting. The research data is oral recorded data of the middle examination of

interpreting class. Since the research take place in a class, the learners or students

of interpreting class become the one who produce the data. The students are

commonly the seventh grade students and several are from the higher grade that

have not taken interpreting class of English Letters Study Programme of Sanata

Dharma University. The interpreting class students are chosen because the

interpreting subject is studied in the seventh semester, it means they have already

studied English deeper for six semesters. It implies that the knowledge of English

language has expanding. For instance, they have studied, at least, several lessons

such as listening; reading; writing; speaking; structure or grammar; translation;

semantics; pragmatics, which is studied at the same semester with interpreting;

etc, which are essential for the progress in learning English language and as the

basic competent in doing interpreting activity (Wijanarka, 2005: 18-19). In short,


31

they have adequate competence of interpreting. Secondly, since the concern of

this study is the interpreting process then the writer expects to find certain

linguistics phenomenon which can be scientifically analyzed.

Linguistically, the study is going to analyze the oral translation of the

source language, namely English language into the target language that is

Indonesian language. Since to analyze the whole text of the interpretation are too

miscellaneous regarding to the structure of the language, namely sentences,

phrases, etc; thus the writer narrowed down the scope in order to get the specific

and more focused study. To gain a detailed study, an analysis of the lexicon or

maybe phrase is taken. In the matter of fact, the lexicons selected are the

keywords of the interpreted text. It is more effective and easy way to understand

the aim of a text, concerning about the context indeed, by referring the keywords.

In other word, the translation of the keywords from the source language to the

target language will be the data of the study.

B. Approach of the Study

The approach that is used in this research is semantics approach.

Semantics is the study of meaning expression in words, phrases, and sentences.

When studying the meaning of word, there is a branch in semantics field which is

called componential analysis. Componential analysis is an analysis of the basic

components of meaning which compose a word. It tries to extract what are the

elements or units of a word which give a meaning of the word itself. The elements


32

of the word consist of words, which mean that the meaning of a word is dependent

on the meaning of other words.

In this research, componential analysis will try to look how the

components of word have a relation with the messages rendering in interpreting

activity, and later will determine the accuracy of the interpretation. The researcher

starts from the notion that each word in any language has the components to give

a meaning in it. Two different words from the different language can have the

same or similar meaning, since they posses or share the same or similar

components. Therefore, based on this approach, an interpretation can be

inaccurate or accurate depends on the components which are shared among the

source and the target text. The more components of the word from two different

languages are shared the more accurate the interpretation can be, the intention of

the sentence can be delivered to the target text.

The researcher also applies a research method that will help the data

analysis process, namely qualitative research. This research is categorized as field

research. The main methods employed in qualitative research were observation,

interviews, and documentary analysis (taken from:

http://www.edu.plymouth.ac.uk/resined/qualitativemethods 2/qualrshm.htm). This

research uses qualitative research method because the sources of the data are

recorded speeches which are transcribed into texts. In the qualitative research the

data consist of words or actions of the participants which the researcher hears and

observes (Holloway, 1997:43). In conducting the research, the writer also uses a

camcorder and voice recorder while collecting the data. As Don Ratcliff, Ph.D.


33

said when having his dissertation in The University of Georgia, that this is a

working draft of a booklet on conducting qualitative research using a camcorder

(taken from: http://qualitativeresearch.ratcliffs.net/15methods.pdf 15methods).

Therefore, recording the object or activity, interpreting process in this case, can be

done for collecting the data. Moreover, since the results of the study are presented

in a description form, then this research is categorized as a descriptive analytical

study. The result of qualitative research usually presented in the form of

quotations, descriptions, or sometime in basic statistics.

C. Method of Study

1. Data Sampling

The sample of this research is the keywords. Since there are many

keywords in the text, and there are all considered to be vary in its type, therefore

the researcher need to specify the keywords which are suitable to the analysis in

the research. Thus, the keywords that are appropriate to use in the analysis are the

keywords that have such the phenomena of omissions, additions, or substitutions

and errors. The keywords from the source text are having a change when it is

transferred into the target text. For example, the keywords is not completely

interpreted or even gone, then this is classified as an omission; or the

interpretation of a single word from the source text becomes a phrase in order to

give elaboration in the target text, then it will be called an additions; or the

keywords of the source text is not appropriately interpreted into the target text


34

which causes the alteration of the intended meaning, then it can be said as

substitutions and errors.

2. Data Collection

The data in this research were taken from the test of interpreting class. The

test was practicing consecutive interpreting. It performed in 12th, 14th, 15th

October 2009. The participants of the test were divided into groups. Each group

consists of two until four students. The test used three different texts or speeches

with different theme, and each group only got one speech. The test consists of two

phases, the first was a short sentence or phrase and the second was the longer one.

Every student in the group had to interpret the sentences or phrases of the speech

in turn. The speech was played in a tape recorder, while the student listened for a

while carefully. They were allowed to take a note indeed. Then he or she would

orally translate it after the lecture stopped the tape recorder for each short phrase

or sentence. After one finished then went to the next student. It had the same

method for the longer version.

In order to ease the analysis, the writer recorded the students’

performances for the first step in collecting the data. The writer used a camera

recorder and voice recorder in recording the interpreting processes. After taking

the students’ action as an oral data sources, it needed to write down into a written

texts.

Writing down the oral data sources into written texts is absolutely

necessary, since the analysis that will be done is written text analysis. To make a


35

distinct and researchable text, the writer used an oblique line in every segment

regarded to the pause of the sentence or phrase.

After getting the written text, the next part to take was identifying the

keywords and then made a list as a raw data. The keywords of the source language

were easily to be found, because the oral sources which were played in the tape

recorder had the written version, and its keywords had already bold typed. In the

other hand, the writer had to search the most appropriate words or phrases to the

source language to consider as the keywords of the result of the interpretation as

the target language. Therefore, it also needed to refer to dictionaries.

A table was made to make a comprehensible data. The table’s contents

consist of the keywords from the source language and target language as a

comparison. One source language’s keyword might have more than one

interpretation in the source language. Thus it would count as a second data.

3. Data Analysis

The researcher combined two types of research procedure in conducting

the analysis, namely the library and field research. It took library research

considering the needs to go to the library to find proportional references from

many books. The other term here was the field research. It needed a field research

because the research had to observe the object of the study.

The first step in analyzing the data of the written text was examining all

parts of the text to find the keywords. Since the keywords of the source language

had already determined, it would be easier to find the keywords of the target


36

language by comparing to the source language and also consulting the

dictionaries. Indeed, considering the context was the part which could not be

neglected.

Next was making a list of the keywords of the both sources to compare

what were in the source language and what were in the target language. By

comparing the keywords, without ignoring the text’s context, the writer could see

the changes and the process of message delivery at first. Then, by using

translation theory of omissions, additions, and substitutions and errors, the

researcher could set an empirical analysis of the phenomenon found in the

interpretation of the keywords.

The findings of the first analysis by using the theory of translation above

then would be analyzed deeper by using semantic theory. One of the theories in

semantic that were going to be applied in this analysis was componential analysis.

The componential analysis then would provide an empirical description of those

findings in relation to the interpreting accuracy. In order to give more convincing

and plausible analysis, the researcher combined the componential analysis with

the translation theory of equivalence. Finally, it would result accuracy

measurement of the message rendering process of the keywords.


37

CHAPTER IV

ANALYSIS

This chapter will cover the analysis of the message rendering of English-

Indonesian consecutive interpreting in interpreting class of English Letter Study

Programme of Sanata Dharma University which is seen through the keywords

interpretation. The analysis will be divided into two major parts based on the

problem formulation in chapter one. They are the interpretation of the keywords

from English into Indonesian and the affection of those interpretations toward the

messages rendering.

Firstly, in the analysis of keywords interpretation, it will elaborate the

comparison of the English keywords and its interpretation in Indonesian by

juxtaposing each of them. Then, as the comparison is presented in a table, an

analysis based on the theories of omission, addition, and error take their part to

give an explanation toward the phenomena which occur.

Secondly, based on the findings of the first analysis, then those will be

analyzed further in relation with the affection matters toward the messages

rendering process. In this part of analysis, the componential analysis theory will

be the tool to provide the explanation. Finally, in the last part of this analysis will

show the range of the accuracy of the keywords interpretation.


38

A. The English-Indonesian Keywords Interpretation

In this part, we will look at the English-Indonesian keywords interpretation

in the interpreting class of English Letters Study Programme of Sanata Dharma

University that was taken from the consecutive interpreting tests in 12th, 14th and

15th October 2009. As mentioned before that the keywords have already

determined in the printed text of the source language, namely English language,

since the recorded files has the written version. Therefore, it makes the researcher

easier in doing the analysis. However, based on the definition of keywords as

given in the chapter one before, then the researcher also includes some additional

keywords. Since the meaning of keywords in this research are the words which

are used over and over in the text and are crucial to the theme or topic under

discussion, and they are most often represent an essential or basic concept of the

text, then the researcher determined several additional keywords such as; 85 %,

Dyslexic Treatment Center, Upside-Down Kid, drift around, to change, Dr.

Harold Levinson, electronic imaging, easy, expressions, and summarized. These

founding, later will be included in the next analysis since their present in the

sentences have crucial effect of the message rendering process.

In order to give an understandable explanation of the keywords

interpretation, then the researcher makes a list in a table. The table will consist of

the source text keywords and the target text keywords. In the target text keywords

column, there will be divided into two columns based on the topic discussed,

namely Dyslexia and Photographs. One source text keyword might be interpreted

into several keywords in the target text because considering the different


39

interpretation of each group who had the test. Here the result of the keywords

interpretation from English into Indonesia.

Table.1 English-Indonesian Keywords Interpretation with the Theme of

Dyslexia

English Keywords Indonesian Interpretation

Dyslexia Disleksia Difficulty Kesulitan A wide range Banyak / omitted / yang luas Difference between up and down Membedakan atas dan bawah / omitted Concentrate Konsentrasi / berkonsentrasi Pay attention Ommited / memperhatikan Dyslexics Penderita disleksia / Orang yang menderita

disleksia Basic mathematic Ommited / matematika dasar / menghitung

angka-angka / masalah dasar dalam matematika

Estimated Ommited Inherited Keturunan faktor keturunan / penyakit

keturunan / Warisan 85 % Ommited / 65% / 48%, Smart Cerdas / omitted / Pintar Standardized intelligent tests Ommited / Tes / tes-tes, Average Rata-rata / omitted Scores Nilai / omitted Dr. Harold Levinson Dr. Wok Lit Wentenson / dokter pelajaran /

Dr. Harold Levinson / Dr. Harold. Dr. Harold To deal with Bagaimana cara mengatasinya / bagaimana

cara menanganinya / omitted / bagaimana menyelesaikan masalah

Director Ahli / omitted / professor / ketua / direktur / Dyslexic Treatment Center Omitted / Perkumpulan penelitian disleksia /

disleksia treatment Upside-down kids Upside-down kid / the upside-down kid / the

upside / The opposite of them / upside down anak-anak dengan upside down penyakit upside down

Computer chips Komputer cip / omitted / Dalam komputer terdapat terdapat mikrocip

Tune in Mengantarkan / mengirimkan / omitted /


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meneruskan Channels Omitted / saluran Drift Penyimpangan / omitted / bercampur Mixed up salah kacau / omitted / tercampur Ability Kemampuan / Omitted / masalah / Chalk Kapurnya / kapur / Ommited Researchers Omitted / para peneliti Hopeless Tidak mempunyai harapan / omitted Frustrated Un..asa / omitted Give up Omitted / Menyerah / gampang menyerah Blame Menyenangkan diri mereka / omitted /

Menyalahkan diri mereka sendiri Attitudes Sikap / Omitted / cara memperlakukan

Table.2 English-Indonesian Keywords Interpretation with the Theme of

Photographs

English Keywords Indonesian Interpretation

Ethical Moral / etika / omitted / Etik Face Omitted Technology available Teknologi / adanya teknologi yang sangat minim

berada di sekitar mereka / teknologi yang dipakai dalam fotojurnalistik / omitted / peran teknologi

Events Untuk dijadikan penelitian pendidikan / kejadian atau suatu peristiwa / acara / omitted / kejadian

Parades Omitted To change Merubah / mengubah / mengedit Electronic imaging Foto digital / pengeditan dalam elaktronik /

pengeditan secara digital / penggambaran elektronik / teknik pengubahan foto secara elektronik / alat pernil gambar

Training Terlatih / omitted / latihan / pelatih / orang-orang yang telah terlatih

Basic Mendasar / dasar / omitted Prime minister Omitted / perdana mentri Frowns Omitted / wajah tidak tersenyum / menunjukan hal-hal

salah dalam meeting Easy Omitted / sulit / Sangatlah sulit / sangat mudah / Altering Penggunaan eh pengubahan / pengeditan atau

pemanipulasian / pengubahan / omitted / Perubahan / mengubah / merubah

Truth Barang bukti / omitted / kebenaran / sebenarnya / kejujuran / yang bisa dipercaya / sebenarnya


41

Expressions Ekspresi / ekspresinya / istilah / pengertian / omitted Lie Berbohong / tidak bisa direkayasa / kebenaran Worth Mengandung / menggambar e..e menggambarkan /

bermakna / bernilai / dapat berbicara Based on Omitted / berdasarkan pada Believable Omitted / dapat dipercaya Proof Bukti Prove Mengatakan / omitted / bukti Media Media / media masa / omitted Rules Omitted / peraturan / aturan National Geographic Nasional geografi / nasional geografik / nasional

geografi / Nasional Geographic / Pyramids Piramid / omitted / pyramid / Time magazine Majalah Time / omitted Studio Studio / ruangan American embassy Kedutaan besar Amerika / kedutaan Amerika /

omitted / Satu kedutaan besar Admit Omitted / mengatakan Summarize Omitted / menyimpulkan / mengumpulkan / Secara

ringkas / merangkum Responsibility Omitted / pertanggungjawaban / tanggungjawab Manipulate Omitted

From the findings presented above, the interpretation of the keywords can

be classified into three major criteria; the first is an omission which means there is

no translation of the source text in the target text or usually called lost translation

or blank. The second is an addition such as the interpretation of the phrase

technology available into adanya teknologi yang sangat minim di sekitar kita. The

third is an error or substitution such as the interpretation of blame into

menyenangkan diri mereka.

As the phenomenon resulted above, then the researcher can do the next

analysis on how those phenomena influence the message rendering in the

interpreting processes.


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B. The Analysis of Omission, Addition, and Substitutions and Errors

This part will explain about the phenomenon of the interpretation above

related to messages rendering process. The first part will explain about the

omission. The second will explain about the addition. The last will explain about

the error or substitution.

1. Omission

According to the types of omission, the researcher found two kinds of

omission which occur very often in the interpretation result, those are skipping

omission and comprehension omission.

a. Skipping Omission

Skipping omission is an omission of single word or short phrase that

usually refers to qualifying adjective but not affects the grammatical structure and

therefore only causes minimal loss of meaning. This type of omission usually

refers to qualifying adjective but not alter the grammatical structure. In addition,

skipping omission may be acceptable within the context of interpreting. The

skipping omission of the keywords interpretation can be seen in the example as

follow.

(1) Pay attention

Some people with dyslexia have difficulty learning to tell time or to tie

their shoes. These are kinds of problem with direction. Other people with

dyslexia may be unable to concentrate; it is hard for them to pay attention.


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� beberapa orang yang disleksia mengalami kesulitan untuk

memceritakan waktu, untuk menunjukan arah, dan untuk berkonsentrasi.

(2) Drift

The signal aren’t clear. This means they can’t tune in the correct chanels.

Instead, the signals drift around and become unclear. Ok, so when a

signal keep drifting there is a problem. � Jika komputer cip memberikan

sinyal dengan baik maka e..sinyal yang diterima menjadi benar, tapi saat

e..tidak diterima dengan baik, saat sinyal tidak diterima dengan baik maka

itu akan menjadi sebuah masalah.

In this case the words pay attention is not interpreted in the target text as

memperhatikan and the word drift is not interpreted as menyimpang as the

interpreter definitely omitted. However, the gist of the two sentences is conveyed

in the target text. From the first sentence, the ability to tell something, show

directions, and concentrate are something that need some attention to do.

Meanwhile, a person with dyslexia has difficulty on doing those things. In the

second sentence, the gist is that when the signal cannot be correctly accepted then

it becomes a trouble, and the value of drifting signal is considered to be the

incorrectly accepted signal. In short, this interpretation is less accurate, since the

context in the target text does not significantly change, and the message still can

be rendered as well.


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b. Comprehension Omission

This omission appears when the interpreter fails to comprehend or is

unable to interpret part of the text. This type of omission also usually involves

larger unit of material. As a result, there is a definite loss in meaning and an

uncorrelated speech on the part of the translator which consist of “bits and pieces”

of translation. There is an interruption in the interpretation, or in this research is

considered mostly as the large part omission and loss translation or blank.

Therefore, there is a definite loss in meaning. For example

(3) Truth

For a long, long time people have believe that photographs tells us the

truth. � Di waktu yang lama orang (mumbling / unclear) fotografi.

(4) Altering

Now let’s look at a basic question: is there anything wrong with altering

photographs? � (Humming and mumbling) apakah...

(5) Face

Today we’re going to be talking about photojournalism and especially I

want to touch on some of the ethical questions photojournalists face. �

Hari ini kita akan berbicara tentang fotojurnalistik dan lebih spesifik pada

foto.

From the examples above, it clearly show that the gist of the source text cannot be

transferred in the target text. From the example 3 and 4, there is a big part of

sentence that is not interpreted in the target text as the interpreter only produces

long pause or unclear target text sentences. As a result, he or she cannot produce a


45

complete sentence. In the other hand, in example 5, the interpreter fails to

interpret part of the text which is also the keywords. Therefore, it will cause a

violation of the messages rendered. The word face is not translated into dihadapi,

as a result the idea of the source text that the topic of the discussion, that is the

problem that photojournalist have, is not transferred in the target text. Instead, it

will discuss specifically about photograph. Thus, the gist is gone and inaccurate.

2. Addition

Addition refers to the items which are added to the target text but not

found in the source text. In the result of the interpretation, there is only one type

of addition found in this research, which is elaboration addition. This addition is

more elaborate and more extraneous to the text. In this research, the interpreter

tends to give elaboration of a word rather than simply translated it. For example

(6) Frowns

Or the photographer could even change their smiles to frowns to make

people believe something went wrong at the meeting. Isn’t that amazing to

think about? � Fotografer dapat membuat foto itu tersenyum atau

menunjukan hal-hal salah dalam meeting tapi tidak menunjukan foto

telanjang.


46

(7) Technology available

Problems that they face because of the technology available to them in

their work � Masalah yang mereka hadapi adalah karena adanya

teknologi yang sangat minim berada di sekitar mereka.

Here frowns is elaborated into menunjukan hal-hal salah dalam meeting

tapi tidak menunjukan foto telanjang and the words technology available

is elaborated into teknologi yang sangat minim berada di sekitar mereka.

Those clearly show that the additional elaboration is not significant to the

content of the source text.

3. Substitutions and Errors

As mentioned in the Review of Related Studies in chapter two that some

substitutions considered change the meaning, while the others can be said as

“errors” of interpretation and sometime, it also involves a combination of

omission and addition. In this research, the substitution and errors are also found.

For example

a. Mild Semantic Error

This is error or inaccuracy of the interpretation of some lexical item, which

only slightly distorts the intended meaning. This error often associated with an

awkward interpretation. The inaccuracy limited only in the lexical item or

expression, and it is not influence the rest of the unit of which it is part of. For

example


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(8) Studio

Then in 1987, there was a similar situation. Time Magazine took a

photograph of some people inside a studio,.. � Hal ini juga terjadi pada

majalah Time tahun 1987 ada foto seseorang dalam satu ruangan....

Here the word studio is translated into ruangan. The word ruangan has

wider meaning than the word studio, which indeed has different meaning.

Therefore, this interpretation is not suitable and slightly changes the

meaning.

(9) Admit

Some magazine admit that they alter photographs. Some say they will

change the photograph to make someone loook better, but not to change

who is in the picture. � Beberapa media mengatakan bahwa mereka

mengubah......mereka tidak mengubah foto sama sekali, media lain

mengatakan bahwa mereka memang mengubah foto tetapi tidak mengubah

siapai yang ada dalam foto tersebut,...

Here the word admit is interpreted as mengatakan, which cause a little

change of the meaning. However, when it is seen in a whole sentence, the

gist of admission is still retained.

b. Gross Semantics Errors

This is an error of translation which substantially changes the meaning of

what is said. This error also limited to specific item and does not affect to the rest


48

of the unit. In this research also found several types of gross semantics errors,

namely

1) Error stemming from assumed misunderstanding by the interpreter of

some lexical item because of homonym or near homonym, or because of

confusion in reporting with near-sounding word. For example

(10) Dr. Harold Levinson

In this part of the lecture, I’d like to talk about the work of Dr. Harold

Levinson... � dalam bagian ini kita akan mempelajari mengenai dokter

pelajaran.

(11) Truth

For a long, long time people have believe that photographs tell us the

truth � Pada jaman dahulu foto dapat digunakan sebagai barang bukti.

(12) Director

Dr. Levinson is the director of the Dyslexic Treatment Center... � Dr.

Levinson adalah seorang profesor yang meneliti tentang disleksia....

From the three example above, it is clear that the interpreter seems to have

miss-hearing of the keywords of the source text, which simply he or she

interpreted into target text. All of those have close relation to the similar-

sounding problem. The word Levinson is similar to the word lesson which

is in Indonesia translated as pelajaran. The word truth has the similar

pronunciation of the word proof which means bukti or barang bukti.

Meanwhile the word director has the similar pronunciation of the word

professor which has the meaning of profesor in Indonesian language.


49

2) Error of false reference. It is probably stemming from confusion and

having its basis in the text. It brings extraneous elements into the target

text. For example

(13) Expressions

There some common expressions based on this belief. One of them is

“Photographs don’t lie” � ..fotografi salah satu ekspresinya adalah

fotografi tidak berbohong...

(14) Inherited

Dyslexia is believed to be inherited. � Disleksia juga merupakan

e..warisan.

In this case the interpreter cannot grab the intention of the keywords,

therefore it consider out of content. The word expressions means in here is

an idiom which is in Indonesian translated into ungkapan. While the word

inherited is not a legacy, although it conveys the value of receiving the

property or money as an heir at the death of the previous holder, it will be

considered out of context when the content of the text is involved, that is

about a disease. In the content of these words, the word inherited tends to

have the value that it is something biologically passed by from generation

to generation or in Indonesia translated as turunan or keturunan.

3) Error of meaning which is not due to confusion. This error appears without

a basis of the source text and therefore no suitable explanation can be

found. In addition, this criteria contains an obvious unintelligible material.


50

In this research the interpretation of the source language seems to have

contradictory translation meaning in the target text. For example

(15) Blame

..They sometimes give up and blame themselves for not doing well at

school.. � un..asa dan menyenangkan diri mereka sendiri karena tidak

melakukan dengan baik hal-hal yang baik di sekolah.....

(16) Easy

In the past, however, it was easy to tell that a photo had been change. �

pada masa lalu perubahan foto sangatlah sulit terutama dalam perubahan

warna.

It is obvious that the interpretation of the words blame and easy have no

correlation to the intended meaning. Instead, those give the meaning in

contrary way. Easy is translated into sulit which means difficult, while

blame translated into menyenangkan which means cheering up himself or

herself.

C. The Influence of the Phenomenon of the Interpreting Result Toward the

Message Rendering Processes

1. Componential Analysis

Since this part of analysis will be conducted using the theory in semantic,

namely semantics property. Then the data to be analyzed comes from the analysis

of additions and substitutions, since in the omission the words as the data are

gone. In order to ease and give clear explanation the researcher has selected


51

several words to analyzed which indeed considering that the words can be

analyzed by using componential analysis. There are frowns and technology

available which are taken from the Additions analysis, and studio, admit, truth,

director, expressions, inherited, blame, and easy which are taken from the

Substitutions and Errors analysis.

a. Frowns

The word frowns comes from the word frown. It has the components such

as +[expression], +[disapproval], +[displeasure], and +[concentration]. In

the analysis of addition, the word frown translated into menunjukan hal-

hal salah dalam meeting tapi tidak menunjukan foto telanjang. The

Indonesian interpretation of frowns resulted in a phrase that consist of the

words menunjukan which has the components such as [activity],

+[expose], and +[demonstrated]; hal which has the component such as

+[concern], +[case] ; salah which has the components such as +[bad],

+[dishonest], +[immoral]; dalam which has the components such as

[preposition], +[inclusion], +[involvement], and +[insertion]; meeting

which has the components such as [activity], [discussion], and

[committee]; tidak which has the components of +[negation], +[denial],

and +[refusal]; tapi which has the components such as [conjunction] and

[contrasting]; foto which has the components of [image], [document], and

[portray]; telanjang which has the components such as +[bare],

+[uncovered], and +[unprotected]. From the analysis which breakdown

the components of each Indonesian word given above, it is clearly shown


52

that there is no single Indonesian word that represents or shares the same

componential analysis of the word frown. It means, the interpretation is

not suitable.

b. Technology available

The word technology has the components such as [equipment],

+[scientific], [knowledge], and +[advance]. Meanwhile the word available

has the components such as [can be obtained], [can be accessed], +[exist],

and +[on hand]. In the analysis of addition the words technology available

is interpreted into teknologi yang sangat minim berada di sekitar mereka.

From the interpretation phrase, the componential analysis will analyzed

each of the component of the word such as teknologi which also has the

same components from the word technology above, namely [equipment],

+[scientific], [knowledge], and +[advance]. The next words are yang

which has the components such as [adverb] or [keterangan] in Indonesian,

[forming adjective clause], [which is] and [who are]; sangat which has the

components such as +[extra], +[intense], and +[high degree]; minim which

has the components such as +[low], +[narrow], and +[small]; berada

which has the components such as +[exist], [stay], and [in placed]; di has

the components such as [location], [preposition], and [position]; sekitar

has the components such as [range], +[near], and +[narrow]; mereka has

the components such as [pronoun], +[animate], and [plural]. This analysis

shows that only the word technology which is properly interpreted,


53

because Indonesian language already has this terminology each

represented in the word teknologi. In the other hand, the word available is

not correctly interpreted into yang sangat minim di sekitar mereka. From

the analysis of each word, it can be concluded that this Indonesian phrase

does not convey the components of available. However, since the

keywords consist of two words, namely technology and available, that

work together building the intention of the sentence, thus the interpretation

must be cope the components of the two words. Unfortunately, the

components that are conveyed in the target text is only from the word

technology. Therefore, this interpretation can be said as inaccurate

interpretation.

c. Studio

The word studio has the components such as [room], [place], [practice],

[exercise], and [broadcast]. In the analysis of Mild Semantics Error, the

word studio is interpreted into ruangan. The word ruangan has the

components such as [place], [wall], [floor], and [ceiling]. Literally, the

word studio and ruangan have slight different meaning. However, since

those words share the same component namely [place] and the target text

is part of the components of studio that is [room] which in Indonesian

means [ruangan], therefore, this interpretation only causes a little change

which is not greatly affect the intended meaning.


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d. Admit

The word admit has the components such as +[honest], +[true], +[confess],

+[utter] and +[state]. In the analysis of Mild Semantics Error, the word

admit is interpreted as mengatakan. The word mengatakan has the

components such as +[state], +[utter], and +[express]. In this

interpretation, the target text has the same components of admit such as

+[utter] and +[state]. It means that the two words have similarity, although

not totally the same. Therefore, this interpretation only causes a little

change which is not significantly affecting the meaning.

e. Truth

The word truth has the components such as +[fact], +[real], +[certain], and

+[exact]. In the analysis of Gross Semantics Errors, the word truth is

interpreted into barang bukti. This phrase consists of two words, namely

barang which has the components such as +[inanimate], [object], and

[equipment]; and bukti which has the components such as [document],

+[fact], [entity] and [information]. The source and target text are share the

same component as +[fact] from the word bukti. However, it does not

mean that the both words are equivalent. It is because in the target text, the

words have to work together in shaping the meaning. Therefore, there are

some components that can make the interpretation in the target text

becomes irrelevant, those are [entity], [object], [equipment], and

[document]. These components refer to certain entity that has to have a


55

presence in the real world. In addition, it considers being different from

the source text intended meaning.

f. Director

The word director has the components such as +[animate], +[human],

[manages a business], [leader], [principal], and [chief]. In the analysis of

Gross semantics Errors, it is interpreted as profesor. The word profesor

has the components such as +[human], +[animate], [research], and

+[scientific]. In this case, only two components are suitable to director’s

components, namely +[human] and +[animate]. However, considering the

matter of occupation and profession, director cannot be literary interpreted

as profesor, because either director or profesor does not share the same

components exactly. For example, the word profesor does not have the

component as [manages a business]. In the other hand, the word director

does not have the components such as +[research] and +[scientific]. This

condition is an essential part of the interpretation, since the three

components above can make the two words different to each other.

Therefore, this interpretation can be considered changing the intention of

the sentence.

g. Expressions

The word expressions has the singular form as expression, which is

referring to the context of the text, it has the components such as

+[idiomatic], +[meaningful], [proverb] and [has implied meaning]. In the

error of false reference, expression is interpreted as ekspresi. The word


56

ekspresi has the components such as [exposition], +[reveal], and [showing

feelings]. This interpretation considered as false in the previous analysis. It

clearly shows that none of the components of the source text is conveyed

in the target text. Thus, this is obviously violating the meaning.

h. Inherited

The word inherited has the components such as [hereditary], +[genetic

predisposition], +[possession], and [generation]. In the error of false

reference, the word inherited is interpreted as warisan. The word warisan

has the components such as +[given], [former], [hereditary], [generation],

and +[possession]. Here, the word warisan does not possessed the

component +[genetic predisposition] which is the most essential part when

refer to the context of the whole text. Regarding to the context, the target

text should contain biological value, which in this case only conveyed by

the component +[genetic predisposition]. This means that the word

warisan is not the appropriate word to use as an interpretation, and has

quite different meaning.

i. Blame

The word blame has the components such as +[wrong], +[fault],

[responsible], and +[bad]. In the error of meaning analysis, the word blame

is interpreted as menyenangkan. Indeed, it is an opposing interpretation.

The three components namely +[wrong], +[fault], and +[bad] are not the

components which conveyed in the word menyenangkan, rahter it will


57

have +[pleasure], +[good], and +[right]. Thus, this is distorting the

intended meaning.

j. Easy

The word easy has the components such as +[effortless], -[hard],

+[simple], and +[uncomplicated]. In the error of meaning analysis, the

word easy is interpreted as sulit. This is a bad interpretation, because it

cause the target text audience think on the opposite of what is meant by the

source text speaker. In detail, the word sulit has the components that

oppose to the word easy such as [full of effort], +[complicated], and

-[simple]. In short, this interpretation changes the intended meaning.

2. The Influence of Omissions, Additions, and Substitutions and Errors

Going to the next step of analysis, this part will elaborate how those

phenomena influence the message rendering process in order to measure the

accuracy of the interpretation. As mentioned before that the term accuracy in this

research closely related to the concept of equivalent. Therefore, the phenomenon

occurred such as omissions; additions; and substitutions and errors will be

analyzed using the translation theory of equivalent.

a. Omissions

As mentioned in the previous chapter that translation defines equivalent as

the relationship between a source text and a target text that allows the target text

to be considered as a translation of the source text. Therefore, an omission of

interpretation or lost interpretation cannot be analyzed by using this translation


58

theory, since the target text that the source refers to is gone. However, regarding

to the analysis of the omission mentioned before, it can be seen clearly whether

the interpretation is accurate or not.

b. Additions

The elaboration additions that found in this research also already give an

explanation of how the interpretation accuracy is, since in the definition of

elaboration additions mention that the addition presented in the interpretation is

unrelated to the intention of the sentence. However, the researcher tries to explore

more in this phenomenon, and found that it can be said that the elaboration

addition occurred in this research is believed to be a failed processs of one-to-no

equivalence translation. As mentioned in the previous chapter that this

equivalence established when no equivalent is available in the target text. For

example, most languages did not have the term computer in their vocabulary.

Therefore, when such word appeared in translation or interpretation, then a

circumlocution (a phrase to describe an object) would be chosen to explain the

meaning. In this case, the interpreter tried to give a phrase to describe the source

text word, although the source text word has the lexical translation in the target

text. For instance, the interpretation of frowns. Instead of giving the appropriate

description of the word frowns in Indonesian language, the interpreter gives an

irrelevant elaboration the word which translated into menunjukan hal-hal yang

salah dalam meeting tapi tidak menunjukan foto telanjang. As a result, the

description has no correlation to the gist of the sentence.


59

3. Substitutions and Errors

From the Mild Semantics Error analysis, the researcher found that the

interpreter tried to gain the connotative equivalence. As mentioned before, this

equivalence established when the source and target text words triggering the same

or similar associations in the minds of native speakers of the two languages.

However, the findings also show that it cannot be definitely classified as a

connotative equivalence, because the interpretation still causing a little distortion

of the meaning. In the interpretation of the word studio into ruangan and the

word admit into mengatakan show that the source text and the target text words

pointing not to the ecxatly similar associations. However, when considering the

context of the text and the componential analysis conducted before that some of

the components of the source text are conveyed in the target text, then the

intention of the sentence is not hardly violated and the essence of the sentence still

can be found. Thus, the result from this interpretation is less accurate. In the other

hand, the result of the analysis of the Gross Semantics Errors, namely error

stemming, error of false reference, and error of meaning cannot be analyzed by

using the translation theory of equivalence, because in the previous analysis it is

already mention that none of them has the quality of equivalence or accuracy.


60

CHAPTER V

CONCLUSION

At the end of the analysis of this research, a conclusion can be written

based on the analysis that has been done in the previous chapter. The discussion of

this chapter will include the findings of the research for each problem in the fourth

chapter. After giving the conclusion for each problem, a general conclusion for

the whole research will also be stated.

The first problem is meant to find out the how the keywords are

interpreted from English into Indonesian. From the analysis conducted before, it

can be seen that there are several phenomena that occurred in the keywords

interpretation. They are omissions, additions, and also substitutions and errors.

There are two types of omissions in this research, namely skipping omission and

comprehension omission. The skipping omission causes little change of the

intended message. As a result, the message rendering process is slightly disturbed

and the interpretation becomes less accurate. In the other hand, comprehension

omission causes the lost of translation, since the interpretation of a word is a long

pause or blank. Thus, it will distort the message rendering process and the

keywords interpretation becomes inaccurate. The next term is additions. There is

only one kind of addition found in the research, namely elaboration addition.

Elaboration addition gives an unrelated explanation of certain word from the

source text into the target text. It is not significant to the content of the sentence of

the source text. The last term is substitutions and errors. In this term there are two


61

types that are found, namely mild semantics error and gross semantics errors. In

the gross semantics errors the researcher also found three sub-categories such as,

error stemming, error of false reference, and error of meaning. In the mild

semantics error the interpretation of keywords is not properly accurate, because

the meaning between the source and the target text is slightly different, although,

the message rendering process is not totally disturbed. Meanwhile, the result of

the gross semantic error analysis implied that from all of the sub-categories, the

messages are violated.

The second problem is meant to know how the interpretation of the

keywords affect the message rendering which later it will determine the accuracy

of the interpretation. The componential analysis process, which is only applied in

the additions and substitutions, shows that in the additions phenomena appear to

be inaccurate interpretation, because most of the source text keywords’

components are not conveyed in the target text. Similar to the phenomena of

additions, in the gross semantics errors, the interpretation can be classified as

inaccurate regarding to the components of the source text’s words that are not

conveyed in the target text’s words. However, in the mild semantics errors

phenomena, there are some components of the source text’s words that conveyed

in the target text. Although it still causes a little distortion of the meaning of the

word, the message rendering process is not greatly affected. As the result the

interpretation considered to be less accurate.

In order to give more convincing explanation of the research findings, the

researcher here also provides an analysis using the translation theory of


62

equivalence. The result of this analysis shows that according to the one-to-no

equivalence translation, the addition phenomena is a failed interpretation which

means the interpretation is inaccurate. Meanwhile the result of the analysis of

connotative equivalence, the mild semantics errors is a near-failed interpretation,

and therefore it is considered to be less accurate.

In general, from the analysis of the research above, it shows that the

interpretation of keywords of English-Indonesian consecutive interpretation has

two conditions, namely less accurate and inaccurate.


63

BIBLIOGRAPHY Baker, Mona. Routledge Encyclopedia of Translation Studies. London: Taylor and Francis e-Library, 2005. Baugh, Albert C, Thomas Cable. A History of the English Language Fifth Edition. New Jersey: Pearson Education, Inc., 2002. Carter, Ronald. Keywords in Language and Literacy. London: Routledge, 1995. Finegan, Edward. Language, Its Structure and Use, Fourth Edition. Boston: Wadsworth, 2004. Fromkin, Victoria, Robert Rodman and Nina Hyams. An Introduction to Language Ninth Edition. Boston: Wadsworth, 2010. Ginori, Luciano and Eizo Scimone. Introduction to Interpreting. Bexley: A Lantern Press Production, 2001. Hale, Sandra Beatriz. Community Interpreting. New York: Palgrave Macmillan, 2007. Hanafi, Nurachman. Teori dan Seni Menerjemahkan. Nusa Indah, 1986. Hatim, B. Teaching and Researching Translation. London: Pearson, 2001. Holloway, Immy. Basic Concept for Qualitative Research. Blackwell: Germany, 1997. Kempson, Ruth M. Semantics Theory. Melbourne: Cambridge University Press, 1997. Kisslinger, Ellen. Selected Topics High-Intermediate Listening Comprehension. New York: Longman Publishing Group, 1994. Lambert, Sylvie and Barbara Moser-Mercer. Bridging the Gap: Empirical Research in Simultaneous Interpretation. Amsterdam: John Benjamin Publishing Co., 1994. Larson, Mildred L. Meaning-Based Translation A Guide to Cross-language Equivalence. Lanham: University Press of America, 1984. Lehmann, Winfred P. Language An Introduction. Austin: Random House, Inc., 1983.


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Nida, Eugene Albert. Toward a Science of Translating. Leiden: E. J. Brill, 1964. Palumbo, G. Key Terms in translation Studies. London: Continuum, 2009. Pym, Anthony. Exploring Translation Theories. Oxon: The Taylor and Francis e-Library, 2010. Pӧchhacker, Franz. Introducing Interpreting. New York: Routledge, 2004. Pӧchhacker, Franz. The Interpreting Studies Reader. London: Routledge, 2002. Simpson, J. M. Y. The Encyclopedia of Language and Linguistic Volume 4. London: University of Glasgow, 1994. Violi, Patrizia. Meaning and Experience. Bloomington: Indiana University Press, 2001. Wijanarka, Hirmawan, Dewi widyastuti, Th. Enny Anggraini, Maria Ananta. ed. Pedoman Akademik Program Studi Sastra Inggris. Yogyakarta: Program Studi Sastra Inggris USD., 2005. Yule, George. Pragmatics. Oxford: Oxford University Press, 1996. Online Reference: Dam, Helle V.On The Option between Form-Based and Meaning-Based Interpreting: The Effect of Source Text Difficulty on Lexical Target Text Form in Simultaneous Interpreting. <http://www.openstarts.units.it/dspace/bitstream/10077/2445/1/02.pdf> (12 July 2009) Dam, Helle V. Text Condensation in Consecutive Interpreting. <http://download2.hermes.asb.dk/archive/download/H17_14.pdf> (25 September 2009) http://home.erthlink.net/~terparto/id7.html (17 March 2010) http://qualitativeresearch.ratcliffs.net/15methods.pdf 15methods (20 June 2010) http://seattlecentral.edu/faculty/baron/Winter_courses/ITP163/ITP163CEUNit7Monitoring&Correction.htm (3 February 2010) http//serendip.brynmawr.edu/exchange/ncde/1212 (3 February 2010) http://translationjournal.net/journal/14equiv.htm (5 May 2010)


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http//www.aiic.net/viewpage.cfm/article299.htm (1 December 2010) http//www.interpreters.net.cn/articles/interpreter_in_doing_bussiness_in_china.htm. (10 October 2009)

Woods, Peter. Qualitative Research. University of Plymouth, 2006. <http://www.edu.plymouth.ac.uk/resined/qualitative methods 2/qualrshm.htm> (7 January 2011)








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APPENDIX 2

The Written Text of the Oral Translation of the Target Language

A. Data I

Taken : 12-10-09

Theme : Dyslexia

1. S-Halo semuanya, saya rasa kita akan mulai sekarang/

(humming)...masalah dalam belajar/ Hari ini kita akan membicarakan

salah satunya yaitu disleksia/ Di bagian pertama pembicaraan ini belakang

disleksia itu/ e...pertama dari kata dari dari kata aslinya dulu e..D Y S L E

X I A/ yang berati kesulitan dalam dengan menggunakan kata-kata/

bagaimanapun disleksia juga tidak hanya mempu mempunyai kesulitan

pada bahasa dan bahasa dan kata tetapi juga banyak kesulitan yang lain/

disleksia mempunyai banyak gejala e..dari satu orang dari satu yang setiap

orang memang berbeda gejala-gejalanya/ kesulitan dalam pembacaan salah

satunya adalah salah satu anak membaca rangkaina POT (in English) tapi

menjadi TOP (in English) atau membaca bisa membaca sedangkan namun

tidak mengerti sedikit makna dari kata itu/ L-Ada beberpa masalah lain

yang juga lebih besar dari itu, misalnya mereka tidak bisa membedakan

antara kiri dan kanan, atas dan bawah, depan dan belakang, atau bahkan

mereka tidak bisa mengikat tali sepatu mereka. Ini adalah contoh masalah

yang berkaitan dengan arah/ E..beberapa orang beberapa penderita

disleksia memiliki masalah dalam konsentrasi e../ e..salah satu dari gejala

disleksia itu salah satunya bahkan beberpa orang tidak bisa melafalkan

namanya sendiri yaitu merupakan hal-hal yang sensitif bagi mereka dan

sebanyak 60% dari penderita disleksia e../ mereka juga mempunyai

masalah di dalam hanya menambah angka-angka menjumlahkan angka-

angka yang sederhana dan ini adalah beberapa contoh dari permasalahan

yang dimiliki oleh orang yang disleksia/ apakah ini masalahnya?

Jawabannya adalah iya. Tapi dari sepuluh siswa menderita disleksia dan

e../ e..pada pada kenyataannya disleksia menyerang baik perempuan dan


73

anak perempuan dan laki-laki. Selama ini kita mendengar bahwa disleksia

hanya menyerang banyak menyerang laki-laki saja padahal kesimpulan

ditarik bahwa banyak kenyataan bahwa lebih banyak anak laki-laki yang

dipilih dari anak perempuan.

1. S-Halo semunya mari kita mulai sekarang/ (unclear)..ada banyak (unclear)/

hari ini kita akan membicarakan salah satu dari masalah tersebut yaitu

disleksia/ Pada bagian perteama saya akan menjelaskan apa disleksia itu/

pertama adalah asal kata disleksia D Y X L E X I A yang berasal dari

Yunani/ ini berarti ke kesulitan didalam menggunakan kata-kata yang

berkaitan dengan bahasa yang berkaitan dengan bahasa yang berkaitan

dengan kata-kata/ e..tetapi disleksia itu tidak hanya berkaitan dengan

kesusahan dalam berbahasa tetapi juga e..tetapi juga dengan masalah-

masalah yang lain/ e..beberapa orang kesulitan dalam lupa bu/ misalnya

seorang anak membaca POT dengan TOP, atau seorang anak tidak bisa

membaca dari kalimat/ itu berdekatan dengan maslah (unclear)/ e..ada juga

masalah-masalah lain yang berkaitan, orang-orang disleksia ituu biasanya

juga mendapat kesulitan dalam menunjukan arah/ e..mereka tidak bisa

e..menentukan arah ke kiri dan mereka juga tidak bisa e..menentukan atas

dan bawah/ L-beberapa orang yang disleksia mengalami kesulitan untuk

menceritakan waktu untuk menunjukan arah dan untuk berkonsentrasi/

beberapa penderita disleksia memiliki masalah berkaitan dengan daya

ingat, kadang-kadang mereka tidak bisa mengingat hal-hal yang lainnya

seperti misalnya e..nama hal-hal yang berkaitan dengan nama/ 60% dari

penderita disleksia memiliki masalh dengan matematika dasar, mereka

bahkan mengalami kesulitan dalam menambahkan angka-angka yang

sederhana/ e..itu merupuakan e..itu mungkin merupakan sebuah masalah

yang sederhana tapi satu dari satu sampai sepuluh dari 10% sekolahan

a.murid-murid sekolahan mem memiliki penyakit disleksia/ disleksia

mempengaruhi baik anak laki-laki maupun wanita. Peneliti disleksia

dipertimbangkan banyaksekali pria yang terungkap, namun sekarang


74

ternyata e.. disleksia mempengaruhi baik pria maupun wanita dan dulu

e..lebih banyak pria yang berisi dari pada wanita dan kecenderungannya

lebih banyak e..pria menderita disleksia/ (unclear) tapi pada dasarnya 85%

dari penderita disleksia biasanya merupakan e..memiliki keturunan faktor

keturunan dari keluarga yang memiliki disleksia dan pada silsilah silsilah

keluarganya misalnya (unclear)/ Anak-anak dengan masalah disleksia ini

sebernarnya e..cerdas walaupun mereka ini sering sekali memiliki masalah

di sekolah bahkan mereka bisa dibilang (unclear) atau pintar dan biasanya

mereka memiliki nilai yang jauh lebih tinggi dari nilai rata-rata nilai di

sekolah/ e..aduh lupa ni.

2. S-Halo semua saya rasa kita dapat memulainya sekarang/ e..seperti yang

kita telah pelajari sebelumnya e..di..e..di kelas ini banyak sekali

permasalahan tentang pembelajaran yang kita punya/ hari ini hari ini kita

akan (unclear)/ e.. (unclear)/ dari katanya itu sendiri yaitu disleksia, D Y X

L E X I A yang berasal dari Yunani/ e..kesulitan dengan kata-kata dan

bahasa kesulitan dalam penggunaan kata-kata/ (unclear)/ (unclear)

beberapa orang (unclear)/ sebagai contoh seorang anak akan melihat POT

tetapi membacanya sebagai TOP dan dia akan melakukan sesuatu tetapi

tidak mengerti isinya/ itu merupakan permasalahan tentang disleksia/

maslah yang lain seorang yang menderita disleksia memiliki keulitan

dengan (unclear)/ mereka (unclear)/ L-beberapa orang yang menderita

disleksia akan memiliki masalah dalam me..menen..mengungkap waktu

dan arah dan lupa/ e..orang-orang yang menderita dislek disleksia

mempunyai permasalahan dalam berkonsentrasi dan memperhatikan

e..permasalahan mereka umumnya dalam berkonsentrasi dah/ beberapa

orang disleksia memiliki masalah dengan (unclear) bahkan (unclear)

masalah inteleggensia yang disebut dengan mengingat hi..hi..hi../ sebagai

contoh 60% siswa penderita disleksia mengalami kesulitan dalam

menghitung angka-angka (unclear) sebagai contoh (unclear) dan dalam/

disleksia merupakan masalah yang biasa, ini dari anak sekolah


75

e..menderita disleksia sepuluh persen dari semua anak sekolah menderita

disleksia dan biasanya mempengaruhi pria dan wan wanita/ orang-orang

berfikir disleksia hanya e..hanya diderita oleh anak laki-laki dan tidak dide

jarang diderita oleh anak-anak perempuan. Pada kenyataannya hal it

e..kesimpulan tersebut didapat karena lebih banyak anak laki-laki yang

e..dites kemampuan kemampuan meraka daripada anak-anak perempuan/

ya..e..disleksia adalah penyakit keturunan, faktor keturunan dari anak

disleksia memiliki (unclear) disleksia (unclear)/ umumnya (unclear) anak-

anak disleksia ini (unclear) pada umumnya meraka (unclear) dan itu

(unclear).

3. S- em sekarang kita akan e..mempelajari tentang dr. Wok lit wentenson e../

e..dia telah menulis buku mengenai apa itu deis disleksia dan bagaimana

cara mengatasinya/ dr. Levinson adalah ahli dalam disleksia dari Newyork/

salah satu bukunya berjudul the op upside down kid/ e..dalam bukunya dia

menceritakan tentang 8 orang murid yang mengalami masalah di sekolah/

dia mem menyebut anak-anak kecil itu outside down kid karena mereka

otak mereka bekerja dengan dengan berbeda/ disitu dia juga mengatakan

bahwaotak kita seperti set yang memiliki komputer cip untuk memiliki

(unclear)/ e..perlu diingat bahwa otak kita adalh diasumsikan sebagi tv set

dan menerima informasi sebagai (unclear)/ e..seyiap hari e..otak kita

menerima informasi e../ e..me..e..kita sinyal melihat, mendengar,

merasakan, dan menyentuh e..sinyal se yang datang dari luar tubuh kita/

Tugas dari komputer cip itu adalah untuk mengantarkan sinyal kepada otak

kita seperti e..sinyal yang dihantarkan dalam tubuh/ apabila e.. cip itu bisa

mengantarkan informasi yang benar maka akan mendapatkan informasi

yang penting/ L-duh em.. itu berarti e..mereka tidak bisa mengalirkan

informasi yang benar e..kedalam otak em.. e.. jika jika em..informasi yang

dibawa tidak benar e..itu berarti terjadi penyimpangan e..misalnya e..tidak

bisa mengalirkan informasi dalam e..membaca maka dia mengalami

masalah dalam membaca dan jika dia em..tidak bi..e..tidak bisa


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mengalirkan informasi dalam menulis e..maka dia mengalami masalah

dalm menulis/ e..otak kita memil seperti tv set tv set perangkat tv memiliki

jutaan jutaan saluran sehingga itu yang menyebabkan masalah e..e..otak

bisa dipercayai mengontrol kemampuan dalam e dalam menerima

(unclear) seperti berjalan, membaca/ e..itulah kenapa banyak anak yang

menderit e..memiliki kesulitan untuk duduk dengan tenang, mereka tidak

bisa e..mengendalikan e..(unclear) mereka jadi mereka tidak bisa

membedakan mana yang penting dan mana yang tidak penting misalnya e..

ada satu sekolahan e..mereka mempelajari misalnya pada waktu di sekolah

mereka telah mempelajari hal yang salah dahulu sehingga pada waktu

gurunya menulis di papan tulis tidak konsentrasi pada apa yang ditulis

tetapi mereka konsentrasi pada suara kapurnya/ e..dr.Levinson percaya

bahwa ketika (unclear) otak mereka (unclear) sehingga (unclear)/

em..em..disleksia adalah masalah yang menarik, tetapi itu bukan masalah

yang mudah em doter e.. guru e..apa ya mempunyai pemahaman yang

lebih baik dari orang lain/ e..anak-anak yang mengalami disleksia biasanya

e..seperti tidak mempunyai harapan mereka un..asa dan menyenangkan diri

mereka karena tidak melakukan dengan baik hal-hal yang baik di sekolah

e..dr. levinson berfi berfikir bahwa seharusnya sekolah memperbaiki sikap

mereka terhadap anak-anak yang menderita disleksia/ e..mereka

seharusnya tidak berfikir bahwa (unclear) dianggap sebagi orang yang

bekerja dengan cara yang berbeda bukan sebagai orang yang tidak bisa

berbuat apa-apa/ saya kira cukup untuk hari ini, kita akan membahas

tentang masalah lain.

4. S-Di dalam bagian ini kita akan mempelajari mengenai e..dokter pelajaran

dokter yang e..yang berbicara fokus tentang disleksia/ e..dia menulis

tentang buku tentang disleksia dan bagaimana cara e..menangani..nya/ dr.

Levinson adalah (unclear)/ e..salah satu bukunya adalah berjudul the

upside down kid/ di dalam bukunya dia berbicara mengenai 8 anak yang

memiliki problem di sekolah/ dia menyebut e..anak-anak upside down


77

karena cara mereka berfikir berbeda dengan orang lain/ (mumbling)/

(unclear) dan..dan..dan..otak dan..e../ tiap hari e..cip komputer menerima

informasi dan setiap hari e..sinyal-sinyal itu disampaikan/ informasi

eh..sinyal yang diterima itu berdasarkan apa yang kita lihat, apa yang kita

dengar, apa yang kita rasakan e..kemudian informasi itu kemudia

informasi tiu di.. e.. disampaikan ke ot/ kerjaan komputer cip untuk

(unclear)/ (unclear)/ L-tugas dari komputer cip adalh untuk

e..mengirimkan sinyal-sinyal dan kalau sinyal-sinyal itu tidak dikirimkan

dengan benar akan menyimpang/ e..jadi saat e..dia membaca sinyalnya itu

tidak terkirim dengan baik jadi dia membacanya itu e..salah kacau itu

e..sa..e..ada yang sama terjadi saat dia e..mendengar sesuatu e..sinyalnya

sampai ke otak itu berbeda jadi e..informasi sampai ke otak kacau balau/

e...(unclear) memiliki banyak channel (unclear)/ dr. Levinson

mengungkapkan bahwa (unclear)/ e..otak juga mengkontrol kemampuan

berkonsentrasi e..mengenai sesuatu yang penting atau tidak penting,

contohnya e..anak-anak yang memiliki kemampuan knentrasi terkecoh/

e..saat guru menulis di papan tulis e..anak-anak yang e..anak-anak

penderita disleksia cenderung e..konentrasi kepada suara kapirnya itu

daripada mendengarkan apa ynga dibicarakan oleh gurunya/ (unclear)-

blank/ em..(unclear) biasanya disleksia itu tidak (unclear) dr. Levinson

e..mengungkapkan bahwa e..orang-orang dengan disleksia seharusnya

(unclear) karena mereka (unclear).

5. S- oh sekarang bu? Oh ya..dr. harold Levinson mempelajari tentang

disleksia sejak lama/ e..buku yang terpenting untuk membantu

mempelajari apa disleksia itu/ dr. Levinson adalah seorang profesor yang

meneliti tentang disleksia dan membuat (unclear) begitu/ buku pertamanya

berjudul the upside/ di buku itu diceritakan tentang 8 anak-anak di

sekolah/ dia menyebut anak itu sebagai up up down karena anak itu

memiliki sesuatu yang berbeda/ e..unutk mengetahui mengenai disleksia

e..dokter tersebut e..mengutamakan sebagai e..e..otak sebagai e..tv set


78

e..dimana e..saluran-saluran e..yang dikirim tidak terkirim dengan baik/

perlu diingat e..otak sebagai e..set tv (unclear)/ tiap hari e..komputer cip

mengi.. meng..mengirimkan informasi e..tiap hari juga saya lupa/ e..ini

tentang apa yang kita rasakan, kita lihat, kita sentuh e..dan informasi

selanjutnya e..adalah apa gitu ya/ e..cara kerja komputer itu e..adalah

e..e..saluran dari otak dauh nggak tau miss lupa/ (unclear) memantul

(unclear) salurannya di (unclear)/ L-jika komputer cip memberikan sinyal

dengan baik maka e..sinyal yang diterima menjadi benar, tapi saat e tidak

diterima dengan baik saat sinyal tidak diterima dengan baik maka itu akan

menjadi sebuah masalah/ e..sebagai contoh ketika e..seseorang tidak bisa

menyampaikan sinyal pada saat dia membaca e..maka dia tidak bisa

memahami apa yang saat..di apa yang isi dari bacaan tersebut e..dan e..e../

e..otak kita memiliki jutaan saluran atau channel e..sehingga e..sama

seperti e..tv set yang punya banyak saluran juga sehingga banyak problem

yang e..ditimbulkan oleh karena e..banyak channel tersebut e..sehingga

anak-anak juga memiliki banyak masalah banyak problem/ (unclear)/ aduh

e..hal ini e..mempengaruhi e..konsentrasi dari dari orang yang terkena

disleksia, sebagi contoh jika ada seorang guru sedang menulis sebuah

materi e..maka dengan menggunakan kapur, maka seorang yang terkena

penyakit disleksia tidak melihat materi tersebut tapi melihat suara dari dari

dari bunyi kapur tersebut dan dan itu membuat membuat id ide dari dari

penulis dari dari tulisan tersebut jadi berubah/ e..tapi e ada berita bahagia

disini bahwa dr. Levinson menemukan bahwa otak kita bisa

menyembuhkan ap e..disleksia itu maksudnya berjalan seiring berjalannya

usia e..dah akan menghilang dengan sendirinya/ disleksia itu e..suatu hal

yang menarik tapi tidak simpel, jadi dr.levinson meneliti mengenai

disleksia tersebut/ (unclear).

B. Data II

Taken : 14-10-09

Theme : Fotojournalism


79

1. S-Hari ini kita akan membicarakan tentang fotojurnalistik dan kita juga

akan membahas tentang pertanyaan-pertanyaan moral/Masalah yang

dibicarakan adalah tentang teknologi yang dapat mengubah hasil dari

foto/Sekarang kita bisa melihat fotojurnalistik mempunyai peranan yang

penting dalam pemberitaan/Saat kita bebicara tentang fotojurnalistik, ada

seseorang yang mengambil foto untuk dijadikan penelitian-

pendidikan/Salah satunya bisa-saat ini bisa tentang perang, badai, presiden

yang sedang bertemu dengan beberapa orang dan pertandingan

sepakbola/Gambar-gambar tersebut memberitahukan kita tentang

kejadian-kejadian yang sedang berlangsung di dalam kehidupan/Sekarang

fotojurnalistik mempunyai beberapa alat yang menangkapnya, tidak hanya

cuma kamera/Hari ini saya akan berfokus tentang foto jurnalistik yang

menggunakan computer/Poin pertama adalah computer yang mana yang

bisa digunakan dengan lebih mudah untuk mengubah gambar/Dan

merubah isi yang ada di dalam gambar/Mereka bisa melakukan ini untuk

bisa mendapatkan gambar yang mereka inginkan/Satu teknik yang dapat

mereka gunakan dengan menggunakan foto digital. L- Foto difital yang

dulu di mana beberapa puluh tahun yang lalu foto digital hanya digunakan

oleh orang yang terlatih special, dan sekarang semua orang bisa

manggunakannya/Pada dasarnya setelah gambar itu dimasukan dalam

computer dan diubah secara mendasar akan sangat susah untuk

membedakan antara yang sudah diubah atau yang belum/Mari kita ambil

contoh, ada sebuah foto dengan mentri dari Jepang, presiden Amerika dan

salah satu mentri lain, penggunaan foto digital dapat membuat posisi

mereka lebih jauh atau lebih mendekat/Pengambilan gambar bisa dijadikan

semakin kecil ataupun pengambilan gambar itu menggambarkan situasi

yang berbeda dalam kondisi saat itu-Hal ini penting untuk melihat

bahwa…../Masalah sekarang yang kita punyai adalah bahwa setelah foto

itu dirubah akan sangat susah sekali untuk membuktikan bahwa foto itu di

ubah atau tidak-Sekarang mari kita lihat, apakah benar penggunaan eh

pengubahan foto yang sekarang dilakukan/Pada jaman dahulu foto dapat


80

digunakan sebagai barang bukti/Kita bisa lihat contohnya saja beberapa

ekspresi pada foto itu kutipannya adalah foto tidak bisa berbohong,

contohnya saat kamu berada di pesta dan saya mempunyai bukti foto

dirimu kamu nggak bisa mengelak lagi kalau kamu tidak datang ke pesta

itu.

2. S-Hari ini kita akan memebicarakan tentang fotojurnalistik dan akan

membicarakan tentang masalah etika/Masalah yang mereka hadapi adalah

karena adanya teknologi yang sangat minim berada di sekitar

mereka/Sekarang ini fotojurnalistik memiliki peran yang sangat penting

dalam menyampaikan berita/Fotojurnalis seperti yang saya pikirkan

fotojurnalis itu tugasnya untuk mengambil foto di suatu kejadian atau

suatu peristiwa yang terjadi pada saat itu/Foto tersebut juga dapat diambil

dengan tentang perang, masalah e..pemerintahan ataupun e..e..masalah

olahraga/Gambar-gambar yang ada memberikan informasi tentang apa

yang terjadi di dunia kita ini/Sekarang ini fotojurnalistik memiliki banyak

alat yang bisa mereka gunakan/Hari ini saya akan membicarakan tentang

computer dan bagaimana computer itu di gunakan foto jurnalis/Dengan

menggunakan computer, juru foto dapat lebih mudah untuk mengubah

foto-foto tersebut /Mereka dapat merubah isi dan apa yang digambarkan di

foto tersebut/Mereka dapat melakukan semua ini untuk mendapatkan

gambar mana yang benar-benar mereka inginkan/Satu teknik yang bisa

digunakan adalah e..e..e..pengeditan dalam elektronik/L-Dulu 10 tahun

yang lalu, foto grafi…foto-foto…foto-foto tersebut tidak ada pengeditan,

tapi sekarang ini foto-foto tersebut dapat direkayasa/Jadi pada

pengambilan gambar secara digital hal yang pertama dilakukan ialah

me…me..me..mena…opo yo..foto tersebut diedit,dimasukan dulu ke

computer dan kemudian dan dapat diubah dengan menggunakan beberapa

dasar…beberapa cara dasar dan sangat e..yang sangat…e..mudah untuk

diubah tapi sangat susah untuk dijalankan/Sebagai contoh misalnya

seorang jurufoto mengambil gambar mangambil foto presiden Amerika,


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perdana mentri Inggris dan perdana Mentri Jepang dalam suatu pertemuan

dengan foto digital si juru foto dapat mengubah posisi dari ketiga tokoh

tersebut menjadi lebih dekat dalam sebuah foto/Bisa…jurufoto bisa

e…me..mengedit gambar…atau mengubah gambar dan mungkin ketawa

dengan cara…cara mereka tertawa bisa dirubah dengan pengeditan itu dan

bisa…senyum meraka bisa dibuat dengan sesuatu yang

bermasalah/Pada..dulu fotografi itu dapat foto-foto tersebut dapat…tidak

dapat dirubah namun untuk sekarang ini foto foto-foto tersebut dapat

berkembang dengan adanya foto yang berwarna/Dalam hal ini foto-foto

dapat sangat mudah untuk dirubah hingga…sehingga orang tidak dapat

mengetahui foto-foto tersebut sudah dimani…sudah diubah/Sekarang mari

kita lihat pertanyaan dasar apakah pengeditan atau pemanipulasian gambar

itu salah/Ada beberapa ekspresi yang bisa ditangkap dari pertanyaan

ini…fotografi salah satu ekspresinya adalah fotografi tidak berbohong dan

semisal apa yang bisa kita..rubah dari sebuah foto bagaimana saya tertawa

atau saya berbicara.

3. S-Hari ini kita akan berbicara tentang fotojurnalistik dan lebih spesifik

pada foto/Permasalahan yang dihadapi seringkali mengacu pada

permasalahan teknologi yang dipakaii dalam fotojurnalistik/Saat ini

fotojurnalistik memiliki peranan yang sangat penting dalam melaporkan

berita/Saat saya berfikir tentang fotojurnalistik, saya berfikir tentang

fotografer yang mengambil gambar-gambar pada saat acara/Seperti

peristiwa bencana, pertemuan presiden, bahkan…/Foto It..foto-foto

tersebut memberikan informasi kepada kita mengenai apa yang terjadi di

dunia ini/Saat ini foto-foto jurnalistik memiliki berbagai alat untuk

difoto/Hari ini saya akan memfokuskan pada penggunaan computer dalam

fotojurnalistik/Hal yang penting bahwa, computer itu lebih mudah untuk

mengedit foto/Foto…computer dapat mengubah isi foto secara

keseluruhan/Mereka dapat melakukannya untuk mendapatkan foto yang

hanya mereka inginkan/Salah satu teknik yang dapat digunakan adalah


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pengeditan secara digital/L-Pada zaman dulu, pengambilan foto hanya

dilakukan oleh orang-orang yang sudah mendapatkan latihan khusus tapi

sekarang banyak orang sudah mulai menggunakan fotografi/Saat mengedit

foto, foto itu ditaruh…ditaruh di computer lalu foto-foto itu diedit dengan

cara-cara yang dasar. Bagi seorang ahli fotografer, sangat mudah untuk

mengedit foto tersebut namun sulit untuk

mempertanggungjawabkannya/Sebagai contoh, misalnya seorang jurufoto

mengambil gambar perdana mentri, presiden, dan perdana mentri Jepang.

Komputer dapat meng…Jurufoto tersebut dapat mengubah foto tersebut,

mendekatkan ketiganya atau menjauhkan ketiga gambar

tersebut/Fotografer juga dapat menghilangkan salah satu gambar secara

keseluruhan atau mengubah senyum dengan gambar itu atau mengubah

senyum menjadi menjadi menjadi wajah tidak tersenyum yang

menunjukkna bahwa bahwa gambar tersebut memiliki suatu prasangka

terhadap gambar yang ada/Ini sangat penting bahwa pengubahan foto itu

pada zaman dulu sangat sederhana tapi pada terutama pada pengubahan

warna/Pada waktu sekarang ini sangat sulit untuk mengatakan bahwa foto

tersebut telah diedit/Sekarang mari kita fokuskan pada pengubahan foto.

Pada zaman dahulu foto dapat memberitahu tentang kebenaran/Ada salah

satu istilah lama yang sangat terkenal, foto tidak akan berbohong, karena

foto itu akan menunjukkna keadaan yang sesungguhnya, misalnya saya

mempunyai fotomu pada saat berpesta.

4. S-Mari kita lihat pada permulaannya, apakah dasar dari fotografi/Untuk

waktu….dan jangka waktu yang lama sampai sekarang ini orang percaya

bahwa foto mengatakan yang sebenarnya/Mereka mangatakan apa yang

sebenarnya terjadi/Foto itu merupakan ekspresi dari apa yang mereka

percayai/Salah atunya adalah fotogra…foto tidak bisa direkayasa/Jika

kamu mengatakan kepada saya bahwa kamu tidak pergi ke..ke suatu pesta

tapi aku mempunyai fotomu yang ada di pesta itu, jadi mana yang benar,

kamu atau fotonya/Kebanyakan orang mengatakan bahwa juru foto


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mengatakan hal yang benar/Satu gambar mengandung banyak

makna/Gambar itu mangatakan lebih dari satu makna/Itu menjadi bukti

bahwa foto mengatakan lebih dari kebenaran lebih dari kata-kata/Pada

zaman sekarang ini situasinya sudah sangat berbeda/Sekarang juru foto

menggunakan pengeditan untuk fotografi/L-Untuk selanjutnya fotografi

dapat digu…pada zaman da…pada zaman dahulu fotografi dapat

digunakan sebagai bukti, tapi pada sekarang itu tidak bisa lagi. Seperti

contohnya ketika saya mengetahui anda ketika anda berada di suatu pesta,

foto itu dapat mengatakan bahwa anda sedang berada di pesta itu, namun

fo..foto…foto dapat mengatakan suatu kebenaran/Sekarang marilah kita

menuju pertanyaan yang dasar, apakah efek dari penggunaan

fo…pencitraan elaktronik yang dipakai oleh

foto…media..mempertanyakan tentang hal itu/Ketika pengubahan…ketika

pengubahan foto digunakan ada beberapa masalah yang ditemui seperti

contohnya di majalah nasional geografi pada tahun 1982 ketika

pa…meng…mengambil foto pada zaman di pyramid/Banyhak orang yang

mengkhawatirkan tentang pengeditan foto ini, apakah foto ini dapat

terbukti sesuai dengan realitanya atau tidak/Seperti pada tahun1987

majalah Time mengambil sebuah gambar di dalam sebuah

studio/Penggunaan foto itu…digunakan…foto tersebut digunakan untuk

membuat sebuah cerita dan itu diambil oleh kedutaan besar Amerika, akan

tetapi orang-orang mengatakan tidak tentang hal itu, karena…mengatakan

tidak tentang hal itu karena itu bisa saja berbeda. Contohnya, bintang film,

orang-orang politik/Zaman sekarang ini tidak ada aturan baku yang

mengharuskan surat kabar atau koran untuk mengubah foto, tapi beberapa

dari meraka mengatakan bahwa mereka mengubah foto karena ingin

memberikan hasil yang terbaik pada fo..pada foto mereka, tapi ada juga

yang mengatakan bahwa mereka tidak ingin mengubah..mengubah foto

karena ingin terlihat sesuai aslinya/Jadi saya punya ada..ada beberapa

masalah dari foto..seorang fotografi yang mengubah…dari seorang

fotografer yang mengubah foto itu sendiri beberapa cara dan masalah-


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masalah itu sendiri terletak pada cara meng..mengubah dari yang…foto

yang sebenarnya dalam bentuk edit.

5. S-(unclear) Dalam waktu yang sangat lama orang-orang menyakini bahwa

foto mengatakan kebenaran/Foto dapat memberitahu kita apa yang

sebenarnya terjadi/Ada beberapa pengertian tentang kekpercayaan

ini/Salah satunya adalah foto tidak berbohong/Kalau kamu mengataka

pada saya bahwa kamu tidak berada di taman tapi fot…di foto itu kamu

berada di taman, jadi apa…apa kebenarannya/Banyak orang berbicara

bahwa foto memberitahu kita apa yang sebenarnya terjadi/Ekspresi yang

lainnya adalah sebuah gambar menggambar…e..e..menggambarkan ribuan

kata-kata, menggambarkan ribuan kata-kata/Ini berarti foto menggunakan

lebih dari satu kata/Ini berarti bahwa seorang fotografer itu…ide seorang

fotografer itu lebih dari…lebih dari apa yang diekspresikan/Tapi situasi

sekarang sangat berbeda/Sekarang ini fotografi dapat dirubah dengan

menggunakan alat-alat elektronik/L-Di masa lampau, foto dapat digunakan

sebagai sebuah bukti. Saya mengatakan bahwa kamu ada di sebuah pesta,

meskipun saya dapat mengatakan kamu ada di sebuah pesta dengan kamu

ada di sana tapi sekarang saya dapat menambahkan kamu dii sebuah pesta

meskipun kamu tidak berada di sana/Jadi mari kita kembali ke pertanyaan

dasar kita, apakah pengeditan foto itu mempengaruhi…mempengaruhi

media…tidak…peraturan untuk pengeditan foto di media itu berubah dari

waktu ke waktu/Foto digital, kita dapat membuat masa…dapat

menyebabkan masalah, seperti yang terlihat pada majalah Nasional

Geografik pada tahun 1982 dimana mereka selalu mengedit

foto/Orang…orang-orang mulai mempertanyakan apakah fotografer dapat

mengubah sebuah fakta dan itu terjadi pada tahun 1987 dimana terjadi

sebuah simulasi di majalah Time terjadi pada saat ada di studio/Kejadian

lain yang terjadi di kedutaan Amerika di Mosko, orang-orang berpendapat

bahwa ini tidak benar. Sekarang fotografi digunakan di event-event

olahraga,film/Tidak ada peraturan baku untuk media cetak untuk


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menyunting foto. Meraka akan menyunting foto itu untuk

mem…mem…membuat foto seseorang menjadi lebih baik tapi mereka

tidak akan pernah mengubah orang itu sendiri/Mari kita menyimpulkan

semuanya, fotograf seorang fotogrfer mempunyai banyak cara untuk

mengubah atau menyunting sebuah foto. Lalu dimana letak

pertanggungjawaban mereka/Beberapa orang mengatakan mengapa tidak

untuk melakukan hal tersebut dan

6. S-(unclear) apakah../Di waktu-waktu yang lama orang (unclear)

fotografi/Foto eh..fotografi…sebuah foto menyampaikan sesuat…hal yang

sebenarnya/Ada beberapa komentar berdasarkan e..kepercayaan

fotografi/salah satu diantaranya adalah fotografi tidak berbohong/

(blank)/Banyak orang atau sebagian besar orang berpendapat bahwa

fotografi berfungsi sebagai menyam…e...untuk menyampaikan hal yang

sebenarnya/Ekspresi yang lain adalah satu gambar dapat..dapat bermakna

ribuan/Dikatakan bahwa gambar itu …..(unclear)/Fotografi dapat lebih

dari…lebih dari sekedar kata yang bisa dibicarakan/Pada saat ini

kondisinya amat sangat berbeda/Sekarang fotografi dapat diubah

manggunakan alat-alat digital/L-Dahulu foto dapat memberikan suatu

bukti. Contohnya saat kamu di sebuah pesta saya dapat…..(unclear) kamu

sebagai sebuah bukti, tapi sekarang fotograf bisa diedit agar dapat menjadi

sebuah kenyataan hanya sebuah…..(unclear)/Kita berada pada aturan dasar

fotografi…./Sebagai pada contohnya, gambar yang diambil dari tim

nasional geografi pada tahun 1982 tentang pengambilan ganbar di Mesir

seputar pyramid/Fotografi dapat dikelompokkan menjadi dua bagian

pyramid dengan menggunakan bukti dan ini dapat dikatakan apakah

fotografer menggunakan keperyaan mereka/Pada tahun 1987 masyarakat

mengambil foto orang-orang di studio untuk menjadikan ……(unclear)

yang penting seperti….(unclear)/Tapi sekarang orang-orang banyak

mengambil foto, banyak mengambil hasil fotografi contohnya tentang

poli…politisi, gambar-gambar film dan sebagainya/Pada saat ini tidak ada


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peraturan yang benar-benar mengikat bagaimana seorang fotografi harus

manggunakan kemampuannya di bidang fotografi itu sendiri untuk

menyampaikan suatu kebenaran terhadap suatu informasi dan saat ini

memang sebenarnya fotografi ini berfungsi sebagai hal untuk

menyampaikan kebenaran dan untuk electronic…eh…electronic imaging

fotografi digital itu sendiri sebenarnya berfungsi untuk memberikan

sesuatu yang lebih baik namun sedikit disalahgunakan/Mari kita

mengumpulkan masalah-masalah moral karena banyak fotografer saat ini

mempunyai teknologi untuk mengedit foto dan pertanggungjawaban

mereka sering dipertanyakan bagaimana mereka mengedit foto tentang

perang dan kecelakaan dan menjadikannya lebih hidup.

C. Data III

Taken : 14-10-009

Theme : Fotojournalism

1. S-Hari ini kita akan memebicarakan tetang foto jurnalistik dan problem

etik/Problem etik ini muncul akibat berkembangnya teknologi dalam

pekerjaan fotografi/Sekarang foto jurnalistik memiliki peran penting dalam

pelaporan sebuah berita/Saat kita melihat…melihat tentang jurnalisme,

kita berpikir tentang pekerjaanya/Ada yang membahas tentang

Presiden/GAmbar tersebut harus memberikan informasi tentang apa yang

terjadi di dunia/Sekarang fotojurnalistik memiliki berbagai peralatan yang

tersedia tidak hanya kamera/Sekarang kita akan fokus pada computer dan

bagaimana seorang jurnalis menggunakan computer/Yang pertama adalah

bagaimana komputer merubah foto dalam perubahan fotografi/Isi dari

gambar tersebut dan apa yang terjadi dalam foto tersebut/Mereka dapat

melakukan itu untuk mendapatkan gambar yang mereka inginkan/Salah

satu teknik yang dapat mereka gunakan yaitu penggambaran elektronik/L-

Sekitar sepuluh tahun yang lalu proses pengambilan gambar elektronik

dilakukan oleh pelatih yang handal/Penga…pengeditan gambar secara

elektronik dapat mengubah sebuah foto dan itu sangat sulit untuk


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menjelaskan apakah foto itu telah dirubah atau belum/Misalnya saat ada

gambar perdana mentri dari Jepang dan Presiden Amerika Serikat dan

Perdana Mentri Amerika Serikat yang sedang mengadakan pertemuan

dengan menggunakan computer kita dapat memindahkan gambar ketiga

orang tersebut menjadi lebih dekat menjadi lebih jauh atau membuat

mereka tersenyum/Fotografer dapat membuat foto itu tersenyum atau

menunjukan hal-hal salah dalam meeting tapi tidak menunjukan foto

telanjang/Pada masa lalu perubahan foto sangatlah sulit terutama dalam

perubahan warna/Tentunya akan sangat-sangat sulit untuk menentukan

apakah foto itu telah dirubah dan hal ini yang harus kita sadari/Sekarang

pertanyaan utama adalah mengenai apakah mengenai perubahan foto. Pada

zaman dahulu kala, foto dapat menceritakan sebuah

kebenaran/Banyak..duh…banyak yang mengatakan kalau dulu foto tidak

bisa berbohong, tapi sekarang foto bisa berbohong. Contohnya, saya punya

contoh yaitu foto di pesta, kita mem… kita bisa mengatakan ada kamu di

pesta itu atau tidak.

2. S-Hari ini kita akan memebicarakan mengenai foto jurnalistik terutama

kita akan membicarakan tentang apa yang dapat ditangkap dalam

fotografi/Masalah yang kita hadapi adalah ketika alat elektronik dapat

mengubah dunia/Sekarang fotografi memiliki..e….memiliki bagian yang

penting dalam jurnalistik/Ketika saya berbicara tentang foto jurnalistik

saya teringat pada seseornag yang bekerja sebagai juru potret untuk

jurnalistik/Dia memotret perang, sepak…pertandingan sepak bola (pidato)

presiden dan banyak-banyak pertemuan-pertemuan penting/Foto-foto

meperli…memberikan informasi apa yang terjadi apa yang sedang terjadi

di dunia/Sekarang fotografi memilik..e..foto jurnalistik memiliki hal-hal

yang dapat dikembangkan dalam jurnalistik/Hari ini saya akan fockus

tentang penggunaan foto grafi jurnalistik yang digunakan dalam

computer/Poin yang pertama adalah bahwa computer dapat mempermudah

juru potret untuk mengubah gambar yang mereka tampilkan/Mereka dapat


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mengubah isinya/Mereka marubah gambar sesuai dengan apa yang mereka

inginkan/Satu teknik yang dapat mereka gunakan adalah teknik

pengubahan foto secara elektronik/L-Sepuluh tahunyang lalu pengambilan

gambar hanya bisa dilakukan oleh orang-orang yang telah terlatih, tapi

pada zaman sekarang pengambilan gambar atau pemotretan dapat

dilakukan oleh siapapun/Proses pengeditan dengan menggunakan

elektronik dapat mengubah..mengubah fotonya sendiri dan itu dapat

mempersulit dapat mengubah foto dalam cara-cara yang mendasar yang itu

dapat menyulitkan bagaimana cara penyampaiannya/Sebagai contoh, juru

foto mengambil tiga…tiga obyek, yang pertama adalah mentri, presiden

Amerika Serikat, dan mentri di Negara Jepang ini akan..e..perubahan

pergantian dari memoto satu dengan yang lain susah untuk dilakukan/Atau

bisa juga mengambil gambar lain saat mereka tersenyum dan bisa

mengubah senyum itu sehingga orang lain melihat bahwa ada sesuatu yang

menarik dalam pertemuan mereka/Sangat penting adanya pengubahan

dalam fotografi dan pada zam…pada masa silam pengubah..pengeditan

gambar dapat diketahui dengan adanya perubahan warna pada foto

tersebut, namun sekarang itu tidak terjadi/Sangat mudah untuk

mengatakan bahwa foto itu telah berubah dan sangat sulit untuk menyadari

foto itu berubah, dan itu salah satu masalah yang harus kita

hadapi/Sekarang kita akan melihat pertanyaan yang mendasar, bagaimana

mengurutkan kejadian-kejadian yang terjadi untuk contohnya dahulu kala

sangat sulit dahulu kala dahulu kala susah untuk melihat mengambil foto

pada tertentu/Beberapa ekspresi yang muncul adalah fotografi tidak bisa

berbohong, contohnya satu foto di sebuah pesta. Foto itu bisa mengatakan

sebuah kebenaran dan atau juga kebenaran

3. S-Hari ini kita akan memebicarakan tentang fotojurnalistik..fotojurnalism

yang memberikan gambaran informasi tentang fotojurnalism di

dunia/Salah satunya di..peran teknologi dalam merubah foto/Saat ini

fotografik mempunyai sisi yang penting untuk melaporkan berita/Saat


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memikirkan tentang fotografi, saya berpikir bahwa fotografi itu adalah

sebuah pekerjaan yang mengabadikan kejadian/Tentang..e..tentang badai

dan fotojurnalistik ini mengatakan tentang badai dan pertandingan sepak

bola/Foto itu memberi kita gambaran tentang dan informasi tentang apa

yang sedang terjadi/Pada saat in fotojurnal..fotojurnalistik memepunyai

banyak peralatan tidak hanya kamera/Hari ini akan saya fokuskan pada

penggunaan computer dan fotografi/Dengan komputer dapat mengedit atau

merubah tampilan dari foto-foto itu, salah satu caranya adalah dengan cara

komputer dapat mengubah atau mengedit gambar/Ini dapat merubah sisi

dari mana gambar itu /Mereka juga dapat hanya mengambil gambar yang

mereka inginkan/Salah satu teknik yang digunakan adalah menggunakan

alat pernil gambar/L-Fotografi..fotografi dapat

merubah..merubah..fotografi dapat merubah e..atau mengedit foto dan

dudlunya masih dengan menggunakan cara-cara yang..cara-cara yang

masih belum seperti saat ini..sekarang menggunakan/Gambar dapat diedit

dengan menggunakan komputer. Ini sulit untuk dilakukan atau dijelaskan

tapi ini dapat dilakukan/Misalnya fotogra..jurufoto mengambil gambar

perdana mentri Inggris atau presiden Amerika dan perdana presiden

Jepang dengan kecanggihan teknologi foto..jurufoto dapat mendekatkan

membuat mereka menjadi dekat dalam foto atau membuat mereka menjadi

jauh dalam foto/Dalam teknik ini juga jurufoto dapat membuat orang-

orang yang ada di dalam foto itu tersenyum dan bisa diperhatikan

perbedaannya/Hal-hal yang penting dalam merubah, apa namanya,

fotografi itu dengan..dengan cara merubah..merubah..merubah fotografi

dan ini lebih..lebih kelihatan lebih berwarna/Bagaimanapun sekarang ini

kehendak untuk merubah foto menjadi sangat beda. Hal ini dapat

dilakukan/Ada pertanyaan yang mendasar dalam dunia fotografi saat ini,

yaitu fotografi merupakan ekspresi yang mengungkapkan kejujuran dan

memberikan gambaran kejujuran bagi kita/Salah satu ekspresinya yaitu

bahwa gambar itu mengungkapkan kebenaran, maksudnya..mempunyai


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salah satu contoh..gambar anda ketika ada di sebuah pesta apakah itu

mengatakan kebenaran sedangakan saya bisa.

4. S-Sekarang mari kita lihat pada pertanyaan yang mendasar, apakah salah

dalam mengubah beberapa ekspresi yang bisa dipercaya/Salah satunya

adalah foto tidak berbohong/Jika kamu bilang bahwa kamu tidak pergi

kedalam sebuah pesta tetapi saya mempunyai sebuah foto kamu di sebuah

pesta, yang mana yang benar, kamu atau fotonya/Banyak orang

mengatakan bahwa foto..foto-foto mengatakan yang sebenarnya

mengatakan kebenaran/Ekspresi yang lain adalah satu gambar bernilai

sama dengan ribuan kata/Itu berarti bahwa gambar berarti banyak kata/Ini

(fakta terbukti)? bahwa sebuah foto lebih benar dan lebih komplit dari[ada

kata-kata/Saat sekarang situasinya berbeda/Saat ini gambar atau foto dapat

diubah denga pencitraan elektronik/Di masa lalu foto dapat digunakan

sebagai bukti/Saya bisa mengatakan bahwa kamu ada di sebuah pesta

karena saya mempunyai fotonya/Sekarang saya dapat mengatakan bahwa

computer dapat menghasilkan (kotak)?/Dengan kata lain foto lebih dapat

bisa dipercaya/Sekarang mari kita berbicara tentang pertanyaan dasar/L-

Dan sekarang ini adalah permasalahan yang dihadapi oleh media masa

pada saat ini. Seperti yang dihadapi oleh majalah Nasional Geographic

pada tahun 1982 sebagai berikut/Tahun 1982 e..foto-foto dapat

digabungkan dalam e (uncleaar) e..tentang….contoh nyata tentang

Nasional Geografi dilakukan sebagai…sebagai bukti

tentang..untuk..memberikan…menunjukan situasi/Tahun…ada situasi

yang sama yang terjadi pada majalah Times tahun 1987 penggunaan foto

digunakan seba..untuk penggunaan foto digunakan untuk menceritakan

suatu cerita yang digunakan seperti di../e..lagi-lagi itu tidak benar, banyak

contoh lain yaitu artis, e..politikus/Pada saat ini tidak ada peraturan tetap

tentang apakah media harus mengikuti peraturan tersebut masalah tentang

pengubahan foto. Beberapa media mengatakan bahwa mereka

mangubah…mereka tidak mengubah foto sama sekali, media lain


91

mengatakan bahwa mereka memang mangubah foto tetapi tidak mengubah

siapa yang ada dalam foto tersebut, dan media lain mengatakan bahwa

mereka tidak akan pernah mengubah foto/ Jadi secara ringkas bahwa

seorang juru foto dapat menggunakan teknologi buat pengambilan gambar

tanggungjawab seorang juru foto adalah untuk mengubah gambar-gambar

itu menjadi lebih baik/Beberapa juru foto mengatakan karena tidak dalam

menggunakan teknologi untyuk mengubah suatu objek/Menurut saya, kkta

harus berfikir secara serius, Tanya kepada diri kita sendiri, kapan,

bagaimana itu digunakan. Foto dapat menjadi sesuatu yang mebahayakan,

kita harus kembali ke pernyataan awal foto tidak berbohong.

5. S-Sekarang kita lihat dari pertanyaan mendasar apakah ada yang kenal

denga fotografi/Untuk masa yang sangat lama, orang-orang percaya bahwa

fotograf…hasil foto mengatakan yang sebenaranya/Mereka berbicara

tentang apa yang benar-benar terjadi/Ada beberapa ekspresi dari

fotografi/Salah satunya adalah foto tidak berbohong/Jika saya mempunyai

foto kamu di sebuah pesta kemudian kamu mengatakan kalau kamu tidak

ke pesta itu apa yang…apa yang sebenarnya menjadi pathokannya/Saya

tahu maksudnya adalah satu gambar bernilai ribuan kata/Hal ini berarti

bahwa satu gambar memiliki arti melebih dari gambar itu/Ini berarti bahwa

hasil foto lebih berarti dan jadi (unclear)/ Dalam alasan waktu, situasi bisa

menjadi sangat berbeda/Sekarang fotografi bisa diubah menjadi

pengambilan gambar elektronik/L-Di masa yang lalu fotografi eh foto

dapat digunakan sebagai bukti, misalkan saya memfoto anda sedang dalam

suatu pesta namun (unclear) tadi tidak dapat digunakan sebagai bukti

karena alat gambar dirimu dapat diedit melalui gambar elektronik/ e..salah

satu e..pernyataan utama yang ada di fotojurnalistik yaitu foto..foto

elektronik lebih banyak…menyebar luas dibandingkan foto analog/Foto

elektronik pertama kali digunakan di majalah Nasional Geografi dapat

memilikinya/Pada tahun1982 ada beberapa fotografi yang coba untuk

melakukan foto dan blank/Maka pertanyaan itu akan muncul apakah hal


92

itu benar terjadi, hal ini juga terjadi pada majalah Times tahun 1987 ada

foto seorang dalam satu ruangan dan foto tersebut apakah benar telah

diedit merupakan foto orang-orang yang berkumpul di satu kedutaan besar

di Mosko/Sejak saat itu banyak foto-foto dari artis, politisi yang

diubah/Saat ini ada beberapa peraturan yang mungkin diterapkan di

majalah. Beberapa majalah mengatakan koran mengatakan mereka akan

merubah foto-foto tersebut untuk membuat orang terlihat lebih baik, tetapi

ada yang mangatakan mereka tidak akan merubah foto sama sekali/Mari

kita merangkum semua dari di topic ini, beberapa jurnalis mencoba untuk

mengubah fotograf dan memberikan informasi pada satu orang.

6. S-Sekarang mari kita melihat pada pertanyaan…pertanyaan dasar, apa

akibat merubah foto/Sejak dulu fotografer dipercaya juru foto dipercaya

bahwa dia dapat menguubah foto/Ada beberapa ekspresi tertentu

berdasarkan keyakinan ini/Salah satunya mengatakan bahwa foto tidak

dapat berbohong/Jika kamu percaya pada ekspresi seperti itu

maka/Kebanyakan orang mengatakan bahwa foto menceritakan cerita yang

benar/Ekspresi yang lain mengatakan bahwa sebuah gambar dapat

berbicara ribuan kata/Satu foto dapat mengandung beberapa kata/Ide ini

berdasarkan pada keyakinan bahwa foto dapat dipercaya dan dapat lebih

berisi daripada kumpulan (foto?)/Pada masa sekarang bagaimanapun

keadaannya sudah menjadi sangat berbeda/Sekarang foto dapat diubah

dengan menggunakan elektronik/Pada masa lalu foto dapat digunakan

sebagai bukti/L-Dulu saya juga bisa mengatakan bahwa saya mengenalmu

dari sebuah pesta dan aku memiliki bukti..memiliki bukti..akan tetapi

sekarang aku bisa saja mengatakan bahwa…aku telah meletakanmu di foto

itu/Mari kita berpindah kepada basic…pertanyaan dasar tetang efek dari

pengubahan foto dengan menggunakan computer…bahwa sekarang pada

masa sekarang foto dapat diubah dengan menggunakan computer/OK,

salah satu contohnya adalah foto yang di dalam yang ada di dalam majalah

Nasional Geographic itu yang merekam kejadian pada tahun


93

1982/Mereka…lalu…memotong beberapa…beberapa jarak antara orang-

orang itu sehingga mereka bisa terlihat dalam satu gambar dan orang-

orang yang membaca majalah itu mengetahuinya dan merasa itu tidaklah

benar/Pada tahun 197..1987di dalam studio pemotretan dilakukan di

dalam studio foto dan foto itu menceritakan cerita yang penting dan/Ok,

orang mudah mengatakan bahwa gambar itu tidak benar, lalu sejak saat itu

ada berbagai macam..berbagai macam contoh seperti foto-foto olahraga,

foto-foto pertemuan dan lain-lain yang ditiru.

D. Data IV

Taken : 15-10-09

Theme : Dyslexia

1. S-Hai semuanya kita akan segera memulai kelas ini/ Seperti yang ee..ee

saya ketahui ee..ee orang memiliki cara belajar yang bereda/ Hari in saya

akan membicarakan tentang salah satu dari cara-cara itu yaitu disleksia/

ee...ee...untuk memulainya saya akan membicarakan tentang apa itu

disleksia dan penyebabnya/ yang pertama ee.. kata disleksia D Y X L E X

I A itu adalah kata dari Yunani/ e..yang artunya adalah kesulitan dalam

menggunakan kata dan juga bahasa, lebih dari sekedar kesulitan dengan

bahasa/ Itu termasuk beberapa kesulitan yang lain e..dalam otak/ Beberapa

orang mempunyai kesulitan dalam membaca dan menulis/ e..misalnya

anak membaca e..melihat e..kata POT tapi membacanya TOP atau

membaca..membaca sesuatu tapi tidak mengerti maksud dari apa yang

dibacanya/ e..e..yang berikut ini adalah beberapa masalah...beberapa

contoh mengenai masalah dalam disleksia/ dan juga termasuk

beberapa..beberapa masalah yang e..berkaitan beberapa penderita disleksia

mamiliki e..kesulitan untuk mengatakan arah/ e..dia kesulitan

membedakan kanan dan kiri e.. atas dan bawah/ em..e orang yang

menderita disleksia biasanya kesulitan untuk e..mengatakan waktu atau

mengikat sepatu tali sepatu/ e.. ini adalah masalah-masalah yang berkaitan


94

dengan arah/ Beberapa orang yang menderita disleksia e..mengalami

kesulitan untuk berkonsentrasi/ L- e.. beberapa orang yang menderita

disleksia sulit berkonsentrasi juga ia e..sering melupakan sesuatu misalnya

nama-nama orang, jadi disleksia juga termasuk maslah mengingat memori/

em..e..ee..sekitar 60% dari yang orang yang menderita disleksia kesulitan

dalam e.. matematika dasar, mereka sulit untuk e..menghitung angka-

angka angka-angka angka-angka e..angka-angka umum dan dan ini adalah

e..e...ini adalah ciri-ciri yang biasa diderita oleh disleksia orang disleksia/

Pertanyaan sekarang adalah apakah disleksia itu suatu hal yang umum?

Dan ternyata jawbannya adalah iya. Bagaimana yang telah diteliti satu dari

sepuluh anak sekolah atau sekitar 10% dari seluruh anak-anak sekolah

menderita disleksia/ e...disleksia sebenarnya

meng..meng..men..e..menjangkiti keduanya laki-laki dan perempuan

namun e..jaman dahulu orang-orang sering berfikir bahwa lebih banyak

anak laki-laki yang memiliki disleksia karena lebih banyak anak laki-laki

yang di tes/ e.. baiklah itu tadi e..ciri-ciri disleksia,lalu dari mana

datangnya disleksia? E..disleksia juga bisa merupakan e..warisan. 65%

penderita disleksia e..60...65% penderita disleksia, ayah ibunya juga

pernah menderita disleksia/ em jawabannya adalah biasanya anak yang

menderita disleksia e..cukup pintar di sekolahnya, bahkan hasil tes

menunjukkan bahwa kepintarannya diatas rata-rata, tetapi guru mereka

tidak e..mempertimbangkan hal tersebut/ Orang-orang denga disleksia

merasa bahwa mereka memiliki sesuatu yang salah di dalam diri mereka

karena mereka tidak dapat belajar denga cara yang sama dengan orang

lain, dan oleh karena itu mereka sering kali menyalahkan diri meraka

sendiri karena hal itu/ E..poin utama dari pembahasan ini adalah yang

pertama e..anak-anak mem..anak-anak menderita disleksia memiliki

kesulitan dalam belajar e..contohnya berbicara, membaca, menulis dan

e..memperhatikan serta e..mereka juga memiliki e..e..kesulitan untuk

duduk diam berkonsentrasi mendengarkan apa yang dibicarakan oleh

gurunya.


95

2. S-e..Selamat pagi semuanya e.. hari ini kita akan memulai/ Seperti yang

kita ketahui bahwa banyak sekali kesulitan dalam belajar/ hari in saya akan

membicarakan salah satu diantaranya yaitu disleksia/ Dalam penjelasan

pertama saya, saya akan menjelasken apakah itu disleksia dan.........latar

belakang dari/ e..disleksia kata berasal dari kata e..berasal dari kata D Y X

L E X I A dan berasal dari Yunani/ Dilex...disleksia berarti kesulitan

dalam penggunaan bahasa atau kata/ Bagaimanapun disleksia lebih dari

sekedar kesulitan dengan dalam bahasa/ em..e..e..kesulitan dalam dalam

belajar dalam mempelajari sesuatu dan dalam e..e..dengan gejala-gejala

yang luas/ beberapa orang sangat kesulitan dalam kehidupannya/ beberapa

anak membaca meiliki kesulitan dalam membaca e..POT (spelled in

English) menjadi TOP (spelled in English) TOP (spelled in Indonesian)/

Atau juga anak tersebut bisa membaca kata-kata tersebut tapi tidak

mengerti apa yang dimaksud/ Ini adalah contoh dari disleksia/ e..e...ada

juga hal-hal yang lain yang mempengaruhinya/ beberapa orang dengan

penyakit e...penderita disleksia memiliki kesulitan dalam menunjukan

arah/ mereka kesulitan e..membedakan kiri dan kanan atas dan bawah/

e..beberapa orang yang menderita disleksia memiliki masalah dalam

meng..e..membaca jam atau mengikat tali sepatu/ L-e..beberapa

orang..em..sulit dalam menunjukan arah mereka juga dapat mereka juga

kesulitan dalam berkonsentrasi/ beberapa orang dengan disleksia biasanya

melupakan...cepat melupakan nama atau penyakitnya ini juga disebut

bermasalah dengan ingatan/ 60% dari penderita disleksia pada umumnya

mengalami kesulitan dalam masalah dasar dalam matematika dan/ dan jika

anda bertanya apakah masalah ini mengemukakan disleksia yang umum,

sayangnya jawabannya iya, e..satu dari sepuluh anak e.. yang bersekolah

mengalami e..menderita disleksia yang berarti 10% dari siswa sekolah

mengalami/ m..basic disleksia dapat menyerang laki-lai atau perempuan,

tapi sebelumnya kebanyakan penderita disleksia e..adalah laki-laki, tapi

sekarang kedua-duanya dapat e..menderita disleksia/ sekarang kita akan


96

membicarakan dari mana asals dari disleksia ini. 48% e..dari penderita

disleksia diketahui memiliki disleksia karena keturunan atau e..dari orang

tua mereka, ini bisa berasal dari ibu ataupun ayah/ pada umumnya pnderita

disleksi disleksia adalah anak-anak yang cedas namun mereka sering

mengalami masalah di sekolah. E..dalam tes-tes e..mereka sering

mendapatkan nilai yang lebih baik tapi mereka belajar dengan cara yang

berbeda/ e..penderita disleksia e..kadang-kadang sering menemukan rasa

ada yang salah dengan dirinya dan mereka akan bertanya e..dan mereka

akan bertanya pada diri sendiri dan kadang-kadang menyalahkan dirinya

sendiri ketika mereka belajar dengan cara yang berbeda.

3. S-Dalam hal ini saya akan membicarakan tentang dr.Harold Levinson yang

akan membicarakan tentang disleksia orang-orang penderita

disleksia..e..dalam.hal ini..orang-orang penderita disleksia..../e..ia telah

e..menulis e..sebuah buku yang berhubungan dengan disle disleksia e..apa

itu disleksia/Dr.Levinson adalah seorang ketua dari perkumpulan

penelitian dislek..sia di NewYork/ Salah satu bukunya adalah e..tentang

e..e..m..opposite...e..the opposite of them..di..disleksia/ Dalam buku ini

berbicara tentang 8 orang-orang yang mempunyai masalh disleksia/ e..dia

menyebut e.. 8 anak-anak tersebut yang menderita disleksia dengan up

side...up side down karena otaknya bekerja dengan berbeda/ Dia

mengibaratkan disleksia seperti otak..otak dalam TV cet..dalam TV set

e..dalam komput..dalam komputer terdapat terdapat mikrocip yang

menghubungkan kabel/ e..ingat..e.. bahwa e..cara kerja otak e..berbeda

dengan e..berbeda deang cara menerima informasi dan e..pem../ setiap

hari......(humming)/ e..setiap hari juga e..e..setiap siynal-siynal itu

menerima informasi di dalam otak/ e..sinyal itu adalah tentang apa yang

kita lihat, apa yang kita dengar, apa yang kita sentuh dari dalam dan dari

luar/ e..cara kerja dari sig e..e..ketika berbeda dengan..berbeda dengan

informasi yang diterima/ (humming)....tidak dengan baik...mereka

mendapat sinyal tidak dengan baik dan/ e..jika cip komputer itu bisa


97

bekerja dengan baik e..menerima informasi dengan baik e..maka itu akan

bekerja dengan baik pula/ sinyalnya jelas/ e..e..itu itu yang e..itu adalah

e..e..tune in e../ L-(humming)...sinyal yang mereka dapat akan tercampur/

e..cip komputer itu mempunyai banyak e..channel dan e..otak kita

diibaratkan seperti komputer cip itu yang mempunyai banyak e..channel

e..untuk menerima informasi dan dan komputer cip dan otak kita

mempunyai banyak kesulitan dalam menerima informasi/ Dr. Levinson

juga mempercayai kalau e..sistem ini mengontrol cara jalan kita cara kerja

kita, itulah mengapa seorang anak akan m..kesulitan untuk duduk tenang

di sekolah/ e.. cara seperti ini bisa juga mengontrol mental kita ketika kita

...(mumbling)... e..ketika kita sadar atau tidak sadar e..dan tidak siap untuk

menerima informasi/ (humming)...mereka..e..mereka tidak dapat...

(humming)/ e..dr.Levinson e..mengatakan bahwa disleksia e..bahwa otak

dapat e..belajar untuk e..memperbaiki masalah tersebut e..disleksia akan

hilang pada saat e..anak bertumbuh dewasa/ Disleksia adalah masalah

yang sangat menarik, banyak guru, dokoter yang mempelajari tentang

disleksia gitu seorang anak yang menderita disleksia biasanya merasa

menyerah menyalahkan diri mereka sendiri karena tidak karena tidak

bekerja dengan baik di sekolah/ e..kadang-kadang disleksia sangat

mempengaruhi anak e..dalam proses e..e..proses belajarnya dan dr.

Levinson percaya bahwa e..e..anak yang menderita disleksia e..e..kadang-

kadang e..kdang-kadang tidak dapat menerima informasi dan/

4. S-Pada pertemuan kali ini kita akan membahas mengenai e..seputar dunia

dr. Harold. Dr. Harold menulis buku tentang apa itu disleksia dan

bagaimana menyelesaikan masalah disleksia tersebut/ dr. Levis adalah

e..direktur dari disleksia treatment/ salah satu bukunya yang ditulis adalah

The Up Side Down Kid/ di buk pada buku ini em..membahas mengenai 8

orang anak yang menderita yang mengalami masalah dalam membaca/ ia

menyebutnya e..up side down anak-anak dengan up side down penyakit up

side down karena mereka memiliki perbeda perbedaan cara kerja otak/


98

Sebelum menjelaskan tentang disleksia ini dia mengatakan bahwa otak

kita seperti sebuah perangkat televisi yang yang pu pusatnya untuk

me..ngambil en un menya menyalurkan saluran dan informasi/ ingat

bahwa e..otak kita/ tiap hari e..pada saat komputer menerima informasi

bener bukan/ tiap hari informasi datang ke dalam kokputer sebagai

e..informasi yang harus diterima oleh otak/ sinyal-sinyal adalah untuk kita

mendengar, menyentuh di dalam dan di luar tubuh kita/ Pekerjaan dari

komputer cip adalah untuk e.. meneruskan sinyal-sinyal yang berbeda e../

mereka e.. mencoba untuk menghidupkan komputer cip seperti pada

peralatan mesin/ Jika komputer cip menerima sinyal dengan baik maka

mereka juga akan menerima informasi dengan baik/ ini berarti mereka

dapat memilih saluran yang benar/ Sebaliknya sinyalnya bercampur dan

menjadi tidak jelas/ L-e..apabila anak memiliki tidak dapt memilih saluran

dengan benar pada otak mereka, maka hal ini akan menimbulkan masalah

yaitu anak tersebut tidak dapat memilih saluran yang benar sehingga akan

menjadi masalah dengan pendengaran mereka/ Otak kita memiliki banyak

sal e..banyak channel karena ba karena adanya banyak sinyal tersebut

e..maka banyak juga masalah yang dihadap masalah yang akan timbul

e..dan dihadapi oleh e..anak-anak seperti e..masalah dalam berjalan

berjalan, berlari/ inilah mengapa anak tidak bisa duduk denga tenang dan

berkonsentrasi/ e..mereka saat menulis di papan tulis mereka tidak

konsentrasi pada apa yang ditulis melaikan memperhatikan e..suara dari

kapur atau gerakan dari guru tersebut/ Ini terdengar bahwa ini sepertinya

e..me..menyimpulkan bah bahwa hidup terasa sangat susah bagi anak-anak

yang menderita dislek disleksia, tapi kabar baiknya adalah dr. Levinson

em..menyebutkan bahwa otak dapat membenarkan dapat membenarkan

masalah masalah-masalah yang dihadapi oleh e..anak yang menderita

disleksia em..dan disleksia dapat jilang ketika anak-anak tersebut beranjak

dewasa/ disleksia adalah masalah yang sangat e..menarik dan juga

merupakan masalah yang sangat sulit. E..para peneliti e..menemukan

beberapa kesulitan dalam menemukan banyak kesulitan dalam e..penyakit


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ini/ e..disleksia anak-anap anak-anak yang mempunyai penyakit disleksia

meras dan gampang menyerah jika dia tidak melaku jika mereka tidak

melakukan kegiatan yang bener di sekolahan/ dr. Levinson menyimpulkan

bahwa e..mungkin sekolah harus mengganti cara melak e..memperlakukan

anak-anak yang disleksia dengan dengan cara yang berbeda karena

e..orang apa anak-anak dengan disleksia e..mereka berfikir bahwa mereka

bukannya tidak mau belajar tetapi karena ada karena mereka tidak bisa.


Documents

044214109_Full[1].pdf - USD Repository - Universitas Sanata