DOMESTICATION AND FOREIGNIZATION USED IN THE

TRANSLATION PROJECTS BY THE FIFTH SEMESTER STUDENTS OF

ENGLISH EDUCATION DEPARTMENT AT IAIN SURAKARTA IN

ACADEMIC YEAR 2019/2020

THESIS

Submitted as A Partial Requirements for degree of Sarjana in English Education

Department in The State Islamic Institute of Surakarta

By:

ANISA NUR ROHIMAH

SRN.153221052

ENGLISH EDUCATION DEPARTMENT

CULTURES AND LANGUAGES FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2021
 ADVISORS SHEET

Subject: Thesis of Anisa Nur Rohimah

SRN: 153221052
To:
The Dean of Cultures and
Languages Faculty IAIN Surakarta
In Surakarta
Assalamu’alaikum Wr. Wb.
After reading thoroughly and giving necessary advices, herewith, as the
advisors, we state that the thesis of

Name : Anisa Nur Rohimah

SRN : 153221052

Tittle : Domestication and Foreignization Used in the Translation

Projects by the Fifth Semester Students of English Education Department
at Iain Surakarta in Academic Year 2019/2020

has already fulfilled the requirements to be presented before The Board of

Examiners (munaqosah) to gain Bachelor Degree in English Education
Department.

Thank you for the attention.

Wassalamu’alaikum Wr. Wb.

Surakarta, 04 December 2020

Advisor,

Lilik Istiqomah, S.S., M. Hum., M. Pd

NIP. 19760211 201701 2 142

i
01 February 2021
 DEDICATION

This thesis is dedicted to:

1. MY BELOVED PARENTS
2. MY BROTHER
3. ALL OF MY FAMILIES
4. ALL OF MY BEST FRIENDS

iii
 MOTTO

Don’t you feel weak and don’t be sad, because you are the highest level if you
have faith
(Al-Imran: 139)

Do not grieve; indeed Allah is with us.

(At-Taubah: 40)

Indeed, with hardship (will be) ease

(Al-Insyirah: 6)

iv
 PRONOUNCEMENT

Name : Anisa Nur Rohimah

SRN : 153221052

Study Program : English Education Department

Faculty : Cultures and Language Faculty

I hereby sincerely state that the thesis titled “Domestication and Foreignization
Used in The Translation Projects by The Fifth Semester Students of English
Education Department at Iain Surakarta in Academic Year 2019/2020” is my real
masterpiece. The things out of my masterpiece in this thesis are signed by citation
and referred in the references.

If later proven that my thesis has discrepancies, I am willing to take the academic
sanctions in the form of repealing my thesis and academic degree.

Surakarta,

Stated by,

Anisa Nur Rohimah

SRN. 153221052

v
 ACKNOWLEDGEMENT

Alhamdulillah, all praises be to Allah, the single power, the Lord of the

universe, master of the day of judgment, God all mighty, for all blessings and

mercies so the researcher was able to finish this thesis entitled “Domestication and

Foreignization Used in The Translation Projects by The Fifth Semester Students

of English Education Department at Iain Surakarta in Academic Year

2019/2020)”. Peace is upon Prophet Muhammad SAW, the great leader and good

inspiration of the world revolution.

The researcher realizes that it is impossible to finish this thesis without any

help, support, encouragement, and advice from others due to her limited

knowledge. Therefore, she would like to express her deep gratitude and

appreciation to the following people:

1. Prof. Dr. H. Mudhofir Abdullah, S.Ag., M.Pd., the Rector of the State

Islamic Institute of Surakarta.

2. Prof. Dr. Toto Suharto, S.Ag., M.Ag. as the Dean of Cultures and

Language Faculty.

3. Budiasih S.Pd., M.Hum as the Head of English Education Department.

4. Lilik Istiqomah, S.S., M.Hum., M.Pd as the consultant for giving advices,

correction, and helps to revise the mistake during the entire process of

writing the thesis.

5. Arkin Haris, S.Pd., M.Hum as validator of this research.

6. All lecturers of English Education Department for all the knowledge

which have been shared for the researcher.

vi
7. Researcher beloved father, mother, brother, and all the family members for

giving the reaercher support and motivation.

8. All of my beloved best friends, especially Ristina, Elmi, Rahma, Astina,

and Titis who constantly giving the researcher supports and helps in

accomplishing this thesis.

The researcher realizes that this thesis is still far from being perfect. The

researcher hopes that this thesis is useful for the researcher in particular

and the readers in general.

Surakarta, 2020

The Researcher

vii
 TABLE OF CONTENT

TITLE ....................................................................................................... i

ADVISOR SHEET ................................................................................... ii

RATIFICATION ...................................................................................... iii

DEDICATION .......................................................................................... iv

MOTTO .................................................................................................... v

PRONOUNCEMENT ............................................................................... vi

ACKNOWLEDGEMENT ........................................................................ vii

TABLE OF CONTENT ............................................................................ ix

ABSTRACT ............................................................................................. xi

CHAPTER I: INTRODUCTION

A. Background of the Study ............................................................... 1

B. Limitation of the Problem .............................................................. 4

C. Problem Formulation ..................................................................... 4

D. The Objective of the Study ............................................................ 5

E. The Benefits of the Study .............................................................. 5

CHAPTER II: REVIEW ON RELATED THEORY

A. Translation .................................................................................... 7

1. The Nature of Translation ......................................................... 7

2. Problem in Translation ............................................................. 8

3. Meanings in Translation .......................................................... 10

4. Types of Translation ................................................................ 11

5. Principles of Translation .......................................................... 13

6. Process of Translation .............................................................. 15

viii
 7. Equivalence in Translation ....................................................... 17

8. Technique in Translation ......................................................... 17

B. Translation Ideolody ...................................................................... 26

1. Domestication .......................................................................... 28

2. Foreignization .......................................................................... 30

C. The Textbook Pendidikan Agama Islam dan Budi Pekerti ............. 32

D. Previous Related Study .................................................................. 33

CHAPTER III: RESEARCH METHODOLOGY

A. Research Type and Design ............................................................ 35

B. Data Source ................................................................................... 36

C. Research Instrument ...................................................................... 36

D. Technique of Collecting the Data .................................................. 39

E. The Trustworthiness of Data .......................................................... 39

F. Analysis Data ................................................................................ 41

CHAPTER IV: FINDINGS AND DISCUSSION

A. Research Findings ......................................................................... 45

B. Discussion ..................................................................................... 66

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions ................................................................................... 73

B. Suggestion ..................................................................................... 74

REFERENCES

APPENDICES

ix
 LISTS OF TABLES

Table 3.1 Data Sheet ................................................................................. 38

Table 4.1 The Number of Data of Translation Techniques that Represent

Foreignization and Domestication in Students’ projects ............................ 66

Table 4.2 The Frequency and Percentage of Translation Techniques that

Represent Foreignization and Domestication in Students’ projects ............ 67

x
 LISTS OF FIGURES

Figure 2.1 Translation Process by Nida and Taber (1982: 33) .................... 16

Figure 3.1 Illustration of Interactive Model by Miles & Huberman

(1984:22) .................................................................................................. 42

xi
 ABSTRACT

Anisa Nur Rohimah. 2020. Domestication and Foreignization Used in The

Translation Projects by The Fifth Semester Students of English Education
Department at Iain Surakarta in Academic Year 2019/2020. Thesis.
English Education Department, Cultures and Languages Faculty. The State
Islamic Institute of Surakarta. Advisor: Lilik Istiqomah, S.S., M.Hum.,
M.Pd.

Key words : Domestication, Foreignization, Translation, Translation

Techniques, Translation Methods.

This research aims to identify the dominant ideology used by the fifth
semester students of English Education Department at IAIN Surakarta in
academic year 2019/2020. A descriptive qualitative approach was employed in the
research. The researcher use Textbook on Translation class in conducting the
research. Data of this research was sentences of the students’ worksheet;
meanwhile, sources of this data were the translation works of fifth semester
students in translating Pendidikan Islam dan Budi Pekerti textbook into English.
Technique of collecting data was done through documentation. In analyzing the
data, the researcher used credibility, transferability, dependability, and
comfirmability to check the data validation. This study reveals that there are
eleven techniques found in this research; they are literal translation, calque,
borrowing, adaptation, established aquivalent, generalization, transposition,
linguistic amplification, linguistic compression, reduction, and description. From
159 data of translation technique found in this research, there are 89 data
(55.97%) that are oriented to source language and 70 data (46.03%) that are
oriented to target language. From six chapters that have been analyzed in this
research, four chapters have methods that are emphasized to source language, and
two chapters have methods that are emphasized to target language. The methods
that mostly used by the fifth semester students are word-for-word translation,
literal translation, and communicative translation. The data shows that the fifth
semester students mostly used foreignization in translating Pendidikan Agama
Islam dan Budi Pekerti textbook from Indonesian to English.

xii
 CHAPTER I

INTRODUCTION

A. Background of the Study

Generally, translation is a process of transferring the same meaning

from source language (SL) to target language (TL). Catford (1978: 20)

said that, “Translation is the replacement of textual material in one

language (SL) by equivalent textual meaning in another language (TL)”.

It is obligate that the translation result must be equivalence with the source

language. According to Nababan (2008: 22), the translator has to adjust

the translation works with the ability of the readers. The translator has to

find the proper words that understandable by the readers.

One and other countries have the different language as well as the

culture. Dealing with the differences of the cultures, there is some

language from the source language that does not have the equivalence in

the target language. In the translation process, the translator may be

confronting the different cultures from the source language with the target

language. The translator should be finding the proper words that have the

equivalence meaning with the source language.

Dealing with the cultural differences from the source language with

the target language, the translator can use either domestication or

foreignization ideology. Venuti in Baker (2001) states that domestication

and foreignization emerge in response to domestic cultural situations and

an impulse to preserve linguistic and cultural differences by prevailing

domestic values. Foreignization is the way to choose the author as the

1
orientation, on the other hand domestication is the way to leave the author

because the translator chooses the target readers as the main orientation

(Venuti, 1995).

The fifth semester students are newbie in the field of translation. In

translating text, the students may face difficulties because of the different

background culture of the source language (SL) and the target language

(TL). The issue of this research is to know the ideologies between

domestication and foreignization chosen by the students in dealing with

the cultural differences between the source language (SL) with the target

language (TL). The translator should be aware in choosing the proper

ideologies in order to make the target readers understand with the context

of the translation works.

There are many previous studies which were conducted the

research about domestication and foreignization ideology, and most of

them were focus in analyzing literary works especially novel. The gap of

this research is that the researcher wants to know the ideology used by the

fifth semester student in translating text from Indonesian to English.

From the definition above, it can be concluded that translation is a

process of transferring meaning from the source language (SL) to the

target language (TL). In translation process, the translator may face some

difficulties because of the cultural differences form the source language

(SL) with the target language (TL). The translator should be aware in

choosing the strategies for translating literary works in order to make the

target readers understand with the result of translation. The translator can

2
choose between the domestication and foreignization in dealing with the

cultural differences between the source language (SL) and the target

language (TL).

Translation has a good position in teaching and learning English as

a Foreign Language. Schaffner in Dagiliene (2012) claims that translation

and related exercises could be beneficial in foreign language learning; (1)

to improve verbal agility; (2) to expand students’ vocabulary in L2; (3) to

develop their style; (4) to improve their understanding of how language

work; (5) to consolidate L2 structures for active use; (6) to monitor and

improve the comprehension of L2. Dagiliene (2012) clarify that in

translation process, the students have to arrange some strategies to deal

with the differences of structure and vocabulary in the source language and

the target language. When it comes to the cultural differences between the

source language (SL) and the target language (TL) the students can either

use domestication or foreignization in translating text from the source

language (SL) to the target language (TL).

The researcher did the research because the researcher wants to know

about: (1) the dominant ideology used between domestication and

foreignization in translating Indonesian text into English, (2) the

techniques used by the fifth semester students in translating Indonesian

text into English. The focus on this research is the fifth semester students

that translated textbook from Indonesian into English. The issue that will

be discussing in this research is the domestication and foreignization

ideologies used by the fifth semester students in translating Indonesian text

3
 into English. The aim of this study is to investigate the mostly used

ideologies in the translation works by the fifth semester students. The

researcher try to describe and analysis the ideologies used by the fifth

semester students in translating Indonesian text into English. The

researcher took the research entitled “Domestication and Foreignization

Used in The Translation Projects by The Fifth Semester Students of

English Education Department at IAIN Surakarta in Academic Year

2019/2020”.

B. Limitation of the Problem

The researcher limits the study about domestication and

foreignization used by the fifth semester students in translating Indonesian

text into English. The discussion of this research is limited only to

investigate the dominant ideologies used between domestication and

foreignization by the fifth semester students.

C. Problem Formulation

The problems are formulated as follows:

1. What are the kinds of translation techniques used by the fifth semester

students in translating Indonesian text into English?

2. What are the most frequent ideologies used by the fifth semester

students in translating Indonesian text into English?

D. Objectives of the Study

According to the statement of formulation of the problem

statements, the general objectives of the study are:

4
 1. To investigate the translation techniques used by the fifth semester

students in translating Indonesian text into English.

2. To investigate the most frequent ideologies used by the fifth semester

students in translating Indonesian text into English.

E. The Benefit of the Study

The study is intended to know about the most frequent ideologies

used by the fifth semester students in translating text from Indonesian to

English. This research can give some benefit, as follows:

1. Theoretically Benefit

a. The finding of the research can enrich the theory of

domestication and foreignization ideologies applied in the

translation product.

b. The reader will get a large knowledge about domestication

and foreignization ideologies in translation activity.

2. Practical Benefits

a. Teacher

This research can help the lecturer to know about the

domestication and foreignization ideology used by

students in translation class.

b. Students

The result of this research will help the students to know

domestication and foreignization in translation activity

to transfer the message from the source language to the

target language.

5
c. Other Researcher

This study expected to be able to give practical

contributions to other researcher in understanding the

translation ideologies in transferring the message from

the source language (SL) to the target language (TL).

6
 CHAPTER II

REVIEW ON RELATED THEORY

A. Translation

1. The Nature of Translation

There are some experts who define translation. Brislin in Nababan

(2008: 19) states that translation is the general definition which refers to

the transferring the idea from the source language (SL) into target

language (TL). It means that in translation, there is transferring process of

the idea from the source language (SL) into the target language (TL).

Furthermore, Catford (1978: 20) says that translation is the

replacement of textual material in one language (SL) by equivalent textual

meaning in another language (TL). The definition shows that in translating

the text from the source language to the target language, the translator

should consider the equivalence of the source language (SL) and the target

language (TL). The translator should transfer the author’s message to the

reader with the equivalence words in the target language.

According to Bell (1991: 12) indicates that translation is focuses on

requirement that the content and style of the original text (SL) should be

preserved as far as possible in the translated text (TL). In translating a text,

the translator should consider the author’s intention by keep preserving the

content and style of the original text (SL) to the translated text (TL).

Meanwhile, Kridalaksana quoted by Nababan (2008: 19) states that

translation is a process of transference the message from the source

7
 language (SL) into target language (TL) by firstly reveals the meaning and

then the language style. In line with that definition, Nababan (2008: 20)

states that the language style in the context of translation should be

considered by the translator. The translator should consider not only the

context but also the language style of the text. The language style in the

translation is focuses on the equivalence of the source language (SL) and

the target language (TL). A translator should determine the appropriate

word according to the genre of the text which is being translated.

The other definition of translation is stated by Bassnett (2002: 12)

who states that translation involves the rendering of a source language

(SL) text into the target language (TL) so as to ensure that the surface

meaning of the two will be approximately similar and the structures of the

source language will be preserved as closely as possible but not so closely

that the target language structures will be seriously distorted. In translating

a text, the translator should ensure the translated text has the similar

surface meaning with the original text, and the structures of the source

language and target language may be slightly different.

From the definition above, translation can be explained as 1) a

process of transferring the meaning from the source language (SL) into

target language (TL), 2) reproducing equivalent message from the source

language (SL) into target language (TL).

2. Problem in Translation.

The translator may find some problem in translating text from

source language (SL) into the target language (TL). According to

8
Soemarno (1983: 46), there are two aspects that the translator should be

managing in translation activity, those are style and message. Style in

translation is concerned with the kind of words that should be used in the

certain situation in the text, while the message in the translation is

concerned with the content of the source language that the author wants to

convey to the reader. Those aspects are related to the social-cultured

background that some translators may find it difficult to transfer the proper

style and message in the target language. The translator should be aware

with those aspects to make good translation products that understandable

for the target reader.

Catford (1965: 21) states that “the central problem of translation

practice is finding the target language translation equivalence. A central

task of translation theory is defining the nature and condition of translation

equivalence”. From the quotation above, it can be seen that the main

problem the translator faced in the translation activity is in implementing

the appropriate words that has the equivalence meaning in the source

language and the target language. Dealing with the equivalence of the

source language (SL) and the target language (TL), Nida (1960: 161)

suggests two kind of equivalence:

a. Dynamic Equivalence

In this type of equivalence, the main focus is the target text not the

source text, and the message of the source text should be transferred

as precise and brief as possible to the target readers.

b. Formal Equivalence

9
 In this kind of equivalence, the translator focuses in the form of rules

of the source language, such as grammar unit, using the appropriate

words in such certain situation, and the message of the source text.

The main focus in this equivalence is the source text not the target

text.

Nababan (1997:38) mention the difficulties in translating the

following:

a. The different system between the source language and the target

language

b. The complexity of semantic and stylistic

c. The level of ability of different translators

d. The level of quality of the source text discussed

3. Meanings in Translation.

One of the important aspects in translating a text is meaning. The

translator should be able to transfer the meaning of the source language to

the target language. The translator should be able to convey what is the

author’s message to the target reader and make the text understandable to

the target reader.

Nababan (2008:33) states about the problem of meaning in

translation, as follows:

a. Lexical Meaning

Lexical meaning refers to the meaning of language elements such as

symbols or events. Beside itusage or context, this meaning belongs to

the elements that are discussed from the source language to the target

10
 language. Lexical meaning can also be called as the dictionary

meaning, which is the words given in the dictionary that somehow it

can make the text loose from its use or context.

b. Grammatical Meaning

Grammatical meaning is the relationship between language elements

of a larger unit, for example, the relationship between a word and other

words in a phrase or clause.

c. Contextual meaning or situational

Contextual meaning or situational is the relationship between speech

and the situations where that speech is used. In other words, contextual

meaning is the meaning of word associated with language usage

situations.

d. Textual Meaning

Textual meaning related to the content of a text or utterance. Different

types of text may also cause different meanings of words.

e. Socio-cultural Meaning

The meaning of words that are closely related to the social and cultural

meaning language users called socio-culture

4. Types of Translation

Translator should know the types of translation, so that the

translator can determine the appropriate type in translating text from the

source language (SL) into target language (TL). Jakobson in Bassnett

(2002: 23) distinguish three types of translation:

a. Intralingual translation or rewording.

11
 An interpretation of verbal sign by means of other signs in the same

language.

b. Interligual translation or translation proper.

An interpretation of verbal sign by means of some other language.

c. Intersemiotic translation or transmutation.

An interpretation of verbal signs by means of sign of nonverbal sign

systems.

In intralingual translation, the translator is rephrasing the text in the

same language to explain something that have said or written. In

interlingual translation, the translator is translating the text from the

different language, since there are more than one language involved in this

type of translation. In intersemiotic translation, the translator is translating

one symbol or sign system into a verbal or written sign.

Catford (1965: 21-25) makes categories of translation in terms of

extent, levels, and ranks. Based on the extent, he classifies translation into

full and partial translation, based on the level, he classifies translation into

total and restricted translation, and based on the ranks, there are rank

bound and unbounded translation.

In full translation, the entire text is fully translated to the target

language, and every part of the source language text is replaced by the

target language text material. In partial translation, not all the source text is

translated to the target language, some parts are left untranslated.

Total translation refers to replacing the source language grammar

and lexis with equivalent target language grammar and lexis, and replacing

12
 the source language phonology or graphology with unequal target

language phonology or graphology. Restricted translation means replacing

source language textual material with equivalent target language textual

material at only one level, that is, only at the phonological or at

graphological level, or only at one of the two levels of grammar and lexis.

Rank-bound translation means that the choice of TL equivalents is

deliberately restricted to one or several ranks in the hierarchical structure

of the grammatical unit, usually at word or morpheme rank, that is, setting

up word-to-word or morpheme-to-morpheme equivalence. In contrast,

normal total translation that is equivalent to freely moving on the scale is

called unbounded translation.

5. Principles of Translation

The translation has several principles. According to Dolet in Nida

(1964: 15), there are some fundamental principles of translation, as

follows:

a. The translation must understand perfectly the content and intention of

the author whom he is translating.

b. The translator should have a perfect knowledge of the language from

which he is translating and an equally excellent knowledge of the

language into which he is translating.

c. The translator should avoid the tendency to translate word for word,

which is to not destroy the meaning of the original and to not ruin the

beauty of the expression.

d. The translator should use the common form of speech.

13
 e. Through his choice and order of words, the translator should produce a

total overall effect with appropriate tone.

Furthermore, Duff (1996:10) explains some general principles

which are relevant to all translation:

a. Meaning

The translation should accurately reproduce the meaning of the source

text.

b. Form

The order of words and ideas in the translation should be as closely as

possible to the source text. Differences in language structure usually

change the form and order of words.

c. Register

In a given context, the degree of formalization of language often differ

greatly. In order to resolve the differences, the translator must be able

to distinguish the formal and fixed expression.

d. Source language influence

One of the most common criticisms of translation is ‘it does not sound

natural’. This is because the translator’s thoughts and choice of word

are too strongly formed by the source languuage. A good way to get

rid of the influence of the source language is to set the text aside and

translate some sentences aloud, from memory. This will suggest a

natural way of thinking in the first language, which you may not think

of when looking at the source language text.

e. Style and Clarity

14
 The translator should not change the style of the original text. If the

text is sloppy or repetitive, the translator may correct the error in the

source text for the reader’s sake.

f. Idiom

Idiomatic expressions are notoriously untranslatable. These include

similes, metaphor, proverbs and sayings, jargon, slang, and

colloquialism, and phrasal verbs.

Moreover, Tyler in Bassnet (1991:63) describes three basic of

translation principles:

a. The translation should provide a complete transcript of the idea of the

original work.

b. The manner and writing style should be the same as the original.

c. The translation should include all the cases of the original

composition.

From the principle above, it can be concluded that the translator

should have the wide knowledge of the target text, so that the translator

can make the target reader understand the translated text easily and the

message of the source text can be transferred perfectly.

6. Process of Translation

Suryawinata in Nababan (2008) classifies translation process in

three stages: 1) analysis the source text, 2) transferring the message, 3)

restructuration. In translation process, the translator should analyze the

source text first before finally translate it to the target text. The process of

15
analyzing can be done through reading the source text in order to

understand the content and the language structure of the text.

After analyzing the source text and understanding the content and

language structure of the text, the translator needs to transfer the message

of the source text to the target text. In this stage, the translator should be

able to find the equivalent of the source text in the target text. In the

restructuration, the translator should be aware with the language variation

in order to determine the language style which appropriate with the kind of

the translated text. The translator should also consider the target reader.

Nida and Taber (1982: 33) distinguish translation process into three

stages: (1) analysis, in which the translator starts to analyze the surface

structures of the source text such as the grammatical relationship and the

meaning and combination of words (2) transfer, in which the analyzed

material is transferred in the mind of the translator from source language to

the target language, and (3) restructuring, in which the transferred material

is restructured in order to make the final message fully acceptable in the

receptor language. The translation process can be illustrated in the

following diagram.

Figure 2.1 Translation Process by Nida and Taber (1982:

33)

16
7. Equivalence in Translation

In translating text from source language to the target language, the

translator should be aware with the equivalence in both source language

and target language. The equivalence in translation has pupose to make the

reader understand with the content of the original text. Bell (1991: 6) says

that texts in different languages can be equivalent in different degrees

(fully or partly equivalent), in different levels of presentation (context,

semantics, grammar, lexis, etc.), and in different ranks (word-for-word,

phrase-for phrase, sentence-for-sentence).

In his definition of translation equivalence, Popovic (as cited in

Basnett, 2008: 33) distinguished four types:

a. Linguistic equivalence, where the source language text and the target

language text are homogeneous at the linguistic level.

b. Paradigmatic equivalence, where there is equivalence of ‘the elements

of a paradigmatic expressive axis’.

c. Stylistic (translational) equivalence, where ‘the original and translated

elements are functionally equivalent, aiming to express the invariant

identity with the same meaning’.

d. Textual (syntagmatic) equivalence, where there is equivalence of the

syntactic sturucture of a text.

8. Techniques in Translation

According to Molina and Albir (2002:499), translation techniques

allow us to describe the actual steps taken by the translators in the micro-

unit and obtain clear data on the choice of general method. Techniques

17
describes the result obtained and can be used to classify different

translation solutions. Below are the kinds of translation techniques that are

proposed by Molina and Albir (2002: 509), as follows:

a. Adaptation

Adaptation is a technique that is used to translate the text from the

source language to the target language by replacing the cultural

element of the source language to the cultural elements in the target

language.

Example:

Data 065/PAIBP/C5

SL: Di mana bumi dipijak, di situ langit dijunjung

TL: When in Rome, do as the Romans

The students translated ‘dimana bumi dipijak, disitu langit dijunjung’

into ‘when in Rome, do as Romans’. ‘Dimana bumi dipijak, disitu

langit dijunjung’ is the idiom from the source text, and it means ‘kita

harus mengikuti/menghormati adat istiadat dimana kita tinggal’ (we

should appreciate the customs of the place where we live). ‘When in

Rome, do as the Romans’ is the idiom from the target text, and it

means ‘when you are visiting another place, you should follow the

customs of the people in that place’. The students chose to translate the

idom ‘dimana bumi dipijak, disitu langit dijunjung’ with the equivalent

idiom in the target text, and the student adapt with the target language

culture in translating the idioms.

b. Amplification

18
 Amplification is a technique that is used to introduce the details that

are not formulated in the source language. This technique is similar to

addition technique, or gain. This technique is opposite of reduction

technique.

c. Borrowing

Borrowing is a technique that is used to translate the text from source

language to target text with borrowing words from the source language

and the loan language is taken directly in the target language.

Example:

Data 029/PAIBP/C9

SL: Ia seorang mubaligh dari Arab

TL: He was a Mubaligh from Arab

From the example above, the students chose to borrow the words

directly from the source language to the target language. The students

translate the word ‘mubaligh’ into ‘mubaligh’ also in the target

language.

d. Calque is a technique that is used to translate the text from source

language literally to the target language. The translator does not

translate the text word for word but some words and phrases still

translated literally.

Example:

Data 154/PAIBS/C9

SL: Mereka kembali ke kampung halaman untuk mengembangkan

agama Islam

19
 TL: They returned to the village pages to develop the religion of

Islam

From the example above, the students chose to translate the

words ‘kampung halaman’ into ‘village pages. The word ‘kampung’

can be translated literally into ‘village’ and the word ‘halaman’ can be

translated literally into ‘page’, but the word ‘kampung halaman’

should be translated together because the meaning will be diferent if it

translated separately. The students chose to translate the words

‘kampung halaman’ singly the word order of the target text still

preserved with the source text. The word ‘kampung halaman’ should

be translated into ‘hometown’ to make it more acceptable and sounder

more natural in the target language.

e. Compensation

Compensation is a technique that is used by translator to introduce the

elements of information or stylistic influence of source language into

target language.

f. Description

Description is a technique that is applied by replacing a term or

expression with a description of its form or function in the source text

message to make it clear in the target text.

g. Discursive creation

This technique is implemented by finding a temporary equivalence that

is totally unpredictable out of context. This technique commonly

applied in translating book title or movie title.

20
h. Established equivalent

Established equivalent is a technique that is used to translate the text

from the source language to the target language by using common

words that are existing in the target language.

Example:

Data 037/PAIBP/C9

SL: Materi pertama yang harus disampaikan dalam berdakwah

adalah ajakan untuk menyembah Tuhan Yang Esa, yaitu

Allah Swt

TL: The first material that must be delivered in da’wah is the

invitation to worship God Almighty, Allah Swt

From the example above, the students chose to translate the words

‘Tuhan Yang Maha Esa’ to ‘God Almighty’. According to Kamus

Besar Bahasa Indonesia (KBBI), esa means satu (one) and it has

different meaning with the word Almighty or it can be means ‘Maha

Kuasa‘ in the source language. Although the target language has the

different meaning with the source language, it has the same situation

and the words ‘God Almighty’ is familiar and readily acceptable in the

target language.

i. Generalization

Generalization is a translation technique that is used to translate the

text from the source language to the target language by using more

general term in the target language.

Example:

21
 Data 046/PAIBP/C5

SL: Luqman memperingatkan bahwa tindakan syirik adalah bentuk

kezaliman terbesar

TL: Luqman warned that the act of shirk is the biggest form of

wrongdoing

The students translated the word ‘kezaliman’ with the word

‘wrongdoing’. According to Kamus Besar Bahasa Indonesia (KBBI),

kezaliman is kebengisan; kekejaman; ketidakadilan (ruthlessness;

atrocity; injustice). According to Cambridge Dictionary, wrongdoing

is a bad or illegal action. Kezaliman is one kind of wrongdoing. Thus,

the students chose to translate the word ‘kezaliman’ into ‘wrongdoing’.

Wrongdoing is a general term in the translated text, and the word

‘wrongdoing’ is readily acceptable and comprehensible in the target

text.

j. Linguistic amplification

Linguistic Amplification is a technique that is used to translate thetext

from the source languageto to target language by adding some

linguistic elements in the target language. From 159 data, there are 4

data that belong to this technique.

Example:

Data 042/PAIBP/C5

SL: Tetapi Sa’ad enggan untuk itu

TL: But Sa'd is reluctant to do that

From the example above,the students chose totranslate the

22
 words ‘enggan untuk itu’ into ‘reluctant to do that’. There are some

addition in the target language that does not exist in the source

language, that are the words ‘to do that’. The source language just said

‘untuk itu’ but the students chose to adding the word ‘do’ into ‘to do

that’ and it makes the target language more understandable in the

target language.

k. Linguistic compression

Linguistic compressionis a technique that is used in translating text

from the source language to the target language by simplifying the text

from the source language to the target language. The translator make

the translated text simpler but it is also understandable in the target

language.

Example:

Data 22/PAIBP/C9

SL: kebanyakan rakyat masuk Islam setelah rajanya masuk Islam

terlebih dahulu

TL: most people converted to Islam after their king converted to

Islam

From the example above, thestudents chose to translate the sentence

‘kebanyakan rakyat masuk Islam setelah rajanya masuk Islam terlebih

dahulu’ into ‘most people converted to Islam after their king

converted to Islam’. The students chose to delete the word ‘terlebih

dahulu’ and make it simpler in the target language. The word ‘terlebih

fahulu’ can be removed since it does not have any effect in the text,

23
 and the translated text is already understandable and acceptable in the

target language.

l. Literal translation

Literal Translation is the technique that is used for translating the text

from source language singly and it is translated word for word in the

target text.

Example:

Data 102/PAIBP/C2

SL: Diriwayatkan bahwa suatu hari Rasulullah saw. didatangi oleh

seorang laki-laki yang berpakaian serba putih.

TL: It is reported that one day the Propeth Muhammad visited by a

person a man who is dressed all in white.

The students chose to translate the word ‘seorang laki-laki’ into ‘a

person a man’. The word ‘seorang laki-laki’ can be mean as ‘satu

orang laki-laki’, the students translated the source text literally and

still preserved the source text word order which doesn’t sound natural

in the target language. The word ‘seorang laki-laki’ should be

translated into ‘a man’ without using the word ‘person’ anymore,

because the article ‘a’ can be mean as ‘seorang’ in Indonesian.

m. Modulation

Modulation is a technique of translation that is used by translators to

change point of view, focus or cognitive category in relation to the

source language. It can be lexical or structural.

n. Particularization

24
 This technique is applied by using a more precise or concrete term in

the translated text (Molina & Albir, 2002).

o. Reduction

Reduction is a technique thatis used to translate the text from source

language to target language when the information of source language

is compacted in the target language.

Example:

Data 036/PAIBP/C9

SL: Allah Swt. menegaskan perintah tersebut, salah satunya

surat al-‘Ashr

TL: Allah Swt. em-phasized that command in surah al-‘Ashr

From the example above, the students chose to translate the

sentence ‘Allah Swt. menegaskan perintah tersebut, salah satunya

surat al-‘Ashr’ into ‘Allah Swt. em-phasized that command in surah

al-‘Ashr’. There are some words that are removed from the source

language, that are the words ‘salah satunya’. Although there are some

words that are removed in the target language, the message has been

delivered in target language and it is already understandable and

acceptable in the target language.

p. Subtitution

Subtitution refers to the conversion of the linguistics elements and

paralinguitic (the intonation or gestures

q. Transposition

Transposition technique is a technique that is implemented by

25
 changing the grammatical category from the source language to the

target language.

Example:

Data 033/PAIBP/C8

SL: “sampaikan dariku meski hanya satu ayat”, begitu arti

sabda nabi terkait dengan kewajiban dakwah

TL: Rasulullah said related to the obligation of da’wah

“Convey from me eventhough only one verse”.

From the example above, the sudents chose to translate the sentence

““sampaikan dariku meski hanya satu ayat”, begitu arti sabda nabi

terkait dengan kewajiban dakwah’ into ‘Rasulullah said related to

the obligation of da’wah “Convey from me eventhough only one

verse””. There are changing in the position of the words ‘begitu arti

sabda nabi terkait dengan kewajiban dakwah’ in the target

language. The students did change the position and the grammatical

structure from the source language, but it is already familiar and

acceptable in the target language.

r. Variation

Variation is the translation technique to change linguistic or

paralinguistic elements (intonation, gestures) that affect aspects of

linguistic variation.

B. Translation Ideologies

Bassnet and Lefevere in Hoed (2006: 83) state that in translation

activity, the translator always bring certain tendency when translating texts

26
from source language to target language. They can be either source

language oriented or target language oriented.

The ideologies influence in two levels, namely micro and macro

level, (Humankia, 2006: 4). In the macro level, the ideology used by the

translator may affect the translation strategies, methods and methods used

by the translator when translating the text from the source language to the

target language. It is supported by Munday (2001: 46) who says that

Venuti proposes the terms domestication and foreignization, which involve

the types of words and methods used by translators when converting text

from the source language to the target language.

Many experts offer various domestication and foreignization

strategies to solve problems in translating cultural text. Vinay and

Darbelnet (Munday, 2012: 86-88) offer four domestication strategies and

three foreignization strategies. The domestication strategies include

transposition, modulation, equivalence, and adaptation. Borrowing, calque,

and literal translation are categorized in foreignization strategies.

Furthermore, Judickaitė (2009: 23) proposes four foreignization and six

domestication strategies to carry out the problems in translating culture-

specific terms. These strategies make reference to two models of Danytė,

the Professor at Vytautas Magnus University, and Padersen in his article

entitled “How is Culture Rendered in Subtitles”. Moreover, Newmark

(1988:45) formulates two translation model as the method, that called

source language emphasis and target language emphasis. SL emphasis

includes word-for word translation, literal translation, faithful translation,

27
 and semantic translation. Later, TL emphasis includes adaptation, free

translation, idiomatic translation, and communicative translation.

In order to overcome the cultural problems in translation, Venuti

introduced the concepts of foreignization and domestication in his book

‘The Translator's Intangible: A History of Translation' (1995). Translator

can determine the purpose of material translation product, whether the

translator makes the target reader feel unfamiliar with the text or the

translator makes the target reader understand the text. Friedrich

Schleirmacher, a German theologian and philosopher, pointed out that the

translator must either leave the author as safe as possible, or move the

reader towards him (Venuti, 1995: 20).

1. Domestication

Venuti (as cited in Baker, 2001) says that domestication is the way

to leave the author because the translator chooses the target readers as the

main orientation in translating text from the source language to the target

language. He said that domesticating translation has oftenly been

registered in the service of specific domestic agendas, imperialist,

evangelical, professional.

Domestication translation is guided by the taste of target language.

The translator must translate everything in the source language into the

target language and match the culture of source language and target

language. This is done to allow readers to easily understand the target text.

Venuti said that domestication translation is an ethnocentric reduction of

the foreign text to target-language cultural values, bringing the author back

28
home (1995: 20). It means that the translator leaves the strange words of

source language and replaces them with the familiar words in target

language that culturally similar in source language. In this way, the reader

will try to imagine that the culture in source language is similar to the

target culture. However, this situation may reduce some cultural

knowledge from source language.

According to Venuti’s (1995) observation, the occurence of

foreignization concept was caused by the American community's attempts

to absorb translated works into their own culture. They have carried out

domestication translation to maintain their cultural value, so it will not

reduce the Anglo-American culture. However, this domestication

translation has caused racism and violence in the ethnocentric. In order to

deal with this situation, Venuti provides the foreignization translation to

control the ethnocentrism. He gives his sound that domestication is “a

form of ethnocentric racism and violence, and he believes that the

dominant aesthetics should be challenged [by foreignization] in order to

combat this ethnocentrism (Ranua, 2009: 30). According to Newmark

(1988), there are some methods of translation that emphasize into the

target text;

a. Adaptation

It is mainly used for drama (comedies and poetry; usually retain the

themes, characters, plots are usually preserved), convert the source

language culture into the target language culture, and the original text

is rewritten.

29
 b. Free Translation

Free translation reproduces the matter without any means, or the

content without the original form. Usually it is longer than the

original.

c. Idiomatic Translation

Idiomatic translation reproduces the 'message' of the original work,

but tends to favor spoken words and idioms that do not exist in the

original work, thereby distorting the nuances of meaning.

d. Communicative Translation

Communicative translation tries to present the exact contextual

meaning of the original in a way that makes the content and language

easy to be accepted and understood by the readers.

2. Foreignization

Venuti in Baker (2001) points out that foreignization is the way of

choosing the author as the orientation. Foreignization select foreign

characters and development of translation methods based on boundaries

excluded by the mainstream cultural values of the target language.

Foreignization translation expects the translator to develop the new culture

from the source text. The goal is to make the target reader understand the

source language culture. Venuti points out that foreignizing translation is a

racial discrimination against these values, requiring the recording of

linguistic and cultural differences in foreign scripts, thereby bringing

readers abroad (1995: 20). The definition points out that foreignization

brings the cultural and linguistic difference between source and target text.

30
Readers are invited to introduce the structure, style, syntax of source

language. They will also find new cultures in source language that are not

exist in their languages. The new ‘terms’ from source language usually

appear in the target text. Therefore, foreignization translation requires

well-educated readers to understand the text. According to Newmark

(1988), there are some methods of translation that emphasize into the

source text:

a. Word-for-word translation

This is usually expressed as interlinear translation, with the target

language immediately under the source language words. The source

language word-order is preserved and translate the words separately

according to the most common meaning of the context. Cultural words

are translated literally. The main purpose of word-for-word translation

is to understand the mechanics of the source language, or to interpret a

difficult text as a pre-translation process.

b. Literal Translation

The source language grammar structure are converted to their closest

target language equivalents form, but the lexical words are again

translated singly, out of context.

c. Faithful Translation

A faithful Translation tries to reproduce the precise contextual

meaning of the original language under the constraints of the

grammatical structure of the target language. It 'transfers' cultural

words and preserves the degree of grammatical and lexical

31
 'abnormality' (deviation from source language norms) in the

translation. It tries to be completely faithful to the intentions and

textual realization of the source language author.

d. Semantic Translation

The only difference between semantic translation and "faithful

translation" is that it must consider more aesthetic values (that is, the

beautiful and natural sound of the SL text, under appropriate

circumstances, will damage the "meaning", so as to avoid resonance,

and complete the playback in the version.

C. The Textbook Pendidikan Agama Islam dan Budi Pekerti

Pendidikan Agama Islam dan Budi Pekerti is a textbook that was

published by Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud.

This textbook was prepared by the government for the implementation of

2013 curriculum. This textbook was made for the students in the third

grade of senior high school. There are 258 pages and ten chapters

consisted in this textbook. Each chapter in this textbook has its own theme

and it does not have correlation with another chapter in the book. This

textbook was made for the students for widening their knowledge about

Islam. The first edition of this textbook was published in 2015. This

textbook was expected to make the students more understand about their

religion, and they can become people who will always do something base

on Quran and Hadith.

32
D. Previous Related Study

Related to this research, this study actually capable to find an idea

or a strategy can be apply in translation that was explain of this research,

but this study cannot be separated from the others previous supporting

studies. Some research compilations drawn from some references.

The first researcher is Pradani (IAIN Surakarta, 2018) entitle “A

Domestication Technique Process of Translation Subject Made by

Students’ at Fifth Semester Students of English Education Department in

IAIN Surakarta”. The research was conducted to analyze the

implementation of domestication technique used by the fifth semester

students in translation class in IAIN Surakarta. The second researcher is

Fitriani (UNY) entitle “Foreignization and Domestication in the

Culturally-Bound Expressions in Kayam’s Para Priyayi Novel and Their

Translated Expresions in Zhukov’s Javanese Gentry Novel”. The research

was conducted to analyze the foreignization and domestication of the

culturally bound expressions in Umar Kayam’s Para Priyayi Novel

represented in Zhukov’s Javanese Gentry translated Novel, and to describe

the meaning equivalence of the translation of the culturallybound

expressions in Umar Kayam’s Para Priyayi Novel represented in

Zhukov’s Javanese Gentry translated Novel. The third researcher is

Tiwiyanti (Universitas Indraprasta PGRI, 2016) entitle “Foreignization and

Domestication in Translating Culture-Specific Items in the English

Translation of Ahmad Tohari’s Lintang Kemukus”. The research was

conducted to analyze the translation procedures in translating culture

33
specific items that are termed as foreignizing and domesticating and to

identify how foreignization and domestication are applied in translating

culture specific items. The other researcher is Larasati (UPI, 2014) entitle

“An Analysis of Domestication and Foreignization of Cultural Words

Translation in Andrea Hiratas’s Novel Entitled “Laskar Pelangi””. The

research was conducted to analyze the translation strategy that was used

frequently in translating the cultural words in the novel using Tomalin &

Stempleski’s (1993) theory.

From the description above, the researcher wants to complete the

previous research and to enrich the similar research. The researcher wants

to conduct a study about the domestication strategy and foreignization

strategy of translation in translation activity with different object and

different analysis, in the previous study the researches were conducted to

analyze culturally of literary work using technique in translation, but in

this research the researcher focus on the product or the result of translation

that use the domestication strategy and foreignization strategy especially in

translating a text from English into Indonesia. The researcher conducting

research in the Entitled “Domestication And Foreignization Used In The

Translation’s Projects By The Fifth Semester Students of English

Education Department at IAIN Surakarta in Academic Year 2019/2020”.

34
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Type and Design

This research employed descriptive-qualitative method. According

to Bodgan and Biklen as quoted by Astuti (2017) state that “A qualitative

research is a research, procedure, which produces descriptive data in the

form of written or oral words form of written or oral words from people

and their behavior that are observed”. This type of the research is

descriptive qualitative research which focused on the foreignization and

domestication used by the fifth semester students in translating

Indonesian text into English.

Descriptive method concern with some cases in which the data

collected are classified, analyzed, and interpreted. The aim of this method

is to describe what actually happens in a certain situation and condition.

Creswell (2009: 4) defines qualitative research as follows:

Qualitative research is a means for exploring and

understanding the meaning individuals or groups ascribe to a

social or human problem. The process of the research involves

emerging questions and procedures, data typically collected in

the participants’ setting, data analysis inductively

interpretation of the meaning of the data. The final written

report has a flexible structure.

The most supporting reason why this research used qualitative

35
 method is because this study relied on opinion and belief rather than

statistical data which are inclined to quantitative research.

B. Data Source

The data are information of facts to be analyzed. Bodgan and

Biklen (as quoted by Astuti, 2017) state that “Data refer to the rough

materials researcher collect from the world they are studying; they

are the particular that form the basis of analysis”.

In conducting the research, the researcher used the students’

worksheet in translating Pendidikan Agama Islam dan Budi Pekerti

textbook into English. There are 10 groups in the project of the

textbook on translation class which consists of 3 students each

groups which translated each chapter of Pendidikan Agama Islam

dan Budi Pekerti textbook into English. The researcher used 6

groups’ worksheet as the data source. Data source refers to the

subject from which the data can be obtained. The researcher use

random sampling in conducting the research since each chapter does

not has any correlation with each other.

Data of this research were sentences of the students’

worksheet in translating Pendidikan Islam dan Budi Pekerti

textbook into English. Meanwhile, sources of this data were the

translation worksheet of fifth semester students in translating

Pendidikan Islam dan Budi Pekerti textbook into English

C. Research Instrument

The main research instrument of this study was the researcher

36
herself. Lincoln and Guba in Vanderstoep and Johnston (2009:18)

state that human is the best instrument for a qualitative analysis. The

researcher planned, collected, analyzed, and reported the findings.

The second instrument of this research was the data sheet. It notes

the classifications foreignization and domestication ideologies used

by the fifth semester students in translating Indonesian textbook into

English. Table 3.1 is the example of the data sheet format.

37
Table 3.1 Data Sheet

Domestication Foreignization
No Source Language Target Language
A Am EE G T R LA LC D L B C
Para pakar sejarah berbeda Historians differ about the history of
001 pendapat mengenai sejarah how Islam enter to the archipelago 
masuknya Islam ke Nusantara
Para pedagang asal Persia yang Persian traders who on their way to
dalam perjalanannya singgah ke Gujarat before going to the
002 
Gujarat sebelum ke Nusantara archipelago around the 13th century
sekitar abad ke-13 M AD

Notes:
Foreignization Domestication
L: Literal Translation A: Adaptation
B: Borrowing Am: Amplification
C: Calque EE: Established Equivalent
G: General
T: Transposition
LA: Linguistic Amplification
LC: Linguistic Compression
R: Reduction
D: Description

38
D. Technique of Collecting the Data

The techniques that use to collect the data is documentation.

“Document is everything written or film, differ from record, which is not

prepared because need to the researcher” (Moleong, 2004:160).

Documentation method is intended to find data on manuscript, book,

magazine, newspaper, and agenda. In this research, the documentation is

the fifth semester students’ translation work in translating Pendidikan

Agama Islam dan Budi Pekerti Textbook into English.

E. The Trustworthiness of Data

According Guba as quoted by Shenton (2004), to gain

trustworthiness, there are four criteria such as credibility, transferability,

dependability, and confirmability. To gain trustworthiness in this

research, the researcher will use all of the four criteria by Guba.

1. Credibility

Lincoln and Guba in Shenton (2004) argue that ensuring

credibility is one of most important factors in establishing

trustworthiness. In order to gain credibility, the researcher used

triangulation. There are four types of triangulation: by source,

by method, by expert, and by theory. The research used the

source and theory triangulation.

2. Transferability

Merriam in Shenton (2004) states that external validity “is

concerned with the extent to which the findings of one study

39
 can be applied to other situations”. Lincoln and Guba and

Firestone suggested that it is the responsibility of the

investigator to ensure that sufficient contextual information

about the fieldwork sites is provided to enable the reader to

make such a transfer. The researcher will make this research can

be transferred to the reader by write down the detail information

about the research such as;

a) The research took place at IAIN Surakarta. It was

located at Pandawa Street, Pucangan, Kartasura,

Sukoharjo.

b) The researcher used the fifth semester students’

translation works of English Education Department in

academic year 2019/2020 as the subject of the research.

c) The researcher took a textbook on translation class.

3. Dependability

Shenton (2004) says that in order to address the dependability

issue more directly, the processes within the study should be

reported in detail, thereby enabling a future researcher to repeat

the work, if not necessarily to gain the same results. To make

this research dependable, the research will write down the

process of the study, such as:

a) In this research, the researcher used descriptive

qualitative research.

b) In conducting the research, the researcher used the

40
 students’ worksheet in translating Indonesian textbook

into English as the data source. The data will be

organized as sentences of the source language (SL) and

the target language (TL) in the students’ worksheet in

translating Indonesian textbook into English.

c) The technique that used to collect the data was

documentation.

4. Confirmability

Shenton (2004) says that the concept of confirmability is the

qualitative investigator’s comparable concern to objectivity.

Miles and Huberman (1984) consider that a key criterion for

confirmability is the extent to which the researcher admits his or

her own predispositions. The researcher confirmed the finding

of the research to one of lecturer in IAIN Surakarta.

F. Analysis Data

In analyzing the data, the researcher used a descriptive study of

qualitative research. As using the technique, the researcher collected

data, arranged data, and then presented the data. The qualitative method

is one kind of research without using any calculation or statistic

procedure.

Regarding with this research, the researcher used data analysis

based on Miles and Huberman Model (1984:20). Moreover, the process

of analyzing data is depicted by Miles and Huberman (1984:22) in the

following picture.

41
 Figure 3.1 Illustration of Interactive Model by Miles &

Huberman (1984:22)

Miles & Huberman (1984:22) elaborate the four types of

analysis data form interactive process which was analyzing

qualitative data as follows:

1. Data collection

Data collection means collecting data from many sources. The

researcher collected data from documentation. The documentation in

this research is the students’ worksheet in translating textbook from

Indonesian to English. The researcher did analysis of translation

ideologies used by the fifth semester students in translating

Pendidikan Agama Islam dan Budi Pekerti textbook into English.

2. Data Reduction

Reduce data means that summarizes, choose, things that are basic,

focusing on things that are important, sought themes and patterns

and remove unnecessary. The researcher did reduction of the data

which is get from the analysis of Indonesian textbook into English.

A reduction of the data is needed because not all of the data can be

42
 input as the need in the research, just the necessary and important

point and according to requirements of the data were analyzed.

3. Data Display

The data will reduce and then make the presentation of data. The

presentation of data can be doing in the form of brief description,

charts, relationship between categories, and so on. The most frequent

form of data display for qualitative research data in the past has been

narrative text. By the data display, then the data is organized,

arranged in pattern of relationships that would be easily understood.

The researcher organized the data and describes translation

ideologies used by the fifth semester students in translating

Pendidikan Agama Islam dan Budi Pekerti textbook into English.

4. Conclusion: Drawing and Verification

Drawing and verification which present preliminary conclusion is

still tentative and will change if not find evidence that supports

strong data collection on the next stage. The conclusion in qualitative

research may be able to answer the formulation of the problem that

formulating from the beginning, but sometimes not, because as has

been stated issues and problems in the qualitative research is still

tentative and will be developed in the field.

In this step, the researcher makes an initial conclusion about

translation ideologies used by the fifth semester students in

translating Pendidikan Agama Islam dan Budi Pekerti textbook into

English. The initial conclusion was able to achieve the research

43
question based on qualitative data which is taken from analyzing the

students’ translation works.

From the explanation above, the researcher apply this technique for

describing and analyzing the data from the result of the research

about the ideology in translation product which is used by the fifth

semester students, so this research will be credible.

44
 CHAPTER IV

FINDINGS AND DISCUSSION

The aim of this research is to analyze the foreignization and domestication

applied by the fifth semester students in translating Pendidikan Agama Islam dan

Budi Pekerti textbook from Indonesian to English. The theory of translation

technique by Molina and Albir (2002) and translation method by Newmark (1988)

was used in this research to categorize the domestication and foreignization

applied by the fifth semester students in translating Pendidikan Agama Islam dan

Budi Pekerti textbook from Indonesian to English. There are two sections in this

chapter; findings and discussion. The first section provides the result of the

research and the second section is the discussion of the findings based on the

research objective.

A. Research Findings

This section aims to analyze the findings of domestication and

foreignization applied by the fifth semester students in translating Pendidikan

Agama Islam dan Budaya textbook from Indonesian to English.

1. Translation Techniques

There are eleven techniques applied by the fifth semester students in

translating Pendidikan Agama Islam dan Budi Pekerti textbook from

Indonesian to English; they are literal translation, borrowing, calque,

adaptation, established equivalent, generalization, transposition, linguistic

amplification, linguistic compression, reduction, and description. There are

159 data of translation techniques found in this research. The description and

the examples of each technique are presented below.

45
a. Literal Translation

Literal Translation is the technique that is used for translating the

text from source language singly and it is translated word for word in the

target text. From 159 data, the researcher found 28 data that belong to

this technique. The examples of this technique are served as follow:

Data 102/PAIBP/C2

SL: Diriwayatkan bahwa suatu hari Rasulullah saw. didatangi oleh

seorang laki-laki yang berpakaian serba putih.

TL: It is reported that one day the Propeth Muhammad visited by a

person a man who is dressed all in white.

The students chose to translate the word ‘seorang laki-laki’ into ‘a

person a man’. The word ‘seorang laki-laki’ can be mean as ‘satu

orang laki-laki’, the students translated the source text literally and still

preserved the source text word order which doesn’t sound natural in the

target language. The word ‘seorang laki-laki’ should be translated into

‘a man’ without using the word ‘person’ anymore, because the article

‘a’ can be mean as ‘seorang’ in Indonesian. Another example of literal

translation is presented below:

Data 130/PAIBP/C2

SL: Kondisi ini lebih rendah tingkatannya daripada tingkatan yang

pertama

TL: This condition is lower than that level first

The students chose to translate the words ‘tingkatan yang pertama’

into ‘level first’. The words ‘tingkatan’ can be translated into ‘level’,

46
and it is appropriate in the target language, but the word order of the

target text still preserved with the source text and it doesn’t sound

natural in the target language. The students should consider the word

order in the target language to make the text sound more natural in

target language. The words ‘tingkatan yang pertama’ should be

translated into ‘the first level’ to make it more acceptable and sounder

more natural in the target language.

b. Calque

Calque is a technique that is used to translate the text from source

language literally to the target language. The translator does not translate

the text word for word but some words and phrases still translated

literally. From 159 data, the researcher found 41 data that belong to this

technique. The examples of this technique are served as follow:

Data 154/PAIBS/C9

SL: Mereka kembali ke kampung halaman untuk mengembangkan

agama Islam

TL: They returned to the village pages to develop the religion of

Islam

From the example above, the students chose to translate the words

‘kampung halaman’ into ‘village pages. The word ‘kampung’ can be

translated literally into ‘village’ and the word ‘halaman’ can be

translated literally into ‘page’, but the word ‘kampung halaman’ should

be translated together because the meaning will be diferent if it

translated separately. The students chose to translate the words

47
‘kampung halaman’ singly and the word order of the target text still

preserved with the source text. The word ‘kampung halaman’ should be

translated into ‘hometown’ to make it more acceptable and sounder more

natural in the target language. Another example of calque is presented

below:

Data 143/PAIBP/C2

SL: Setelah meyakini dan mengimani takdir, kemudian dibarengi

dengan ikhtiar dan do’a, maka tibalah manusia mengambil

sikap tawakal.

TL: After believing and believing in destiny, then coupled with

endeavor and prayer, then the human arrived to take the attitude

of trust.

According to Kamus Besar Bahasa Indonesia, mengimani is

meyakini dan mempercayai (convincing and believing). The students

choose to translate both of the words ‘meyakini dan mengimani’ with the

words ‘believing and believing’ which cause the repetition words in the

target language. The words ‘iman’ can be mean as ‘percaya (believing)’

and the word ‘yakin’ can also be translated into ‘believing’, but the

students should choose the other words which can replace the word

‘believing’ and still deliver the intention of the source language or just

use one word of ‘believing’ to avoid the repetition in the target language.

The students can translate the words ‘setelah meyakini dan mengimani

takdir’ into ‘after believing in destiny’, and it can deliver the intention of

the source language without any repetition in the target language.

48
c. Borrowing

Borrowing is a technique that is used to translate the text from source

language to target text with borrowing words from the source language

and the loan language is taken directly in the target language. From 159

data, the researcher found 20 data that belong to borrowing techniques.

The examples of this technique are served as follow:

Data 029/PAIBP/C9

SL: Ia seorang mubaligh dari Arab

TL: He was a Mubaligh from Arab

From the example above, the students chose to borrow the words

directly from the source language to the target language. The students

translate the word ‘mubaligh’ into ‘mubaligh’ also in the target

language. Another example of borrowing is presented below:

Data 028/PAIBP/C9

SL: Semua kegiatan itu adalah bagian dari dakwah

TL: All of that activities are the part of da’wah

From the example above, the students chose to borrow the words

directly from the source language to the target language. The students

translate the word ‘dakwah’ into ‘da’wah’ also in the target language.

The students took the words directly from the source language and use it

to translate to the target language.

d. Adaptation

Adaptation is a technique that is used to translate the text from the

source language to the target language by replacing the cultural element

49
of the source language to the cultural elements in the target language.

From 159 data, there are 2 data that belong to adaptation. The examples

of adaptation are served as follow:

Data 065/PAIBP/C5

SL: Di mana bumi dipijak, di situ langit dijunjung

TL: When in Rome, do as the Romans

The students translated ‘dimana bumi dipijak, disitu langit

dijunjung’ into ‘when in Rome, do as Romans’. ‘Dimana bumi dipijak,

disitu langit dijunjung’ is the idiom from the source text, and it means

‘kita harus mengikuti/menghormati adat istiadat dimana kita tinggal’

(we should appreciate the customs of the place where we live). ‘When

in Rome, do as the Romans’ is the idiom from the target text, and it

means ‘when you are visiting another place, you should follow the

customs of the people in that place’. The students chose to translate the

idom ‘dimana bumi dipijak, disitu langit dijunjung’ with the equivalent

idiom in the target text, and the student adapt with the target language

culture in translating the idioms. Another example of adaptation is

served as follow:

Data 159/PAIBP/C1

SL: Dalam Q.S. al-Qari’ah/101:1-5 dijelaskan keadaan manusia

bagaikan anai-anai yang bertebaran

TL: In Q.S. al-Qari' ah / 101: 1-5 described the human condition as

scattered clouds

50
 In the example above, the students chose to translate ‘anai-anai

yang berterbangan’ into ‘scattered clouds’. According to Kamus

Besar Bahasa Inggris (KBBI), anai-anai is semut putih; rayap

(termite) and it has the different meaning with the word ‘clouds’.

‘Anai-anai yang berterbangan’ can be translated as ‘flying termites’

if the students want to maintain the exact meaning of the source text.

According to Mariam-Webster Dictionary, scattered clouds are

clouds covering one tenth to one half of the sky. Moreover, termite

has a white color, and ‘flying termites’ can be mean that there are

many white things in the sky. Cloud has a white color as well. Thus,

‘anai-anai yang berterbangan’ and ‘scattered clouds’ can be mean as

white things which covering the sky. The students choose target

language as the main focus in translating this sentence and the words

‘scattered clouds’ are readily acceptable and comprehensible in the

target text.

e. Established Equivalent

Established equivalent is a technique that is used to translate the text

from the source language to the target language by using common words

that are existing in the target language. From the 159 data in this

research, the researcher found 16 data that belong to this technique. The

example of this technique is served as follow:

Data 037/PAIBP/C9

51
 SL: Materi pertama yang harus disampaikan dalam berdakwah

adalah ajakan untuk menyembah Tuhan Yang Esa, yaitu

Allah Swt

TL: The first material that must be delivered in da’wah is the

invitation to worship God Almighty, Allah Swt

From the example above, the students chose to translate the

words ‘Tuhan Yang Maha Esa’ to ‘God Almighty’. According to

Kamus Besar Bahasa Indonesia (KBBI), esa means satu (one) and it

has different meaning with the word Almighty or it can be means

‘Maha Kuasa‘ in the source language. Although the target language

has the different meaning with the source language, it has the same

situation and the words ‘God Almighty’ is familiar and readily

acceptable in the target language. Another example of this technique

is served as follow:

Data 049/PAIBP/C5

SL: Merubah kemungkaran dengan sarana kekuasaan adalah

wewenang penguasa

TL: Changing deviation with the means of power is the authority

of the authorities.

From the example above, the students chose to translate the word

‘kemungkaran’ into deviation. According to Kamus Besar Bahasa

Indonesia (KBBI), munkar is durhaka (melanggar perintah Tuhan)

(rebellious from the command of Allah). According to Cambridge

Dictionary, deviation is the action of doing something that is

52
 different from the usual or common way of behaving. Munkar is the

term that usually used in Islam. . Although the target language has

the different meaning with the source language, it has the same

situation with the source language. And the word ‘deviation’ is

familiar and readily acceptable in the target language.

f. Generalization

Generalization is a translation technique that is used to translate

the text from the source language to the target language by using

more general term in the target language. From 159 data, there are 14

data that belong to this technique. The examples of generalization are

served as follow:

Data 046/PAIBP/C5

SL: Luqman memperingatkan bahwa tindakan syirik adalah bentuk

kezaliman terbesar

TL: Luqman warned that the act of shirk is the biggest form of

wrongdoing

The students translated the word ‘kezaliman’ with the word

‘wrongdoing’. According to Kamus Besar Bahasa Indonesia (KBBI),

kezaliman is kebengisan; kekejaman; ketidakadilan (ruthlessness;

atrocity; injustice). According to Cambridge Dictionary, wrongdoing

is a bad or illegal action. Kezaliman is one kind of wrongdoing.

Thus, the students chose to translate the word ‘kezaliman’ into

‘wrongdoing’. Wrongdoing is a general term in the translated text,

and the word ‘wrongdoing’ is readily acceptable and comprehensible

53
 in the target text. Another example of generalization is servedas

follow:

Data 038/PAIBP/C5

SL: Perhatikan nasihat Luqman kepada anaknya pada firman Allah

dalam Q.S.Luqm±n/31:13-14

TL: Give attention of Luqman’s advise to his son on the word of

Allah in the Q.S. al-Luqman 131:13-14

From the example above, the students chose to translate the

words ‘firman Allah’ into ‘the word of God’. According to Kamus

Besar Bahasa Indonesia (KBBI), firman is kata (perintah) Tuhan

(the command from God). The students chose to translate the word

‘firman’ into ‘words’ that is more general in the target language. The

word ‘firman’ is the word that is particularly use for the God, and the

word ‘words’ is more general in the target language, but it is already

acceptable in the target language.

g. Transposition

Transposition technique is a technique that is implemented by

changing the grammatical category from the source language to the

target language. Trom the 159 data, there are 16 data found that are

belong to this technique. The examples of transposition are served as

follow:

Data 033/PAIBP/C8

SL: “sampaikan dariku meski hanya satu ayat”, begitu arti

sabda nabi terkait dengan kewajiban dakwah

54
 TL: Rasulullah said related to the obligation of da’wah

“Convey from me eventhough only one verse”.

From the example above, the sudents chose to translate the

sentence ““sampaikan dariku meski hanya satu ayat”, begitu arti

sabda nabi terkait dengan kewajiban dakwah’ into ‘Rasulullah said

related to the obligation of da’wah “Convey from me eventhough

only one verse””. There are changing in the position of the words

‘begitu arti sabda nabi terkait dengan kewajiban dakwah’ in the

target language. The students did change the position and the

grammatical structure from the source language, but it is already

familiar and acceptable in the target language. Another example of

transposition is served as follow:

Data 066/PAIBP/C6

SL: untuk terwujudnya kewarisan harus ada tiga unsur,

TL: there are three elements for inheritance to exist

From the example above, the sudents chose to translate the

sentence ‘untuk terwujudnya kewarisan harus ada tiga unsur’ into

‘there are three elements for inheritance to exist ‘. There are

changing in the position of the words ‘untuk terwujudnya kewarisan

harus ada tiga unsur’ in the target language. The students did change

the position and the grammatical structure from the source language,

but it is already familiar and acceptable in the target language.

h. Linguistic Amplification

55
 Linguistic Amplification is a technique that is used to translate

thetext from the source languageto to target language by adding

some linguistic elements in the target language. From 159 data, there

are 4 data that belong to this technique. The examples of linguistic

amplification are served as follow:

Data 042/PAIBP/C5

SL: Tetapi Sa’ad enggan untuk itu

TL: But Sa'd is reluctant to do that

From the example above, the students chose totranslate the

words ‘enggan untuk itu’ into ‘reluctant to do that’. There are some

additions in the target language that does not exist in the source

language, which are the words ‘to do that’. The source language just

said ‘untuk itu’ but the students chose to adding the word ‘do’ into

‘to do that’ and it makes the target language more understandable in

the target language. Another example of linguistic amplification is

served as follow:

Data 067/PAIBP/C6

SL: Jika secara ekonomi mereka termasuk dalam kategori

mustahiq(orang yang berhak menerima zakat) karena

miskin

TL: If economically they are included in the category of

mustahiq (people who are entitled to receive zakat) because

they are poor

56
 From the example above, the students chose to translate the

words ‘karena miskin’ into ‘because they are poor’. There are

some additions in the target language that does not exist in the

source language, which are the words ‘because they are poor’.

The source language just said ‘karena miskin’ but the students

chose to adding the word ‘they’ into ‘because they are poor’ and

it makes the target language more understandable and acceptable

in the target language.

i. Linguistic Compression

Linguistic compressionis a technique that is used in translating

text from the source language to the target language by simplifying

the text from the source language to the target language. The

translator makes the translated text more simple but it is also

understandable in the target language. From 159 data, there are 6

data that belong to this technique. The examples of linguistic

compression are served as follow:

Data 22/PAIBP/C9

SL: kebanyakan rakyat masuk Islam setelah rajanya masuk Islam

terlebih dahulu

TL: most people converted to Islam after their king converted to

Islam

From the example above, thestudents chose to translate the

sentence ‘kebanyakan rakyat masuk Islam setelah rajanya masuk

Islam terlebih dahulu’ into ‘most people converted to Islam after

57
 their king converted to Islam’. The students chose to delete the

word ‘terlebih dahulu’ and make it simpler in the target

language. The word ‘terlebih dahulu’ can be removed since it

does not have any effect in the text, and the translated text is

already understandable and acceptable in the target language.

Another example of linguistic compression is served as follow:

Data 041/PAIBP/C8

SL: Demi Allah Swt. aku tidak akan berteduh dari teriknya

matahari dan angin yang berhembus

TL: For the sake of Allah I will not take shelter from the blazing

sun and wind

From the text above, the students chose to translate the words

‘angin yang berhembus’ into ‘wind’. The students chose to delete

the words ‘yang berhembus’ and translate it into ‘wind’ only.

The words ‘yang berhembus’ can be removed since it is a certain

thing that wind is blowing, so the students can just translate it

into ‘wind’ and it is already understandable and acceptable in the

target language.

j. Reduction

Reduction is a technique thatis used to translate the text from

source language to target language when the information of source

language is compacted in the target language. From 159 data, there

are 8 data that belong to this technique. The examples of reduction

are served as follow:

58
Data 036/PAIBP/C9

SL: Allah Swt. menegaskan perintah tersebut, salah satunya

surat al-‘Ashr

TL: Allah Swt. em-phasized that command in surah al-‘Ashr

From the example above, the students chose to translate the

sentence ‘Allah Swt. menegaskan perintah tersebut, salah

satunya surat al-‘Ashr’ into ‘Allah Swt. emphasized that

command in surah al-‘Ashr’. There are some words that are

removed from the source language, that are the words ‘salah

satunya’. Although there are some words that are removed in the

target language, the message has been delivered in target

language and it is already understandable and acceptable in the

target language. Another example of reduction is served as

follow:

Data 056/PAIBP/C8

SL: Saudara perempuan sekandung jika sendirian

TL: Sisters who are alone

From the example above, the students chose to translate the

sentence ‘Saudara perempuan sekandung jika sendirian’ into

‘Sisters who are alone’ there are some words that are removed

from the source language, that are ‘sekandung’. Although there

are some words that are removed in the target language, the

message has been delivered in target language and it is already

understandable and acceptable in the target language.

59
k. Description

Description is a technique that is used to translate the text from

source language to target language with replacing a term from the

source language into a decription or an information of that term in

the target language to make the target reader more understand about

the text. From the 159 data, there are 4 data that belong to this

technique. The examples of description are served as follow:

Data 69/PAIBP/C6

SL: Rasulullah bersabda

TL: the Messenger of Allah said

From the example above, thestudents chose to translate the

word ‘Rasulullah’ into ‘the messenger of Allah’. ‘The messenger

of Allah’ is the definition’ of ‘Rasulullah’, and the students chose

to translate the source language with the definition in the target

language, and it makes the translated text more understandable

and already acceptable in the target language. Another example

of description is served as follow:

Data 091/PAIBP/C4

SL: bahkan Allah Swt. menyamakan seseorang yang

memutuskan hubungan silaturahmi dengan perusak di

muka bumi.

TL: even Allah Almighty equate someone who breaks the

relationship with the destroyer one earth

60
 From the example above, the students chose to translate the

word ‘silurahmi’ into ‘the relationship’. ‘The relationship’ is the

definition of ‘silaturahmi’, and the students chose to translate the

source language with the definition in the target language, and it

makes the translated text more understandable and already

acceptable in the target language.

2. Translation Methods

There are eight methods which stated by Newmark (1988), and four

of the methods tend to source language, and another four methods tend

to target language. The first four methods that tend to target language are

adaptation, free translation, idiomatic translation, and communicative

translation. The second or the rest methods that tend to source language

are word-for-word translation, literal translation, faithful translation, and

semantic translation.

In chapter one of Pendidikan Agama Islam dan Budi Pekerti

textbook, there are 17 data of translation techniques found; 6 data belong

to calque, 3 data belong to borrowing, 1 data belong to literal translation,

2 data belong to established equivalent, 1 data belong to generalization,

and 1 data belong to adaptation. Based on the most used techniques, they

are calque, borrowing, established quivalent, literal translation, and

adaptation. Literal translation, calque, and borrowing are oriented to

source language, meanwhile the rest are oriented to target language.

Total of the techniques that are oriented to source language is 11 data,

and total of the techniques that are oriented to target language is 6 data.

61
The techniques found in this chapter are closedly relevant to literal

translation, word-for-word translation, communicative translation, and

free translation methods. Most of the methods are oriented to source

language.

In chapter two of Pendidikan Agama Islam dan Budi Pekerti

textbook, there are 21 data of translation techniques found; 5 data belong

to calque, 5 data belong to borrowing, 4 data belong to literal translation,

5 data belong to established equivalent, and 1 data belong to

transposition. Based on the most used techniques, they are calque,

borrowing, established equivalent, literal translation, and transposition.

Literal translation, calque, and borrowing are oriented to source

language, meanwhile the rest are oriented to target language. Total of

tehniques that are oriented to source language is 14 data, and total of

techniques that are oriented to target language is 7 data. The techniques

found in this chapter are closedly related to word-for-word translation,

literal translation, and communicative translation methods. Most of the

methods are emphasize to source language.

In chapter 5 of Pendidikan Agama Islam dan Budi Pekerti Textbook,

there are 37 data of translation techniques found; 3 data belong to literal

translation, 1 data belong to description, 7 data belong to generalization,

6 data belong to established equivalent, 5 data belong to transposition, 3

data belong to literal translation, 3 data belong to literal translation, 2

data belong to description, 1 data belong to adaptation, 5 data belong to

calque, and 4 data belong to linguistic amplification. Based on the most

62
used technique, they are generalization, established equivalent,

transposition, calque, linguistic amplification, literal translation,

borrowing, description, and adaptation. Literal translation, calque, and

borrowing are oriented to source language, meanwhile the rest are

oriented to target language. Total data of translation techniques that are

oriented to the source language is 11 data, and total data of translation

techniques that are oriented to target language is 26 data. The techniques

found in this chapter are closedly related to word-for-word translation,

literal translation, communicative translation, and idiomatic translation.

Most of the methods are emphasize to target language.

In chapter 6 of Pendidikan Agama Islam dan Budi Pekerti Textbook,

there are 17 data of translation techniques found; 2 data belong to literal

translation, 1 data belong to generalization, 3 data belong to borrowing,

and 9 data belong to calque. Based on the most used translation

technique, they are calque, borrowing, literal translation, generalization.

Literal translation, calque, and borrowing are oriented to source

language, meanwhile the rest are oriented to target language. Total data

of translation techniques that are oriented to source language is 14 data,

and total data of translation techniques that are oriented to target

language is 1 data. The techniques found in this chapter are closedly

related to word-for-word translation, literal translation, and

communicative translation methods. Most of the methods are emphasize

to source language.

63
 In chapter 8 of Pendidikan Agama Islam dan Budi Pekerti Textbook,

there are 32 data of translation techniques found; 1 data belong to

established equivalent, 1 data belong to transposition, 2 data belong to

borrowing, 3 data belong to linguistic compression, 7 data belong to

literal translation, 1 data belong to description, 5 data belong to

reduction, 6 data belong to calque, and 6 data belong to generalization.

Based on the most used translation techniques, they are literal

translation, calque, generalization, reduction, borrowing, established

equivalent, transposition, and description. Literal translation, calque, and

borrowing are oriented to source language, meanwhile the rest are

oriented to target language Total data of translation techniques that are

oriented to source language is 15 data, and total data of translation

techniques that are oriented to target language is 17 data. The techniques

found in this chapter are closedly related to word-for-word translation,

literal translation, and communicative translation methods. Most of the

methods are emphasize to target language.

In chapter 9 of Pendidikan Agama Islam dan Budi Pekerti Textbook,

there are 37 data of translation techniques found; 1 data belong to

description, 2 data belong to established equivalent, 2 data belong

linguistic compression, 5 data belong to transposition, 3 data belong to

reduction, 4 data belong to borrowing, 11 data belong to borrowing, 10

data belong calque. Based on the most used translation techniques, they

are literal translation, calque, transposition, borrowing, reduction,

linguistic compression, established equivalent, and description. Literal

64
translation, calque, and borrowing are oriented to source language,

meanwhile the rest are oriented to target language Total data of

translation techniques that are oriented to source language is 25 data, and

total data of translation techniques that are oriented to target language is

12 data. The techniques found in this chapter are closedly related to

word-for-word translation, literal translation, and communicative

translation methods. Most of the methods are emphasize to source

language.

Below is the number of the data of foreignization and domestication

occurring in this research.

Table 4.1 The Number of Data of Translation Techniques that

Represent Foreignization and Domestication in Students’ projects

No Translation Techniques Number of Data

Foreignization

002, 009, 015, 017, 024, 025, 040,

045, 055, 063, 076, 081, 087, 091,

1 Literal Translation
102, 103, 108, 119, 125, 132, 141,

146, 147, 149, 150, 151, 153, 155

004, 005, 010, 019, 020, 028, 031,

043, 050, 062, 066, 083, 088, 092,

094, 099, 105, 112, 113, 114, 120,

2 Calque
128, 129, 130, 131, 134, 136, 137,

138, 139, 140, 142, 143, 144, 145,

148, 152, 154, 156, 157, 158

65
 013, 016, 023, 029, 030, 047, 048,

3 Borrowing 070, 078, 095, 097, 098, 106, 109,

115, 117, 121, 125, 126, 135

Domestication

1 Adaptation 065, 159

007, 018, 032, 034, 037, 049, 052,

2 Established Equivalent 056, 069, 082, 096, 100, 101, 110,

111, 118

038, 039, 046, 053, 054, 056, 058,

3 Generalization
074, 077, 085, 090, 093, 124, 133

003, 006, 008, 014, 023, 027, 33,

4 Transposition 035, 044, 059, 061, 071, 107, 116,

121, 123

5 Linguistic Amplification 042, 051, 060, 067

6 Linguistic Compression 011, 022, 041, 068, 079, 080

001, 021, 036, 072, 073, 075, 086,

7 Reduction
089

8 Description 012, 064, 084, 104

B. Discussion

In this section, the discussion of the dominant strategies applied by the

fifth semester students in translating Pendidikan Agama Islam dan Budi

Pekerti textbook from Indonesia into English are presented. Below is the

percentage of foreignization and domestication occurring in this research.

66
 Table 4.2 the Frequency and Percentage of Translation Techniques that

Represent Foreignization and Domestication in Students’ projects

No Translation Techniques Frequency Percentage

Foreignization

1 Literal Translation 28 17.61%

2 Calque 41 26.78%

3 Borrowing 20 12.57%

Total 89 55.97%

Domestication

1 Adaptation 2 1.25%

2 Established Equivalent 16 10.06%

3 Generalization 14 8.81%

4 Transposition 16 10.06%

5 Linguistic Amplification 4 2.52%

6 Linguistic Compression 6 3.77%

7 Reduction 8 5.03%

8 Descriptive 4 2.52%

Total 70 44.03%

Total 159 100%

In the table above, it can be seen that calque has the highest number of all

the techniques occurred in this research with 41 data (26.78%), and it is followed

by literal translation in the second place with 28 data (17.61%), and borrowing in

the third place with 20 data (12.57%). All the three highest number of data found

67
 in this research are oriented to the source language. Established equivalent and

transposition comes in the fourth place with 16 data (10.06%). The fifth is

generalization with 14 data (8.81%), and then it is followed by reduction with 8

(5.03%) data, linguistic compression with 6 data (3.77%), linguistic amplification

and description with both 4 data (2.52), and the last is adaptation with 2 data

(1.25%).

Calque has the highest number of all the translation techniques that occurred

in this research and literal translation has the second highest number of all the

translation techniques that occurred in this research. It shows that fifth semester

students still translate the word literally from the source language to the target

language and they still stick to the source language word-order in translating text

form Indonesian to English. They can translate the word from the source language

to the target language, but they still find it difficult to find the equivalent words in

the target text and they still stick into the source language word order. Adaptation

has the lowest number of translation techniques that occurred in this research. It

shows that the fifth semester students still find it difficult to reproduce the source

text into the target text with changing some ‘cultural’ words from source text into

the target text

From six chapters that have been analyzed in this research, four chapters

have methods that are emphasized to source language, and two chapters have

methods that are emphasized to target language. The methods that mostly used in

this research are word-for-word translation, literal translation, and communicative

translation. It shows that most of the fifth semester students still translate the word

literally from the source language to the target language and they still stick to the

68
source language word-order in translating text form Indonesian to English. They

can translate the word from the source language to the target language, but they

still find it difficult to find the equivalent words in the target text and they still stick

into the source language word order.

From both technique and methods, it can bee seen that the fifth semester

students mostly used the foreignization ideology in translating text from

Indonesian to English. There are a huge difference between the percentage of

foreignization and domestication; it shows that the fifth semester students in the

textbook on translation class still stick into the source language in translating text.

The students still find it difficult to translate the Indonesian text into English with

the target language bias. It is because the fifth semester did it unintionally since

they do not have knowledge about the ideology of foreignization and

domestication; they translate the textbook without paying attention with the target

language. The students did not know the target reader because the lecturer did not

tell them who is the target reader of the translated text, and since their native

language is the source language of the text, they tend to translate the text by

sticking to the source language. Thus, it can be concluded that the most frequent

ideology applied by the fifth semester students in the textbook on translation class

is foreignization. To give brief discussion on what distinctions between this study

and previous studies mentioned before, the researcher will explain some

fundamental points of each study.

The first study is “A Domestication Technique Process of Translation

Subject Made by Students’ at Fifth Semester Students of English Education

Department in IAIN Surakarta” by Pradani (IAIN Surakarta, 2018). In the study,

69
the research was conducted to analyze the implementation of domestication

technique used by the fifth semester students in translation class in IAIN Surakarta.

The second study is “Foreignization and Domestication in the Culturally-Bound

Expressions in Kayam’s Para Priyayi Novel and Their Translated Expresions in

Zhukov’s Javanese Gentry Novel” by Fitriani (UNY). The research was conducted

to analyze the foreignization and domestication of the culturally-bound expressions

in Umar Kayam’s Para Priyayi Novel represented in Zhukov’s Javanese Gentry

translated Novel, and to describe the meaning equivalence of the translation of the

culturallybound expressions in Umar Kayam’s Para Priyayi Novel represented in

Zhukov’s Javanese Gentry translated Novel. The third study is “Foreignization and

Domestication in Translating Culture-Specific Items in the English Translation of

Ahmad Tohari’s Lintang Kemukus” by Tiwiyanti (Universitas Indraprasta PGRI,

2016). The research was conducted to analyze the translation procedures in

translating culture specific items that are termed as foreignizing and domesticating

and to identify how foreignization and domestication are applied in translating

culture specific items. The other study is “An Analysis of Domestication and

Foreignization of Cultural Words Translation in Andrea Hiratas’s Novel Entitled

“Laskar Pelangi”” by Larasati (UPI, 2014). The research was conducted to analyze

the translation strategy that was used frequently in translating the cultural words in

the novel using Tomalin & Stempleski’s (1993) theory.

From the explanation above, there are clear distinction between this study

and the previous studies in which the previous studies were focused in analyzing

the domestication and foreignization used in some literary works, especially novel,

meanwhile this study focused in analyzing the domestication and foreignization

70
used by the fifth semester students in translating Indonesian textbook into English.

The previous studies were focused to analyze the cultural words in the novel, while

this study focused to analyze the senrences of the student’s worksheet. Thus,

because of the different data source and tool, the result of this study and also the

previous studies also differ.

71
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is divided into two sections, they are conclusions and suggestions. The

conclusion section delivers the summary of the research findings and discussion based on the

objectives of the research which are the translation method used by the fifth semester students

in translating Pendidikan Agama Islam and Budi Pekerti textbook into English and the most

frequent ideologies between foreignization and domestication used by the fifth semester

students in translating Pendidikan Agama Islam and Budi Pekerti textbook text into English.

A. Conclusions

Based on the research findings and discussion, the conclusion can be drawn as follows.

1. The theory of translation method by Newmark (1988) and translation technique by

Molina and Albir (2002) was used in this research to categorize the domestication

and foreignization applied by the fifth semester students in translating Pendidikan

Agama Islam dan Budi Pekerti textbook from Indonesian to English. There are

eleven techniques found in this research. They are literal translation, calque,

borrowing, adaptation, established aquivalent, generalization, transposition,

linguistic amplification, linguistic compression, reduction, and description. Calque

has the highest number of all the techniques occurred in this research with 41 data

(26.78%), and it is followed by literal translation in the second place with 28 data

(17.61%), and borrowing in the third place with 20 data (12.57%). All the three

highest number of data found in this research are belong to foreignization ideology.

Established equivalent and transposition comes in the fourth place with 16 data

(10.06%). The fifth is generalization with 14 data (8.81%), then it is followed by

reduction with 8 (5.03%) data, linguistic compression with 6 data (3.77%),

72
 linguistic amplification and description with both 4 data (2.52), and the last is

adaptation with 2 data (1.25%).

2. From six chapters that have been analyzed in this research, four chapters have

methods that are emphasized to source language, and two chapters have methods

that are emphasized to target language. The methods that mostly used by the fifth

semester students are word-for-word translation, literal translation, and

communicative translation.

3. It can be concluded that the highest numbers of both the techniques and methods

occurred in this reaearch were belong to foreignization. It is occurred because the

fifth semester students still stick into the source language in translating Pendidikan

Agama Islam dan Budi Pekerti textbook from Indonesian to English. They still use

the source language word order in translating the source text into the target text.

4. In translating Pendidikan Agama Islam dan Budi Pekerti textbook from Indonesian

to English, the fifth semester students employed both foreignization and

domestication. In the translation techniques, from 159 data, there are 89 data

(55.97%) that belong to foreignization ideology and 70 data (46.03%) that belong

to domestication. The data shows that the fifth semester students mostly used

foreignization in translating Pendidikan Agama Islam dan Budi Pekerti textbook

from Indonesian to English. It is because that the students still find it difficult to

choose target language bias in translating text since their first language is

Indonesian that is the source language of the text.

B. Suggestion

After conducting the research, the researcher gives some suggestion based on the

findings and discussion.

1. To Translators

73
 In translating text, the translator might be found any difficulties in translating text

from the source language to the target language due to the different culture between

the source language and the target language. The translator should translate the

source text with the equivalent words in the target text. The translator should be

aware with the ideology he will use in translating text from the source language to

the target language, whether he will make the reader familiar or unfamiliar with the

translated text.

2. To Students Majoring in Translation

There are many problems when translating a text from the source language to the

target language. One of the problems is translating cultural words in the source

language to the target language. For students majoring in translation, it is suggested

to read many journals, article, and sources related in order to enrich the theories

about translation and it can help students to get the better result in translating a text

from the source language into the target language. The students majoring in

translation should also understand the ideology in translation in translating text from

source language to the target language.

3. To Future Researchers

This researcher realizes that the research conducted is far from being perfect.

Moreover, the future researchers can use this study as their reference in conducting

the research about ideology in translation. The future researchers are suggested to

fully understand the theory about translation ideology before finally conduct the

research.

74
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Teaching. The Teaching of Translation, Ed. Cay Dollerup & Anne Loddegaard,

Amsterdam: John Benjamins.

Bassnet, S. (2002). Translation Studies. London: Routledge.

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Routledge.

Bell, T. Roger. (1991). Translation and Translating.Theory and Practice.

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Dewi, P. (2014). An Analysis of Domestication and Foreignization of Cultural Words

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Eugene, A. N., and R. Taber. (1982). The Theory and Practice of translation, E.J. Brill,

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Humankia, E., S., (2011). Ideologi Penerjemahan Wordplay dalam Alice’s Adventures

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Judickaite, L. (2009). Analysis of Closed Lihumanian Subtitles in Cartoons the Wild,

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Leni, T (2016). Foreignization and Domestication in Translating Culture-Specific Items

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Pujangga Vol 2 (1).

Lexy, J., S., Moleong., (1993). Metodologi Penelitian Kualitatif.

Bandung: Remaja Rosda Karya

Milles, M., B., and Huberman, A., M. (1984). Qualitative data analysis: A

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Molina, L., and Albir, H. (2002). Translation Techniques Revisited: A Dynamic

and Functional Approach. Meta: Translators’ Journal (serial online).Vol 47

(2)

Nababan, M., Rudolf. (2008). Teori Menerjemahkan Bahasa Inggris. Yogyakarta:

PustakaPelajar.

Puput, D. A., (2017). Subtitling Strategies Used in the Students’ Project of Subtitling

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IAIN Surakarta. Surakarta: English Education Department IAIN Surakarta.

Selvia, F. (2017). Foreignization and Domestication in the Culturally-Bound

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Peter, N., (1988). A Text Book of Translation. New York: Prentice Hall.

Peter, N., (2001). Approaches to Translation. New York: Pergamon Press.

Shenton. A. K., (2004). Strategies for Ensuring Trustwothiness in Qualitative Research

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Soemarno. (1983). Studi tentang Kesalahan Terjemahan dari Bahsa Inggris ke dalam

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Sugiyono. (2015). MetodePenelitianPendidikan (PendekatanKuantitatif, Kualitatif and

R&D). Bandung: Alfabeta.

Venuti, L., (1995). The Translator’s Invisibility: A History of Translation. New York:

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Vinay, J-P, & Dalbernet, J., (1995). Comparative Stylistic of French and English: A

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77
APPENDICIES

78
DATA SHEET

Notes:

Foreignization Domestication

L: Literal Translation A: Adaptation

B: Borrowing Am: Amplification

C: Calque EE: Established Equivalent

G: General

T: Transposition

LA: Linguistic Amplification

LC: Linguistic Compression

R: Reduction

D: Description

79
 Domestication Foreignization
No Source Language Target Language
A Am EE G T R LA LC D L B C
Para pakar sejarah berbeda Historians differ about the history of
001 pendapat mengenai sejarah how Islam enter to the archipelago 
masuknya Islam ke Nusantara
Para pedagang asal Persia yang Persian traders who on their way to
dalam perjalanannya singgah ke Gujarat before going to the
002 
Gujarat sebelum ke Nusantara archipelago around the 13th century
sekitar abad ke-13 M AD
Di pesisir pantai Sumatera sudah On the coast of Sumatra a Muslim
ditemukan sebuah perkampungan Arab village has been found which
003 Arab Muslim yang masih berada is still under the authority of the 
dalam kekuasaan wilayah Kerajaan Sriwijaya Buddhist Kingdom
Buddha Sriwijaya
004 Selaras dengan zamannya In harmony with his era 
Barousai (Barus) yang dikenal Barousai (Barus) which is known to
005 menghasilkan wewangian dari produce fragrances from lime just 
kapur barus. now
pembalseman mayat pada zaman embalming corpses during the reign
kekuasaan Firaun sejak Ramses II of Pharaoh since Ramses II or about
006 
atau sekitar 5. 000 tahun sebelum 5,000 years before Christ
Masehi
agama Islam telah dibawa oleh the religion of Islam has been
mubaligh-mubaligh Islam asal brought by Islamic missionaries
007 jazirah Arab ke Nusantara sejak awal
from the Arabian Peninsula to the 
abad ke-7 M archipelago since the beginning of
the 7th century AD
Sebuah Tim Arkeolog yang berasal An Archaeologist Team from the
008 dari Ecole Francaise D’extreme- French Ecole Francaise D'extreme- 
Orient (EFEO) Perancis Orient (EFEO)
Dari kajian di atas dan berbagai From the above studies and various
009 
literatur literatures

80
 Domestication Foreignization
No Source Language Target Language
A Am EE G T R LA LC D L B C
setidaknya terdapat beberapa there are at least some activities that
kegiatan yang dipergunakan sebagai are used as vehicles (means) in the
010 
kendaraan (sarana) dalam spread of Islam in Indonesia
penyebaran Islam di Indonesia
Mereka turut ambil bagian dalam They took part in trade in the
perdagangan di negeri-negeri bagian countries of the West, South East and
011 
Barat, Tenggara, dan Timur Benua East Asia
Asia
para pedagang muslim banyak yang many Muslim traders lived on the
012 bermukim di pesisir pulau Jawa yang coast of Java, who at that time were 
ketika itu penduduknya masih kafir still not joined islam just yet
Mereka berhasil mendirikan masjid- succeeded in establishing mosques
013 masjid dan mendatangkan and bringing mullahmullah from 
mullahmullah Dari luar outside
jumlah mereka semakin bertambah they are increasing in number
014 
banyak
pesantren-pesantren dan para pesantren and their scholars have
ulamanya telah memainkan peran played quite an important role in
015 yang cukup penting di dalam the process of intelligence of 
proses pencerdasan kehidupan people's lives
masyarakat
Banyak di antara mereka yang Many of them became khatib,
016 menjadi khatib, muadzin, hakim muadzin, and judges (qadli) 
(qadli)
dapat dikatakan bahwa model it can be said that the pesantren
017 pendidikan pesantren yang tidak education model which is not 
mengenal kelas familiar with the class
Jalur lain yang juga tidak kalah Another path that is no less
018 pentingnya dalam proses Islamisasi important in the process of 
di Indonesia adalah tasawuf Islamization in Indonesia is Sufism

81
 Domestication Foreignization
No Source Text Target Text
A Am EE G T R LA LC D L B C
Salah satu sifat khas dari ajaran ini One characteristic of this teaching is
019 adalah akomodasi terhadap budaya the accommodation of the local 
lokal, culture
juga seringkali berhubungan dengan too often dealing with trade,
020 
perdagangan
bentuk Islam yang diajarkan kepada the form of Islam taught to the
para penduduk pribumi mempunyai indigenous population have
021 persamaan dengan alam pikiran similarities with the minds of those 
mereka yang sebelumnya memeluk who previously embraced Hinduism
agama Hindu
kebanyakan rakyat masuk Islam most people converted to Islam after
022 setelah rajanya masuk Islam terlebih their king converted to Islam 
dahulu
Pada sub-bab masuknya agama Islam We already know in the sub-chapter
ke Nusantara sudah kita ketahui the entry of Islam into the
023 
adanya beberapa teori archipelago that there are several
theories
Tempat mula-mula masuknya Islam The place where first islam entered
024 di pulau Sumatera adalah Pantai the Sumatera island is Sumatera west 
Barat Sumatera coast
Dari sana berkembang ke daerah- There expending to the other areas
025 
daerah lainnya
mengingatkan orang lain secara lisan Reminding oth-ers by verbally in
026 semacam itu biasa disebut dengan Islam is commonly calles as advice, 
nasihat, wasiat, tausiyah, mau’izah mandate, tausiyah, mau’izah
Tokoh terkenal yang berdakwah di The most famous preacher in East
027 Jawa Timur adalah Maulana Malik Java is Maulana Malik Ibrahim 
Ibrahim
maka kerajaan Islam pertama bukan then the first Islamic kingdom is no
028 
lagi Samudra Pasai more The Passover Ocean

82
 Domestication Foreugnization
No Source Text Target Text
A Am EE G T R LA LC D L B C
029 Ia seorang mubaligh dari Arab He was a Mubaligh from Arab 
Semua kegiatan itu adalah bagian All of that activities are the part of
030 
dari dakwah da’wah
Para penceramah agama itu biasa Religious preacher are commonly
031 disebut mubaligh (juru tablig) called as mubaligh (interpreter of 
tablig)
Kesalahan dan kealpaan dapat terjadi he mistake or negligent can occur to
032 pada siapa saja, baik mubaligh atau only both mubaligh or pilgrims 
jamaah
sampaikan dariku meski hanya satu Rasulullah said related to the
033 ayat”, begitu arti sabda nabi obligation of da’wah “Convey from 
terkait dengan kewajiban dakwah me eventhough only one verse”.
apalagi kepada ustadz yang ber- especially to the cleric who gave the
034 
ceramah discourse
Dari kewajiban dakwah itulah lahir The term of mandate advise one
035 istilah saling berwasiat atau saling another is born from the obligation 
menasihati. of da’wah
Allah Swt. menegaskan perintah Allah Swt. em-phasized that
036 tersebut, salah satunya surat al- command in surah al-‘Ashr 
‘Ashr
Materi pertama yang harus The first material that must be
disampaikan dalam berdakwah delivered in da’wah is the invitation
037 
adalah ajakan untuk menyembah to worship God Almighty, Allah
Tuhan Yang Esa, yaitu Allah Swt.. Swt
Perhatikan nasihat Luqman kepada Give attention of Luqman’s advise to
038 anaknya pada firman Allah dalam his son on the word of Allah in the 
Q.S.Luqman/31:13-14 Q.S. al-Luqman 131:13-14, - general
Surat Luqman adalah surat yang Surah Luqman is a surah which came
039 turun sebelum Nabi Muhammad saw. before the Prophet Muhammad 
berhijrah ke Madinah. emigrated to Medina.

83
 Domestication Foreignization
No Source Text Target Text
A Am EE G T R LA LC D L B C
Wahai Sa’ad telah sampai O Sa'ad has come to me with in-
informasi kepadaku bahwa engkau formation that you are inclined (to
040 
telah condong (kepada agama the religion of Muhammad).
Muhammad).
Demi Allah Swt. aku tidak akan For the sake of Allah I will not take
041 berteduh dari teriknya matahari dan shelter from the blazing sun and 
angin yang berhembus, wind
042 Tetapi Sa’ad enggan untuk itu. But Sa'd is reluctant to do that 
Dia (perempuan) tidak makan dan He doesn't eat or drink
043 
minum
Ibu berada dalam keadaan seperti itu Mother was in that state for three
044 selama tiga hari sehingga tampak days so that her condition seemed 
kondisinya menurun to be decreasing.
Dalam ayat di atas Allah Swt. In the above verse Allah Most High.
045 menginformasikan tentang wasiat informed Luqman's will to his son 
Luqman kepada anaknya
Luqman memperingatkan bahwa tin- Luqman warned that the act of shirk
046 dakan syirik adalah bentuk is the biggest form of wrongdoing. 
kezaliman terbesar.
Dalam hadis di atas terdapat perintah In the hadith above there is an
047 
secara tegas untuk berdakwah explicit order to preach
Kemungkaran harus diubah Munkar must be changed to ma’ruf.
048 
menjadi ma’ruf
Merubah kemungkaran dengan Changing deviation with the means
049 sarana kekuasaan adalah wewenang of power is the authority of the 
penguasa authorities.
nuraninya tergerak untuk their conscience is moved to improve
memperbaikinya, bukan it, not to confuse the atmosphere by
050 
memperkeruh suasana dengan doing deviation
berbuat kemungkaran

84
 Domestication Foreignization
No Source Text Target Text
A Am EE G T R LA LC D L B C
jika tidak mampu mengu-bah dengan if unable to change by hand, then by
051 
tangan, maka dengan lisannya word of mouth
dengan mengingkari dalam hati by denying in the heart that the
052 bahwa yang mungkar tetaplah unbeliever is still disobedient 
mungkar
sesuai dengan kemajemukan yang in accordance with the diversity that
053 
ada exists.
karena pemerintah juga manusia because the government is also a
054 yang memiliki kecenderungan korup human being who has a tendency to 
dan khilaf be corrupt and erroneous
Pemandangan seperti itulah kira- Such a scene is about what
kira yang terjadi pada saat Umar happened when Umar bin Khatab
055 
bin Khatab dinobatkan sebagai was crowned leader.
pemimpin
056 seperti sabda Rasulullah saw as the Prophet said 
057 Begitu juga dengan dakwah. Likewise with propaganda 
objek dakwah, yaitu orang yang akan the object of da'wah, that is, the
058 kita beri nasihat (umat). person we are going to give advice to 
(the people).
janganlah kita berlaku kasar, egois, we should not be rude, selfish, self-
059 sok tahu, merasa paling benar, aware, self-righteous, let alone 
apalagi memojokkan cornering
Jika harus bertukar argumen If you have to exchange arguments
(debat, diskusi, atau dialog), (debate, discussion, or dialogue), it
060 
hendaknya dil-akukan dengan cara should be done in the best way
terbaik
tidak semestinya kita memaksa we should not force them to submit to
061 mereka untuk tunduk kepada our opinions and invitations 
pendapat dan ajakan kita

85
 Domestication Foreignization
No Source Language Target Language
A Am EE G T LA LC R D L B C
062 Memperhatikan tingkat pendidikan. Caring to education level. 
Tingkat pendidikan dan kemampuan The level of education and the
berpikir objek dakwah harus menjadi ability to think preaching objects
063 per-timbangan dalam menyampaikan 
must be consid-ered in delivering
dakwah billisan billisan propaganda,
064 Rasulullah bersabda the Messenger of Allah said 
Di mana bumi dipijak, di situ langit When in Rome, do as the Romans
065 
dijunjung.
ketika masyarakat tersinggung dan when people are offended and feel not
066 valued by their culture 
merasa tidak dihargai buda-yanya.
mereka termasuk dalam kategori they are included in the category of
067 mustahiq(orang yang berhak mustahiq (people who are entitled to 
menerima zakat) karena miskin receive zakat) because they are poor
di dalamnya termasuk masalah which include the issue of
068 
kewarisan. inheritance
Nabi Muhammad saw Membawa Prophet Muhammad saw brought the
069 hukum waris Islam untuk mengubah Islamic inheritance law to change the 
hukum waris jahiliyah law of the heirs of ignorance
Mawaris merupakan serangkaian Mawaris is a series of actions about
kejadian mengenai pengalihan transfering property from a deceased
070 pemilikan harta benda dari seorang person to a living person. 
yang meninggal dunia kepada
seseorang yang masih hidup
untuk terwujudnya kewarisan harus there are three elements for
071 
ada tiga unsur, inheritance to exist - trans
orang mati, yang disebut pewaris the deceased one, called heirs
072 
atau yang mewariskan,
satu atau beberapa orang hidup one or more person as families of the
073 sebagai keluarga dari orang yang deceased 
mati

86
 Domestication Foreignization
No Source Language Target Language
A Am EE G T LA LC R D L B C
karena ia merupakan ketentuan Allah because it is as provision of Allah
Swt. dalam firman-Nya yang sudah Swt in his remarks in such detail
074 
terinci sedemikian rupa tentang about the law of the heirs,
hokum mawaris
baik yang ditiggalkan itu berupa whether the deed was property
harta (uang), tanah, atau apa saja (money), land, or anything of legal
075 
yang berupa hak milik legal secara
significance.
syar’i.
semua kaum muslimin akan all Muslims will sin if not, there are
berdosa jika tidak ada sebagian some of those who study faraidh
076 
dari mereka yang mempelajari ilmu with every faith - lit
faraidh dengan segala kesungguhan
Kompilasi Hukum Islam merupakan The Compilation of Islamic Law is
kesepakatan para ulama dan the agreement of the scholars and
077 
perguruan tinggi berdasarkan Inpres universities based on Presidential
No. 1 Tahun 1991 Instruction No. 1 Year of 1991
ahli waris pengganti yang memang the substitute heirs which are indeed
078 
tidak diatur dalam fiqih Islam not regulated in Islamic fiqih
079 Syarat-syarat mendapatkan Warisan Requirements for inheritance 
Tidak adanya salah satu No one of the barriers to get an
penghalang dari penghalang- inheritance
080 
penghalang untuk mendapatkan
warisan.
jika seorang wanita mengandung if a woman is pregnant, then it's
081 bayi, kemudian salah seorang wrong a child dies 
anaknya meninggal dunia
082 Kekafiran Infidelity 

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Seorang budak tidak dapat mewarisi A slave cannot inherit or inherit
083 ataupun diwarisi 

akad yang sah yang menghalalkan a legal act that legalizes the
084 
berhubungan suami isteri relationship of the husband
walaupun suaminya belum although the husband has not yet
085 married her 
menggaulinya
Saudara perempuan sekandung jika Sisters who are alone
086 
sendirian
jika tidak ada anak laki-laki atau if not there are biological sons or
087 
perempuan sekandung. daughters.
cucu perempuan atau laki-laki dari granddaughter or son of a son
088 
anak laki-laki,
Dua saudara seibu atau lebih Two or more siblings brothers and
089 
sisters
jika bersama dua orang saudara if with two siblings
090 
kandung laki-laki
091 seorang saudara kandung laki-laki a brother male siblings 
saudara laki-laki atau perempuan brothers or sisters which is more than
092 
lebih dari dua yang sekandung two by one venter
Pengertian itu diilhami oleh Understanding was inspired by
093 
beberapa ayat al-Qur'an some verses of the Koran
Dari pengertian tersebut dapat From such understanding can be
disimpulkan bahwa Qada’ menurut concluded that the Qada' according
094 
bahasa berarti “menentukan atau to language means "determines or
memutuskan”, decides"

88
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segala ketentuan Allah Swt. sejak all the provisions of Allah Swt. since
095 
zaman azali the time of azali
096 iman kepada Qada’ dan Qadar believing in Qada’and Qadar 
mengimani adanya ilmu Allah Swt. believing in the knowledge of Allah
097 
yang qadī m Almighty. which Qadim
Iman bahwa semua Qadar Allah Faith that all Qadar of Allah Most
098 Swt. telah tertulis di Lauh Mahfuzh High. it has been written in Lauh 
Mahfuzh
Allah Swt. Adalah Sang Pencipta Allah Swt. There is the Creator and
099 
dan yang lain adalah makhluk. the others are creatures
dalam beberapa hadis Rasulullah in some of the traditions of the
100 
saw Prophet
berarti bahwa manusia hanya tinggal it does not mean that humans just
101 diam menunggu nasib tanpa stay quietly waiting for fate without 
berusaha dan ikhtiar. trying and endeavor.
Diriwayatkan bahwa suatu hari It is reported that one day the
Rasulullah saw. didatangi oleh Propeth Muhammad visited by a
102 
seorang laki-laki yang berpakaian person a man who is dressed all in
serba putih, white,
103 Lelaki itu bertanya tentang Islam Man it asks about Islam - lit 
Takdir Allah Swt. merupakan iradah The destiny of Allah. is the will of
104 
(kehendak) Allah Swt god (will) of Allah
105 Oleh sebab itu Therefore that 
Mengenai hubungan antara Qada’ Regarding the relationship between
106 dan Qadar dengan ikhtiar, do’a dan Qada 'and Qadar with endeavors, 
tawakal ini prayers and his trust

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Selanjutnya gunung-gunung akan Furthermore, the mountains will
meletus, ombak bergulung-gulung, erupt, the waves roll in, the sea water
107 
air laut naik sehingga hancurlah rises so that the earth is destroyed
bumi ini.
tidak dapat diusahakan atau tidak is not can be cultivated or can not
108 dapat ditawar-tawar lagi oleh be negotiable by humans - lit 
manusia
Sunnatullah adalah hukum-hukum Sunnatullah are the laws of Allah.
109 Allah Swt. yang disampaikan untuk delivered to mankind through the 
umat manusia melalui para Rasul Apostles
hukum Allah Swt. yang disampaikan the laws of Allah. delivered to
110 untuk umat manusia melalui para mankind through the Apostles 
Rasul,
Beberapa tamsil peristiwa ini akan Some imagery of this event will be
111 dapat memudahkan dalam able to facilitate in understanding the 
memahami persoalan takdir problem of destiny
Pada akhir zaman ada suatu At the end of time there is a group
112 golongan yang berbuat kemaksiatan, who do disobedience, with (very 
dengan (sangat enaknya) delicious)
Kiamat Sugra adalah peristiwa Doom sugra is the event of death for
datangnya kematian bagi semua all creatures including humans who
113 
makhluk termasuk manusia yang are local and individual.
bersifat lokal dan individu
Barzakh adalah alam yang menjadi Barzakh is a realm which is the
114 batas antara alam dunia dan alam boundary between the natural 
akhirat. world and the afterlife

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Takdir Mubram adalah takdir yang Mubram's destiny is a destiny that
115 
terjadi pada diri manusia occurs in humans
Imam Ath Thabari dan Ibnu Katsir Imam Ath Thabari and Ibnu Katsir
berpendapat bahwa telah said that amazing events in the
116 diperlihatkan peristiwa-peristiwa world had been shown as follows - 
yang menakjubkan di dunia trans
sebagaimana berikut ini
Setiap manusia di alam mahsyar Every human in the Mahsyar has a
117 mempunyai buku catatan (kitab notebook life 
perjalanan hidup)
Yaumul Hisab adalah hari ketika Yaumul Hisab is the day when Allah
118 Allah Swt. memperlihatkan semua SWT. show all of practices in the 
amalan di akhirat untuk dihisab hereafter for judged
Mizan adalah timbangan yang adil Mizan is a fair scale contains the
119 berisi kebajikan dan kejahatan yang good and evil that every human 
telah diperbuat setiap manusia. action.
Mudah atau sulitnya melewati As- Easy or difficult to pass As-Sirat it
120 Sirat itu tergantung kepada amal depends on each of charity human 
setiap manusia
Surga disediakan Allah Swt. sebagai Heaven provided by Allah as a gift to
121 
karunia kepada hamba-Nya His servant.
kufur kepada ajaran dan nikmat Kufur to the teachings and favors of
122 
Allah Swt. Allah
Iman kepada hari akhir merupakan Faith in the hereafter is the fifth
123 rukun iman yang kelima yang harus pillar of faith that must be believed 
diyakini oleh setiap umat by every Muslim

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Dalam ayat di atas ditegaskan bahwa In the above verse it is stressed that
meyakini adanya Hari Akhir believing in the Judgment Day is one
124 merupakan salah satu ciri orang of the characteristics of believers 
beriman.

sedangkan anak yatim karena masih while orphans because they are still
125 
kecil belum sanggup untuk itu. small cannot yet afford for it.
melaksanakan salat dan menunaikan offer prayers and pay zakat
126 
zakat
Hadis yang terkait dengan perintah There are also many hadiths related
127 
berbuat Ihsan juga banyak sekali to the order to do Ihsan
ibadah mahdah(murni, ritual), seperti worship mahdah (pure, ritual), such
128 
salat, puasa, dan sejenisnya, as prayer, fasting, and the like
karena dia berangkat dari sikap he departed from an attitude of need
129 
membutuhkan
Kondisi ini lebih rendah This condition is lower than that
130 tingkatannya daripada tingkatan level first 
yang pertama
Kedua jenis Ihsan inilah yang akan These two types of Ihsan will deliver
mengantarkan pelakunya kepada the culprit to the peak of sincerity in
131 
puncak keikhlasan dalam beribadah worshiping Allah,
kepada Allah Swt
Mereka telah berkorban untuk They have sacrificed the sake of their
kepentingan anak mereka sewaktu children when they were litle
132 
masih kecil dengan perhatian penuh children with full attention and
dan belas kasihan compassion.

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bahkan Allah Swt. menyamakan even Allah Almighty equate
seseorang yang memutuskan someone who breaks the
133 
hubungan silaturahmi dengan relationship with the destroyer one
perusak di muka bumi earth
Mereka semua masuk ke dalam They all fall into the category the
134 
kategori tetangga. neighbor.
Ihsan kepada tamu, secara umum ihsan to guests, in general is with
135 adalah dengan menghormati dan respect and guarantee it. 
menjamunya.
kita diperintahkan agar membayar us ordered to pay their wages before
136 upah mereka sebelum keringat their sweat dry (soon) 
mereka kering (segera)
Para alumni lembaga pendidikan Para alumni of the educational
137 Jamiat Khair diharapkan dapat institution Jamiat Khair expected to 
mengikuti kemajuan zaman. take part progress of the times.
Sesudah hancur dan musnahnya After the destruction and of the
138 
alam semesta termasuk manusia, universe including man
kebajikan dan kejahatan yang telah the good and evil that every human
139 
diperbuat setiap manusia action.
Balasan yang diterima seseorang Reprisal received by someone in
140 sesuai dengan amalnya selama ia accordance with his deeds as long as 
hidup di dunia he lives in the world
Kenyataan menunjukkan bahwa The fact shows that whoever the
141 siapa pun orangnya tidak mampu person is is unable to know his 
mengetahui takdirnya destiny.
berusaha dengan sungguh-sungguh
to try earnestly and wholeheartedly
142 dan sepenuh hati dalam menggapai 
in reaching goals and goals
cita-cita dan tujuan

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Setelah meyakini dan mengimani After believing and believing in
takdir, kemudian dibarengi dengan destiny, then coupled with endeavor
143 
ikhtiar dan do’a, maka tibalah and prayer, then the human arrived to
manusia mengambil sikap tawakal take the attitude of trust
Berbuat Ihsan terhadap binatang
Doing Ihsan towards animals is to
144 adalah dengan memberinya makan 
give it eat if he is hungry
jika ia lapar
Adab kita dalam menasihati
Etiquette in advising parents cannot
145 orangtua tidak bisa disamakan 
be equated with advising peers
dengan menasihati teman sebaya
Dalam kondisi seperti ini bagian
In this condition the male portion
146 laki-laki dua kali lipat bagian 
doubles the part girl
perempuan
Jika semua ahli waris itu ada atau
147 If all heirs are there or gather, 
berkumpul
Jika terkumpul semua ahli waris If all male and female heirs are
148 laki-laki dan perempuan 
collected
Semasa pemerintahan Khilafah During the reign of the Khilafah
Utsman bin Affan, mengirimkan Uthman bin Affan, sent his
149 utusannya (Muawiyah bin Abu messenger (Muawiyah bin Abu 
Sufyan) ke tanah Jawa yaitu ke Sufyan) to Java, currently to
Jepara Jepara
KeIslaman mereka menempatkan diri
Their Islam puts themselves and their
dan keluarganya berada dalam
150 families inside social and economic 
status sosial dan ekonomi cukup
status is quite high.
tinggi
Sebab, mereka menjadi muslim Because, they become rich
151 Indonesia yang kaya dan berstatus Indonesian Muslims and 
sosial terhormat respectable social status

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Kemudian setelah mereka memiliki
Then after they have offspring, their
152 keturunan, lingkungan mereka 
environment is getting wider.
semakin luas
sampai kemudian para santri mampu
until later the students are able to
153 menyerap pengetahuan keagamaan 
absorb knowledge religious well
dengan baik
Mereka kembali ke kampung
They returned to the village pages to
154 halaman untuk mengembangkan 
develop the religion of Islam
agama Islam
Ulama yang terkenal membawa
The famous ulama brought Islam to
155 Islam ke Pariaman itu adalah Syekh 
Pariaman it is Sheikh Burhanuddin.
Burhanuddin
Dengan arif dan bijaksana para With wisdom and wisdom the
156 mubaligh dapat memberikan missionaries can provide 
pengertian pada masyarakat understanding to the community,
Penyiaran agama Islam di Pulau
Broadcasting of Islam in Java Island
Jawa dilakukan oleh para wali yang
157 is done by 9 trustees known as the 
berjumlah 9 yang dikenal dengan
Wali Songo
Wali Songo
158 Sekolah Al-Irsyad banyak jenisnya Al-Irsyad's school is many the type 
Dalam Q.S. al-Qari’ah/101:1-5 In Q.S. al-Qari' ah / 101: 1-5
dijelaskan keadaan manusia described the human condition as
159 
bagaikan anai-anai yang scattered clouds
bertebaran

95
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