Sarjana Sastra Degree in English Language and Literature

THE ENGLISH TRANSLATION OF FIGURATIVE LANGUAGE IN IWAN
SETYAWAN’S 9 SUMMERS 10 AUTUMNS
A THESIS
Presented inPartial Fulfillment of the Requirements for the Attainment of a

Sarjana Sastra degree in English Language and Literature
Difara Uswatun Khasanah

11211144020
ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM
ENGLISH EDUCATION DEPARTMENT
LANGUAGES AND ARTS FACULTY
YOGYAKARTA STATE UNIVERSITY
2015
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RATIFICATION SHEET

A Thesis
By:
11211144020
Accepted by the Board of Thesis Examiners of Languages and Arts Faculty of

Yogyakarta State University on September 11, 2015 and declared to have fulfilled the
requirement to acquire a Sarjana Sastra degree in English Language and Literature.
Board of Examiners
Position Name Signature

Chair Person : Titik Sudartinah, S.S., M.A. : __________________
Secretary : Rachmat Nurcahyo, S.S., M.A. : __________________
First Examiner : Asruddin B. Tou, Ph.D. : __________________
Second Examiner : Andy Bayu Nugroho, S.S., M.Hum : __________________
Yogyakarta, September 11, 2015

Faculty of Languages and Arts
Yogyakarta State University
Dean,
Prof. Dr. Zamzani, M.Pd

NIP. 195550505 1980111001
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MOTTOS
 Time won’t make you forget, it will make you

understand
 Life is about moment, don’t wait them. Create

them !
 Kita berdoa kalau kesusahan dan membutuhkan

sesuatu, mestinya kita juga berdoa dalam
kegembiraan besar dan saat rezeki melimpah
(Kahlil Gibran)
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DEDICATION
This thesis is dedicated to:

My beloved parents :Bapak Dimyati and Ibu Fatonah
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ACKNOWLEDGMENT
Alhamdulillahirrabbilalamiin, all praise and gratitude be only to Allah SWT,
with His blessings and guidance, the researcher could accomplish this thesis.
Greeting and invocation are presented to the Prophet Muhammad SAW, who has
guided meto the right path. The researcher realizes that this thesis would not complete
without any help, support, encouragement, guidance and prayers from others.
Therefore, I would like to express my deepest gratitude and appreciation to:
1. my first and second supervisors, Andy Bayu Nugroho, S.S, M.Hum and Rachmat
Nurcahyo, SS. M.A who have given guidance, advice, and corrections during the
process of writing this thesis;
2. my academic advisor, Asruddin B. Tou, Ph.D. who has given advice during
academic years;
3. all lecturers of English Language and Literature Study Program who have taught
me worthwhile knowledge;
4. the triangulators, Pappo Gilang Sandika and Oktafiani Prima Sari for their help to
check the appendix;
5. my beloved parents (Pak Dimyati and Ibu Fatonah), who always give greatest
love, support, care, blessing and prayers to finish this thesis;
6. all of my friends in the English Language and Literature of 2011, especially my
classmates in G class who shared the sorrow and joy for four years and my
classmates in Translation concentration;
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7. my high school best friends, Avyn, Diba, and Gilang for supporting me to follow
their graduation;
8. my boardinghouse mates, especially Mbak Biah, Mbak Uul and Mbak Sari for
reminding me to minimize her complaint, and
9. my travel mates, Joan, Ika, Aham, Happy, Mbak Pahlawanti, and others who
gave diversion for a while to me from a bittersweet thesis.
As the final thankfulness, the researcher expects that this thesis will be helpful for
everyone who is interested in translation study.
Yogyakarta, August 13, 2015
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TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………………………. i
APPROVAL SHEET ………………………………………………………. ii
RATIFICATION …………………………………………………………... iii
PERNYATAAN ……………………………………………………………... iv
MOTTOS …………………………………………………………………… v
DEDICATION ……………………………………………………………. vi
AKNOWLEDGMENT …………………………………………………… vii
TABLE OF CONTENTS ………………………………………………….. ix
LIST OF TABLES …………………………………………………………. xiv
LIST OF FIGURE …………………………………………………………. xv
LIST OF ABBREVIATIONS ……………………………………………... xvi
ABSTRACT ………………………………………………………………... xvii
CHAPTER I INTRODUCTION ………………………………………….. 1
A. Background of the Research …………………………………………….. 1
B. Identification of the Problems …………………………………………... 4
C. Limitation of the Problems ……………………………………………… 7
D. Formulation of the Problems ……………………………………………. 7
E. Objectives of the Research .……………………………………………… 8
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F. Significance of the Research …………………………………………… 8
CHAPTER II LITERATURE REVIEW AND CONCEPTUAL
FRAMEWORK ……………………………………………………………. 10
A. Literature Review ……………………………………………………….. 10
1. Notions of Translation ………………………………………………. 10
2. Types of Translation ………………………………………………… 11
3. Literature ……………………………………………………………. 12
a. Definitions of Literature …………………………………………. 12
b. Novel ……………………………………………………………. 14
c. Figurative Language ……………………………………………. 14
1) Simile ……………………………………………………….. 15
2) Metaphor ……………………………………………………. 16
3) Personification ……………………………………………… 16
4) Hyperbole …………………………………………………… 17
5) Litotes………………………………………………………. 17
6) Metonymy………………………………………………….. 18
7) Synecdoche ………………………………………………… 18
4. Translation of Literary Works ……………………………………… 18
5. Translation Techniques …………………………………………….. 20
a. Adaptation ……………………………………………………… 21
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b. Borrowing ………………………………………………………. 21
c. Calque …………………………………………………………. 22
d. Compensation ………………………………………………….. 23
e. Compression …………………………………………………… 23
f. Description ……………………………………………………… 24
g. Equivalence ……………………………………………………... 24
h. Explicitation …………………………………………………….. 25
i. Generalization …………………………………………………… 26
j. Literal Translation ………………………………………………. 26
k. Modulation ……………………………………………………… 27
l. Particularization …………………………………………………. 27
m. Substitution (Linguistic-Paralinguistic) …………………………. 28
n. Transposition ……………………………………………………. 28
o. Variation ………………………………………………………… 29
p. Mixed Translation Techniques …………………………………. 29
6. Equivalence in Translation …………………………………………. 32
a. Fully Equivalent Expression ……………………………………… 34
b. Partly Equivalent Expression …………………………………….. 34
c. Non-Equivalent Expression………………………………………. 37
d. Unrealized Expression …………………………………………. 37
7. Summary of 9 Summers 10 Autumns ……………………………….. 38
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8. Related Study ……………………………………………………….. 38
B. Conceptual Framework …………………………………………………. 39
C. Analytical Construct ……………………………………………………. 42
CHAPTER III RESEARCH METHOD …………………………………. 44
A. Type of Research ……………………………………………………….. 44
B. Data and Data Sources …………………………………………………. 44
C. Research Instrument ……………………………………………………. 45
D. Technique of Collecting Data ………………………………………….. 45
E. Technique of Analyzing Data ………………………………………….. 47
F. Trustworthiness ………………………………………………………… 48
CHAPTER IV FINDINGS AND DISCUSSION ………………………… 50
A. Research Findings ……………………………………………………… 50
B. Discussion ……………………………………………………………… 60
CHAPTER V CONCLUSIONS AND SUGGESTIONS …………………. 89
A. Conclusions ……………………………………………………………… 89
B. Suggestions …………………………………………………………….. 91
REFERENCES ……………………………………………………………. 93
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APPENDICIES …………………………………………………………… 96
Appendix 1. The Data Analysis ………………………………………… 97
Appendix 2. SuratPernyataanTriangulasi…………………………….. 207
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LIST OF TABLES
Page
Table 1 : Parameter of Degree of Equivalence …………………………… 41
Table 2 :The Frequencies and the Percentages of the Types of Figurative
Language ……………………………………………………… 51
Table 3 : The Frequencies and the Percentages of the Translation
Techniques …………………………………………………….. 53
Table 4 : The Frequencies and Percentage of the Degree of
Equivalence ………………………………………………….. 54
Table 5 : The Table of Frequencies of the Types of Figurative Language,
Translation Techniques and Degree of Equivalence of the
Translation of Figurative Language ………………………….. 56
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LIST OF FIGURE
Page
Figure 1 : Analytical Construct …………………………………………….. 43
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LIST OF ABBREVIATIONS
Ad : Adaptation
Br : Borrowing
Ca : Calque
Cn : Compensation
Cn-Md : Compensation and Modulation
Co : Compression
De : Description
Eq : Equivalence
Ex : Explicitation
Ex-Md : Explicitation and Modulation
FE : Fully equivalent expression
Gn : Generalization
Hy : Hyperbole
Li : Litotes
LT : Literal Translation
LT-Ex : Literal Translation and Transposition
LT-Md : Literal Translation and Modulation
Md : Modulation
Mn : Metonymy
Mt : Metaphor
N : Non Equivalent
Pe : Personification
PE : Partly equivalent expression
Pr : Particularization
SE : Source Expression
Si : Simile
Sn : Synecdoche
Su : Substitution (linguistic-paralinguistic)
TE : Target Expression
Tr : Transposition
U : Unrealized expression
Vr : Variation
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By:
11211144020
ABSTRACT
Figurative language is the prominent characteristic of literature which has

connotative expression to deliver the messages or ideas. This uniqueness provides
difficulty in translating process. The existence of parable words in the figurative
language leads the translator to comprehend the real meaning of the expressions. This
research aims to describe the types of figurative language found in the source text and
target text, the translation techniques applied by the translator to translate figurative
language, and the degree of equivalence in terms of meaning and style.
This research employed a qualitative research method. The data of this
research were taken from Iwan Setyawan’s novel entitled 9 Summers 10 Autumns and
its English version entitled 9 Summers 10 Autumns. There are two main instruments
of this research, namely the researcher and the data sheet. To achieve data
trustworthiness, the data were repeatedly checked by the researcher and triangulators.
After that, the data findings were discussed with the supervisors.
The findings of this research show 258 data of figurative language. The types
of figurative languageconsist ofsimile, metaphor, personification, hyperbole,
metonymy and synecdoche. The dominant type is showed by metaphor. It shows that
assumption towards something gives clear image to the situation. In order to translate
those types, there are 12 techniques, including 4 mixed translation techniques. They
are borrowing, compensation, compression, explicitation, generalization, literal
translation, modulation, transposition, literal translation and modulation, literal
translation and transposition, compensation and modulation, and explicitation and
modulation. Literal translation is the most dominant technique used because it
perceives the meaning and style of figurative language. Although the dominant
technique applied is literal translation, the degree of equivalence shows partly
equivalent expressionas the dominant result of the translation of the figurative
language.It is caused by the change of tendency in the figurative language and the
style in the target text is different from the source text.
Keywords: figurative language, translation technique, equivalence
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CHAPTER I
INTRODUCTION
A. Background of the Research
Literary works have been part of people’s life. It means that literature runs
well in their routines. It might be supported by the content of the literature that
follows the phenomena happening in society, and vice versa. For instance, a novel
written by Pramoedya Ananta Toer entitled “Bumi Manusia”, describes that
colonizers, Netherlanders, are better than indigenous people. That is why literature
can be regarded as a mirror of life. Without limiting the existence of literature,
literary works can be read by everyone. As, by reading literary work, it helps people
get new understanding and enhance their insight about themselves and others.
By giving additional knowledge, literature can be a medium to convey
messages and ideas or to criticize the phenomena in real life. Besides, the readers can
get some advantages from literature. They are 1) literature gives pleasure; 2)
literature can build experiences through the story that are told in different settings
such as past, present and future; 3) literature can enrich the readers’ comprehension
and view toward different cultures and values through literature. Specifically,
literature has a mission to get people’s attention by giving different point of view. In
general, literature has a goal to give an understanding and knowledge through the
values and culture available in literary works.
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Related to the phenomena and advantages of literary works, there are certain
reasons why literary works are interesting to talk. First, the use of dictions to create
literary works is an important point. Mostly, dictions that are applied by authors have
connotative expressions. It means that the meaning delivered by authors might
contain implicit meaning so that the messages can be interpreted differently by every
reader. Besides, in expressing in literary works, authors are not confined by certain
rules. Since, in creating a literary work, they depend on their imagination by adding
characters, conflicts and settings to deliver the messages and values.
The other reason is the use of figurative language. In literary works, adding
figurative language is vital because it aims to create certain effects in the expressions
that make the readers feel and imagine the feeling the characters possess and how the
story happens. By giving different sense, readers can keep their attention to the
literary works.
Figurative language is the prominent characteristic of literature. It has
different style in expressing the messages and ideas, such as metaphor,
personification, hyperbole, simile, etc. The dictions mostly use connotative
expressions rather than denotative expressions. Connotative expressions give special
nuance to the situation of the literary works. They compel the readers to dig their
understanding in relating one phenomenon with the others. Even, reading between the
lines is the main key to understand the meaning. By doing this, sometimes, some
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people regard literary works as the complex works because they need more
interpretation to figure out what the real meaning is.
However, this difficulty does not make the devotee of literary works decrease.
One of the literary works that has good response is novel. Nowadays, many novels
have been published in various genres and scopes such as social and politics in many
countries, including Indonesia. Now, the quality of Indonesian novels can be
considered good. It can be seen from the achievement they have received, such as
reaching the bestseller lists and winning some nominations in several festivals, one of
them is Iwan Setyawan’s 9 Summers 10 Autumns. To get wider readers in
international scale, translating the novel into another language, especially in English,
can be a means to introduce and show that Indonesian novels have good quality in
international level. That is why translation is needed to reproduce Indonesian novel in
English version.
Translation is a method to deliver a message from one language as the source
language or text to another language as the target language or text. It can bridge the
readers which have different language and culture to understand. The way of
translating depends on the style of the translator. To translate the source text, the
translator can use any kind of translation techniques as long as the message can be
delivered well and to whom the source text is translated. However, it does not
guarantee that translating is an easy way because the difficulties are faced by the
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translator. Moreover, because of the characteristics of literary works, translating
literary works becomes different from translating non literary works.
Translating figurative language is not as simple as ordinary language.
Figurative language mostly uses connotative expressions rather than denotative
expressions which have parable words so the translator needs to understand the
meaning and to decide whether figurative language will be perceived or not. Different
translation techniques that are used in translating figurative language can be applied
as long as the content and the style can be well delivered.
One of the examples of Indonesian novels is 9 Summers 10 Autumns written
by Iwan Setyawan. This novel is the winner of Best Fiction Jakarta Book Award in
2011. It is also categorized as national best seller. To get more attention from public,
this novel was translated into English entitled 9 Summers 10 Autumns byMaggie
Tiojakin.
B. Identification of the Problems
In translating literary works, some aspects have to be noticed by the translator
because literary works have their own characteristics that make them different from
other works. Sometimes, problems are faced by the translators during the translating
process. In 9 Summers 10 Autumns novel, the problems which are found will be
divided into several aspects. They are linguistic aspect, cultural aspect, translating
aspect and quality aspect.

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First, it can be seen from linguistic aspect. In literary works, the selection of
words becomes important because it shows its characteristic that is different from non
literary works, such as figurative language. There are many types of figurative
language, for example metaphor, hyperbole, simile, etc. The translator has to follow
the meaning implied in a certain figurative language is. This is an example the
figurative language and its translation.
SE: “Di gelap malam, aku berlayar di atas ranjang bambuku bersama hati
Bapak.”
TE: “When night came, I would swim in a dreamy ocean next to my father’s
beautiful heart.”
In the SE, the figurative language which is used is metaphor, which is
comparing different things directly without using as, like or seem. The speaker
compares a bed and a boat. It stands for the comfort of lying on the bed which was
made his father. In the TE, the style of SE is not perceived. The translator uses
modulation to translate that sentence. However, it does not change the meaning of the
SE in the TE.
Second, cultural aspect can be regarded as another important problem. In the
source text, the cultural aspects are still maintained by the author, such as cultural
term and address term. The translator has to understand what the culture of the source
text is, so that the terms can be introduced to target readers. Since every country has
different culture, the translator has to translate carefully in order to deliver the
message well to the target readers which have different culture from them. There is
an example of this aspect found in the source text, such as the word Bapak. Bapak is
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an address term which is used to call father. It is used commonly by the Javanese. In
the target text, in certain condition, that term is not translated. The example of
address term in the novel can be seen below.
SE: “Setelah lulus dari Sekolah Rakyat di Malang, Bapak meneruskan di

salah satu SMP Islam di Batu.”
TE: “When he graduated out of the Community School in Malang, Bapak
enrolled himself into an Islamic Junior High Scholl in the town of Batu.”
The third problem arises from translating aspect. In this aspect, the problem is
related to the translation techniques that are used by the translator. There are many
available techniques to translate source text into target text, such as borrowing,
addition, equivalence or omitting. The translator could use any kind of technique
depending on the condition of the source text and target text whether the translation
product can be accepted by the target readers or not. Hence, translation is related to
the faithfulness, which means that a translator can not betray the source text.
The last problem is taken from the quality of the translated novel. It can be
seen from the translation techniques that are chosen by the translator, the words used
by the translator and the acceptability of the translated novel for the target readers.
The translating techniques are the foundation for translating any kind of text, such as
transposition, borrowing, modulation, etc., as long as the messages can be fully
delivered. In addition, the translator should translate as close as possible to the source
text that makes the meaning and form equivalence of the source text can still be
perceived in the target text.

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C. Limitation of the Problems
Based on the problems stated before, figurative language that appears in 9 Summers
10 Autumns, Bahasa Indonesia and English version, is chosen as a problem that are
investigated in this research. The reason is because translating figurative language is quite
complicated for the translator. It needs further interpreting to catch the messages because the
translator needs to understand figurative language, not only in terms of content but also
sense. Moreover, in translating figurative language, the translator needs certain techniques so
the content and sense of figurative language do not vanish.
To analyze the research, the researcher decides to relate figurative language and its
translation to translation techniques. Then, both are measured with equivalence parameter to
determine the quality of the translated novel seen from figurative language. Furthermore,
there are three focuses arranged in this research. They are types of figurative language that
are found in 9 Summers 10 Autumns novel, the translation techniques used by the translator in
translating figurative language in 9 Summers 10 Autumns novel, and the equivalence of
translation of figurative language in 9 Summers 10 Autumns novel in terms of meaning and
style.
D. Formulation of the Problems
According to the problems explained above, the problems of this research are
formulated as follows.
1. What are the types of figurative language applied in Iwan Setyawan’s 9 Summers
10 Autumns novel and its translation?

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2. What are the translation techniques which are used in the translation of figurative
language in Iwan Setyawan’s 9 Summers 10 Autumns novel?
3. What is the degree the equivalence of the translation of Iwan Setyawan’s 9
Summers 10 Autumns novel in terms of meaning and style?
E. Objectives of the Research
In accordance to the formulation of the problem above, the objectives of this
research are:
1. to describe the types of figurative language applied in Iwan Setyawan’s 9
Summers 10 Autumns novel and its translation,
2. to describe the translation techniques used in the translation of Iwan Setyawan’s 9
Summers 10 Autumns novel, and
3. to describe the degree of equivalence of Iwan Setyawan’s 9 Summers 10 Autumns
novel and its translation in terms of meaning and style.
F. Significanceof the Research
The research is expected can give benefits which are theoretically and
practically to the readers, especially students and translators. Theoretically, it will
give additional information and knowledge to students and translators dealing with
translation research of figurative language. Practically, this research can be used as
reference to observe further research about figurative language and can be used as the
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basis of how to translate figurative language by using translation techniques which
are available in this research.

CHAPTER II
LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Literature Review
1. Notions of Translation
Translation is such a communication in writing by providing another language
or transferring source language into target language in different language as what
language used by target readers is. Sometimes, translation is applied to translate
different language or same language which has the same purpose. It aims to deliver
messages, ideas or opinions to target readers. Generally, translation is a process of
translating words or text from one language into another language (Oxford English
Dictionary). To emphasize the definition of translation, some experts’ opinions are
presented chronologically in this research.
Based on Catford’s definition (1965) in Machali (2009:25), it is stated that
translation is the replacement of textual material in one language (SL) by regarding
the equivalence of textual material in another language (TL). His opinion is
strengthened by Bell’s argument. Bell (1991:5) stated that in translating one language
(target language) into another language (source language), the semantic and stylistics
need to be perceived in order to achieve the equivalence degree. Both experts have
similar ideas in defining translation. It is a process of replacing the ideas stated in
source language or text by preserving the equivalence in terms of meaning and style
in target language or text.
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In addition, Munday (2001:5) discerns translation as field of study, process
and product. However, he tended to give further definition related to the process and
product. Translation is called as a process in which the existence of an agent replaces
source text into target text. Then, the target text is called as a product of translating. It
can be considered that translation activity cannot be separated from the agent who
translates a text. The agent is called as a translator.
In short, translation is an activity to transfer messages or ideas from one
language to another language in written form. In translating, the translator has to
understand the context so that the messages and ideas from source text can be
delivered well to the target readers. To be faithful is the main key to translate a text
because a target text can not be betrayed. It aims to keep the quality of translation
product. Hence, it can be trusted by target readers.
2. Types of Translation
Some experts distinguished translation into several types. In this research, the
types of translation are taken from Brislin stated in El-Shafey (2012:4), translation is
categorized into four types according to purpose such as pragmatic, aesthetics-poetic,
ethnographic and linguistic translation.
a. Pragmatic Translation
It is related to the process of translating a source text into a target text by
stressing on the accuracy. It aims to keep the whole information of source text so the
target readers can fully understand.

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b. Aesthetic-poetic Translation
In translating source text, the translator does not only focus on the information
of the source text but also the emotion, feeling and sense of it. Therefore, both
content and sense are perceived by the translator. To get a deep understanding, the
translator needs to interpret beyond the meaning.
c. Ethnographic Translation
Ethnographic refers to the process of translation related to the culture context
of source text and target text. Furthermore, the translator has to know what words that
fit in the target text so it can be accepted by the target readers.
d. Linguistic Translation
Linguistics translation notices on how to translate the source text by
perceiving the equivalent meaning of the constituent morpheme and grammatical
form. In accordance with the types of translation, the translation product can be
determined from the purpose of translator in translating a text. Related to this
research which analyzes translation of figurative language, it is categorized as
aesthetic-poetic translation.
3. Literature
a. Definitions of Literature
According to Wellek and Warren (1962: 15), literature consists of two aspects
which are creative and art. Hudson, taken from Teori Sastra written by Z. Zulhatur,
Kurnia and Adji (1997:7), defines that literature is a work created based on humans’
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experience by using special expression to deliver messages and phenomena. Those
definitions are also supported by Fananie (2002:6). He defines that literature is a
fiction work based on creativity by adding aesthetics values in semantics.
Generally, literature is an art work which has a special characteristic in
expressing phenomena to people which are created based on the author’s imagination.
A special characteristic refers to the use of unusual expressions which is different
from daily expressions. The expressions can be found in literary works which are the
products of literature. They are drama, poetry and prose. Each has its own
characteristics. However, they have the same function which is to deliver messages
and share phenomena to people by giving different point of view and unusual
expression. Then, it is combined with authors’ imagination to get people pay attention
on their literary works. Simply, literature is a creative art work which has
imagination, aesthetic values, and special use of language (Z. Zulfahnur, Kurnia and
Adji, 1997:9).
Prose is one of literary works which has imagination, aesthetic value and
special use of language. In addition, they are combined with the phenomena
happening in this world which means it can be used as a tool to criticize or share
ideas to people. It is supported by Zulfahnur, Kurnia and Adji (1997: 23) that prose is
a work which is created based on the author’s experience containing aesthetic values
and harmonious language and imaginative plot. The works that are included in prose
are short story, tale, romance and novel. In addition, novel is used as the subject of
this research.
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b. Novel
The word ‘novel’ is derived from Latin which is novellus. It means a story
that emerges after drama and poetry (Tarigan, 1985: 164). What makes novel
different from poetry and drama is that a story presented in the novel describes a life
which comes from a character. Then, it brings a conflict in a character or character’s
environment. However, a whole story is not truly happened. That is why novel is
assumed as fiction because plots, characters or conflictswhich are created by the
author depend on the author’s imagination.
The other elements involved in novel are theme, setting, point of view and
special use of language. There is one similarity appearing in any literary work which
is special use of language called as figurative language. In poetry, drama and novel,
figurative language is an essential element. However, to express figurative language
in novel, the author uses narrative expression not in verse (Thani Ahmad in Z.
Zulfahnur, Kurnia and Adji: 1997). Although the style of expression is different, the
function of figurative language in novel is the same as other literary works.
c. Figurative Language
Basically, in analyzing figurative language, linguistics has an important role
to it. Even though figurative language is commonly known in literature, it remains to
the functional and artistic purpose. First, as a functional purpose, it acts as semantic
signifiers related to the meaning. Second, as artistic purpose, it aims to beautify the
form in literary works. The scope covering figurative language is called as stylistics.
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It is the branch of general linguistics which focuses on language style, particularly
found in literary works (Yeibo, 2012: 180).
Figurative language is one of the elements that exist in literary works, such as
novel. It makes literary works differ from other works in which it can give
imagination and suggestion by expressing the message to the readers (Egudu in
Teilanyo, 2007: 310). The other expert stated that figurative language means
something other than the actual meaning of the words (DiYanni, 2001: 242). In other
words, each word possibly brings different meaning depending on the context. It is
called as ambiguity. Furthermore, to prevent misunderstanding, the readers have to
read between the lines to figure out the meaning.
DiYanni (2001: 242) categorizes types of figurative language into seven. They
are simile, metaphor, personification, hyperbole, metonymy, litotes, and synecdoche.
1) Simile
Simile establishes explicitly the comparison of the words like, seem or as. In
Bahasa Indonesia, a statement is categorized as simile if it contains comparison by
adding seperti, bak, seakan, or tampaknya. It aims to present images through a direct
comparison between two dissimilar things, or objects or ideas, for examples:
SE: “Aku bisa merasakan kesejukan masa kecilku. Seperti air hujan yang
menetes di kepala, di depan rumah kecilku.”
TE: “I can sense the comfort of the years that had gone by. It is like the rain
that drops onto my head in front of my childhood home.”
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The sentence that is presented above contains the word like. According to the
definition of simile, the author compares his happiness in the past, his childhood, with
the happiness he gets from the rain.
2) Metaphor
Metaphor has the same function with simile which is to compare dissimilarity
of two objects. However, it does not employ such explicit verbal clue. In addition, the
way of comparing something applies certain character to a thing which does not
belong to (Keraf, 1996: 139). For instance:
SE: “Dia pahlawan hidupku.”

TE:” She’s the heroine in my life.”
The author compares his mother with a heroine. It shows that her mother is a savior
that helps the author in his life. In fact, his mother is an ordinary person which has no
super power.
3) Personification
Personification is a kind of figurative language that gives human qualities and
characteristics to an inanimate object, such as
SE: "Ranting-ranting tak berdaun menyambut senja yang datang lebih awal."
TE: "Barren trees welcome the early afternoon."
This sentence is categorized as personification because the underlined expression
shows that a thing is given human quality.

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4) Hyperbole
Hyperbole aims to exaggerate the atmosphere. Keraf (1996: 135) defines
hyperbole as the expression which contains exaggerating statement. Thus, it makes
the situation becomes extraordinary, for example:
SE: “Tak ada yang bisa memberi warna lebih dalam hidupku, selain saudara-
saudaraku tercinta.”
TE:“No one can give my life any more color than my beloved siblings.”
Taken from the example above, the underlined sentence contains hyperbole because
the author wants to express how important his siblings are. They are truly persons
who can give understanding to the speaker about life. It also portrays how his life will
be meaningless without them.
5) Litotes
Litotes is also called as understatement which tends to give negative
expression. It aims to give understatement to what is really happening so that the
expression is less true. The example is below.
SE: “Inilah gubuk sederhana kami.”

TE: “This is my unpretentious hut.”
In fact, this sentence expresses a house. However, the speaker tends to give
understatement to his house which is not pretentious or luxurious. Furthermore, he
said ‘my unpretentious hut’ instead of ‘my unpretentious house’.

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6) Metonymy
Metonymy is used as the substitution to associate closest object with word for
word, fro instance:
SE: “Ini bukan soalGucci. Tolong, lupakan tentangGucci.”

TE: “This is not about Gucci. Forget Gucci, seriously.”
The underlined word refers to a pair of shoes which its brand is Gucci. Commonly,
people recognize the items through their brand.
7) Synecdoche
Synecdoche is used to mention a part to signify the whole. This statement is
also supported by Keraf (1991) which means a figurative language which is used a
part of thing to say a whole or is used a whole to say a part of thing, for example:
SE: “New York tengah sibuk mempersiapkan pesta kembang api di beberapa
sudut kota untuk merayakan hari kemerdekaan.”
TE: “New Yorkis getting ready to celebrate the 4th of July and shooting
fireworks into the sky from every corner in the city.”
In the sentence, New York City refers to the citizens of New York City. The speaker
wants to deliver the message that people are busy preparing the celebration of
Independence Day on July 4th.
4. Translation of Literary Works
According to Jakobson as quoted in An Advanced Resource Book written by
Hatim and Munday (2004: 10), any text which is functioned as source text can be
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translated or conveyed into target text so the transferable source text into target text is
called as translatability. However, there is one condition in which the text cannot be
translated, it is called untranslatability. He categorizes poetic expression as
untranslatability. The reason is because poetic expression contains two components
which are meaning and style. Commonly, it happens in translating literary works
which contains special use of language, figurative language. The meaning and style
can not be separated in figurative language.
Moreover, translating figurative language in literary works is challenging for
the translator because it seems like reproducing a new work by perceiving the
meaning and style of figurative language in the source text (Landers, 2001:7). The
ambiguity available in the source text makes the translator has to fully understand the
meaning and decide the appropriate translation techniques. In order to gain deep
understanding, the translator has to read and re-read the source text and find
companion of source text or any other text from the author (Peter Bush in Mona
Baker, 2005:129). It aims to keep the meaning and style of figurative language ofthe
source text that is translated in the target text so they can be well understood by the
readers. By doing this, a good quality translation product can be achieved.
It is related to the definition of translating by Nida and Taber (1982:13). They
state that translating consists of reproducing the source text by regarding into two
terms, such as meaning and style. Thus, to translate literary works, the translating
techniques that are used should be appropriate so that the source text and target text
will be equivalent.
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5. Translation Techniques
In order to translate text or language, some techniques can be applied by the
translator. However, in translation, the term technique is still confusing because some
experts have different perspectives about the term of technique, strategy, and
procedure. According to Krings or Lorscher in Guerra (2012: 5), translation strategies
are defined as the procedure that leads to examine a translation problem so its
function is regarded as the optimal solution. In contrast, Molina and Albir (2002:
509) state that a technique tends to recognize the result of a choice made by the
translator. In addition, they define “translation technique as procedures to analyze and
classify how translation equivalence works”. The term of translation technique can be
used as the solution of translating to find the equivalence.
According to the definition of those terms, it can be concluded that each term
has similarity which refers to the solution of translating used by the translator. In
order to specify the term used in this research, the term of technique is chosen. It is
accordance with the equivalence of translation product which aims to analyze the
translation of figurative language.
In further analysis, the translation techniques used by the researcher are taken
from Guerra (2012:7). However, he combined some techniques that are taken from
some experts. The reason of applying Guerra’s techniques is that the paradigm used
can not be taken from one reference in order to cover the translation techniques that
are applied in the research.

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Guerra classified 15 techniques conducted in analyzing the translated text.
They are adaptation, borrowing, calque, compensation, compression, description,
equivalence, explication, generalization, literal translation, modulation,
particularization, substitution (linguistic-paralinguistic), transposition and variation.
The aforementioned techniques are to be explained in alphabetical order.
a. Adaptation
Vinay and Darbelnet (in Guerra, 2012: 7), define that adaptation can be used
to translate source text which does not exist in the culture of the target text. It means
that the translator can re-create another term which still makes sense with source text,
for example
SE: “hormat saya,”

TE: “your faithfully,”
In the source text, the phrase commonly appears in the letter. It shows the politeness
of the sender to the receiver. Indeed, it is strongly tied to the culture. If the source text
is translated by using literal translation, the target readers might find it hard to accept
the translated phrase. Hence by choosing the phrase related to the culture of target
text is a better option.
b. Borrowing
Borrowing aims to introduce an element of the culture of source text so that
the element and style of source text are perceived by the translator in the target text. It
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is also used when source language (SL) is transferred directly to the target language
(TL) without translating the source language into target language. (Vinay and
Darbelnet in Munday, 2001: 56)
For example:
SE: "You know, since I reached NYC ten years ago, I thought about you right
away, Bule Gila!"
TE: "You know, since I reached NYC ten years ago, I thought about you right
away, Bule Gila!"
Based on the example, there are two underlined words which are taken from the
source text and target text. In the source text, the author presents a phrase Bule Gila.
The phrase means crazy foreigner. Yet, it is commonly used by Indonesians to
express how excited they are when seeing a foreigner whom acts foolish.
c. Calque
This technique is regarded as a special kind of borrowing by applying every
single element in the target language. It is also similar to literal translation. What
makes it different is the way of translating the source text which is exactly the same
whether the grammar or the words. In other words, calque is a strategy to ‘borrow’
the source language expression or structure and then transfer it into target language in
a literal translation.
SE: “Honeymoon”
TE: “Bulan madu”
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The example shows that the source text is translated literally. The style is also
borrowed by the translator so that the translated text is “bulan madu”.
d. Compensation
Compensation is a technique which introduces information of source text that
is explained in another place in the target text because it can not be reflected in the
same place with the source text.
For example:
SE: “Ketika angin berembus membelai rambut, ketika melihat Gunung

Panderman,”
TE: “With the car window open, I would let the breeze caress me. I would
look Mount Panderman with awe.”
In the target text, the translator adds phrase which is not explained in the source text.
However, the expression has appeared in the source text which is translated in
different place. That is why this expression is regarded as compensation because the
translator introduces information in another place.
e. Compression
Guerra defines compression, which is synonym with reduction, condensation
and omission, as the technique that suppress the information of the source text which
is unnecessary in the target text. Although compression can influence the validity of
the translation product, it aims to avoid the information that can not be accepted by
target readers.
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For example:
SE: “Aku mekar bersama mereka dan belum menghadirkan lukisan indah di
rumah mereka.”
TE: “I haven’t had the chance to make my grandparents happy.”
It is categorized as compression because the translator omitted the unnecessary
information in the source text. However, it does not decrease the message of source
text.
f. Description
This technique aims to replace the source text by explaining or describing
rather than change the equivalence words.
For example:
SE: “Gudheg yang sedang kunikmati mengingatkanku pada suasana Jogja

begitu manis.”
TE: “Traditional food from Yogyakarta I was eating reminds me to the
atmosphere of that city, so sweet.”
The underlined word of source text is translated by the translator using description. It
aims to give understanding to the target readers that Gudheg is traditional food from
Yogyakarta which has sweet taste as well as Yogyakarta.
g. Equivalence
It refers to a strategy which is used to describe the same situation by ‘using
completely different stylistic or structural method’ for producing ‘equivalent texts’.

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For example:
SE: “ sambil menyelam minum air”

TE: “ killing two birds with one stone”
Equivalence technique is commonly used by translator in translating idiom. As every
country sometimes has different idiom from another, idiom should not be translated
literal. To make the target text understandable by the readers, the translator has to
translate the source text as equivalent as the target text. It will be easier for the
translator to translate idiom with the same the meaning of idiom that exists in the
target text.
h. Explicitation
Explicitation, according to Guerra (2012:10), is similar to expansion,
amplification and diffusion. It refers to the additional information that appears in the
target text. In other words, this technique introduces new element or information
which is not explained in the source text, for instance:
SE: "Ia yang tak bisa bernyanyi (selalu fals) adalah cermin keluguan,
kesederhanaan, dan kelembutan hati."
TE: "She couldn’t sing (when she did sing, she would always hit a false note)
and she was the reflection of naivete, humbleness, and purity.”
To emphasize the message of source text, the translator gives more information in the
target text. In the aftermath, the sense of target text is stronger than the source text.
However, it does not change the information delivered by the author.

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i. Generalization
Its purpose in translating is to replace the source text into a more general
target text.
For example:
SE: “Termenung di atas becak, melihat matahari menyongsongkan sinarnya

sekedar untuk menghangatkan alam ini.”
TE: “Plunged in thought on the vehicle, seeing the sunlight covering, this
nature becomes warmer.”
Since becak is merely available in the target text, the translator translated into a word
more general which is vehicle. Furthermore, the translation technique used is
categorized as generalization.
j. Literal Translation
It is called as a ‘word-for-word’ translation. It is a translation strategy that is
used mostly used to translatewords which have the same family and culture.
Although literal translation can be called as word-for-word translation, the translator
also pays attention to the sense between source text and target text. This technique is
commonly used by the translator in translating. Newmark (1988:12) states that literal
translation is the way of translating source text into target text by converting to the
nearest target text equivalent, while the lexical words are translated singly.
For example:
SE : “Dia pahlawan hidupku.”

TE : “She’s the heroine in my life.”
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The example shows that both texts have same sense and construct. Thus, the
expression of target text is delivered as close as possible with the source text.
k. Modulation
It refers to ‘a variation of the form of the message, obtained by a change in the
point of view’. The reason why modulation is applied is to avoid unsuitable target
text so that the expression of the target text can be accepted by the target readers.
Meanwhile, the meaning of the source text remains the same.
For example:
SE: “Aku mekar bersama mereka dan belum menghadirkan lukisan indah di
rumah mereka.”
TE: “I haven’t had the chance to make my grandparents happy.”
Regarding the example above, the figurative language in the source text is translated
into non-figurative language. Although the style is different, the message can be well
delivered. Hence, the translation technique applied is categorized as modulation
l. Particularization
It is the opposite of generalization. Particularization is used by the translation
to replace the source text with more precise or concrete terms.
For example:
SE: “Saya sarapan roti sebelum berangkat ke sekolah.”

TE: “I have a toasted sandwich before I go to school.”
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To specify the target text, the word “roti” is translated into “sandwich” rather than
“bread”. It aims to describe more details in the target text about what kind of bread
that has been eaten by the speaker.
m. Substitution (Linguistic-Paralinguistic)
Referring to Huratod in Guerra (2012:11), substitution is a technique to
replace the linguistic elements into paralinguistic elements (intonation, gestures, etc)
or vice versa. For instance, to express a disagreement, someone shakes his head. In
translating, the body language can be translated into he disagrees with their opinion.
n. Transposition
According to Newmark (1988:55) in A Textbook of Translation, transposition
is a shift in the grammar from source text into target text, such as change from
singular to plural or from noun into verb.
For example:
SE: “Air hujan yang menyentuh kepalaku menjadi salah satu kebhagiaan
sederhana yang abadi.”
TE: “The feel of raindrops on my head became one of the simplest joys in my
life that I would cherish forever.”
In the example above, there is a class shift in underlined phrase. In the source text, the
word “menyentuh” or “touch” or “feel” which its particular word class as verb is
changed by the translator into noun.

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o. Variation
This technique is used by translator to change an element which affects
several aspects of linguistic variation: changes of textual tone, style, social dialect,
geographical dialect, etc.
For example:
SE: “Hai cewek!”

TE: “Hi, babe!”
The target text contains teasing word “Hi, babe!”. The variation occurring in this
example is used as situational variation because the word ‘cewek’ is used in certain
situation which refers to flirt. To perceive the sense and style, it is translated into
other teasing word which is acceptable for the target readers.
p. Mixed Translation Techniques
Meanwhile, in translating, using multiple translation techniques is possible in
order to achieve the closest equivalence in the target text. Related to this research, the
researcher takes mixed translation techniques from Guerra’s techniques. In fact, using
combinining other translation techniques which are not part of Guerra’s categories is
possible. To give further explanation, some examples of mixed translation techniques
are put. They are literal translation and modulation, literal translation and
transposition, compensation and modulation, and explicitation and modulation.
First, the mixed translaition techniques belong to literal translation and
modulation. Literal translation is used to translate the source text by word-for-word

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meanwhile the translator also combines modulation in translating the source text by
using modulation. Consequently, the target text has different tendency that is affected
by modulation. However, the meaning of the target text remains the same.
For example:
SE :“Aku adalah monster yang mampu makan semua yang ada di

hadapanku.”
TE : “I am a monster who can swallow everything in front of me.”
There are two types of translation techniques found in the data findings. The
underlined sentence represents literal translation while the bold sentence represents
modulation. Each sentence has the same figurative language which is metaphor. In
the underlinedwords, the source text is translated literally or by word-for-word.
However, in the boldwords, the source text is translated into modulation that makes
the change of point of view. If the word ‘menelan’ is translated literally, it will be
‘eat’. Instead of translating literally, the translator delivers into ‘swallow’. In other
words, it has different style from the source text.
Second, the techniques consist of literal translation and transposition. Some of
the part in the source text is translated literally while others are translated using
transposition which affects a rank shift or class shift in the target text.
For example:
SE :"Dia datang dan membuat suasana menjadi hening."

TE :"His arrivalmakes the atmosphere silent."
The underlined sentence is translated using literal translation, but the bold printed is
translated using transposition. Meanwhile, the bold printed is translated using

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transposition which affects the different ranks of the source text and target text. In the
source expression, the bold printed is categorized as a sentence. However, in the
target text, it is translated in different class which its function as possessive.
Third, they are taken from compensation and modulation. Compensation is
used to translate the source text by adding information in another place in the target
expression. It could be used by the translator to emphasize the expression in the target
text. By using modulation, consequently, the tendency of expression in the target text
can change.
For example:
SE :“Ketika angin berembus membelai rambut, ketika melihat Gunung

Panderman,”
TE : “With the car window open, I would let the breeze caress me. I would look
Mount Panderman with awe.”
The underlined sentence above shows that there is an additional information
in the target text. The situation of the target text describes where the speaker sit which
is ‘with the car window open,’. However, in the source text, this information appears
in the previous sentence. The reason for translating in another place is to emphasize
the situation and to get the target readers attention by showing how the breeze cares
him when the car window is open.Meanwhile, the bold printed is categorized as
modulation because the translator changes the point of view in the situation of the source
text. In the source text “ketika angin berembus membelai rambut…” portrays the situation
where the wind touches the speaker’s hair. However, it is translated into “… I would let the
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breeze caress me.” In other words, the translator presents the speaker’s willingness to be
touched by the wind.
Last, the techniques are combined from explicitation and modulation. They
are the combination of adding information in the target text and change the point of
view in the target text. The example is written below.
SE :"Hanya buku yang menjadi temanku dan sandaranku demi meraih masa
depanku."
TE :"I have only books which are used to be my guidance so that I can learn from
them to achieve my dreams."
The example above belongs to explicitation and modulation. Explicitaion is
represented by the underline while modulation is represented by the bold printed. In
part of explicitation, the translator adds some information which is the speaker’s
books can help him to lead his dreams.Meanwhile modulation is the bold printed. It is
categorized as metaphor but it is translated into non figurative language. The
meaning of the source text shows that the books become the speaker’s friend. In
contrast, it is translated into ‘I have only books’ which refers to the things possessed
by the speaker.
6. Equivalence in Translation
In order to assess the quality of translation product, there are many
assessments that are needed, i.e. clarity, acceptability, accuracy, naturalness, and
equivalence. They are used to consider the result of translation product whether the
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translated text is good or not. By doing so, one of the assessmentswhich are used in
this research is equivalence.
Equivalence can be used as a measurement in determining the accuracy of
target language toward source language. Vinay and Darbelnet view equivalence-
oriented translation as a technique, taken from Vanessa Leonardi (2000) in
“Equivalence in Translation: Between Myth and Reality”, which means that the
translator can translate source text in different expression but it has same situation
and condition in target text. In addition, they claim that target text can be accepted as
long as they are listed in a bilingual dictionary as ‘full equivalent’. In other words,
equivalence can be reached if the source and target language are fully
equivalence.Nida and Taber (1982: 13) also state that equivalence in translation is a
form of correspondence focuses in the message by paying attention in both form or
style and content or meaning.
According to their definitions, assessing the degree of equivalence in terms f
meaning and style is adapted to analyze the translated text. However, assessing
equivalence in translation is still confusing. Therefore, this research adapts from
Andy Bayu Nugroho’s research entitled “Teknik Penerjemahan Wordplay dan
Kualitas Terjemahannya dalam Novel Charlie and the Great Glass Elevator Karya
Roald Dahl”. He uses equivalence parameter in order to assess the degree of
equivalence of wordplay in Charlie and the Great Glass Elevator and its translation.
There are four categories, namely fully equivalent expression, partly equivalent
expression, non-equivalent expression and unrealized expression. The reason why the
34
researcher adapts this researchis because both wordplay and figurative language has
the same characteristics in terms of meaning and style.
a. Fully Equivalent Expression
The quality of translation will be assessed as fully equivalent expression when
figurative language in the source text is translated into the same type of figurative
language in the target text. It also has the same meaning and style in the target text.
For example:
SE: “Siapa yang banyak memberi warna dalam hidupmu?.”

TE: “Who gives your life the most color?.”
Based on the example above, the target expression is fully equivalent with the source
expression. The meaning and style are able to be delivered by perceiving the same
type of figurative language which is metaphor and the meaning refers to someone
whom has given biggest contribution to the speaker’s life. In other words, the type of
figurative language and meaning are not changed.
b. Partly Equivalent Expression
In this assessment, there are three conditions. First, figurative language in the
source text is translated into different figurative language in the target text which has
the same meaning but the style is different from the source text.
For example:
35
SE: "Kontemplasi yang dalam dan Nessun Dorma dari Luciano Pavarotti
melambung ke atap kamar kos sebesar 3 x 3 meter ini."
TE: "I closed the door and listened toLuciano Pavarotti's Nessun Dorma."
In the example above, the source text contains hyperbole. The speaker wants to
express how excited he is. However, in the target text, the sense of hyperbole is gone.
Consequently, the feel of hyperbole is not fully delivered.
Second, figurative language in the source text is not translated into figurative
language in the target text. The meaning is the same with the source text but the style
is different from the source text, for example:
SE: “Di rumah mungil inilah cita-cita sederhana pertamaku mulai bersemi.”
TE: “In this small house, my first simple dream began.”
In this example, the source text and target text are categorized as partly equivalent
expression. They have equivalent meaning which is the speaker’s house is the trigger
of his dreams. In the source text, the sentence contains figurative language, which is
metaphor. Meanwhile, in its translation, figurative language is not translated.
Third, figurative language in the source text is translated into the same
figurative language. The meaning is as same as the source text but the style is
different, for instance:
SE: “Ibuku, hatinya putih, ia adalah puisi hidupku. Begitu indah. Ia adalah
setiap tetesan airmataku.”
TE: “My mother, her heart is pure and white-she’s the poetry of my life. She
is the most beautiful person I know. She is every drop of tear I have
ever shed.”
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In the example above, both texts have the same figurative language which is
metaphor. However, the translator adds some information in the target text that makes
the meaning is different from the source text. Although the concept or the message is
fully delivered, it is considered as partly equivalent.
c. Non-Equivalent Expression
This assessment involves two categories which are non-equivalent expression
expression. First, figurative language is translated into non-figurative language; the
meaning and style are different, such as
SE: “ada udang di balik batu”

TE: “someone who does not know anything”
The example shows that the figurative language is translated into non-figurative
language. It changes the meaning and style as well. In the source text, it means that
someone is hiding something from someone else. However, it is translated into
someone who does not know anything. The target text shows that the meaning and
the style are totally different. Next, figurative language in the source text is translated
into figurative language in the target text but the meaning is different. Below is the
example.
SE: “ada udang di balik batu”
TE: “there is a prawn behind the stone”
The example shows that the source text is categorized as idiom. To perceive the
meaning and the style, the translator translates using literal translation. However, the
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target text can be accepted because it has different meaning. It should be “to have an
axe to grind”.
d. Unrealized Expression
Figurative language is not translated in target language. It means that the
translator does not translate the source text. The following is the example.
SE: “…disinilah ia menghirup udara kerja professional, memperluas

jaringan dan melihat Jakarta dari dekat.”
TE: “ …and it was the gate that led her to more opportunities. And she got to
see Jakarta up close.”
According to the example, the meaning and style of both texts are different. In the
source text, the speaker said that this is a place to her to learn and start to be a
professional employee. Meanwhile, in the target text, the meaning is having a job in
that place; she will get more opportunities to her carrier. Hence, the translation
product is categorized as non-equivalent expression translation.
7. Summary of 9 Summers 10 Autumns
9 Summers 10 Autumns tells about Iwan’s life in reaching his goal in New
York. He was raised in a “little house” at the foot of Mount Panderman, Batu, East
Java along with four sisters and loving parents. His father worked as a minibus driver.
His mother was the person who gave all of her attention to her children. Struggling in
poverty, they managed to crawl and reach a better life. To get his dreams, Iwan, as
the only boy in his family, started to dare himself to change his own fate. He tried the
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best until he could go to New York to work for ninesummers tenautumns which
makes his life meaningful for his family and himself.
8. Related Study
In order to get a research topic, the researcher has read some researches
related to translation. There is one topic that is chosen which deals with translating
figurative language. However, the research which is related to the topic can not be
found in the library of Yogyakarta State University. Therefore, the researcher needs
to find related topic through other medium which is internet. Using e-library of
Universitas Pendidikan Indonesia, the related study can be found. This research was
written by Grahaprilwana entitled “An Analysis of Figurative Language Translation
in Mark Twain’s Novel Entitled Adventures of Huckleberry Finn”. This research aims
to investigate the kinds of figurative language, to investigate the techniques used by
the translator in translating figurative language and to judge the quality of the
translated version of the figurative language.
The differences between this research and Grahaprilwana’s research are the
theoritical framework of figurative language and the data. In the previous research,
types of figurative language are taken from Frost while this research employs types of
figurative language from DiYanni. In addition, the data sources of the research are
different. Grahapilwana’s research takes from Adventures ofHuckleberry Finn and its
translation whereas this research takes from 9 Summers 10 Autumns and its
39
translation. However, both have similarity in analyzing the translation of figurative
language in the novel and its translation.
B. Conceptual Framework
This research aims to analyze how figurative language in the novel is
translated. The data concern with the translation of figurative language in 9 Summers
10 Autumns. It also employs the translation product to evaluate the quality of
translation of figurative language. To get further analysis, the research focuses on the
types of figurative language, the translation techniques and the equivalence in terms
of sense and form.
As the framework of the research analysis, some theories are applied. The
theories help the researcher analyze the problems formulation of the research and to
measure the quality of equivalence in terms of sense and form. In addition, this
research employs translation as product which is the result of aesthetic-poetic
translation because it is related to the translation of figurative language.
Figurative language and its translation are the main focus of the problem.
They are combined with the relevant theories which are types of figurative language,
translation techniques and parameter equivalence. In assessing the quality of
translation of figurative language, the researcher adapts from another research which
has similarity to determine in terms of meaning and style equivalence.
Related to the research, there are three frameworks as the foundation of the
research. The first theory applied is types of figurative language. According to

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DiYanni (2001), figurative language is classified into seven types. They are including
hyperbole, litotes, synecdoche, metonymy, personification, metaphor and simile.
The other theory dealing with the research is translation techniques. They are
derived from Guerra’s technique. The term technique is more appropriate to this
research because it focuses on the translation product. He divides translation
techniques into fifteen techniques, such as adaptation, borrowing, calque,
compensation, compression, description, equivalence, explication, generalization,
literal translation, modulation, particularization, substitution (linguistic-
paralinguistic), transposition and variation. The additional mixed translation
techniques are also added because the use of multiple translation techniques is
possible in translating text.
The last theory applied in this research is equivalence. It aims to assess the
quality of translation product by using parameter equivalence. As the foundation of
equivalence theory, this research adapts from Nida and Taber. The equivalence
involves two components which are sense and form. Meanwhile, the parameter of
degree of equivalence adapts from Andy Bayu Nugroho’s research which employs to
assess the quality of pun translation. There are four points classified to assess,
namelyfully equivalent expression, partly equivalent expression, non-equivalent
expression, and unrealized expression.

41
Table 1: TheParameter of Degree of Equivalence
Degree of
The Result of Translation Phenomena
Equivalence
Figurative language in the target text is translated as
Fully Equivalent
same as the source text. Meaning and style figurative
Expression
language is perceived.
Figurative language in the source text is translated into
different figurative language in the target text which has
the same meaning but the style is different from the
source text.
Partly Equivalent
non-figurative language. The meaning of the target text
Expression
is as same as the source text, but the style is different.
the same figurative language in the target text. The
meaning of the source text is as same as the source text
but the style is different.
Figurative language is translated into non-figurative
language. The meaning and the style are different.
Non-Equivalent
Expression
figurative language in the target text but it has different
meaning from the source text.
Unrealized Figurative language is not translated in the target text.
Expression
42
C. Analytical Construct
This research aims to discuss how figurative language in a novel is translated. To get
further analysis, it focuses on analyzing the types of figurative language applied in 9
Summers 10 Autumns and its translation, the translation techniques used in the translated
novel and the equivalence of the translation product in terms of meaning and style.
43
Translation
9 Summers 10 9 Summers 10
Autumns Indonesian Autumns English
Novel Novel
Source Text Target Text
Literature Literature
Aesthetic-poetic
Translation
Figurative Language Translation of Figurative Language
Translation Techniques Degree of

Types of
Equivalence
Figurative
Language 1. Adaptation
2. Borrowing 1. Fully
3. Calque Equivalent
1. Simile
4. Compensation Expression
2. Metaphor
5. Compression 2. Partly
3. Personification
6. Description Equivalent
4. Hyperbole
7. Equivalence Expression
5. Litotes
8. Explicitation 3. Non-
6. Metonymy
9. Generalization Equivalent
7. Synecdoche
10. Literal Translation Expression
11. Modulation 4. Unrealized
12. Particularization Expression
13. Substitution
(Linguistic-
Paralinguistic)
14. Transposition
15. Variation
16. Mixed Translation
Techniques
Figure 1.Analytical Construct

CHAPTER III
RESEARCH METHOD
A. Type of Research
In this study, the type of study used by the researcher is qualitative method. It
produces narrative or textual descriptions of the phenomena under study
(Vanderstoep and Johnston, 2009: 7). It aims to describe the phenomena of
translating figurative language in the research according to the data findings that are
found by the researcher. They also stated that qualitative research is the instrument to
observe about social problem and culture. Related to the definition and the aim of
qualitative method, this research aims to describe, to discuss, and to assess the
findings. Although this research presents frequencies and percentages, those merely
help the researcher describe the data findings related to the types of figurative
language used by the author, the translation techniques applied by the translator and
the degree of equivalence achieved by the translated figurative language in terms of
meaning and style. Then, the frequencies and percentages are used to draw
conclusions of the research.
B. Data and Data Sources
There are two data sources to analyze the translation of the figurative
language which are applied in Indonesian and English versions. The Indonesian
44
45
version of 9 Summers 10 Autumns written by Iwan Setyawan is used as the source
text. It was published on February 2011. Meanwhile, the English version that has
been translated by Maggie Tiojakin as the target text was published on October 2011.
This novel became a national best seller and best fiction book in Jakarta Book Award
2011.To analyze this research, the researcher focuses on figurative language
expressed in Indonesian version and its translation in English which is related to the
translation techniques and the degree of equivalence.
C. Research Instrument
To analyze this research, there were two instruments involved. First, the
researcher was the main instrument. According to Moloeng (2010: 168), the roles of
the researcher are the planner, the collector of data, the analyst of data and the
reporter of the data and findings. The other instrument used by the researcher is data
sheet. It is used to classify the data which are the types of figurative language,
translation techniques and degree of equivalences. Besides, it helps the researcher
describe each objective in the discussion.
D. Technique of Collecting Data
In order to collect and analyze the data, there were several steps done by the
researcher, i.e.
1. reading 9 Summers 10 Autumns novel and its translation,
2. selecting the expression employing figurative language in both novels,

46
3. transferring the data into the data sheet,
4. classifying, analyzing and assessing the data that are divided into three categories,
i.e. types of figurative language, translation techniques and degree of equivalence,
5. coding the data to make the analysis easier, and
6. presenting the result.
To analyze the data, coding was needed by the researcher. It aimed to help the
researcher explain the data. The following coding is used.
Datum number 1: 001/Sn-Sn/LT/FE
The example above shows that the datum number 1 involving Source Text
categorized as synecdoche and Target Text categorized Synecdoche with Literal
Translation as the translation technique used and having Fully equivalent expression
as the degree of equivalence.
Below is the further explanation of abbreviation used in the data coding.
001 : number of the datum Mn : metonymy

SE : source expression Sn : synecdoche
TE : target expression Ad : adaptation
Si : simile Br : borrowing
Mt : metaphor Ca : calque
Pe : personification Cn : compensation
Hy : hyperbole Co : compression
Li : litotes Eq : equivalence
47
Ex : explicitation Tr : transposition
Gn : generalization Vr : variation
LT : literal translation FE : fully equivalent expression
Md : modulation PE : partly equivalent expression
Pr : particularization N : non equivalent
Su : substitution (linguistic- U : unrealized expression
paralinguistic)
E. Technique of Analyzing Data
Since the research was undertaken qualitative method, the researcher
described and interpreted the data by giving descriptive analysis. In order to analyze
the data, some steps were conducted. The first step was to describe the types of
figurative language applied in Iwan Setyawan’s 9 Summers 10 Autumns. Then, the
figurative language appearing was adjustedinto the types which are related to the
theory of figurative langugae. The next step was to determine the translation
techniques used in the translation of figurative language. It aimed to relate what
techniques used to translate figurative language in the data findings. Lastly, to find
out the quality of translation product in terms of equivalence degree, parameter
equivalence was used.
In order to support and facilitate the process of analyzing data, this research
used a table to categorize the data. The following is the table.

48
Table 2. Table of the Data Analysis of Figurative Language in Iwan Setyawan’s 9

Summers 10 Autumns Novel
Types of Figurative Translation Techniques Degree of

Language Equivalence
Code
SE/TE
Mn
Md
TR
Gn
LT
Hy
FE
PE
Mt
Ad
Cn
Ca
Co
Eq
De
Vr
Ex
Sn
Su
Br
Pe
Pr
Li
Si
N
U
SE:“Kedua
kakiku seakan
kehilangan

002/Si-Si/Ex/Pe
tulang
penyangganya.
”  
TE: “My feet
seem to have
lost their stance 
and are weak
from fear.”
F. Trustworthiness
Trustworthiness is employed to ensure the authenticity and accuracy of the
data. According to Guba and Lincoln taken from Creswell (2015: 342) there are four
criteria to check trustworthiness, including credibility, transferability, dependability
and confirmability. The following is further explanation.
1. Credibility
To achieve the credibility of data, the researcher observes the data carefully.
By reading 9 Summers 10 Autumns while finding the data carefully is one of the steps
done. Then, the data findings are put into the data sheet that has been categorized as
49
the objective of the research, i.e. types of figurative language, translation techniques
and degree of equivalence.
2. Transferability
It gives ‘thick description’ to the research. By doing this, the researcher
describes the data related to the theories applied in the research. Besides, it shows
how well the theories fit in the data. To reach the transferability, the figurative
language in the source text and its translation are adjusted to the translation
techniques. Then, the translated text is classified into the degree of equivalence in
order to find the quality of translation product in term of equivalence.
3. Dependability
It deals with the stability of the analysis process. The data are able to be
changed due to conditions when the data are re-checked. To achieve the degree of
dependability, the research needs to be reviewed by some peers. They have a role to
triangulate the data.
4. Confirmability
It refers to how the data can be confirmed by other researchers. In order to
achieve the degree of confirmability, the data are checked by some peers and the
supervisors. Therefore, the findings can reach the neutrality which means that the
findings are not far-fetched.

CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, there are two points to be explained, which are findings and
discussion. The findings section presents the data which are available in four tables.
There are three parts of each datum, namely the table of the types of figurative
language frequencies, the table of translation technique frequencies and the table of
the equivalence of translation frequencies. The findings are obtained from the data
that have been categorized based on the types of figurative language, the translation
techniques applied in translating figurative language and the equivalence of the
translation. In the discussion, the findings are explained deeply based on the
formulation of the problems. They are the types of figurative language, the translation
techniques and the degree of equivalence in terms of meaning and style.
A. Research Findings
According to the data, the researcherdiscovers 258 data containing figurative
langugae which are derived from the source novel, 9 Summers 10 Autumns. The data
are presented in the tables which have been analyzed into three points, namely the
types of figurative language found in the source novel and the target novel, the
translation techniques applied by the translator and the degree of equivalence in terms
of meaning and style.
50
51
1. The Types of Figurative Language
Out of seven types, this research finds six types of figurative language,namely
simile, metaphor, personification, hyperbole, metonymy and synecdoche. However,
there is one type which is not found in the data findings, i.e. litotes. Below is the table
that shows the frequencies and percentages of the types of figurative language.
Table 2.The Frequencies and the Percentages of the Types of Figurative

Language
No. Types of Figurative Language Frequency Percentage (%)

1. Simile 37 14.34
2. Metaphor 82 31.78
3. Personification 57 22.09
4. Hyperbole 79 30.62
5. Metonymy 2 0.78
6. Synecdoche 1 0.39
Total 258 100
Table 2 shows that metaphor (82 data or 31.40%) and hyperbole (79 data or
30.62%) are mostly used by the author. The use of metaphor can facilitate the author
to deliver his messages and ideas which are derived from somethingcompared. It can
give a clear picture that can be easily absorbed by the target readers. Meanwhile,
hyperbole aims to describe the story by exaggerating the character’s struggle to get
his dreams. Consequently, through the novel, the readers can be attached by the story
how the main character achieves his dreams and how he passes every obstacle in
front of him. The other figurative language that mostly appeared is personification
(57 data or 22.09%). By giving personification, the quality of inanimate object can be
52
measured. In other words, the readers can imagine how the abstract or inanimate
object works.
The following data are simile (37 or 14.34%), metonymy (2 or 0.78%), and
synecdoche (1 or 0.39%). The existence of simile gives an easy assumption that can
be accepted well by the target readers. Meanwhile, metonymy and synecdoche are
rarely found in the data findings because they are merely used to substitute and
mention certain terms.
2. The Translation Techniques
According to Guerra’s techniques, there are 15 techniques. In the data
findings, the translator applies eight techniques to translate figurative language. They
are borrowing, compensation, compression, explicitation, generalization, literal
translation, modulation and transposition. There are additional mixed translation
techniques found in the research, namely literal translation and modulation, literal
translation and transposition, compensation and modulation, and explicitation and
modulation. It is caused by the probability of using more than one technique in
translating a sentence that can not be avoided.
Meanwhile, seven techniques are not used to translate figurative language,
namely adaptation, calque, description, equivalence, particularization, substitution
(linguistic-paralinguistic) and variation. The table below provides the frequencies and
percentages of techniques applied in translating figurative language.

53
Table 3.The Frequencies and the Percentages of the Translation Techniques
No. Translation Techniques Frequency Percentage (%)

1. Borrowing 1 0.39
2. Compensation 1 0.39
3. Compression 5 1.94
4. Explicitation 40 15.50
5. Generalization 2 0.78
6. Literal Translation 123 47.67
7. Modulation 75 29.07
8. Transposition 3 1.16
9. Literal Translation and Modulation 2 0.78
10. Literal Translation and Transposition 1 0.39
11. Compensation and Modulation 1 0.39
12. Explicitation and Modulation 4 1.55
Total 258 100
Table 3 indicates that the most dominant technique used by translator in
translating figurative language is literal translation (123 or 47.67%). It aims to
translate the source text by word-for-word. Hence, the meaning and style can be fully
perceived by the translator in the target text. The other techniques are followed by
modulation (75 or 29.07%) and explicitation (40 or 15.50%). Modulation has similar
technique to paraphrasing. It has different style in expressing the translated text but
the meaning is still perceived by the translator. The translator’s reason for using
modulation is because this technique can give different stress to the expression that is
going to be exposed by the translator. Meanwhile, explicitation gives more
information in the target text. However, the additional information does not change
the meaning because it merely gives further information.

54
The rest of translating techniques are rarely applied by the translator as
compared to three techniques above, namelycompression (5 or 1.94%), transposition
(3 or 1.16%),generalization (2 or 0.78%), compensation (2 or 0.78%), and borrowing
(1 or 0.39%). Those types have different way to translate the source text into the
target text. By giving different style, it affects the attention or stressing of the
expression in the target text. Besides, it influences the sense of the target text even
though the message or idea is still fully perceived by the translator.
The others techniques are the mixed translation techniques, namely
explicitation and modulation (4 or 1.55%), literal translation and modulation (2 or
0.78%), literal translation and transposition (1 or 0.39%), and compensation and
modulation (1 or 0.39%).In order to cover the data findings, the researcher emerges
the mixed translation techniques because the use of mixed translation techniques is
unavoidable.
3. The Degree of Equivalence in Terms of Meaning and Style
In order to assess the quality of translation product, the degree of equivalence
parameter is used. There are four criteria to assess the equivalence in terms of
meaning and style, namely fully equivalent expression, partly equivalent expression,
non-equivalent expression and unrealized expression.
Table 4.The Frequencies and Percentage of the Degree of Equivalence
No. Degree of Equivalence Frequency Percentage (%)

1. Fully Equivalent Expression 124 48.06
55
No. Degree of Equivalence Frequency Percentage (%)

2. Partly Equivalent Expression 132 51.16
3. Unrealized Expression 2 0.78
Total 258 100
Table 4 provides the degree of equivalence showing that from 258 data
findings, 124 (or 48.06%) are considered as fully equivalent, 132 (or 51.16%) are
considered as partly equivalent expression and 2 (or 0.78%) are considered as
unrealized expression. The tendency of showing partly equivalent expression as the
result of the data findings is caused by the change of types of figurative language and
style in the target text. Because of that, the tense of the expression changes but the
meaning is still perceived. Besides, fully equivalent expression is merely resulted
from literal translation and borrowing because those techniques are fully perceived
the figurative language, the style and the meaning in the target text.
4. The Relation Between the Types of Figurative Language, Translation
Techniques and Degree of Equivalence of the Translation of Figurative
Language
This section aims to relate the findings based on the problems which have
been formulated in the Chapter 1. They are the types of figurative language, the
translation techniques and the degree of equivalence in terms of meaning and style.
To make clear description, the relation between the types of figurative language,
56
translation techniques and degree of equivalence of the translation of figurative
language are presented as follows.
Table 5.The Table of Frequenciesof the Types of Figurative Language,

Translation Techniques and Degree of Equivalence of the Translation of
Figurative Language
Personification
Types of Figurative Language
Synecdoche
Metonymy
Hyperbole
Metaphor
Total
Translation Techniques Simile
FE 1 1
Borrowing PE 0 1
U 0
FE 0
Compensation PE 1 1 1
U 0
FE 0
Compression PE 2 1 3 5
U 2 2
FE 0
Explicitation PE 3 15 2 20 40 40
U 0
FE 0
Generalization PE 2 2 2
U 0
FE 18 39 33 32 1 123
Literal Translation PE 0 123
U 0
FE 0
Modulation PE 15 19 17 24 75 75
U 0
FE 0
Transposition 3
PE 1 1 1 3
57
Personification
Types of Figurative Language
Synecdoche
Metonymy
Hyperbole
Metaphor
Total
Simile
Translation Techniques
U 0
FE 0
Literal Translation and
PE 1 1 2 2
Modulation
U 0
FE 0
Literal Translation and
PE 1 1 1
Transposition
U 0
FE 0
Compensation and
PE 1 1 1
Modulation
U 0
FE 0
Expilicitation and
PE 2 2 4 4
Modulation
U 0
Total 37 82 57 79 2 1 258 258
Table 5 draws the following phenomena.
a. Literal translation is the most frequently used technique by resulting124 data. It
is used to translate metaphor (39 data), personification (33 data), and hyperbole
(32 data) by showing fully equivalent expression for each as the result of
translation. It means literal translation is the most effective way to translate
figurative language. By perceiving meaning and style, the figurative language is
still perceived and the messages are fully delivered to the target readers.
b. Although literal translation is the most dominant technique used by the
translator, partly equivalent expression shows the highest rank as the result of
58
degree of equivalence. It is caused by the result of fully equivalent expression
which is merely derived from literal translation and borrowing. Meanwhile, the
other techniques show partly equivalent expression which is the result of the
summed techniques, such as modulation (75 data), explicitation (40 data),
compression (5 data), transposition (3 data), generalization (2 data),
compensation (1 datum), literal translation and modulation (2 data), literal
translation and transposition (1 datum), compensation and modulation (1 datum)
and explicitation and modulation (1 datum). Those techniques provide partly
equivalent because the figurative language or the style is different from the
source text. However, the meaning remains the same as provoked in the source
text.
c. Unrealized expression is found in the data findings. It is derived from
compression which is used to translate metaphor. The use of compression aims
to omit the unimportant information of the source text. Another reason is the
omitted information has been explained in previous expression in which the
translator prevents the repeated expression.
d. In the data finding, there are additional mixed translation techniques.
Theoretically, Guerra, taken from “Translating Culture; Problems, Strategies and
Practical Realities” (2012), does not mention mixed translation. In contrast,
applying more than one technique is unavoidable, such as literal translation and
transposition, literal translation and modulation, compensation and modulation,
and explicitation and modulation. The reason why the translator uses other
59
techniques is the translator tries to emphasize the situation so the target readers
can pay attention to it which is delivered through the figurative language.
However, those mixed translation techniques provide the same result. They
provide partly equivalent. Even though the translator uses literal translation in the
mixed translation, it does not provide fully equivalent as the result of the degree
of equivalence. It is due to the change of point of view or rank shift.
Furthermore, the style of target text is different from the style of the source text.
e. In accordance with Table 5, the fewest data are presented by borrowing,
compensation, compression, generalization, transposition, literal translation and
modulation, literal translation and transposition, compensation and modulation,
explicitation and modulation. On the other hand, literal translation, modulation
and explicitation are the most frequently techniques applied by the translator. It is
due to the translation products which provide the closest result with the source
text.
f. According to the objectives of the research, the importance of analyzing this
research is to find the effective way of translating figurative language so that the
meaning and style can be translated into the closest equivalence of the target text.
Although literal translation is the effective way in translating figurative language,
there are certain terms or expressions that can notbe translated literally. It aims to
prevent a meaning shift in the target text.

60
B. Discussion
The discussion section presents the deep explanation of each finding. In
order to answer the formulation of the problems, the discussion is divided into three
parts. The first part deals with the types of figurative language found in the source
novel, 9 Summers 10 Autumns. The second part deals with the translation techniques
which are applied by the translator in translating figurative language. The last part of
this section deals with the degree of equivalence in terms of meaning and style.
1. The Types of Figurative Language
The first part that has been analyzed is the types of figurative language found
in the source novel to target novel. In order to categorize the types of figurative
language, this research used DiYanni’s classification. He divides into 7 types of
figurative language, namely simile, metaphor, personification, hyperbole, litotes,
metonymy and synecdoche.
a. Simile
Simile which is found in the source novel appears 37 times or 14.43% in the
data findings. This type is mostly translated using literal translation with fully
equivalent as the result of degree of equivalence in terms of meaning and style which
is 18 data. Below are the examples and deep explanation.
SE :“Aku bisa merasakan kesejukan masa kecilku. Seperti air hujan yang
menetes di kepala, di depan rumah kecilku.”
TE : “I can sense the comfort of the years that had gone by. It is like the rain
61
that drops onto my head in front of my childhood home.”

(Datum No.22: 022/Si-Si/LT/FE)
The example which is taken from datum 022/Si-Si/LT/FE shows simile. The
speaker tries to compare his happiness with the feel of raindrops onto his head. The
way of comparing, he adds ‘seperti’ or ‘like’ that makes both sentences are
categorized as simile. Because of the same category, the technique used by the
translator is literal translation with fully equivalent expression is the quality of
translation product.
SE :"Suara Nico di iPhone seakan memecah kesunyian di sepanjang Sullivan

Street."
TE : "Nico's voice on my iPhone breaks the silence around me, all the way
through Sullivan Street."
(Datum No.130: 130/Si-Hy/Md/PE)
The source text taken from datum 130/Si-Hy/Md/PE belongs to simile
because the speaker raises ‘seakan’ which aims to compare something. However, the
target text is categorized as hyperbole because the translator translates the source text
using direct comparison without adding ‘as’ or ‘like’. It makes the style of this datum
more exaggerating. As a result, it is considered as partly equivalent by using
modulation as the technique to translate the source text.
SE :"Aku berkeliling dari lantai satu ke lantai lain sampai ke lantai teratas,
seakan melihat sebuah pameran."
TE : "I went from one floor to the next, until I reached the top floor and it was
as though I was looking at an exhibition."
The example above belongs to simile. It is presented through the comparison
of the light and the color of rainbow. The speaker wants to show person who has
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charismatic in inspiring others. Furthermore, she is described as the light which is
like the color of rainbow. The translation product is considered as fully equivalent
which is resulted from literal translation.
b. Metaphor
Based on the data findings, metaphor is one of the types of figurative
language which mostly appears in the source novel. It appears 82 times or 31.780%.
In addition, literal translation is one of the techniques used by the translator to
translate metaphor. It appears 39 times from 82 data with fully equivalent expression.
To give more explanation and examples, they are stated below.
SE :“Siapa yang banyak memberi warna dalam hidupmu?”

TE : “Who gives your life the most color?”
(Datum No.048: 048/Mt-Mt/LT/FE)
The example above is categorized as metaphor. In the source and target text,
there is a comparison presented by the author and the translator, which is ‘color’.
However, this comparison is not seen clearly. The word ‘color’ stands for value of
life and meaning of life. According to the example above, it describes someone who
gives the speaker the meaning and value of life. Therefore, the speaker can
understand how he should survive to live.
SE :“Dia telah membuka jendela buat adik-adiknya…”

TE : “…the window she had opened for us all;”
(Datum No.54: 054/Mt-Mt/Tr/PE)
The example above belongs to metaphor because the author compares directly
between insight and window. The underlined sentence ‘dia telah membuka jendela…’
63
translated into ‘…the window she had opened…’ stands for the act of giving insight
or knowledge which is very important to her siblings.
SE :“Aku terus mendayung dan di perjalanan ini aku bertemu dengan Mas
Yani, seorang sahabat, seorang guru teater SMA.”
TE : “I kept going through life and as I went I crossed path with Mas Yani, a
friend and a theatre instructor at the school.”
(Datum No.108: 108/Mt--/Ex/PE)
In this example, the sentence ‘aku terusmendayung’ is considered as metaphor
because the speaker compares his life with sailing. The way of his life is similar to the
way of sailing. According to the example, each expression is different. In the target
text, metaphor is not translated into metaphor; it is translated into another expression
which is categorized as non-figurative language. Explicitation is applied by the
translator to translate the metaphor. Thus, the result of translation product is
considered as partly equivalent.
c. Personification
In the data findings, personification appears 57 times or 22.09%. It takes place
in the third position. Mostly, it is translated using literal translation (33data) with
fully equivalent expression as the result of the degree of equivalence. Below are the
examples and deep explanation of personification which are found in the source
novel.
SE :“Sepi memagut.”
TE : “This loneliness bites.”
(Datum No.60: 060/Pe-Pe/LT/FE)
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The underlined expression above is categorized as personification. According
to KBBI, ‘memagut’ has similar meaning to ‘menggigit’ atau ‘bite’. Hence, it is
categorized as personification because the existence of human quality in inanimate
object which is ‘this loneliness’. In other words, this example means that this
loneliness becomes painful.
SE :“Kesunyian dan keindahan puisi Chairil Anwar membelai jiwaku yang

paling dalam.”
TE : “The subtle quietude and beauty of Chairil Anwar’s poem soothes my
innermost soul.”
The example above contains personification because the existence of
inanimate object having human characteristics. It describes how Chairil Anwar’s
poem soothes the speaker. In other words, the speaker’s soul can be influenced by the
beauty of Chairil Anwar’s poem. By showing the same style and meaning, both
source text and target text are considered as fully equivalent which is translated using
literal translation.
SE :“Setiap hari Sabtu atau Minggu pagi, kami memakai baju hitam-hitam,
bersatu dengan alam,merasakan angin menyentuh pori-pori kami."
TE : “Every Saturday or Sunday morning, we donned our black shirts and
trousers so we could become one with nature and to feel the wind
against our skin.”
The underlined sentence above belongs to personification because it shows
human quality which is the wind can touch their skin. This expression sounds like the
wind can do what human does. In fact, the wind is moving which causes friction
between skin and wind.

65
d. Hyperbole
Hyperbole takes place in the first position as the most frequent data found in
9 Summers 10 Autumns by appearing 79 times or 30.62% out of the data. In order to
translate hyperbole, literal translation, 32 data out of 79 data, is mostly applied by the
translator with the result of the degree of equivalence is fully equivalent. Below are
the examples and the deep explanation of simile which are found in the source novel.
SE : “Aku masih bisa merasakan hangat napasnya di antara daun-daun hijau

yang mulai tumbuh di pucuk ranting.”
TE :“I can still feel his warm breath among the green leaves that are beginning
to grow at the edges of tree trunks.”
(Datum No.12: 012/Hy-Hy/LT/FE)
The example above is categorized as hyperbole. According to the situation
happened in the source novel, the speaker hugs his little friend after he told his past. It
makes the atmosphere becomes sad. Because of his little friend’s soft heart, the
speaker can feel sadness and empathy that comes from him. It is exaggerated through
their environment which is the green leaves. It shows that the nature also can be part
of their feeling.
SE : “PadasaatLebaran, Ibuselalubertarunguntukmembelikanbajubaruuntuk
kami.”
TE :“When it was time to celebrate the Eid, Ibu would do everything she could
spend the most on each year; she wouldn’t settle for anything less than
the best for her children.”
(Datum No.41: 041/Hy--/Md/PE)
The underlined expression above shows that his mother always tries her best
to get the best for her children. This expression tells the situation where his mother is
trying to buy new clothes that are going to be worn at Eid for her children. Although
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her money is limited, she always fights to make her children happy. In the source
text, the sense of hyperbole appears. However, in the target text, the sense of
hyperbole is less. It is translated by using modulation. Furthermore, the degree of
equivalence shows that the translated expression is categorized as partly equivalent.
SE :“Hatinya retak melihat pemandangan itu.”

TE :“She was heart broken when seeing me run someone else’s errands."
Datum No.104: 104/Hy-Hy/Ex/PE
The example above is categorized as hyperbole since the speaker
exaggerates the situation when his mother sees her son works to earn money. It
makes her very sad which means similar to heart broken. The translation technique
used by the translator is explicitation. There is additional information taken from
‘pemandanganitu’. The words are translated into ‘seeing me run someone else’s
errands’ that emphasize the situation. As a result, the quality of translation product is
considered as partly equivalent.
e. Metonymy
Based on the data findings, metonymy appears 2 times or 0.78%. In order to
translate metonymy, generalization is chosen as the technique which provides partly
equivalent as the degree of equivalence. Below are the examples and deep
explanation of each data.
SE :“Keduanya tidak pernah duduk di bangku sekolah.”

TE :“The two had never gone to school.”
(Datum No.26: 026/Mn--/Gn/PE)
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In the first example, the underlined phrase has different meaning. In the
source text, ‘bangkusekolah’ associates with school. However, in the target text, it is
translated into ‘school’ which has general expression. That is why the technique
applied in translating metonymy is called generalization. The result of translation
product shows partly equivalent expression.
SE :"Berbeda dengan Mas Mul, Daus adalah anak muda yang baru saja
melepas seragam putih abu-abunya."
TE : "Unlike Mas Mul, Daus was a young boy who had only recently stopped
wearing his high school uniform."
The second example, there is no difference in translating metonymy. In the
source text, the phrase ‘seragam putih abu-abu’ means uniform in white and grey. It
is commonly used by Indonesian to address high school uniform because of the color.
However, in the target text, it has different style. That is why the result of translation
product is considered as partly equivalent.
f. Synecdoche
Synecdoche is the last figurative language of Guerra’s classification. Based on
the data findings, it appears one time or 0.39% of 258 data. The technique applied is
literal translation which present fully equivalent expression as the result of translation
product quality. The example below will be explained deeply.
SE :“New York tengah sibuk mempersiapkan pesta kembang api di beberapa

sudut kota untuk merayakan hari kemerdekaan.”
TE :“New York is getting ready to celebrate the 4th of July and shooting
fireworks into the sky from every corner in the city.”
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(Datum No.1: 001/Sn-Sn/LT/FE)
The example above is taken from datum 001/Sn-Sn/LT/FEcategorized as
synecdoche. The reason for categorizing New York is that the name of city shows the
representation of citizen of New York. In other words, New York is used to present
the part of whole of people.It is common to mention people by their nation which
represents people.
2. The Translation Techniques
The translation techniques that have been applied by the translator are in the
second discussion. This research analyzes what techniques used to translate figurative
language. There are 11 translation techniques, including mixed translation techniques,
which are applied in translating figurative language. Below are the examples of each
technique which are applied to translate figurative language.
a. Borrowing
Borrowing aims to introduce element of the source text to the target readers
by perceiving the words without translating into another language. It is the fewest
translation technique applied by the translator. This technique appears one time or
0.39% in the data findings. It is used to translate hyperbole which has fully equivalent
expression as the result of the quality of translation product in terms of equivalence.
SE :"You know, since I reached NYC ten years ago, I thought about you right
away, Bule Gila!"
TE :"You know, since I reached NYC ten years ago, I thought about you right
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away, Bule Gila!"

(Datum No.131: 131/Hy-Hy/Br/FE)
The underlined phrase is the example taken from datum 131/Hy-Hy/Br/FE.
The phrase ‘Bule Gila’ is not translated into another language. ‘Bule Gila’ refers to
the common language that is used by Indonesian to express a foreigner who acts silly
which means ‘crazy foreigner’. In this context, the speaker wants to express how
excited he is to hear his old friend whom is foreigner. That is why perceiving the
meaning and style of the source text borrowing is an appropriate technique that is
used by the translator to translate this phrase. Besides, it can be a medium to
introduce this expression to the target readers.
b. Compensation
Compensation is one of the translation techniques used to introduce
information of the source text in another place in the target text. In data findings, one
datum or 0.39% appears.It is categorized as personification and the result is partly
equivalent. Below is the example and the explanation.
SE :"Penataan rak-rak dan koleksinya begitu elegan, lapang, berharmoni dan

tidak berteriak."
TE : "They do not scream each other."
(Datum No.247: 247/Pe-Pe/Cn/PE)
The example is taken from datum 247/Pe-Pe/Cn/PE. There is a little bit
difference in translating. In the target text, the words ‘tidak berteriak’ is separated but
it is translated in the next sentence by adding ‘they’. Pronoun ‘they’ is substituted by

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the arrangement of shelf and the collections. That is why it is called compensation
because the source text is translated into another place in the target text.
c. Compression
Compression aims to suppress or reduce information of the source text which
is unnecessary in the target text. There are 5data found in the data findings. The
examples and deep explanation are explained below.
SE :“Aku mekar bersama mereka dan belum menghadirkan lukisan indah di

rumah mereka.”
TE : “I haven’t had the chance to make my grandparents happy.”
(Datum No.46: 046/Mt--/Co/U)
The example above states that ‘akumekarbersamamereka’ which is not
translated in the target text. This sentence means that ‘I have been grown up with
them’. Instead of translating it, the translator translates the next statement which is
‘danbelummenghadirkanlukisanindah di rumahmereka.’ Furthermore it is
categorized as compression because information is suppressed by the translator.
However, it does not influence the information of the source text.
SE : "Mereka adalah rangkaian bunga yang indah ..."

TE : "They are flowers ..."
(Datum No.172: 172/Mt-Mt/Co/PE)
The example above deals with compression. It is caused by the omission in
the target text. In the source text, the speaker compares ‘they’ with ‘a beautiful flower
bouquet’. However, in the target text, the translator merely delivers ‘they are
flowers’. Although the message of the source text can be delivered, the target text has
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less sense of how beautiful they are. Meanwhile, it would be better if the source text
is translated into the same style, it does not influence the sense at all.
d. Explicitation
Guerra stated that explicitation is similar to expansion, amplification and
diffusion. It aims to add or emphasize information which is not stated in the source
text. According to the data findings, there are 40 data findings or 15.50% out of the
whole data findings. All of data categorized as explicitation are considered as partly
equivalent. Below are the examples and deep explanation of the data which are
categorized as explicitation.
SE :“Dari semua saudaraku, akulah yang paling “kejam” dalam meminta

buku-buku ini.”
TE :“And all of my siblings, I was the hardest onethe please when it comes to
books.”
(Datum No.103: 103/Hy--/Ex/PE)
The example above is categorized as explicitation. In the source text, the
underlined word is called as hyperbole. However, this word is translated explicitly by
the translator. It aims to give more understanding to the target readers. In the source
text, the word ‘kejam’ can be said ‘cruel’. However, in the target text, ‘kejam’ is
translated into usual expression which is ‘the hardest one’.
SE :“Aku terus mendayung dan di perjalanan ini aku bertemu dengan Mas
Yani, seorang sahabat, seorang guru teater SMA.”
TE : “I kept going through life and as I went I crossed path with Mas Yani, a
friend and a theatre instructor at the school.”
(Datum No.108: 108/Mt--/Ex/PE)
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The other example is taken from datum 108/Mt--/Ex/PE. The underlined
expression in the source text can be translated into ‘I kept sailing’. However, in the
target text, this sentence is explicitly translated into ‘I kept going through life’. Those
sentences have the same meaning which means that the speaker kept his life to
balance his life. There is comparison between lives and sailing which our life is like
sailing. We have to keep moving to achieve our future.
SE :"Beberapa pohon bahkan telah telanjang, kehilangan semua daunnya."

TE : "And other trees have lost all its leaves, naked amidst the howling mind."
(Datum No.228: 228/Pe-Pe/Ex/PE)
In accordance with Guerra’s statement that explicitation is similar to
amplification or adding information in the target text. The example above is
categorized by explicitaion since the translator gives additional information. In the
target text, the translator tends to emphasize the situation of the story by adding
‘…amidst the howling mind’. Meanwhile, it is not mentioned in the source text.
Thus, the use of explicitation can give more detail information to the target readers
without interrupting the message of the source text.
e. Generalization
Generalization is the translation technique used to generalize the words.
According to the data findings, there are two data found or 0.78%. Both data provide
partly equivalent as the quality of translation product in terms of the degree of

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equivalence. Besides, they come from the same type of figurative language which is
metonymy. To give deep explanation, the examples are available below.
SE :“Keduanya tidak pernah duduk di bangku sekolah.”

TE : “The two had never gone to school.”
The underlined phrase of the source text which is ‘bangku sekolah’ is
associated with school. If the phrase is translated literally, the style will not be
delivered well to the target readers. Furthermore, generalization is chosen to translate
this phrase which is from ‘bangku sekolah’ into ‘school’.Beside, the translated word
is more acceptable for the target readers.
SE :"Berbeda dengan Mas Mul, Daus adalah anak muda yang baru saja
melepas seragam putih abu-abunya."
TE : "Unlike Mas Mul, Daus was a young boy who had only recently stopped
wearing his high school uniform."
In this example, generalization is also applied to translate metonymy as same
as the previous example. The underlined phrase of the source text is related to the
uniform. Commonly, Indonesian call uniform of high school student as ‘seragam
putih abu-abunya’ or ‘uniform in white and grey’. However, the target readers do not
know this term. Thus, it is translated generally into ‘his high school uniform’ which is
more common to the target readers.

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f. Literal Translation
According to the data findings, literal translation is the most frequent data
used to translate figurative language. Out of 258 data, literal translation appears 123
times or 47.67% which provide fully equivalent expression as the result of the quality
of translation product. In other words, literal translation is the most effective way to
translate figurative language because it can perceive the meaning and style of it.
Below are the examples and deep explanation of literal translation.
SE :“Tak ada yang bisa memberi warna lebih dalam hidupku, selain saudara-
TE : “No one can give my life any more color than my beloved siblings.”
In the example above, literal translation is applied to translate hyperbole. In
order to perceive the meaning and style of the source text, literal translation is
applied. The speaker says that there is no one can give more color to his life than his
siblings. In other words, this statement means that his siblings are priceless than
anything. Thus, to perceive the meaning and style of the source text, it is translated
literally.
SE :"Lift terbuka, seperti hatiku saat itu."

TE : "The elevator opens, just as my heart does."
The other type of figurative language, simile, is also translated using literal
translation. The example above shows that the speaker compares between elevator
and his heart. By using explicit comparison ‘seperti’, it contains simile. He tries to
express that the way of his heart opens is similar to the elevator.
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SE :"Dan ketika air mataku jatuh di atas kertas surat, aku merasa Ibu
membasuh wajahku, membelai rambutku."
TE : "And when a tear dropped onto the pages of the letter, I felt my mother
touching my face, stroking my hair."
The last example of literal translation is taken form datum 143/Si-Si/LT/FE.
This example is categorized as simile because of the comparison between two
different situations. The speaker compares the situation where his tears drop; he feels
like his mother touches his face. The atmosphere of the source text shows the
speaker’s longing to his mother. Without alleviating the style and meaning of the
source text, literal translation is the best way to translate this statement.
g. Modulation
Modulation is the technique which aims to translate the source text in
different of point of view. According to the data findings, modulation is in the second
dominantly used by the translatorused to translate figurative language. It appears 75
times or 29.07% which provide partly equivalent as the result of the quality of
translation product in terms of equivalence. Below are the examples and deep
explanation.
SE :“…ketika debu-debu jalanan menyentuh muka kecil kami, dunia menjadi

lain.”
TE : “…I didn’t even mind the dust. Our world has been transformed.”
(Datum No.30: 030/Pe--/Md/PE)
The underlined statement of the source text means ‘…when the dust touched
our small faces,’. However, in the target text, it is translated in different style. The
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translator changes the expression into ‘I didn’t even mind the dust’. In the target text,
the translator tries to stress the speaker, from ‘we’ becomes ‘I’. Beside, the translator
changes the situation where the speaker did not mind with the dust.
SE :“Setiap aku mengangkat telepon, berbincang dengan ibuku, kami masih

belum percaya akan perjalanan jauh yang “mengangkat” kami semua
ini.”
TE : “Every time I pick up the phone and talk to my mother, we still can’t
believe the long journey that became our ’saving grace’.”
(Datum No.091: 091/Pe-Mt/Md/PE)
In the example above, there is shifting of the type of figurative language
which is from personification to metaphor because the translation technique used is
modulation. The source text, the underlined expression, implies that the long journey
lifts our family. Then, it is translated in different style which is “the long journey that
became our ’saving grace’”. The target text is categorized as metaphor because it
becomes inanimate object that has human quality which helps the speaker’s family. In
other words, there is a transition of the style.
SE :"Kenangan SMA yang terurai sepanjang East Village begitu jelas dan
salju ini membuat melankoli meledak bagai pelangi yang kehilangan
satu warnanya."
TE : "The memory of my senior high school years are keeping me warm along
the East Village and the snow has turned my melancholy into rainbows
that are losing their color one by one."
(Datum No.128: 128/Si-Mt/Md/PE)
The example above, there is a shift in terms of type of figurative language
which is from simile to metaphor. In the source text, the speaker compares between
melancholy of his memory and rainbow. It is stated that ‘the memory of high school
years are very clear along the East Village and snow makes my melancholy blew up
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as if rainbows are losing their color’. Meanwhile, it is not translated into the same
style. In the target text, it is translated into ‘the snow has turned my melancholy into
rainbows that are losing their color one by one’.
h. Transposition
According to the data findings, transposition appears 3 times or 1.66%. It is
applied to translate different types of figurative language, namely simile and
personification. Each translation product has similarity in terms of degree of
equivalence, which is partly equivalent expression as the result. The examples and
deep explanation are stated below.
SE :“Air hujan yang menyentuh kepalaku menjadi salah satu kebahagiaan

sederhana yang abadi.”
TE : “The feel of raindrops on my head became one of the simplest joys in my
life that I would cherish forever.”
(Datum No.017: 017/Pe-Pe/Tr/PE)
The first example, they have similarity type of figurative language which is
personification. However, the style is different because the translator shifts the class,
which is from verb into noun. For instance, ‘menyentuh’ as verb is shifted into ‘the
feel’ as noun. Meanwhile, they have the same meaning. It means that the raindrops
dropped onto his head.
SE :"Wajahnya tak ber-make-up, seperti segar musim semi."

TE :"She wasn't wearing make-up; yet she looked as fresh as the spring."
(Datum No.237: 237/Si-Si/Tr/PE)
The second example of transposition is taken from datum 237/Si-Si/Tr/PE.
Both source text and target text have different ranks. In the source text, the speaker
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uses possessive to show her sister’s face or ‘her face was not wearing make-up’.
However, in the target text, the translator translates into pronoun which is ‘she’.
i. Literal Translation and Modulation
Based on the data findings, mixed translated involving literal translation and
modulation exists two data or 0.78%. It is applied by the translator to translate
hyperbole into hyperbole and metaphor which result partly equivalent expression.
Below is the example and deep explanation of the datum which has mixed translation
techniques.
SE :“Jantungku hampir berhenti. Aku hampir tak bisa berdiri.”

TE :“My heart almost stops. I can’t stand on my feet.”
(Datum No.4: 04/Hy-Hy/LT-Md/PE)
The example above is taken from datum 04/Hy-Hy/LT-Md/PE. There are two
types of translation techniques found in the data findings. The underlined sentence
represents literal translation while the bold sentence represents modulation. Each
sentence has the same figurative language which is hyperbole. In the first sentence,
the source text is translated literally or word-for-word.
However, in the second sentence, the source text is translated into modulation
that makes the change of point of view. If the sentence ‘aku hampir tak bisa berdiri’
is translated literally, it will be ‘I almost can’t stand on my feet’. Instead of translating
literally, the translator delivers into ‘I can’t stand on my feet’. In other words, it has
different meaning and style from the source text that the author can barely stand on
his feet.
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j. Literal Translation and Transposition
The next mixed translation techniques involve literal translation, represented
by the underline and transposition, represented by the bold printed. It appears one
time or 0.39% based on the data findings. It is used to translate metaphor into
metaphor which provides partly equivalent expression as the result of the degree of
equivalence. Below is the example and deep explanation.
SE :"Gelombang semakin besar tapi pelayaran kami tak berhenti."

TE :"The waves grew bigger, but we never stopped sailing."
(Datum No.146: 146/Mt-Mt/LT-Tr/PE)
The datum above is taken from datum 146/Mt-Mt/LT-Tr/PE. The underlined
sentence is translated using literal translation, but the bold printed is translated using
transposition. The part of literal translation is not having problem because the
figurative language, meaning and style of target text are the same as the source text.
Meanwhile, the bold printed is translated using transposition which affects the
different ranks of the source text and target text. In the source text, ‘pelayaran kami’
is categorized as possessive. However, in the target text, it is translated into ‘we’ who
is categorized as pronoun.
k. Compensation and Modulation
The other mixed translation is combined from compensation and modulation.
In the data findings, there is one datum found or 0.39%. It is used to translate
personification. The example is explained below.
SE :“Ketika angin berembus membelai rambut, ketika melihat Gunung

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Panderman,”
TE : “With the car window open,I would let the breeze caress me. I
wouldlook Mount Panderman with awe.”
(Datum No.29: 029/Pe-Pe/Cn-Md/PE)
The underlined sentence above shows that there is additional information in
the target text. The situation of the target text describes where the speaker sit which is
‘with the car window open,’. However, in the source text, this information appears in
the previous sentence. The reason for translating in another place is to emphasize the
situation and to get the target readers attention by showing how the breeze cares him
when the car window is open.
Meanwhile, the bold printed is categorized as modulation because the
translator changes the point of view in the situation of the source text. In the source
text “ketika angin berembus membelai rambut…” portrays the situation where the
wind touches the speaker’s hair. However, it is translated into “… I would let the
breeze caress me.” In other words, the translator presents the speaker’s willingness to
be touched by the wind.
l. Explicitation and Modulation
The last mixed translation techniques found in the data findings is explicitaion
and modulation. There are 4 data or 1.55% found. Each datum results partly
equivalent expression. It is used to translate metaphor and personification. Below are
the examples and deep explanation of each datum.
SE :"Hanya layar hitam putih TVRI dan lampu redup di ruang tamu yang
menjadi teman setia kami."
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TE :"We only had a small black-and-white televison that aired TVRI

(government-channel)- and we had always watched TVwhile being
basked in the fluorescent light of a dimming bulb."
(Datum No.5: 005/Mt--/Ex-Md/PE)
The example above belongs to explicitation and modulation. Explicitaion is
represented by the underline while modulation is represented by the bold printed. In
part of explicitation, the translator adds some information which is the information of
channel TVRI which is aired in the television and the repetition of pronoun ‘we’,
such as ‘we only …’ and ‘we had always watched TV…’.
Then, it is followed by modulation. Hence metaphor that exists in the source
text does not exist in the target text. In other words, the figurative language in the
source text is translated into non figurative language. The meaning of the source text
shows that the fluorescent light of a dimming bulb becomes the family’s friend.
Meanwhile, in the target text, the fluorescent light of a dimming bulb merely become
the real light which enlighten the room.
SE :“Keberaniannya telah melahirkan rasa kepercayaan diri pada adik-

adiknya, rasa percaya diri yang kadang tidak terlihat di DNA kami.”
TE :“We don’t know how she got the courage; but that courage gave us
confidencethat we too should be courageous in our lives. It wasn’t
something we inherited, but it was something we had to learn by
example.”
(Datum No.68: 068/Pe--/Ex-Md/PE)
The second example is taken from datum 068/Pe--/Ex-Md/PE. It has different
type of figurative language from the previous example which is personification. The
additional information of the target text is underlined. It does not exist in the source
text. Furthermore, it is categorized as explicitation, synonym with addition. The aim

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of adding the information is to give more explanation to the target text but it does not
change the meaning of the source text.
In the part of modulation, the bold one, it is categorized as personification. In
the source text, the sentence ‘keberaniannya telah melahirkan, …’ is translated into
non figurative language. If the verb ‘melahirkan’ in bahasa is translated literally in
English, it has the same meaning with ‘giving birth’. By regarding this, it will be non
sense or weird if the translator perceives this expression. Thus, modulation is used to
change point of view into ‘but the courage gave …’.
SE :"Aku mendekap setiap senja di Bali, warnanya memasuki hatiku."

TE :"I embraced every sunset on this island, the beautiful color painted my
heart brilliantly."
The last example of this section is taken from datum 208/Mt-Mt/LT/FE. The
word of the source text ‘warnanya’ is translated into ‘the beautiful color.’ which has
additional information that the color is beautiful. However, it is not explained in the
source text. Another addition is adverb ‘brilliantly’. It explains how the color meddles
in his heart. Besides, modulation is used to translate the verb of the source text which
is ‘memasuki’. It could be translate into ‘meddle in or enter’ but in the target text, it is
translated into ‘painted’ which means ‘dilukiskan’.
3. The Degree of Equivalence
The degree of equivalence is one of the parts in assessing the quality of
translation product. Related to the parameter degree, there are four criteria which
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each has certain assessment, namely fully equivalent expression, partly equivalent
expression, non-equivalent expression and unrealized expression expression.
According to the data findings,non-equivalent expressionisnot found in this research.
To get further explanation, the examples of each assessment are available below.
a. Fully Equivalent Expression
Based on the data findings, out of 258 data, 124 data provide fully equivalent
expression or 48.06%. The dominant data considered as fully equivalent expression
as the result of degree of equivalence are metaphor (39 data), personification (33
data), and hyperbole (32 data). It is translated using literal translation. These are the
examples of fully equivalent expression.
SE :"Keindahan musim semi, kesegaran dari daun-daun muda yang mulai

tumbuh adalah salah satu meditasi alam yang menyembuhkan bagiku."
TE : "The beauty of spring and the fresh bloom of young leaves are all part of
a natural meditation that heals me."
The example above is considered as fully equivalent. The source text is
categorized as metaphor which is as same as the target text. The speaker compares the
beauty of spring with a natural mediation that heals him. It means that the spring has
the same function with a medicine which can heal his soul. This message can be
delivered well by perceiving the meaning and style of the source text. That is why the
result shows fully equivalent.
SE :“Setan bertempik.”
TE : “The devils are screaming.”
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Datum 062/Pe-Pe/LT/FE is categorized as personification. The sentence
shows the human quality existing in the inanimate object which is ‘setanbertempik’
or ‘the devils are screaming’. Since the meaning and style can be perceived and
delivered well, it is considered as fully equivalent which fulfill the criterion of fully
equivalent expression.
SE :"Pada malam inilah, jiwa kami terbebas, membawa bintang-bintang ke

tempat tidur kami."
TE : "And on this evening we felt our souls set free; and we could bring the
stars home with us."
Another example of fully equivalent is taken from datum 113/Hy-Hy/LT/FE.
The type of figurative language found in this datum is categorized as hyperbole. Both
source text and target text have the same style and meaning. The speaker wants to
express how free he is until the stars can be brought to their room. It means that their
feeling is very happy and their souls are free. They can explore their mind and
imagination to show their happiness.
b. Partly Equivalent Expression
In this criterion, there are two conditions in which the expressions are
categorized as partly equivalent expression. First, the figurative language of the
source text is different from the target text but both have the same meaning. Second,
the figurative language of the source text is translated into non-figurative language
but both have the same meaning. According to the data findings, partly equivalent
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expression appears 132 times or 51.16%. This assessment mostly appears in the
expressions which are translated using modulation. Meanwhile, the dominant
figurative language that is considered as partly equivalent expression is metaphor.
The examples and deep explanation of each criterion are available below.
SE :“Perjalanan selama 20 menit ini selalu segar dalam memori, menetes

seperti air hujan setiap kali aku memanggilnya.”
TE : “The walk takes about 20 minutes- but each minute is precious to me. I
can recall every step the way I remember the feel of raindrops on my
skin.”
(Datum No.13: 013/Si-Mt/Md/PE)
The example above is categorized as partly equivalent expression which fulfill
the first condition. Datum 013/Si-Mt/Md/PEshows different type of figurative
language. The source text is categorized as simile but the target text is translated into
another type of figurative language which is metaphor. In the source text, the speaker
compares his steps which reminds him to memory with the rain which falls by adding
‘seperti’ or ‘as if’. However, in the target text, the expression shows direct
comparison which shows the steps of his walk can recall his memory. It has the same
feeling of the raindrops on his skin.
SE :"Kampungku di Batu bukanlah tempat yang indah, tapi tempat baru ini
terlihat begitu sedih di mataku."
TE : "My village in Batu wasn't the greatest place in the world; but my new
home seemed even worse."
(Datum No.134: 134/Pe--/Md/PE)
The next example is taken from datum 134/Pe--/Md/PE. This datum is
categorized as partly equivalent expression which fulfills the second condition. The
source text is translated into non-figurative language but both have the same meaning.
86
In the source text, the expression is categorized as personification because of the
existence of human quality. The underlined sentence shows that the new place seems
very sad. However, in the target text, the translator changes the speaker’s point of
view. The word ‘sad’ is translated into ‘worse’. That is why it is considered as partly
equivalent because the target text is categorized as non-figurative language.
SE : "Aku mengayuh perahu layarku, menatap senja, seperti menatap pagi."

TE : "So I set my sails toward the future, staring at the sunset as of the sun had
just risen."
(Datum No.175: 175/Mt-Mt/Ex/PE)
The example above deals with partly equivalent expression as the result of the
degree of equivalence. It is considered as partly equivalent because the figurative
language of the source text is translated into the same figurative language in the target
text. It also applies to the meaning but the style is different. Both source text and
target are metaphor. However, the translator translates into different style by adding
conjunction ‘so’ in the first sentence. It means that there is cause in the previous
sentence which does not exist in the source text. Regarding to the whole meaning, it
does not the influence of the target text. It still can be delivered well by the translator.
c. Unrealized Expression
According to the data findings, there are two data (or 0.78%) are considered
as unrealized expression. In other words, there are two data that are not translated by
the translator. This assessment appears in the expressions which are categorized as
metaphor. Below are the examples and deep explanation.

87
SE :“Aku mekar bersama mereka dan belum menghadirkan lukisan indah di

rumah mereka.”
TE : “I haven’t had the chance to make my grandparents happy.”
The underlined sentence of the source text is not translated by the translator.
In the source text, the speaker wants to say that ‘I grow up with them..’ but this
sentence does not exist in the target text. As a result, the sense of the situation is
having less meaning because in the source text, the speaker tries to deliver that he
grows up with his grandparents but he have not made them proud yet.
SE :“…disinilah ia menghirup udara kerja professional, memperluas jaringan

dan melihat Jakarta dari dekat.”
TE : “ …and it was the gate that led her to more opportunities. And she got to
see Jakarta up close.”
The last example of unrealized expression is taken from datum 088/Mt--
/Co/U. It is categorized as metaphor. However, the underlined sentence is translated
into non-figurative language. In the source text, the speaker tries to express that ‘this
is the place where she inhales professional air’ or ‘this is the place where she knows
how to be a professional worker’. In the target text, it does not exist. The appearance
of this expression is implied in the next expression which is ‘and it was the gate that
led her to more opportunities. And she got to see Jakarta up close’. Furthermore the
translator does not need to translate the source text.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
The last chapter of this research consists of two sub-chapters namely
conclusion and suggestions. Conclusions deal with a brief explanation based on the
data findings and discussion which are derived from the objectives of the research.
They are the types of figurative language found in 9 Summers 10 Autumns, the
translation techniques applied by the translator in order to translate figurative
language, and the parameter of the degree of equivalence in terms of meaning and
style. The suggestions deal with some suggestions which aim to give good points that
can be taken from this research. Those sub-chapters are explained as follows.
A. Conclusions
According to the data findings and the discussion, the conclusion can be
concluded as follows.
1. Regarding the types of figurative language found in 9 Summers 10 Autumns, there
are six types found, namely metaphor (82 data or 31.78%), hyperbole (79 data or
30.62%), personification (57 data or 22.09%), simile (37 data or 14.34%),
metonymy (2 data or 0.78%), and synecdoche (1 datum or 0.39%). Meanwhile,
litotes is not found in the data findings. In accordance with the novel, metaphor is
mostly used by the author because it can facilitate the readers in comparing
something. Besides, it can give a clear assumption of something towards the
89
90
character’s story in the novel. Meanwhile, litotes does not exist in the novel
because by giving understatement to the author’s situation, it givesa different
perspective. In contrast, the author tries to present the character’s struggle to
achieve his dreams.
2. In terms of the translation techniques, there are twelve techniques applied by the
translator in order to translate figurative language, including mixed translation
techniques found in the data findings. They are borrowing (1 or 0.39%),
compensation (1 or 0.39%), compression (5 or 1.94), explicitation (40 or 15.50),
generalization (2 or 0.78), literal translation (126 or 48.84), modulation (75 or
29.67), transposition (3 or 1.16%), literal translation and modulation (1 or
0.39%), literal translation and transposition (1 or 0.39), compensation and
modulation (1 or 0.39%)and explicitation and modulation (4 or 1.55%).
Meanwhile, there are seven techniques which are not applied by the translator,
namely calque, description, equivalence, generalization, particularization,
substitution (linguistic-paralinguistic) and variation. According to the data
findings, literal translation is mostly used by the translator to translate figurative
language. By applying literal translation, the meaning and the style of the source
text can be perceived in the source text. Thus, it can be considered as the most
effective way to translate figurative language in this research.
3. In relation to the parameter of degree of equivalence, there are four criteria to
assess the translation product of figurative language, such as fully equivalent
expression, partly equivalent expression, non-equivalent expression, and

91
unrealized expression expression. However, there are three criteria found in the
data findings. They are fully equivalent expression, partly equivalent expression
and unrealized expression expression. According to the data findings, the result of
the degree of equivalence is mostly considered as partly equivalent expression
(132 data or 51.16%). Then, it is followed by fully equivalent expression (124
data or 48.06%) and unrealized expression expression (2 data or 0.78%). In other
words, the English translation of figurative language is considered as partly
equivalent expression in terms of meaning and style.It is caused by the different
figurative language and the style in the target text. Consequently, there is a
different emphasized situation in the target text that is created by the translator.
B. Suggestions
This part presents the suggestions to the readers who concern with this
research. Below are the suggestions to be explained.
1. To Other Researchers
In order to enrich the analysis of literary translation, it could be used by other
researchers, including the students of English Language and Literature majoring in
translation as the reference of further research. By giving different theories from other
types of figurative language or translation techniques or analyzing different objects
which are related to literary translation, it can give extensive research about literary
translation. Moreover, the other researchers could assess the translation product using
92
different assessment that is not covered in this research, such as accuracy,
naturalness, clarity or acceptability. Related to the mixed translation techniques, it
will be better if the related theory is presented in the research. Thus, it can strengthen
the existence of mixed translation techniques.
2. To Translators
This research can also be used as a reference for the translators who translate
literary works especially translating figurative language appearing in literary works
because translating figurative language is not an easy way. The translators need to
develop their understanding because of the meaning contained in figurative language
and the style of figurative language. Furthermore, they need to consider the
techniques to translate certain figurative language. It will achieve the aim of
translating figurative language related to the degree of equivalence in terms of
meaning and style.

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95
APPENDICIES
96
Appendix 1. Table of Data Analysis of Figurative Language in Iwan Setyawan’s 9 Summers 10 Autumns
Mixed
Types of Degree of
Translation Techniques Translation
Figurative Language Equivalence
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “New
Yorktengah sibuk
mempersiapkan pesta
kembang api di  
beberapa sudut kota
untuk merayakan hari
001/Sn- kemerdekaan.”
Sn/LT/F TE: “New York is    
E
getting ready to
celebrate the 4th of
July and shooting

fireworks into the sky
from every corner in
the city.”
002/Si- SE: “Kedua kakiku

Si/Ex/P seakan kehilangan
E tulang
penyangganya.”
TE: “My feet seem to
have lost their stance
and are weak from
fear.”
002/Si- SE: “Kedua kakiku   
97
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
Si/Ex/P seakan kehilangan  
E tulang
penyangganya.”
TE: “My feet seem to
have lost their stance

and are weak from
fear.”
SE: “Pikiranku pun
003/Pe
terbang entah ke  
-
mana.”  
Pe/LT/
TE: “My mind
FE 
wanders.”
SE: “Jantungku
hampir berhenti. Aku
004/Hy 
hampir tak bisa
-
berdiri.”   
Hy/LT-
TE: “My heart almost
Md/PE
stops. I can’t stand on 
my feet.”
SE: "Hanya layar
hitam putih TVRI dan
lampu redup di ruang  
005/Mt
tamu yang menjadi
--/Ex-
teman setia kami."     
Md/PE
TE: "We only had a
small black-and-white
televison that aired
98
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TVRI (government-
channel)- and we had
always watched TV
while being basked in
the fluorescent light of
a dimming bulb."
SE: “Di gelap malam,
aku berlayar di atas

006/Mt ranjang bambuku
bersama hati Bapak.”
-
TE: “When night  
Mt/Md
came, I would swim in
/PE a dreamy ocean next 
to my father’s
beautiful heart.”
SE: “… bahwa
kesendirian terkadang
melahirkan udara 
melankolis yang
007/Pe menyiksa.”
- TE: “But I convey
 
Hy/Md nothing of the
/PE loneliness here that
sometimes becomes so 
unbearable I feel air is
thick with
melancholic.”
99
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “Aku dan
saudara-saudaraku
tumbuh di rumah yang 
008/Mt
dibangun dengan cinta
-
dan kesederhanaan.”  
Mt/LT/
TE: “My sisters and I
FE
grew up in a home
  
built with love and
simplicity.”
SE: “Kami tumbuh
dalam lima detak
009/Mt 
jantung, dalam satu
-
hati.”  
Mt/Md
TE: “We were five
/PE
beating hearts merged   
into one.”
SE: “Tatapan matanya
menembus kesunyian
di studio ini, 
010/Hy menembus
- kesunyianku.”
   
Hy/Ex/ TE: “His gaze pierces
PE through the silence at
the studio apartment 
and then through my
loneliness.”
100
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Keindahan
musim semi,
kesegaran dari daun-
daun muda yang mulai
 
tumbuh adalah salah
011/Mt satu meditasi alam
- yang menyembuhkan
bagiku."  
Mt/LT/
FE TE: "The beauty of
spring and the fresh
bloom of young leaves
 
are all part of a natural
meditation that heals
me."
SE: “Aku masih bisa
merasakan hangat
napasnya di antara

daun-daun hijau yang
012/Hy mulai tumbuh di pucuk
- ranting.”
 
Hy/LT/ TE: “I can still feel his
FE warm breath among
the green leaves that

are beginning to grow
at the edges of tree
trunks.”
013/Si- SE: “Perjalanan   
101
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
Mt/Md selama 20 menit ini
/PE selalu segar dalam
memori, menetes
seperti air hujan
setiap kali aku
memanggilnya.”
TE: “The walk takes
about 20 minutes- but
each minute is
precious to me. I can
  
recall every step the
way I remember the
feel of raindrops on
my skin.”
SE:”Berjalan pada
pagi pagi hari
melewati taman yang
masih sepi, ketika
014/Mt
warna putih
-
menyelimuti semua     
Mt/LT/
sudut taman, ketika
FE
salju masih turun
deras, adalah sebuah
meditasi alam yang
nyaris sempurna.”
102
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: “Walking in the
morning, through a
quiet park where the
color of white covered
    
the entire space, with
the snow still falling
hard, is a near-perfect
natural meditation.”
SE:”Berjalan pada
pagi pagi hari
melewati taman yang
masih sepi, ketika
warna putih
menyelimuti semua    
sudut taman, ketika
015/Pe salju masih turun
- deras, adalah sebuah
Pe/LT/ meditasi alam yang
FE nyaris sempurna.”
TE: “Walking in the
morning, through a
quiet parkwhere the
color of white covered    
the entire space, with
the snow still falling
hard,is a near-perfect
103
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
natural meditation.”
016/Pe SE: "Musim panas,
 
- begitu hidup di sini."
 
Pe/LT/ TE: "The summer is so
FE  
alive here."
SE: “Air hujan yang
menyentuh kepalaku
menjadi salah satu

kebahagiaan
017/Pe sederhana yang
- abadi.”
  
Pe/Tr/P TE: “The feel of
E raindrops on my head
became one of the

simplest joys in my
life that I would
cherish forever.”
SE: “Air hujan yang
menyentuh kepalaku
menjadi salah satu

018/Hy kebahagiaan
- sederhana yang
   
Hy/Ex/ abadi.”
PE TE: “The feel of
raindrops on my head

became one of the
simplest joys in my
104
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
life that I would
cherish forever.”
SE: “Kebahagiaan
yang terbawa sampai
sekarang dan yang
 
mungkin
019/Pe
menyelamatkan masa
-
dewasaku.”    
Pe/Md/
TE: “It was the kind of
PE
joy I can still feel until
today and which  
probably had saved
me as an adult.”
SE: “Salah satu yang
terbawa oleh hatiku
 
020/Pe adalah meja marmer
-- berkaki kayu.”
 
/Md/P TE: “The table with
E the marble top and
wooden legs, for
example.”
105
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “Setelah dewasa,
setiap kali membuka
lemari itu,aku merasa
membuka kembali 
memori masa kecil
yang tersimpan rapi di
sana.”
021/Si-  
Si/LT/
FE TE: “Once we become
adults, wherever I
open the closet, I feel
as if I were reopening
  
the memories of my
childhood that were
neatly stored inside
it.”
SE: “Aku bisa
merasakan kesejukan
masa kecilku. Seperti

022/Si- air hujan yang
Si/LT/ menetes di kepala, di  
FE depan rumah kecilku.”
TE: “I can sense the
comfort of the years 
that had gone by. It is
106
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
like the rain that drops
onto my head in front
of my childhood
home.”
SE: “Banyak lembar
ingatan yang tak
berani aku sentuh,
karena melankoli yang 
muncul bisa meledak
dan tak ada kekuatan
untuk meredamnya.”
023/Hy
TE: “There are
-
moments in my past I    
Hy/Ex/
do not dare touch,
PE
largely because of the
melancholic feeling

that may arise and
eventually shatter my
peaceful existence. I
know that I am
powerless against it.”
SE: “Matahari di
024/Mt musim panas hari itu

-- tidak begitu
menyengat.”  
/Md/P
E TE: “The sun is not so
radiant in the
107
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
summer.”
SE: “Lembaran
kenangan pun

025/Pe melayang, menulusuri
-- hidup bapakku.”
 
/Md/F TE: “My memory
E begins to go back in
time, into my father’s
life.”
SE: “Keduanya tidak
026/M pernah duduk di 
n-- bangku sekolah.”   
/Gn/PE TE: “The two had
never gone to school.” 
SE: “Cerita ini kerap
menghantuiku,
027/Pe bagaimana kalau 
-- sejarah itu terulang,
…”  
/Md/P
E TE: “I used to wonder
if history would repeat
itself …”
028/Hy SE: “Jendela dunia
  
- begitu sempit.”
Hy/Md TE: “The window of
/PE    
the world seemed so
108
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
small from where he
stood.”
SE: “Ketika angin
berembus membelai

rambut, ketika melihat
029/Pe Gunung Panderman,”
- TE: “With the car
   
Pe/Cn- window open, I would
Md/PE let the breeze caress

me. I would look
Mount Panderman
with awe.”
SE: “…ketika debu-
debu jalanan
menyentuh muka kecil 
030/Pe
kami, dunia menjadi
--
lain.”  
/Md/P
TE: “…I didn’t even
E
mind the dust. Our
world has been
transformed.”
SE: “Angin memberi
031/Pe sedikit sentuhan sejuk

-- pada sore hari musim
panas ini.”  
/Md/P
E TE: “The breeze was
cool and soothing on
109
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
this summer
afternoon.”
SE: “Kesibukan di
032/Hy balik meja kerja yang 
- kadang brutal.”
 
Mt/Md TE: “I bury myself in
/PE the brutal nature of my 
work …”
SE: “Kesibukan di
033/Hy balik meja kerja yang  
- kadang brutal.”
  
Mt/Tr/ TE: “I bury myself in
PE the brutal nature of my  
work …”
SE: “Ada sudut hati
034/Mt 
yang mulai gersang.”
-
TE: “Somewhere    
Mt/Ex-
Md/PE
inside my heart there’s 
a drought.”
035/Mt SE: “Dia pahlawan

- hidupku.”
 
Mt/LT/ TE:” She’s the heroine
FE 
in my life.”
036/Mt SE: “Ibuku, Ngatinah,
- adalah cinta,   
Mt/LT/ kesederhanaan, dan
110
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
FE ketegaran.”
TE: “My mother,
Ngatinah, is love,

simplicity and
strength.”
SE: “Kehidupan dan
rantai kehidupan

037/Pe ketidakberuntungan
- membunuh mereka.”
 
Pe/LT/ TE: “Life and a chain
FE of misfortunes

eventually killed
them.”
SE: “…“bermain”
dengan buku-buku
 
pelajaranku, di tengah
038/Mt sepinya pagi.”
- TE: …’played’ with
 
Mt/LT/ my school text books
FE until the sun came up,
 
At that hour,
everything felt eerily
quiet.”
039/Pe SE: “Ibuku adalah
- cermin kesederhanaan
    
Pe/LT/ yang sempurna di
FE mata kami
111
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
dankesederhanan
inilah yang
menyelamatkan kami.”
TE: “She had taught
us the value of
    
modesty; and it saved
our lives.”
SE: “Ibuku adalah
cermin kesederhanaan
yang sempurna di
mata kami dan 
040/Mt
kesederhanan inilah
--
yang menyelamatkan  
/Md/P
kami.”
E
TE: “She had taught
us the value of
modesty; and it saved
our lives.”
SE: “Pada saat
Lebaran, Ibu selalu
bertarung untuk  
041/Hy
membelikan baju
--
baruuntuk kami.”  
/Md/P
TE: “When it was time
E
to celebrate the Eid,
Ibu would do
everything she could
112
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
spend the most on
each year; she
wouldn’t settle for
anything less than the
best for her children.”
SE: “Betapa aku tak
mengerti  
042/Hy ibuku,menjajah dia.”
-- TE: “-oblivious to her   
/Ex/PE pain and suffering just
to get me what I
wanted.”
SE: “Ketegarannya
menghadapi segala
kesulitan ini,
ketekunannya, 
airmatanya, membawa
043/Pe kami melalui awan
- gelap itu.”
 
Pe/LT/ TE: “Her strength in
FE facing the difficulties
of life, along with her
tears and 
hardwork,helped us to
get over the dark
clouds.”
044/Mt SE: “Ia jugalah yang     
113
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
- membangun rumah
Mt/Ex/ dengan fondasi kuat,
PE di hati kami masing-
masing.”
TE: “She was the one
who built the strong
foundation of the 
house, and planted it
again in our hearts.”
SE: “Ibuku, hatinya
putih, ia adalah puisi
hidupku. Begitu indah. 
Ia adalah setiap
tetesan airmataku.”
045/Mt
TE: “My mother, her
-
heart is pure and    
Mt/Ex/
white-she’s the poetry
PE
of my life. She is the

most beautiful person
I know. She is every
drop of tear I have
ever shed.”
SE: “Aku mekar
046/Mt bersama mereka dan
-- belum menghadirkan    
/Co/U lukisan indah di
rumah mereka.”
114
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: “I haven’t had the
chance to make my
grandparents happy.”
SE: “Setelah beberapa
kali pertemuan, aku
semakin merasakan 
kehangatan di antara
047/Hy
kami.”
-
TE: “After meeting  
Hy/Md
the little boy for
/PE
several times, I begin

to feel that there’s a
real warmth between
us.”
SE: “Siapa yang
048/Mt banyak memberi

- warna dalam
hidupmu?”  
Mt/LT/
FE TE: “Who gives your

life the most color?”
SE: “Tak ada yang
bisa memberi warna
049/Hy
lebih dalam hidupku,  
-
selain saudara-  
Hy/LT/
FE
TE: “No one can give
 
my life any more color
115
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
than my beloved
siblings.”
SE: “…sambil melihat
–lihat kegagahan New
York di malam hari, 
050/Pe aku bercerita tentang
- kakak pertamaku.”
TE: “…while admiring  
Hy/Md
/PE New York’s splendor
at nighttime. And then 
I begin to tell the story
of mu eldest sister.”
SE: “Kakak
pertamaku, Siti
Aisyah, lahir 1 Maret 
1971 adalah pembuka
051/Mt
jalan.”
-
TE: “Her name is Siti    
Mt/Ex/
Aisyah, born on
PE
March 1st 1971. She

was the one who
opened the path for
us.”
052/Mt SE: “Kami sebagai
- adik-adiknya sering   
Mt/Md kali hanya mengikuti
116
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
/PE dan melewati jalan
yang telah ia tempuh.”
TE: “Her younger
siblings, myself
included, would often

just follow her
footsteps and do
whatever she did.”
SE: “Ia adalah bakat
yang terbengkalai,
053/Mt korban 
- ketidakmapanan pada
masa lalu.”    
Mt/Md
/PE TE: “Hers is a
neglected talent; the 
victim of our poverty.”
SE: “Dia telah
054/Mt membuka jendela buat 
- adik-adiknya…”
 
Mt/Tr/ TE: “…the window
PE she had opened for us 
all;”
SE: “Pada saat seperti
055/Si-
itu kami merasa kami
Si/Md/     
pun bisa berbicara,
PE
bisa menempatkan diri
117
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
sejajar dengan yang
lain, meskipun rasa
‘kecil’ tetap menjadi
bagian terbesar ketika
kami tumbuh.”
TE: “At moments such
as these, we felt like
we could raise our
voices as high as we’d
like, and that we were 
equal to others; even
though, growing up,
most of us had gotten
used to feeling small.”
SE: “…Mbak Isa pun
memberikan hatinya,
memberikan 
056/Mt kesempatan kepada
- adiknya.”
 
Mt/LT/ TE: “…Mbak Isa gave
FE her heart away and
decided to let her 
younger sister take the
opportunity.”
057/Mt- SE: "Ia adalah lampu
Mt/LT/    
terang."
118
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
FE TE: “She is the light; 
SE: “Ia adalah lampu
terang. Seperti warna
pelangi di tengah
  
hitam putih Times
Square di mataku saat
058/Si-
ini.”
Si/LT/
TE: “She is the light;
FE
like the color of
rainbow in the midst
  
of a monochromatic
Times Square in my
eyes at the moment.”
059/Pe SE: “Sepi menekan
 
- mendesak.”
 
Pe/LT/ TE: “It is closing in,
FE  
pressing.”
060/Pe SE: “Sepi memagut.”  
-
TE: “This loneliness  
Pe/LT/  
FE bites.”
SE: “Tambah ini
061/Pe
menanti jadi 
-
mencekik.”  
Pe/LT/
TE: “There is great
FE 
longing that
119
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
suffocates.”
062/Pe SE: “Setan

- bertempik.”
 
Pe/LT/ TE: “The devils are
FE 
screaming.”
SE: “Kesunyian dan
keindahan puisi
Chairil Anwar 
063/Pe membelai jiwaku yang
- paling dalam.”
 
Pe/LT/ TE: “The subtle
FE quietude and beauty of
Chairil Anwar’s poem 
soothes my innermost
soul.”
SE: “Kakak yang
064/Mt kedua adalah sebuah 
- benteng.”
 
Mt/LT/ TE: “My second
FE oldest sister is a 
fortress.”
120
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “Ada beberapa
saat ketika kami harus
diam, tak bisa maju ke
depan, kakakku ini
 
yang berani maju
berperang dan
menjadi pelindung
065/Hy kami.”
- TE: “There were times
   
Mt/Md when the rest of the
/PE family could not move
forward, but she
refused to stay still

and do nothing. She is
a fighter; she helped
us move forward and
thus became our
protector.”
SE: “Ada beberapa
saat ketika kami harus
diam, tak bisa maju ke
066/Hy depan, kakakku ini
-  
yang berani maju   
Hy/Ex/ berperang dan
PE menjadi pelindung
kami.”
TE: “There were times 
121
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
when the rest of the
family could not move
forward, but she
refused to stay still
and do nothing. She is
a fighter; she helped
us move forward and
thus became our
protector.”
SE: “Keberaniannya
telah melahirkan rasa
kepercayaan diri pada
adik-adiknya, rasa    
percaya diri yang
kadang tidak terlihat
di DNA kami.”
TE: “We don’t know
068/Pe
how she got the
--/Ex-
courage; but that
Md/PE
courage gave us
confidence that we too
should be courageous   
in our lives. It wasn’t
something we
inherited, but it was
something we had to
learn by example.”
122
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “Disinilah rasa
069/Hy sentimental merasuki 
-- darah kami.”
 
/Md/P TE: “She taught us
E how to be
sentimental.”
SE: “Dan biarlah
069/Pe
memori beristrahat di 
-
sana.”  
Pe/LT/
TE: “And let it stay
FE 
there to rest.”
SE: “Ketika matanya
berbinar, mataku
bersinar. Ketika 
hatinya jatuh,
070/Hy
kuberikan hatiku.”
-
TE: “Whenever I saw    
Hy/Ex/
the light in her eyes, I
PE
would feel so happy.

And when she was
heartbroken, I gave
her my heart.”
071/Mt SE: “Rini adalah

- refleksi diriku.”
 
Mt/LT/ TE: “Rini is the
FE 
reflection of my life.”
123
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “Kami
072/Hy
menciptakan dunia 
-
kami.”  
Hy/Md
TE: “We had to create
/PE 
our own universe.”
SE: “Di SMA ini
adikku juga mengikuti
kegiatan teater dan
berkenalan dengan
 
“mimpi”, mulai
membangun
073/Pe
keberaniannya untuk
--
lepas.”  
/Md/P
TE: “At this hish
E
school, my little sister
also joined the theatre
community and began  
to “dream”- she built
up the courage to be
free.”
SE: “Ketekunannya,
ketegarannya untuk
074/Hy
mencari uang, 
-
melelehkan hati kami  
Pe/Md/
semua.”
PE
TE: “Her hadwork

touched our hearts.”
124
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “Keringatnya
075/Hy menetes di atap rumah 
- mungilku.”
 
Hy/LT/ TE: “Her sweat
FE dripped onto the roof 
of our little house.”
076/Mt SE: “Aku ini binatang

- jalang”
 
Mt/LT/ TE: “I am an ill-fated
FE 
beast”
SE: “Aku merasakan
077/Hy hangat tubuhnya 
- memasuki tubuhku …”
 
Hy/LT/ TE: “I feel the warmth
FE of his body entering 
my own…”
SE: “Rumah yang
warnanya bertambah
dengan kehadiran adik 
078/Mt tercinta kami, Mira
- Fatmawati.”
   
Mt/Md TE: “This house began
/PE to feelmore colorful
with the arrival of our 
youngest and most
beloved sister, Mira
125
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
Fatmawati.”
SE: “Kehadiran Mira,
10 Mei 1981, adalah

079/Mt sebuah kado, sebuah
- boneka untuk kami.”
 
Hy/Md TE: “Born on May
/PE 10th, 1981, Mira was

nothing less than a gift
for our family.”
SE: “ Ia yang tak bisa
bernyanyi (selalu fals)
adalah cermin
    
keluguan,
kesederhanaan, dan
080/Mt
kelembutan hati.”
-
TE: “She couldn’t sing
Mt/Ex/
(when she did sing,
PE
she would always hit a
false note) and she     
was the reflection of
naivete, humbleness,
and purity.”
SE: “…airmata
081/Mt 
adalah bahasanya.”
--   
TE: “She cries all the
/Ex/PE
time.”
126
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “Mira adalah
kejujuran yang tak 
082/Mt
pernah retak.”
--
TE: “She possesses   
/Md/P
the kind of honesty
E
that has never been 
broken.”
SE: “Tumbuh bersama
Mira seperti
meluangkan malam
  
yang sepi, malam yang
penuh bintang, malam
083/Si-
yang tenang.”
Si/LT/
TE: “Growing up with
FE
Mira was a lot like
spending quiet
  
evening, a starring
evening, a calm
evening.”
SE: “…Mira juga
mengikuti kegiatan
084/Mt teater, tempat ia
- menguji kerapuhan
  
Mt/LT/ jiwanya di bawah
FE bintang-bintang di
bawah air terjun
Coban Rondo.”
127
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: “… Mira was
involved in theatrical
activities, where she
put her fragile heart to   
a test, under the stars
and under the water
fall of Coban Rondo.”
SE: “Denok, begitu
kami sekeluarga
kadang
memanggilnya, adalah
085/Mt 
cermin sebuah
-
keluguan dan ia pecah   
Mt/LT/
menjadi tangis dengan
FE
mudahnya.”
TE: “Denok – she is
the mirror of naivete 
and she easily cries.”
SE: “Disinilah ia

086/Pe mengenal dunia.”
-- TE: “This was how  
/LT/FE she got to know the
world.”
087/Mt SE: “Ia
- mengumpulkan     
Mt/Ex/ pecahan-pecahan
128
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
PE kerapuhannya dan
bangkit.”
TE: “She picked up
the fragile pieces of
her heart and learned 
to stand up for
herself.”
SE: “…disinilah ia
menghirup udara
kerja professional,
    
memperluas jaringan
088/Mt dan melihat Jakarta
-- dari dekat.”
/Co/U TE: “ …and it was the
gate that led her to
more opportunities.     
And she got to see
Jakarta up close.”
SE: “Ia masih seputih
089/Mt 
yang dulu.”
-
TE: “She remains as   
Mt/Ex/
PE
sweet and pure as 
ever.”
090/Hy- SE: “Suaranya
- memberikan semangat   
/Md/PE baru.”
129
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: “It’s good to hear
from him.”
SE: “Setiap aku
mengangkat telepon,
berbincang dengan
ibuku, kami masih

belum percaya akan
091/Pe perjalanan jauh yang
- “mengangkat” kami
semua ini.”  
Mt/Md
/PE TE: “Every time I pick
up the phone and talk
to my mother, we still

can’t believe the long
journey that became
our “’saving grace’.”
SE: “New York City
adalah buah kerja

092/Mt keras, keprihatinan,
- dan kejujuran.”
 
Mt/LT/ TE: “New York City
FE is the fruit of

hardwork, honesty and
sympathy.”
093/Mt SE: “New York City
- adalah buah   
Mt/Co/ ‘kehangatan’ rumah
130
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
PE kecil kami.”
TE: “New York City
is the ‘warmth’ of our 
little house.”
SE: “Kelahiranku
adalah setitik
harapan, seorang

anak laki-laki, yang
094/Hy
kelak bisa membantu
-
nafkah keluarga.”  
Hy/LT/
TE: “My birth was a
FE
speck of hope: a boy
who would work hard 
and provide for the
family.”
SE: “Kedekatanku
dengan Ibu,
kehangatan saudara- 
095/Pe saudaraku, mengikat
-- diriku di rumah ini.”
  
/Md/P TE: “The bond I share
E with my mother and
sisters made it 
comfortable for me to
stay home with them.”
096/Hy SE: “Aku semakin   
131
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
- mencintai buku-buku
Hy/LT/ pelajaran.”
FE TE: “ I loved my

textbooks even more.”
SE: “Salju turun di
sepanjang St. Mark,
mengubah jalanan di
East Village sore itu 
menjadi sebuah
097/Mt panggung yang
- melankolis."
 
Mt.LT/ TE: “The snow falls
FE along St. Mark,
chaning the street
located in the East  
Village that afternoon
into a melancholic
stage.”
SE: “Dengan
keterbatasan itu pula,
aku meyakinkan diri
098/Pe bahwa harus 
-- “bermain” serius   
/Ex/PE dengan buku-bukuku,
dengan otakku.”
TE: “It was pastially
because of what I
132
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
lacked in physical
built that I convinced
myself I had to excel
in my studies. I had to
take my lessons
seriously, and I treated
my books very
seriously as well.”
SE: “Masa SMP
adalah masa ketika
 
099/Mt aku merasa semakin
- “kecil”.
 
Mt/LT/ TE: “My junior high
FE school years were a
 
time when I felt
“small”.
SE: “Disini aku
merasa “kecil”, dan
pada waktu yang

sama, aku merasa api
100/Hy
mulai memasuki tubuh
-
kecilku.”  
Hy/LT/
TE: “I felt “small” at
FE
the school; but at the
same time I felt as if 
there was a fire
burning inside me.”
133
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “Aku merasa
“lepas” ketika selesai
membaca buku
pelajaran, ketika

mendapatkan nila
terbaik, ketika bisa
101/Hy mengingat sesuatu
- yang aku pelajari.”
 
Hy/LT/ TE: “I felt “free” when
FE I finished reading my
textbooks; when I
achieved the best

results for an exam; or
when I could
remember what I
learned.”
SE: “Buku adalah
teman terdekatku dan
aku selalu meminta 
102/Mt yang terbaik, yang
- lengkap.”
 
Mt/LT/ TE: “Books were my
FE closest friends and I
had asked always 
asked for the best, the
most complete.”
134
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: “Dari semua
saudaraku, akulah
yang paling “kejam” 
dalam meminta buku-
103/Hy
buku ini.”
--    
TE: “And all of my
/Ex/PE
siblings, I was the
hardest one the please 
when it comes to
books.”
SE: “Hatinya retak
melihat pemandangan 
104/Hy
itu.”
-
TE: “She was heart   
Hy/Ex/
broken when seeing
PE 
me run someone else’s
errands."
SE: “Prestasiku dan
kakak-kakakku,
menjadikan rumah 
105/Pe
mungil kami
-
‘terangkat’.”    
Pe/Md/
TE: “Because of that,
PE
the reputation of our

little house rose
toward the light.”
106/Mt SE: “Perahu kecilku   
135
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
- akhirnya berdermaga
Mt/LT/ di bawah Gunung
FE Panderman.”
TE: “My little boat
finally settled at the

foot of Mount
Panderman.”
SE: “Gelombang laut
mulai terasa di SMA

ini dan perahu kecilku
terus berlayar.”
107/Mt TE: “The rough seas
- began to take toll on
  
Mt/Ex/ me during my senior
PE high school years; but

despite the challenges,
I managed to steer my
little boat through the
storm.”
SE: “Aku terus
mendayung dan di
108/Mt perjalanan ini aku
-- bertemu dengan Mas    
/Ex/PE Yani, seorang sahabat,
seorang guru teater
SMA.”
136
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: “I kept going
through life and as I
went I crossed path
with Mas Yani, a 
friend and a theatre
instructor at the
school.”
SE: “Mas Yani
seorang nahkoda yang
kuat yang membawa 
perahu besar untuk
109/Mt kami, Teater Pandu.”
- TE: “Mas Yani had a
  
Mt/Md stronger grasp on life
/PE than I did; he took on
the challenge of 
steering a large boat
that we were sailing
on, Pandu Theatre.”
SE: “Setiap hari Sabtu
atau Minggu pagi,
110/Pe kami memakai baju
- hitam-hitam,bersatu
   
Pe/LT/ dengan alam,
FE merasakan angin
menyentuh pori-pori
kami."
137
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: “Every Saturday
or Sunday morning,
we donned our black
shirts and trousersso
  
we could become one
with nature and to feel
the wind against our
skin.”
SE: “Kami menutup
mata, mencoba

111/Mt melihat dunia dengan
- mata batin.”
 
Mt/LT/ TE: “ We closed our
FE eyes and tried to see

the world through our
soul.”
SE: “Selain melatih
112/Hy teknik bermain teater,
- Mas Yani juga
  
Hy/LT/ membuka jendela kami
FE melepas impian kami
ke laut lepas.”
138
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: “Aside from
teaching us how to
become great actors,
Mas Yani also opened 
our windows and
threw our dreams out
into the great ocean.”
SE: "Pada malam
inilah, jiwa kami
terbebas, membawa 
113/Hy bintang-bintang ke
- tempat tidur kami."
    
Hy/Ex/ TE: "And on this
PE evening we felt our
souls set free; and we 
could bring tha stars
home with us."
SE: "Setelah berteater,
114/Hy kami pulang ke rumah
- dengan kebesaran
  
Hy/LT/ hati, kelegaan,
FE "terlepas" dan
"kaya"."
139
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "After practice,
we always went home
with great feeling ,  
free, enriched, and
relieved."
SE: "Ia seorang
nahkoda yang tambah
gagah dengan  
inspirasi yang tak
115/Mt
pernah padam."
-
TE: "He is the captain    
Mt/Ex/
of a strong and
PE
beautiful boat; his
 
inspiration always
lights up the hearts
surrounding him."
SE: "Ia seorang
nahkoda yang tambah
gagah dengan 
inspirasi yang tak
116/Hy
pernah padam."
-
TE: "He is the captain    
Hy/Ex/
of a strong and
PE
beautiful boat; his

inspiration always
lights up the hearts
surrounding him."
140
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Malam itu,
musim dingin terasa

117/Hy lebih dingin, begitu
- melankolis."
 
Hy/LT/
FE TE: "That night,the
winter feels colder, so 
melancholic."
SE: "It was my 7th

winter. Seperti
gumpalan salju kecil
yang jatuh
mendinginkan hati,
ditengah kesepian
118/Si-
yang panjang,
Si/LT/   
kesibukan kerja tak
FE
berjeda, kerinduan
akan rumah kecilku
yang dala, dan hati
yang mengering,
seseorang datang tak
terduga."
141
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: " It was my 7th
winter. Like the tiny
snow flakes that freeze
the heart, in the midst
of a long loneliness,
endless deadlines at  
work, the deep longing
for my little house an
da drying heart,
somebody enters my
life unexpectedly."
SE: " Pesan spiritual
talk-nya sederhana
dan selalu membuka 
119/Pe salah satu celah mata
- hati."
 
Pe/Md/ TE: "Her spiritiual-
FE talk message has
always been simple, 
yet it never fails to
open my heart."
SE: "Kelas sore itu
120/Pe
berjalan seperti biasa,
-
hingga mataku    
Pe/LT/
menangkap kesejukan
FE
di mata Audrey."
142
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "That afternon,
the session runs
smoothly-as always-
 
until my eyes find
peacefulness in
Audrey's."
SE: "Ada energi baru
121/Hy   
-- yang memasuki jiwa."
 
/Md/P TE: "And I feel a fresh
E energy inside me."  
SE: "Lift terbuka,
seperti hatiku saat 
122/Si- itu."
Si/LT/  
TE: "The elevator
FE
opens, just as my heart 
does."
143
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Beberapa kelas
yoga, makan sushi di
Blue Ribbon atau
Tomoe, melihat indie
movies di Angelica,

akhir pekan bersama
di jalnaan West
Village atau SoHo,
123/Hy telah memberi warna
- cerah di hidupku."
 
Hy/LT/ TE: "Taking yoga
FE classes, eating sushi at
Blue Ribbon or
Tomoe, watching ndie
movies at Angelica,

taking long walks on
the weekend in the
West Village or SoHo
have given my life
great new colors."
144
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Di sepanjang
perjalanan pulang, di
tengah hiruk pikuk
bar, di sela-sela salju
yang masih turun di 
sepanjang East
Village, kesunyian
124/Pe
menyusup, membentuk
-
melankoli yang putih."  
Pe/LT/
TE: "On my way
FE
home, in the midst of a
bar crowd, among the
pouring snow along an
 
East Village street,
loneliness pierces
through me, creating a
white melancholy."
SE: "Aku terus
berlayar, aku terus
berlayar, aku tidak 
125/Mt bisa hanya diam
- menunggu keajaiban."
 
Mt/LT/ TE: "I had to keep on
FE sailing, so I kept on
sailing- I couldn't just 
sit around and wait for
miracles."
145
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Perahu kecil ini
pun berlayar ke
126/Mt 
dermaga jauh untuk
- pertama kalinya."    
Mt/Ex/
PE TE: "And so I sailed
away from home for 
the first time ."
SE: "Kenangan SMA
yang terurai
sepanjang East
Village begitu jelas
dan salju ini membuat  
melankoli meledak
bagai pelangi yang
kehilangan satu
127Hy- warnanya."
Mt/Md TE: "The memory of    
/PE my senior high school
years are keeping me
warm along the East
Village and the snow

has tuned my
melancholy into
rainbows that are
losing their color one
by one."
146
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Kenangan SMA
yang terurai
sepanjang East
Village begitu jelas
dan salju ini membuat 
melankoli meledak
bagai pelangi yang
kehilangan satu
128/Si- warnanya."
Mt/Md TE: "The memory of  
/PE my senior high school
years are keeping me
warm along the East
Village and the snow

has tuned my
melancholy into
rainbows that are
losing their color one
by one."
SE: "Ada beberapa
lembar kenangan yang
129/Pe terbawa di sepanjang

- East Village, masih
bersamaku, malam  
Pe/LT/
FE ini."
TE: "The memories of
 
my youth are staying
147
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
with me tonight."
SE: "Suara Nico di
iPhone seakan
memecah kesunyian di 
seapanjang Sullivan
130/Si-
Street."
Hy/Md  
TE: "Nico's voice on
/PE
my iPhone breaks the
silence around me, all 
the way through
Sullivan Street."
SE: "You know, since
I reached NYC ten
years ago, I thought  
131/Hy about you right away,
- Bule Gila!"
 
Hy/Br/ TE: "You know, since
FE I reached NYC ten
years ago, I thought  
about you right away,
Bule Gila!"
SE: "What do you
132/Hy think about Nico, Bule  
- Gila ini?"
  
Hy/LT/ TE: "What do you
FE think about Nico, this  
crazy foreigner?"
148
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Mataku masih
buta aku belum
    
133/Hy pernah melihat dunia
- lain."
Hy/Ex/ TE: "I was blind; I had
PE never seen any other
    
part of the world other
than my own."
SE: ""Mungkin
saatnya aku harus
pergi, mungkin kau tak

perlu aku lagi," kata-
katanya seakan
134/Si-
membelah dadaku."
Hy/Md  
TE: ""Maybe it's time
/PE
for me to go, perhaps
you don't me
 
anymore," he says,
breaking my heart in
two."
SE: "Kampungku di
135/Pe Batu bukanlah tempat
-- yang indah, tapi
   
/Md/P tempat baru ini
E terlihat begitu sedih di
mataku."
149
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "My village in
Batu wasn't the
greatest place in the
world; but my new 
home seemed even
worse."
SE: "Aku merasakan
kamar ini, bangunan
rumah ini, hanyalah
     
tumpukan batu bata
136/Si- yang berdiri tanpa
Si/LT/ jiwa."
FE TE: "I felt as if the
room and the house
were nothing more      
than a soulles pile of
bricks."
SE: "Aku merasakan
kamar ini, bangunan
rumah ini, hanyalah
 
137/Pe tumpukan batu bata
- yang berdiri tanpa
jiwa."  
Pe/LT/
FE TE: "I felt as if the
room and the house
 
were nothing more
than a soulless pile of
150
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
bricks."
SE: "Aku nyaris
138/Mt tenggelam, nyaris 
- pulang kembali."
  
Mt/LT- TE: "I nearly drowned,
Md/FE nearly went back 
where I came from."
SE: "Kerinduanku
sedikit terobati ketika
mendengar suara Ibu
di seberang sana,   
mendengar nasihat-
nasihat sederhana,
139/Pe
jujur, dan hangat."
--
TE: "I was relieved   
/Md/P
when I heard my
E
mother's voice on the
phone, she was giving
me sound advice from
across the line, her
warm and honest spirit
kept me company."
SE: " … mendalami
140/Hy
jiwa satu sama lain
-
dan mencoba    
Hy/LT/
"melepas" kerinduan
FE
yang tak bisa
151
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
terlepaskan."
TE: "…trying to
understand each
other's soul and to let  
go of our personal
longings."
SE: "Kehangatan
ibuku yang merambat
lewat kabel telepon,
menyentuh, memeluk,     
dan memasuki
kesepianku, adalah
141/Hy
segalanya."
-
TE: "My mother's
Hy/Ex/
warmth- which
PE
traveled the distance
through the wire,
     
touching, embracing
and dominating my
loneliness- was
everyhting to me."
SE: "Kehangatan
142/Pe ibuku yang merambat
- lewat kabel telepon,
  
Pe/LT/ menyentuh, memeluk,
FE dan memasuki
kesepianku, adalah
152
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
segalanya."
TE: " My mother's
warmth- which
traveled the distance
through the wire,
 
touching, embracing
and dominating my
loneliness- was
everyhting to me."
SE: "Dan ketika air
mataku jatuh di atas
kertas surat, aku

merasa Ibu membasuh
wajahku, membelai
143/Si-
rambutku."
Si/LT/  
TE: "And when a tear
FE
dropped onto the
pages of the letter, I

felt my mother
touching my face,
stroking my hair."
SE: "Kelincahan
144/Si-
mengatur uang saat
Si/Ex/F     
itu seperti menari
E
balet."
153
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "Managing my
own finances at the

time was a lot like
ballet-dancing; …."
SE: "Perjuangan
keluargaku bagaikan

145/Si- sesuatu yang tak
- mungkin dilakukan."
 
/Md/P TE: "What my family
E had been through was
almost impossible to 
think about."
SE: "Gelombang
semakin besar tapi
146/Mt 
pelayaran kami tak
-
berhenti."     
Mt/LT-
TE: "The waves grew
Tr/PE
bigger, but we never 
stopped sailing."
SE: "Perjuangan
Bapak, Ibu dan
147/Mt
saudara-saudaraku
- 
adalah kerja raksasa    
Hy/Ex/
menembus gelombang
PE
besar."
TE: "My parents and 
154
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
sisters are the
strongest people I
know; they managed
to help each other get
over the menacing
situations."
SE: "Aku tak boleh
pulang kembali ke
rumah kecilku sebelum 
148/Mt membawa lukisan
- indah ke dalamnya."
 
Mt/LT/ TE: "I could not fail. I
FE could not return to my
little house until I got 
to bring a beautiful
panting inside it."
SE: "Semua
kenyamanan, di
tengah kekuarangan

149/Hy kami di Batu, adalah
- sebuah kekayaan yang
tak ternilai harganya."   
Hy/LT/
FE TE: "All the comfort
we had in the midst of

what we didn't have is
invaluable treasure."
155
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Kegagalan
ataupun keberhasilan
sebuah proses adalah
dimensi lain yang 
akan melahirkan
150/Mt pelajaran baru untuk
- proses selanjutnya."
   
Mt/Md TE: "The success and
/PE failure of a process
belongs in another
dimension that would 
later provide a new
lesson for the next
process."
SE: "Semangat dan
perjuangan yang
tajam ini terlihat dari
setiap jendela kos

yang berimpitan, dari
151/Mt
ruang tamu, dari
-
halaman kampus, dari    
Mt/Md
warung pinggir jalan."
/PE
TE: "One could study
the growing
competitiveness 
among us from the
windows of our rented
156
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
rooms, the living
rooms, the campus
yard, and eating stalls
on the streets."
SE: "Tahun pertama
di IPB adalah
pertarungan
mendapatkan jurusan
yang kami inginkan di 
tingkat 2 dan
pertarungan melawan
rasa rindu akan
152/Mt
kampung halaman."
-
TE: "The first year we  
Mt/LT/
spent at the institute
FE
was largely focused on
landing ourselves on
our desired major in

the second year, and
we also had to fight
off our deep longing to
be surrounded by our
family back home."
153/Hy SE: "Aku menatap
- mereka dan kesedihan
   
Mt/Md mereka menyelinap ke
/PE pori-pori kulitku."
157
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "I looked at the
students and their

sadness quickly
became mine as well."
SE: "Perjalanan ke
154/Hy Bogor ke Batu terasa   
- begitu manis."
Hy/LT/ TE: "The journey from
FE Bogor to Batu felt so   
sweet."
SE: "Rumah kecilku
ini sekaan menjadi
Istana Bogor yang
  
terletak di tengah-
tengah Kebun Raya
155/Si- Bogor."
Hy/Md TE: "To me, my little
/PE house was no less
luxurious than Bogor
Palace, which is   
located in the middle
of Kebun Raya
Bogor."
SE: "Kereta dekil yang
156/Si-
berangkat dari Stasiun
Si/Md/     
Senen Jakarta ini
PE
seperti sebuah
158
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
kandang berjalan."
TE: "Setting off from
Senen Stattion in
Jakarta, the rusty train

looked more like a
bunch of animal cages
strung together."
SE: "Kereta berhenti
di setiap stasiun ,
melalui malam yang 
157/Mt
warnanya menjadi
-
kelabu."    
Mt/LT/
TE: "The train stopped
FE
at every station,

through the dark and
cloudy night."
SE: "Aku selalu
berperang dengan
diriku, selalu berat
memilih antara
158/Si- kesendirian atau hiruk
Mt/Md piku kehidupan NYC:   
/PE seperti perayaan
ulang tahun,
nongkrong di bar,
piknik di Central Park,
brunch bersama pada
159
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
hari Minggu, pesta
kecil di apartement
teman atau makan
malam bersama di
restoran favorit pada
akhir pekan."
TE: "I have always
been at war with
myself; not knowing
whether it is best for
me to choose between
loneliness or the loud
noises of the city-
notwiht- satnding
  
birthday parties at
bars, picnics at Central
Park, brunch on
Sundays, small
gatherings at a friend's
apartement or dinner
with friends on the
weekend."
159/Hy SE: "mengingat Kau

- penuh seluruh"
 
Hy/LT/ TE: "I remain Your
FE 
faithful disciple"
160/Hy SE: "cahayaMu panas   
160
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
- suci"
Hy/LT/ TE: "Your light is
FE 
warm and pure"
161/Hy SE: "Aku hilang
- 
bentuk"
   
Hy/Md
/PE TE: "I have lost it all" 
SE: "Ketika lukisan
kata-kata misterius ini
pecah, menampar
kesadaranku dan
meledak, aku     
memasuki setiap
makna, terdampar di
162/Hy tengah lautan luas
- yang biru dan sunyi."
Hy/Ex/ TE: "When the
PE beautiful images
presented by the
mysterious words of a
poet break into     
thousand dreams,
smacking my
connscience awake
and exploding, I feel
161
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
myself embracing
each words, each
meaning-stranded in
the middle of an open
water, so blue, so
quiet."
SE: "Aku selalu
tenggelam dalam
163/Hy 
lukisan yang tercipta
-
dari puisi."  
Hy/LT/
TE: "I have always let
FE
myself drown in the  
images of poetry."
SE: "Puisi-puisi ini
selalu memberikan
kesegaran dan  
164/Pe
melahirkan pagi baru
-
untukku."  
Pe/LT/
TE: "These poems
FE
always brought to me
 
a new kind of
morning."
SE: "Puisi-puisi
165/Hy
memberikan ledakan
-
yang berbeda,   
Hy/LT/
kesegaran yang
FE
berbeda."
162
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "Poetry gives me
a different kind of fire,
 
a different kind of
refreshment."
SE: "Menjadi
rangkaian mawar di
meja belajarku,

menjadi laut lepas di
166/Mt lantai keramik tua
- dalam kamar kos ini."
 
Mt/LT/ TE: "It is the set of
FE roses on my desk, an
ocean on the old

ceramic flooring
inside my rented
room."
SE: "Di tengah
kerinduan yang
dalam, aku
menemukan
167/Mt
kedamaian yang luas 
-
dalam salat lima    
Mt/Md
waktu, ada yang
/PE
tersembuhkan dalam
salat Tahajud."
TE: "In the midst of

deep longing, I
163
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
discovered peace
through prayer, and I
felt healed when I
conducted salat
Tahajud."
SE: "Sering kali
dalam salat, aku
menyerahkan diri,
lepas di sujud

terakhirku, karena
kerinduan yang dalam
akan rumah kecilku
dan rumah Tuhan."
168/Hy
TE: "Often when I was
-
praying, I would give    
Hy/Ex/
myself fully, bowing
PE
so low until my head
touched the ground,
because I missed my 
family so much-as
much as I had missed
being spritually
connected to the grace
of God."
169/Pe SE: "Lagu-lagu pop
- yang terdengar dari   
Pe/LT/ radio genggam kecil
164
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
FE ini tidak nyaring, tapi
telah membawa laut
lepas di mejaku dan
bulan purnama di
tempat tidurku."
TE: "The sound
quality was not so
good, but it had
brought the open sea  
onto my desk and the
full moon onto my
bed."
SE: "Anak-anak
daerah yang mewakili
hampir seluruh
penjuru indonesia ini     
membawa beragam
budaya, warna-warni
170/Mt
di kampus hijau ini."
-
TE: "The students who
Mt/Ex/
hailed from all around
PE
Indonesia brought
with them various
    
cutures and
subcultures; and we
would all hang out
along Kebun Raya
165
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
Bogor. Our diversity
had brought new
colors on campus."
SE: "Dari taman
warna warni ini, ada
 
dua warna istimewa,
171/Hy
Herna dan Mike."
--
TE: "And I got to  
/Md/F
know two students,
E
Herna and Mike, who 
hailed from West Java.
"
SE: "Mereka adalah
172/Mt
rangkaian bunga yang 
-
indah ..."    
Mt/Co/
TE: "They are flowers
PE 
..."
SE: "Dengan puisi,
ritual baru, spiritual
baru, musik, sahabat,

173/Mt dan kesendirian, aku
- memasuki dunia
baru."  
Mt/LT/
FE TE: "With poetry, new
rituals, new spirits,

music, friends and
loneliness-I began to
166
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
enter a new world."
SE: "Aku mengayuh
perahu layarku,
 
manatap senja, seperti
174/Si- menatap pagi."
Si/Ex/F TE: "So I set my sails    
E toward the future,
staring at the sunset as  
of the sun had just
risen."
SE: "Aku mengayuh
perahu layarku,

manatap senja, seperti
175/Mt
menatap pagi."
-
TE: "So I set my sails    
Mt/Ex/
toward the future,
PE
staring at the sunset as 
of the sun had just
risen."
SE: "Kampung
Rambutan terlihat
begitu kasar, begitu
176/Si-
kering, seakan
Si/LT/    
mengancam semua
FE
pendatangnya untuk
segera keluar dari
terminal."
167
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "Kampung
Rambutan looked so
rough, dry, as if trying
  
to scare all visitors
away from the
terminal."
SE: "Pemandangan di
sekitar Kampung
Rambutan begitu

sedih, kerusuhannya
menempel menjadi
177/Mt
kenangan."
--   
TE: "The view in
/Ex/PE
Kampung Rambutan
was far from what I
had imagined; it was
messy and loud and
dirty."
SE: "Rasa sungkan
178/Hy hampir meledak di 
-- dadaku."  
/Ex/PE TE: "For a moment , I
felt hesitant."
179/Pe SE: "Ranting-ranting
- tak berdaun
  
Pe/LT/ menyambut senja yang
FE datang lebih awal."
168
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "Barren trees
welcome the early 
afternoon."
SE: "Angin
melambaikan ribuan
gumpalan salju 
180/Pe
sebelum akhirnya
-
menyentuh tanah."  
Pe/Md/
TE: "Thousands of
PE
snowflakes are
pouring down to the
ground."
SE: "Di sepanjang
Gramatan Avenue, di
tengah udara malam
yang mulai menusuk,    
aku menengok kembali
181/Mt
perjalanan hidup
--
setahun ke belakang."
/Md/P
TE: "Along Gramatan
E
Avenue, while the
evening air blows hard
and cold, I turn back  
to the life I have lived
this past year."
182/Mt SE: "Kalau ada
  
- airmata dari
169
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
Mt/LT/ perenungan, itu
FE menjadi kue tart dari
ulang tahunku sebab
airmata pun membuat
garis hidup ini indah."
TE: "If I cried during
contemplative
moment, then it would

serve as my birthday
cake, because tears are
the ingredients of life."
SE: "Dan ketika aku
memanggil kenangan
ini, aku merasa

dilahirkan kembali,
183/Mt
betapapun pahitnya
-
kenangan itu."  
Mt/LT/
TE: "When I recall
FE
each moment, I feel
reborn-it doesn't 
matter how bitter it
is."
184/Hy SE: "Kamu adalah
- kado terbaik dalam    
Hy/LT/ hidupku."
170
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
FE TE: "You're the best

gift in my life."
SE: "Summer selalu
"membakar" New
York City, membuat
kota yang tak pernah  
185/Hy tidur itu menjadi
- sebuah playground
raksasa."  
Hy/LT/
FE TE: " Summer always
"burns" New York
City, turning the city   
that never sleeps into a
giant playgorund."
SE: "The Statue of
Liberty menjamu

186/Pe ratusan pengunjung
- tiap harinya."
 
Pe/LT/ TE: "The Statue of
FE Liberty welcomes

hundres of visitors a
day."
171
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Menikmati
koleksi seni di
Metropolitan Museum
of Art atau Museum of     
Modern Art adalah
meditasi yang
187/Hy
memperkaya batin."
-
TE: "Sometimes I
Hy/Md
would also visit the
/PE
Metropolitan Museum
Art or the Museum
    
Modern Art to look at
art collection and
enrich my inner
peace."
SE: "Dunia bisa
188/Hy terlihat begitu luas di 
- layar lebar."
 
Hy/LT/ TE: "The world can
FE seem so large on the 
silver screen."
172
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Melihat barang-
barang di toko-toko
antik di Chelsea,
Williamburg, atau
Park Slope di

Brooklyn, juga
menjadi hiburan
tersendiri. Seperti
189/Si-
memasuki sebuah
-
museum."  
/Md/P
TE: "I love looking at
E
various things at
antique stores in
Chelsea, Williamburg,
or Park Slope in
Brooklyn. These
antique shops are no
different than
museums to me."
173
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Terminal di
tengah kota ini, begitu
kering, begitu sibuk,
seakan lupa akan
ribuan orang yang
saling berebut masuk
ke dalam bis yang
keluar-masuk
190/Si- 
terminal."  
Mt/Md  
TE: "Located at the
/PE
heart of city, the
terminal was so dry,
busy, and completely
oblivious of the
thousands of people
who milled about the
venue everyday."
SE: "Langkah demi
langkah, aku
mengenal Jakarta,
191/Hy menciumnya, jatuh 
- cinta sesat,
membenciny dan jatuh  
Hy/LT/
FE cinta lagi."
TE: "With every step I
began to get to know 
Jakarta, smelling its
174
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
scent in the air,
finding myself in love
with it at one moment,
hating it at another,
and falling for it
again."
SE: "Semuanya
meledak di sini,

192/Hy semuanya bertemu di
- sini."
 
Hy/LT/ TE: "Everything
FE exploded here,

everything came to
crash."
SE: "Aku berkeliling
dari lantai satu ke
lantai lain sampai ke

lantai teratas, seakan
melihat sebuah
193/Si-
pameran."
Si/LT/  
TE: "I went from one
FE
floor to the next, until
I reached the top floor

and it was as though I
was looking at an
exhibition."
175
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Aku ingin keluar
secepatnya seperti aku
ingin keluar dari 
terminal Kampung
194/Si- Rambutan."
Si/LT/ TE: "I wanted to get  
FE out of there as soon as
I could- just as I had

been eager to get out
of the terminal at
Kampung Rambutan."
SE: "Aku menangkap
keramaian, gemuruh,
keresahan, kesakitan,   
195/Hy dan gemerlap di sudut
Jakarta ini."
--
TE: "I began to
/Md/P
process the crowd, the
E
hustles, the anxiety,
the pain and the glitter  
that were offered by
Jakarta."
176
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Mereka seakan
menggelar
pertunjukan teater

dengan gedung-
gedung tinggi sebagai
196/Si-
panggungnya."
Si/LT/  
TE: "It was as if they
FE
had done a theatrical
production for y

benefit; and the tall
buildings were their
stage."
SE: "Aku melihat
semangat dan energi

dari gedung dan
197/Pe
wajah-wajah itu."
-
TE: "I saw great spirit  
Pe/LT/
FE and energy coming off
the buildings and the  
faces of the young
business."
SE: "Gedung-gedung
198/Pe
dan para profesional
-
muda dengan pakaian    
Pe/LT/
bisnis sepanjang Jalan
FE
Sudirman itu ada
177
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
dimana-mana
bersama diriku,
mengikutiku di tempat
kuliah, di kamar kos,
di warung Malabar,
atau di gagang
telepon ketika aku
menelepon Ibu."
TE: "The sight of
those young
professionals stayed
with me all the way to
my classroom at
Bogor Institute of 
Agriculture, to my
rented bedroom, to
Malabar eating house,
or on the phone when
I called my mother."
SE: "Aku ingin
menjadi bagian dari
199/Mt gambar itu , aku ingin
- menjadi salah satu 
profesional muda, di  
Mt/LT/
FE Jalan Sudirman,
Jakarta."
TE: "I wanted to be a 
178
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
part of that sight, I
wanted to be a young
professional, on Jalan
Sudirman, Jakarta."
SE: "Terenyak oleh
keindahan dan
kemisteriusan yang 
200/Hy meledak dari semua
- sudut Kota Venesia."
   
Hy/Md TE: "We are taken
/PE aback by the beauty
and mystery that seem 
have to crept out of all
parts of Venice."
SE: "Senja pun
menambah drama 
201/Hy keindahan sore itu."
-
TE: "The setting sun  
Hy/LT/
FE only brings more

drama to the beauty of
that afternoon."
179
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Keindahan ini
menjadi luar biasa
karena mata bulatnya
berbinar, 
memantulkan
kesegaran yang begitu
202/Hy
hijau."
-
TE: "The beauty that    
Hy/LT/
we are witnessing
FE
becomes even greater
because I see his

round eyes sparkle
brightly, reflecting the
green parts of the
city."
SE: "Berbeda dengan
Mas Mul, Daus aladah
anak muda yang baru 
saja melepas seragam
203/M
putih abu-abunya."
n--   
TE: "Unlike Mas Mul,
/Gn/PE
Daus was a young boy
who had only recently 
stopped wearing his
high school uniform."
180
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Percikan api
kayu bakar,
percakapan yang
lepas, isapan rokok
kampung dan kopi
panas di malam yang 
dingin itu, melahirkan
ikatan baru,
204/Pe
melahirkan keluarga
-
baru, dan memori  
Mt/Md
yang dalam."
/PE
TE: "The burning log,
the sparks from the
fire, the conversation,
the uniqe cigarettes

and warm coffee in the
middle of a cold night-
it all served to
strengthen our bond."
SE: "Begitu dalam,
205/Hy sehingga ketika aku
- memanggil kenangan
    
Hy/Ex/ ini, aku bisa mencium
PE udara segar di rumah
bambu itu."
181
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "Even now,
remembering this, I
can still smell the
    
fresh scent of the
valley and the bamboo
house."
SE: "Bukan bau
melati, tapi

206/Hy kesederhanaan dan
- cinta yang mahal."
 
Hy/Co/
PE TE: "It wasn't scent of
jasmine, but 
humbleness and love."
SE: "Kebaikan dan
kehangatan mereka
menjadikan liburan ini
     
sebagai perjalanan
207/Mt
spiritual yang
-
membesarkan kami."
Mt/Md
TE: "Her warmth and
/FE
kindness turned the
trip into a spiritual      
journey that helped us
grow."
182
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Aku mendekap
setiap senja di Bali,
 
warnanya memasuki
208/Mt
hatiku."
-
TE: "I embraced every    
Mt/LT/
FE sunset on this island,
the beautiful color   
painted my heart
briliantly."
SE: "Aku menikmati
Bali seperti aku
terlahir kembali di sini
dan pulang dengan
membawa laut lepas, 
bau asap dupa,
persahabatan, dan
209/Si-
keindahan yang
Si/LT/
mahal."  
FE
TE: "I enjoyed Bali as
if I were reborn here;
and I came home with
the ocean in my ind, 
the smell of incense,
friendship an and
beauty."
183
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Beberapa
rahasia hidupku juga
terlepas di tengah 
gemuruh ombak di
210/Hy
pantai-pantai Bali."
-
TE: "Some of the  
Hy/LT/
secrets of my life had
FE
also been let out into

open in the midst of
crashing waves in
Balinese beaches."
SE: "Dan ketika
warna pagi
211/Mt membentur udara
- dingin di sana, aku
    
Mt/LT/ bukan lagi anak
FE seorang sopir, aku
adalah alam. Aku
menjadi pagi."
184
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "And when the
color of the morning
clashed with the cold
morning ai, I no
longer thought of

myself as the son of a
minibus driver, and
rather as nature. I was
nature. I was
morning."
SE: "Pembimbingku
adalah "orang besar"
di jurusan Statistika,
seorang statitiskan
 
yang tak hanya
disegani di Indonesia,
tetapi juga di Asia
212/Hy
Tenggara."
-
TE: "My guidance  
Hy/LT/
instructor was a
FE
"popular personality"
in the Statistics
faculty, a statitiscian 
who is not only
revered in Indonesia,
but also around
Southeast Asia."
185
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Beliau adalah
inspirasi yang megah
dan IPB tak akan
pernah "sehijau" ini  
tanpa salah satu
213/Mt pahlawan besar di
- dunia pendidikan ini."
   
Hy/Md TE: "He was a great
/PE inspiration for all of
us, the man who made
campus as "green" as 
it is now - without
whom we wouldn't be
where we are today."
SE: "Beliau adalah
inspirasi yang megah
214/Hy
dan IPB tak akan
-
pernah "sehijau" ini     
Hy/Ex/
tanpa salah satu
PE
pahlawan besar di
dunia pendidikan ini."
186
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "He was a great
inspiration for all of
us, the man who made
campus as "green" as 
it is now - without
whom we wouldn't be
where we are today."
SE: "Pak Andi
mengulurkan tangan
"besar"-nya kepada
mahasiswa-mahasiswa
bimbingannya, seperti

kakekku memeberikan
215/Si- terangnya lampu
Si/Md/ minyak di malam-    
PE malam dingin di
rumah bambunya."
TE: "He helped guide
my way through, just
as my grandfather had 
lit up my world in my
childhood."
187
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Pak Andi tak
hanya memberikan
bimbingan dan
merekomendasikan

buku-buku penting
216/Hy
dalam skripsiku, ia
-
juga memberikan    
Hy/Md
jiwanya."
/PE
TE: "He
recomemended
important books to me 
and imparted his soul
to me."
SE: "Seperti
hamparan padi yang
berbenturan dengan
pantai-pantai di Bali, 
aku melihat keindahan
217/Si- dan kemegahan dalam
Si/LT/ dirinya."  
FE TE: "Like the strecth
of rice paddies that
meet the edges of the

ocean in Bali, I saw
beauty and majesty in
Mr. Andi."
218/Mt SE: "Sebuah perayaan   
188
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
- hidup, sebuah
Mt/LT/ kemenangan."
FE TE: "A celebration of
  
life, a winning streak."
SE: "Aku berpamitan
dengan kampus hijau
ini, meninggalkan
setiap tetesan air
mata, keringat,  
kepedihan, kerinduan,
219/Pe
setiap lembaran
-
halaman buku  
Pe/LT/
statistik."
FE
TE: "I said goodbye to
the green campur,
leaving every drop of
 
tear, sweat, pain,
longing, and page if
my statistic books."
SE: "Aku merasa
220/Si- melayang, maju ke
Si/LT/ depan, untuk   
FE menerima
penghargaan."
189
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "I felt like I was
flying as I walked to

the podium, receiving
the award."
SE: "Jantungku
meledak, airmataku  
221/Hy
pecah."
-
TE: "My heart    
Hy/Ex/
exploded, my tears
PE  
were flowing down
my face."
SE: "Ibu, Bapak,
Mbak Isa, Mbak Inan,
Rini, dan Denok,
terima kasih untuk

cinta yang mengalir
bagai gelombang-
222/Si-
gelombang tanpa
Si/LT/
henti."  
FE
TE: "Mother, Father,
Mbak Isa, Mbak Inan,
Rini and Denok- thank

you for the love that
flows like endless
waves."
223/Si- SE: "Ketika aku bisa   
190
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
Si/LT/ membagikan rahasia
FE ini kepadanya, aku
merasa terbebas,
seperti gumpalan
awan yang tersapu
angin di puncak
Gunung Arjuno."
TE: "When I share this
secret with him, I feel
freed, as if the clouds
that are hovering
  
above me are suddenly
swept away by the
wind above Mount
Arjuno."
SE: "Keluguannya
yang putih dalam
melihat dunia 
224/Pe menyentuh hatiku
- yang paling dalam."  
Pe/LT/
TE: "His naivete and
FE
the way he sees the
 
world have touched
my deepest heart."
191
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Matanya yang
segar dalam melihat
hidupku seperti dua

mata malaikat yang
mengiringi jalanku ke
225/Si-
depan."
Mt/Md  
TE: "And he has
/PE
always looked at my
life with fresh eyes,

the eyes of an angel
watching over me as I
move forward."
SE: "Dialah yang
menyelematkan aku di
sini, di tengah yang  
226/Pe mungkin bisa
- membunuhku."  
Pe/LT/
TE: "He is the one
FE
saved me here, in the
 
midst of loneliness
that may kill."
192
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Di dalam kantor
berdinding kaca
ini,aku melihat sebuah

227/Mt perahu besar, sebuah
- inspirasi besar dalam
hidupku."  
Mt/LT/
FE TE: "In that glass-
walled office, I saw a

big boat, a major
inspiration in my life."
SE: "Beberapa pohon
bahkan telah

228/Pe telanjang, kehilangan
- semua daunnya."
 
Pe/Ex/ TE: "And other trees
PE have lost all its leaves,

naked amidst the
howling mind."
SE: "Terang sinar
matahari menembus
229/Hy
sela-sela daun yang
-
tersisa di ranting   
Hy/LT/
memecah warnanya
FE
menjadi ledakan yang
cemerlang."
193
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "The sun forces its
way through what is
left of the leaves on

the trees, breaking its
color into bright
explosions."
SE: "Daun-daun tua
berguguran tertiup
angin, melambai-
lambai sekaan
mengucapkan selamat
tinggal untuk

rumahnya, sebelum
akhirnya jatuh di atap
rumah, jalan beraspal,
230/Si- trotoar, air sungai,
Pe/Md/ atau di atas rumput  
PE yang mulai kering."
TE: "Old leaves fall to
the ground and are
carried away by the
autumn air, waving
goodbye to the trees 
ofpeople's houses,
paved roads,
sidewalks, rivers, or a
drying patch of grass."
194
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Autumn foliage
dari ribuan pohon di
atas lembah yang
bergelombang 
membentuk lukisan
231/Mt alam yang indah dan
- misterius."
 
Mt/LT/ TE: "Autumn foliage
FE from thousands of
trees above the rolling
valleys paints a 
beautiful yet
mysterious picture of
nature."
SE: "Terbawa juga
udara kegelisahan
oleh daun-daun yang 
232/Pe jatuh dari
- rantingnya."    
Pe/Md/ TE: "And from the
PE
falling leaves there is a

kind of sadness that
comes poruing down."
195
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Ada gelombang
rapuh yang mengayun
  
233/Mt di sela-sela ranting
- yang mulai gersang."
Mt/LT/ TE: "There's a wave
FE of fragile sobs that
  
hangs about barren
stalks."
SE: "Kilau wajahnya
234/Mt menyirami daun kecil 
- di hatiku."
 
Hy/Md TE: "The light in her
/PE face made my heart 
flutter."
SE: "Senyumnya
membuat aku jatuh
seperti daun kering
    
yang berterbangan di
235/Hy
sepanjang Bedford
-
Avenue."
Hy/LT/
TE: "Her smile made
FE
me fall for her like a
leaf that was swayed     
by the wind all aling
Bedford Avenue."
196
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Senyumnya
membuat aku jatuh
seperti daun kering

236/Si- sepanjang Bedford
Si/LT/ Avenue."    
FE TE: "Her smile made
me fall for her like a
leaf that was swayed 
by the wind all aling
Bedford Avenue."
SE: "Wajahnya tak
ber-make-up, seperti 
237/Si- segar musim semi."
Si/Tr/F TE: "She wasn't    
E wearing make-up; yet
 
she looked as fresh as
the spring."
SE: "Warna autumn
238/Pe membisikkan   
- romantisme."
Pe/LT/ TE: "The color of
FE autumn whispers   
romanticism."
197
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Meskipun tak ada
kata "cinta", aku bisa
merasakannya lewat
setiap daun yang 
berguguran sepanjang
239/Hy
The Mall Central
-
Park."  
Hy/LT/
TE: "Though we never
FE
said the word "love"; I
could feel it every leaf

that was falling along
The Mall Central
Park."
SE: "Aku memakai
baju kerja baru yang
licin dan menjadi 
240/Mt "laki-laki" dengan
- dasi di tas ku."  
Mt/LT/
TE: "I put on my new,
FE
well-ironed shirt and

became a "man" with
a tie in my briefcase."
SE: "Aku sering
241/Hy
merasa kikuk, "bisu"
--    
di tengah rekan kerja
/Ex/PE
lain, dan hanya
198
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
menyimpan segala ide
di kepala."
TE: "I often felt
strange, not knowing
what to say to my
colleagues and so I   
kept my ideas in my
head."
SE: "Sebagai
seseorang yang baru
memulai karier di
Jakarta dan tinggal di
daerah Tanah Abang,
aku merasakan

Jakarta tidak
bersahabat tapi
242/Pe
dinamikanya telah
-
mematangkan jiwa  
Pe/LT/
mudaku, memunculkan
FE
"laki-laki" di diriku."
TE: "As someone who
had just started their
career in Jakarta and
lived in Tanah Abang  
area, I felt that Jakarta
isn't a friendly city,
but that its dynamics
199
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
had done wonders to
help my soul grow, to
bring out the "man"
inside me."
SE: "Dearest
243/Mt
pendekar-pendekar 
-
cilik, "  
Mt/LT/
TE: "Dearest Little
FE 
Warrior,"
SE: "Aku bekerja
"gila-gilaan" untuk
membuktikan bahwa

244/Hy aku bisa mengerjakan
-- sesuatu yang baru ,
yang tidak mudah ini."  
/Md/P
E TE: "I worked day and
night to prove to her
that I could take on 
the challenge.
SE: "Penataan rak-rak
dan koleksinya begitu
245/Pe
elegan, lapang, 
-
berharmoni dan tidak   
Pe/Cn/
berteriak."
PE
TE: "They do not

scream each other."
200
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Meskipun
246/Pe
luxurious, Barneys
-
masih terkesan   
Pe/LT/
"hangat", tidak
FE
sombong."
TE: "Though
luxurious, Barneys
   
still feel "warm",
unpretentious."
SE: "Mungkin mereka
bisa menangkap
247/Pe 
beberapa luka dan
- kesepianku."
Pe/LT/  
FE TE: "Maybe they can
capture my wounds 
and loneliness."
SE: "Kontemplasi
yang dalam dan
248/Hy
Nessun Dorma dari
--
Luciano Pavarotti   
/Md/P
melambung ke atap
E
kamar kos sebesar 3 x
3 meter ini."
201
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "I closed the door
and listened toLuciano
Pavarotti's Nessun 
Dorma."
SE: "Aku hilang
249/Hy 
- sesaat."
 
Hy/LT/ TE: "I was lost for a
FE 
minute."
SE: "Gelombangnya
melewati malam
menuju kaki Gunung

Panderman dan
250/Mt membasahi rumah
- kecilku."
 
Mt/LT/ TE: "The waves of my
FE tears went all the way
to the foot of Mt.

Panderman and
drenched my little
house."
202
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
SE: "Dengan
pertimbangan yang
berat, dengan
kerinduan akan rumah
kecilku yang selalu
muntah dalam setiap

langkah melalui
jalanan di New York,
251/Hy dengan keberanian
- yang luar biasa, aku
memutuskan untuk    
Hy/Md
/FE berhenti dari Nielsen."
TE: "With great
concern and courage, I
decided to quit from
Nielsen New Yorl. I

miss my little house;
and it is only thing I
see now while I take a
stroll around the city."
252/Mt SE: "Di balik awan
- gelap, aku melihat
  
Mt/LT/ bayangan diriku dan
FE rumah kecil."
203
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
TE: "Behind the dark
clouds, I saw my own

reflection and that of
the little house."
SE:"Cahaya matahari
menyentuh wajahnya,
memberi sedikit 
253/Pe kehangatan di pagi
- yang dingin."  
Pe/LT/
TE: "The sunlight
FE
touches his face, gives

him a little warmth on
the cold mornings."
SE: "Senja di Rinjani
begitu sempurna, bisa

254/Hy menembus jantung
- siapa saja."
 
Hy/LT/ TE: "Sunset on Mt.
FE Rinjani is perfect, it

can pierce even the
hardest heart."
255/Mt SE: "Aku menjadi hari
- 
ini"  
Mt/LT/
FE TE: "I became today" 
256/Pe SE: "Airmataku   
204
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
- menyentuh
Pe/LT/ airmatanya."
FE TE: "My tears touch

his."
SE: "Bintang-bintang
257/Hy meledak di kegelapan    
- malam."
Hy/LT/ TE: "The stars explode
FE in the darkness of the    
night."
SE: "Mereka
berkejaran, bercanda,
berteriak, seperti
burung-burung liar

atas padang ilalan,
seperti gumpalan salju
258/Si- yang turun di
Si/LT/ sepanjang  
FE Westchester Avenue."
TE: "They were
running around,
laughing, screaming,
like wild birds who 
were flying above
green fields, like
snowflakes that came
205
Mixed
Types of Degree of
Techniques
Code SE/TE
LT-Md
Cn-Md
Ex-Md
LT-Tr
Mn
Md
LT
Gn
Mt
FE
PE
Ad
Cn
Hy
Eq
Ca
Co
De
Vr
Ex
Sn
Su
Br
Tr
Pe
Pr
Li
Si
N
U
pouring down along
Westchester Avenue."
TOTAL 37 82 57 79 0 2 1 0 1 0 1 5 0 0 40 2 123 75 0 0 3 0 2 1 1 4 124 132 0 2
206
207
208

Sarjana Sastra Degree in English Language and Literature

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THE ENGLISH TRANSLATION OF FIGURATIVE LANGUAGE IN IWAN

SETYAWAN’S 9 SUMMERS 10 AUTUMNS

Presented inPartial Fulfillment of the Requirements for the Attainment of a

Difara Uswatun Khasanah

ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM

ENGLISH EDUCATION DEPARTMENT

LANGUAGES AND ARTS FACULTY

YOGYAKARTA STATE UNIVERSITY

THE ENGLISH TRANSLATION OF FIGURATIVE LANGUAGE IN IWAN

Accepted by the Board of Thesis Examiners of Languages and Arts Faculty of

Position Name Signature

Yogyakarta, September 11, 2015

Prof. Dr. Zamzani, M.Pd

 Time won’t make you forget, it will make you

 Life is about moment, don’t wait them. Create

 Kita berdoa kalau kesusahan dan membutuhkan

This thesis is dedicated to:

Alhamdulillahirrabbilalamiin, all praise and gratitude be only to Allah SWT,

Therefore, I would like to express my deepest gratitude and appreciation to:

process of writing this thesis;

check the appendix;

love, support, care, blessing and prayers to finish this thesis;

6. all of my friends in the English Language and Literature of 2011, especially my

classmates in Translation concentration;

reminding me to minimize her complaint, and

gave diversion for a while to me from a bittersweet thesis.

everyone who is interested in translation study.

Yogyakarta, August 13, 2015

Difara Uswatun Khasanah

TITLE PAGE ………………………………………………………………. i

APPROVAL SHEET ………………………………………………………. ii

RATIFICATION …………………………………………………………... iii

AKNOWLEDGMENT …………………………………………………… vii

TABLE OF CONTENTS ………………………………………………….. ix

LIST OF TABLES …………………………………………………………. xiv

LIST OF FIGURE …………………………………………………………. xv

LIST OF ABBREVIATIONS ……………………………………………... xvi

ABSTRACT ………………………………………………………………... xvii

CHAPTER I INTRODUCTION ………………………………………….. 1

A. Background of the Research …………………………………………….. 1

B. Identification of the Problems …………………………………………... 4

C. Limitation of the Problems ……………………………………………… 7

D. Formulation of the Problems ……………………………………………. 7

E. Objectives of the Research .……………………………………………… 8

CHAPTER II LITERATURE REVIEW AND CONCEPTUAL

A. Literature Review ……………………………………………………….. 10

1. Notions of Translation ………………………………………………. 10

2. Types of Translation ………………………………………………… 11

a. Definitions of Literature …………………………………………. 12

c. Figurative Language ……………………………………………. 14

4. Translation of Literary Works ……………………………………… 18

5. Translation Techniques …………………………………………….. 20

j. Literal Translation ………………………………………………. 26

m. Substitution (Linguistic-Paralinguistic) …………………………. 28

p. Mixed Translation Techniques …………………………………. 29

6. Equivalence in Translation …………………………………………. 32

a. Fully Equivalent Expression ……………………………………… 34

b. Partly Equivalent Expression …………………………………….. 34