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THE PROBLEMS AND SOLUTIONS IN TRANSLATINGA LITERARY TEXT: TRACING THE TRANSLATION

PROCESS USING THINK-ALOUD PROTOCOLAND SCREEN RECORDING METHOD

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirementsfor the Degree of Sarjana Sastra

in English Letters

By

JULYAN ADHITAMA

Student Number: 124214109

ENGLISH LETTERS STUDY PROGRAMDEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERSSANATA DHARMA UNIVERSITY

YOGYAKARTA2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirementsfor the Degree of Sarjana Sastra

in English Letters

By

JULYAN ADHITAMA

Student Number: 124214109

ENGLISH LETTERS STUDY PROGRAMDEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERSSANATA DHARMA UNIVERSITY

YOGYAKARTA2017


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iv


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STATEMENT OF ORIGINALITY

I certify that this undergraduate thesis contains no material which has been

previously submitted for the award of any other degree at any university, and that,

to the best of my knowledge, this undergraduate thesis contains no material

previously written by any other person except where due reference is made in the

text of the undergraduate thesis.

Yogyakarta, April 10, 2017

Julyan Adhitama


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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma

Nama : Julyan AdhitamaNomor Mahasiswa : 124214109

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul



beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan memublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin kepada saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di YogyakartaPada tanggal 10 April 2017

Yang menyatakan,

Julyan Adhitama


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The secret of getting ahead is getting started.– Mark Twain –

Everything is a learning process: any time you fall over, it’s just teaching you to stand up the next time. – Joel Edgerton –

By constant self–discipline and self–control you can develop greatness of character. – Grenville Kleiser –

Success is simple. Do what’s right, the right way, at the right time.

– Arnold H. Glasow –

No matter how many times people try

to criticize you, the best revenge is to

prove them wrong. – Zayn Malik –

Be who you are and say what you feel

because those who mind don’t matter and

those who matter don’t mind. – Dr. Seuss –

The best hard–working person deserves the best hard–won achievement as it is hard–earned.

– Julyan Adhitama –


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In Dedication to

My Beloved Parents, Who Always Help Me Be What I AmUnder Any Circumstances,

My Lovely Brother and Sister, Who Always Support MeAll the Way,

and the Love of My Life in the Hope of a Better Future


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ACKNOWLEDGEMENTS

The process of writing this undergraduate thesis would not have met its

final completion without the involvement of others. Accordingly, my uttermost

gratitude is addressed to Allah the Almighty for the abundant blessings so as to

make this thesis possible.

I am extremely indebted to Johannes Harris Hermansyah Setiajid, S.S.,

M.Hum. whom I am proud to call him my advisor. Under his supportive guidance,

encouragement on daily basis from the start, and demands for excellence, I am

able to finish conducting this research. I owe earnest thanks to Dr. Francis Borgias

Alip, M.Pd., M.A., whose constructive criticism and advice perfect this work.

My immense thanks go to Sanata Dharma University for giving me the

scholarship during my pursuit of S.S. degree. Furthermore, it is my fortune to

appreciate and acknowledge the tremendous help and support of my never-ending

friends, i.e. Aprilia Devitasari, Apryanti Madah Munthe, Desty Anistya, Ni Putu

Vitria Arizona, Pradina Fitryannisa, Sitoresmi Kriswardani, Rany Widiyasmoro

Putri, and Cicilia Dian Oktavia.

At this moment of accomplishment, my everlasting thanks are expressed

to Dad, Mom, Grandpas, Grandmas, Rini Susanti, Nazri bin Omar, Rayana

Fitriawan, Rekyan Dewi Fortuna, and Novrizal Zuhri Pramudya whose affection,

generosity, encouragement, and sacrifice truly motivate me. Finally, I convey my

special thanks to Pramesthi Dewi Kusumaningrum and Rima Rizka Utami for

their great contributions to this study.

Julyan Adhitama.


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TABLE OF CONTENTS

TITLE PAGE ................................................................................................ iiAPPROVAL PAGE ...................................................................................... iiiACCEPTANCE PAGE ................................................................................. ivSTATEMENT OF ORIGINALITY ............................................................ vLEMBAR PERNYATAAN PERSETUJUAN PUBLIKASIKARYA ILMIAH............................................................................................. viMOTTO PAGE ............................................................................................. viiDEDICATION PAGE ................................................................................... viiiACKNOWLEDGEMENTS .......................................................................... ixTABLE OF CONTENTS .............................................................................. xLIST OF ABBREVIATIONS ...................................................................... xiiABSTRACT ................................................................................................... xiiiABSTRAK ....................................................................................................... xiv

CHAPTER I: INTRODUCTION ................................................................ 1A. Background of the Study ................................................................ 1B. Problem Formulation ...................................................................... 4C. Objectives of the Study ................................................................... 4D. Definition of Terms ........................................................................ 4

CHAPTER II: REVIEW OF LITERATURE ............................................ 7A. Review of Related Studies ............................................................. 7B. Review of Related Theories ........................................................... 15

1. Translation .................................................................................. 152. Translation Process ..................................................................... 173. Think-Aloud Protocol ................................................................. 194. Screen Recording ........................................................................ 205. Translation Problem ................................................................... 21

a. Linguistic Problems ............................................................... 22b. Textual Problems ................................................................... 23c. Extralinguistic Problems ........................................................ 23d. Problems of Intentionality ..................................................... 23e. Problems Relating to the Translation Brief and/orthe Target-Text Reader .............................................................. 23

6. Problem Indicators ...................................................................... 24a. Primary Problem Indicators ................................................... 24b. Secondary Problem Indicators ............................................... 24

C. Theoretical Framework ................................................................... 25

CHAPTER III: METHODOLOGY ............................................................ 26A. Areas of Research ........................................................................... 26B. Object of the Study ......................................................................... 27C. Method of the Study ....................................................................... 27D. Research Procedure ........................................................................ 28

1. Types of Data ............................................................................. 28


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a. Objective Data ........................................................................ 28b. Genetive Data ........................................................................ 29

2. Data Collection ........................................................................... 293. Population and Sample ............................................................... 324. Data Analysis .............................................................................. 32

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS ................. 35A. The Translation Problems Encountered in Translating

the Literary Text ............................................................................. 35B. The Process of Giving the Solutions to the Translation

Problems Encountered in Translating the Literary Text ................ 55

CHAPTER V: CONCLUSION .................................................................... 87A. Conclusion ...................................................................................... 87B. Suggestion ...................................................................................... 88

BIBLIOGRAPHY ......................................................................................... 89APPENDICES ............................................................................................... 91

Appendix 1: The S1’s Translation for the Literary Text .................... 91Appendix 2: The S2’s Translation for the Literary Text .................... 92Appendix 3: The Transcript of S1’s Process inTranslating the Literary Text (LTI) ..................................................... 94Appendix 4: The Transcript of S2’s Process inTranslating the Literary Text (LTII) ................................................... 143


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LIST OF ABBREVIATIONS

The LanguagesSL : Source LanguageTL : Target Language

The MethodsTAP : Think-Aloud ProtocolSRM : Screen Recording Method

The Stages in Translation ProcessesA : Analysis StageS : Synthesis StageR : Revision Stage

The SubjectsS1 : First SubjectS2 : Second Subject

The TextsST : Source TextTT : Target TextLT : Literary Text

The TranscriptsLTI : The Transcript of the First Subject’s Process in Translating the

Literary TextLTII : The Transcript of the Second Subject’s Process in Translating the

Literary Text


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ABSTRACT

ADHITAMA, JULYAN. The Problems and Solutions in Translating aLiterary Text: Tracing the Translation Process Using Think-aloud Protocol and Screen Recording Method. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2017.

A translation process is all the things that transpire from the outset a translator commences rendering a source text until he puts an end to a target text. By monitoring the translation process, an observer is able to have better comprehension of the translator’s mental process at the time when he translatesthe text. When the translation process is going on, the translator may have problems and solutions to them. Thus, this study focuses on the observation of the translation process done by subjects in which it emphasizes their ways to solve the problems they might undergo in undertaking a written translation task.

There are two objectives to achieve under close scrutiny in this study. The first is to conscientiously observe the translation problems encountered in translating the literary text. The second is to thoroughly explore the process ofgiving the solutions to the translation problems encountered in translating the literary text. Two subjects are assigned to perform the experiment (to translate theliterary text) and verbalize everything they have in mind when translating.

This study applies observational, explicatory, and library research. The observational as well as explicatory research is conducted by employing the think-aloud protocol and screen recording method, while the library research is conducted by obtaining theories from various books and journals. Such research methods are applied for scrutiny’s sake of data taken from the transcripts of the recordings.

This study finds out that in the process of translating the literary text, the S1 encounters 26 linguistic problems (78.79%), 1 textual problem (3.03%), 4 extralinguistic problems (12.12%), 1 problem of intentionality (3.03%), and 1 problem relating to the translation brief and/or target text reader (3.03%). On the other hand, the S2 encounters 20 linguistic problems (66.67%), 5 textual problems (16.67%), 4 extralinguistic problems (13.33%), and 1 problem relating to the translation brief and/or the translation brief and/or target text reader (3.33%). In the process of giving the solutions to 33 translation problems encountered by the S1 and 30 translation problems encountered by the S2, both subjects use different tactics which are related to comprehension, addition, omission, borrowing, finding the fixed translation by recalling a specific term which is already read, learnt, and known, searching for the differences between the terms from the source and for the target text by intuitions so as to be having another potential equivalent, and decision-making when the translators have two or more potential equivalentsseeming to be equally appropriate or equally inappropriate for a word in a source text.


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ABSTRAK

ADHITAMA, JULYAN. The Problems and Solutions in Translating a Literary Text: Tracing the Translation Process Using Think-aloud Protocol and Screen Recording Method. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2017.

Proses penerjemahan adalah semua hal yang terjadi dari awal penerjemah mulai mengalihbahasakan teks sumber sampai dia mengakhiri teks sasaran. Dengan memantau proses penerjemahan, pengamat dapat memiliki pemahaman yang lebih baik pada proses mental penerjemah ketika dia menerjemahkan teks. Ketika penerjemahan sedang berlangsung, penerjemah mungkin memiliki masalah dan solusi untuk menyelesaikannya. Oleh karena itu, penelitian ini berfokus pada pengamatan proses penerjemahan yang dilakukan oleh para subjek. Penekanan penelitian ini terletak pada cara para subjek menyelesaikan masalah yang dihadapi ketika menerjemahkan teks secara tertulis.

Dua rumusan masalah telah diselesaikan di bawah penelitian cermatdalam studi ini. Pertama, peneliti dengan cermat mengamati masalah penerjemahan yang dihadapi ketika mengalihbahasakan teks sastra. Kedua, peneliti dengan cermat mempelajari proses pemberian solusi kepada masalah penerjemahan yang dihadapi ketika mengalihbahasakan teks sastra. Peneliti meminta kedua subjek untuk menerjemahkan teks sastra dan mengatakan segala yang ada dalam pikiran mereka saat menerjemahkan.

Studi ini menerapkan penelitian observasi, explicatory, dan studi pustaka. Penelitian observasi dan explicatory dilakukan dengan menerapkan metode think-aloud protocol dan screen recording. Sementara itu, penelitian studi pustaka dilakukan dengan mengumpulkan teori-teori dari berbagai buku dan jurnal.Metode penelitian tersebut diterapkan demi analisis data yang diperoleh dari transkrip rekaman.

Studi ini menemukan bahwa dalam proses penerjemahan teks sastra, S1 menghadapi 26 masalah linguistik (78,79%), 1 masalah yang berkaitan dengan cara penulisan (3,03%), 4 masalah ekstralinguistik (12,12%), 1 masalah intensional (3,03%), dan 1 masalah yang berkaitan dengan pembaca teks terjemahan (3,03%). Sementara itu, S2 menghadapi 20 masalah linguistik (66,67%), 5 masalah yang berkaitan dengan cara penulisan (16,67%), 4 masalah ekstralinguistik (13,33%), dan 1 masalah yang berkaitan dengan pembaca teks terjemahan (3,33%). Dalam proses memberikan solusi untuk 33 masalah penerjemahan yang dihadapi oleh S1 dan 30 masalah penerjemahan yang dihadapi oleh S2, kedua subjek menggunakan taktik berbeda yang berhubungan dengan pemahaman, penambahan, penghapusan, pungutan, menemukan terjemahan pastidengan mengingat istilah tertentu yang sudah dipelajari dan diketahui, mencari perbedaan antara istilah dari teks sumber dan untuk teks sasaran dengan intuisi sehingga memiliki potensi lain yang setara, dan pengambilan keputusan ketika penerjemah memiliki dua atau lebih setara potensial, seakan sama-sama sesuai atau sama-sama tidak sesuai untuk sebuah kata dalam teks sumber.


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CHAPTER I

INTRODUCTION

This chapter encompasses four parts. The first part is the background of

the study which describes the topic, the rationale behind choosing the topic, and

the current information surrounding the topic. The second part is the problem

formulation that consists of research questions to convey the research problems

shown in the title of this study. The third part is the objectives of the study which

state the function of this study and are in accordance with the research questions.

The final part is the definition of terms that provides explanations of essential

terms related to the topic of this study.

A. Background of the Study

In bilingual communication, translators are the main actors who bridge

the communication. The error of apprehending a source language (SL) message

and then converting it into a target language (TL) is capable of damaging the

communication. Translators must have sufficient competence to be able to

transform the SL into the TL properly.

As a means of communication, translation plays a genuinely significant

role in transferring the notion of human being. From time to time, translation has

been consistently developed and done in a variety of products, i.e. written, spoken,

printed, published, on a screen, etc. Therefore, the world of translation has been

being used as a tool in terms of spoken and written in communication activities.


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Translation is a process of transferring a written or spoken message from

the SL into the TL by a translator. Brislin defines translation as

the general term referring to the transfer of thoughts and ideas from one language (source) to another (target), whether the languages are in written or oral form; whether the languages have established orthographies or do not have such standardization or whether one or both languages is based on signs, as with sign languages of the deaf (1976: 1).

In the definition above, Brislin provides extensive limits on the term of translation

involving the transfer of thoughts or ideas. Moreover, it implies that translators

are behind the translation products.

Translation visibility is seen as a simple activity, which is to convert one

language (the SL) into another language (the TL). What actually happens,

however, is a complex cognitive process. In a translation process, translators

might find a variety of issues in relation to the pursuit of equivalent meaning in

the TL. Furthermore, translators are required to be able to take appropriate

decisions in order to avoid a distortion of the extensive meaning. Therefore, so

significant is the role of translators in the bilingual communication that it demands

reconstruction methods of the translation process so as to do recommendations at

certain stages that need further improvement. One of the methods for

reconstructing the translation process is think-aloud protocol (TAP). TAP is an

introspective method which requires subjects to verbalize the cognitive process

while they are translating.

When translators render a certain text, there must be such problems that

arise whether in the middle of the process of translating it or thereafter. According

to Larson, one of the most difficult problems that translators face due to the


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difference of geography, customs, beliefs, worldview, and various other factors is

a problem related to the cultural differences (1984: 163). In addition, because of

different backgrounds and experiences, translators might apply different tactics

even to cope with similar problems. Consequently, how different people with

different backgrounds translate a text is a remarkably fascinating topic to study.

This study focuses on the observation of the translation process done by

subjects in which it emphasizes their ways to solve the problems they might

undergo in undertaking a written translation task. The ways might include

decision-making towards particular translation strategies applied during the

translation process. Such an activity is recorded using a screen recording method

(SRM), for later being transcribed and scrutinized in depth to look for which stage

where a discrepancy between the SL and TL happens.

The subjects of this study are an English Letters student of semester

seven from Sanata Dharma University and an English Education student of

semester seven from Yogyakarta State University. They are assigned to translate a

text type, i.e. a literary text. Each of them has some experience of translating

literary texts. This research attempts to observe the dissimilarities in their

processes of translating the text caused by different academic, cultural, or other

backgrounds.

This research is worth studying as readers can observe translation

problems that translators might encounter during the translation process. In

addition, translators can comprehend and solve the translation problems. Then,

they can have enhanced awareness on a person’s mental process while translating.


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B. Problem Formulation

In order to limit the scope of the study and obtain deeper scrutiny, the

problems for this topic are formulated as follows.

1. What translation problems are encountered in translating the literary text?

2. What are the solutions to the translation problems encountered in translating

the literary text?

C. Objectives of the Study

There are two objectives to achieve under discussion in this study. The

first objective aims to conscientiously observe the translation problems which are

encountered when the subjects translate the literary text. The second objective

aims to thoroughly explore the process of giving the solutions to the translation

problems that are encountered when the subjects translate the literary text. Those

two activities are traced down by employing the TAP and SRM.

D. Definition of Terms

In order to avoid misunderstanding of the terminologies used in this

study, the researcher provides the definitions of terms as follows.

Translation problem as stated by Bell is the circumstance happening

during the translation process, when the translator scrutinizes the source text (ST)

or produces the target text (TT), that makes the SL message cannot be

transferred extemporaneously into the TL (2001: 188). In essence, a translation


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problem is something that causes a translator to encounter difficulties during

translating a text.

Literary text. As mentioned by Cambridge Advanced Learner’s

Dictionary, literary as an adjective means “connected with literature” (2008: 837)

and text as a noun means “the written words in a book, magazine, etc., not the

pictures” (2008: 1503). In brief, a literary text means any written materials related

to literature, such as prose, poetry, or plays.

Translation process as defined by Hansen is all doings occurring when

the translator begins translating the ST until finishing the TT, and it involves

movements, keystrokes, dictionaries as well as Internet uses, thinking processes,

problem-solving, and correction-making (2003: 26). In short, a translation process

is a complex series of actions covering all activities and requirements that the

translator must undertake to transform the ST to the TT.

Think-aloud protocol, as opined by Alvstad, Hild, and Tiselius, is “a

method originally borrowed from cognitive psychology (Ericsson and Simon,

1984). It is an introspective method in which subjects are expected to verbalize

their mental processes while they perform a task” (2011: 1). In other words, TAP

is a type of protocol employed to collect data in usability testing in psychology or

a range of social sciences, i.e. translation research, process tracing, decision-

making, etc. involving subjects’ verbalizations as they undertake a specified task.

Screen recording as explained by Hansen is a method employing

software to record all alterations on the computer screen, i.e. cursor movements,

clicks, corrections, uses of the Internet and electronic aids such as dictionaries,


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and even length of phases and pauses, during the subjects’ writing processes

(2013: 91-92). To put it differently, screen recording is a technique that enables

the user to capture any area of the computer screen including all activities on it

throughout the subjects’ writing processes.


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CHAPTER II

REVIEW OF LITERATURE

This chapter embodies three main parts, namely the review of related

studies, review of related theories, and theoretical framework. The review of

related studies is the part discussing other related studies on the same topics

formerly done by other researchers. The review of related theories is the part

elaborating the related and relevant theories applied in this study. The theoretical

framework is the part stating the contribution of the theories and reviews in

solving the problems of the study.

A. Review of Related Studies

The researcher reviews three related studies on the discussion of

translation process, TAP, and SRM in order to support this study. The first related

study is the undergraduate thesis that belongs to Fransiska’s “Translation Problem

Solving for Informativeness: Tracing the Translation Process Using Think-Aloud

Protocols and Screen Recording Methods”. The second related study is the

research paper which is from Tirkkonen-Condit’s “Uncertainty in Translation

Processes”. The last related study is the research paper that is taken from

Jääskeläinen’s “Focus on Methodology in Think-aloud Studies on Translating”.

At the end of the review, the researcher states how this current study is similar to

and different from the studies the researcher reviews here. The researcher also

states the stance of this study towards the reviewed studies.


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1. Fransiska’s “Translation Problem Solving for Informativeness: Tracing

the Translation Process Using Think-Aloud Protocols and Screen

Recording Methods”

Fransiska’s undergraduate thesis focuses on the ways different people

solve problems in performing written translation tasks. She emphasizes the focus

on the translation strategies they apply and the consequences of applying certain

strategies seen from the translation informativeness. Therefore, she examines the

translation in both processes and products.

Fransiska has three research objectives. First, she aims to identify the

translation problems that the subjects encounter in translating the religious and

academic texts. Second, she intends to explore the problem-solving process when

the subjects translate the religious and academic texts. The last, she aims at rating

the informativeness of each translation using Carroll’s scale as the final attempt to

complete her experiment. Furthermore, in conducting the research, she applies

think-aloud protocols and screen recording methods to trace down the translation

process of each text.

The subjects of her observation are two students having different

religious backgrounds, i.e. Islam and Christianity. Each subject is requested to

translate a Christian text and an academic text. At the end of the observation, she

finds out that the subjects have different performances in translating the two types

of texts. They use different translation strategies in an attempt to solve the

problems the subjects encounter during the process of translating both texts. At

the end of the analysis, Fransiska finds out that the translation informativeness


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higher score is obtained by the Moslem student although the Catholic student is

better in translating the Christian text. It is implied that the backgrounds of

religion, academy, knowledge, intelligence, and socio-culture can influence the

way the subjects translate each text type.

The focus of the current study is somewhat different from Fransiska’s.

This current study focuses on the translation process of literary text as the object

of the study, while she focuses on not only the translation processes of religious

and academic texts but also the translation strategies and informativeness.

Moreover, the current study uses different subjects from Fransiska’s in which the

subjects of this study are a student of semester seven of English Letters

Department from Sanata Dharma University and a student of semester seven of

English Education Department from Yogyakarta State University, while the

subjects of Fransiska’s study are two English Letters students of semester eight

from Sanata Dharma University. Furthermore, in performing the experiment,

Fransiska allows the subjects to employ a translation machine in order to help

them translate the texts, but the current researcher does not.

Other than differences, Fransiska’s study and the current study have

several similarities in which they can support each other. The similarity lies on the

methods applied, i.e. TAP and SRM, in order to observe the processes of both

subjects in translating the text. The theories of TAP and SRM give the knowledge

of the way to apply these methods to gather the data for the analysis to answer the

formulation of the first and second problems. Moreover, the current researcher

uses the categorization of translation problems classified by the PACTE group


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and the problem indicators proposed by Krings just the same as what Fransiska,

the previous researcher, uses.

2. Tirkkonen-Condit’s “Uncertainty in Translation Processes”

Tirkkonen-Condit’s research paper purposes are to show how uncertainty

manifests itself in translation processes and to argue that translators might in fact

have identifiable patterns of uncertainty management. In order to achieve the

goals of the research, she undergoes a set of procedures, i.e. (1) to identify

particular processing phenomena in the six translators’ protocols as well as the

uncertainty phenomena which seem to appear in connection with the processing

phenomena, (2) to describe how uncertainty is attached to the identified

processing phenomena, and (3) to sketch translator profiles designed to reveal

individual and shared patterns of uncertainty management.

Such research is conducted based on the previous research on translation

processes recommending that proficiency in translation encompasses tolerance of

ambiguity and uncertainty. Meanwhile, Tirkkonen-Condit argues that tolerance of

ambiguity and uncertainty is needed in translation for reconciling the optimal with

what is feasible. It is due to the fact that, theoretically, the optimal translation is

“seldom feasible within the physical confines of everyday translation

assignments” (Tirkkonen-Condit, 2000: 123). Additionally, she claims that the

capability to cope with such ambiguity and uncertainty is needed to be a proficient

translator.

Tirkkonen-Condit’s analysis of processing and uncertainty has the aim of

revealing how goals and means are reconciled in the individual problem-solving


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instances which account for the ultimate TT generation and how uncertainty

phenomena are attached to these instances. In doing so, she employs six

translators’ protocols taken from twenty TAPs originating from four experiments

conducted by Tirkkonen-Condit, Jääskeläinen, and Pöntinen and Romanov at

Savonlinna in the late 1980’s and early 1990’s in which she confines her analysis

to protocols that represent the high-quality professional performance. Two of

these translators render a text from Finnish into English, whereas four other

translators render from English into Finnish.

After achieving the aims of the study, Tirkkonen-Condit concludes that

translators tend to produce tentative solutions throughout translation processes.

The patterns of their uncertainty management, from all of the six protocols, are

similar, which are “to ponder on each tentative solution in turn; to produce

justifications or endorsements; to subject them to audition; or to postpone them”

(Tirkkonen-Condit, 2000: 141). The things that make their patterns dissimilar are

their final decisions to select one or other solutions. Moreover, Tirkkonen-Condit

explains that

the mere fact that a translator is prepared to postpone a solution or to produce several tentative solutions without endorsing any one of them as a final solution shows that he or she can tolerate a situation in which a decision is pending for the time being. Similarly, when a translator verbalises ignorance or uncertainty in response to a problem situation, this verbalisation serves as a marker of a processing phenomenon (i.e.problem) and as a marker of uncertainty (2000: 141).

Tirkkonen-Condit’s study contributes to the current study by supplying

essential evidence that translators indicate their uncertainties in performing

translation tasks and solving problems during translation processes. It is shown by


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her analysis of specific processing occurrences in the six translators’ protocols as

well as the uncertainty occurrences and her analysis of descriptions of how

uncertainty is attached to the identified processing occurrences. The first

difference lies on the subjects of the study. The subjects of Tirkkonen-Condit’s

study are professional translators. However, the subjects of the current study are

university students. The second difference lies on the methods used to gather the

data. The researcher of the present study applies not only the TAP but also SRM.

Tirkkonen-Condit, on the other hand, only employs the TAP.

3. Jääskeläinen’s “Focus on Methodology in Think-aloud Studies on

Translating”

Jääskeläinen states “the fact that thinking aloud has been applied

successfully to elicit data on such tasks is not in itself a guarantee of similar

applicability to research on translating” (2000: 71). Therefore, she discusses some

examples of the types of methodological questions on which TAP research on

translating should focus. It is because of the fact that TAP studies into translating

“have borrowed their data elicitation method (i.e. thinking aloud) from cognitive

psychology where it has been used to study various problem-solving and decision-

making processes” (2000: 71).

The foremost concern of Jääskeläinen’s research paper is that

experimentation in translation studies including her own research seems to “suffer

from a lack of relevant methodological knowledge about experimental research”

(2000: 71). She claims that the rationale behind this concern is thus

comprehensible in that translation studies have traditionally dealt with texts,


13

languages, and cultures, it is unnecessary to know how to study the human mind

at work. One essential task is to identify relevant variables in translator behavior.

Jääskeläinen mentions that “although I am arguing for more experimental

rigour in TAP studies on translating, I am also advocating caution and moderation

in doing that” (2000: 72). Accordingly, she takes up two problems in relation to

research methodology into translation processes by means of thinking aloud. In

the first place, she elaborates the significance of pre-experimental testing of

subjects. In doing the pre-experimental testing, four professional translators are

assigned to perform a translation task. Three of them work as freelance

translators, while one of them works as a business correspondent at a large

Finnish company. In the second place, she explains the potential interference

effects of thinking aloud on the task of translating. In order to attain the potential

interference effects, Jääskeläinen compares the eight translations produced in her

think-aloud experiment with eight translations of the same text produced by

people who are not asked to think aloud while translating.

Corresponding to the first problem, Jääskeläinen’s findings reveal that

there are differences in the subjects’ use of knowledge and their attitude towards

the task at hand, but in the absence of more detailed background information

about the subjects, the explanations remain at the level of speculation.

Firstly, the differences between the four professionals could also be related to differences in the subjects’ personality traits, such as their tolerance of stressful situations. Secondly, the differences between the professional translators in my experiment may also be related to their language skills. Since they all had a diploma in translation and were earning their living by translating at the time of the experiment, their language skills can be assumed to be at a relatively high, but not necessarily at the same level (Jääskeläinen, 2000: 73).


14

In conclusion, in accordance with the above quotation, if the researcher as the

observer lacks these types of information about the subjects who participate in

experimental translating situations, it is very difficult to draw reliable conclusions

from TAP studies on translating.

As for the second problem, Jääskeläinen is able to carry out the

comprehensive analysis of the formal correspondence degree in that her

experiment deals with a complete text, not just one sentence. Firstly, she compares

the syntactic structure of the ST with its sixteen translations to see how the

translations closely follow the ST structure in terms of sentence boundaries as

well as within-sentence order of presenting information. Secondly, she analyzes

the translations in terms of formal correspondence at the lexical level, i.e. she

counts instances which indicate clear deviations from formal correspondence,

such as omissions, additions, and class-shifts. In summary, even though there is

little evidence of systematic differences between the translations produced with or

without the need to verbalize at the same time, it is too early to draw the

conclusion that no interference exists.

Similar to Jääskeläinen’s interest, this present study, which is also

experimental research, employs the TAP to collect the data as well as to study

problem-solving and decision-making in translation processes. Furthermore, it is

very helpful in the fact that Jääskeläinen not only provides some of the

methodological problems involved in TAP studies on translating but also

recommends some techniques to improve the situation. It is essential to design a

systematic methodological investigation so as to specifically determine the


15

validity and reliability of different data elicitation methods in process-oriented

translation studies. Nevertheless, in comparison to the method of monitoring the

translation processes without much less impact on the subjects’ usual behavior in

performing a translation task, the present study and Jääskeläinen’s study differ

considerably. The researcher of the present study explicitly mentions the use of

SRM to record the subjects’ writing processes when they are undertaking a

specified translation task, but Jääskeläinen does not mention any instrument usage

to monitor the subjects’ writing processes. Moreover, in implementing the

experiments, four professional translators are assigned by Jääskeläinen to perform

a specified translation task, whereas two university students are assigned by the

researcher of the present study to undertake a specified translation task.

Based on all of the studies reviewed above, the stance of this study is to

improve the reviewed studies by employing the same methods, i.e. TAP and SRM

in a different text, which is a literary text. By portraying the translation process of

each subject traced by the TAP and SRM, this study affirms the significance of

TAP and SRM in revealing the subjects’ problem-solving and decision-making

during the process of translating the literary text.

B. Review of Related Theories

1. Translation

Catford states that translation is “a process of substituting a text from an

SL into a TL” (1965: 20). It means that translation is a substituting operation done

in two languages, the SL and TL, focusing on a text. Therefore, translation is not


16

just a process of replacing one textual language with another. There are two

different names between the language that is translated and the language that

becomes the result after the first language is translated. The first one is the SL and

the second one is the TL.

According to Savory (1968), translation is “made possible by an

equivalent of thought that lies behind its different verbal expressions” (cited in

Suryawinata and Hariyanto, 2003: 12). He obviously states that the equivalent

thing is the thought. He, however, does not explain any further regarding

operational matters or related processes.

There is another statement to support Savory’s that comes from Nida and

Taber (1982) in which translation “consists of reproducing in the receptor

language the closest natural equivalent of the SL message, first in terms of

meaning and secondly in terms of style” (quoted in Suryawinata and Hariyanto,

2003: 12). From their above statement, it clearly means that they do not

problematize the involved languages in translation, but they are more attentive to

the way of translation working, which is to look for the closest natural equivalent

so as to successfully transfer the SL message to the TL.

In conclusion, translation can be defined as the process of transferring a

written or spoken message from the SL into the TL by a translator. It indicates

that the translator needs to concern with not only the SL but also the TL. The

difference can be in cultures or customs as Hatim and Munday mention about a

translator’s course of action in replacing a language from the ST into another

language of the TT in a specific socio-cultural context (2004: 6).


17

2. Translation Process

Hansen states that a translation process is

everything that happens from the moment the translator starts working on the ST until he finishes the TT. It is all encompassing, from every pencil movement and keystroke, to dictionary use, the use of the internet and the entire thought process that is involved in solving a problem or making a correction ± in short everything a translator must do to transform the ST to the TT (2003: 26).

In other words, a translation process is a complex series of actions that entangles

with all the things occurring while a translator is undertaking a translation task.

According to Malmkjær, translation process is a cognitive process in

translation studies that can be

used to designate a variety of phenomena, from the cognitive processes activated during translating, both conscious and unconscious, to the more “physical” process which begins when a client contacts a translation bureau and ends when that person declares satisfaction with the product produced as the final result of the initial inquiry (excerpted in Tirkkonen-Condit and Jääskeläinen, 2000: 163).

To put it differently, if a translation process means the process that commences

when a language student, for instance, meets with a sentence in English and ends

when that student has produced what readers consider a corresponding sentence in

Indonesian, that sentence in Indonesian is a translation. Meanwhile, if a

translation process is defined as the process that starts with the client’s request and

ends with a satisfied customer, no Indonesian sentence produced in the manner

just described can be considered a translation and the student’s effort will hardly

be recognized as translating.

Furthermore, Albir and Alves (quoted in Munday, 2009: 62-63) mention

eight main characteristics of translation process, namely:


18

a. the existence of basic stages related to understanding and re-expression,

b. the need to use and integrate internal (cognitive) and external resources,

c. the role of memory and information storage,

d. the dynamic and interactive nature of the process, which encompasses

linguistic as well as non-linguistic elements,

e. the non-linear nature of the process,

f. the existence of automatic and non-automatic,

g. the role of retrieval, problem-solving, decision-making and the use of

translation-specific strategies in the unfolding and management of the process,

h. the existence of specific characteristics, depending on the type of translation.

To sum up, a translation process can be defined as a complex cognitive process

which has an interactive and non-linear nature, encompasses controlled and

uncontrolled processes, and requires processes of problem-solving, decision-

making, and the use of strategies.

In addition, Bell (2001: 187) remarks that there are three stages in the

translation process, i.e. “analysis, synthesis, and revision”. Analysis is the stage

when the translator prepares for the material involving reading or listening to the

ST and learning the context. He adds that analysis “requires processing at the

syntactic, semantic and pragmatic levels”. Synthesis is the stage when the

translator produces the TT, i.e. written, typed, or spoken, which is based on the

translator’s intention and interpretation of the text and the user’s needs. Revision

is the final stage of translation process. It is only available in the written


19

translation. This stage is when the translator makes editing or corrections on the

TT to make the final TT fully acceptable to the target readers.

3. Think-Aloud Protocol

Alvstad, Hild, and Tiselius opine that think-aloud protocol is “a method

originally borrowed from cognitive psychology (Ericsson and Simon, 1984). It is

an introspective method in which subjects are expected to verbalize their mental

processes while they perform a task” (2011: 1). In brief, TAP is one of many

introspective methods in which Jääskeläinen further elaborates that it includes

(traditional) introspection, where the subject of the experiment carries out a self-analysis of his or her own thought processes, and retrospective verbal reporting, which takes place after rather than during the performance of a given task for the experiment. In contrast, thinking aloud is concurrent (takes place simultaneously with the task performance) and undirected (subjects are not asked to verbalize specific information). As a result, TAP data are considered more complete and more reliable than introspective or retrospective reports: more complete because there is less likelihood of forgetting or omitting information, and more reliable because there is less likelihood of distortion (Ericsson and Simon, 1984). In other words, the method of thinking aloud in data collection attempts, as far as possible, to elicit unedited data; it is then the task of the experimenter to investigate whether – and if so which –regularities appear in the data (2001: 266).

In essence, TAP involves subjects’ thinking aloud as they undertake a set

of specified tasks. Therefore, in order to employ this method in the translation

process research, the subjects are essentially asked to verbalize whatever comes

into their minds as they accomplish the translation task. Their verbalizations are

recorded on audio or videotape, which are later on transcribed. The recordings

might include what they are looking at, thinking, doing, and feeling. The written

transcripts of the recordings are then scrutinized to observe what is actually

happening in their minds during the translation process.


20

Hansen recommends that “the observers should be present during the TA

experiments, but they should remain invisible” (2013: 90). To put it differently, he

suggests that, in the process of conducting a research employing the TAP, the

interaction between the subject(s) and observer(s) should be eliminated during the

experiments, i.e. while the subjects are undertaking a translation task and

verbalizing their thoughts. Through this technique, the data could not be distorted.

Notwithstanding that Ericsson and Simon mention that “social

verbalizations may be quite different from the sequences of thoughts generated by

subjects themselves while solving problems, performing actions and making

evaluations and decisions” (cited in Hansen, 2013: 90), they argue that, in order to

enhance the verbalization data, the observers may prompt the subjects with

expressions like “keep talking”, “what are you thinking about?”, etc. Such

expressions might be uttered whenever the subjects stop talking due to the fact

that these reminders might only have a very small consequence on the data.

To sum up, by conducting this research applying the TAP, it provides the

researcher (as the observer) insight for the subjects’ cognitive processes rather

than only their final products in order to make thought processes as explicit as

possible during the translation task performance.

4. Screen Recording

Screen recording, or screenshot recording, is a method using software to

record all changes on the computer screen, i.e. cursor movements, clicks,

corrections, uses of the Internet and electronic aids such as dictionaries, and even

length of phases and pauses, during the subjects’ writing processes. After the


21

recording process, the writing processes are shown dynamically on the screen

with the ‘replay function’ (Hansen, 2013: 91-92). Thus, this method has given the

researcher an opportunity to monitor the translation process without much less

impact on the subjects’ usual behavior in performing a translation task.

The qualitative methods of introspection are often combined with screen

recording in order to get the quantitative data about the process since the data

which are registered on a log file can be counted and evaluated (Hansen, 2013:

91). It means that the quantitative data still have to be interpreted. It is, for

instance, possible to register and measure pauses, but determining why the

subjects stop writing and what they are thinking during the pauses, the researcher

as the observer still does not know. Therefore, in order to be able to comprehend

the qualitative data, the researcher has to rely on the subjects’ verbal reports and

subjective interpretations. Nevertheless, these quantitative data are considered as

being more objective.

The name of the instrument that the researcher uses in relation to the

application of SRM is Blueberry (BB) FlashBack Express Recorder. It is very

helpful for the researcher to record all activities on the computer screen in a quick

and hassle-free way. For instance, the researcher can capture the subjects’ uses of

the Internet and electronic dictionaries.

5. Translation Problem

According to Nord, a translation problem is “an objective problem which

every translator (irrespective of his level of competence and of the technical

conditions of his work) has to solve during a particular translation task” (1991:


22

151). In essence, Nord claims that not all problems a translator encounters in the

translation process can be considered as translation problems.

Bell opines that a translation problem is the circumstance happening

during the translation process, when the translator scrutinizes the ST or produces

the TT, that makes the SL message cannot be transferred extemporaneously into

the TL (2001: 188). In brief, a translation problem is something that causes a

translator to encounter difficulties during translating a text.

A translation problem is seen as

reliable indicators of progress in acquiring translation competence: a translation problem may appear at any stage of the translation process; it is observable; and, in solving translation problems, subjects certainly show their ability to use translation strategies, which is a relevant element of translation competence (Orozco and Albir, 2002: 380).

In other words, a translation problem can take place at any stage of the translation

process; is an indicator of a subject’s use of translation strategies; and is

observable that when solving translation problems, the subjects combine activities

and link together several activities depending on the particular problem. This

indicates the crucial role of strategic competence in controlling the whole process.

The PACTE (Process in the Acquisition of Translation Competence and

Evaluation) group (2011: 327) elaborates five categories of translation problems.

a. Linguistic Problems

Linguistic problems are the lexical (non-specialized) and

morphosyntactical problems encountered in performing the translation task, which

occur because of the difficulties of both comprehension and re-expression.


23

b. Textual Problems

Textual problems are the translation problems relating to the coherence,

cohesion, text type, text genre, style, intertextuality, and differences in the way

texts function in each language. This type of problems may also occur because of

the difficulties of both comprehension and re-expression.

c. Extralinguistic Problems

Extralinguistic problems are the translation problems which occur

because of cultural differences. The problems in this category can also occur when

the translator is lack of specific field knowledge or cultural and encyclopedic

knowledge. A translation problem can be categorized as an extralinguistic

problem only if the translator has difficulty in comprehending the term in the ST.

Thus, if the translator only has difficulty in finding the exact term for the TT, the

translation problem is still classified as a linguistic problem.

d. Problems of Intentionality

Problems of intentionality are the translation problems which occur when

the translator has difficulty in understanding the information contained in the ST.

It may happen because the translator cannot comprehend the intertextual

references, speech acts, presuppositions, or implicatures.

e. Problems Relating to the Translation Brief and/or the Target-Text

Reader

These problems are the translation problems relating to the function of

the translated text, which is based on the translation brief, and/or the target reader.


24

To conclude, difficulties in translation are “subjective and have to do

with the translator himself and his specific working conditions” (excerpted in

PACTE, 2011: 326). It means that, in line with Nord’s definition, the problems

experienced in the translation process that is caused by the translator’s difficulties

in comprehension and reexpression, such as linguistic problems, textual problems,

problems of intentionality and problems relating to the translation brief and/or the

target-text reader, should not be categorized as translation problems because they

are difficulties in translation. Furthermore, the extralinguistic problems may be

considered as translation problems when they occur because of the cultural

differences and as translation difficulties when they occur due to shortcomings in

the translator’s knowledge of a special concept in a specific field, culture, etc.

6. Problem Indicators

Krings (quoted in Dimitrova, 2005: 156), on the basis of TAP, suggests

problem indicators to recognize the translation problems encountered by each

subject while translating a text, i.e.:

a. Primary Problem Indicators

i. Explicit or implicit problem identification by the translator

ii. Use of aids

iii. Leaving a gap in the translated text

b. Secondary Problem Indicators

i. Competing tentative translation equivalents

ii. Changes in the target text

iii. Underlinings in the source text


25

iv. Negative evaluation of the target text

v. Unfilled pauses longer than 3 seconds

vi. Paralinguistic indicators

vii. The lack of a primary equivalent association

Primary indicators are seen as stronger. As a consequence, the existence

of only one of the indicators can identify a particular segment in the verbalization

made by the subject as the indication that he or she encounters a problem. On the

contrary, secondary indicators are seen as weaker that it needs at least two of them

for the identification of a segment as the indication that a problem occurs.

C. Theoretical Framework

This part is worth explaining in that there are reasons why the theories

are necessary and how they are applied. Thus, the theories of translation and

translation process are required to provide the core comprehension of the

translation notion and everything that is supposed to be observed in the translation

process research. The theories of think-aloud protocol and screen recording

contribute the fundamental apprehension to the mode of the two-method

utilization to elicit data for the analysis to answer the research questions.

In addition to answer the first question, the problem indicators are used

for the classification of some particular segments in the verbalizations as indicating

problems. Finally, the theories and categorization of translation problems are

necessary to identify and classify the translation problems that the subjects

experience throughout the experiments.


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CHAPTER III

METHODOLOGY

For the sake of the research accomplishment in a systematic way, the

researcher elaborates a set of procedures throughout this chapter which is divided

into four main points. The first point is the areas of research which briefly

describe the extent of translation conducted by the researcher. The second point is

the object of the study in which the researcher provides the detailed descriptions

of the objects being studied. The third point is the method of the study in which

the researcher explains the analysis steps to answer the problem formulation. The

last point is the research procedure that mentions the types of collected data,

narrates the data collection process, discusses the population and sample

concerning with the research, and describes how the data are analyzed.

A. Areas of Research

The areas of translation research organized by the researcher were

“translation process” by conducting protocol studies and “text analysis and

translation” by dealing with the translation problems found in the translation

products. According to Williams and Chesterman (2002: 25), translation process

research area, especially for protocol studies, was a research in which it sought to

investigate the translation’s internal decision-making process by using think-aloud

methods or retrospective interviews. The TAPs could also be linked to computer

records of keystroke usage so that the researcher could study the translator’s use


27

of time in detail. Meanwhile, Williams and Chesterman (2002: 6) explained that

the text analysis and translation research area did not only analyze both texts but

also compared the ST and TT. The first step needed was to analyze the

communicative situation of the translation. It meant that who the target people

were and what function it had should be considered in the research. As a

consequence, comparing the ST and TT based on the translation problems could

be conducted.

B. Object of the Study

The object of this study was the process of two students’ problem-solving

in translating the literary text. The literary text was excerpted from a short story

entitled “A Clean, Well-Lighted Place” by an American author, Ernest

Hemingway, and was first published in 1933.

C. Method of the Study

This study was qualitative and quantitative. The qualitative method was

based on the interpretations of reports from the subjects’ translation task

performances. The reports encompassed the translation problems and personal

involvements of each subject during the translation process. The quantitative

method, on the other hand, was based on and proceed from the researcher’s ideas

about the observed dimensions as well as calculable and measurable categories. It

was used, for instance, to investigate the length of pauses taken or the number of

key strokes made during the translation process undertaken by both subjects.


28

Thus, the qualitative data should be interpreted and explained, while the

quantitative data should be coded, classified, and counted. This was why, in this

work, the qualitative and quantitative methods were indissociable in that it was

through a combination of both that the researcher intended to reach the objectives.

This study applied observational and explicatory research by employing

the TAP and SRM, and also library research by obtaining theories from various

books and journals. This study explored the techniques of two subjects solving the

problems found in translating the literary text by analyzing every single thing

occurring during the translation process including keystrokes, cursor movements,

clicks, the use of the Internet as well as electronic dictionaries, and thoughts

which are traced down using the TAP and SRM.

The data in this study were primary. In conducting primary research, the

researcher collected original data by running experiments or direct observations

about test subjects. The data for studying the translation process were obtained

from the subjects performing the translation task. Thus, the primary data enabled

the researcher to get as close as possible to what actually happened during the

subjects’ translation process.

D. Research Procedure

1. Types of Data

a. Objective Data

The objective data under study were the data used to be the ST. The data

were elicited from a short story. The short story, entitled “A Clean, Well-Lighted


29

Place”, was written by Ernest Hemingway. It was cited from the book entitled The

Complete Short Stories of Ernest Hemingway published by Simon and Schuster

Inc. in 1987.

b. Genetive Data

The genetive data were the transcripts of the recordings and the translated

text obtained from the translators themselves. In this case, the translators were the

subjects in the experiments. The subjects of this study were an English Letters

student of semester 7 from Sanata Dharma University and an English Education

student of semester 7 from Yogyakarta State University in which they had

different Grade Point Averages (GPAs). The first subject (S1)’s GPA was above

the average, while the second subject (S2)’s was about the average which affirmed

that both subjects had different academic backgrounds. The subjects were

assigned to translate one text as the ST, i.e. the literary text. Each of them had

some experience of translating literary texts. The translated text, i.e. the TT, was

used as the data to scrutinize the translation problems found in the translation

product.

2. Data Collection

The seventh semester English Letters student from Sanata Dharma

University and the seventh semester English Education student from Yogyakarta

State University who had taken the translation course class were chosen to be the

subjects of the research in order to elicit the data for scrutinizing the translation

process. In doing so, this study applied a mixed-method, i.e. the TAP integrated


30

with the SRM. Furthermore, it was done by conducting the systematic data

collection.

The data collection system was arranged as follows. Firstly, the

researcher installed the software called Blueberry (BB) Flashback Express

Recorder on the computer used in the experiments in which it recorded all

subjects’ verbalizations with its sound recorder, all activities the subjects were

doing with its webcam recorder, and all changes on the computer screen with its

screen recorder. Secondly, the researcher explained the experiment procedures

and verified that each subject clearly understood what she had to do before

undertaking the translation task. Thirdly, each subject was asked to translate the

text on a computer and, at the same time, to verbalize whatever came to her mind.

Fourthly, during the experiments, the researcher silently sat quite far from the

subjects in order to eliminate any interaction between the subject and the

researcher so that the subjects’ translation process would not be disturbed. Last

but not least, all of the things verbalized by the subjects and all of the changes on

the computer screen were transcribed.

The followings were some essential notes in relation to the above data

collection system. First, BB Flashback Express Recorder worked on the

computer’s background so that it did not disturb the subjects’ concentration in that

they did not see the software icon on the screen. In addition, there were also two

electronic dictionaries installed on the computer, i.e. Cambridge Advanced

Learner’s Dictionary Third Edition (CALD3) and Kamus 2.04 (Kamus2), which

the subjects could use. Second, there were ten numbers for the literary text. Each


31

number consisted of one, two, three, or four sentence(s). Thirdly, the researcher

sometimes reminded the subjects to keep talking when they had stopped talking

for a long time. This was done to enhance the verbalization data. Last but not

least, after the experiments, the results of the recording processes, as an example,

were transcribed as follows.

Time (Second)

AudioVideo Stage

(Code)Computer Screen Webcam1 Oh I see A1/11 Still looking

at the screenA1/2

9 It was late and every one had left the café except an old man who sat in the shadow the leaves of the tree made against the electric light.

A1/3

3 Still looking at the screen

A1/4

1 It was late A1/58 It Opening CALD3 A1/6

Searching for the meaning of “it”(CALD3 shows it:pronoun – (as subject or object) the thing, animal or situation which has already been mentioned)

1 Going back to the worksheet

A1/7

4 SUDAH TERLAMBAT Typing “Sudahterlambat”

S1/1


A1/8

4 It was late Deleting “Sudah terlambat”

S1/2

11 HARI SUDAH LARUT DAN SETIAP ORANG TELAH MENINGGALKAN

Typing “Hari sudah larut dan setiap orang telah meninggalkan”

S1/3

--- Some parts of this transcript are cut. ---2 Moving to number 1 R1/1

12 It was late and every one had left the café except an old man who sat in the shadow… in the shadow the leaves of the tree made against the electric light.

R1/2


32

in which,

for the ‘audio’ column:words in bold : words from the ST and TTWORDS IN UPPERCASE LETTERS : words for the TTunderlined words : words from the ST or for the TT

which are read/said wrongitalicized words : words which are read/said unclearly

for the ‘stage (code)’ column:A1/1 : The first datum for the subject’s analysis stage of no. 1A1/2 : The second datum for the subject’s analysis stage of no. 1, and so onS1/1 : The first datum for the subject’s synthesis stage of no. 1S1/2 : The second datum for the subject’s synthesis stage of no. 1, and so onR1/1 : The first datum for the subject’s revision stage of no. 1R1/2 : The second datum for the subject’s revision stage of no. 1, and so on

3. Population and Sample

The population of this study was all data related to the problem-solving

in the translation process taken from the written transcripts of the recordings, the

ST used in the experiments, and the TT produced by the subjects. The sample to

answer the first and second problems of this study was obtained from the

population by employing the purposive sampling method. Therefore, this study

only elaborated subjects’ problem-solving processes of similar problems.

4. Data Analysis

After finishing conducting the data collection, the data analysis was

arranged. The written transcripts of the recordings were analyzed in order to (1)

conscientiously observe the translation problems which are encountered when the

subjects translate the literary text and (2) thoroughly explore the process of giving

the solutions to the translation problems that are encountered when the subjects


33

translate the literary text. Additionally, the TAP and SRM complemented each

other to provide the detailed reports of the translation process.

The followings were the significant information regarding the above

arrangement of the data analysis. First, when the subjects stopped talking that

made what they were thinking about could not be recognized, the researcher was

able to interpret it by looking at the log files from the screen recording process.

Second, when there was no or very little information about the subjects’ thoughts

during the stages, i.e. analysis, synthesis, and revision, and the pauses, i.e. the

subjects stopped typing and searching, which were seen from the computer screen

recorded by the software, the data from the TAP would fill the gap.

The problem indicators proposed by Krings were used under study to

observe the translation problems that each subject encountered. After that, the

translation problems for each number of the text were classified according to

PACTE group’s categorization of translation problems as follows.

The Problems in Translating Number 2

Sub

ject

s

Linguistic Problems

Textual Problems

Extralinguistic Problems

Problems of Intentionality

Problems Relating to the

Translation Brief and/or the TT

Reader

S1settled (A2/7-A2/12, and A2/43-A2/44)

- - - -

S2

dusty (A2/6, S2/3, A2/14, S2/6, A2/19-A2/20, S2/7, S2/13, and S2/15) - - - -

settled (A2/15)deaf (A2/49-A2/61 and S2/24-S2/33)


34

The codes in brackets for each problem were the codes of particular segments

in the transcripts as the things indicating that the subjects encountered particular

problems in the translation process. For the literary text, the S1’s codes referred to

the transcript LTI, while the S2’s codes referred to LTII.

After identifying the translation problems, this study explored the subjects’

problem-solving processes by examining their ways to solve each problem as

follows.

Time(Second)

Code Activity

15 A5/56

She is searching for the meaning of “hurry” in an offline bilingual dictionary (Kamus2).She gets eight equivalents (kegopohan, buru-buru, tergesa-gesa, menyegerakan, mempercepat, melakukan dengan terburu, menyuruh melakukan dengan cepat, and bergegas (-gegas)).

4 A5/58 (4-second unfilled pause)

5 S5/21She is typing “ter” and then deleting it because she is forgetting the equivalents from Kamus2.


12 A5/60She is moving to Kamus2 and re-reading the equivalent translation of “hurry”.

2 A5/62 (2-second unfilled pause)3 S5/22 She is typing “terburu- buru.”3 A5/63 (3-second unfilled pause)

4 S5/23She is typing “m”, but then deleting it and continuing typing “bersembunyi”.

The codes for each activity were also the codes of particular segments in the

transcripts.


35

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

This chapter covers two parts. The first part elaborates the observation of

the translation problems which are encountered when the subjects translate the

literary text. It answers the first formulated problem of the study. The second part

elaborates the process of giving the solutions to the translation problems that are

encountered when the subjects translate the literary text. It answers the second

formulated problem of the study.

A. The Translation Problems Encountered in Translating the Literary Text

This part scrutinizes the translation problems that each subject encounters

during translating the literary text. The problems are identified using Krings’s

problem indicators and then classified according to the PACTE group’s

categorization of translation problems. There are ten numbers of sentences in the

literary text. Each number consists of one, two, three, or four sentence(s). For the

S1, the references in the tables refer to the transcript LTI, while for the S2, the

references in the tables refer to LTII.

a. It was late and every one had left the café except an old man who sat in the shadow the leaves of the tree made against the electric light.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1- - - it (A1/6)

café (A1/9- - - - -


36

A1/11, S1/12, and A1/45)

S2sat (A1/32) - - - -made against (A1/41-A1/43)

- - - -

The S1 encounters a problem of intentionality to comprehend what “it”

means in the context of the sentence since the pronoun reference is vague or has

no antecedents that it can obscure the intended meaning. Consequently, she

consults the offline dictionary (Kamus2) to search for the meaning and identifies

this problem implicitly. Moreover, the S1 finds a linguistic problem when she

intends to translate the word “café”. During the translation process, it is seen that

she does not have the difficulty of comprehension. To make it certain that her

translation is right, she consults two kinds of offline dictionaries (Kamus2 and

CALD3). Therefore, she only has difficulty re-expressing this term.

In translating number one, the S2 experiences two linguistic problems,

i.e. “sat” and “made against”. The S2 does not understand the word “sat” at the

first time, but then she looks for the meaning of it in Kamus2 and she is finally

able to re-express it. However, she has difficulty not only apprehending the words

“made against” but also re-expressing them. Thus, she translates them based on

guessing that she considers them making sense when applied in the sentence.

In conclusion, the number of problems encountered by the subjects is

equal. The S2, however, encounters more linguistic problems than does the S1.

Moreover, the S1 has a problem of intentionality, but the S2 has not.


37

b. In the day time the street was dusty, but at night the dew settled the dust and the old man liked to sit late because he was deaf and now at night it was quiet and he felt the difference.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1settled (A2/7-A2/12, and A2/43-A2/44)

- - - -

S2

dusty (A2/6, S2/3, A2/14, S2/6, A2/19-A2/20, S2/7, S2/13, and S2/15) - - - -

settled (A2/15)deaf (A2/49-A2/61 and S2/24-S2/33)

The table shows that the S1 encounters a linguistic problem in the word

“settled”. In the transcript, it can be seen that she is uncertain about how she

should translate the word with a sensible equivalent to the sentence in number

two. She also attempts to search for the meaning of the word by opening the

offline and online dictionaries many times. Consequently, she has difficulty

comprehending and re-expressing the word.

The S2 undergoes three linguistic problems, i.e. “dusty”, “settled, and

“deaf”. She has difficulty understanding the word “dusty” so that it leads her to

have difficulty re-expressing it. It is proven in the transcript when she does many

alterations to the translation of that word. This case also occurs when she

translates the word “deaf”. For the word “settled, she is capable of re-expressing it

even though at first she is not able to comprehend it.


38

To conclude, both subjects experience the same problems, i.e. linguistic

problems. Nonetheless, the number of linguistic problems shows that the S2 has

more lexical and morphosyntactical problems than has the S1.

c. The two waiters inside the café knew that the old man was a little drunk, and while he was a good client they knew that if he became too drunk he would leave without paying, so they kept watch on him.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1

café (A3/4-A3/6)

- - - -client (A3/13)while (A3/15)

S2 -

the sentence in number 3 (A3/3, S3/5-S3/6, S3/8-S3/11, A3/21, A3/24, A3/27, A3/38, and A3/50-A3/51)

- - -

In translating number three, the S1 finds the same problem as what she

has in number one, i.e. a linguistic problem in the word “café”. She has the ability

to apprehend the word, but she has a little difficulty re-expressing it. As a matter

of fact, she still searches for the meaning of the word “café” in the dictionary.

What makes it different is that she only does it with the help of KBBI, unlike what

she has done previously. Additionally, the S1 experiences the other two linguistic

problems which lie in the words “client” and “while”. She comprehends those two

words, but she only looks for the meaning of them in CALD3 in order to assist her

re-express both of them.


39

It can be seen from the above table that the S2 has a textual problem. As

traced down in the transcript, although the S2 translates the sentence without any

help, such as online and offline dictionaries or references on the Internet, she

produces so many long and unfilled pauses trying to figure out what the sentence

is about and how she should translate it properly. Furthermore, she changes the

TT many times by typing, deleting, and retyping the similar words. With that

being said, she has difficulty comprehending and re-expressing some terms when

translating the sentence in number three.

In brief, the S1 has three words which cause her to have linguistic

problems. On the other hand, the S2 encounters a textual problem. To put it

differently, the sentence in number three gives both subjects different translation

problems.

d. They sat together at a table that was close against the wall near the door of the café and looked at the terrace where the tables were all empty except where the old man sat in the shadow of the leaves of the tree that moved slightly in the wind.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1

close (S4/1, S4/2, A4/6, A4/9, and S4/3)

- - - -against (A4/9, A4/15 and A4/19)slightly (A4/35-A4/38)

S2

against (A4/13and A4/19)

where the old man sat in the shadow of the leaves of the tree that moved

- - -


40

slightly in the wind (S4/13, A4/30, A4/32,A4/35, S4/14, S4/16, and A4/41)

The S1 does not have difficulty comprehending the word “close”, but has

difficulty re-expressing it in that she hesitates whether to translate it into “dekat”

or the other Indonesian equivalent terms. In the transcript, it can be seen that she

translates it into “dekat” at the first time, then deletes it, makes 8-second unfilled

pauses, and finally retypes “dekat”. Similarly, this case transpires in the words

“against” and “slightly”, in which in order to assist her in re-expressing the words,

she consults the offline dictionaries (CALD3 and Kamus2).

Different from the S1, not only does the S2 have difficulty re-expressing

but also comprehending the word “against”. It is proven in the transcript by the

uncertainty that she has when translating the word. In fact, she opens the similar

dictionary more than once, and at the end, she inverts the words “close”,

“against”, and “wall” in her translation as shown in appendix two. In other words,

she does not render the words in sequence. Instead of typing “yang dekat

membelakangi dinding”, she translates them into “yang membelakangi dinding

dekat”. Moreover, the S2 undergoes a textual problem. When it comes to

translating the adjective clause “where the old man sat in the shadow of the leaves

of the tree that moved slightly in the wind”, she produces several alterations and

performs some long-unfilled pauses. It is done due to the fact that she is uncertain

whether to translate the clause by paraphrasing or word by word.


41

To sum up, the table above indicates that the S1 encounters more lexical

and morphosyntactical problems than does the S2. In addition to that, the S1 and

S2 find the same word, i.e. “against”, which causes them to have the same

linguistic problems.

e. A girl and a soldier went by in the street. The street light shone on the brass number on his collar. The girl wore no head covering and hurried beside him.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1

went by (A5/5-A5/6)

-

the brass number on his collar (A5/13-A5/33, A5/35, A5/68-A5/70, A5/73, A5/75-A5/82, S5/7, and R5/3)

- -

head covering (A5/43-A5/44 and A5/46)hurried (A5/49-A5/52)beside (A5/61)

S2

soldier (A5/8-A5/9)

-

the brass number on his collar (A5/25-A5/30)

- -shone (A5/19)hurried (A5/56 and A5/60)

In the process of translating number five, the S1 encounters four

linguistic problems which occur in the terms “went by”, “head covering”,

“hurried”, and “beside”. She can comprehend all of the terms, but she is not able

to re-express those terms which should be suitable for the text. Consequently, in

order to assist her in translating the terms in the target language, she consults the

offline dictionaries, i.e. CALD3 and Kamus2.

As seen in the transcript, the same case also goes to the S2’s. She has

difficulty re-expressing the linguistic problems that she undergoes, which are

“soldier”, “shone”, and “hurried”. These problems are indicated by the activities


42

of consulting the offline dictionaries, i.e. CALD3 and Kamus2 to find the

equivalents in the target language, and likewise what the S1 does. The difference

is only in the number of the linguistic problems that both of them experience.

The table shows that both subjects encounter extralinguistic problems,

which similarly happen in the noun phrase “the brass number on his collar”. They

find it difficult to translate since it is a phrase related to cultural differences

among countries, for example the U.S. Army and the Indonesian Army. However,

the S1’s academic background helps her to quickly learn what the phrase is about

that she can translate it according to the Indonesian version of the phrase which

she has read. On the other hand, in order to find the translation of the phrase that

she thinks it is the best, the S2 has to search for the meaning of it by opening

CALD3 and Kamus2, and then looking at those two with quite long pauses.

In summary, both subjects have the similar problems related to linguistics

and extralinguistics. Nevertheless, the number of linguistic problems confirms

that the S1 encounters more lexical and morphosyntactical problems than the S2.

f. The waiter took the brandy bottle and another saucer from the counter inside the café and marched out to the old man’s table. He put down the saucer and poured the glass full of brandy.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1

brandy (A6/6)

- - - -

saucer (A6/11)counter (A6/15-A6/21, A6/26-A6-29)marched (A6/37)poured (R6/12)


43

S2

brandy (A6/5)

- - - -saucer (A6/12)marched (A6/18)

The S1 experiences linguistic problems occurring in the five words, i.e.

“brandy”, “saucer”, “counter”, “marched”, and “poured”. She does not have

difficulty understanding the words “brandy”, “saucer”, “marched”, and “poured”,

but she is not able to re-express them in the exact terms. Therefore, the offline

dictionary, i.e. Kamus2, assists her in finding the right translation. However, not

only does she have difficulty apprehending the word “counter” but also re-

expressing it. From the transcript, it can be seen that the S1 is uncertain whether to

translate it into “kedai”, “konter”, or “meja”. Accordingly, she consults the online

and offline dictionaries many times.

From the above table, it is stated that the S2 encounters linguistic

problems happening in the three words, i.e. “brandy”, “saucer”, and “marched”.

Different from the S1, during the translation process, the S2 has difficulty

comprehending as well as re-expressing those three terms. As seen in the

transcript, she takes a lot more time trying to understand the definition of each

term in Kamus2 (A6/5, A6/12, and A6/18) and then re-express them in the target

language than does the S1.

It can be concluded that both subjects undergo the similar linguistic

problems which transpire in exactly the same words, except for the words

“counter” and “poured”. As a result, other than that difference, the number of

linguistic problems indicates that the S1 deals with more lexical and

morphosyntactical problems than does the S2.


44

g. The old man stood up, slowly counted the saucers, took a leather coin purse from his pocket and paid for the drinks, leaving half a peseta tip. The waiter watched him go down the street, a very old man walking unsteadily but with dignity.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1

peseta (A7/20) the sentence in number 7 (S7/5-S7/8, A7/36, and A7/46) - - -

tip (A7/25-A7/29)go down (A7/32 and A7/34-A7/35)unsteadily (A7/48 and R7/10)

S2

stood (A7/5 and A7/8-A7/9)

the sentence in number 7 (A7/11-A7/12, A7/27-A7/28, A7/54, and A7/56)

- - -unsteadily (A7/44)dignity (A7/51)

The table affirms that not only does the S1 encounter linguistic problems

but also a textual problem. Once the S1 consults the online and offline

dictionaries, she can comprehend the terms “peseta”, “tip” and “unsteadily” so as

to be able to re-express them. For the phrasal verb “go down”, the S1 has

difficulty apprehending it since the verb is an old-fashioned U.K. term as stated by

CALD3. Hence, her uncertainty to translate leads to the difficulty of re-expressing

the term in the target language. Furthermore, the S1 has a textual problem, in

which it is indicated by her activities during the translation process.

The S2, on the other hand, undergoes linguistic problems which occur in

the words “stood”, “steadily”, and “dignity”. In the translation process, it is

noticed that she does not have the difficulty of apprehension. To make it certain


45

that her translation is accurate, she accesses the online and offline dictionaries, i.e.

Kamus2 and CALD3. Thus, she only has difficulty re-expressing those terms.

Moreover, she encounters a textual problem. Similar to the S1, the S2 makes some

changes in the translation of several terms and produces many long-unfilled

pauses when attempting to figure out the meaning of the sentence.

To conclude, linguistic and textual problems are the ones which are

experienced by both subjects. The S1 has more linguistic problems than the S2. In

addition, both of them have the same textual problems related to understanding

the sentence and making pauses as well as changes in their translations.

h. Turning off the electric light he continued the conversation with himself. It was the light of course but it is necessary that the place be clean and pleasant. You do not want music. Certainly you do not want music.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1

of course (A8/12, A8/15, and A8/17-A8/19)

- - - -necessary (A8/25)pleasant (A8/28-A8/29)

S2

pleasant (A8/14)

- - - -certainly (A8/29)

In the process of translating number eight, the S1 undergoes linguistic

problems in the words “of course”, “necessary”, and “pleasant”. She only has

difficulty re-expressing the three of them. Hence, she simply looks for the

definition of each word in order to help her find the right translation. Specifically,


46

for the expression “of course”, it can be seen in the transcript that she leaves a gap

(A8/19) when trying to translate the whole sentence. It transpires because at first

the S1 considers that “of course” is not an expression but separated words so as to

have different meanings. By re-reading the text several times, she eventually

realizes that it is an expression.

As stated in the table, the S2 experiences linguistic problems occurring in

the two words “pleasant” and “certainly”. Similar to the S1, the S2 does not have

difficulty comprehending the terms but re-expressing them. As a consequence, she

accesses the offline dictionary, i.e. Kamus2, to assist her in finding the accurate

translation of each term at the above.

In conclusion, both subjects encounter the similar problems, i.e. linguistic

problems. Nevertheless, the number of linguistic problems shows that the S1 has

more lexical and morphosyntactical problems than the S1.

i. Some lived in it and never felt it but he knew it all was nada y pues nada y nada y pues nada. Our nada who art in nada, nada be thy name thy kingdom nada thy will be nada in nada as it is in nada.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1 - -

nada y pues nada y nada y pues nada(S9/6 and A9/11)

-

Our nada who art in nada, nadabe thy name thy kingdom nadathy will be nadain nada as it is in nada (S9/8, A9/15, S9/9-S9/13, A9/23-A9/25, A9/27-A9/30, S9/14, A9/32, A9/34, S9/15, A9/37,


47

and S9/16-S9/17)

S2

kingdom (A9/47)

the sentence in number 9 (A9/4-A9/5, A9/7, A9/12, A9/16, A9/19-A9/21, S9/3 A9/31-A9/32, and S9/6)

nada y pues nada y nada y pues nada(A9/9, A9/11, and A9/40)

-

Our nada who art in nada, nadabe thy name thy kingdom nadathy will be nadain nada as it is in nada (S9/9, A9/40, A9/42, S9/10, A9/47, S9/11, A9/50, A9/53, S9/12, A9/54, S9/13, A9/55, S9/14, A9/56, S9/15, A9/57-A9/58, A9/62, A9/62, A9/64, S9/16-S9/19, A9/77, S9/20, A9/83, and S9/21-S9/23)

From the above table, the S1 encounters an extralinguistic problem. She

has difficulty comprehending “nada y pues nada y nada y pues nada” due to the

fact that it is a phrase related to a particular language, i.e. Spanish, which causes

her to have a translation problem occurring because of cultural differences. In

addition to the first problem encountered, once she reads the sentence “Our nada

who art in nada, nada be thy name thy kingdom nada thy will be nada in nada as

it is in nada”, her religious background helps her to quickly learn what the

sentence is about. Thus, she is able to translate it according to the Indonesian

version of the sentence that she has read or heard. However, that sentence gives

her a problem relating to the translation brief and/or the TT reader. It is seen in the

transcript that she creates some changes in the TT with unfilled pauses since she

has difficulty deciding whether to use Spanish or Indonesian language in the TT.


48

The S2, on the other hand, undergoes one linguistic problem which

transpires in the word “kingdom” that she accesses an electronic aid, i.e. the

offline dictionary Kamus2, in order to help her re-express it. Moreover, the S2

finds a textual problem since she has difficulty comprehending and translating the

sentence. Another problem that she experiences is the extralinguistic one that

happens in “nada y pues nada y nada y pues nada”. Similar to the S1, the S2 has

difficulty comprehending that since it is related to a particular language, i.e.

Spanish. Furthermore, the S2 has a problem relating to the translation brief and/or

the TT reader, likewise what the S1 has. In the transcript, this problem is indicated

by the activities of consulting the Internet many times, making some alterations,

and producing unfilled pauses during the translation process.

In brief, the S2 encounters linguistic and textual problems, unlike the S1.

Additionally, not only do both subjects undergo problems of intentionality but

also problems relating to the translation brief and/or the TT reader which occur in

the very same case.

j. Give us this nada our daily nada and nada us our nada as we nada our nadas and nada us not into nada but deliver us from nada; pues nada. Hail nothing full of nothing, nothing is with thee. He smiled and stood before a bar with a shining steam pressure coffee machine.


Sub

ject

s

Linguistic Problems

Textual Problems





Reader

S1

bar (A10/44)

-

nada (all ten expressions) (S10/2-S10/4, A10/7, S10/5-S10/7, A10/10, R10/24, R10-31-R10/37, and

- -


49

R10/47)steam (A10/50) Hail nothing

full of nothing, nothing is with thee (A10/12, A10/15-A10/16, A10/19-A10/20, S10/8-S10/10, A10/26-A10/27, A10/35, S10/11-S10/13, A10/40, S10/14, R10/14, and R10/57)

S2

bar (A10/60) the sentence in number 10 (A10/52)

Hail nothing full of nothing, nothing is with thee (A10/2-A10/3, and A10/57-A10/58)

- -

stood (A10/60) nada (all ten expressions) (S10/2- S10/3, A10/14, S10/4, A10/15, S10/6-S10/7, A10/22, S10/10, A10/25-A10/26, S10/14, A10/35, S10/16-S10/17, A10/39, S10/19-S10/20, A10/44, S10/22, and A10/52)

The S1 experiences linguistic problems in translating “bar” and “steam”.

She eventually can translate them, in which it shows she does not have the

difficulty of comprehension. To make certain that her translation is right, she

consults the offline dictionaries, i.e. CALD3 and Kamus2, so as to be able to re-

express the words. Furthermore, the S1 undergoes extralinguistic problems that


50

transpire in the word “nada” and the sentence “Hail nothing full of nothing,

nothing is with thee.” When translating “nada”, she has the difficulty of

apprehension since it is connected with a specific language, i.e. Spanish, that

symbolizes something, which is nothingness, emptiness, or loneliness. On the

other hand, since “Hail nothing full of nothing, nothing is with thee” is a sentence

or expression related to a common Catholic prayer, i.e. Our Father and Hail Mary,

she finds it hard to comprehend the expression.

It can be seen that the S2 encounters linguistic problems in the words

“bar” and “stood”. She seems to have difficulty re-expressing those words that she

accesses the offline dictionary, i.e. Kamus2, to assist her in finding the accurate

translations. Moreover, she has a textual problem due to the difficulties of both

comprehension and re-expression. Then, she also has extralinguistic problems in

“nada” and “Hail nothing full of nothing, nothing is with thee” since they are

related to Spanish culture and a particular religion, i.e. Christianity.

To sum up, the table affirms that both subjects encounter linguistic

problems with the equal number of words, and they undergo extralinguistic

problems with the similar number and exactly the same word as well as sentence.

In addition, a textual problem is only experienced by the S2.

In order to see the translation problems in a simplified version, the

conclusion of the above explanations can be drawn as follows.

The S1’s Problems in Translating the Literary Text

No.Linguistic Problems

Textual Problems





Reader1 café - - it -


51

2 settled - - - -

3café

- - - -clientwhile

4close

- - - -againstslightly

5

went by

-

the brass number on his collar - -

head coveringhurriedbeside

6

brandy

- - - -saucercountermarchedpoured

7

peseta the sentence in number 7

- - -tipgo downunsteadily

8of course

- - - -necessarypleasant

9 - -

nada y pues nada y nada y pues nada

-

Our nada who art in nada, nada be thy name thy kingdom nada thy will be nada in nada as it is in nada.

10

bar

-

nada (all ten expressions)

- -steam Hail nothing

full of nothing, nothing is with thee.

Total 26 problems 1 problem 4 problems 1 problem 1 problem

The S1’s problems in translating the literary text:

(26+1+4+1+1) problems = 33 problems

Linguistic Problems : 26 problems = 26/33 x 100% = 78.79%

Textual Problems : 1 problem = 1/33 x 100% = 3.03%

Extralinguistic Problems : 4 problems = 4/33 x 100% = 12.12%

Problems of Intentionality : 1 problem = 1/33 x 100% = 3.03%


52

Problems Relating to the Translation

Brief and/or the TT Reader : 1 problem = 1/33 x 100% = 3.03%

The S2’s Problems in Translating the Literary Text

No.Linguistic Problems

Textual Problems





Reader

1sat

- - - -made against

2dusty

- - - -settleddeaf

3 -the sentence in number 3

- - -

4

against where the old man sat in the shadow of the leaves of the tree that moved slightly in the wind

- - -

5 soldier - the brass - -


53

shone number on his collarhurried

6brandy

- - - -saucermarched

7stood the sentence in

number 7 - - -unsteadilydignity

8pleasant

- - - -certainly

9

kingdom the sentence in number 9

nada y pues nada y nada y pues nada

-

Our nada who art in nada, nada be thy name thy kingdom nada thy will be nada in nada as it is in nada.

10

bar the sentence in number 10

Hail nothing full of nothing, nothing is with thee.

- -

stood nada (all ten expressions)

Total 20 problems 5 problems 4 problems 0 problem 1 problem

The S2’s problems in translating the literary text:

(20+5+4+0+1) problems = 30 problems

Linguistic Problems : 20 problems = 20/30 x 100% = 66.67%

Textual Problems : 5 problems = 5/30 x 100% = 16.67%

Extralinguistic Problems : 4 problems = 4/30 x 100% = 13.33%

Problems of Intentionality : 0 problem = 0/30 x 100% = 0%

Problems Relating to the Translation

Brief and/or the TT Reader : 1 problem = 1/30 x 100% = 3.33%


54

It can be summarized that in the process of translating the literary text,

the S1 undergoes more problems than does the S2. The S1 encounters thirty-three

problems while the S2 experiences thirty problems. Both subjects mostly have

linguistic problems. The percentage of S1’s extralinguistic problems, which is the

second highest, affirms that her academic, religious, and cultural backgrounds

influence her translation process. On the other hand, the percentage of S2’s textual

problems, that is the second highest, confirms that her comprehension and re-

expression in the way the text functions in each language affect her translation

process.


55

B. The Process of Giving the Solutions to Translation Problems in

Translating the Literary Text

This part explores the subjects’ processes of giving the solutions to the

translation problems in translating the literary text identified in the first part. This

study uses sample that it only explains the subjects’ processes of solving the

similar problems in a detailed way. In translating the literary text, both subjects

encounter problems related to “settled”, “against”, “the brass number on his

collar”, “hurried”, “brandy”, “saucer”, “marched”, “unsteadily”, “pleasant”, “nada

y pues nada y nada y pues nada”, “Our nada who art in nada, nada be thy name

thy kingdom nada thy will be nada in nada as it is in nada”, “nada (all ten

expressions)”, “Hail nothing full of nothing, nothing is with thee”, and “bar”.

1. settled

a. The Process Done by the S1 (settled – menyapu)

Time(Second)

Code Activity

1 A2/7 She is reading “settled”.

8 A2/8

She is searching for the meaning of “settle” in an offline bilingual dictionary (Kamus2).She gets nine equivalents (menenangkan, membereskan, menyelesaikan, menyudahi, menempati, mendiami, menempatkan, menentukan, and turun).


6 A2/11She is re-reading the meaning of “settle” in an offline bilingual dictionary (Kamus2)

10 A2/12She is searching for the meaning of “settle” in an offline monolingual dictionary (CALD3).

2 A2/15 She is moving back to Kamus2.

4 A2/17She is reloading the KBBI page on the Mozilla Firefox.

10 A2/18-A2/20She is scratching her nose while waiting for the loading page.

1 A2/21 She is reloading the KBBI page.


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1 A2/22She is opening a new tab (second tab) on the Mozilla Firefox.


3 A2/24She is typing another KBBI web address and pressing the “enter” button.

2 A2/25-A2/26She is moving to the first tab and waiting for the loading page.

2 A2/27-A2/28She is moving to the second tab and waiting for the loading page.

2 A2/29She is opening two new tabs (third and fourth tabs).

8 A2/30-A2/31She is moving to the second tab and scrolling the KBBI page up and down.

4 A2/32-A2/33She is moving to the third tab, typing another KBBI web address, and pressing the “enter” button.


3 A2/35She is talking to the researcher about the Internet connection.

2 A2/36She is typing “google.co.id” in the third tab and pressing the “enter” button.


2 A2/38She is typing “KBBI” in Google search column and pressing the “enter” button.

6 A2/39

While waiting for the loading page, she is talking to the researcher whether or not she is allowed to open an electronic dictionary on her cellphone.

3 A2/40 She is scrolling the Google page up and down.

3 A2/41She is talking to the researcher and is certain that the electronic dictionaries on her cellphone and the computer are different.


2 A2/43She is searching for the meaning of “settle” in an offline bilingual dictionary (Kamus2) on the computer.

10 A2/44

She is searching for the meaning of “settle” in an offline bilingual dictionary (Kamusku/Kamus2) on her cellphone and realizing that the results are exactly the same as the ones on the computer.She gets nine equivalents (menenangkan, membereskan, menyelesaikan, menyudahi, menempati, mendiami, menempatkan, menentukan, and turun).



57

5 A2/46-A2/47She is moving to Mozilla Firefox, scrolling the results of KBBI web addresses up and down, and clicking of the links of the results.

4 A2/48-49She is moving to the fourth and then the second tab while saying “O.K.”

2 S2/5 She is typing “menyapu”.

The S1 spends 116 seconds solving this problem.

Time Spent to Solve the ProblemAnalysis Synthesis Revision

114 seconds 2 seconds 0 second

Since the S1 has the difficulty of comprehension and re-expression of

“settled”, she consults three kinds of dictionaries, i.e. CALD3, Kamus2, and,

KBBI. From Kamus2, she gets nine equivalents: “menenangkan”, “membereskan”,

“menyelesaikan”, “menyudahi”, “menempati”, “mendiami”, “menempatkan”,

“menentukan”, and “turun”. She thinks all of the equivalents must not be the right

answer since she finds that there are differences between the term from the ST and

for the TT by her intuition. Consequently, she rejects the term and gets another

potential equivalent to the term, i.e. “menyapu”.

b. The Process Done by the S2 (settled – membuatnya sirna)

Time(Second)

Code Activity

13 A2/15She is searching for the meaning of “settled” in an offline bilingual dictionary (Kamus2).She gets one equivalent (mantap).

2 S2/13 She is typing “membuatnya sirna”.





58

To comprehend the meaning of “settled”, the S2 accesses an offline

bilingual dictionary (Kamus2), and thus she gets one equivalent, “mantap”.

However, she considers using the terms “membuatnya sirna”, which suddenly

appear in her mind although the dictionary does not have these terms as the

equivalents for “settled”. Not to mention, she translates the SL which only

consists of one word into the TL that becomes two words.

The above tables affirm that the S1 spends a lot more time solving this

problem than does the S2. Both of them use the aids, i.e. electronic dictionaries,

but the S2 is somewhat different in finding the fixed translation to resolve this

problem. Their translations for this term are very different from each other.

2. against

a. The Process Done by the S1 (against – berlawanan)

Time(Second)

Code Activity

2 A4/7 (2-second unfilled pause after reading “against”)

7 A4/9She is searching for the meaning of “against” in an offline monolingual dictionary (CALD3).

1 A4/15 She says, “against”.2 A4/16 (2-second unfilled pause)3 A4/17 She repeatedly says, “against”.2 A4/18 (2-second unfilled pause)

8 A4/19

She is searching for the meaning of “against” in an offline bilingual dictionary (Kamus2).She gets seven equivalents (melawan, berlawanan dengan, menentang, melanggar, pada, untuk, and terhadap).


4 S4/4She is typing “berlanaw” and then changing it to “berlawanan”.



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After consulting the dictionaries, the S1 gets seven equivalents, which

are “melawan”, “berlawanan dengan”, “menentang, “melanggar”, “pada”,

“untuk”, and “terhadap”. Eventually, she makes a decision that “berlawanan”

should be applied to the translation. With that being said, the S1 converts the word

class from a preposition into a verb.

b. The Process Done by the S2 (against – membelakangi)

Time(Second)

Code Activity

13 A4/13

She is searching for the meaning of “against” in an offline bilingual dictionary (Kamus2).She gets seven equivalents (melawan, berlawanan dengan, menentang, melanggar,pada, untuk, and terhadap).


2 S4/7She is typing “membelakangi” after considering the equivalents from Kamus2.




The S2 thinks of typing “membelakangi” after consulting and inferring

from the offline bilingual dictionary, i.e Kamus2. It shows that she is able to

comprehend and re-express the term in the TL. Even though the exact expression

that she uses is not provided in the dictionary, it is still has a very close relation to

the ones in Kamus2.


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Both subjects employ the same way, which is related to comprehension

of the term, to solve this problem by using dictionaries. It can be seen from the

tables that the S1 spends more time than the S2 does.

3. the brass number on his collar

a. The Process Done by the S1 (the brass number on his collar – nomor

lencana di kerahnya)

Time(Second)

Code Activity

3 A5/14(3-second unfilled pause after reading “the brass number”)

2 A5/15 She says, “brass number”.1 A5/16 (1-second unfilled pause)1 A5/17 She says, “ehm ehm ehm”.

7 A5/18

She is searching for the meaning of “brass” in an offline bilingual dictionary (Kamus2).She gets five equivalents (kuningan, kurang ajar, pembesar, alat musik tiup, and kuningan).


16 A5/21She is searching for the meaning of “brass” in an offline monolingual dictionary (CALD3).

1 A5/23 She says, “brass”.4 A5/2 (4-second unfilled pause)

1 A5/24She says, “Oxford”, while looking at her cellphone.

18 A5/26-A5/27

She is searching for the meaning of “brass” in an offline monolingual dictionary (Oxford Dictionary) on her cellphone, reading the definition, and showing her cellphone to the webcam.

2 A5/28 (2-second unfilled pause)1 A5/29 She says, “lencana”.3 A5/30 (3-second unfilled pause)1 A5/31 She says, “lencana”.2 A5/32 (2-second unfilled pause)8 A5/33 She is highlighting “brass number”. 3 A5/34 (3-second unfilled pause)

8 A5/35She is searching for the meaning of “collar” in an offline bililingual dictionary (Kamus2).She gets four equivalents (kerah, ban leher


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(anjing dan kuda), menahan, and menangkap).1 A5/37 (1-second unfilled pause)7 S5/7 She is typing “nomor lencana di kerahnya”.2 A5/38 (2-second unfilled pause)

4 A5/39She is highlighting “nomor lencana di kerahnya”.

31A5/68-A5/70

and A5/74She is consulting Google for the meaning of “brass number”.

2 A5/75-A5/76She is moving to the second and third tabs on the Mozilla Firefox.

4 A5/79She is scrolling the results of “brass number” in Google images.

5 A5/80-A5/82She is reading the results of “brass number” in the Google web.

9 R5/3She is un-highlighting “nomor lencana di kerahnya” and “brass number”.



132 seconds 7 seconds 9 seconds

The S1 uses some aids, i.e. dictionaries and the Internet, in order to help

her comprehend the terms “brass” and “collar”. In doing so, she also has an

attempt to recall a specific term which is already read, learnt, and known by

waiting for the terms to appear or using the aids. At the end, she considers

“lencana” as the equivalent for “brass” and “kerah” as the equivalent for “collar”.

b. The Process Done by the S2 (the brass number on his collar – selempang

kebesaran yang tersemat di kerah seragam gagahnya)

Time(Second)

Code Activity

1 A5/24(1-second unfilled pause after reading “the brass number”)

9 A5/25

She is searching for the meaning of “brass” in an offline bilingual dictionary (Kamus2).She gets five equivalents (kuningan, kurang ajar, pembesar, alat musik tiup, and kuningan).


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1 A5/27 She says, “berkilat”.3 A5/28 (3-second unfilled pause)3 A5/29 She says, “brass number on his collar”.

12 A5/30

She is searching for the meaning of “collar” in an offline bilingual dictionary (Kamus2).She gets four equivalents (kerah, ban leher (anjing dan kuda), menahan, and menangkap).She says, “Oh… ehm”, indicating that she knows something.


1 A5/34She is trying to recall something by saying “what is it”.


13 A5/36She is consulting the researcher by asking about the name of something which is identical to stars, one’s range, and a particular army’s outfit.

1 A5/37 She is scratching her forehead.1 A5/38 (1-second unfilled pause)

20 A5/39

She says, “kabaret eh baret”She is talking to the researcher whether or not she is allowed to use the Internet.She intends to search for something in Google, but then she cancels it because she thinks that it takes her time.

5 A5/40-A5/41 (5-second unfilled pause)

8 S5/12She is typing “selempang” although she is still uncertain and keeps asking herself about the Indonesian equivalent.

1 A5/43 (1-second unfilled pause)2 S5/13 She is typing “kebesaran” uncertainly.



76 seconds 10 seconds second

In the problem-solving process, the S2 does not think that the equivalents

provided by Kamus2 are accurate for the translations of the terms “brass” and

“number”. Not being satisfied with the results from the dictionary, she translates

“brass” into “selempang” with additional information, which is “kebesaran”.


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Then, she renders “collar” into “kerah” with an expansion of the words “seragam

gagahnya” by inferring from the context of the terms.

The tables above indicate that both subjects employ different strategies in

translating “the brass number on his collar” which result in very dissimilar

translations. The S1, who spends more time solving this problem, does not add

any additional information in translating the terms, unlike what the S2 does.

4. hurried

a. The Process Done by the S1 (hurried – bergegas menyusul)

Time(Second)

Code Activity

3 A5/47 (3-second unfilled pause after reading “hurried”)

10 A5/49


2 A5/51 (2-second unfilled pause)2 S5/11 She is typing “bergegas”.1 A5/57 She says, “menyusul”.1 A5/58 (1-second unfilled pause)2 S5/12 She is typing “menyusul”.




In solving this problem, the S1 accesses an offline dictionary. Therefore,

she gets eight equivalents, i.e. “kegopohan”, “buru-buru”, “tergesa-gesa”,

“menyegerakan”, “mempercepat”, “melakukan dengan terburu”, “menyuruh


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melakukan dengan cepat”, and “bergegas (-gegas)”. She decides to use “bergegas”

and then types the word “menyusul” which is added after it.

b. The Process Done by the S2 (hurried – terburu- buru bersembunyi)

Time(Second)

Code Activity

15 A5/56



5 S5/21She is typing “ter” and then deleting it because she is forgetting the equivalents from Kamus2.


12 A5/60She is moving to Kamus2 and re-reading the equivalent translation of “hurry”.

2 A5/62 (2-second unfilled pause)3 S5/22 She is typing “terburu- buru.”3 A5/63 (3-second unfilled pause)

4 S5/23She is typing “m”, but then deleting it and continuing typing “bersembunyi”.




It can be seen that the S2 gets eight equivalents from the offline

dictionary, Kamus2, likewise the ones found by the S1. Then, she chooses to go

with the word “terburu-buru” as the translation for “hurried”. As well, she

provides “bersembunyi” following “terburu-buru”.

It is interpreted that both subjects use the same tactic in relation to

problem-solving of the word “hurried”. Accordingly, they perform expansions


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which come after the translation of “hurried” to supply more information, and thus

it makes them more satisfied with their translations.

5. brandy

a. The Process Done by the S1 (brandy – brendi)

Time(Second)

Code Activity

1 A6/5 (1-second unfilled pause after reading “brandy”)

5 A6/6

She is searching for the meaning of “brandy” in an offline bilingual dictionary (Kamus2).She gets two equivalents (brendi and minuman keras).


2 S6/1She is typing “brenda” and then changing it to “brendi”.


Time Spent to Solve the ProblemAnalysis Synthesis Revision7 seconds 2 seconds 0 second

To comprehend the meaning of “brandy”, the S1 consults an offline

dictionary. Hence, she gets two equivalents, i.e. “brendi” and “minuman keras”.

Without further ado, she decides to use “brendi” for the translation of the SL term.

b. The Process Done by the S2 (brandy – alkohol)

Time(Second)

Code Activity

10 A6/5

She is searching for the meaning of “brandy” in an offline bilingual dictionary (Kamus2).She gets two equivalents (brendi and minuman keras).

1 A6/6 (1-second unfilled pause)2 A6/8 She says, “minuman keras”.2 A6/9 (2-second unfilled pause)2 S6/2 She is typing “alcohol”.2 S6/7 She is converting “alcohol” into “alkohol”.


66




In solving this problem, the S2 waits for the term for the TT to appear

and then consults Kamus2 to make certain that her translation is right. At the end,

she rejects the two equivalents given by the dictionary. Instead, she finds another

potential equivalent, i.e. “alkohol”, which still has a close connection with the

ones in the dictionary.

The tables indicate that the S2 spends a lot more time solving this

problem than does the S1. Both of them use the same aid, i.e. Kamus2, to

apprehend the meaning of “brandy” although the S2 eventually uses another

potential equivalent which she thinks it is right for the translation.

6. saucer

a. The Process Done by the S1 (saucer – cawan)

Time(Second)

Code Activity

5 A6/11

She is searching for the meaning of “saucer” in an offline bilingual dictionary (Kamus2).She gets three equivalents (piring cawan, lepek(an), and piring).She is considering using between “lepek” and “cawan”.

1 S6/2 She is typing “cawan”.


Time Spent to Solve the ProblemAnalysis Synthesis Revision5 seconds 1 second 0 second


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After comprehending the meaning of “saucer” from the aid, the S1 is

capable of re-expressing the term in the TL. It is done by considering applying the

words “lepek” or “cawan”, in which she eventually chooses the word “cawan”.

b. The Process Done by the S2 (saucer – cawan)

Time(Second)

Code Activity

11 A6/12

She is searching for the meaning of “saucer” in an offline bilingual dictionary (Kamus2).She gets three equivalents (piring cawan, lepek(an), and piring).

1 A6/14 (1-second unfilled pause)2 S6/3 She is typing “cawan”.




The similar thing goes to the S2. She searches for the meaning of

“saucer” in Kamus2 and gets three equivalents that are “piring cawan”,

“lepek(an)”, and “piring”. Then, she finally decides to use “cawan” as the

translation of “saucer”.

It can be stated that although both subjects employ the same method to

solve this problem, the S2 spends more time than does the S1. It is because the S2

needs a longer time to comprehend the term.

7. marched

a. The Process Done by the S1 (marched – berjalan)

Time(Second)

Code Activity

4 A6/34(4-second unfilled pause after reading “marched”)

11 A6/37 She is searching for the meaning of “march” in


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an offline monolingual dictionary (CALD3).2 S6/4 She is typing “berjalan”.




The attempt of comprehending the meaning of “marched” using the

monolingual dictionary, i.e. CALD3, is performed by the S1. Once she gets the

idea after reading the definition provided by the dictionary, she can re-express the

word from the ST “marched” to the TT “berjalan”. It means that she has the

Indonesian equivalent term that the dictionary does not mention.

b. The Process Done by the S2 (marched – menghampiri)

Time(Second)

Code Activity

18 A6/18

She is searching for the meaning of “march” in an offline bilingual dictionary (Kamus2).She gets six equivalents (mars, gerakan, baris, menyuruh pergi, berbaris, and berdefile).


2 S6/5She is typing “menghampiri” without giving any reasons.




Inferring from the context of the ST, the S2 has another potential

equivalent for the term “marched”. It is true that the S2 needs to consult the

dictionary so as to understand the meaning of the term. However, she thinks that

“menghampiri” seems to be more appropriate than the ones in Kamus2.


69

The above tables confirm that the S1 spends less time solving the

problem of translating “marched than does the S2. Nevertheless, in order to

apprehend the meaning of the word and re-express it in the TT, they both still

consult the dictionaries although it results in different translations.

8. unsteadily

a. The Process Done by the S1 (unsteadily – terhuyung)

Time(Second)

Code Activity

1 S7/17 She is typing “tidak”.

10 A7/48

She is searching for the meaning of “steady” in an offline bilingual dictionary (Kamus2).She gets six equivalents (pacar, kokoh, tetap, mantap, (secara) terus-menerus, and kuat).

1 S7/18 She is typing “kokoh”.2 R7/9 (2-second unfilled pause)

5 R7/10She is deleting “tidak kokoh” and then typing “terhuyung”.




In the beginning, the S1 opines that “unsteadily” should mean “tidak

kokoh”. After consulting the dictionary, she gets six equivalents, which are

“pacar”, “kokoh”, “tetap”, “mantap”, “(secara) terus-menerus”, and “kuat”. As a

consequence, it leads her to revise the translation from “tidak kokoh” into

“terhuyung” since she finds it more sensible to the context of the term.

b. The Process Done by the S2 (unsteadily – sempoyongan)

Time(Second)

Code Activity

16 A7/44She is searching for the meaning of “unsteady” in an offline bilingual dictionary (Kamus2).


70

She gets three equivalents (goyah, yang mudah terombang-ambing, dan tak tegak/kokoh).


2 S7/23She is typing “sempoyot”, and then changing it to “sempoyongan”.




Even though the S2 gets three equivalents, i.e. “goyah”, “yang mudah

terombang-ambing”, dan “tak tegak/kokoh” from Kamus2, she eventually

considers having “sempoyongan” as the correct translation by inferring the

context of the term. It is because she finds it more appropriate than do the three

equivalents from Kamus2.

It is a fact that both subjects employ the similar way in the process of

translating “unsteadily” with the help of Kamus2 and consideration of the context.

The S1, who spends less time solving the problem, changes the word class of

“unsteadily” from an adverb to a verb in the TT. Meanwhile, the S2, who spends

more time solving the problem, transforms the word class of “unsteadily” from an

adverb to an adjective in the TT.

9. pleasant

a. The Process Done by the S1 (pleasant – nyaman)

Time(Second)

Code Activity

8 A8/28

She is searching for the meaning of “pleasant” in an offline bilingual dictionary (Kamus2).She gets four equivalents (menyenangkan, sedap, lembut, and senang).

12 A8/29She is searching for the meaning of “pleasant” in an offline monolingual dictionary (CALD3).


71

1 A8/31 (1-second unfilled pause)2 S8/6 She is typing “nyaman”.




The S1 considers typing “nyaman” after consulting and inferring from

the offline bilingual dictionary, i.e Kamus2. It affirms that she is able to

comprehend and re-express the term in the TL. Notwithstanding that the exact

expression that she applies is not mentioned in the dictionary, it still has a very

close connection with the one in Kamus2, which is “menyenangkan”.

b. The Process Done by the S2 (pleasant – menenangkan)

Time(Second)

Code Activity

14 A8/14

She is searching for the meaning of “pleasant” in an offline bilingual dictionary (Kamus2).She gets four equivalents (menyenangkan, sedap, lembut, and senang).She repeatedly says, “pleasant”.She is not satisfied with the results.She thinks that “pleasant” is like a priest.

2 S17 She is typing “menenangkan”.




After accessing the dictionary to assist the S2 in understanding the

meaning of the term “pleasant”, she does not think that the equivalents provided

by Kamus2 are correct for the translation of such a term. Not being satisfied with


72

the results from the dictionary, she translates “pleasant” into “menenangkan”

instead of rendering into “menyenangkan”, “sedap”, “lembut”, and “senang”.

Both subjects consult the aids, CALD3 and Kamus2, for the shake of

their comprehension although they have their own potential equivalents

eventually. Moreover, the S1 spends more time solving the problem than the S2.

10. nada y pues nada y nada y pues nada

a. The Process Done by the S1 (nada y pues nada y nada y pues nada – nada

y pues nada y nada y pues nada)

Time(Second)

Code Activity

4 A9/3 (4-second unfilled pause after reading “nada”)1 S9/5 She is typing “nada”.4 A9/8 (4-second unfilled pause)1 A9/9 She is mumbling “hmm”.1 A9/10 (1-second unfilled pause)

23 S9/6She is copying from the SL and pasting “nada y pues nada y nada y pues nada” to the TL which replaces the word “nada” that she types before.




The activity of having the 4-second unfilled pause after reading “nada”

indicates that the S1 attempts to comprehend what the word really means. On the

other hand, the activity coded by A9/9 affirms that she commences realizing that

“nada y pues nada y nada y pues nada” is Spanish in that it leads her to a decision

not to translate it at all. Instead, she borrows the whole expression from the SL to

the TL without any alteration.


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b. The Process Done by the S2 (nada y pues nada y nada y pues nada –

(omitted))

Time(Second)

Code Activity

6 A9/2She is asking herself about the meaning of “nada y pues nada y nada y pues nada”.


16 A9/4She is asking the researcher whether “nada y pues nada y nada y pues nada” is like songlyrics and what it should be translated.


14 A9/7

She keeps asking the researcher and then telling about her that has never read any literary text which deals with complicated linguistic problems.


4 A9/9She is accessing Google to search for the meaning of “nada y pues nada”.

2 A9/10She is smiling by not looking at the computer screen.

8 A9/11She is reading the results of “nada y pues nada” and realizing Hemingway’s style of writing short stories.


2 A9/16She decides not to translate “nada y pues nada y nada y pues nada”.



70 seconds 0 second 0 second

The table showing the activities of S2’s problem-solving confirms that in

the very beginning, she has difficulty comprehending the terms. Thus, it leads her

to have a question on what the expression “nada y pues nada y nada y pues nada”

really means. Even though the S2 attempts to figure it out by either consulting to

the researcher or Internet, she ends up deciding to omit it in the TL.


74

It can be stated that the S2 spends a lot more time resolving the

translation problem of the expression “nada y pues nada y nada y pues nada” than

does the S1. Even though both subjects are not able to translate the expression at

all, they employ different ways to solve the problem. Unlike the S2, the S1 herself

is assisted by her academic background so that she knows how to deal with it in

the translation process.

11. Our nada who art in nada, nada be thy name thy kingdom nada thy will

be nada in nada as it is in nada

a. The Process Done by the S1 (Our nada who art in nada, nada be thy

name thy kingdom nada thy will be nada in nada as it is in nada – Nada

kami yang ada di nada, nada namamu, nada kerajaanmu di nada seperti

di nada)

Time(Second)

Code Activity

10 A9/13

(10-second unfilled pause after reading “Our nada who art in nada, nada be thy name thy kingdom nada thy will be nada in nada as it is in nada”)She is showing a facial expression of knowing something.

2 S9/7 She is typing “inad”, but then she is deleting it.

14 S9/8She is typing “Nada kamu yang ada di nada, nada” and then deleting the third “nada” (after a comma).

19 A9/15 (19-second unfilled pause)3 S9/9 She is changing “kamu” to “kami”.3 A9/16 (3-second unfilled pause)3 S9/10 She is typing “dikuduskanlah”.3 A9/17 (3-second unfilled pause)1 A9/18 She says, “nad”.1 A9/19 (1-second unfilled pause)

15 S9/11She is deleting “dikuduskanlah” and then typing “nada namamu”.



75

5 S9/12 She is typing “datanglah kerajaan”.2 A9/21 (2-second unfilled pause)1 S9/13 She is typing “nada”.

47 A9/22-A9/30She is reading the translation that she has made so far and making some pauses.

10 S9/14She is changing “datanglah kerajaan nada” to “nada kerajaanmu”.

2 A9/31 (2-second unfilled pause)3 A9/32 She is reading “thy will be nada”.3 A9/33 (3-second unfilled pause)

3 A9/34She says, “jadilah kehendakmu di bumi seperti di”.

3 A9/35 (3-second unfilled pause)6 S9/15 She is typing “jadilah kehendak”.3 A9/36 (3-second unfilled pause)

7 A9/37She says, “will be di bumi thy kingdom come thy will be done”.


7 S9/16She is deleting “kehendak” and then typing kerajaanmu seperti di”.


10 S9/17She is deleting “seperti” and then typing “nadaseperti di nada” after “di”.




As indicated by the very first activity done by the S1, she notices

something which is very helpful to translate the sentence “Our nada who art in

nada, nada be thy name thy kingdom nada thy will be nada in nada as it is in

nada”. Since she recognizes that the sentence is related to a common prayer “Our

Father”, she does not have the difficulty of comprehension. However, she has

difficulty deciding whether to completely translate it into Indonesian or to mix it

with Spanish. Not to mention, during the translation process, she produces several

alterations and makes some unfilled pauses due to her confusion. The S1


76

eventually comes to a decision that she should mix the translation. In brief, she

keeps all the “nada”s in the TL without being translated. As a result, according to

her, the translation of the sentence “Our nada who art in nada, nada be thy name

thy kingdom nada thy will be nada in nada as it is in nada” is “Nada kami yang

ada di nada, nada namamu, nada kerajaanmu di nada seperti di nada.”

b. The Process Done by the S2 (Our nada who art in nada, nada be thy

name thy kingdom nada thy will be nada in nada as it is in nada – Dia

tahu persis bahwa untuk meredam kegundahannya dia harus mencari

tempat paling nyaman dengan segala cahaya yang meneranginya)

Time(Second)

Code Activity

11 A9/37

(11-second unfilled pause after reading “Our nada who art in nada, nada be thy name thy kingdom nada thy will be nada in nada as it is in nada”).

8 S9/9She is typing “Dia tahu persis” without giving any reasons.


17 A9/39She is reading the Wikipedia page on “A Clean, Well-Lighted Place” on the Mozilla Firefox.

21 A9/40She is moving back to the Google search and reading the results of “nada y pues nada”.


1 S9/10She is typing “bahwa” without giving any reasons.


17 A9/44She is re-reading the results of “nada y pues nada” on the Google search.


22 A9/47

She is searching for the meaning of “thy” in an offline bilingual dictionary (Kamus2).She gets five equivalents (milik, kepunyaan, kamu, engkau, dan -mu).She is searching for the meaning of “kingdom” in an offline bilingual dictionary (Kamus2)She gets two equivalents (kerajaan and dunia).



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1 S9/11 She is typing “sinar” without giving any reasons.11 A9/50 (11-second unfilled pause)

22 A9/51

She is re-reading the results of “nada y pues nada” on the Google search and clicking the link on “A Clean, Well-Lighted Place: The Revelation of Nada”.

12 A9/53 (12-second unfilled pause)2 S9/12 She is typing “yang” without giving any reasons.7 A9/54 (7-second unfilled pause)

1 S9/13She is typing “terang” without giving any reasons.


2 S9/14She is typing “berada” without giving any reasons.


4 S9/15She is typing “pada tempat” without giving any reasons.


50 A9/58She is reading an online article on “A Clean, Well-Lighted Place: The Revelation of Nada”.

2 A9/59 (2-second unfilled pause)2 A9/60 She is mumbling and says “nothing”.2 A9/61 (2-second unfilled pause)

14 A9/62She is continuing reading an online article on “A Clean, Well-Lighted Place: The Revelation of Nada”.


4 S9/16She is deleting “sinar yang terang berada pada tempat”.



2 A9/68 (2-second unfilled pause)5 S9/17 She is typing “untuk meredam”.2 A9/69 (2-second unfilled pause)7 S9/18 She is typing “kegundahannya dia harus”.4 A9/70 (4-second unfilled pause)


1 A9/73 (1-second unfilled pause)3 S9/19 She is typing “menemukan”.1 A9/74 (1-second unfilled pause)2 A9/75 She says, “menemukan”


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2 A9/76 She says, “mencari”, while opening Kamus2.



10 S9/20She is changing “menemukan” to “mencari” and then typing “tempat paling”.


13 A9/83

She is searching for the meaning of “pleasant” in an offline bilingual dictionary (Kamus2).She gets four equivalents (menyenangkan, sedap, lembut, and senang).

5 S9/21 She is typing “nyaman dengan segala”.2 A9/85 (2-second unfilled pause)

13 A9/86

She is looking at the watch on the wall, realizing that the time is ten minutes left, and then continuing reading an online article on “A Clean, Well-Lighted Place: The Revelation of Nada”.


11 S9/22She is typing “cahaya yang menerangi smua”, but then deleting “smua”.

2 A9/89 (2-second unfilled pause)1 S9/23 She is typing “nya”.




In the attempt to translate the sentence “Our nada who art in nada, nada

be thy name thy kingdom nada thy will be nada in nada as it is in nada”, the S2

consults the offline bilingual dictionary (Kamus2) and Internet. She intends to

comprehend the meaning of some terms which can be found in the dictionary, and

the rest is on the Internet, such as the explanation of “nada”. At first, she is

confused by the fact about how she should translate the sentence so that the TT

readers would understand her translation products. Eventually, she is able to


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translate the sentence although it takes so much time that she produces so many

unfilled pauses and several alterations. As a result, she translates “Our nada who

art in nada, nada be thy name thy kingdom nada thy will be nada in nada as it is

in nada” into “Dia tahu persis bahwa untuk meredam kegundahannya dia harus

mencari tempat paling nyaman dengan segala cahaya yang meneranginya.”

The table shows that the S2 spends a lot more time solving this problem

than does the S1. Their processes of translating the sentence result in their

translations which are extremely different from each other.

12. nada (all ten expressions)

a. The Process Done by the S1 (nada (all ten expressions) – nada)

Time(Second)

Code Activity

6 A10/2(6-second unfilled pause after reading all “nada”s and typing “Berikanlah kami” in translating “Give us this”)

1 S10/2 She is typing “nada”.2 A10/3 (2-second unfilled pause)

9 A10/4She says, “give us this daily… give us this daily bread berikanlah kami makanan kami”.

2 A10/5 (2-second unfilled pause)1 S10/3 She is typing “nada”.2 A10/6 (2-second unfilled pause)

8 S10/4She is typing “nada” while saying “dan ampunilah kami seperti kami nada mengampuni… seperti kami mengampuni”.


6 S10/5She is typing “nada” and “nada” while saying “nada kami dan nada kami ke dalam nada… tetapi”.


3 S10/5She is typing “nada” while saying “bebaskanlah kami daripada nada”.

2 A10/9 (2-second unfilled pause)2 S10/6 She is typing “nada” while saying “pues nada”.

29 R10/24She is consulting Google to search for the meaning of “nada” in Spanish.


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4 R10/34 (4-second unfilled pause)1 R10/35 She is typing “nada” after the word “akan”.

1 R10/47She is deleting “nada” between the words “janganlah” and “kami”.




Corresponding to the problem number eleven, the S1 does not translate

all the “nada” words from the SL to the TL, but she borrows all of them in the TT.

For her reminder and clarification, she still needs to consult the Internet when it

comes to knowing the meaning of “nada” based on its functions, i.e. noun or verb.

b. The Process Done by the S2 (nada (all ten expressions) – cahaya,

menerangi, cahayakan, sinar, menyinarkan, cahaya, cahayakan, cahaya

(omitted), and (omitted))

Time(Second)

Code Activity

3 A10/6(3-second unfilled pause after reading all “nada”s and typing “Beri kami” in translating “Give us this”)

3 S10/2She is typing “a”, but then deleting it and continuing typing “jalan terang” without any reasons.

1 A10/7 (1-second unfilled pause)1 A10/8 She says, “berikanlah” .3 A10/9 (3-second unfilled pause)2 A10/10 She says, “beri kami jalan”.4 A10/11 (4-second unfilled pause)1 A10/12 She says, “this”.2 A10/13 (2-second unfilled pause)4 S10/3 She is deleting “jalan terang”.5 A10/14 (5-second unfilled pause)1 S10/4 She is typing “nada”.6 A10/15 (6-second unfilled pause)5 S10/6 She is typing “nada”, but then deleting it.


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2 A10/19 (2-second unfilled pause)1 S10/7 She is typing “nada”.2 A10/20 (2-second unfilled pause)4 S10/10 She is typing “nada”.3 A10/23 (3-second unfilled pause)2 A10/25 She says, “dan nada”.12 A10/26 (12-second unfilled pause)

4 S10/12She is typing “cahaya” between “kami” and “untuk” without any reasons.


14 S10/13

She is typing “menerangi” between “untuk” and “tiap”, but then deleting it. After that, she is retyping “menerangi” even though she is still uncertain.

3 A10/28 (3-second unfilled pause)3 A10/29 She says, “beri kami cahaya untuk menerangi”.

9 S10/14She is deleting “nada” between “dan” and “kami”, and then changing it to “cahayakan”without any reasons.

3 A10/35 She says, “cahayakan”.2 A10/36 (2-second unfilled pause)5 S10/16 She is typing “cahaya”, but then deleting it.3 A10/37 (3-second unfilled pause)1 S10/17 She is typing “sinar” without any reasons.1 A10/38 (1-second unfilled pause)

5 S10/19She is typing “menyinarkan cahaya” without any reasons.

2 A10/42 (2-second unfilled pause)2 S10/20 She is typing “cahayakan” without any reasons.2 A10/43 (2-second unfilled pause)1 A10/44 She says, “dan cahayakan” without any reasons.1 A10/45 (1-second unfilled pause)1 S10/22 She is typing “cahaya” without any reasons.




By inferring the context of the sentence, the S2 translates the ten words

of “nada” from the SL to the TL differently since each “nada” has a different

word class. Accordingly, in sequence, she thinks that the first nada should be


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translated as “cahaya”, the second as “menerangi”, the third as “cahayakan”, the

fourth as “sinar”, the fifth as “menyinarkan”, the sixth as “cahaya”, the seventh as

“cahayakan”, the eight as “cahaya”, and the ninth as well as the tenth is not

translated. In other words, the first, sixth, and eight “nada”s have the same

translation; the third and seven “nada”s have the similar translation; the second,

fourth, and fifth “nada”s have different translations; and the last two “nada”s are

similarly not translated.

Both subjects have different ways in the process of translating this

problem, in which it causes them to have different translations. The S2 spends

more time solving this problem than does the S1.

13. Hail nothing full of nothing, nothing is with thee

a. The Process Done by the S1 (Hail nothing full of nothing, nothing is with

thee – Memanggil ketiadaan yang penuh dengan ketiadaan, tak satupun

denganmu)

Time(Second)

Code Activity

6 A10/12She is searching for the meaning of “hail” in an offline monolingual dictionary (CALD3).


11 A10/15

She is searching for the meaning of “hail” in an offline bilingual dictionary (Kamus2).She gets ten equivalents (hujan batu es, hujan, berteriak kepada, mengelu-elukan, memanggil(kan), menerima, menyambut, menghujani, teguran, and celaan).

8 A10/16She is searching for the meaning of “hail” in an offline monolingual dictionary (CALD3).

2 A10/18 (2-second unfilled pause)3 A10/19-A10/20 She is reading the definition of “hail” in CALD3.7 A10/22 (7-second unfilled pause)2 S10/8 She is typing “Memanggil”.6 A10/23 (6-second unfilled pause)


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2 S10/9 She is deleting “Memanggil”.1 A10/24 (1-second unfilled pause)

7 S10/10She is typing “Tak memanggil”, but then deleting it.

2 A10/25 (2-second unfilled pause)2 A10/26-A10/27 She is reading the definition of “hail” in CALD3.7 A10/32 (7-second unfilled pause)2 A10/35 She says, “hail nothing full of nothing”.1 A10/36 (1-second unfilled pause)4 S10/11 She is typing “Memanggil”.1 A10/37 (1-second unfilled pause)

12 S10/12She is typing “ketiadaan yang penuh dengan ketiadaan”.

2 A10/38 (2-second unfilled pause)2 S10/13 She is typing “tak satupun”.3 A10/39 (3-second unfilled pause)

5 A10/40She is searching for the meaning of “thee” in an offline bilingual dictionary (Kamus2).She gets two equivalents (kamu and anda).

4 S10/14 She is typing “dengan-Mu.”1 R10/14 She is changing “-Mu” to “mu”.




In the problem-solving process, the S1 uses some aids, i.e. monolingual

and bilingual dictionaries, in order to help her comprehend the terms “hail” and

“thee”. In doing so, she also has an attempt to recall a specific term which is

already read, learnt, and known by waiting for the terms to appear or using the

aids. At the end, she considers “Memanggil” as the equivalent for “Hail” and

“denganmu” as the equivalent for “thee”.


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b. The Process Done by the S2 (Hail nothing full of nothing, nothing is with

thee – (omitted))

Time(Second)

Code Activity

23 A10/55-A10/56(23-second unfilled pause after reading “Hail nothing full of nothing, nothing is with thee”)

2 A10/57She decides not to translate “Hail nothing full of nothing, nothing is with thee” because she has no idea what to do with that sentence.




The S2’s first activity is indicated by the 23-second unfilled pause after

reading “Hail nothing full of nothing, nothing is with thee” as coded by A10/55-

A10/56. She acknowledges that she has no experience of translating such a kind

of sentence. Therefore, the code A10/57 affirms that she decides not to translate

“Hail nothing full of nothing, nothing is with thee” at all or omits that sentence in

the TL because she has no idea what to do with that sentence.

In the process of translating “Hail nothing full of nothing, nothing is with

thee”, the S1 spends more time solving this problem than does the S2. The S1

translates the sentence with the assistance of dictionaries while the S2 does not

translate any terms of the sentence from the SL to the TL.

14. bar

a. The Process Done by the S1 (bar – bar)

Time(Second)

Code Activity

5 A10/42 (5-second unfilled pause after reading “bar”)1 S10/15 She is typing “bar”.


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8 A10/44She is searching for the meaning of “bar” in an online monolingual dictionary (KBBI).




The S1’s starting activity to translate “bar” is having the 5-second

unfilled pause after reading it. After that, she is typing “bar” without the help of

aids. However, in the next activity, she is seen to open KBBI in order to make her

lose the feeling of uncertainty in translating “bar”. Then, she keeps using “bar” as

the equivalent, which is similar to the SL.

b. The Process Done by the S2 (bar – (omitted))

Time(Second)

Code Activity

14 A10/59 (14-second unfilled pause after reading “bar”)

18 A10/60

She is searching for the meaning of “bar” in an offline bilingual dictionary (Kamus2).She gets thirteen equivalents (batang, potong, palang, halangan, penghalang, bar, ambang sungai, pekerjaan/golongan pengacara, pengadilan, kesatuan irama, balok, tiang, and kecuali).

3 A10/65 (3-second unfilled pause)1 S10/29 She is typing “bar”.2 A10/67 She says, “melewati bar”.2 A10/68 (2-second unfilled pause)1 S10/31 She is deleting “bar”.





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The table above shows that in the beginning, the S1 translates the word

“bar” into “bar” after consulting the dictionary. However, she changes her mind

by deleting “bar” in the TL after having the 2-second unfilled pause.

Both subjects employ the same strategy related to comprehension. The

S2 spends more time solving the translation problem of “bar” than the S1 does.

From the above elaborations, it can be concluded that the subjects

employ different ways or strategies in giving the solutions to several translation

problems. Those strategies are connected with comprehension, addition, omission,

borrowing, finding the fixed translation by recalling a specific term which is

already read, learnt, and known, searching for the differences between the terms

from the ST and for the TT by intuitions so as to be having another potential

equivalent, and decision-making when the translators have two or more potential

equivalents seeming to be equally appropriate or equally inappropriate for a word

in a source text. As a consequence, employing different tactics results in different

translations. Furthermore, when dealing with each of the fourteen translation

problems as mentioned before, the S1 and S2 spend time differently. Of fourteen

translation problems, the S1 spends eight-hundred-twenty seconds, while the S2

spends nine-hundred-forty-nine seconds.


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CHAPTER V

CONCLUSION

This chapter comprises two parts. They are conclusion and suggestion.

Conclusion encompasses the summary of this study’s findings. Suggestion

embodies recommended researches for further studies in relation to the topic of

this study.

A. Conclusion

This study finds out that translators which are from different academic,

religious, and cultural backgrounds may have different performances in

translating the same literary text. It is proven by the results of the analysis

elaborated in the previous chapter.

The subjects of this study are an English Letters student of semester 7

from Sanata Dharma University and an English Education student of semester 7

from Yogyakarta State University in which they have different Grade Point

Averages (GPAs). The first subject (S1)’s GPA is above the average, while the

second subject (S2)’s is about the average. In translating the same literary text, the

subjects encounter different problems. Of 33 problems that the S1 encounters in

the process of translating the literary text, 26 problems are linguistic problems

(78.79%), 1 problem is a textual problem (3.03%), 4 problems are extralinguistic

problems (12.12%), 1 problem is a problem of intentionality (3.03%), and 1

problem is a problem relating to the translation brief and/or TT reader (3.03%).


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On the other hand, of 30 problems that the S2 encounters, 20 problems are

linguistic problems (66.67%), 5 problems are textual problems (16.67%), 4

problems are extralinguistic problems (13.33%), and 1 problem is a problem

relating to the translation brief and/or the TT reader (3.33%).

In order to give the solutions to the translation problems, the subjects

employ different ways. In the process of solving 33 problems encountered by the

S1 and 30 problems encountered by the S2, both subjects use different strategies

which are related to comprehension, addition, omission, borrowing, finding the

fixed translation by recalling a specific term which is already read, learnt, and

known, searching for the differences between the terms from the ST and for the

TT by intuitions so as to be having another potential equivalent, and decision-

making when the translators have two or more potential equivalents seeming to be

equally appropriate or equally inappropriate for a word in a source text.

B. Suggestion

This part suggests researchers to develop this study further. Researchers

can also explore other approaches or methods to this study. Furthermore, this

study is open to criticism and reviews. There are two recommendations that this

study proposes for future researchers or critics. The first one suggests researchers

to elaborate the translation process of the literary text deeper. The second one

encourages researchers to employ different protocols or methods apart from the

think-aloud protocol integrated with screen recording, such as talk-aloud protocol

and eye-tracking.


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BIBLIOGRAPHY

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Alvstad, Cecilia, Adelina Hild, and Elisabet Tiselius. Methods and Strategies of Process Research. Amsterdam: John Benjamins Publishing Company, 2011.

Bell, Roger T. “Psycholinguistic/Cognitive Approaches” in RoutledgeEncyclopedia of Translation Studies. ed. Mona Baker. London: Routledge, 2001.

Brislin, Richard W. Translation: Application and Research. New York: Gardner Press Inc., 1976.

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Dimitrova, Birgitta Englund. Expertise and Explicitation in the TranslationProcess. Amsterdam: John Benjamins Publishing Company, 2005.

Fransiska, Diana. “Translation Problem Solving on Informativeness: Tracing the Translation Process Using Think-Aloud Protocols and Screen Recording Methods”. Undergraduate Thesis. Yogyakarta: Sanata Dharma University, 2014.

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Jääskeläinen, Riitta. “Focus on Methodology in Think-aloud Studies on Translating” in Tapping and Mapping the Processes of Translation and Interpreting. eds. Sonja Tirkkonen-Condit and Riitta Jääskeläinen. Amsterdam: John Benjamins Publishing Company, 2000: pp. 71-82.

Jääskeläinen, Riitta. “Think-aloud Protocols” in Routledge Encyclopedia of Translation Studies. ed. Mona Baker. London: Routledge, 2001.

Larson, Mildred L. Meaning-Based Translation: A Guide to Cross-Language Equivalence. Lanham: University Press of America, 1984.

Malmkjær, Kirsten. “Multidisciplinarity in Process Research” in Tapping and Mapping the Processes of Translation and Interpreting. eds. Sonja Tirkkonen-Condit and Riitta Jääskeläinen. Amsterdam: John Benjamins Publishing Company, 2000: pp. 163-170.

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PACTE. “Results of the Validation of the PACTE Translation Competence Model: Translation Problems and Translation Competence” in Methods andStrategies of Process Research. eds. Cecilia Alvstad, Adelina Hild and Elisabet Tiselius. Amsterdam: John Benjamins Publishing Company, 2011: pp. 326-327.

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APPENDICES

Appendix 1: The S1’s Translation for the Literary Text

1. ST : It was late and every one had left the café except an old man who sat in the shadow the leaves of the tree made against the electric light.

TT : Hari sudah larut dan setiap orang telah meninggalkan kafe, kecuali si pak tua yang duduk di bawah bayang dedaunan dari pohon yang berlawanan dengan cahaya lampu.

2. ST : In the day time the street was dusty, but at night the dew settled the dust and the old man liked to sit late because he was deaf and now at night it was quiet and he felt the difference.

TT : Di siang hari, jalanan berdebu, tetapi di malam hari, embun menyapu debu dan si pak tua senang duduk berlama-lama karena dia tuli dan sekarang di kala malam, suasana sepi dan diamerasakan perbedaannya.

3. ST : The two waiters inside the café knew that the old man was a little drunk, and while he was a good client they knew that if he became too drunk he would leave without paying, so they kept watch on him.

TT : Dua pelayan di dalam kafe mengetahui bawah si pak tua sedikit mabuk, dan sekalipun dia adalah pelanggan yang baik, namun mereka tahu jika dia sudah menjadi terlalu mabuk, dia akan meninggalkan kafe tanpa membayar sehingga mereka terus mengawasinya.

4. ST : They sat together at a table that was close against the wall near the door of the café and looked at the terrace where the tables were all empty except where the old man sat in the shadow of the leaves of the tree that moved slightly in the wind.

TT : Mereka duduk bersama di meja yang dekat berlawanan dengan tembok di dekat pintu kafe dan melihat ke teras di mana semua meja kosong kecuali tempat di mana pak tua duduk di bawah bayang dedaunan di bawah pohon yang bergerak sedikit karena angin.

5. ST : A girl and a soldier went by in the street. The street light shone on the brass number on his collar. The girl wore no head covering and hurried beside him.

TT : Seorang gadis dan seorang tentara melintas di jalanan. Lampu jalanan menyinari nomor lencana di kerahnya. Si gadis tidak memakai tudung kepala dan bergegas menyusul di sisi si tentara.

6. ST : The waiter took the brandy bottle and another saucer from the counter inside the café and marched out to the old man’s table. He put down the saucer and poured the glass full of brandy.

TT : Si pelayan mengambil botol brendi dan cawan lain dari meja di


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dalam kafe dan berjalan menuju meja si pak tua. Dia meletakkan cawan dan menuangkan brendi ke dalam gelas hingga penuh.

7. ST : The old man stood up, slowly counted the saucers, took a leather coin purse from his pocket and paid for the drinks, leaving half a peseta tip. The waiter watched him go down the street, a very old man walking unsteadily but with dignity.

TT : Si pak tua berdiri, menghitung perlahan jumlah cawan, mengambil sebuah dompet koin dari kulit di sakunya dan membayar minumannya, meninggalkan tip setengah peseta. Si pelayan mengamatinya menuruni jalanan, si pak tua berjalan terhuyung namun bermartabat.

8. ST : Turning off the electric light he continued the conversation with himself. It was the light of course but it is necessary that the place be clean and pleasant. You do not want music. Certainly you do not want music.

TT : Sembari mematikan lampu, dia melanjutkan percakapan dengan dirinya sendiri. Tentu saja ada sinar, namun yang dibutuhkan adalah tempat yang bersih dan nyaman. Kamu tidak menginginkan musik. Tentu saja, kamu tidak menginginkan musik.

9. ST : Some lived in it and never felt it but he knew it all was nada y pues nada y nada y pues nada. Our nada who art in nada, nada be thy name thy kingdom nada thy will be nada in nada as it is in nada.

TT : Beberapa orang hidup di dalamnya dan tak pernah merasakannya, tapi dia tahu bahwa semuanya itu adalah nada y pues nada y nada y pues nada. Nada kami yang ada di nada, nada namamu, nadakerajaanmu di nada seperti di nada.

10. ST : Give us this nada our daily nada and nada us our nada as we nadaour nadas and nada us not into nada but deliver us from nada; pues nada. Hail nothing full of nothing, nothing is with thee. He smiled and stood before a bar with a shining steam pressure coffee machine.

TT : Berikanlah kami nada dan nada kami akan nada kami seperti kami nada nada kami dan janganlah membawa kami ke dalam nada, tetapi lepaskanlah kami daripada nada; pues nada. Memanggil ketiadaan yang penuh dengan ketiadaan, tak satupun denganmu. Dia tersenyum dan berdiri di belakang bar dengan tekanan uap yang bersinar dari mesin sebuah mesin pembuat kopi.

Appendix 2: The S2’s Translation for the Literary Text

1. ST : It was late and every one had left the café except an old man who sat in the shadow the leaves of the tree made against the electric light.

TT : Sudah terlalu larut dan semua orang telah meninggalkan kafe itu kecuali pria tua seorang diri yang terdiam diantara bayang- bayang


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daun yang membias lampu.2. ST : In the day time the street was dusty, but at night the dew settled the

dust and the old man liked to sit late because he was deaf and now at night it was quiet and he felt the difference.

TT : Pada siang hari, jalanan itu nampak berdebu, namun pada malam hari embun membuatnya sirna dan pria tua itu sangat menyukai duduk termenung di sana hingga larut karena ia seorang yang lain dari manusia normal lainnya, ya dia tidak bisa berbicara seperti layaknya orang lain. Malam itu sangat meneduhkan dan ia merasa malam itu berbeda dari biasanya.

3. ST : The two waiters inside the café knew that the old man was a little drunk, and while he was a good client they knew that if he became too drunk he would leave without paying, so they kept watch on him.

TT : Dua pelayan yang berada di dalam kafe tahu bahwa pria tua itu tengah sedikit mabuk, dan mereka berpikiran jika pria tua itu mabuk lebih parah lagi dia akan meninggalkan kafe tanpa membayar bill yang menjadi kewajibannya, maka mereka hanya membiarkan pria tua itu menikmati kegalauannnya.

4. ST : They sat together at a table that was close against the wall near the door of the café and looked at the terrace where the tables were all empty except where the old man sat in the shadow of the leaves of the tree that moved slightly in the wind.

TT : Mereka duduk di meja yang membelakangi dinding dekat meja pintu kafe dan melihat ke arah teras dimana semua meja telah kosong kecuali meja dimana pria tua itu duduk di sela-sela bayangan daun yang sesekali bergoyang diterpa angin malam.

5. ST : A girl and a soldier went by in the street. The street light shone on the brass number on his collar. The girl wore no head covering and hurried beside him.

TT : Seorang perempuan dan seorang prajurit militer melewati jalanan itu. Lampu kota bersinar sangat terang menyilaukan selempang kebesaran yang tersemat di kerah seragam gagahnya. Wanitanya tidak memakai tutup kepala dan terburu- buru bersembunyi di balik pria itu.

6. ST : The waiter took the brandy bottle and another saucer from the counter inside the café and marched out to the old man’s table. He put down the saucer and poured the glass full of brandy.

TT : Pelayan kafe mengambil botol alkohol dan cawan dari konter kafe dan menghampiri meja dimana pria itu masih duduk termenung. Ia menaruh cawan dan dituangkannya se cawan penuh alkohol.

7. ST : The old man stood up, slowly counted the saucers, took a leather coin purse from his pocket and paid for the drinks, leaving half a peseta tip. The waiter watched him go down the street, a very old man walking unsteadily but with dignity.

TT : Pria tua merasa tertandang, perlahan ia menghitung berapa cawan


94

alkohol yang ditenggaknya, sembari mengambil dompet kulit dari dalam saku ya untuk mmebayar minuman dan meninggalkan beberapa uang tip untuk pelayan. Sedangkan pelayan kafe hanya melihat pria itu pergi tanpa mengindahkannya. Pria tua berjalan sempoyongan namun masih sempat berusaha menjaga kesadarannya.

8. ST : Turning off the electric light he continued the conversation with himself. It was the light of course but it is necessary that the place be clean and pleasant. You do not want music. Certainly you do not want music.

TT : Setelah mematikan lampu yang meneranginya, Ia berbicara dengan dirinya sendiri. Lampu penerangan padam untuk mendapatkan suasana yang syahdu dan menenangkan. Kamu tidak mau suara-suara lain merusak kesyahduan malam itu. Sungguh yang kamu inginkan hanyalah kesunyian.

9. ST : Some lived in it and never felt it but he knew it all was nada y pues nada y nada y pues nada. Our nada who art in nada, nada be thy name thy kingdom nada thy will be nada in nada as it is in nada.

TT : Beberapa orang berada dalam situasi ini namun dia tidak pernah tersadar akan hal itu. Dia tahu persis bahwa untuk meredam kegundahannya dia harus mencari tempat paling nyaman dengan segala cahaya yang meneranginya.

10. ST : Give us this nada our daily nada and nada us our nada as we nadaour nadas and nada us not into nada but deliver us from nada; pues nada. Hail nothing full of nothing, nothing is with thee. He smiled and stood before a bar with a shining steam pressure coffee machine.

TT : Beri kami cahaya untuk menerangi kami tiap harinya dan cahayakan sinar kami seperti kami menyinarkan cahaya kami dan cahayakan kami menjadi cahaya. Dia menyunggingkan senyum, berdiri, sebelum melewati mesin kopi.

Appendix 3: The Transcript of S1’s Process in Translating the Literary Text (LTI)

Time (Second)

AudioVideo Stage

(Code)Computer Screen Webcam1 Oh I see A1/11 Still looking at

the screenA1/2

9 It was late and every one had left the café exceptan old man who sat in the shadow the leaves of the tree made against the electric light.

A1/3

3 Still looking at A1/4


95

the screen1 It was late A1/58 It Opening CALD3 A1/6

Searching for the meaning of “it”(CALD3 shows it: pronoun – (as subject or object) the thing, animal or situation which has already been mentioned)


A1/7

4 SUDAH TERLAMBAT Typing “Sudah terlambat”

S1/1


A1/8

4 It was late Deleting “Sudah terlambat”

S1/2

11 HARI SUDAH LARUT DAN SETIAP ORANG TELAH MENINGGALKAN

Typing “Hari sudah larut dan setiap orang telah meninggalkan”

S1/3

7 café Moving to Kamus2 A1/9Searching for the meaning of “café”(Kamus2 shows café: kb. 1 restoran, rumah makan. 2 warung kopi.)

5 restoran, rumah makan, warung kopi, café, restoran, rumah makan, warung kopi,

A1/10

6 café … a restaurant where simple and usually quite cheap meals are served

Moving to CALD3 A1/11Searching for the meaning of “café”(CALD3 shows café: noun – (a restaurant where simple and usually quite cheap meals are served)


A1/12

3 HARI SUDAH LARUT DAN SETIAP ORANG TELAH MENINGGALKAN CAF

A1/13


A1/14

2 DAN MENINGGALKAN A1/151 Typing “café,” S1/42 HARI SUDAH LARUT

DAN SETIAP ORANG TELAH MENINGGALKAN CAFÉ

A1/16


96

6 KECUALI … MENINGGALKAN CAFÉ KECUALI

Typing “s”, but then, deleting it and changing it to “kecuali”. After that, deleting it. Then, retyping it.

S1/5


A1/17

3 SI PAK TUA Typing “si pak tua” S1/61 Still looking at

the screenA1/18

16 YANG DUDUK DI BAWAH BAYANG DEDAUNAN DARI POHON

Typing “yang duduk di bawah batt”. Changing “batt” to “bayangan”. Then, changing “bayangan” to “baying”. After that, continuing typing “dedaunan dari pohon”

S1/7


A1/19

5 who sat in the shadow the leaves of the tree made against the electric light

A1/20


A1/21

3 hari sudah larut dan setiap orang telah meninggalkan café kecuali si pak tua yang duduk di bawah bayang dedaunan dari pohon

A1/22


A1/23

3 YANG DUDUK DI BAWAH POHON

A1/24

2 Changing the “i” to the “a” from the word “baying” to the word “bayang”

S1/8

10 HARI SUDAH LARUT DAN SETIAP ORANG TELAH MENINGGALKAN CAFÉ, KECUALI SI PAK TUA YANG DUDUK DI BAWAH BAYANG DEDAUNAN DARI POHON

A1/25


A1/26

1 made against A1/274 Moving to Kamus2. Then,

going back to the worksheet.

A1/28



97

the screen1 DARI POHON A1/301 YANG Typing “yang” S1/92 Still looking at

the screenA1/31

1 made A1/322 Still looking at

the screenA1/33

9 YANG BERLAWANAN DENGAN CAHAYA LAMPU

Typing “me”, but then changing it to “berlawanan dengan cahaya lampu,”

S1/10

2 Changing the comma (,) to the full stop (.)

S1/11


A1/34

12 HARI SUDAH LARUT DAN SETIAP ORANG TELAH MENINGGALKAN CAFÉ, KECUALI SI PAK TUA YANG DUDUK DI BAWAH BAYANG DEDAUNAN dari pohon

Changing “café” to “kafe” as well as changing the “é” to “e”

S1/12

10 Opening Mozilla Firefox; opening another tab; going back to the first tab; moving to the second tab; and then typing “google.co.id” and pressing the “enter” button

A1/35

5 Closing the first tab Waiting for the loadingpage

A1/36

2 KBBI Typing “KBBI” A1/371 Clicking the link to

“KBBI”A1/38


A1/39


A1/40

1 Moving to Mozilla Firefox A1/416 (the page is still loading) Waiting for

the loadingpage

A1/42


A1/43


A1/44

1 Moving to number 2 A2/12 In the day time the street

was dustyA2/2

9 DI SIANG HARI, JALANAN BERDEBU,

Typing “Di siang hati”. Then, changing “hati” to

S2/1


98

“hari”. After that, continuing typing “jalanan berdebu,”


A2/3

3 TETAPI Typing “teptau” and then changing it to “tetapi”

S2/2


A2/4

4 DI MALAM HARI Typing “di malam haru” and then changing “haru” to “hari”. After that, continuing typing

S2/3


A2/5

1 EMBUN Typing “embun” S2/42 Still looking at

the screenA2/6

1 settled A2/78 settled… membereskan,

menyudahiMoving to Kamus2 A2/8Searching for the meaning of “settle” (Kamus2 shows settle: kkt. 1 menenangkan (o's nerves, stomach). 2 membereskan (o's accounts). 3 menyelesaikan. 4 menyudahi (an argument). 5 menempati/mendiami. 6 menempatkan. 7 menjawab. 8 menentukan. 9 turun.)


A2/9


A2/10

6 settled… menenangkan, membereskan, menyelesaikan, menyudahi, menempatkan, menjawab

Moving to Kamus2 again A2/11Re-reading the meaning of “settle”

10 settled… pay, quiet, agree, make comfortable

Moving to CALD3 A2/12Searching for the meaning of “settle”(CALD3 shows settle: verb– to reach a decision or an agreement about something, or to end a disagreement


A2/13


A2/14

2 Oops Moving back to Kamus2 A2/15


99


A2/16

4 Moving to Mozilla Firefoxand reloading the KBBIpage

A2/17

6 (the page is still loading) Waiting for the loading page

A2/18

2 Scratching her nose

A2/19


A2/20

1 Reloading the KBBI page A2/211 Opening a new tab (second

tab)A2/22


A2/23

3 Typing another KBBI web address and pressing the “enter” button

A2/24

1 Moving to the first tab A2/251 (the page is still loading) Waiting for

the loading page

A2/26

1 Moving to the second tab A2/271 (the page is still loading) Waiting for

the loading page

A2/28

2 Opening two new tabs(third and fourth tabs)

A2/29

1 Moving to the second tab A2/307 Scrolling the KBBI page up

and downA2/31

1 Moving to the third tab A2/323 Typing another KBBI web

address and pressing the “enter” button

A2/33


A2/34

3 May I ask you something?Ketoke internetnya… seksek…

Talking to the researcher

A2/35

2 Moving to Mozilla Firefoxin the third tab. Then, typing “google.co.id” and pressing the “enter” button

A2/36

2 Not looking at the screen

A2/37

2 Typing “KBBI” in Googlesearch column and pressing the “enter” button

A2/38

6 Aku entuk mbukak kamus ning hapeku rak?... Kamus

(the page is still loading) Talking to the researcher

A2/39


100

tapi… oke3 Scrolling the Google page

page up and downA2/40

3 Kamusku ho’o… Bedo yo tapi


A2/41


A2/42

2 Moving to Kamus2 A2/43Searching for the meaning of “settle” (Kamus2 shows settle: kkt. 1 menenangkan (o's nerves, stomach). 2 membereskan (o's accounts). 3 menyelesaikan. 4 menyudahi (an argument). 5 menempati/mendiami. 6 menempatkan. 7 menjawab. 8 menentukan. 9 turun.)

10 settle… O yo sih podo Picking up her phone Looking at her phone

A2/44Searching for the meaning of “settle” in Kamusku (Kamus2) in her phone(Kamus2 shows settle: kkt. 1 menenangkan (o's nerves, stomach). 2 membereskan (o's accounts). 3 menyelesaikan. 4 menyudahi (an argument). 5 menempati/mendiami. 6 menempatkan. 7 menjawab. 8 menentukan. 9 turun.)

2 Looking at the screen

A2/45

4 Moving to the Mozilla Firefox in the third tab, scrolling the results of KBBI web addresses up and down

A2/46

(The results:- Kamus Besar Bahasa

Indonesia (KBBI) Online – definisi kata

- Kamus Besar Bahasa Indonesia dalam jaringan

- KBBI.co.id: Kamus Besar Bahasa Indonesia

- Kamus Besar Bahasa Indonesia - Wikipedia bahasa Indonesia ...

- KBBI - Wikipedia, the free encyclopedia)


101

1 Clicking the link to“Kamus Besar Bahasa Indonesia (KBBI) Online –definisi kata”

A2/47

1 Moving to the fourth tab A2/483 Oke Moving to the second tab A2/491 Going back to the

worksheetA2/50


A2/51

3 DI SIANG HARI, JALANAN BERDEBU, TETAPI DI MALAM HARI

A2/52


A2/53

23 EMBUN MENYAPU DEBU DAN SI PAK TUA SENANG UNTUK DUDUK BERLAMA-LAMA

Typing “embun menyapu debu dan sipp”. Then changing “sipp” to “si”. After that continuing typing “pak tua senang untuk duduk berlaa”. Then changing “berlaa” to “berlama-lama”

S2/5


A2/54

3 KARENA DIA Typing “karena dua”, and then changing “dua” to “dia”

S2/6


A2/55

1 TULI Typing “tuli” S2/71 Still looking at

the screenA2/56

2 DAN SEKARANG Typing “dan sekarang” S2/82 Still looking at

the screenA2/57

3 now at night it was quite and he felt the difference

A2/58

5 DI SIANG HARI, JALANAN BERDEBU, TETAPI DI MALAM HARI, EMBUN MENYAPU DEBU DAN SI PAK TUA SENANG UNTUK DUDUK BERLAMA-LAMA KARENA DIA TULI

A2/59


A2/60

1 DAN SEKARANG A2/611 Still looking at

the screenA2/62

2 DI KALA MALAM Typing “di kala malam,” S2/9


102


A2/63

13 SUASANA SEPI DAN DIA MERASAKAN PERBEDAANNYA

Typing “suasana spii” and then changing “spii” to “sepi”. Next, continuing typing “meraks” and then changing it to “merasakan”. After that,continuing typing “perbedaannya”. Then, pressing the “enter” button

S2/10


A2/64

4 Hmm a minute Highlighting the word “kafe” in the sentence in number 1

A1/45


A2/65

12 DI SIANG HARI, JALANAN BERDEBU, TETAPI DI MALAM HARI, EMBUN MENYAPU DEBU DAN SI PAK TUA SENANG UNTUK DUDUK BERLAMA-LAMA KARENA DIA TULIDAN SEKARANG DI KALA MALAM, SUASANA SEPI DAN DIA me…

Deleting the word “untuk” S2/11

1 Moving to number 3 A3/13 The two waiters inside

the café knewA3/2

2 café café Moving to Kamus2 A3/310 KAFE… KAFE… alright

KAFEMoving to Mozilla Firefoxin the third tab

A3/4

Searching for the meaning of “kafe” in the KBBI page


A3/5

1 KAFE Going back to the worksheet

A3/6


A3/7

14 DUA PELAYAN DI DALAM KAFE MENGETAHUI BAHWA SI PAK TUA

Typing “dua pelayang di dalam kafe mengetahui bawah si pak tua”

S3/1


A3/8

5 SEDIKIT MABUK Typing “sedikit manuk” and then changing “manuk” to “mabuk”

S3/2


103


A3/9

3 DAN SEMENTARA Typing “dan sementara” S3/36 Still looking at

the screenA3/10

4 DAN SEKALIPUN Changing “sementara” to “sekalipun”

S3/4


A3/11

4 DIA ADALAH PELANGGAN

Typing “dia adalah pelanggan yang”

S3/5


A3/12

5 good client… client… customer

Moving to Mozilla Firefox A3/13Moving to CALD3Searching for the meaning of “client”(CALD3 shows client: noun – a customer or someone who receives services)


A3/14

5 while… oke Searching for the meaning of “while”

A3/15

(CALD3 shows while: conjunction – during the time that, or at the same time as)


A3/16


A3/17

13 DUA PELAYAN DI DALAM KAFE MENGETAHUI BAHWA SI PAK TUA SEDIKIT MABUK DAN SEKALIPUN DIA ADALAH PELANGGANYANG BAIK

Deleting “g” in the word“pelayang”. Then, typing “yang baik,”

S3/6


A3/18

15 NAMUN MEREKA TAHU BAHWA JIKA DIA MENJADI TERLALU MABUK

Typing “namun merk” and then changing “merk” to “mereka”. Next, continuing typing “tahu bahwa jika dia terr” and then changing “terr” to “menjadi”. After that, continuing typing “terlalu mabuk,”

S3/7


A3/19

9 DIA AKAN Typing “dia akan S3/8


104

MENINGGALKAN KAFE TANPA MEMBAYAR

meninggalkan kafe tanpa membayar”


A3/20

14 DUA PELAYAN DI DALAM KAFE MENGETAHUI BAHWA SI PAK TUA SEDIKIT MABUK DAN SEKALIPUN DIA ADALAH PELANGGAN YANG BAIK, NAMUNMEREKA TAHU BAHWA JIKA DIA… SUDAH… MENJADI TERLALU MABUK, DIA AKAN MENINGGALKAN KAFE TANPA MEMBAYAR

Typing “sudah” between the words “dia” and “menjadi”

S3/9


A3/21

11 TANPA MEMBAYAR… TANPA MEMBAYAR SEHINGGA MEREKA TERUS MENGAWASINYA

Typing “sehungga” and then changing it to “sehingga”. After that, continuing writing “mereka terus mengawasinya.”

S3/10


A3/22

12 DUA PELAYAN DI DALAM KAFE MENGETAHUI BAHWA SI PAK TUA SEDIKIT MABUK DAN SEKALIPUN DIA ADALAH PELANGGAN YANG BAIK, NAMUN MEREKA TAHU BAHWA JIKA DIA SUDAH MENJADI TERLALU MABUK, DIAAKAN MENINGGALKAN KAFE TANPA MEMBAYAR SEHINGGA MEREKA TERUS MENGAWASINYA

A3/23


A3/24

1 Moving to number 4 A4/16 They sat together and the

table… at the table that A4/2


105

was close against the wall1 Still looking at

the screenA4/3

3 near the door of the café A4/47 MEREKA DUDUK

BERSAMA DI MEJA YANG DEKAT

Typing “Mereka duduk bersama di meja yang dekan” and then changing “dekan” to “dekat”

S4/1


A4/5

4 that was close against the wall

A4/6


A4/7

2 close… close Deleting the word “dekat” S4/22 Still looking at

the screenA4/8

21 close against the wall… close… close… and and and against

Moving to CALD3 A4/9Searching the meaning of “close”(CALD3 shows close: verb – to (cause something to) change from being open to not being open)Searching the meaning of “against”(CALD3 shows against: preposition – in opposition to )


A4/10


A4/11

2 Scrolling the worksheet up and down

A4/12

3 oppose berlawanan… MEREKA DUDUK DI MEJA YANG

A4/13


A4/14


A4/15


A4/16

2 YANG DEKAT Typing “dekat” S4/37 They sat together at the

table that was close against the wall near the door… close against… YANG DEKAT

A4/17


A4/18

8 meeeee… against Moving to Kamus2 A4/19Searching the meaning of


106

“against”(Kamus2 shows against: kd. 1 melawan, berlawanan dengan, menentang. 2 melanggar. 3 pada. 4 untuk. 5 terhadap.)


A4/20


A4/21

11 YANG DEKAT BERLAWANAN DENGAN TEMBOK DI DEKAT PINTU KAFE

Typing “berlanaw” and then changing it to “berlawanan”. After that, continuing typing “dengan tembok di dekat pintu kafe”

S4/4


A4/22

12 They sat together thetable… at the table… MEREKA DUDUK BERSAMA DI MEJA…that was close… YANG DEKAT… that was close against the wall… YANG DEKAT BERLAWANAN DENGAN TEMBOK DI DEKAT PINTU KAFE

A4/23


A4/24

9 DAN MELIHAT KE TERAS DI MANAaaa

Typing “dan melihar” and then changing “melihar to “melihat”. After that continuing typing “ke teras di mana”

S4/5


A4/25

7 where the tables were all empty… DI MANA SEMUA MEJA KOSONG KECUALI

Typing “di mana semua meja kosong kecuali”

S4/6


A4/26

4 TEMPAT DI MANA SI PAK TUA

Typing “tempat di mana si pak tua”

S4/7


A4/27

8 DUDUK… in the shadow… DI BAWAH BAYANG DEDAUNAN

Typing “duduk di bawah bayang dede” and then changing “dede” to “dedaunan”

S4/8


A4/28

1 DIii Typing “di” S4/91 Still looking at A4/29


107

the screen3 DI BAWAH BAYANG

DEDAUNAN DI BAWAH POHON

Typing “bawah pohon” S4/10


A4/30

2 YANG Typing “yg” and then changing it to “yang”

S4/11


A4/31

6 BERGERAK PERLAHAN KARENA ANGIN

Typing “bergerak perlahan karena angin.”

S4/12


A4/32

2 that moved slightly A4/331 Still looking at

the screenA4/34

12 slightly Moving to CALD3 A4/35Searching the meaning of “slightly”(CALD3 shows slightly: adverb – a little)


A4/36


A4/37

6 slightly slightly Moving to Kamusku2 A4/38Searching the meaning of “slightly”(Kamus2 shows slightly: sedikit)

4 ehm… YANG BERGERAK

Going back to the worksheet

A4/39

3 SEDIKIT KARENA ANGIN

Changing the word “perlahan” to “sedikit”

S4/13


A4/40

1 Moving to number 5 A5/13 A girl and a soldier went

by in the street. A5/2


A5/3

1 SEORANG Typing “Seorang” S5/11 Still looking at

the screenA5/4

5 GADIS DAN SEORANG TENTARA

Typing “gadis dan seorang tentara”

S5/2

2 went by A5/514 go… by… move fast Moving to CALD3 A5/6

Searching for the meaning of “go by”(CALD3 shows go by: phrasal verb – to move


108

past, in space or time)1 Still looking at

the screenA5/7

3 Ooo Going back to the worksheet

A5/8

7 SEORANG GADIS DAN SEORANG TENTARA MELINTAS DI JALANAN… SEORANG GADIS DAN SEORANG TENTARA MELINTAS DI JALANAN

Typing “melintas di jalanan”

S5/3


A5/9

7 SOROT… The street light… SOROT LAMPU JALANAN

Typing “Sorot lampu jalanan”

S5/4


A5/10

3 Oh salah Deleting the words “sorot lampu jalanan”

S5/5


A5/11

7 LAMPU JALANAN MENYINARI

Typing “lampu jalanan menyinari”

S5/6


A5/12

2 the brass number A5/133 Still looking at

the screenA5/14

2 brass number A5/151 Still looking at

the screenA5/16

1 Ehm ehm ehm A5/177 brass Moving to Kamus2 A5/18

Searching for the word “brass”(Kamus2 shows brass: kb. 1 kuningan. 2 Inf.: kurang ajar. 3 Sl.: pembesar. -brasses j. alat musik tiup. -ks. kuningan.)


A5/19


A5/20

brass… noun… lencana… money confidence metal… metal made from cooper and zinc… thin wall in a church… group of… confidence

Moving to CALD3 A5/21Searching the meaning of the word “brass”(CALD3 shows brass: noun – a bright yellow metal made from copper and zinc; a thin piece of brass on the floor or wall in


109

a church, with a picture or writing cut into it; the group of brass instruments or players in a band or orchestra )


A5/22

1 brass A5/234 Not looking at

the screenA5/24

1 Oxford Looking at her phone

A5/25


A5/26

15 brass… brass shinning a round… brassornament… hh-house… people in authority orrr of high military rank

Looking at her phone

A5/27


A5/28

1 Lencana Looking at her phone

A5/29


A5/30

1 Lencana Looking at the screen

A5/31


A5/32

6 brass number… not yet… menyinari

Highlighting “brass number”

A5/33


A5/34

8 collar… KERAH Moving to Kamus2 A5/35Searching for the meaning of “collar”(Kamus2 shows collar: kb. 1 kerah. 2 ban leher (anjing dan kuda). -kkt. 1 Inf.: menahan. 2 menangkap. c. stud kancing)


A5/36


A5/37

8 MENYINARIiii NOMOR LENCANA DI KERAHNYA

Typing “menyinari nomor lencana di kerahnya.”

S5/7


A5/38

6 MENYINARI NOMOR LENCANA DI KERAHNYA… cek lagi

Highlighting “menyinari nomor lencana di kerahnya.”

A5/39

7 SEORANG GADIS DAN A5/40


110

SEORANG TENTARA MELINTAS DI JALANAN. LAMPU JALANAN MENYINARI NOMOR LENCANA DI KERAHNYA


A5/41

1 SI GADIS Typing “si gadis” S5/81 Still looking at

the screenA5/42

16 SEORANG GADIS DANSEORANG TENTARA MELINTAS JALANAN. LAMPU JALANAN MENYINARI NOMOR LENCANA DI KERAHNYA. SI GADIS TIDAK MEMAKAI head covering

Typing “tidak memakain” and then changing “memakain” to “memakai”

S5/9

13 head covering Moving to CALD3 A5/43Searching for the meaning of “head”(CALD3 shows head: noun– the part of the body above the neck that contains the eyes, nose, mouth and ears and the brain)

2 head covering Going back to the worksheet

A5/44

11 TIDAK MEMAKAI Moving to Mozilla Firefox(the third tab)

A5/45

Moving to the fourth tabMoving to the second tabClosing the first tabGoing back to the fourth tab and pressing the “enter” button for the Google link

12 head covering hurried beside


A5/46

Highlighting “no head covering and hurried beside him”


A5/47

4 TIDAK MEMAKAI TUDUNG KEPALA DAN

Typing “tidak memakai tudung kepala dan”

S5/10


A5/48

10 hurried… melakukan terburu bergergas

Moving to Kamus2 A5/49Searching for the meaning of “hurry”


111

(Kamus2 shows “hurry”: kb. (j. -ries) 1 kegopohan. 2 buru-buru, tergesa-gesa. -kkt. (hurried) 1 menyegerakan. 2 mempercepat. 3 melakukan dengan terburu. 4 menyuruh melakukan dengan cepat. -kki. bergegas (-gegas). hurried ks. sekilap, sekejap mata, cepat-cepat.)


A5/50


A5/51

8 hurry Moving to CALD3 A5/52Searching for the meaning of “hurry”(CALD3 shows “hurry”: verb – to move or do things more quickly than normal or to make someone do this)


A5/53

DAN BERGEGAS Typing “bergegas” S5/112 Still looking at

the screenA5/54

8 SEORANG GADIS DAN SEORANG TENTARA MELINTAS JALANAN. LAMPU JALANAN MENYINARI NOMOR LENCANA DI KERAHNYA. SI GADIS TIDAK MEMAKAI TUDUNG KEPALA DAN BERGEGAS

A5/55


A5/56

MENYUSUL A5/571 Still looking at

the screenA5/58

2 DAN BERGEGAS beside A5/591 Still looking at

the screenA5/60

9 DAN BERGEGAS Moving to CALD3 A5/61Searching for the meaning of “beside”(CALD3 shows beside: preposition – at the side of, next to)

1 Going back to the worskheet

A5/62


112


A5/63

11 MENYUSUL DI SISI SI TENTARA

Typing “menyusul di ssi” and then changing “ssi” to “sisi”. After that, continuing typing “si tentara.”

S5/12


A5/64

12 SEORANG GADIS DAN SEORANG TENTARA MELINTAS JALANAN. LAMPU JALANAN MENYINARI NOMOR LENCANA DI KERAHNYA. SI GADIS TIDAK MEMAKAI TUDUNG KEPALA DAN BERGEGAS MENYUSUL DI SISI SI TENTARA

A5/65

1 Ehm Moving to Mozilla Firefox A5/669 Still looking at

the screenA5/67

8 brass number dalam… brass number

Searching the meaning of “brass number” in Google

A5/68

2 (the page is still loading) Waiting for the loading

A5/69

4 (Mozilla Firefox shows:- Traditional House Brass

Number- Brass House Numbers:

Home and Garden | eBay- Images for Brass

Number)

Looking at the results of searching

A5/70


A5/71


A5/72

1 Moving to number 6 A6/12 The waiter took the

brandy bottleA6/2


A6/3

1 brandy A6/41 Still looking at

the screenA6/5

5 brandy.. ehem… brandy Moving to Kamus2 A6/6Searching the meaning of “brandy”(Kamus2 shows brandy: kb. (j. -dies) brendi, minuman keras.)

1 Okay Going back to the worksheet

A6/7


113


A6/8

12 SI PELAYAN MENGAMBIL BOTOL BRENDI DAN

Typing “Si pelan” and then changing “pelan” to “pelayan”. After that continuing typing“mengambil botol brenda” and then changing “brenda” to “brendi”. Next, continuing typing “dan”

S6/1


A6/9

1 saucer A6/105 Lepek… saucer saucer…

cawanMoving to Kamus2 A6/11Searching the meaning of “saucer”(Kamus2 shows saucer:kb. piring cawan, lepek(an). cup and s. mangkuk dan piring (tadah).)


A6/12

5 SI PELAYANMENGAMBIL BOTOL BRENDI DAN CAWAN LAIN DARI

Typing “cawan lain dari” S6/2


A6/13

1 counter A6/149 Kedai Moving to Kamus2 A6/15

Searching the meaning of “counter”(Kamus2 shows counter:kb. 1 toonbank, meja pajangan/kedai, kasir. 2 alat penghitungan, kartu/keping penghitung. 3 juru hitung. 4 Ling.: penolong bilangan. -ks. 1 berlawanan. 2 banding, tandingan. -kkt. membalas. -kki. menjawab.)

1 counter Going back to the worksheet

A6/16

1 Moving to CALD3 A6/171 Going back to the

worksheetA6/18

1 Eh Moving to Kamus2 A6/1912 Sshh… counter Moving to CALD3 again Scratching her

back on the right side

A6/20Searching the meaning of “counter”(CALD3 shows counter:noun – a long flat narrow


114

surface or table in a shop, bank, restaurant, etc. at which people are served)

2 Eh eh counter Going back to the worksheet

A6/21


worksheetA6/23

12 Moving to Mozilla Firefox(the third tab)

A6/24

Typing www.google.com in the wed address column


A6/25

16 Searching the meaning of “brass number” in Google

A5/73

(Mozilla Firefox shows:- Traditional House Brass

Number- Brass House Numbers:

Home and Garden | eBayImages for Brass Number)

1 counter Going back to the worksheet

A6/26

5 Konter Moving to Mozilla Firefox(the second tab)

A6/27

Searching the meaning of “konter” in KBBI


A6/28

4 Konter (KBBI shows:konter, mengonter/kon·ter, me·ngon·ter/ v cakmelawan; menentang: dalam pemeriksaan selama 40 menit, ia ~ hujatan yang dialamatkan kepadanya berkaitan dengan dana yayasan)

A6/29

4 meja Moving to Kamus2 A6/302 Moving to Mozilla Firefox

(the second tab)A6/31

2 Eh eh Opening File Explorer A6/321 Going back to the

worksheetA6/33

14 SI PELAYAN MENGAMBIL BOTOL BRENDI DAN CAWAN LAIN DARI MEJA DI DALAM KAFE… insidethe café… DI DALAM KAFE DAN… marched out

Typing “meja di dlama” and then changing “dlama” to dalam”. After continuing typing “kafe dan”

S6/3



115

the screen11 Ehm marched out…

march… ehm march… walk

Moving to CALD3 A6/37Searching the meaning of “march”(CALD3 shows march:verb – to walk somewhere quickly and in a determined way, often because you are angry)


A6/38

12 DAN BERJALAN MENUJU me… MEJA SI PAK TUA

Typing “berjalan menuju meja si pak tua.”

S6/4


A6/39

5 SI PELAYANMENGAMBIL BOTOL BRENDI DAN CAWAN LAIN DARI MEJA DI DALAM KAFE DAN BERJALAN MENUJU MEJA SI PAK TUA

A6/40


A6/41

11 DIA MELETAKKAN CAWAN DAN MENUANGKAN

Typing “Dia meletakan” and then changing “meletakan” to “meletakkan”. After that, continuing typing “cawan dan menunan” and then changing it to “menuangkan”

S6/5


A6/42

4 the glass full… menuangkan… and poured the glass

A6/43


A6/44

11 DAN MENUANGKAN GELAS YANG BERISI PENUH BRENDI

Typing “gels” and then changing it to “gelas”. After that continuing typing “yang bersisi” and then changing “bersisi” to “berisi”. Next, continuing writing “penuh brendi.”

S6/6


A6/45

1 Moving to number 7 A7/15 SI PAK TUA BERDIRI Typing “Si pak tua

berdia” and then changing “berdia” to “berdiri,”

S7/1


A7/2


116

PERLAHAN… SI PAK TUA BERDIRI slowly counted… MENGHITUNG PERLAHAN JUMLAH

Typing “perlahan”, but then deleting it. After that, typing “menghitung perlahan jumlah”

S7/2


A7/3

12 CAWAN, MENGAMBIL SEBUAH DOMPET KOIN DARI KULIT

Typing “cawan, mengambil sebuah dompet koin dari kulit”

S7/3


A7/4

7 SI PAK TUA BERDIRI MENGHITUNG PERLAHAN JUMLAH CAWAN, MENGAMBIL SEBUAH DOMPET KOIN DARI KULIT

A7/5


A7/6

4 MENGAMBIL SEBUAH DOMPET KULIT

Deleting “koin dari kulit”and then typing “kulit”

S7/4


A7/7

2 a leather coin purse A7/81 Still looking at

the screenA7/9

6 MENGAMBIL SEBUAH DOMPET KULIT KOIN… hmmm

Typing “koin”, but then deleting it

S7/5


A7/10

DOMPET KOIN Deleting “kulit” S7/61 Still looking at

the screenA7/11

8 DOMPET KOIN DARI KULIT

Typing “koin dari kulit” and then deleting it

S7/7


A7/12

10 Oh.. MENGAMBIL DOMPET KOIN DARI KULIT DI SAKUNYA DAN MEMBAYAR

Typing “koin dari kulit di sakunya dan membayar”

S7/8


A7/13

6 MINUMANNYA, MENINGGALKAN

Typing “minumannya, meninggalkan”

S7/9


A7/14

1 Aha A7/151 Still looking at

the screenA7/16

5 Highlighting “half a peseta tip”

A7/17


117

3 Eh Typing “vv” and then deleting it

S7/10


A7/18

4 MENINGGALKAN half a peseta tip

A7/19

8 peseta… oh that oh I see Moving to CALD3 A7/20Searching the meaning of “peseta”(CALD3 shows peseta: noun – the standard unit of money used in Spain before they started using the euro)


A7/21

2 DAN MENINGGALKAN A7/223 Still looking at

the screenA7/23

4 SETENGAH… DAN MENINGGALKAN

Typing “setengah” and then deleting it

S7/11


A7/24

1 tip A7/251 Still looking at

the screenA7/26

12 (sighing) Moving to Kamus2 A7/27Searching the meaning of “tip”(Kamus2 shows tip: kb. 1 ujung (of a finger, island, iceberg). 2 uang perten/rokok. 3 petunjuk. 4 nasehat, petuah. 5 info, kabar rahasia. -kkt. (tipped) 1 memberikan uang persen (kepada). 2 (to touch) menyinggung, mengenai. 3 merebahkan, merobohkan.)

1 tip Going back to the worksheet

A7/28

11 hmm tip… DAN MENINGGALKAN tip… oke

Moving to Mozilla Firefox(the second tab)

A7/29

Searching the meaning of “tip” in KBBI(KBBI shows tip: 1. n cakpersen (kepada pelayan restoran, pengangkat koper di bandar udara, pelayan hotel, dan sebagainya) 2. v,mengetip/me·nge·tip/ vmenyentuh bola dengan jari tangan (agar tidak masuk gol): penjaga


118

gawang PSSI berhasil ~ bola tanggung itu sehingga tidak menambah gol)


A7/30

6 DAN MENINGGALKAN TIP SETENGAH PESETA

Typing “tip setengah pesera” and then changing “peseta” to “peseta.”

S7/12


A7/31

18 SI PELAYANMENGAMATINYA

Typing “Si pelan” and then changing “pelan” to “pelayang”. After that continuing typing “mengamatinya”

S7/13

15 go down the street go down… go down… move down sun reach reduced remembered leave meninggalkan… move down

Moving to CALD3 A7/32Searching the meaning of “go down”(CALD3 shows go down: phrasal verb – to move down to a lower level or place)


A7/33

4 MENGAMATINYA go down the street go down the street

A7/34

12 go down the street go down

Moving to CALD3 A7/35(CALD3 shows go down: phrasal verb – UK OLD-FASHIONED If you go down from a college or university, especially Oxford University or Cambridge University, you leave either permanently or for a holiday.)


A7/36


A7/37


A7/38

9 MENGAMATINYA… MENURUNI JALANAN

Typing “menuruni jalanan,”

S7/14


A7/39

4 SI pelu… SI PELAYAN MENGAMATINYA MENURUNI JALANAN

Deleting “g” in the word “pelayang”

S7/15


A7/40

2 SI PAK TUA Typing “si pak tua” S7/161 Still looking at

the screenA7/41


119

3 YANG BERJALAN TIDAK

Typing “yang berjalan tidak”

S7/17


A7/42

1 Jejak A7/432 Still looking at

the screenA7/44

12 Sifat jejak Moving to Mozilla Firefox A7/45Searching the meaning of “jejak” in KBBI(KBBI shows “jejak”: n 1bekas tapak kaki; bekas langkah: ada -- orang di tanah; 2 jatuhnya kaki di tanah dan sebagainya; 3 kitingkah laku (perbuatan) yang telah dilakukan; perbuatan (kelakuan) yang jadi teladan: Isa mengikuti -- ibunya; 4 ki bekas yang menunjukkan adanya perbuatan dan sebagainya yang telah dilakukan: ia berusaha menghilangkan --kejahatannya;mencari --dalam air, pb melakukan perbuatan yang sia-sia;)


A7/46

1 unsteadily Going back to the worksheet

A7/47

10 steady… tidak kokoh tidak jejak

Moving to Kamus2 A7/48Searching the meaning of “steady”(Kamus2 shows “steady”:kb. Inf.: (j. -dies) pacar. -ks. 1 kokoh (table). 2 tetap (employment, customer). 3 mantap (of surgeon's hand). 4 (secara) terus-menerus (breeze, progress). 5 kuat (nerves). 6 tetap (barometer, demand). -steadily kk. terus-(menerus).)


A7/49

Tidak te… tidak kokoh Typing “kokoh” S7/181 Still looking at

the screenA7/50

7 SI PAK TUA YANG BERJALAN TIDAK KOKOH NAMUN DENGAN MARTABAT

Typing “namun dengan martabat.”

S7/19



120

the screen1 Moving to number 8 A8/15 Still looking at

the screenA8/2

1 SEMBARI Typing “Sembari” S8/11 Still looking at

the screenA8/3

4 MEMATIKAN LAMPU Typing “mematikan lampu,”

S8/2


A8/4

9 DIA MELANJUTKAN PERCAKAPAN DENGAN DIRINYA SENDIRI

Typing “dia melanjutkan percakapan dengan dirinya sendiri.”

S8/3

3 Turning off the electric light SEMBARI MEMATIKAN LAMPU

A8/5


A8/6

4 DIA MELANJUTKAN PERCAKAPAN DENGAN DIRINYA SENDIRI… It was the light of course

A8/7


A8/9

6 It was the light of course but it is necessary that the place be clean

A8/10


A8/11

8 course… jalan rangkaian Moving to Kamus2 A8/12Searching the meaning of “course”(Kamus2 shows course:kb. 1 jalan. 2 (subject) rangkaian pelajaran, matapelajaran. 3 kursus. 4 bagian. -kki. mengalir.)


A8/13


A8/14

10 course… class direction Moving to CALD3 A8/15Searching the meaning of “course”(CALD3 shows course:noun – a set of classes or a plan of study on a particular subject, usually resulting in an examination or qualification )

1 Going back to the A8/16


121

worksheet3 Still looking at

the screenA8/17

1 Hmm A8/181 Still looking at

the screenA8/19

1 Moving to number 9 A9/18 Some lived in it and

never felt it but he knew it was… it all was nada… ehm

A9/2


A9/3

7 BEBERAPA ORANG HIDUP DI DALAMNYA

Typing “Beberpa” and then changing it to “Beberapa”. After that continuing typing “orang hidup di dalamnya”

S9/1


A9/4

1 DAN Typing “dan” S9/21 Still looking at

the screenA9/5

13 TAK PERNAH MERASAKANNYA, TAPI DIA TAHU

Typing “tak pernah merasakannya, tapi diatahu” and then changing “diatahu” to “dia tahu”

S9/3


A9/6

but he knew it all wasTAPI DIA TAHU BAHWA SEMUANYA ITU ADALAH

Typing “bahwa sema” and then changing “sema” to “semuanya”. After that, continuing typing “itu adalah”

S9/4


A9/7

1 nada Typing “nada” S9/54 Still looking at

the screenA9/8

1 Hmm A9/91 Still looking at

the screenA9/10

23 Highlighting “y pues nada y nada y pues nada” in the ST and then copying-pasting it to the TT

S9/6


A9/11

4 BEBERAPA ORANG HIDUP DI DALAMNYA DAN TAK PERNAH TAPI DIA TAHU BAHWA SEMUANYA ITU ADALAH NADA

A9/12


122

hmm10 Still looking at

the screenA9/13

2 Typing “inad” and then deleting it

S9/7

10 Aduh Opening two new blank documents in intentionally and them minimizing them

A9/14

14 NADA KAMI YANG ADA DI NADA

Typing “Nada kamu yang ada di nada, nada” and then deleting the second “nada” (after a comma)

S9/8


A9/15

12 NADA KAMI our nada…NADA KAMI YANG ADA DI NADA

Changing “kamu” to “kami”

S9/9


A9/16

3 DIKUDUS… kanlah Typing “dikuduskanlah” S9/103 Still looking at

the screenA9/17

1 NAD A9/181 Still looking at

the screenA9/19

15 NADA… NADAMU Deleting “dikuduskanlah” and then typing “nada namamu”

S9/11


A9/20

17 NADA KAMI YANG ADA DI NADA… NAD hell with be thy name… NADA NAMAMU… dikuduskan NAMAMU… DATANGLAH KERAJAAN

Typing “datanglah kerajaan”

S9/12


A9/21

NADA Typing “nada,” S9/132 Still looking at

the screenA9/22

6 NADA KAMI YANG ADA DI NADA, NADA NAMAMU, DATANGLAH KERAJAAN NADA

A9/23


A9/24

5 KERAJAAN NADA… DATANGLAH KERAJAAN NADA

A9/25


A9/26


123

3 NADA be thy name thu kingdom come

A9/27


A9/28

2 Oh NADA KERAJAANMU

A9/29


A9/30

10 NADA KERAJAANMU Changing “datanglah kerajaan nada” to “nadakerajaanmu”

S9/14


A9/31

3 thy will be nada A9/333 Still looking at

the screenA9/33

3 JADILAH KEHENDAKmu di bumi seperti di

A9/34

3 Still looking atthe screen

A9/35

6 JADILAH KEHENDAK Typing “jadilah kehendak”

S9/15


A9/36

7 will be… DI BUMI… thy kingdom come thy will be done

A9/37


A9/38

7 JADILAH KERAJAANMU SEPERTI DI

Deleting “kehendak” and then typing “kerajaanmu seperti di”

S9/16


A9/39

10 JADILAH KERAJAANMU DI NADA bumi SEPERTI DI surga

Deleting “seperti” and then typing “nada seperti di nada,”

S9/17


A9/40

2 NADA KERAJAANMU A9/412 Still looking at

the screenA9/42

1 DI NADA A9/434 Still looking at

the screenA9/44

1 SEPERTI DI A9/451 Still looking at

the screenA9/46

1 NADA A9/474 Still looking at

the screenA9/48

1 Moving to number 10 A10/1


124

4 BERIKANLAH KAMI Typing “bwe” and then changing it to “berikanlah kami”

S10/1


A10/2

1 nada Typing “nada” S10/22 Still looking at

the screenA10/3

9 Give us this daily… Give us this daily… bread… BERIKANLAH KAMI makanan kami

A10/4


A10/5

6 DAN sekecukupnya DAN Typing “dan nada kami” S10/32 Still looking at

the screenA10/6

12 DAN ampunilah KAMI SEPERTI KAMI NADA mengampuni… SEPERTI KAMI mengampuni

Typing “seperti kami nada”

S10/4


A10/7

13 NADA KAMI DAN NADA KAMI KE DALAM NADA… TETAPI

Typing “nada kami ke dalam nada, tetapi”

S10/5


A10/8

9 BEBASKANLAH KAMI DARIPADA NADA

Typing “bebaskanlah kami daripada nada;”

S10/6


A10/9

4 pues nada Typing “pues nada.” S10/79 Still looking at

the screenA10/10

1 Hail A10/116 Moving to CALD3 A10/12

Searching the meaning of the “hail”(CALD3 shows hail: noun– small hard balls of ice which fall from the sky like rain)


A10/13


A10/14

11 Hail Moving to Kamus2 A10/15Searching the meaning of the “hail”(Kamus2 shows hail: kb. 1 hujan batu es. 2 hujan (of bullets). -kkt. 1 berteriak


125

kepada. 2 mengelu-elukan (the winner). 3 memanggil(kan) (a cab). 4 menerima, menyambut. 5 menghujani. -kki. hujan (batu) es. to h. from berasal dari. Sl.: H. Columbia teguran, celaan.)

8 Hail hail hail… call… ice Moving to CALD3 A10/16Searching the meaning of the “hail”(CALD3 shows hail: verb –If it hails, small hard balls of ice fall from the sky like rain.)


A10/17


A10/18

2 Hail nothing full of nothing

A10/19

1 nothing is Moving to CALD3 A10/201 Going back to the

worksheetA10/21


A10/22

2 MEMANGGIL Typing “Memanggil” S10/86 Still looking at

the screenA10/23

2 Deleting “Memanggil” S10/91 Still looking at

the screenA10/24

7 TAK MEMANGGIL Typing “Tak memanggil” and then deleting it

S10/10


A10/25

1 Hail nothing A10/261 Moving to CALD3 A10/273 Still looking at

the screenA10/28


A10/29


A10/30

1 Moving to Kamus2 A10/317 Still looking at

the screenA10/32

1 Ehm Going back to the worksheet

A10/33


A10/34

2 Hail nothing full of nothing

A10/35



126

the screen4 MEMANGGIL Typing “Memanggil” S10/111 Still looking at

the screenA10/37

12 KETIADAAN YANG PENUH DENGAN KETIADAAN

Typing “ketiadaan yang penuh dengan ketiadaan,”

S10/12


A10/38

2 TAK SATUPUN Typing “tak satupun” S10/133 Still looking at

the screenA10/39

5 thee Moving to Kamus2 A10/40Searching the meaning of the “thee”(Kamus2 shows thee: kg. kamu, anda (dipakai oleh Quaker).)


A10/41

4 TAK SATUPUN DENGAN-MU

Typing “dengan-Mu.” S10/14


A10/42

14 DIA TERSENYUM DAN BERDIRI membe… DI BELAKANG

Typing “Dia tersenyum dan berdiri membe” and then changing “membe” to “di belakang bar”

S10/15


A10/43

8 Moving to Mozilla Firefox(the second tab)

A10/44

Searching the meaning of the “bar” in KBBI(KBBI shows bar: n tempat minum-minum (biasanya minuman keras, spt anggur, bir, wiski))

1 DI BELAKANG BAR Going back to the worksheet

A10/45

1 DENGAN Typing “dengan” S10/162 Still looking at

the screenA10/46

2 a shining steam pressure A10/472 Still looking at

the screenA10/48

2 Ehm MESIN A10/498 steam steam steam…

UAPMoving to Kamus2 A10/50Searching the meaning of the “steam”(Kamus2 shows steam: kb. 1 uap air (panas). 2 uap, setom. 3 kukus. 4 tenaga, enersi. -kkt. 1 mengukus


127

(food). 2 membersihkan dengan uap (panas). 3 menyemprot dengan uap (wallpaper). s. room mandi uap.)


A10/51


A10/52

10 DENGAN SEBUAH TEKANAN UAP YANG BERSINAR

Typing “sebuah tekanan uap yang bersinar”

S10/17


A10/53

3 a shining steam pressure coffee machine

A10/54

6 Deleting “dengan sebuah tekanan uap yang bersinar”

S10/18


the screenA10/55

7 a shining steam pressure coffee machine… coffee… MESIN KOPI

A10/56


A10/57

7 a shining steam pressure… coffee machine… a shining steam pressure

A10/58


A10/59

2 DENGAN KOPI MESIN YANG

A10/60


A10/61

1 DENGAN A10/623 Still looking at

the screenA10/63

1 TEKANAN Typing “tekanan” S10/201 Still looking at

the screenA10/64

1 UAP Typing “uap” S10/212 Still looking at

the screenA10/65

14 YANG BERSINAR DARI MESIN KOPI… DARI SEBUAH

Typing “yang bersinar dari mesin kipu” and then changing “kipu” to “sebuah mesin pembuat kopi.”

S10/22


A10/66

18 BERIKANLAH KAMI A10/67


128

NADA DAN NADA KAMI SEPERTI KAMI NADA NADA KAMI DAN NADA KAMI KE DALAM NADA


A10/68

1 DAN A10/694 Still looking at

the screenA10/70

5 DAN JANGANLAH Typing “janganlah”between “…nada nada kami dan” and “nada kami ke dalam…”

S10/23


A10/71

3 (mumbling) A10/723 Still looking at

the screenA10/73

1 DARIPADA A10/749 Still looking at

the screenA10/75

1 (mumbling) A10/761 Moving to number 8 A8/206 SEMBARI

MEMATIKAN LAMPU, DIA MELANJUTKAN PERCAKAPAN DENGANDIRINYA SENDIRI… It was light of course

A8/21


A8/22

9 O… TENTU SAJA ADA SINAR, NAMUN

Typing “Tentu saka”, but then changing “saka” to “sada” and then to “saja”. After that, continuing typing “ada sinar, namun”

S8/4


A8/23

1 necessary A8/247 Moving to Kamus2 A8/25

Searching for the meaning of “necessary”(Kamus2 shows necessary: kb. (j. -ries) kebutuhan, keperluan. -ks. 1 perlu. 2 penting, perlu. 3 seperlunya. -necessarilykk. perlu.)


A8/26


A8/27


129

14 YANG DIBUTUHKAN ADALAH TEMPAT YANG BERSIH DAN pleasant

Typing “nag dibutuhkan dalah”, but then changing “dalah” to “adlah” and then to “adalah”. After that, continuing “tempat yang bersiah” and then changing “bersiah” to “bersih”. Next, continuing typing “dan”

S8/5

8 Baik pleasant… senang sedap

Moving to Kamus2 A8/28Searching for the meaning of “pleasant”(Kamus2 shows pleasant: ks. menyenangkan, sedap. p. breeze angin sepoi-sepoi yang lembut. -pleasantlykk. senang.)

12 pleasant enjoyable attractive easy

Moving to CALD3 A8/29Searching for the meaning of “pleasant”(CALD3 shows pleasant: adjective – enjoyable, attractive, friendly, or easy to like)


A8/30


A8/31

2 BERSIH DAN NYAMAN Typing “nyaman.” S8/63 Still looking at

the screenA8/32

35 KAMU TIDAK MENGINGINKAN MUSIK. TENTU SAJA KAMU TIDAK MENGINGINKAN MUSIK.

Typing “Kamu tidak menginginkan musik.”and then changing “music” to “musik”. After that, continuing typing “Tentu saja kamu tidak menginginkan music.”and then changing “music” to “musik”

S8/7

4 Moving to number 5 A5/741 brass number Still looking at

the screenA5/75

1 Moving to Mozilla Firefox (the second tab)

A5/76

1 Moving to Mozilla Firefox (the third tab)

A5/77


A5/78

4 Scrolling up and down the results of “brass number” in Google images

A5/79

1 Clicking the “web” link to see the results of “brass number” in Google

A5/80


130

2 (the page is loading) Waiting for the loading page

A5/81

2 (Mozilla Firefox shows:- Brass House Numbers:

Home & Garden | eBay- Images for brass number- House Numbers – Brass,

Bronze and Ceramic House Numbers…

- Brass House Number Signs | Black Country Metal Works

A5/82


A5/83

2 Moving to number 1 R1/112 It was late and every one

had left the café except an old man who sat in the shadow… in the shadow the leaves of the tree made against the electric light.

R1/2


R1/3

14 HARI SUDAH LARUT… It was late… DAN SETIAP ORANG TELAH MENINGGALKAN KAFE, KECUALI SI PAK TUA YANG DUDUK DI BAWAH BAYANG DEDAUNAN DARI POHON YANG BERLAWANAN DENGAN CAHAYA LAMPU.

R1/4

2 Moving to number 2 R2/1In the day time the street was dusty DI SIANG HARI, JALANAN BERDEBU, but at night TAPI DI MALAM HARI, EMBUN MENYAPU settled the dust

R2/2


R2/3

12 DAN SI PAK TUASENANG DUDUK BERLAMA-LAMA KARENA DIA TULI DAN SEKARANG now at night DAN SEKARANG DI KALA MALAM, SUASANA

R2/4


131

SEPI DAN DIAMERASAKAN PERBEDAANNYA.

4 Moving to number 3 R3/122 DUA PELAYAN DI

DALAM KAFE MENGETAHUI BAWAH SI PAK TUA SEDIKIT MABUK, DAN SEKALIPUN DIA ADALAH PELANGGAN YANG BAIK, NAMUN MEREKA TAHU JIKA… BAHWA JIKA… NAMUN MEREKA TAHU JIKA... BAHWA jik… NAMUN MEREKA TAHU JIKA DIA SUDAH MENJADI TERLALU MABUK, DIA AKAN MENINGGALKAN KAFE TANPA MEMBAYAR SEHINGGA MEREKA TERUS MENGAWASINYA.

Deleting “bahwa” R3/2

2 Moving to number 4 R4/12 MEREKA DUDUK

BERSAMA DI MEJA YANG DEKAT

R4/2


R4/3

4 BERLAWANAN… that was close against the wall

R4/4


R4/5

YANG hampir R4/62 Still looking at

the screenR4/7


R4/8


R4/9

2 close against the wall R4/101 Still looking at

the screenR4/11

3 YANG DEKAT BERLAWANAN DENGAN TEMBOK

R4/12


R4/13

DI DEKAT PINTU KAFE DAN MELIHAT KE TERAS DI MANA

R4/14


132

SEMUA MEJA KOSONGKECUALI TEMPAT DI MANA PAK TUA


R4/15

9 DI MANA PAK TUA…DUDUK… DI BAWAH BAYANG DEDAUNAN DI BAWAH POHON YANG BERGERAK SEDIKIT KARENA ANGIN.

Deleting “si” in “si pak tua”

R4/16

1 Moving to number 5 R5/15 SEORANG GADIS DAN

SEORANG TENTARA MELINTAS DI JALANAN. LAMPU JALANAN MENYINARI NOMOR LENCANA DI KERAHNYA.

R5/2

9 Un-highlighting “nomor lencana di kerahnya” and “brass number”

R5/3

6 (laughing) LAMPU JALANAN MENYINARI NOMOR LENCANA DI KERAHNYA. (laughing) SI GADIS TIDAK MEMAKAI TUDUNG KEPALA DAN BERGEGAS MENYUSUL DI SISI SI TENTARA.

R5/4

2 Moving to number 6 R6/14 SI PELAYAN

MENGAMBIL BOTOL BRENDI DAN CAWAN LAIN DARI MEJA DI DALAM KAFE

R6/2


R6/3

1 DANnn... R6/42 Still looking at

the screenR6/5

1 (laughing) R6/67 SI PELAYAN

MENGAMBIL BOTOL BRENDI DAN CAWAN LAIN DARI MEJA DI DALAM KAFE… ehmmm… DAN BERJALAN MENUJU KE MEJA SI PAK TUA

R6/7


R6/8


133

8 DIA MELETAKKAN CAWAN DAN MENUANGKAN GELAS... and poured full the glass full of DAN MENUANGKAN GELASYANG BER

R6/9


R6/10

2 MENUANGKAN R6/1121 poured… ehm ehm… to

make substanceMoving to CALD3 R6/12Searching the meaning of “pour”(CALD3 shows “pour”: verb – to make a substance flow from a container, especially into another container, by raising just one side of the container that the substance is in)

4 DAN MENUANGKAN KE DALAM


R6/13

Typing “ke dalam”1 Still looking at

the screenR6/14

7 SI PELAYAN MENGAMBIL BOTOL BRENDI DAN CAWAN LAIN DARI MEJA DI DALAM KAFE… DIAMELETAKKAN CAWAN DAN MENUANGKAN KE DALAM GELAS

R6/15


R6/16

1 PENUH Highlighting “yang” R6/172 Still looking at

the screenR6/18

11 DAN MENUANGKAN… ahhmm… DAN MENUANGKAN… ehm salah… DAN MENUANGKAN BRENDI

Typing “brendi” between the words “menuangkan” and “ke dalam”

R6/19


R6/20

6 KE DALAM GELAS HINGGA PENUH

Typing “ke dalam gelas hingga penuh”.

R6/21

4 Deleting the second “ke dalam gelas” and “yang berisi penuh brendi”

R6/22


R6/23

9 SI PELAYAN MENGAMBIL BOTOL

R6/24


134

BRENDI DAN CAWAN LAIN DARI MEJA DI DALAM KAFE DAN BERJALAN MENUJU KE MEJA SI PAK TUA.DIA MELETAKKAN CAWAN DAN MENUANGKAN BRENDI KE DALAM GELAS HINGGA PENUH.

6 Moving to number 7 R7/136 The old man stood up SI

PAK TUA BERDIRI slowly counted the saucers MENGHITUNG PERLAHAN JUMLAH CAWAN took a leather coin purse from his pocket MENGAMBIL SEBUAH DOMPET KOIN DARI KULIT DI SAKUNYA… DAN MEMBAYAR MINUMANNYA… MENINGGALKAN TIP SETENGAH PESETA… leaving half a peseta tip… SI PELAYAN MENGAMATINYA MENURUNI JALANAN… SI PAK TUA YANG BERJALAN TIDAK KOKOH NAMUN DENGAN MARTABAT.

R7/2


R7/3

1 Moving to CALD3 R7/41 Hmm Going back to the

worksheetR7/5

3 Jejak jejak Moving to Mozilla Firefox(the third tab)

R7/6

21 Ehm... huh… ehm… bekas berjejak meninggalkan hamper mengenai

Moving to Mozilla Firefox(the second tab)

R7/7

Searching the meaning of “jejak” in KBBI(KBBI shows “jejak”: 1bekas tapak kaki; bekas langkah: ada -- orang di tanah; 2 jatuhnya kaki di tanah dsb; 3 ki tingkah laku (perbuatan) yg telah dilakukan; perbuatan (kelakuan) yg jadi teladan:


135

Isa mengikuti -- ibunya; 4ki bekas yg menunjukkan adanya perbuatan dsb yg telah dilakukan: ia berusaha menghilangkan --kejahatannya;mencari -- dl air, pb melakukan perbuatan yg sia-sia)

1 Ooo Going back to the worksheet

R7/8


R7/9

5 walking unsteadilyBERJALAN TERHUYUNG

Deleting “tidak kokoh”. Then, typing “terhuyung” between “berjalan” and “namun”

R7/10


R7/11

5 SI PELAYAN MENGAMATI MENURUNI JALANAN... SI PAK TUA BERJALAN TERHUYUNG NAMUN DENGAN MARTABAT

R7/12

3 Moving to number 8 R8/14 SEMBARI

MEMATIKAN LAMPU, DIA MELANJUTKAN PERCAKAPAN DENGAN DIRINYA SENDIRI

R8/2


R8/3

3 It was the light of course TENTU SAJA ADA SINAR

R8/4


R8/5

14 TENTU SAJA SINARNYA… uhm… It was the light… TENTU SAJA ADA SINAR, NAMUN YANG DIBUTUHKAN

Deleting “nag” and changing it to “yang”

R8/6


R8/7

2 TENTU SAJA ADA SINAR

R8/8


R8/9

6 NAMUN YANG DIBUTUHKAN ADALAH TEMPAT YANG BERSIH DAN

R8/10


136

NYAMAN. KAMU TIDAK MENGINGINKAN MUSIK. TENTU SAJA, KAMU TIDAK MENGINGINKAN MUSIK.

1 Moving to number 9 R9/135 BEBERAPA ORANG

HIDUP DI DALAMNYA DAN TAK PERNAH MERASAKANNYA... TAPI DIA TAHU BAHWA SEMUANYA ITU ADALAH NADA NADA NADA... NADA KAMI YANG ADA DI SURGA... hallowed by name kuduskanlah NAMAMU... thy kingdom be thy name thy kingdom nada NADA KERAJAANMU... datang KERAJAANMU thy will be nada DI NADA SEPERTI DI NADA

R9/2

2 Moving to number 10 R10/13 BERIKANLAH KAMI

NADA our daily breadR10/2


R10/3

5 Dan BERIKANLAH KAMI makanan KAMI secukupnya DAN NADA KAMI

R10/4


R10/5

7 and forgive us our sin… DAN ampunilah kesalahan KAMI DAN NADA KAMI

R10/6


R10/7

2 SEPERTI KAMI mengampuni

R10/8


R10/9

14 SEPERTI KAMI mengampuni orang yang bersalah kepada SEPERTI KAMI NADA NADA KAMI DAN JANGANLAH NADA KAMI KE DALAM

R10/10


137

NADA, TETAPI BEBASKANLAH KAMI DARIPADA NADA; PUES NADA.


R10/11

4 MEMANGGIL KETIADAAN YANG PENUH DENGAN KETIADAAN, TAK SATUPUN DENGAN-MU.

R10/12


R10/13

1 Changing “-Mu” to “mu” R10/141 Still looking at

the screenR10/15

4 DIA TERSENYUM DAN BERDIRI DI BELAKANG BAR DENGAN TEKANANhuh?

R10/16


R10/17

8 DI BELAKANG DENGAN TEKANAN UAP… TEKANAN UAP YANG BERSINAR DARI MESIN SEBUAH MESIN PEMBUAT KOPI… hmm

R10/18


R10/19


R10/20

15 Ngopo sih? (smiling) Sek lah aku memanfaatkan waktu (exhaling)


R10/21


R10/22

1 Oke Moving to Mozilla Firefox (the second tab)

R10/23

29 NADA bahasa spanyol… ehm… NADA NADA… nothing

Moving to Mozilla Firefox (the third tab)

R10/24

Searching for the meaning of “nada bahasa spanyol” in Google(The results:- 100 Bahasa Spanyol

Frasa dengan Audio -Aplikasi Nemo

- X. Menunjukkan Alamat - Belajar Bahasa Spanyol | Belajar Bahasa ...

- DWP KBRI Buenos


138

Aires: Kamus Kecil Bahasa Spanyol –Indonesia

- Cara Mengatakan Terima Kasih Kembali dalam Bahasa…

- Belajar Bahasa Spanyol - Facebook)

Scrolling the results up and down


R10/25


R10/26

27 BERIKANLAH KAMI NADA... DAN NADA KAMI... bapa KAMI yang ada di surge dikuduskanlah namamu datanglah kerajaanmu di bumi SEPERTI di surga… BERIKANLAH KAMI pada hari ini makanan KAMI yang secukupnya DAN ampunilah KAMI akan kesalahan KAMI DAN NADA KAMI DAN ampunilah KAMI

R10/27


R10/28

DAN ampunilah KAMI R10/295 Still looking at

the screenR10/30

1 AKAN Typing “akan” between “nada kami” and “seperti kami”

R10/31


R10/32

2 Hei… uhm R10/334 Still looking at

the screenR10/34

1 Typing “nada” after “akan”

R10/35


R10/36

16 BERIKANLAH KAMI pada hari makanan yang secukupnya SEPERTI KAMI DAN ampunilah KAMI AKAN kesalahan KAMI SEPERTI KAMI mengampuni orang yang bersalah terhadap kami

Typing “kami” between “akan nada” and “seperti kami”

R10/37


R10/38


139

3 SEPERTI KAMI mengampuni orang yang bersalah

R10/39


R10/40

2 BERIKANLAH KAMI NADA DAN NADA KAMI

R10/41


R10/42

20 BERIKANLAH KAMI nad… (mumbling)… DAN NADA KAMI AKAN kesalahan KAMI SEPERTI KAMI mengampuni orang yang terhadap kami DAN JANGANLAH membawa KAMI and not… and not… and… DAN JANGANLAH mem… KAMI KE DALAM percobaan… DAN JANGANLAH

R10/43


R10/44

1 Hmm R10/452 Still looking at

the screenR10/46

11 DAN JANGANLAH MEMBAWA KAMI KE DALAM pencobaan… tapi bebaskan lepaskanlah KAMI

Deleting “nada” between “janganlah” and “kami”, and then typing “membawa” in between

R10/47


R10/48

5 Tapi LEPASKANLAH KAMI daripada yang jahat

Changing “bebaskanlah” to “lepaskanlah”

R10/49


R10/50

16 (mumbling)… pada hari makan… BERIKANLAH kepada KAMI secukupnyaDAN AMPUNILAH KAMI AKAN kesalahan KAMI SEPERTI KAMI mengampuni orang yang bersalah kepada KAMI DAN JANGANLAH MEMBAWA KAMI KE DALAM pencobaan tapi LEPASKANLAH KAMI DARIPADA yang jahat PUES NADA

R10/51

2 Still looking at R10/52


140

the screen5 DENGAN TEKANAN

mesin DENGAN TEKANAN UAP YANG BERSINAR DARI MESIN

R10/53


R10/54

1 PEMBUAT KOPI R10/553 (mumbling)… nothing R10/56

13 nothing… in no way Moving to CALD3 R10/57Searching the meaning of “nothing”(CALD3 shows nothing: pronoun – not anything; noun – in no way)


R10/58


R10/59

1 (inhaling and exhaling) R10/6014 Moving to number 2 R2/511 DI SIANG HARI,

JALANAN BERDEBU, TETAPI DI MALAM HARI, EMBUN MENYAPU DEBU DAN SI PAK TUA SENANG DUDUK BERLAMA-LAMA KARENA DIA TULI DAN SEKARANG DI KALA MALAM, SUASANA SEPI DAN DIA MERASAKAN PERBEDAANNYA.

R2/6

1 Moving to number 3 R3/314 DUA PELAYAN DI

DALAM KAFE MENGETAHUI BAWAH SI PAK TUA SEDIKIT MABUK, DAN SEKALIPUN DIA ADALAH PELANGGAN YANG BAIK, NAMUN MEREKA TAHU JIKA DIA SUDAH MENJADI TERLALU MABUK, DIA AKAN mengawal MENINGGALKAN KAFE TANPA MEMBAYAR SEHINGGA MEREKA TERUS MENGAWASINYA.

R3/4

1 Moving to number 4 R4/17


141

16 MEREKA DUDUK BERSAMA DI MEJA YANG berlawan YANG DEKAT BERLAWANAN DENGAN TEMBOK DI DEKAT PINTU KAFE DAN MELIHAT KE TERAS DI MANA SEMUA MEJA KOSONG KECUALI TEMPAT DI MANA PAK TUA DUDUK DI BAWAH BAYANG DEDAUNAN DI BAWAH BAYANG DEDAUNAN DI BAWAH POHON YANG BERGERAK SEDIKIT KARENA ANGIN.

R4/18

1 Moving to number 5 R5/514 SEORANG GADIS DAN

SEORANG TENTARA MELINTAS DI JALANAN. LAMPU JALANAN MENYINARI NOMOR LENCANA DI KERAHNYA. SI GADIS TIDAK MEMAKAI TUDUNG KEPALA DAN BERGEGAS MENYUSUL DI SISI SI TENTARA.

R5/6

1 Moving to number 6 R6/253 SI PELAYAN

MENGAMBIL BOTOL BRENDI DAN CAWAN LAIN DARI

R6/26

9 Weh… (laughing) Not looking at the screen

R6/27

2 Tak pikir kowe pas poso yo eneh


R6/28


R6/29

9 SI PELAYAN MENGAMBIL BOTOL BRENDI DAN CAWAN LAIN DARI MEJA DI DALAM KAFE DAN BERJALAN MENUJU MEJA SI PAK TUA. DIA MELETAKKAN CAWAN DAN MENUANGKAN BRENDI KE DALAM GELAS HINGGA PENUH.

R6/30


142

1 Moving to number 7 R7/1331 SI PAK TUA BERDIRI,

MENGHITUNG PERLAHAN JUMLAH CAWAN, MENGAMBIL SEBUAH DOMPET KOIN DARI KULIT… sepuluh menit lagi wuuu… DARI KULIT DI SAKUNYA DAN MEMBAYARMINUMANNYA, MENINGGALKAN TIPsSETENGAH PESETA. SI PELAYAN MENGAMATINYA MENURUNI JALANAN, SI PAK TUA BERJALAN TERHUYUNG… SI PELAYAN MENGAMATINYA MENURUNI JALANAN, SI PAK TUA… ooo… SI PELAYAN MENGAMATINYA MENURUNI JALANAN, SI PAK TUA BERJALAN TERHUYUNG, NAMUN DENGAN MARTABAT.

Deleting “yang” between “tua” and “berjalan”

R7/14


R7/15

8 NAMUN BERMARTABAT wae… NAMUN BERMARTABAT

Changing “dengan martabat” to “bermartabat”

R7/16


R7/17

9 Sek sampek… ooo… save e… yo kowe memberitahukanku nek


R7/18

3 SI PELAYAN MENGAMATINYA MENURUNI JALANAN, SI PAK TUA BERJALAN TERHUYUNG, NAMUN BERMARTABAT.

R7/19

1 Moving to number 8 R8/113 SEMBARI

MEMATIKAN LAMPU, DIA MELANJUTKAN PERCAKAPAN DENGAN

R8/12

1 Yooo Talking to the researcher

R8/13

1 DIRINYA SENDIRI R8/14


143

2 Kowe sing ngomong stop Talking to the researcher

R8/15

8 TENTU SAJA ADA SINAR, NAMUN YANG DIBUTUHKAN ADALAH TEMPAT YANG BERSIH DAN NYAMAN. KAMU TIDAK MENGINGINKAN MUSIK. TENTU SAJA, KAMU TIDAK MENGINGINKAN MUSIK.

R8/16


HIDUP DI DALAMNYA DAN TAK PERNAH MERASAKANNYA, TAPI DIA TAHU BAHWA SEMUANYA ITU ADALAH NADA Y PUES NADA Y NADA Y PUES NADA. NADA KAMI YANG ADA DI NADA, NADA NAMAMU, NADA KERAJAANMU DI NADA SEPERTI DI NADA.

1 Moving to number 10 R10/61BERIKANLAH KAMI NADA DAN NADA KAMI AKAN NADA KAMI SEPERTI KAMI NADA NADA KAMI DAN JANGANLAH MEMBAWA KAMI KE DALAM NADA.. yo... sudah

R10/62

Appendix 4: The Transcript of S2’s Process in Translating the Literary Text (LTII)

Time (Second)

AudioVideo Stage

(Code)Computer Screen Webcam1 Alright A1/13 Still looking at

the screenA1/2

7 It was late and every one had left the café except hmm hmm hmm

A1/3

3 Looking at the A1/4


144

keyboard9 who sat in the shadow

the leaves of the tree made against the electric light.

A1/5


A1/6


A1/7

1 Krungu krungu Talking to the researcher

A1/8


A1/9

7 Haah iki aduuuh literary text… kalo aku paling sebel makul di kampus

A1/10


A1/11

2 Namanya… apa ya waktu itu?

A1/12


A1/13

2 Lierary appreciation apa ya?

A1/14


A1/15

2 Typing “sudah” S1/12 Ini kayak gini nggak papa

nih?Talking to the researcher

A1/16


A1/17


A1/18

2 Ga usah deh takes time A1/193 Still looking at

the screenA1/20

1 Typing “terlalu” S1/22 Still looking at

the screenA1/21

1 Typing “larut” S1/31 Still looking at

the screenA1/22

4 SUDAH TERLALU LARUT… DAN

Typing “dan” S1/4


A1/23

6 Typing “semua orang telah meninggalkan”

S1/5


A1/24

2 Typing “kafe itu” S1/61 Still looking at

the screenA1/25

6 Typing “kercuali”, but then S1/7


145

changing it to “kecualim”, and next changing it again to “kecuali”


A1/26

2 He’em… gampang nanti Talking to the researcher

A1/27


A1/28

2 Typing “pria” S1/83 Still looking at

the screenA1/29

7 Typing “tuayang”, but then changing it to “tuamyang”, and next changing it again to “tua yang”

S1/9


A1/30

Typing “d”, but then deleting it

S1/10


A1/31

12 sat… sat sat sat Moving to Kamus2 A1/32Searching for the meaning of “sat”(Kamus2 shows sat: lih SIT.)


A1/33


A1/34

1 Typing “duduk” S1/112 Still looking at

the screenA1/35

2 Typing “di antara” S1/124 Still looking at

the screenA1/36

4 Typing “bayang-bayang” S1/135 Still looking at

the screenA1/37

2 Typing “daun” S1/142 Still looking at

the screenA1/38

1 Typing “yang” S1/154 Still looking at

the screenA1/39

2 Typing “membias” S1/162 Still looking at

the screenA1/40

2 Typing “lampu.” S1/176 Still looking at

the screenA1/41

4 made against against… MEMBIAS kali ya?

A1/42


146


A1/43

1 Bias deh A1/444 Still looking at

the screenA1/45

1 Capitalizing “s” in the word “sudah”

S1/18


A1/46


A1/47

6 Kenapa? Owalaaah iya iya Talking to the researcher

A1/48


A1/49

1 Biar apa? Talking to the researcher

A1/50


A1/51


A1/52

1 Ehm gitu Talking to the researcher

A1/53


A1/54

10 SUDAH TERLALU LARUT DAN SEMUA ORANG TELAH MENINGGALKAN KAFE ITU KECUALI... the old man an old man

A1/55


A1/56

7 Typing “SORANG”between “pria” and “yang”, but then deleting it and changing it to “seo”. After that, deleting it

S1/19


A1/57

PRIA SEORANG Typing “seorang diri” between “tua” and “yang”

S1/20


A1/58

9 PRIA TUA se… pri A1/599 Still looking at

the screenA1/60

2 SEORANG DIRI YANG DUDUK

A1/61


A1/62

3 Changing “duduk” to “ter” S1/214 Still looking at

the screenA1/63


147

2 Adding “diam” to “ter” S1/224 Still looking at

the screenA1/64

1 Typing “.” in the end of the sentence

S1/23

5 Moving to number 2 A2/11 dusty A2/23 Still looking at

the screenA2/3

8 Typing “pada” and then capitalizing “p” in it. After that continuing typing“siang hari,”

S2/1


A2/4

6 JALANAN ITU NAMPAK dusty berdebu

Typing “jalanan itu nampak”

S2/2


A2/5

12 dusty… let’s check it Moving to Kamus2 A2/6Searching for the meaning of “dusty”(Kamus2 shows dusty: ks. berdebu. d. road jalan yang berdebu.)


A2/7


A2/8

1 Typing “berdebu,” S2/38 Still looking at

the screenA2/9

2 Typing “namun” S2/48 Still looking at

the screenA2/10

3 Typing “pada malam hari”

S2/5


A2/11

5 NAMUN PADA MALAM HARI

A2/12


A2/13

2 Debuuu apa sih ni? A2/1413 Debu debu settled…

settledMoving to Kamus2 A2/15Searching for the meaning “settled”(Kamus2 shows settled: mantap)


A2/16


A2/17

3 Typing “debu- debu” S2/6


148


A2/18

3 street was dusty A2/1914 Moving to Kamus2 A2/20

Searching for the meaning “dew”(Kamus2 shows dew: kb. embun.)Searching for the meaning “dusty”(Kamus2 shows dusty: ks. berdebu. d. road jalan yang berdebu.)


A2/21


A2/22

2 Changing “debu- debu” to “embun”

S2/7


A2/23

1 Typing “i” S2/81 Still looking at

the screenA2/24

1 Changing ““i” to “men” S2/93 Still looking at

the screenA2/25

1 Typing “y” and then deleting it

S2/10


A2/26

1 Deleting “men” S2/112 Still looking at

the screenA2/27

2 Typing “membuat sirna” S2/122 Still looking at

the screenA2/28

3 Typing “sang debu” S2/133 Still looking at

the screenA2/29

12 PADA SIANG HARI, JALANAN ITU NAMPAK BERDEBU, NAMUN PADA MALAM HARI EMBUN MEMBUATNYA SIRNA… ih alainya… MEMBUATNYA SIRNA

S2/14


A2/30

1 Deleting “sang debu” and then typing “,”

S2/15


A2/31


149

11 MEMBUATNYA SIRNA DAN lela… DAN PRIA TUA lelaki PRIA aja… PRIA TUA

Typing “lelaki”, but then changing it to “pria tua”

S2/16


A2/32

7 ITU SANGAT Typing “itu sangat menyukai”

S2/17


A2/33

14 MENYUKAI Typing “duduk termenung”

S2/18

3 Duk duk DUDUK TERMENUNG

A2/34


A2/35

3 to sit late late here A2/361 Still looking at

the screenA2/37

7 PADA SIANG HARI, JALANAN ITU NAMPAK BERDEBU, NAMUN PADA MALAM HARI EMBUN MEMBUATNYA SIRNA DAN SANGAT MENYUKAI

A2/38


A2/39

9 Deleting “termenung” and then typing “disana hingga larut”

S2/19


A2/40

2 Typing “termenung” between “duduk” and “disana”

S2/20


A2/41

1 DISANA DI A2/426 Still looking at

the screenA2/43

1 Typing “karena” S2/213 Still looking at

the screenA2/44

2 Typing “di”, but then changing it to “ia”

S2/22


A2/45

2 Typing “tuna” S2/233 Still looking at

the screenA2/46

3 Bahasa halusnya bisu tu apa ya?

A2/47


150


A2/48

17 Tunaaa what? Moving to Kamus2 A2/49Searching for the meaning “deaf”(Kamus2 shows deaf: ks. tuli, pekak. deaf-mute kb. tuli dan bisu. a d. -mute person seorang tunarungu, seorang yang tuli lagi bisu.)


A2/50

6 Deleting “tuna” and after that typing “tul”, but then changing “tul” to “seorang”

S2/24


A2/51

12 Typing “yang membutuhkan”

S2/25


A2/52

2 Typing “lain dari” S2/262 Still looking at

the screenA2/53

7 Typing “pria normal lainnya,”

S2/27


A2/54

5 Typing “ya dia seorang yang”

S2/28


A2/55

4 Deleting “seorang yang”and then typing “tidak bisa”

S2/29


A2/56

12 Typing “m”, but then deleting it. After that, typing “berbicara seperti orang pada”, but then deleting “orang pada”

S2/30


A2/57

2 Typing “orang lain.” S2/317 Still looking at

the screenA2/58

7 PADA SIANG HARI, JALANAN ITU NAMPAK BERDEBU, NAMUN PADA MALAM HARI EMBUN MEMBUATNYA

A2/59


151

SIRNA DAN PRIA TUA ITU SANGAT MENYUKAI DUDUK TERMENUNG DISANA HINGGA LARUT KARENA IA SEORANG YANG LAIN DARI PRIA NORMAL LAINNYA


A2/60

11 Changing “pria” between “dari” and “normal” to “manusia”

S2/32


A2/61

1 Typing “layaknya”between “seperti” and “orang”

S2/33


A2/62

7 Typing “malam itu sangat”

S2/34


A2/63

4 Typing “khidmat”, but then deleting it

S2/35


A2/64

1 Typing “tenang” S2/361 Still looking at

the screenA2/65

5 Typing “dan teduh” S2/372 Still looking at

the screenA2/66

3 (smiling) haha TEDUH… SANGAT TENANG DAN TEDUH

A2/67


A2/68

1 SANGAT A2/692 Still looking at

the screenA2/70

16 MENEDUHKAN aja deh… me-ne-duh-kan

Deleting “tenang dan” and then changing “teduh” to “meneduhkan”. After that, continuing typing “dan ia merasa”

S2/38


A2/71

6 Typing “malam itu erbedadari biasanya.”

S2/39


A2/72


A2/73


152


A2/74

13 PADA SIANG HARI, JALANAN ITU NAMPAK BERDEBU, NAMUN PADA MALAM HARI EMBUN MEMBUATNYA SIRNA DAN PRIA TUA ITU SANGAT MENYUKAI DUDUK TERMENUNG DI SANA HINGGA LARUT KARENA IA SEORANG YANG LAIN DARI MANUSIANORMAL LAINNYA

Changing “disana” to “di sana”

S2/40


A2/75

8 YA DIA TIDAK BISA BERBICARA SEPERTI LAYAKNYA ORANG LAIN. MALAM ITU SANGAT MENEDUHKAN DAN IA MERASA MALAM ITU BERBEDA DARI BIASANYA.

Adding “b” in the word “erbeda”

S2/41


A2/76

1 Moving her chair

A2/77

4 Moving to number 3 A3/12 The two waiters inside

the caféA3/2


A3/3

1 Typing “Dua” S3/13 Still looking at

the screenA3/4

3 Typing “pelayan” S3/21 Still looking at

the screenA3/5

8 Typing “yang beada” and then changing “beada” to “berada”. After that, continuing typing “di dalam kafe”

S3/3


A3/6

2 Typing “tahu bahwa” S3/41 Still looking at

the screenA3/7

7 Typing “pria tua itu tengah mabuk”

S3/5



153

the screen2 Deleting “mabuk” S3/61 Still looking at

the screenA3/9

1 Typing “je”, but then deleting it

S3/7


A3/10

7 Typing “kehilangan kesadaran alias man” and then deleting “man”

S3/8


A3/11

2 Deleting “alias” S3/94 Still looking at

the screenA3/12

4 Deleting “kehilangan kesadaran”

S3/10


A3/13

2 Typing “sedikit mabuk,” S3/113 Still looking at

the screenA3/14

2 DAN Typing “dan ketika” S3/121 Still looking at

the screenA3/15

1 KETIKA A3/162 Still looking at

the screenA3/17

8 he was a good client they knew that if he became too drunk he would leave without paying, so they kept watch on him.

A3/18


A3/19

11 a good client they knew… couldn’t KETIKA

A3/20


A3/21

3 Typing “pria tua itu” S3/134 Still looking at

the screenA3/22

2 Scratching her nose

A3/23

6 Typing “mabuk lebih parah lagi dia”

S3/14


A3/24

3 Typing “mereka tahu” between “ketika” and “pria”

S3/15


A3/25


154

1 Moving her microphone position

A3/26


A3/27

5 Deleting “mereka tahu” and then typing “mereka”

S3/16


A3/28

2 Typing “berpikiran” S3/173 Still looking at

the screenA3/29

1 Typing “jika” S3/182 Still looking at

the screenA3/30

2 (mumbling) A3/311 Still looking at

the screenA3/32

4 DIA Typing “akan meninggalkan kafe”

S3/19


A3/33

3 KAFE Typing “tn”, but then changing it to “tanpa”

S3/20


A3/34

10 Typing “membayar bill yang menjadi kewajibannya,”

S3/21


A3/35

9 Typing “maka mereka hanya membiarkan pria tua itu”

S3/22


A3/36

7 Typing “mnikmati”, but then changing it to “menikmati”

S3/23


A3/37

6 Typing “kesendiriannya”, but then deleting it

S3/24


A3/38

4 TENGAH SEDIKIT MABUK, DAN MEREKA BERPIKIRAN JIKA

A3/39

2 (smiling) Not looking at the screen

A3/40


A3/41

4 Not looking at A3/42


155

the screen2 Ah gak dengar Jul Talking to the

researcherA3/43

1 (smiling) Looking at the screen

A3/44

4 Yah ampuuun Not looking at the screen

A3/45


A3/46

9 I’m not that kind of person when I focus with one thing, so I will focus on that. But, okay I will try it.


A3/47


A3/48

15 DUA PELAYAN YANG BERADA DI DALAM KAFE TAHU BAHWA PRIA TUA ITU TENGAH SEDIKIT MABUK, DAN MEREKA BERPIKIRAN JIKA… DAN MEREKA ber... apasih jangan BERPIKIRAN jelek ah...MEREKA

A3/49


A3/50

9 (mumbling)… MEMBIARKAN PRIA ITU MENIKMATIKEGALAUANNYA… tau deh (smiling)

Typing “kegalauannya” S3/25


A3/51

2 Moving to number 4 A4/113 THEY SAT TOGETHER

AT A TABLE THAT WAS CLOSE AGAINST THE WALL NEAR THE DOOR OF THE CAFÉ AND LOOKED AT THE TERRACE WHERE THE TABLES WERE ALL EMPTY EXCEPT WHERE THE OLD MAN SAT

A4/2


A4/3

1 Typing “Pelayan” S4/12 Still looking at

the screenA4/4

3 Changing “Pelayan” to “Mereka”

S4/2



156

the screen2 Typing “duduk” S4/34 Still looking at

the screenA4/6

2 Typing “di meja” S4/42 Still looking at

the screenA4/7

4 MEREKA DUDUK DI MEJA DEKAT

Typing “dekat” S4/5


A4/8

1 Ehm ehm A4/92 Still looking at

the screenA4/10

2 membelakangi A4/111 Still looking at

the screenA4/12

13 against Moving to Kamus2 A4/13Searching for the meaning of “against”(Kamus2 shows against: kd. 1 melawan, berlawanan dengan, menentang. 2 melanggar. 3 pada. 4 untuk. 5 terhadap.)


A4/14


A4/15

5 Typing “teb” and then deleting it as well as “dekat”

S4/6

2 DEKAT DUDUK DI MEJA

A4/16


A4/17

8 YANG MEMBELAKANGI DINDING

Typing “yang membelakangi dinding”

S4/7


A4/18

6 Moving to Kamus2 A4/19Searching for the meaning of “against”(Kamus2 shows against: kd. 1 melawan, berlawanan dengan, menentang. 2 melanggar. 3 pada. 4 untuk. 5 terhadap.)


A4/20


A4/21

2 Typing “dekat meja” S4/81 Still looking at A4/22


157

the screen2 DEKAT me… huh? A4/238 Still looking at

the screenA4/24

3 Typing “pintu kafe” S4/91 Still looking at

the screenA4/25

17 PINTU KAFE DAN MELIHAT KE ARAH TERAS DI MANA SEMUA MEJA… MEJA KOSONG

Typing “melihat ke arah teras dimana semua meja kosong”

S4/10


A4/26

1 Typing “telah” between “meja” and “kosong”

S4/11


A4/27

3 MEJA TELAH KOSONG A4/281 Typing “kecuali” S4/122 Still looking at

the screenA4/29

15 PRIA ITU DUDUK Typing “meja dia” and then changing “dia” to “dimana”. After that,continuing typing “pria tua itu duduk di”

S4/13


A4/30

1 DI A4/317 Still looking at

the screenA4/32


worksheetA4/34


A4/35

12 Typing “di sela selabayangan” and then changing “sela selabayangan” to “sela-sela bayangan”

S4/14


A4/36

1 DI SELA-SELA A4/373 Still looking at

the screenA4/38

2 Typing “daun” S4/153 Still looking at

the screenA4/39

5 Typing “yang ber” and then changing “ber” to “sesekali”

S4/16



158

the screen10 Typing “bergoyang

diterpa angin malam.”S4/17


A4/41

12 Theu sat together MEREKA DUDUK DI MEJA YANG MEMBELAKANGI DINDING DEKAT MEJA PINTU KAFE DAN MELIHAT KE ARAH TERAS DIMANA SEMUA MEJA TELAH KOSONG KECUALI MEJA DIMANA PRIA TUA ITU DUDUK DI SELA-SELA BAYANGAN DAUN YANG SESEKALI BERGOYANG DITERPA ANGIN MALAM.

A4/42

1 Moving to number 5 A5/12 A girl and a soldier went A5/24 Still looking at

the screenA5/3

2 Typing “Seorang” S5/15 Still looking at

the screenA5/4

4 Typing “wanita” and then deleting it

S5/2

2 Still looking atthe screen

A5/5

5 Typing “perempuan” S5/34 Still looking at

the screenA5/6

1 Typing “dan” S5/43 Still looking at

the screenA5/7

10 Moving to CALD3 A5/8Searching for the meaning of “soldier”(CALD3 shows soldier: noun – a person who is in an army and wears its uniform, especially someone who fights when there is a war)

12 Moving to Kamus2 A5/9Searching for the meaning of “soldier”(Kamus2 shows soldier: kb. prajurit, serdadu. toy s. prajurit mainan. s. of fortune petualangan


159

militer, serdadu bayaran.)1 Moving to CALD3 A5/101 Going back to the

worksheetA5/11


A5/12

4 Typing “seorang militer” S5/53 Still looking at

the screenA5/13

10 Typing “melewati jalanan itu”

S5/6


A5/14

10 Typing “melewati jalanan itu.”

S5/7


A5/15

25 LAMPU… The street light shone… ehmmm LAMPU KOTA… lightLAMPU… LAMPU KOTA MENERANGI

Typing “p”, but then changing it to “ampu” andnext deleting it. After that, typing “lampu”, then deleting it, but after that, re-typing it and adding “kota” to it. Next, typing “menerangi”

S5/8


A5/16

2 Deleting “menerangi” S5/91 Still looking at

the screenA5/17

1 BERSINAR A5/1819 SANGAT TERANG Moving to Kamus2 A5/19

Searching for the meaning of “shone”(Kamus2 shows shone: lih SHINE)Searching for the meaning of “shine”(Kamus2 shows “shine”: kb. kilauan (on shoes). -kkt. 1 (shone) menyorotkan (a flashlight). 2 (shined) menggosok(kan), menyemir (shoes). -kki. (shone) 1 bersinar, memancar. 2 bercahaya. 3 berkilat-kilat (of silver). 4 gemilang. -shining ks. terkemuka, istimewa.)


A5/20


A5/21


160

4 BERSINAR Typing “bersinar sangat terang”

S5/10


A5/22

2 SANGAT TERANG on the brass number

A5/23


A5/24

9 What is brass? brass b-r-a-s-s… ooo

Moving to Kamus2 A5/25Searching for the meaning of “brass”(Kamus2 shows brass: kb. 1 kuningan. 2 Inf.: kurang ajar. 3 Sl.: pembesar. -brasses j. alat musik tiup. -ks. kuningan.)


A5/26

1 Berkilat A5/273 Still looking at

the screenA5/28

3 brass number on his collar

A5/29

12 Oh… brass number… ehm

Moving to Kamus2 A5/30Searching for the meaning of “collar”(Kamus2 shows collar: kb. 1 kerah. 2 ban leher (anjing dan kuda). -kkt. 1 Inf.: menahan. 2 menangkap. c. stud kancing leher.)


A5/31


A5/32

11 TERANG me… mengilau MENYILAUKAN… MENYILAUKAN

Typing “meng” and then changing it to “menyilaukan”

S5/11


A5/33

1 Apa sih tu? A5/342 Still looking at

the screenA5/35

13 Jul apa sih namanya yang… yang ini lho kek bintang-bintang… nama pangkat… yang di tentara-tentara itu lho… duh apa sih announce-nya


A5/36

2 Stratching her forehead

A5/37


A5/38

20 Kabaret eh baret… Oh Moving to Mozilla Firefox Talking to the A5/39


161

boleh cari di Google? Ih lama… Ih apa namanya… Huh? Enggak maksudnya takes time tuk cari di Google

in the Google page researcher


A5/40


A5/41

1 Yaudah A5/42SELEMPANG aja deh... bukan… apa sih nama Bahasa Indonesianya?

Typing “selempang” S5/12


A5/43

2 SELEMPANG KEBESARAN tau deh

Typing “kebesaran” S5/13


A5/44

7 TERANG MENYILAUKAN SELEMPANG KEBESARAN

A5/45


A5/46

9 YANG TERSEMAT DI KERAH SERAGAM GAGAHNYA alay

Typing “yang tersemat di kerah seragam gagahnya”

S5/14


A5/47

6 Ehm… The girl wore no head covering and hurried beside him.

A5/48


A5/49

3 Typing “Wanitanya” S5/151 Still looking at

the screenA5/50

6 Dianya TIDAK MEMAKAI

Typing “tidak memakai” S5/16


A5/51

6 Dianya TIDAK MEMAKAI

Typing “tidak memakai” S5/17


A5/52

5 Typing “tutup kepaa” and then changing “kepala” to “kepala”

S5/18


A5/53

5 Typing “a” and then deleting it

S5/19



162

the screen1 Typing “dan” S5/203 Still looking at

the screenA5/55

15 Moving to Kamus2 A5/56Searching for the meaning of “hurried”(Kamus2 shows hurried: lih HURRY)Searching for the meaning of “hurry”(Kamus2 shows “hurry”: kb. (j. -ries) 1 kegopohan. 2 buru-buru, tergesa-gesa. -kkt. (hurried) 1 menyegerakan. 2 mempercepat. 3 melakukan dengan terburu. 4 menyuruh melakukan dengan cepat. -kki. bergegas (-gegas). hurried ks. sekilap,sekejap mata, cepat-cepat.)


A5/57


A5/58

5 Apa tadi? Duh Typing “ter” and then deleting it

S5/21


A5/59

12 Moving to Kamus2 A5/60(Kamus2 shows “hurry”: kb. (j. -ries) 1 kegopohan. 2 buru-buru, tergesa-gesa. -kkt. (hurried) 1 menyegerakan. 2 mempercepat. 3 melakukan dengan terburu. 4 menyuruh melakukan dengan cepat. -kki. bergegas (-gegas). hurried ks. sekilap, sekejap mata, cepat-cepat.)


A5/61


A5/62

3 Typing “terburu-buru” S5/223 Still looking at

the screenA5/63

10 Typing “m” and then deleting it. After that, continuing typing “bersembunyi di balik

S5/23


163

pria uty” and then changing “uty” to “itu”


A5/64

1 SEORANG A5/653 Still looking at

the screenA5/66

2 SEORANG PEREMPUAN DAN SEORANG MILITER menem

A5/67


A5/68

1 Typing “prajurit” between “dan seorang” and “militer”

S5/24


A5/69

16 MELEWATI JALANAN ITU. LAMPU KOTA BERSINAR TERANG MENYILAUKAN SELEMPANG KEBESARAN YANG TERSEMAT DI KERAH SERAGAM GAGAHNYA. Sedangkan WANITANYA TIDAK MEMAKAI TUTUP KEPALA DAN TERBURU- BURU BERSEMBUNYI DI BALIK PRIA ITU.

A5/70

1 Moving to number 6 A6/17 The waiter took the

brandy bottle and another saucer from the counter inside

A6/2


A6/3

9 Typing “Pelayan kafe mengabil” and then changing “mengabil” to “mengambil”

S6/1


A6/4

10 brandy it’s like ehmmm Moving to Kamus2 A6/5Searching for the meaning of “brandy”(Kamus2 shows brandy: kb. (j. -dies) brendi, minuman keras.)


A6/6



164

the screen3 Minuman keras

MENGAMBILA6/8


A6/9

6 BOTOL ALKOHOL DAN Typing “botol alcohol dan”

S6/2


A6/10

1 saucer A6/1111 Cawan Moving to Kamus2 A6/12

Searching for the meaning of “saucer”(Kamus2 shows saucer: kb. piring cawan, lepek(an). cup and s. mangkuk dan piring (tadah).)


A6/13


A6/14

DAN CAWAN DARI Typing “cawan dat” and then changing “dat” to “dari”. After that, continuing typing “konter kafe”

S6/3


A6/15


the screenA6/16

1 marched A6/1718 marched marched Moving to Kamus2 A6/18

Searching for the meaning of “march”(Kamus2 shows “march”: kb. 1 Mus.: mars. 2 gerakan. 3 baris. -kkt. menyuruh pergi. -kki. berbaris, berdefile.)


A6/19


A6/20

14 Typing “menghampiri meja pria” and then deleting “pria”. After that, continuing typing “di mana pria itu masih duduk termenung”

S6/5


A6/21

1 Typing “Dia”, but then S6/6


165

changing it to “Ia”. After that, continuing typing “menaruh cawan dan menuangkan”


A6/22

17 Deleting “menuangkan”. Next, typing “dituangkamnya se cawan penuh minuman alkoj”, but then changing “alkoj” to “alkohol”

S6/7


A6/23

22 PELAYAN KAFE MENGAMBIL BOTOL ALKOHOL DAN CAWAN DARI KONTER KAFE DAN MENGHAMPIRI MEJA DIMANA PRIA ITU MASIH DUDUK TERMENUNG. IA MENARUH CAWAN DAN DITUANGKANNYA SE CAWAN PENUH ALKOHOL.

Changing “dituangkamnya” to “dituangkannya” and then deleting “minuman”

S6/8

1 Moving to number 7 A7/14 The old man stood up Typing “Pria tua” S7/12 Still looking at

the screenA7/2

3 Moving to Kamus2 A7/31 Going back to the

worksheetA7/4

stood apa tuh stood… menentang.. stand oh stand

Moving to Kamus2 A7/5Searching for the meaning of “stood up”(Kamus2 shows “stood up”: stand kkt. menentang menahan)


A7/6


A7/7

35 proved to be true or correct

Moving to CALD3 A7/8Searching for the meaning of “stand up”(CALD3 shows “stand up”: phrasal verb – If an idea or some information stands up, it is proved to be true or correct)

10 Moving to Kamus2 A7/9Searching for the meaning


166

of “stood”(Kamus2 shows “stood”: lih STAND)

1 Going back to the screen A7/1010 Still looking at

the screenA7/11

1 Typing “s” and then deleting it

S7/2


A7/12

3 Typing “tertandna”, but then changing it to “tertantang”

S7/3


A7/13

3 Deleting “tertantang” S7/41 Still looking at

the screenA7/14

2 Typing “sangat” and then deleting it

S7/5


A7/15

22 Ehm stood up, slowly counted the saucers took a leather coin purse from his pocket and paid for the drinks, leaving half a peseta tip. The waiter watched him go down the street, a very old man walking unsteadily but with dignity. PRIA TUA stood up


A7/16

6 Typing “merasa tertandang,”

S7/6


A7/17

20 Typing “berlahan ia menghitung berawa” and then changing “berawa” to “berapa”. After that continuing typing “cawan alkohol yang ditenggaknya,”

S7/7


A7/18

10 MENGAMBIL leathercoin leather coin… SEMBARI SEMBARI

Typing “menga”, but then deleting it. Next, typing “sembari mengambil

S7/8


A7/19

5 coin purse leather coin purse

A7/20


167

3 Moving to Kamus2 A7/211 Going back to the screen A7/222 Still looking at

the screenA7/23

2 DOMPET Typing “dompet” S7/94 Still looking at

the screenA7/24

3 DOMPET DOMPET KULIT

Typing “kulit” S7/10


A7/25

13 DALAM SAKUNYA UNTUK MEMBAYAR

Typing “dari dalam saku ya untuk membayar minuman”

S7/11


A7/26

13 DALAM SAKUNYA UNTUK MEMBAYAR

Typing “dari dalam saku ya untuk membayar minuman”

S7/12


A7/27


the screenA7/28

2 Typing “meninggalkan” S7/144 Still looking at

the screenA7/29

11 UNTUK PELAYAN Typing “beberapa uang tip untuk.”

S7/15


A7/30

1 Hm A7/312 Typing “Sedang” S7/162 Sedang dua A7/322 Still looking at

the screenA7/33

1 Typing “kan” S7/173 Still looking at

the screenA7/34

4 KAFE Typing “pelayan kafe” S7/183 Still looking at

the screenA7/35

9 Typing “hanya melihat” S7/192 Still looking at

the screenA7/36

15 MENGINDAHKANNYA Typing “pria itu pergi tanpa mengindahkanya”, but then changing “mengindahkannya.”

S7/20


A7/37

2 a very old man unsteadily

A7/38



168

the screen1 a very A7/401 Still looking at

the screenA7/41

2 Typing “Pria tua” S7/211 Still looking at

the screenA7/42

1 unsteadily A7/4316 Anstagnen apa ya?

Unstead… unsteadMoving to Kamus2 A7/44Searching for the meaning of “unsteady”(Kamus2 shows “unsteady”: ks. 1 goyah (of a regime). 2 yang mudah terombang-ambing (of a mind). 3 tak tegak/kokoh. to be u. on o's feet tak tegak berdirinya.)


A7/45


A7/46

1 Typing “berjalan” S7/221 Still looking at

the screenA7/47

2 Typing “sempoyot”, but then changing it to “sempoyongan”

S7/23


A7/48

3 JALAN SEMPOYONGAN

A7/49


A7/50

12 Moving to Kamus2 A7/51Searching for the meaning of “dignity”(Kamus2 shows dignity: kb. (j. -ties) 1 martabat. 2 gengsi. He does everything with d. Segala sesuatu dilakukannya dengan gengsi.)


A7/52


A7/53

1 Typing “namun” S7/246 Still looking at

the screenA7/54

15 Typing “masih sempat menjaga kesadarannya.”

S7/25


A7/55


169

1 Typing “berusaha” S7/266 Still looking at

the screenA7/56

1 Moving to number 8 A8/11 Turning off A8/23 Still looking at

the screenA8/3

6 Turning off the electric light he continued the conversation with himself. Turning off the electric

A8/4


A8/5

7 Typing “sSetelsh” and then changing it to “Setelah”

S8/1

3 Turning off the electric A8/67 SETELAH

MEMATIKAN LAMPUTyping “mematikan lampu”

S8/2


A8/7

9 MENERANGINYA, IA MELANJUTKAN

Typing “yang meneranginya, ia melanjutkan”

S8/3


A8/8

2 Typing “pe”, but then deleting it

S8/4


A8/9

9 Typing “pebicaraan”, but then changing it to “dialog”

S8/5


A8/10

1 Typing “b”, but then deleting it

S8/6


A8/11

1 Typing “d”, but then deleting it

S8/7


A8/12

5 Typing “aneh dengan dirinya sendiri.”

S8/8


A8/13

pleasant… pleasant ehm pleasant… not this not this one ehm… it’s like a priest maybe

Moving to Kamus2 A8/14Searching for the meaning of “pleasant”(Kamus2 shows pleasant: ks. menyenangkan, sedap. p. breeze angin sepoi-sepoi yang lembut. -pleasantly


170

kk. senang.)1 Going back to the

worksheetA8/15

9 DENGAN DIRINYA SENDIRI tapi dia dia berbicara… berbicara aja

A8/16

13 DENGAN diri… IA BERBICARA ga usah pake ANEH… IA BERBICARA DENGAN DIRINYA SENDIRI

Changing “melanjutkan dialog” to “berbicara” and then deleting “aneh”

S8/9


A8/17

7 It was the light of Typing “Lampu penerangan”

S8/10


A8/18

2 Typing “dipadamkan” S8/111 Still looking at

the screenA8/19

6 DIPADAMKAN KARENA Typing “karena” S8/124 Still looking at

the screenA8/20

4 Typing “tindakn”, but then deleting it

S8/13


A8/21

6 PADAM Changing “dipadamkan karena” to “padam”

S8/14


A8/22

7 Typing “untuk mendapat”

S8/15


A8/23

5 Changing “mendapat” to “mendapatkan”. Then, continuing typing “suasana yang”

S8/16


A8/24

10 Typing “sa”, but then changing it to “syahdu”. After that, continuing typing “dan menenangkan”

S8/17


A8/25

1 Typing “kamu” S8/181 Still looking at

the screenA8/26

3 Typing “tidak mau” S8/192 Still looking at

the screenA8/27


171

8 Typing “musik”, but then changing it to “suara-suara”. After that, continuing typing “lain”

S8/20


A8/28

9 Moving to Kamus2 A8/29Searching for the meaningof “certainly”(Kamus2 shows certainly: pasti)


A8/30


A8/31

6 Typing “merusak kesyahduan malam itu.”

S8/21


A8/32

8 You don’t want music… You don’t want music… maybe I can translate it yaa into

A8/33


A8/34

4 KAMU TIDAK MAU SUARA-SUARA LAIN MERUSAK

A8/35


A8/36

12 SUNGGUH… HANYALAH… KESUNYIAN

Typing “Sungguh yang kau inginkan hanyalah kesunyian.”

S8/22


A8/37

1 Moving to number 9 A9/110 Some lived in it and

never but he knew but he knew it was nada y pues what is nada y pues nada y pues nada.

A9/2


A9/3

16 It’s like a song lyric? It’s like a song lyric? Nada so iki tak translate ke apa? Ah hm what is this?


A9/4


A9/5


A9/6

14 Apa itu? Ah gak pernah aku baca literary text yang linguistiknya anu banget…


A9/7


172

bahasanya 1 Looking at the

screenA9/8

4 Boleh googling kan? Moving to Mozilla Firefox Waiting for the loading page

A9/9Searching for the meaning of “nada y pues nada” in Google

2 (smiling) Not looking at the screen

A9/10

8 Haaa… A Clean-Well Lighted Place what is that? Hemingway’s style ehm ya I know Hemingway’s

(The results:- A Clean, Well-Lighted

Place - Wikipedia, the free…

- “A Clean Well-Lighted Place”: The Revelation of Nada

- What is the significance of the word “nada” in Hemingways

- what does “nada y pues” mean in Ernest Hemingway's "a cle)

A9/11


A9/12

1 He’em Not looking at the screen

A9/13


A9/14


A9/15

2 Gak usah tak translate A9/164 Still looking at

the screenA9/17

7 Huh? Ada… gak denger Jul ah


A9/18


A9/19

16 nada y pues nada y nada y pues nada. Our nada who art in nada, nada be thy name thy kingdom nada thy will be nada in nada as it is in nada… aduh susah asem

A9/20


A9/21

3 Some lived in it and never but

A9/22


A9/23

8 Be… be… BEBERAPA Typing “Bebere”, but then changing it to “Beberapa”. After that, continuing typing “orang”

S9/1



173

the screen1 Not looking at

the screenA9/25


A9/26

15 Bebe… ORANG Typing “beradad”, but then changing it to “berada”. After that, continuing typing “dalam situasi”

S9/2


A9/27

1 SITUASI A9/281 Still looking at

the screenA9/29

22 INI NAMUN… BANYAK DARI MEREKA YANG SADAR TIDAK SADAR

Typing “ini namu banyak dari mereka yang tidak pera” and then changing “pera” to “sadar”. After that, typing “mer”, but then changing it to “bahwa mereka”

S9/3


A9/30

9 Typing “ada di sana”, but then changing “sana” to “situasi”. After that, continuing typing “tersebut”

S9/4


A9/31

6 and never felt it… ehm BEBERAPA ORANG BERADA DALAM SITUASI

Changing “namu” to “namun”

S9/5


A9/32

1 Deleting “banyak dari mereka yang tidak sadar bahwa mereka ada di situasi tersebut”

S9/6


A9/33

3 SITUASI INI NAMUN A9/342 Still looking at

the screenA9/35

18 BEBERAPA ORANG BERADA DALAM SITUASI INI NAMUN ti…

Typing “tid”, but then deleting it. After that, continuing typing “dia tidak pernah mera”, but then deleting “mera”. Next, continuing typing “tersadar”

S9/7


A9/36

7 TERSADAR AKAN HAL Typing “akan hal itu.” S9/8


174

ITU11 Still looking at

the screenA9/37

8 DIA TAHU PERSIS Typing “Dia tahu persis” S9/92 Still looking at

the screenA9/38

17 Moving to Mozilla Firefox A9/39(Mozilla Firefox shows A Clean, Well-Lighted Placein Wikipedia)

21 Well A Clean, Well-Lighted Place… nada y pues… a light

Moving back to Google A9/40(Google shows:- A Clean, Well-Lighted

Place - Wikipedia, the free…

- “A Clean Well-Lighted Place”: The Revelation of Nada

- What is the significance of the word “nada” in Hemingways

- what does “nada y pues” mean in Ernest Hemingway's "a cle)


A9/41


A9/42

1 Typing “bahwa” S9/105 Still looking at

the screenA9/43

17 Moving to Mozilla Firefox A9/441 Going back to the

worksheetA9/45


A9/46

22 Moving to Kamus2 A9/47Searching for the meaning of “thy”(Kamus2 shows thy: kg. ( milik kepunyaan) kamu, engkau, -mu. t. book bukumu.)Searching for the meaning of “kingdom”(Kamus2 shows kb. kerajaan. K. pf Bhutan Kerajaan Bhutan. 2 dunia. animal k. dunia hewan. K. of Heaven Sorga.)


A9/48


A9/49


175

1 Typing “sinar” S9/1111 Still looking at

the screenA9/50

22 Moving to Mozilla Firefox A9/51Clicking the link to “A Clean Well-Lighted Place”: The Revelation of Nada(the page is still loading)


A9/52


A9/53

2 Typing “yang” S9/127 Still looking at

the screenA9/54

1 Typing “terang” S9/138 Still looking at

the screenA9/55

2 Typing “berada” S9/146 Still looking at

the screenA9/56

4 PADA TEMPAT Typing “pada tempat” S9/158 Still looking at

the screenA9/57

50 Emotional... emotional darkness… They both are victim… They consider a “clean well-lighted café” a refuge from the deserted night… ehm jadi apa? nada hopeless and nada a clean well café… mana sih… Eventual isolation from life is another image the author uses to convey “nada.” The picture of a lonely “old man who sat in the shadow the leaves” of the tree is presented several times in the story. The repetition… a clean well

Moving to Mozilla Firefox A9/58(Mozilla Firefox shows the page of link: “A Clean Well-Lighted Place”: The Revelation of Nada)


A9/59

2 (mumbling) nothing A9/602 Still looking at

the screenA9/61

14 They are trying to escape the wreck of nada… cheat… in order to survive with dignity to cheat the “nada,” one has to find a place, a pleasant place, with the light… cleanness

A9/62


176


A9/63


A9/64

4 No not this one not Deleting “sinar yang terang berada pada tempat”

S9/16


A9/65

11 Moving to Mozilla Firefox A9/66(Mozilla Firefox shows the page of link: “A Clean Well-Lighted Place”: The Revelation of Nada)


A9/67


A9/68

5 UNTUK MEREDAM Typing “untuk meredam” S9/172 Still looking at

the screenA9/69

7 Typing “kegundahannya dia harus”

S9/18


A9/70

4 KEGUNDAHANNYA Moving to Mozilla Firefox A9/71(Mozilla Firefox shows the page of link: “A Clean Well-Lighted Place”: The Revelation of Nada)


A9/72


A9/73

3 DIA HARUS Typing “menemukan” S9/191 Still looking at

the screenA9/74

2 MENEMUKAN A9/752 MENCARI Moving to Kamus2 A9/768 MENCARI MENCARI Moving to Mozilla Firefox A9/77

(Mozilla Firefox shows the page of link: “A Clean Well-Lighted Place”: The Revelation of Nada)


A9/78


A9/79

10 Menca… hmm MENCARI TEMPAT

Changing “menemukan” to “mencari”. Then, typing “tempat paling”

S9/20


A9/80

1 Aduh A9/81


177


A9/82

13 Moving to Kamus2 A9/83Searching for the meaning of “pleasant”(Kamus2 shows pleasant: ks. menyenangkan, sedap. p. breeze angin sepoi-sepoi yang lembut. -pleasantlykk. senang.)


A9/84

5 Typing “nyaman dengan segala”

S9/21


A9/85

13 Sepuluh menit lagi Moving to Mozilla Firefox A9/86(Mozilla Firefox shows the page of link: “A Clean Well-Lighted Place”: The Revelation of Nada)


A9/87


A9/88

11 Typing “cahaya yang menerangi smua”, but then deleting “smua”

S9/22


A9/89

11 TAHU PERSIS BAHWA UNTUK MEREDAM KEGUNDAHANNYA DIA HARUS MENCARI TEMPAT PALING NYAMAN DENGAN SEGALA… CAHAYA YANG MENERANGINYA

Typing “nya.” S9/23

1 Udah bye Moving to number 10 A10/119 Nomer sepuluh… Give us

this nada our daily nada and nada us our nada as we nada our nadas and nada us not into nada but deliver us from nada; pues nada. Hail nothing full of nothing, nothing is with thee. What is thee?

A10/2

23 Ahh susah… now what is nada pues nada… kamu kamu dipakai oleh… Quaker… what is

Moving to Kamus2 A10/3Searching for the meaning of “thee”(Kamus2 shows thee: kg. kamu, anda (dipakai oleh


178

Quaker).)Searching for the meaning of “quaker”(Kamus2 shows “quaker”: kb. Quaker (anggota suatu perkumpulan Kristen yang anti-perang dan anti-sumpah).)


A10/4


A10/5

4 Typing “Beri kami” S10/13 Still looking at

the screenA10/6

3 Typing “a”, but then deleting it. After that, typing “jalan terang”

S10/2


A10/7

1 Berikanlah A10/83 Still looking at

the screenA10/9

2 BERI KAMI JALAN A10/104 Still looking at

the screenA10/11

1 This A10/122 Still looking at

the screenA10/13

4 Deleting “jalan terang” S10/35 Still looking at

the screenA10/14

1 Typing “nada ” S10/46 Still looking at

the screenA10/15

1 Typing “untuk” S10/51 Still looking at

the screenA10/16

1 UNTUK A10/172 Still looking at

the screenA10/18

5 Typing “nada”, but then deleting it

S10/6


A10/19

1 Typing “nada” S10/72 Still looking at

the screenA10/20

3 Typing “tiap harinya” S10/81 Still looking at

the screenA10/21

4 TIAP HARINYA DAN Typing “dan” S10/95 Still looking at

the screenA10/22


179

1 Typing “nada” S10/103 Still looking at

the screenA10/23

1 Typing “kami” S10/115 Still looking at

the screenA10/24

2 DAN NADA A10/2512 Still looking at

the screenA10/26

4 CAHAYA UNTUK Typing “cahaya” between “kami” and “untuk”

S10/12


A10/27

14 UNTUK me… MENERANGI eh… gak tau deh kayaknya ini deh

Typing “menerangi”between “untuk” and “tiap”, but then deleting it. After that, re-typing “menerangi”

S10/13


A10/28

3 BERI KAMI CAHAYA UNTUK MENERANGI

A10/29


A10/30

3 KAMI TIAP HARINYA DAN

A10/31


A10/32

9 CAHAYAKAN KAMI (laughing) caha

Deleting “nada” between “dan” and “kami”. Then, changing it to “cahayakan kami”

S10/14


A10/33

6 CAHAYAKAN Deleting “kami” S10/151 Still looking at

the screenA10/34

3 CAHAYAKAN A10/352 Still looking at

the screenA10/36

5 CAHAYAKAN CAHAYA

Typing “cahaya”, but then deleting it

S10/16


A10/37

1 Typing “sinar” S10/171 Still looking at

the screenA10/38

2 Ehmmm SINAR A10/394 Still looking at

the screenA10/40

2 Typing “seperti” S10/181 Still looking at

the screenA10/41

8 Typing “kami S10/19


180

menyinarkan cahaya kami”


A10/42

5 Typing “dan cahayakan kami”

S10/20


A10/43

1 DAN CAHAYAKAN A10/441 Still looking at

the screenA10/45

5 Typing “m”, but then deleting it. After that, typing “menjadi”

S10/21


A10/46

1 Typing “cahaya” S10/2218 Still looking at

the screenA10/47

10 Typing “yang dicip” and then changing “dicip” to “tercipta”

S10/23


A10/48

2 Typing “dari kami” S10/249 Still looking at

the screenA10/49

4 Deleting “yang tercipta dari kami.”

S10/25


A10/50

1 Typing “Dia” S10/261 Still looking at

the screenA10/51

3 (laughing) yang nomor sepuluh aku gak tau lho Jul gak tau gak mudeng


A10/52


A10/53

6 Kenapa? (laughing) Nanti analsisnya lucu kok itu


A10/54


A10/55


A10/56

2 Gak usah deh A10/574 Looking at the

screenA10/58

3 Typing “tersenyum” S10/2714 Still looking at

the screenA10/59

21 Moving to Kamus2 A10/60Searching for the meaning of “bar”


181

(Kamus2 shows bar: kb. 1 batang. 2 potong. 3 palang. 4 halangan, penghalang. 5 bar. 6 Nav.: ambang sungai. 7 pekerjaan/golongan pengacara. 8 pengadilan. 9 kesatuan irama, balok. 10 tiang.-kd. kecuali.)Searching for the meaning of “stood”(Kamus2 shows stood: lih STAND.)


A10/61


A10/62

5 Typing “berdiri pada” S10/283 Still looking at

the screenA10/63

3 (mumbling) hmm A10/643 Still looking at

the screenA10/65

7 Typing “sebelum melewati bar”

S10/29


A10/66

2 MELEWATI BAR A10/672 Still looking at

the screenA10/68


the screenA10/69

6 DENGAN… steam… pressure… coffee machine

A10/70


A10/71

5 Changing “bar dengan” to “mesin”

S10/31


A10/72

5 Udah bye! Typing “pem”, but then changing it to “kopi.”

S10/32


A10/73

30 BERI KAMI CAHAYA UNTUK MENERANGIKAMI TIAP HARINYA DAN CAHAYAKANSINAR KAMI SEPERTI KAMI MENYINARKAN CAHAYA KAMI DAN CAHAYAKAN KAMI

Deleting “pada” S10/33


182

MENJADI CAHAYA. I don’t know about this sentence, but forget it… DIA TERSENYUM, BERDIRI PADA… eh salah kan... DIA TERSENYUM, BERDIRI SEBELUM MELEWATI MESIN KOPI.


A10/74

9 Typing “menyuggig” between “Dia” and “tersenyum”, but then changing it to “menyunggingkan”

S10/34


A10/75

2 SENYUM Deleting “ter” in “tersenyum”

S10/35


A10/76

1 DAN A10/772 Still looking at

the screenA10/78

6 Menyu dan Typing “dan” between “senyum,” and “berdiri”,but then deleting it

S10/36

1 Moving to number 1 R1/19 SUDAH TERLALU

LARUT DAN SEMUA ORANG TELAH MENINGGALKAN KAFE ITU KECUALI PRIA TUA SEORANG DIRI YANG TERDIAM DIANTARA BAYANG-BAYANG DAUN YANG MEMBIAS LAMPU.

R1/2

1 Moving to number 2 R2/120 PADA SIANG HARI,

JALANAN ITU NAMPAK BERDEBU, NAMUN PADA MALAM HARI EMBUN MEMBUATNYA SIRNA DAN PRIA TUA ITU SANGAT MENYUKAI DUDUK TERMENUNG DI SANA HINGGA LARUT KARENA IA SEORANG YANG LAIN DARI MANUSIA NORMAL LAINNYA, YA DIA TIDAK BISA

R2/2


183

BERBICARA SEPERTI LAYAKNYA ORANG LAIN. MALAM ITU SANGAT MENEDUHKAN DAN IA MERASA MALAM ITU BERBEDA DARI BIASANYA.

1 Moving to number 3 R3/118 DUA PELAYAN YANG

BERADA DI DALAM KAFE TAHU BAHWA PRIA TUA ITU TENGAH SEDIKIT MABUK, DAN MEREKA BERPIKIRAN JIKA PRIA TUA ITU MABUK LEBIH PARAH LAGI DIA AKAN MENINGGALKAN KAFE TANPA MEMBAYAR BILL YANG MENJADI KEWAJIBANNYA, MAKA MEREKAHANYA MEMBIARKAN PRIA TUA ITU MENIKMATI KEGALAUANNNYA.

R3/2

1 Moving to number 4 R4/115 MEREKA DUDUK DI

MEJA YANG MEMBELAKANGI DINDING DEKAT MEJA PINTU KAFE DAN MELIHAT KE ARAH TERAS DIMANA SEMUA MEJA TELAH KOSONG KECUALI MEJA DIMANA PRIA TUA ITU DUDUK DI SELA-SELA BAYANGAN DAUN YANG SESEKALI BERGOYANG DITERPA ANGIN MALAM.

R4/2

1 Moving to number 5 R5/116 SEORANG

PEREMPUAN DAN SEORANG PRAJURIT MILITER MELEWATI JALANAN ITU. LAMPU KOTA BERSINAR SANGAT TERANG MENYILAUKAN

R5/2


184

SELEMPANG KEBESARAN YANG TERSEMAT DI KERAH SERAGAM GAGAHNYA. WANITANYA TIDAK MEMAKAI TUTUP KEPALA DAN TERBURU- BURU BERSEMBUNYI DI BALIK PRIA ITU.

1 Moving to number 6 R6/113 PELAYAN KAFE

MENGAMBIL BOTOL ALKOHOL DAN CAWAN DARI KONTER KAFE DAN MENGHAMPIRI MEJA DIMANA PRIA ITU MASIH DUDUK TERMENUNG. IA MENARUH CAWAN DAN DITUANGKANNYA SE CAWAN PENUH ALKOHOL.

R6/2

1 Moving to number 7 R7/119 PRIA TUA MERASA

TERTANDANG, PERLAHAN IA MENGHITUNG BERAPA CAWAN ALKOHOL YANG DITENGGAKNYA, SEMBARI MENGAMBIL DOMPET KULIT DARI DALAM SAKU YA UNTUK MMEBAYAR MINUMAN DAN MENINGGALKAN BEBERAPA UANG TIP UNTUK PELAYAN. SEDANGKAN PELAYAN KAFE HANYA MELIHAT PRIA ITU PERGI TANPA MENGINDAHKANNYA. PRIA TUA BERJALAN SEMPOYONGAN NAMUN MASIH SEMPAT BERUSAHA MENJAGA KESADARANNYA.

R7/2


185

1 Moving to number 8 R8/117 SETELAH

MEMATIKAN LAMPU YANG MENERANGINYA, IA BERBICARA DENGAN DIRINYA SENDIRI. LAMPU PENERANGAN PADAM UNTUK MENDAPATKAN SUASANA YANG SYAHDU DAN MENENANGKAN. KAMU TIDAK MAU SUARA- SUARA LAIN MERUSAK KESYAHDUAN MALAM ITU. SUNGGUH YANG KAMU INGINKAN HANYALAH KESUNYIAN.

R8/2


BERADA DALAM SITUASI INI NAMUN DIA TIDAK PERNAH TERSADAR AKAN HAL ITU. DIA TAHU PERSIS BAHWA UNTUK MEREDAM KEGUNDAHANNYA DIA HARUS MENCARI TEMPAT PALING NYAMAN DENGAN SEGALA CAHAYA YANG MENERANGINYA.

R9/2

1 Moving to number 10 R10/114 BERI KAMI CAHAYA

UNTUK MENERANGIKAMI TIAP HARINYA DAN CAHAYAKANSINAR KAMI SEPERTI KAMI MENYINARKAN CAHAYA KAMI DAN CAHAYAKAN KAMI MENJADI CAHAYA. DIA MENYUNGGINGKAN SENYUM, BERDIRI, SEBELUM MELEWATI MESIN KOPI.

R10/2


PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · Sementara itu, penelitian studi pustaka dilakukan...

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