THE STRATEGY OF METAPHOR TRANSLATION

AND MEANING EQUIVALENCE IN THE POEM THE

LITTLE BLACK BOY BY WILLIAM BLAKE
An Undergraduate Thesis

Submitted to Letter and Humanities Faculty

In Partial Fulfillment of the Requirements for
The Strata One Degree (S1)

By:

ZWYNA RAFIKA

(1113026000095)

ENGLISH LETTERS DEPARTMENT

FACULTY OF ADAB AND HUMANITIES

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2018
 ABSTRACT

Zwyna Rafika, The Strategy of Metaphor Translation and Meaning Equivalence

in the poem The Little Black Boy by William Blake. An undergraduate thesis:
English Language and Literature, Faculty of Adab Humanities, State Islamic
University Syarif Hidayatullah Jakarta, 2018.

This research is about strategies of metaphor translation and how they dealt
with meaning equivalence applied in the poem entitled The Little Black Boy by
William Blake. The aims of the research are: (1) to find out the strategies of
metaphorical expression in the Little Black Boy poem in source language and target
language. (2) To describe the application of metaphor translation strategies in the
Little Black Boy poem so the translation can deal with meaning equivalence.
Moreover, the researcher presented qualitative method using theories by Mildred
L. Larson and Werner Koller to reach the research objectives. The results of this
research showed that: Firstly, there were four types strategy of translation metaphor
used in source language. However, metaphor translated as simile and the metaphor
maintained by explain the meaning were the most used in the strategy of translation
metaphor. Lastly, meaning equivalences in the translation consisted of 5
connotative equivalence, 4 formal-aesthetic equivalence, 4 pragmatic equivalence,
3 denotative equivalence. Therefore, connotative equivalence was the most dealt
meaning equivalence. Indeed, there were many ways to transfer the meaning of
metaphor expression. However, using those theories was impacted to a better
acception for all target audiences.

Keyword: metaphor, translation strategies, meaning equivalence, the little black

boy.

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 DECLARATION

I hereby declare that this submission is my own work and that, to the best of my

knowledge belief, it contains no material previously published or written by another

person nor material which is substantial extent has been accepted for the award of

any other or diploma of the university or another institute of higher learning, except

where due acknowledgment has been made in the text.

Jakarta, September 2018

Zwyna Rafika

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 ACKNOWLEDGEMENT

All praises is belong to Allah SWT, the Almighty and the Merciful, the Great

Creator and the Lord of Universe, who amazingly and mysteriously guided the

researcher during the process of this paper research. Peace and salutation belong to

the greatest prophet, Muhammad SAW, his families, companions and adherents,

who had changed the world from the darkness into the brighter future.

On this occasion, the researcher wants to give her sincerest gratitude to his

beloved parents Ayah Dr. H. M. Yakub Amin, MA, Ibu Dra. Nurleli who always

gives their love, advice, understanding and financial encouragement during the

process of his research, my brothers Muhammad Habib Akbar, and Muhammad

Hafizh Zuhdy, both of my sister in-law Vahmida Putri Sari and Nita Ardiani

Gustina, my little niece Azeyna Keinaya Akbar and also all others his family

members, who always support her every time. All their financially and mentally

supports makes the researcher could finish his research.

The researcher also wants to give his thanks to some persons who have

contributed so much while this paper is in the process of research until it becomes

a complete work, they are as follows:

1. Prof. Dr. Sukron Kamil M.Ag., the Dean of Adab and Humanities Faculty,

State Islamic University Syarif Hidayatullah Jakarta;

2. Mr. Dr. H. Muhammad Farkhan, M.Pd, the Assistant of Dean of Adab and

Humanities Faculty, State Islamic University Syarif Hidayatullah Jakarta;

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3. Mr. Drs. Saefudin, M.Pd, the Head of English Letters Department and Ms.

Elve Oktafiyani, M.Hum, the Secretary of English Letters Department;

4. Mr. M. Agus Suriadi, M.Hum, the researcher’s advisor, researcher’s

thanks is for his time, guidance, kindness and contribution in correcting

and also helping her in finishing the paper.

5. The researcher friends in English Letters Department of 2013, especially

for C Class that had been accompanying the researcher for five semesters.

6. The researcher close friend, Diah Ayuningtyas. Thank you for your help,

advises and thank you for being a good listener for her.

7. Tolalatuniyah: Dian Lestari, Fariz Rahman Hakim, Diah Ayuningtyas,

Rita Maesaroh, Nurrahman Hakim, Hasna Afifah Zhafira, Ratih

Clarasanti, Efrida Yanti, Lala Aryani Farah Fawziah, Risya Maya

Hestiani, Noviarti Lestari, Tiffany Auliana. Thank you for every precious

time that we spent together. Thank you for the unlimited laughter.

8. Translation class of 2013, especially for Chaerul Anam, Fariz Rahman

Hakim, Nurrahman Hakim, Budi Nugraha, Imah Firliyah and Alvisyahrin.

Thank you for always be the place to share, thanks for the best supporting,

and thank you for being the guide for the researcher in finishing this

paperwork.

9. Alfan Faisal, Andi Arfianto, Laga Al-Ahli, thank you for the advise, spirit,

and help her for searching the source that researcher’s need.

10. KKN Nyale 2016. Thank you for the support even from a far distance.

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 11. All of the people and friends who already helped the researcher to finish

the research that cannot be mentioned one by one.

May Allah always bless them wherever they are, Aamiin. Hopefully this

research will be useful for the people who read it. Suggestion and criticism will be

accepted for the improvement of this paperwork.

Jakarta, August 14, 2018

The Researcher

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 TABLE OF CONTENTS

ABSTRACT ............................................................................................................. i

APPROVEMENT ............................................... Error! Bookmark not defined.ii

LEGALIZATION ................................................................................................. iiii

DECLARATION ................................................................................................. iiiv

ACKNOWLEDGEMENT ...................................................................................... v

CHAPTER I ............................................................................................................ 1

INTRODUCTION .................................................................................................. 1
CHAPTER II ........................................................................................................... 8

THEORITICAL DESCRIPTION ........................................................................ 8

A. Previous Research ....................................................................................... 8
B. Literary Translation ................................................................................... 10
C. Definition of Translation ........................................................................ 111
D. Process of Translation ............................................................................. 122
E. Kind of Translation ................................................................................. 144
F. The Definition of Metaphor .................................................................... 155
G. Metaphor Translation Strategies ............................................................. 188
H. Translation Strategies................................................................................ 20
I. Meaning Equivalence in Translation .......................................................... 25
CHAPTER III ....................................................................................................... 31

RESEARCH ANALYSIS ............................................................................... 331

A. Data Description ..................................................................................... 331
B. Data Analysis ............................................................................................ 33
CHAPTER IV ....................................................................................................... 47

CONCLUSIONS AND SUGGESTIONS ......................................................... 47

A. Conclusions ............................................................................................... 47

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B. Suggestions ............................................................................................... 48
BIBLIOGRAPHY………………………….……………………………......49
APPENDIX………………...….…………………………………………….53

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 CHAPTER I

INTRODUCTION

A. Background of the Study

Poetry is one of many literary works using figurative words. Poetry is

usually written to express the emotions and feelings of the author. Poetry also be

said as a manifestation of human imagination that can be obtained through the

creativity of every human being. Therefore, every human being can certainly

produce a work called poetry. According to Olila and Jantas in the Definition of

Poetry Journal (3), Poetry is any kind of verbal or written language that is

structured rhythmically and is meant to tell a story, or express any kind of emotion,

idea, or state of being. On the other hand, Horace (16) stated that “poetry is more

directly addressed to the mind: all arrive at the mind, however, only they reach it

by different means.” It can be said that poetry is a structured language directed at

the mind to express all kinds of emotions, feelings of ideas in different ways.

One of aspect that can be applied in translated the literary works is using

translation method. Translation is one way to introduce various kinds of literary

works to the world, such as poetry. Translating poetry is not as easy as translating

other texts, because translating poetry requires many adjustments such as culture

and social background between the author and the translator. Newmark (1984)

stated that a translator should know the knowledge of literally or non-literally

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textual criticism, since he has to assess the quality of a text before he decides how

to interpret and then translate it.

One of the translation strategy that often occurred in translating a poetry is

a Metaphor translation. Translating poem which has metaphorical expression from

one language to another language is not easy, because we have to know about the

background and the culture’s poem itself. Classe (2000) stated that metaphor is

transfer of the image, meaning, or quality of a phrase to another phrase. Moreover,

Newmark (104) stated that metaphor is figurative expression the transferred of

sense of a physical word, and most english phrasal verbs are potentially

metaphorical. Based on the definition above, metaphor is a style of language that

has a diversion or transferred meaning to understand one object to another object.

Translating literary works such as poetry with metaphorical expression is not easy,

because there is a diversion or different meaning found in the text of source

language (SL) and target language (TL).

Further all, the researcher wants to analyze the types and strategies of

translation metaphor in the poem, because the researcher assumed that translating

poetry that has many metaphorical expression is very important, and the researcher

found many metaphors expression in the poem entitled The Little Black Boy.

The researcher will give an example of Metaphor translation that occurred

in the poem The Little Black Boy by William Blake and its Translation “Anak Laki-

laki Kecil Hitam”, translated by Ilmu Bahasa Inggris:

1. SL: “And I am black, but O! my soul is white; (stanza 2)

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2. TL: Dan saya berkulit hitam, tapi jiwaku adalah berkulit

putih! (stanza 2)

There is a change of meaning in the example above. The stanza “my soul is

white” in the Source Language is translated to “Jiwaku adalah berkulit putih” in the

Target Language. In the SL, has a metaphor has a deep meaning. The stanza “my

soul is white” means that the soul of the boy in the poem is clean like the white boy.

Based on the example above, the researcher is interested to analyze this

poem because it contains the races between black skin and white skin people. In

addition, the poem also describes the desire of a black boy who wants to seek and

meet God because the boy wants to prove to humans especially the White ones that

person who is born as the Black ones are not as bad as people think. Beside that,

the researcher is also interested to analyze the meaning equivalence that contained

in this poem. Because each individual has it own way to translate, each translator

has different ways and strategies such as diction, but the researcher wants to prove

that there is a better translation of poetry than other poetical translation.

In the poem The Little Black Boy, the researcher analyzes the strategies

contained in the poem. The researcher finds the strategy of translation metaphor in

www.ilmubahasainggris.com. The Web is a website that contains translations of

literary text. The researcher is interested in analyzing the strategy of translation

metaphor and analyzing the meaning equivalence to contribute to more advanced

developments and to increase the knowledge of metaphors, especially the strategy

of translation metaphor, to know and to understand the strategies used to translate

a poetry. In addition, researcher also helps poet enthusiasts to better understand the
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purpose presented in the poetry, especially in poetry that uses a lot of metaphorical

language styles. Sometimes, poetry becomes very difficult for the reader to

understand. It is difficult to choose and understand the message of a poem,

especially a poem written by various metaphorical expression, because not all the

readers can understand the messages and contents of poetry using metaphorical

expressions that are implied.

Before deciding a topic, the researcher reads some literary works such as

novels, poems, and songs by searching the same theory of metaphor. First, the

researcher tried to analyze the translation strategy of the poem The Wild Swans at

Coole by William Butler Yeats, but the researcher found obstacles because some

people have already analysed the poem. Then, the researcher attempted to analyze

the translation strategy in poem entitled A Poison Tree written by William Blake,

but the researcher found difficulties because the poem did not use a metaphorical

style of language. Finally, the researcher choosed to analyze the strategy of

translation metaphor and analyze the meaning equivalence used in The Little Black

Boy by William Black poem. In this study, the researcher provides knowledge about

the translation of metaphor expressions, especially in analyzing the strategies of

metaphor translation and meaning equivalence that contained in a poem.

B. Focus of the Study

In this research, the researcher will just focus on metaphorical expressions in

The Little Black Boy poem. The researcher will analyze the translation strategy of
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metaphorical expression and then analyze the meaning equivalence which can be

applied in the poem.

C. Research Questions

Based on the background of the study, the question of this research are:

1. What does the strategies of metaphor translation use in the poem The Little

Black Boy?

2. How do the metaphor translation strategies deal with meaning equivalence

in the poem The Little Black Boy?

D. Objectives of the Study

Based on the research question above, the purposes of this research are:

1. To find out the strategies of metaphor translation that are used in the poem

The Little Black Boy.

2. To describe the application of metaphor translation strategies in The Little

Black Boy poem so the translation can deal with meaning equivalence.

E. Significance of the Study

Theoretically, the researcher wants to give a knowledge about metaphor,

mainly the strategies of the translation metaphor found in the poem. Practically, the

researcher expects to help the readers to understand the message in the poem

entitled The Little Black Boy more easily, especially the poems that has figure of

speech, such as metaphors.

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F. Research Methodology

1. Method of the Research

In this research, the researcher uses a qualitative method. The researcher

will describe the strategies of translation metaphor in the source language

to the target language contained in the poem The Little Black Boy. Besides,

the researcher also describes the meaning equivalence that used in the poem.

2. Technique of Data Analysis

The collected data will be analyzed qualitatively with these steps:

1. Determine the poem.

2. Fine out the translated of the poem The Little Black Boy.

3. Collecting the datum.

4. Analyzing the strategies translation of metaphor based on Larson’s theory

and how the strategies deal with the equivalence.

5. Drawing conclusion and suggestion.

3. Instrument of the Study

In this research, the researcher acts as research instrument for collecting the

data by read The Little Black Boy poem, reading carefully the source

language and the target language about metaphor and marking metaphorical

expressions that used in the poem.

4. Unit of Analysis

The unit of analysis of this research is the source language and target

language The Little Black Boy poem by www.poetryfoundation.org and

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translated by www.ilmubahasainggris.com by analyzing the strategies of

metaphor translation with their meaning equivalence used in the poem.

 CHAPTER II

THEORITICAL DESCRIPTION

A. Previous Research

Based on the background of study that has been explained before, there are

some previous researches that discuss about metaphor. The first previous research

from Marzieh Khedri and Muhammad Reza Falahati (2016) entitled Strategies

Used by Translators to Translate Metaphors in Hafez Poetry Based on Newmark’s

(1988) Model. The present study aimed to investigate the strategies used in

translation of metaphors in Hafez poem from Persian to English. The sample

consisted of 100 metaphors extracted that is dead metaphor, cliche metaphor, stock

metaphor, adapted metaphor, recent metaphor, and original metaphor (through

whole sampling) from 42 Qazals of Hafiz Diwan which were translated by 3

translators that is Clarck, Bicknell and Shahriari. Based on the analysis, each of the

translator had used six strategies and found the 100 metaphor using Newmark’s

theory. Most of the translators used strategies were dead metaphor, recent

metaphor, and original metaphor. Based on the result, dead metaphor is mostly

used, the second is recent metaphor and the last is original metaphor which frequent

strategy types observed. The impact of this research could be used by teachers of

translation studies especially in translation of literary texts. They could make

students acquainted with the most applicable strategies for translation of metaphor

in Hafez poems. The results could be used by Persian and English translators of

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Hafez Diwan. The results also could be used by students of translation to get ready

for practical translation activities.

The second previous research from Xuedong Shi (2014) entitled The

Strategy or Metaphor Translation: Domestication or Foreignization that found in

Theory and Practice in Language Studies Journal. This paper studied the application

of domestication and foreignization in translating metaphors. It introduces these

two translating approaches, aiming to explore their uses in the metaphor translation.

He found the result in the Newmark’s procedure, those are in the TL remaking the

same picture, remaking the SL image with known another TL image, remaking the

metaphor by simile, changing the metaphor to sense, and giving up. Besides, in the

domestication and foreignization, culture plays an important role in the translation

of metaphor. The translator should analyze the different meaning of the metaphor,

so translator selects the best words to translate the Source Language to the Target

Language and make the meaning correctly.

The third previous research is entitled Metaphors Translation Methods by

Tetyana Oliynyk, PhD (2014) found in International Journal of Applied Science

and Technology. The article deals with Peter Newmark’s theory on metaphor as a

stylistic device and the way of its translation into the Ukrainian language according

to a distinguished type. Newmark’s classification of metaphors is discussed. In this

paper, she explains the types of metaphor from Newmark’s theory such as Dead

metaphor, Metaphors – clichés, stock metaphor, adapted metaphor, recent

metaphor, and original metaphor.

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The differences could be seen on the aim of the research. The first research

was focused to investigate the strategies of metaphor that used in Hafez Poetry

based on Newmark’s model. The second research was focused on the strategy of

metaphor translation in domestication and foreignization. And the last previous

research focused on the research using by Newmark’s theory on the types of

metaphors.

However, this research focused on analyzing the strategy of metaphor

according to Larson’s theory. Then, finding the impact of those strategy to translate

the metaphor that used in the poem The Little Black Boy by William Blake.

B. Literary Translation

The literary translation consists of translating poetry, drama, novels, literary

articles and etc. In literary works, the translator who wants to translate it should

consider aesthetic aspects of the text, its beauty, style, and the external factor such

as culture. The translator should realise that the content of the language can be

different drastically.

Kazakova (2846) stated that literary translation is a covertly regulated

process marked by some difficulty, the first is the personal nature of texts under

translation (authorship). It means that sometimes the translator translates the literary

works based on their experience. The second is unspecified target audience. The

meaning about this second point is usually translators did not classifiy to whom the

translation was made up. The last is interlingual and / or intercultural inequality, it

means that the consideration of culture is needed. While Newmark said a literary
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translation generally respects good writing by taking into account the language,

structures, and content, whatever the nature of the text.

C. Definition of Translation

Translation is one way to communicate, especially in providing various

types of information. Many experts defined the translation, Newmark defines

translation as “rendering the meaning of text into another language in the way the

author intended the text.” Newmark argues that translation is an activity to divert

the meaning of a text into another language in accordance with its author. Newmark

also stated that in his opinion, translating a text should begin with a detailed analysis

of a text, such as the intention of the text and translator, its readership, attitude, to

name just a few. In addition, Newmark also considers translation as “a craft

consisting in the attempt to replace a written message and/or statement in one

language by the same message and/or statement in another language” (Newmark

7). While Nida and Taber define translation as“consists in reproducing in the

receptor language to the closest natural equivalent of the source language message,

first in terms of meaning and secondly in terms of style.” (Nida and Taber 12).

Moreover, translation is a way of relaying messages that exist in one language to

another. Nida and Taber also reveal a theory of "correctness" in translation. Nida

and Taber state that correctness must be determined by the extent to which the

average reader of the target language is intended to understand it correctly (Nida

and Taber 1). It means that the concept of corrrectness can be determined from the

extent to which the reader can understand the results of the translation text.
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According to Catford, Translation is the replacement of textual material in

one language (SL) by equivalent textual material in another language (TL) (20).

Cartford also stated that in the normal condition, the uses of ‘textual material’ is not

entirely of a SL text, but it can be replaced by TL equivalents (20).

Based on the opinions of the experts above, it can be concluded that translation

is a transfer process, involving two languages they are source language and target

language that aims to convey a message or information declared by the translator.

In addition, the purpose of translating is to help the readers, so they can easily catch

and understand the messages conveyed by the translator. But in a process of

translation, there are factors related to the context of translation. Cultural factor is

one of the things that must be considered when doing the translation process

(Rokhman 11). When translating, a translator should take into account the context

contained in the text. Cultural factors usually produce new terms that may not be

translated, because there are some English that has become an uptake word that is

also used in Indonesia.

D. Process of Translation

Translation is an activity that is done step by step. Therefore, translation is done

through several processes, as follows:

Nida and Taber provide a process of translation. Nida says that a good

translation should follow a process. There are three steps proposed by Nida and

Taber. The steps are analysis, transfer and restructure. Here are the schemes of the

three processes:
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Analysing

The first process is analysis. this is the surface structure to analyze the term

of grammatical relationships and analyzed the combinations of words. The

translator studies the contents and forms that exist in the source language.

Translators should pay attention to the relationship between meaning and word. The

aim of this process is for translators to understand the message contained in the

source language.

Transferring

The purpose of this process is to transfer word in the mind of the translator

from language A to language B. This process is done by translating all of the aspects

that involve the general and semantic, but still in the mind of the translator.

Restructuring

The last process is restructuring, which the transferred material is

restructured in order to make the final message fully acceptable for the receptor

language. The aim of this process is to find the good translation so the reader can

understand the text easily.

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E. Kind of Translation

In the translation study, kind of translation is one of the important aspect to

make the translation easy to understand. Newmark found two kinds of translation

as follows :

E.1. Semantic Translation

Semantic translation is a translation that attempts to change the contextual

meaning of a language that can be disserted with the syntax and semantic structure

of the target language (Newmark 39). Semantic translation must take more account

of the aesthetic value (that are, the beautiful and natural sounds) of the SL text,

compromising on 'meaning' where appropriate so that no assonance, word-play or

repetition jars in the final version. This kind of translation is more focused on

matching the level of the word that is tied to the culture of the source language.

E.2. Communicative Translation

Communicative translation attempts to render the exact contextual meaning

of the original in such way that both content and language are readily acceptable

and comprehensible to the readership (Newmark 39). Newmark also stated that

communicative translation being set at the readers level of language and

knowledge, is more likely to create equivalent effect than its semantic translation at

the writer's level; but a text written some hundred years ago gives the reader of the

translated text, that in modern language may have a greater impact than the original.

Communicative translation is concerned about the target language readers who do

not expect any difficulties and vagueness in the text of the translation. Instead they

expect a diversion of many source language elements into the receiving language.
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F. The Definition of Metaphor

Metaphor is a style of language used to replace an object to another object

to show a similarity. Metaphors can be seen and determined by implicit meanings,

because the meanings are contained in sentences that have other meanings. The

used of language that contain metaphorical expression commonly found in literary

works such as poetry, novel and song. Lakoff and Johnson state that metaphor is

restructuring one concept into another concept. It means that metaphor can be called

as comparison in figurative language (5).

There are many experts which talked about the metaphor. I.A. Richards is

one of the expert that discussed about metaphor. In the book entitled “Metaphor”

he stated that Metaphor is a shift, a carrying over of a word from it’s normal use to

a new use (Donoghue 1). The definition about metaphor from Richards means to

transfer a word from one piece into another. Richards also explains that metaphor

consist into two parts namely Tenor and Vehicle. Tenor is subject to explain the

specific character, while the vehicle is the character which can be borrowed to

explaining, or in other word, tenor is metaphor and the vehicle is conveying the

metaphor. Richards stated that restructuring the character from one subject to

another subject is part of metaphor and the metaphor in the poem should be

analyzed seriously.

In the book entitled The Text Book of Translation (Newmark 104), also

explains about metaphor. Newmark’s stated that metaphor transferred sense of a

physical word, the personification of an abstraction, the application of a word or

collocation to what it does not literally denote to describe one thing in terms to
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another. Based on the definition above, it can be said that metaphor is figurative

language that can convey the sense but can not show the real sense. The translator

should focused on analyze to the sense of metaphor. Newmark was found the terms

to focussing metaphors:

1. Image : the pictures that appears in metaphor, such as a ‘beery’ face and

a ‘papery’ cheek.

2. Object : what is describe or qualified as a metaphor.

3. Sense : the literal mwaning of metaphor. The similiarity or semantic area

of objects and images, usually consist of more than one sense component.

4. Metaphor : use the figurative speech, which maybe a single word, or

expand the stretch of language from collocation the entire text.

5. Metonym : an word image that can be replace the object. Metonym can

be called a cliche metaphor, recently standarised, and original. Metonym includes

Synecdoche.

6. Symbol : metonym type of a culture where the object represent the

concept.

Another expert who founded the definition of metaphor is Zoltan Kovecses.

He states that metaphor is a part of figure of speech that are compared with another

by saying that one is the other. The aim of metaphor is to explain deep emotions.

There are five most commonly accepted features for characterize the traditional

concept of metaphor :
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1. Metaphor is property of words; it is a linguistic phenomenon. The

metaphorical use of lion in “he is a lion” is characteristic of linguistic

expression.

2. Metaphor is used for some artistic and rhetorical purpose, for

instance when Shakespeare writes “all the world’s a stage.”

3. Metaphor is based on a similarity between two objects that are

compared and identified.

4. Metaphor is a mindful and thoughful use of words, so everyone

should have a capability to do it. Some of the master of metaphor is

Shakespeare and Churcill.

5. Metaphor is a figure of speech that can shows the special effects in

human communication.

Besides Zoltan Kovecses, Mildred L. Larson also give a explaining about

translating metaphor. In his book Meaning-Based of Translation, he stated that

metaphor describes the anatomy of metaphor and simile which consists of three

parts, namely the topic, image, and point of similarity (Larson 1984). Metaphor is

always be a problem that have to be solved by the translators, it is because metaphor

cannot be translated literally and has a high level of difficulty in the process.

According Larson (17) there are some reasons why it is difficult to translate

metaphor and why it cannot be translated literally, those are:

1. The image used in the metaphor is not recognized in the target language.

2. The topic of the metaphor is not clearly explained.

3. The point of similarity is implicit and difficult to be recognized.

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4. The point of similarity can be interpreted differently depend on the

culture.

5. There is no comparison for the metaphor in the target language as their

existences in the source language.

6. Every language has their differences in the frequency of using metaphor

and also the difference in the way they are created.

Remembering that the main purpose of translation is to re-express the content

and the message from the source language to the target language in terms of

meaning and style to gain a qualified translation, it is important to not only

have a deep understanding about the two languages used but also the

understanding of cultural contexts of those languages involved.

G. Metaphor Translation Strategies

In translating metaphor, it is important to look at the point of similarity between

the languages involved in the translation process. Larson (1984: 276) gave an

example in the sentence “He is a sheep”. In several cultures this sentence has

different meaning based on its local cultural context. It can be translated as a person

who just follows without thinking or in other culture that sentence is translated as a

young fellow waiting for girls to follow him, and many more. To overcome this

phenomena, Larson proposed five strategies to translate metaphor. Those are (qtd.

in Widiyantari 64):

a. The metaphor is maintained. This method is used when the metaphor looks

clear and natural for the readers. This also can be used in metaphor, the image

can be understandable in the target language.

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example : “Via’s home is like a prison” is translated in Indonesian become

‘rumah Via seperti penjara’ (Via does not feel free when she live in her home).

b. The metaphor can be translated as simile by adding some words such as like,

as if, resemble and so on. Besides, this method is used to hold the image.

example : Your brain is a computer translated in Indonesian into ‘otak mu

seperti komputer’ (your brain is like a computer).

c. The metaphor of the source language is transferred to the metaphor in the

target language that has the same meaning. This is used to make the metaphor

more understandable and fit the target language since in the target language

there is a metaphor that has the same meaning although it has a different image.

example : A tree is known by its fruit is translated in Indonesian becomes

‘seseorang dinilai dari karyanya.’

d. The metaphor will be maintained by explaining the meaning or adding the

topic of the talk or the point of similarity. Besides that, this method is used to

keep the message of the metaphor but it is given the explanation to make the

message clearer.

Example : In Indonesia, you are my sunshine is translated into engkaulah

matahariku. It means that sunlight can illuminate the universe, and a person can

be the light of life for others.

e. The meaning of the metaphor is explained without using its metaphorical

image, and also this strategies is used when there is no equivalent metahpro in

the target language and it does not fit in the target language.
 20

Example : Andrew is a chicken. The word ‘chicken’ is translated in Indonesian

into ‘pengecut’ (mudah ditakut-takuti).

H. Translation Strategies

In this part, the researcher found some terms from the expert about the

"translation strategies". Newmark (1998) named it as a procedure, Hoed (2006)

named it as technique, Vinay and Darbelnet (2000) and Baker (1992) named it as

Strategies. Basically, the strategies, procedure, and method have the same purpose

that is to achieve the equivalence in the translation. For example, the strategy of

translation called deletion of Newmark is similar to the method of Translation by

omission by Mona Baker.

In this research, the researcher will use the translation strategies of Mona Baker

as a supporting indicator to do this research. Mona Baker (26) gives the strategies

of translation as follows:

1. Translation by a More General Word (superordinate)

This is one of the commonest strategies for dealing with many types of non-

equivalence, particularly in the area of propositional meaning. According to Baker,

this strategy is easy to apply in SL to the TL.

Example:

SL: You carries the bag

TL: Kamu menjinjing tas itu

Based on the example above, the sentence shows the use of a general word

(superordinate) to resolve the lack of specificity in the target language (TL)

compared to the source language (SL).

 21

2. Translation by Less Expressive Word

The translation by less expressive word is a strategy that aims to avoid

conveying the wrong expressive meaning of Source Language to the Target

Language. In this strategy, the translator tries to replace these some expressive

words into other words, which have less expressive meaning or more formal words,

although sometimes this strategy can make the expressive meaning of the word lost

in translation (Baker 28)

Example :

SL : He strongly believes with you

TL : Aku terlalu percaya denganmu

The phrase ‘strongly believe' is used by Australians to show a strong feeling

of the speaker. The speaker expresses to emphasize his feeling. The translator uses

the strategy to translate the phrase ‘strongly believe' by more neutral/less expressive

words/phrases ‘too believe’ or ‘terlalu percaya’. But the translation makes the

expressive meaning the wors as ‘strongly believe’.

3. Translation by Cultural Substitution

This strategy involves replacing a culture-specific item or expression with

a target-language item which does not have the same propositional meaning but is

likely to have a similar impact on the target reader. The main advantage of using

this strategy is that it gives the reader a concept with which she can identify,

something familiar and appealing (Baker 31).

Example :

SL : she's celebrating the valentine's day

 22

TL : dia merayakan hari kasih sayang

Valentine's day is celebrated regularly in the United States and Western.

Because Indonesian people do not recognize the term of Valentine's day, the

translator tries to find another term to replace the Valentines day. The cultural

substitution method is the best choice to answer this matter by finding another

activity in Indonesian culture that is similar to Valentine's day in the United States

and Western that is ‘hari kasih sayang'.

4. Translation Using a Loan Word or Loan Word with Explanation

In this strategy, the loanword with an explanation is very useful when the word in

question is repeated several times in the text. Once explained, the loanword can be

used on its own, the reader can understand it and is not distracted by further lengthy

explanations, so the reader easy to understand (Baker 34).

Example :

SL : Jane loved a rap song.

TL: Jane menyukai lagu rap.

The word ‘rap’ is used as a loan word in the Indonesian language usually

used a slang word in the music world. it is used does not mean there is no

equivalence in Indonesian but because this word sounds more modern.

5. Translation by Paraphrase Using Related Words

Translation by Paraphrase Using Related Word is used when the concept

expressed by the source item is lexicalized in the target language but in a different

form (Baker 37). The paraphrase happens when the translator tries to translate some

kinds of words, such as proverbs, idioms, and cultural items. In this strategy, the
 23

translator is able to find the equivalence replacement in the target language but did

not change the meaning of the source language.

Example :

SL : Look! There are so many dead woods in the forest

TL : Lihat! Disana ada banyak kayu mati di hutan.

Based on the example above, the translator should paraphrase the words, therefore,

the readers can catch the meaning easily.

6. Translation by Paraphrase Using Unrelated Word

In this kind of strategy, it can be used while the concept expressed by the

source item is not lexicalized in the target language. The paraphrase may be based

on modifying a superordinate on unpacking the meaning of the source item. The

advantage of this strategy is that it achieves a high level of precision in specifying

proportional meaning (Baker 40)

Example :

SL : I don’t give a fuck!

TL : Aku tidak perduli!

Based on the example above, it can be seen a sentence "I don't give a fuck!"

which is a bad sentence if the translator translates it directly without giving more

attention to the context. For translating the words more easily, the translator can use

this strategy to modify the sentence as they want to be a better sentence in the target

language.

7. Translation by omission
 24

This strategy may sound drastic, but it does not harm to omit to translate a word or

expression in some contexts. If the meaning conveyed by a particular item or

expression is not relatable enough to the development of the text and not distract

the readers about the explanation, the translator can and often do simply omit the

word or expression in question (Baker 40)

Example :

SL : That is the ugliest fucking shoes I’ve ever seen.

TL : itu sepatu terburuk yang pernah ada.

Omitting the Fucking is done by the translator because it is a rude word and

unacceptable. By omitting the word, the translator assumes that the word is not

relatable in the sentence. Without translating the fucking word, the reader still

catches or understand the meaning of the sentence.

8. Translation by Illustration

This is the useful option if the word which lacks an equivalent in the target

language refers to a physical entity which can be illustrated, particularly if there are

restrictions on space and if the text has to remain short, concise, and to the point

(Baker 42). By the choose this strategy, the translator can make it aesthetically. If

it is translated by paraphrase, the text will be not interesting.

Example :

SL : Put fruits on the table

TL : Letakkan buah di atas meja.

From the example above, the equivalent item refers to a physical entity which can

be illustrated, particularly in order to avoid over explanation.

 25

I. Meaning Equivalence in Translation

In the translation studies, equivalence is the one of an important thing to

make a good translation especially in the term of meaning equivalence. Equivalence

consists of the concept of sameness and similarity; it has the same or a similar effect

or meaning in translation. Base on Oxford dictionary equivalence is equal or

interchangeable in value, quantity, significance, etc. Vinay and Darbelnet as cited

in Munday stated that "equivalence refers to cases where languages describe the

same situation by different stylistic or structural means"(58). Catford said that the

central problem of translation is that of defining the nature and condition of

translation equivalence (21). For aiming the meaning equivalence, there are some

experts to explain the meaning equivalence.

Nida and Taber divided the meaning of equivalence into two types. They

are formal correspondence and dynamic equivalence. Formal correspondence

'focuses attention on the message itself, in both form and content', Nida and Taber

themselves assert that 'Typically, formal correspondence distorts the grammatical

and stylistic patterns of the target language, and hence distorts the message, so as

to cause the target to misunderstand (Nida and Taber 201).

It is different with formal correspondence, dynamic equivalence is defined

as a translation principle according to which a translator seeks to translate the

meaning of the original in such a way that the TL wording will trigger the same

impact on the TC audience as the original wording did upon the ST audience. They

argue that 'Frequently, the form of the original text is changed; but as long as the

change follows the rules of back transformation in the source language, of

 26

contextual consistency in the transfer, and of transformation in the receptor

language, the message is preserved and the translation is faithful' (Nida and Taber

200).

On the other hand in the Translation Journal entitled Equivalence in

Translation: Between Myth and Reality (Leonardi 2000), Baker offers some more

detailed list the term of meaning equivalence. She distinguishes meaning

equivalence into some levels (equivalence that can appear at word level and above

word level, grammatical equivalence, textual equivalence, and pragmatic

equivalence).

I.1. Equivalence That Can Appear at Word Level and Above Word Level

When translating from one language into another. Baker acknowledges that, in a

bottom-up approach to translation, equivalence at word level is the first element to

be taken into consideration by the translator. In fact, when starting a translation, the

translator analyzes the ST words as single units in order to find a correct 'equivalent'

term in the TL. Baker gives a definition of the term word since it should be

remembered that a single word can sometimes be assigned different meanings in

different languages and might be regarded as being a more complex unit or

morpheme. This means that the translator should pay attention to a number of

factors when considering a single word, such as number, gender, and tense.

I.2. Grammatical equivalence

When referring to the diversity of grammatical categories across languages.

She notes that grammatical rules may vary across languages and this makes some

problems in terms of finding a direct correspondence in the TL. In fact, she claims
 27

that different grammatical structures in the SL and TL may cause many changes in

the way the information or message is carried across. These changes may induce

the translator either to add or to omit information in the TT because of the lack of

particular grammatical devices in the TL itself. Amongst these grammatical devices

which might cause problems in translation Baker focuses on the number, tense and

aspects, voice, person and gender.

I.3. Textual equivalence

When referring to the equivalence between an SL text and a TL text in terms

of information and cohesion. The texture is a very important feature in translation

since it provides useful guidelines for the comprehension and analysis of the ST

which can help the translator in his or her attempt to produce a cohesive and

coherent text for the TC audience in a specific context. The translator can decide

whether or not to maintain the cohesive ties as well as the coherence of the SL text.

They can make a decision and will be guided by three main factors, that is, the target

audience, the purpose of the translation and the text type.

I.4. Pragmatic equivalence

When referring to implicatures and strategies of avoidance during the

translation process. Implicature is not about what is explicitly said but what is

implied. Therefore, the translator needs to work out implied meanings in translation

in order to get the ST message across. The role of the translator is to recreate the

author's intention in another culture in such a way that enables the TC reader to

understand it clearly.
 28

Unlike two theories above, Koller divided meaning equivalence into five

types of meaning equivalence. He comes up with the following five “frames of

reference” (qtd House 25).

1. Denotative Equivalence

Denotative equivalence is the concept of equivalence, which relates or

orients to the extralinguistic referents. Koller explained that this equivalence

achieves when words in the SL and TL refer to the same entity (Chan 56).

Equivalence on this type usually appears in text such as user guides for it refers

back to the reader is learning to use (Byrne 26).

2. Connotative Equivalence

Connotative equivalence is the concept of equivalence that relates with

connotations transferred through the specific means of the verbalizations present in

the text. Moreover, Koller divided into language level (elevated, poetic, formal,

familiar, colloquial, slang, vulgar), sociolect (the ‘jargon’ of different social groups

such as soldiers, students, etc.), dialect (the language of particular region), medium

(written versus spoken word), style (old-fashioned, trendy, euphemistic, etc.),

frequency (common versus rare words), domain (normal, scientific, technical),

value (positive versus negative) and emotional tone (neutral, cold, warm, etc.)

(Fawcett 53). Lexical choices, especially between near-synonyms is related to this

equivalence (Munday 75). In short, Koller stated that this equivalence was a kind

of translation equivalence when words in TL and SL trigger similar associations in

speakers’ mind of the two languages (Chan 41).

 29

3. Text-normative Equivalence

Text normative equivalence is a type of equivalence that relates to the

certain text, the linguistic and textual norms of usage that characterize a particular

text. This equivalence usually appears in texts like patents, legal documents,

business letters etc. It may also come up with the use of the second person to address

the readers of user guides or the use of passive constructions to describe

experiments in scholarly journals (Byrne 27). In brief, Koller explained that this

equivalence achieves when words in SL and TL are used in similar contexts (qt. in

Chan 234).

4. Pragmatic Equivalence

Pragmatic Equivalence is a type of equivalence that relates to the target

audience. This equivalence considers for whom the translation is "specially

designed", so the translation can fulfill its communicative function.

5. Formal-aesthetic Equivalence

Formal-aesthetic equivalence is the concept of equivalence that relates to

the characteristics of the source language such as certain aesthetic, formal and

idiosyncratic characteristics of the source language. Moreover, this equivalence

also relates to wordplays and the individual stylistic features of the source language

(Munday 75).

In brief, from the explanations above, in this research, the researcher will

try to analyze the collected data by using Werner Koller’s meaning equivalence

theory to define the meaning equivalence of the translation whether the translation

achieves meaning equivalence or not because his theory has suitable types of
 30

meaning equivalence for this research such as connotation and pragmatic

equivalence since metaphor expression sometimes refers to something different

from its direct lexical meaning.

 31

CHAPTER III

RESEARCH ANALYSIS

A. Data Description

In the data description, the researcher tabulates the data which are taken

from the poem entitled The Little Black Boy by William Blake and its Indonesian

Translation Anak Laki-laki Hitam by Ilmu Bahasa Inggris.com. The researcher

analyzes the metaphor expressions that occurred in the poem, the strategy of

metaphor in the TL, and also analyze the meaning equivalence that are used in the

data. The table list consists of carefully selected data from the research subject, and

arranged to suit the research question. Below is the tabulated data list:

Table 3.1. Data Description

NO. Source Language Target Language Strategies

1. My soul is white Jiwaku adalah The metaphor
berkulit putih maintained by explain
the meaning
2. White as an angel is Putih sebagai The metaphor
the english child malaikat adalah anak maintained by explain
Inggris the meaning
3. But I’m black as if Saya berkulit hitam Metaphor translated as
bereav’d of light seoleh berduka simile
cahaya
4. And pointing to the Dan menunjuk ke The metaphor
east Timur maintained by explain
the meaning
 32

5. There God does live Ada Tuhan yang The metaphor

sedang melakukan maintained by explain
sesuatu the meaning
6. And gives his light, Dan memberikan The metaphor is
and gives his heat cahaya-Nya, dan maintained
away memberikan panas-
Nya pergi
7. And flowers, and Dan bunga-bunga, The metaphor is
trees and beasts and dan pohon-pohon, maintained
men receive dan binatang dan
laki-laki menerima
8. And we are put on Dan kami diletakkan The metaphor
earth a little space di bumi yang sedikit maintained by explain
ruang the meaning
9. That we may learn to Bahwa kita dapat The metaphor kept and
bear the beams of belajar untuk explain the meaning
love menanggung sinar
cinta
10. Is but a cloud, and Hanyalah awan, dan Metaphor translated as
like a shady grove seperti sebuah kebun simile
yang teduh
11. And round my golden Dan melengkapi The metaphor
tent like lambs tenda emas saya maintained by explain
rejoice seperti anak domba the meaning
yang bersukacita
12. And thus I say to Dan dengan demikian The metaphor is
little English boy saya katakan kepada maintained
anak laki-laki Inggris
yang identik dengan
kulit putih
13. When I from black Ketika aku dari Metaphor translated as
and he from white hitam, dan dia dari simile
cloud free putih seperti awan
14. And round the tent of Dan melengkapi The metaphor
God like lambs we tenda Tuhan seperti maintained by explain
joy anak domba yang the meaning
bersukacita
 33

15. To lean in joy upon Untuk bersandar The metaphor

our fathers knee dalam sukacita atas maintained by explain
lutut Bapa kita the meaning
16. And then I’ll stand Lalu aku akan berdiri The metaphor
and stroke his silver dan patahkan rambut maintained by explain
hair peraknya the meaning

B. Data Analysis

From the tabulated data above, the researcher will analyze and classify the

metaphor by categorizing its strategy based on their function and describe the

meaning. Moreover, the researcher then analyzes the strategies deal with the

meaning equivalences. To get further description of analysis, the researcher tries to

illustrate the data as follows:

Datum 1

SL: My soul is white.

TL: Jiwaku adalah berkulit putih.

In the poem, the character of the boy in the poem which is not mentioned

his name talked to himself even he has black skin as he said in the first stanza. He

has the white of soul. He said "my soul is white" which is translated in Indonesian

into ‘Jiwaku adalah putih.' The strategy of metaphor above is considered as

metaphor maintained by explain the meaning because the phrase "my soul is

white" is explained by the translation that it becomes ‘jiwaku adalah putih’. The

meaning of soul is white is he wants to tell to others especially to the English boy

even he has black skin, he has a pure heart. He emphasizes that even though his
 34

skin is black, his soul is different from his skin. He also thought about that because

the black skin often got racism from the white skin or English boy.

The strategy used above was not dealing with the translation above. The

meaning equivalence used in this datum is connotative equivalence because the

phrase ‘my soul is white' is triggered similar. But the SL is not suitable as ‘Jiwaku

adalah putih’, the researcher considers the phrase to be ‘Jiwaku suci’ in order to

make the reader understand.

Datum 2

SL: White as an angel is the English child.

TL: Putih sebagai malaikat adalah anak Inggris.

In the datum above, through the character of the boy tells himself that an

English boy has the white skin as an angel. The strategy of metaphor above is

categorized as a metaphor maintained by explain the meaning, because the usage

of the expression white as an angel to describe the English child who has a white

skin and it looks pure and perfect, so it is needed to understand the context of the

sentence in order the strategy of metaphor can be understood.

The meaning equivalence in this data uses Formal aesthetic equivalence

because the data has an analogy from the SL and TL.

Datum 3

SL: But I’m black as if bereav’d of light.

TL: Tetapi saya berkulit hitam seolah berduka cahaya.

 35

The strategy of metaphor above is metaphor translated as simile because,

in the data, it can be seen clearly that it used the word "as" when translated as a

simile. The word "as" is translated into "seolah" in the phrase ‘but I'm black as if

bereav'd of light' and its translation "tetapi saya berkulit hitam seolah berduka

cahaya". The boy is comparing himself to an English boy, he said that an English

boy has white skin as an angel while he has a black skin which is dark and bereav’d

of the light.

The researcher analyzes the meaning equivalence used in this datum is

pragmatic equivalence because the translator uses the daily word in order to make

the audience easily to understand the meaning of the TL. Beside that, the meaning

that the writer wants to convey has been translated well by the translator.

Datum 4

SL: And pointing to the East.

TL: Dan menunjuk ke Timur.

In the sentence above, the character of the mother which is not mentioned

her named took his child on her lap and kissed the boy while pointing to the East.

The strategy of metaphor that used in this stanza is metaphor maintained by

explain the meaning, because the phrase of ‘pointing to the East’ has a hidden

meaning, so the reader should understand about the meaning of the phrase itself.

The phrase ‘pointing to the East’ means that his mother wanted to tell his son that

in the East is the place where the sun is rising and illuminate the world. And also,
 36

the mother wants to tell his son that they are not alone, they always have God in

their life. By pointing the East, his mother believes that God does live with them.

In this case, the meaning equivalence in this data uses Denotative

Equivalence, because the SL and the TL are exactly the same in the real world. The

reader can point to the East same as the character's do. Based on the Google

Translate Website, the word ‘Pointing' translated into Indonesian as ‘Menunjuk' and

the word ‘East' translated into Indonesian as Timur. So it has the same meaning in

the SL and the TL.

Datum 5

SL: There God does live.

TL: Ada Tuhan yang sedang melakukan sesuatu.

The context of metaphor expression above is that the character of the mother

said ‘there God does live' which means God gave everything for their life. God gave

his light from the rising sun which they can enjoy, and also from where the sun

provides light and heat to the creatures of the world. the strategy of metaphor that

used in this data is metaphor maintained by explain the meaning because the

data should be understandable in order to make the message clearer. Based on the

data, there are so many explanations about the phrase. In this data, there is a

correlation between datum 4 and datum 5. In datum 4 the phrase ‘and pointing to

the east' is refer to the ‘God' phrase in datum 5 where the phrase ‘there God does

live' means God gave them a life. God gave their life to enjoy the rising sun, the

lights and the warmth from it.

 37

The meaning equivalence that uses in this datum is Pragmatic equivalence

because of the TL more understandable than SL. In the google translate, the word

‘live' translated to Indonesian as ‘hidup', but it's not suitable if it translated as hidup

because it makes the ambiguity of the meaning. So the translator changed the word

‘live' as ‘sesuatu', it is more understandable to read and understand. And also the

translator refers to the previous phrase ‘look on the rising star', which means that

God does something live.

Datum 6

SL: And gives his light, and gives his heat away.

TL: Dan memberikan cahaya-Nya, dan memberikan panas-Nya pergi.

The context of metaphor expression above is that the character of mother

still talked to her son, when she said ‘there God does live' in the datum 5, it has a

deep meaning that the phrase ‘and give his light, and gives his heat away' is refers

to ‘God does live'. Light and heat come from the sun and created by God. The

strategy of metaphor that the translator uses in this datum is the metaphor is

maintained because the image in the Target language is easy to understand, besides

that, it has same structure between SL and TL. In this datum, it has a correlation

with the datum 5. It can be seen that the phrase ‘God does live' (datum 5) means

God gives his light and gives his heat away (datum 6).

The meaning equivalence that issued in this datum is Formal aesthetic

equivalence because it is related to the characteristic of the source language

although the meaning is not suitable in the target language. But in the second

sentence, the phrase ‘memberikan panas-Nya pergi' is not equivalence because it is

 38

too literal. So the researcher suggests into ‘memancarkan kehangatan-Nya' in the

TL. it is more suitable and easy to understand.

Datum 7

SL: And flowers, and trees and beasts and men receive.

TL: Dan bunga-bunga, pohon-pohon, dan binatang dan laki-laki menerima

The context of metaphor expression above still about the mother which

talked to her son and it is related to datum 4, 5, and 6. In this datum 7, the phrase

refers to datum 6 because it is described to whom the heat is given. A mother talked

to her son that flowers, trees, beats, and men also receive the light and heat from

God. The strategy of metaphor that uses in this datum is a metaphor is maintained

because the image is clearer to understand that flowers, trees, beasts, and men

receive the light and heat from God which is related to datum 5 and 6. (same

meaning)

The meaning equivalence that uses in this datum is formal aesthetic

equivalence because it follows the structure in the SL although the meaning is not

suitable in the TL. It can be seen based on the datum above, the meaning does not

have the equivalence and it can make the reader does not understand the meaning.

In the word ‘receive', the translator translated it into ‘menerima'. Based on the

Google Translate Website, the word ‘receive' can be translated as ‘mendapatkan,

menyambut, memperoleh.' So, the researcher suggests the word ‘menerima' written

to be ‘menyambut', it is easier to understand for the reader.

 39

Datum 8

SL: And we are put on earth a little space.

TL: Dan kami diletakkan di bumi yang sedikit ruang.

The context of metaphor expression above is the word ‘we' is referring to

‘mother and son'. They assume that when they are being a slave for the white skin,

they live in the limited space and it makes them can not doing everything as they

want. The strategy of metaphor that uses in this datum is metaphor maintained by

explain the meaning, it can be seen that the phrase ‘put on earth a little space' need

an explanation that they are made an analogy about their life. The phrase ‘put on

earth a little space' means that they are cannot live freely, they can not doing

anything as they want.

Meaning equivalence that uses in this datum is Denotative equivalence

because it referred to the same thing in SL and TL. This datum is not equivalence

because the phrase ‘a little space' is translated becomes ‘yang sedikit ruang' is too

literal. The researcher suggests the phrase ‘a little space' translated as ‘sempit.' In

the Kamus Besar Bahasa Indonesia (KBBI), the word ‘sempit' means ‘kurang dari

ukuran luas (besar) yang diperlukan’ or less than the size needed.

Datum 9

SL: That we may learn to bear the beams of love.

TL: Bahwa kita dapat belajar untuk menanggung sinar cinta

 40

In this datum, it has a correlation with datum 8. A mother spoke to his son

although they are in the little space, they still felt a beam of love from God.

Metaphor maintained by explain the meaning is the strategy that used in this

datum. The phrase ‘to bear the beams of love' needs an explanation in order to make

the message clearer. The meaning of the phrase ‘to bear the beams of love' is mother

and son can bear a big ray of love, they deserve to get a love and illumination of

God. It makes them realize that they are not alone because of God always with

them.

The meaning equivalence that applied in this datum is a formal aesthetic

equivalence. Koller (1979) stated that the equivalence relating to the form and

aesthetics of the text. It is related to structures of the SL, while the meaning is not

appropriate in the TL. It can be proved the phrase ‘to bear the beams of love' looks

does not fit as translated ‘menanggung sinar cinta', it is hard to make the reader

understand. In the Kamus Besar Bahasa Indonesia (KBBI), the word ‘menanggung'

is more suitable in a suffering condition. So the researcher considers being written

‘menanggung' into ‘menerima.'

Datum 10

SL: Is but a cloud, and like a shady grove.

TL: Hanyalah awan, dan seperti sebuah kebun yang teduh.

In the poem, the little black boy made an analogy for his skin. He thought

his skin like a cloud that will disappear when his soul meets God in heaven. The

strategy of metaphor that uses in this datum is metaphor translated as a simile.

 41

Larson (1984) stated that metaphor can be translated as simile by adding some word

such as like if etc in order to hold the image. It can be seen that there are using

‘like' which translated ‘seperti.' It can make the reader understand that the cloud

gives a shade for them like a grove.

After analyzing the strategy of metaphor, the researcher analyses the

meaning equivalence that uses in this datum. The meaning equivalence that used in

this datum is a pragmatic equivalence. This equivalence is related to the audience,

so the reader should understand the meaning of the poem.

Datum 11

SL: And round my golden tent like lambs rejoice.

TL: Dan melengkapi tenda emas saya seperti anak domba yang bersuka cita.

In the fifth stanza, there is just one metaphor but it is related to another

stanza. The mother continues speaking to her little black boy. She tells the black

boy that the bodies of the blacks, like the mother and the son, become accustomed

to tolerating the heat of the sun. The strategy that uses in this datum is metaphor

maintained by explain the meaning. Larson (1984) stated that this kind of

metaphor explaining the meaning of adding the topic of the talk in order to make

the message clearer. In their country, a golden tent is a Tabernacle of the Lord.

Based on Wikipedia, Tabernacle is a fixed, locked box in which, in some Christian

churches, the Eucharist is "reserved" (stored). A less obvious container for the same

purpose, set into a wall, is called an aumbry. So, the meaning of the golden tent in

this poem is to move about happily round the golden tent (Tabernacle of the Lord)
 42

like happy lambs. Here in this stanza, the body is seen as a garment of the soul to

be worn on earth. Once the child is spiritually prepared to face the brilliance of

heaven this material protection is no longer necessary.

The meaning equivalence in this datum is a connotative equivalence.

Koller stated that this equivalence was a kind of translation equivalence when the

words in the TL and SL trigger similar associations in speakers mind of the two

languages. It can be seen that ‘golden tent’ is translated as a figurative speech. But,

the word ‘round’ translated becomes ‘melengkapi’ seems not equivalence. In the

Merriam Webster Dictionary, the word ‘round’ is having every part of the surface

or circumference equidistant from the center, another source from Google Translate

Website, the word ‘round’ means ‘mengelilingi, mengitari’. So the researcher

considers to be written ‘mengelilingi’, it is more suitable and easy to understand.

Datum 12

SL: And thus I say to little English boy.

TL: Dan dengan demikian saya katakan kepada anak laki-laki Inggris yang

identik dengan kulit putih.

The context of metaphor expression above is that the little black boy starts

saying to the little English (white) boy in the following way. The strategy that uses

in this datum is the metaphor is maintained. This method is used when the

metaphor looks clearer and natural for the reader, so the image can be

understandable in the TL. It can be seen that the phrase ‘English boy' translated as
 43

‘anak laki-laki inggris yang berkulit putih' in order to make the image clearer where

are the words to refers.

The meaning equivalence that is used in this datum is pragmatic

equivalence because this method is related to the target audience, so the translation

can fulfill its communicative function. In the TL, it made clearer so the reader or

the audience can understand.

Datum 13

SL: When I from black and he from white cloud free.

TL: Ketika aku dari hitam, dan dia dari putih seperti awan.

The metaphor expression above is related to the datum 12. The black boy

tells to an English boy, he says that when the black boy and the white boy become

free from black skin and white skin, they, like lambs (flocks), will play around the

tent of God merrily. The strategy of metaphor that is used in this datum is metaphor

translated as a simile. It can be seen that the poem made an analogy that an English

boy has white skin like a cloud.

The meaning equivalence that is applied in this datum is denotative

equivalence, that achieves when words in the SL and TL refer to the same entity.

It can be seen that SL and TL referring the same meaning.

Datum 14

SL: And round the tent of God like lambs we joy.

TL: Dan melengkapi tenda Tuhan seperti anak domba yang bersukacita.
 44

The context of the poem above has the correlation with the datum 13. In the

datum 13 has been explained that a little black boy tells English boy about a

freedom. And they celebrate with round the tent of God (Tabernacle of the Lord)

like a lamb. The strategy that uses in this datum is metaphor maintained by

explain the meaning. It can be seen that the phrase ‘tent of God' needs an

explanation. It has the same meaning with the datum 11. The meaning of ‘Golden

tent' or ‘tent of God' has the same thing it is Tabernacle. Based on the Wikipedia,

Tabernacle is a fixed, locked box in which, in some Christian churches, the

Eucharist is "reserved" (stored). A less obvious container for the same purpose, set

into a wall, is called an aumbry. So, when the black boy tells about a freedom to

English boy, they feel happy and celebrate with round the tent of God (Tabernacle

of the Lord).

After analyzing the strategy of metaphor, the researcher also analyses the

meaning of equivalence about this poem. the meaning equivalence that uses in this

datum is a connotative equivalence. Koller stated that the SL and the TL trigger

similar in speakers mind of the two languages. It can be seen that the ‘tent of God’

is a translated as a figurative language that translated becomes ‘tenda Tuhan.’

Datum 15

SL: To lean and joy upon our father's knee.

TL: Untuk bersandar dalam sukacita atas lutut bapa kita.

Before the researcher analyses the datum above, there is the phrase that

relates to this datum. The phrase is ‘I'll shade him from the heat until he can bear.'
 45

It is not a metaphorical expression so the researcher did not put it into the data, but

it has a correlation in the datum 15. The phrase ‘I'll shade him from the heat till he

can bear' is translated becomes ‘aku akan menaungi dia dari panas sampai ia dapat

menanggung', and then continued by the phrase ‘to lean and joy upon our fathers

knee' which translated to Indonesian becomes ‘Untuk bersandar dalam sukacita atas

lutut Bapa kita.' Both of the translation has a correlation. The strategy of metaphor

that uses in this datum is metaphor maintained by explain the meaning. As the

researcher explained above, the datum 15 need an explanation in order to make the

message clearer. The little black boy tells to English boy that he will protect the

English boy from the heat with his skin, his clothes until the English boy receive

the light from God, so the English boy learns to bear the beams of love.

The meaning equivalence that used in this datum is connotative

equivalence because the words in the SL and TL trigger similar in speakers mind

of the two languages. But the word ‘knee' which translated as ‘lutut' is not

equivalence because it is too literal and out of the context. The word ‘knee' can be

translated as ‘lindungan', it can refer to the context that a little black boy and English

boy need to lean and they need God to protect them. The TL is not suitable as ‘untuk

bersandar dalam sukacita atas lutut Bapa kita' because it is difficult to understand,

so the researcher suggested to be ‘untuk bersandar pada lutut Bapa kita dalam

sukacita.'
 46

Datum 16

SL: And then I’ll stand and stroke his silver hair.

TL: Lalu aku berdiri dan patahkan rambut peraknya.

The stanza above is the last datum in the poem. The word ‘I' refers to the

black boy which is talked to the English boy. The black boy proposes to shade the

English boy from the heat. He will lovingly caress his silver hair. The strategy of

metaphor that uses in this datum is metaphor maintained by explain the meaning.

Larson (1984) stated that this method is used to keep the message of the metaphor

and it is given the explanation to make the message clearer. It can be seen that the

phrase ‘stroke his silver hair'needs an explanation.

The meaning equivalence that applied in this datum is connotative

equivalence because the words in the SL and TL trigger similar in speakers mind

of the two languages. The researcher analyzes that there is a correlation with the

strategy of metaphor. the phrase ‘stroke his silver hair' means that the black boy

caresses his silver hair. It has a different meaning that used in the TL. In the

Merriam Webster dictionary, the word ‘stroke' means to rub gently in one direction.

In this case, the word ‘stroke' is appropriate to translate as ‘membelai', not

‘patahkan', because based on the context is about hair, not something or hard stuff.

So the researcher suggests to translate ‘stroke his silver hair' to be ‘membelai

rambutnya yang putih.'

 CHAPTER IV

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

After analyzed 16 data in The Little Black Boy poem, the researcher found

five types strategies of the metaphor translation in the SL. Metaphor will be

maintained by explaining the meaning and metaphor can be translated as

simile were the most used metaphor types. It was reasonable because metaphor is

a kind of figure of speech who needs an explanation in order to make the reader

easy to understand the message which contains in the poem.

Besides analyzed the strategy of metaphor translation, the researcher also

analyzed the meaning equivalence that contained in The Little Black Boy poem.

There are just found of five meaning equivalence categories based on Werner Koller

that was dealt with the translation. Connotative equivalence appeared as the most

dealt meaning equivalence category, because translating a poem many figurative of

speech and it is need an explanation in order to make the reader understand the

message in the poem. But there are some unsuitable translations between SL and

TL because it can make the ambiguity of the meaning and also the reader difficult

to catch the message in the poem. There are which has the unsuitable meaning in

the data 1, 6, 7, 8, 9, 11, 15, 16. There are some meaning which has not the

equivalence. So the researcher made an another meaning suggestion to make the

reder easy to understand.

47
 48

B. Suggestions

After conducting the research of The Strategy of Metaphor Translation in

the poem ‘the little black boy’ by William Blake, the researcher would like to give

some suggestions that might be useful as follows:

1. For the translator, who wants to translate a poem, especially the ones that

consists many metaphor expressions, should give more intention to the

meaning of metaphors and pay attention to strategy that used to translate

certain metaphor. It is aimed at getting the understandable meaning that

content some information and to achieve the successful meaning

transference from the author of the poem to the SL readers.

2. For the students of English Language and Literature Department, the

researcher suggest for the other students to be careful in analyzing

translation strategy and the meaning equivalence in the poem, novel or

another literary works.

3. For other researchers, the researcher suggests to have a more understanding

and deeper knowledge about the metaphor theories in translation in order to

make a deeper analysis about metaphor translation strategy.

 49

BIBLIOGRAPHY

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Translate Metaphors in Hafez Poetry Based on Newmark’s (1988) Model.
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Language Teaching and Learning, Literature, Translation and Linguistics.
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Kovecses, Zoltan. “Preface.” Preface. Metaphor. Oxford Unity Press, 2010. IX.
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York: Routledge, 2016. E-Book. (accessed 2 January 2018)

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2018.
 52

APPENDIX

These appendix are taken from internet on the web

Blake's first plate of The Little Black Boy

"The Little Black Boy" is a poem by William Blake included in Songs of

Innocence in 1789. It was published during a time when slavery was still legal and
the campaign for the abolition of slavery was still young. He Little Black Boy" was
published in 1789, a time when slavery was still legal and the campaign for the
abolition of slavery was still young. In "The Little Black Boy", Blake questions
conventions of the time with basic Christian ideals. This becomes apparent in the
third stanza, where Blake uses the sun as a metaphor for God and His
Kingdom: "Look on the rising sun: there God does live". This line is particularly
important, as the reference to the sun not only introduces the running religious
metaphor in the subsequent stanzas, but the fact that it is "rising" connotes change.
 53

The Source Language of The Little Black Boy Poem:

https://www.poetryfoundation.org/poems/43671/the-little-black-boy

The Little Black Boy

BY WILLIAM BLAKE
My mother bore me in the southern wild,
And I am black, but O! my soul is white;
White as an angel is the English child:
But I am black as if bereav'd of light.

My mother taught me underneath a tree

And sitting down before the heat of day,
She took me on her lap and kissed me,
And pointing to the east began to say.

Look on the rising sun: there God does live

And gives his light, and gives his heat away.
And flowers and trees and beasts and men receive
Comfort in morning joy in the noonday.

And we are put on earth a little space,

That we may learn to bear the beams of love,
And these black bodies and this sun-burnt face
Is but a cloud, and like a shady grove.

For when our souls have learn'd the heat to bear

The cloud will vanish we shall hear his voice.
Saying: come out from the grove my love & care,
And round my golden tent like lambs rejoice.
 54

Thus did my mother say and kissed me,

And thus I say to little English boy.
When I from black and he from white cloud free,
And round the tent of God like lambs we joy:

Ill shade him from the heat till he can bear,

To lean in joy upon our fathers knee.
And then I'll stand and stroke his silver hair,
And be like him and he will then love me.
 55

The Target Language of The Little Black Boy Poem:

https://www.ilmubahasainggris.com/puisi-bahasa-inggris-terkenal-karya-william-
blake-dan-terjemahannya/
“The Little Black Boy” karya oleh William Blake

ANAK LAKI-LAKI KECIL YANG HITAM

Ibu saya melahirkan saya di alam liar selatan,

Dan saya berkulit hitam, tapi jiwaku adalah berkulit putih!
Putih sebagai malaikat adalah anak Inggris,
Tapi saya berkulit hitam, seolah berduka dari cahaya.

Ibu saya mengajarkan saya di bawah pohon,

Dan, duduk sebelum hari panas,
Dia membawa saya di pangkuannya dan mencium saya,
Dan, menunjuk ke Timur, mulai berkata:

Lihat pada matahari terbit: ada Tuhan ayng sedang melakukan sesuatu,
Dan memberikan cahaya-Nya, dan memberikan panas Nya,
Dan bunga-bunga dan pohon-pohon dan binatang dan laki-laki menerima
Kenyamanan di pagi hari, sukacita di siang hari itu.

‘Dan kami diletakkan di bumi yang sedikit ruang,

Bahwa kita dapat belajar untuk menanggung sinar cinta;
Dan tubuh hitam dan wajah ini terjemur
Hanyalah awan, dan seperti sebuah kebun yang teduh.

Sebab, ketika jiwa kita telah belajar panas untuk menanggung,

Awan akan lenyap, kami akan mendengar suara-Nya,
Berkata, “Keluarlah dari kebun, cintaku dan rawatlah,
Dan melengkapi tenda emas saya seperti anak domba yang bersukacita. “

Demikianlah yang ibu saya katakan, dan dia menciumku,

Dan dengan demikian saya katakan kepada anak laki-laki inggris yang identic
dengan kulit putih.
Ketika aku dari hitam, dan dia dari putih seperti awan,
Dan melengkapi Tenda Tuhan seperti anak domba kita yang bersukacita,

Aku akan menaungi dia dari panas sampai ia dapat menanggung

Untuk bersandar dalam sukacita atas lutut Bapa kita;
Lalu aku akan berdiri dan patahkan rambut peraknya,
Dan menjadi seperti dia, dan dia akan mencintaiku.