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

lexicon, grammatical structure, communication situation, and cultural context of the

source language text. Every language has different communication situation,

culture, structure or grammar. The translator has to transfer the message as exactly
as possible. There must be correspondence of meaning between source language (SL)
and target language (TL). A translator should have a perfect knowledge of the
original language, and a competence acquaintance with the subject of which it treats.
Of course, it is not easy for the translator to make natural translation and has the
exactly same meaning with the source language, because every language has the
different structures or grammar, for example, English and Bahasa Indonesia has
grammatical differences.

One of the element grammar is conjunction that used to link words,

phrases, and clauses together and provide a smooth transition between ideas.
Conjunction refers to the use of formal markers to link sentences or the bigger
parts of text, which also realize semantic relations between parts of text and;
therefore, functions as a cohesive device. Baker (1991: 191)
Conjunctive elements are cohesive not in themselves but directly, by virtue
of their specific meanings; they are not primarily devices for reaching out into the
preceding (or following) text, but they express certain meanings which presuppose
the presence of other components in the discourse (Halliday: 1976:266)
Conjunctive adverbs are not connecting words, they are transitional words.
As a result, they can occur at the beginning, in the middle, or at the end of either
the second of the two clauses in a compound sentence or in the second of two
related sentences. If they are used in a compound sentence, a semicolon is
ordinarily used to connect the two clauses, although a colon, a dash, or a comma
2

along with a coordinating conjunction is sometimes possible. Wherever they are

found, coordinating conjunctions are set off from the sentence in which they are
located by commas. The conjunctive relations are not logical but textual; they
represent the generalized types of connection that recognize as holding between
sentences.
The basic purpose of translation is to reproduce various types of texts,
comprising literary, religious, scientific, or philosophical texts in another language
and thus making them available to wider readers, to a greater number of target
audience and to bring the world closer. So, translation is very important, not only
in scientific and technology books, but also in literary books.
Literary book is the art of written work. Literature may consist of texts
based on factual information (journalistic or non-fiction), as well as on original
imagination, such as poetry, prose, short story, novel, play and etc.
Novel is one example of literature work, and inside of it there is an
equivalent effect to reader. The researcher uses the novel written by Elizabeth
Gilberts Novel Eat, Pray, Love into Makan, Doa, Cinta by Silamurti
Nugroho. This novel was an international bestseller, translated into over thirty
languages, with over 10 million copies sold worldwide. In 2010, Eat, Pray, Love
was made into a film starring Julia Roberts, and some Indonesia players like
Chritina Hakim, Hadi Subiyanto, and etc. The novel became so popular that Time
Magazine named Elizabeth as one of the 100 most influential people in the world.
The subject of this research is the conjunctive relation in the novel its
translation into Indonesia. This research tries to analyze the conjunctive elements

in the novel and its translation into Indonesia. The reason why this topic is
interesting to be discussed is because in this novel the researcher can find various
kinds of conjunctive relation that can be analyzed. The difference between the
Indonesian and English conjunctive relation and how they are coded in the novel
will be discussed in this research.
Some previous researches had been conducted in dealing with this novel
by university student . One of the research is Damayanti, O (2013) in her thesis
Translation Shift on The Translation of Noun Phrase in Elizabeth Gilberts
Novel Eat, Pray, Love into Makan, Doa, Cinta by Silamurti Nugroho.
Damayanti, O (2013) was the student of Faculty Humanities Dian Nuswantoro
University of Semarang. In this thesis she discuses the findings of translation shift
of noun phrases used in Eat,Pray, Love novel translated into Makan, Doa, Cinta.
Another research was conducted by Harmeigawati, D (2010) in her thesis
entitled Usaha Liz Dalam Menemukan Keseimbangan Hidup Dalam Novel Eat,
Pray, Love Karya Elizabeth Gilbert. She was a student of English Department,
Faculty of Literature, Diponegoro University.
Based on all the explanations above, the writer is concerned in researching
deeply the analysis of the conjunctive relation in the novel pray, eat and love its
translation into Indonesian.

1.2 The Problems of the Study

Talking about literary book especially in novel we can not avoid talking
about conjunctions, since conjunction is one of the elements that construct a

sentence. The use of conjuntion become a phenomenon and interested study to

research. Regarding to the topic that is going to be discussed, this research
addreses the following problem:
1. What types of conjunctive relations are there in the source language?
2. How are the conjunctive relations translated in the target language?
3. Why are the conjunctive relation translated the way they are?

1.3 The Scope of the Study

This study is only concerned with the novel entitled Eat, Pray, Love
which is used as the data source of conjunctive relations and their translations in
Indonesian Makan, Doa, Cinta translated by Silamukti Nugroho. The discussion
of the research will cover word, syntax, semantic, pragmatic, conjunctive relative.
In this thesis, the researcher will apply the theory of Halliday that devides
conjunctive relation into , they are : additive relation, adversative relation, causal
relations and temporal relation.

1.4 The Objectives of the Study

In general this research aims at improving my knowledge, especially in the
area of translation, as well as to put into application the theories and concepts of
translation by conducting a research. The research focuses on the functions of the
conjunctive relations in English and their translation in Indonesian. The objectives
of the study are more specifically as follow :
1. to find out the types of conjunctive relations are there in the source language.

2. to analyze the process the conjunctive relations translated in the target

language.
3. to know the reason the conjunctive relation translated the way they are.

1.5 The Significances of the Study

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

CHAPTER II

REVIEW OF LITURATURE

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

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

2.1.1 The Process of Translation

Actually the aim process of translation is the clarity of the message of
source language and the possibilities how to transfer the data. The process of
translation differs slightly from various translator and is influenced by the
particular work translated. Newmark (1998) concedes that it usually happens that
the literary translator first has to deal with words set on the page by an author
who may be dead physically or metaphorically and now lives in the variegated
reading by a host of readers of the source language (Newmark 1998:117).
Nida and Taber (1974:33) say that there are 3 steps to translate, they are:
1. Analysis
The content and purpose in the source text is entirely read and understood.
2. Transfer
The translation in the source text is transferred into the target text. The
message can be a content / meaning, idea or thought.
3. Restructure
Restructure means rearrange. After transferring the message from the source
text into the target text, a translator has to rearrange translation. Restructure
process is elaborated by step by step procedure that has the opposite to Nida
and Tabers statement.
In the other hand, Bell (1991:60) describes the translation process which
consist of three main steps, those are syntax, semantics and pragmatics. Each
step should be analyzed and synthesized. He adds that in the process there might
be some quickly ignored steps and the combination of bottom up and bottom
down process norm both in pattern introduction and inference procedure.
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In process of translation, there are some classifications. Newmark (1988:

45-47) uses the eight classifications, they are word for word, literal, faithful,
semantic, communicative, idiomatic, free, and adaptation that were organized into
two areas: SL textual approach and TL textual approach. He puts them in
following diagram called diagram V
SL Emphasis

TL Emphasis

Word for word

Adaptation

Literal translation

Free Translation

Faithful translation
Semantic translation

Idiomatic translation
Communicative translation

(Newmark, 1998 : 45)

Figure 2.1 Newmarks V Diagram

The explanations of the method of SL textual approach mentioned above

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

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For example:
SL : I can walk
TL : Saya bisa berjalan

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

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

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It may translate less important culture words by culturally neutral third or

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

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

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

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

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

7. Idiomatic Translation
Idiomatic translation reproduces the message of the original but tends to distort
the nuances of the meaning by preferring colloquialism and idioms where these do
not exist in the original.
For example:
SL : She explains in broken English

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TL : Dia menjelaskan dalam bahasa Inggris yang kurang sempurna

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

2.1.2 Equivalence in Translation Studies

When translating some words in SL into TL, sometimes translator finds it
difficult to find the words in TL that have the same meaning with the words in SL.
This happen because not every word in one language can be translated into
another. As the way to solve it, translator must modify his translation by using
another word in TL that equivalence with the words in SL so the reader of the
translation in TL can understand more what the original author want to tell.
Translator has to have deep knowledge about both language, SL and TL,
in order to find the equivalence words. It is important thing to do to make sure the

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message from original author in SL can be delivered and transferred correctly in

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

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

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2.2 Conjunctive Relations

Conjunctive relations are semantic relations holding between two clauses,
or sentences which can be represented by various devices. And 'conjunction' refers
to the use of formal markers to link sentences or the bigger parts of text, which
also realize semantic relations between parts of text and; therefore, functions as a
cohesive device.
Baker (1991: 191) notes some points about conjunctive relation. First the
same connective may be used to signal different relations, depending on the
context, this is in line with Alwi, et.al. (2003:398) who states that the semantic
relation between clauses in complex sentences depends first on the meaning of the
connective itself and second on the meaning stated by the clauses it conjoins.
Alwi, et.al. (2003) classifies additional relation based on its context in the
text into additional relation that state cause and result, additional relation that state
time order, additional relation that state contrast between proposition and lastly
additional relation that state expansion of a proposition. This can be compared to
Halliday & Hasan's (I976) internal-external conjunctive dichotomy below.
Second, the conjunctive relations can be expressed by a variety of means;
the use of connective is not the only device for expressing a temporal or causal
relation, for instance in English, a temporal relation may be expressed by means
of a verb such as follow or precede, and a causal relation is inherent in the
meanings of verb such as cause and lead to. Sometimes, even without any explicit
signal, a reader or hearer can recognize such a meaning relation.

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Third conjunctive relations do not just reflect relations between external

phenomena but may also be set up to reflect relations which are internal to the text
or communicative situation. For instance, temporal relations are not restricted to
sequence in real time: they may reflect stages in the unfolding text, for example ,
the use of first, second and third in the paragraph.
2.2.1 Types of the Conjunctive Relation
Halliday & Hasan (1976) classify types of conjunctive relations into four
main classes, namely Addition, Adversative, Causal and Temporal relation. Each
can be specified as follows:
1. Additive relation between two elements show that one part of text gives
additional information to the other which can be additive positive relation
(shown by conjunctions and, furthermore, besides that, etc), additive negative
relations, alternatives, afterthought ( a kind of deemphasis, reducing the weight
accorded to the presupposing sentence and to its connection with what went
before), comparative relation, and appositive relation (which can be either;
expository: that is, I mean, in other words, or exemplificatory : for instance, for
example)
2. Adversative relation of which the basic meaning is 'contrary to expectation'; the
expectation may be derived from the content of what is being said or from the
communication process, the speaker hearer situation. Adversative relation can
be contrastive, correction of meaning and wording and dismissal, e.g. but,
however, instead, in any case.

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3. Under the heading of causal relations are included result, reason, purpose and
conditional relation. e.g. so, because, to this end, then.
4. The temporal relation shows that the content may be one of the sequences in
time. e.g. previously, finally, briefly.
Halliday and Hasan (1976) also add that the four conjunctive relations can
be external or internal. External means that the conjunctive relation has to be
interprcted in terms of experiential function of language: It is a relation between
meanings in the sense of representations of 'contents', our experience of external
reality. Internal means that the conjunctive relation has to be interpreted in terms
of interpersonal function of language; it is a relation between meanings in the
sense of representation of the speaker's own 'stamp' on the situation - one's choice
of speech role and rhetorical channel, his attitudes, his judgments and the like.
e.g.
a. Next he inserted the key into the lock.
b. Next, he was incapable of inserting the key into the lock.
(Halliday&Hasan, 1976: 238)
In both sentences above there is a relation of temporal sequence between
the presupposed sentence and these ones. But it is different in two instances, in (a)
the relation is between events. In (b) on the other hand, the preceding sentence
might be "First, he was unable to stand upright; here there are no events; or
rather, there are only linguistic events, and the time sequence is the speaker's
organization of his or her discourse.

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With this definition, the example below can be classified as adiditive

relation in its internal sense in Halliday & Hasan's definition, instead of additional
relation that state cause and result (Alwi, et.al. 2003:400).
Sudah sebulan kami mengarungi laut dan kami amat merindukan daratan yang
sejuk serta kehidupan yang normal.
It has been a month that we are sailing the sea and we miss the temperate
land and a normal life. (Alwi, et.al. 2003:400)
It is the propositions of the two clauses that create cause and result
relation, whereas the conjunctive simply states additive internal relation, addition
of information in the speaker's organization of his or her discourse. The term
internal relation introduced by Halliday is later developed by Masatoshi (1986),
where she divides it into two orientations; text-oriented internal and interpersonaloriented intemal.
Text-oriented intemal is one of the internal conjunctions which indicates
the relationship between constituents of a text, where constituents are considered
as semantic units in the same way as "a text" is defined .. (Masatoshi, 1986:27)
"Interpersonal-oriented internal is one of the internal conjunctions which indicate
the relationship concerning pragmatic factors which work in the speaker-hearer
interaction in the context of situation." (Masatoshhi, l986:36)
In her definition, the example below is considered as text oriented internal:
a) First he was unable to stand upright. Next, he was incapable of inserting the
key into the lock. (Hailiday & Hasan, 1976:238)

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The connectives first and next are used to indicate the relationship between
two constituents of a text in terms of the temporal succession in the process of
producing the text. In other words, the connection between these two sentences is
not inherent in the phenomena which are respectively described by these
sentences, but in the process of producing text.
Sentences below are the examples of interpersonal-oriented internal:
b) She'll be better off in a new place. - So she's leaving?
(Halliday and Hasan, 1976:240)
c) He says he wants to marry Susan. In that case, he shoudn't be quarrelling with
her all the time. (Masatoshi, 1986:39)
In sentence b "She'll be better off in a new place" and "shes leaving" are
not the phenomena which can be connected on the same plane. The connective so
indicates a causal relation in the communication process (therefore "internal"); but
the function of the connective so leads the utterance "she's leaving?" which is the
outcome of the speaker's inference from what has been said by his interlocutor.
Thus, b is affected by some pragmatic factors in the context of situation
where the interaction between the interlocutors works. In the same way, in that
case in sentence c is used to indicate "inference". "He says he wants to marry
Susan" is a phenomenon, and it is from this that speaker infers his opinion "he
shouldn't be quarrelling with her all the time." What the speaker said is not a
phenomenon, but the outcome of the speaker's inference.
In short, in that case in sentence c there is an interpersonal-oriented
connective.

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2.3 Summary of Eat, Pray and Love

Around the time Elizabeth Gilbert turned thirty, she went through an earlyonslaught midlife crisis. She had everything an educated, ambitious American
woman was supposed to want a husband, a house, a successful career. But instead
of feeling happy and fulfilled, she was consumed with panic, grief, and confusion.
She went through a divorce, a crushing depression, another failed love, and the
eradication of everything she ever thought she was supposed to be. To recover
from all this, Gilbert took a radical step. In order to give herself the time and
space to find out who she really was and what she really wanted, she got rid of her
belongings, quit her job, and undertook a year long journey around the world all
alone.
Eat, Pray, Love is the absorbing chronicle of that year. Her aim was to
visit three places where she could examine one aspect of her own nature set
against the backdropof a culture that has traditionally done that one thing very
well. In Rome, she studied theart of pleasure, learning to speak Italian and gaining
the twenty-three happiest pounds of her life. India was for the art of devotion, and
with the help of a native teacher and a surprisingly wise cowboy from Texas, she
embarked on four uninterrupted months of spiritual exploration. In Bali, she
studied the art of balance between worldly enjoymentand divine transcendence.
She became the pupil of an elderly medicine man and alsofell in love the
best way unexpectedly.An intensely articulate and moving memoir of selfdiscovery. Eat, Pray, Love is about what can happen when you claim
responsibility for your own contentment and stop trying to live in imitation of

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societys ideals. It is certain to touch anyone who hasever woken up to the

unrelenting need for change.

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CHAPTER III
RESEARCH METHODOLOGY
3.1 The Object the Study
The object of the study in this thesis is the novel Eat Pray Love
written by Elizabeth Gilbert. The discussing this thesis will be focused on the
conjunctive relations, that consist of additive relation, adversative relation, causal
relations and temporal relations. Based on the research design the researcher will
use descriptive qualitative research design. In other side, the object of the
qualitative of literature is in the data source of literature. The data source of
literature is the words, sentences, and discourse. According in Patton, M.Q.
(2002) there are two kinds research, they are field research and library research.
The researcher used library research. Generally speaking the library research
researches especially as text.

3.2 Unit of Analysis

The source of data used in this research is Eat, Pray, love written by
Elizaberth Gilbert (2006). Since the novel presents the story of journey written in
a first point of view, the novel is categorized as travel writing. This English novel
consist of 108 units, 348 pages, while Indonesia translation covers 402 pages. The
writer will take the sample of conjunctive relation from some units of this novel.
In collecting the data, the writer as the researcher needs population and
sample as object of this research. Sample is the part of the population. Sample in

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qualitative research is teoritis sample, because the purpose of qualitatif research is

get a theory. Sample in qualitative reseach also called as constructive sample.

3.3 Data and Data Source

The data in this study are collected from one translation product.
Translating involves two languages, Indonesian as the SL and English as the TL.
The novel entitled Eat, Pray, Love (Elizabeth Gilbert, 2006) which was translated
into Indonesian Makan, Doa, Cinta by Silamukti Nugroho.
There are some reasons to choose this novel for the data source in this
study. First, it is one of translation products. It should be studied in order to get
some advantages from other translators ability, especially the function of
conjunctive translation. Second, this novel has 334 pages. Therefore, it is enough
to obtain the data of conjunctive relation. It is a popular novel which was written
by Elizabeth Gilbert in 2006. Another reason this novel is chosen as data source
because this is a popular novel which has been filmed. The novel is a best seller
and has been sold for million copies around the world including Indonesia. This
novel has also been translated into Indonesia.
In this study, only the conjunctive relations indicating an additive,
adversative, causal and temporal are collected as data source for analysis.

3.4 Research Method

The researcher uses descriptive qualitative method. It means that all data
in this research are in form of sentences and words, not in the form of numbers.

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Qualitative is research method which based on filsafat postpositivisme, which

used to examine on condition of object in nature (as side of experiment), where
the examiner as key instrument, the analysis data is qualitative and the result of
qualitative method more empasize to meaning more than generalisation.
According to Wilkinson (2000 : 7), the resulting data is presented in the
form of descriptions. So, the data in this research is in the form of descriptions.
Wilkinson (2000 : 79) states that qualitative data is usually analyzed by
subjecting it to some form of coding process. This research is descriptive
qualitative method because it analyzes the translation of the conjunctive relation
in Elizabeth Gilberts Novel Eat, Pray, Love into Makan, Doa, Cinta By
Silamurti Nugroho, because the result of conjunctive relation is description and it
does not establish calculations.

3.5 Technique of Collecting Data

Data collection was conducted through library research. The observation
method as introduced by Sudaryanto (1993: 133-136) will be applied. In
collecting the data, the English novel and its translation into Indonesian are
observed and documented as the data. The data are the English sentences that
contained conjunctive relations in them. Along with the English text, the
Indonesian translation text was also observed in order to compare it with the
source text. The choice of this method is in accordance with the type of data
source which is written language.
There are some steps in collecting the data, those are:
(1) Observing

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

3.6 Technique of Analyzing the Data

The research of the data analysis gave flowchart or conceptual framework
to make easily corrected the data of the thesis. The conceptual framework is in the
thesis used Miles and Huberman (1992:2) based on their book as the qualitative
data second edition.

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Interpretation of the data

The object data

Predictiong to process
selecting data as text

Data

Analyzing data to organize

accordance with the goal

Data

Data Display

make

Conclusion

The data will be analyzed according to the concepts which are presented as
the way to find the type of conjunctive relation, the procedure that adopted by the
translator in translating the data in the process of English-Indonesian translation
and supported by loss and gain of information.
a. find out the conjunctive relation in the English novel and its translation
b. Categorize the conjunctive relation based theory of
c. Analyze the process of translating the conjunctive relations
d. Analyze the reason the way of conjunctive relation translating.

3.7 Trusthworthiness
Validity, reliability, and objectivity are criteria used to evaluate the quality
of research in the conventional positivist research paradigm. As an interpretive
method, qualitative content analysis differs from the positivist tradition in its
fundamental assumptions, research purposes, and inference processes, thus
making the conventional criteria unsuitable for judging its research results
(Bradley, 1993).

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Recognizing this gap, Lincoln and Guba (1985) proposed four criteria for
evaluating interpretive research work: credibility, transferability, dependability,
and confirmability.
Credibility refers to the adequate representation of the constructions of
the social world under study (Bradley, 1993, p.436). Lincoln and Guba (1985)
recommend a set of activities that would help improve the credibility of your
research results: prolonged engagement in the field, persistent observation,
triangulation, negative case analysis, checking interpretations against raw data,
peer debriefing, and member checking. To improve the credibility of qualitative
content analysis, researchers not only need to design data collection strategies that
are able to adequately solicit the representations, but also to design transparent
processes for coding and drawing conclusions from the raw data.
Transferability refers to the extent to which the researchers working
hypothesis can be applied to another context. It is not the researchers task to
provide an index of transferability; rather, he or she is responsible for providing
data sets and descriptions that are rich enough so that other researchers are able to
make judgments about the findings transferability to different settings or
contexts.
Dependability refers to the coherence of the internal process and the way
the researcher accounts for changing conditions in the phenomena (Bradley,
1993, p.437).
Confirmability refers to the extent to which the characteristics of the data,
as posited by the researcher, can be confirmed by others who read or review the

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research results (Bradley, 1993, p.437). The major technique for establishing
dependability and confirmability is through audits of the research processes and
findings. Dependability is determined by checking the consistency of the study
processes, and confirmability is determined by checking the internal coherence of
the research product, namely, the data, the findings, the interpretations, and the
recommendations. The materials that could be used in these audits include raw
data, field notes, theoretical notes and memos, coding manuals, process notes, and
so on. The audit process has five stages: preentry, determinations of auditability,
formal

agreement,

determination

confirmability), and closure.

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of

trustworthiness

(dependability

and

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