translation techniques in hair colour product

English	Indonesian	Techniques of Translation
This product may cause an allergic reaction, which in certain rare cases may be severe	Produk ini dapat menyebabkan alergi, dalam beberapa kasus tertentu yang jarang.	- Transposition technique in “this product” become “produk ini”.     - Borrowing technique in      “produk”. - Addition technique, because   it uses the words“yang”,   “beberapa”.
You have already experienced a reaction to a hair colorant.	Pernah mengalami reaksi terhadap pewarna rambut.	- Borrowing technique. “reaction” V “reaksi”.     - Addition technique, because it uses the words “terhadap -Reduction technique. Deleting the meaning of ”you”.
You have a sensitive, itchy or damaged scalp.	Memiliki kulit kepala yang sensitif, iritasi dan gatal.	- Reduction technique. Deleting the meaning of “you”.     - Addition technique, because       it uses the words “kulit kepala"     - Borrowing technique. “   sensitive” V “sensitif”
Your skin is particularly sensitive (during sickness, convalescence, menstruation, pregnancy, etc).	Kulit anda sedang mengalami masa sensitive (saat sakit, masa penyembuhan, menstruasi, hamil, dll).	-Transposition technique in   “your skin” become “kulit   anda”. - Addition technique, because it    uses “masa”.
Perform a skin sensitivity test 48 hours before using this product (see instructions enclosed)	Lakukan uji kepekaan selama 48 jam sebelum menggunakan produk ini (lihat petunjuk pemakaian)	- Reduction technique. Deleting the meaning of “enclosed”. -Addition technique, because   it uses the words “selama”.
Do not use to dye eyelashes and eyebrows or for any purpose other than coloring the hair.	Jangan gunakan untuk mencat bulu mata dan alis atau tujuan lain selain mewarnai rambut.	- Reduction technique. Deleting the meaning of of “than”.

summary of translation procedures

1.      INTRODUCTION

Translation itself has been used to transform a written or spoken source language or usually called “SL” text into written and spoken translation language or “TL” text in equivalent form. It means that the meaning of text in SL and TL must be in the same level. The purpose of translation is to reproduce various kinds of texts including religious, literary, scientific, and philosophical texts in another language and then make them available to wider readers.

Translate from an SL to a TL would be easy if language were just a classification for a set of general or universal concepts. Culler (1976) believes that languages are not nomenclatures and the concepts of one language may differ radically from those of another, since each language articulates or organizes the world differently, and languages don’t simply name categories; they articulate their own. Culler said that one of the troublesome problems of translation is the disparity among languages.

2.      TRANSLATION PROCEDURES

According to Nida (1964), translation procedures are divided into two types.

I .  Technical Procedures: 

a. Analysis of the source and target languages

If translators want to be success when translating a SL to TL, they have to analyse them first. It’s because each language has different grammatical language. So they should learn the languages to understand the grammatical structure of the language itself first. Translators also should have broad knowledge about the language comes from, it can help them to know the culture. Therefore, they can translate the SL into TL with appropriate meaning. 

b. A through study of the source language text before making attempts translate it

Translators also should have to know the meaning of the text content. From this study, the translators will understand the content easily and they can make a good translation.

c. Making judgments of the semantic and syntactic approximations

In this last step, the translators have to make a judgement of  the semantic and syntactic approximations. That both of them have a correlation and interconnect each other. Because of that translators must understand this step well.

   

II. Organizational Procedures:

Constant reevaluation of the attempt made; contrasting it with the existing available translatio      ns of the same text done by other translators, and checking the text's communicative effectiveness by asking the target language readers to evaluate its accuracy and effectiveness and studying their reactions.

a.      Procedures of translating culture-specific concepts (CSCs)

     According to Graedler (2000:3), procedures of translating CSCs are divided into four steps:

    * Making up a new word.

    * Explaining the meaning of the SL expression in lieu of translating it. 
    * Preserving the SL term intact.
    * Opting for a word in the TL which seems similar to or has the same "relevance" as the SL
        term.

b.      Procedures of translating culture-bond terms (CBTs)
   According to Harvey (2000:2-6), procedures of translating CBTs are divided into four major
techniques:

- Functional Equivalence:

It means using a referent in the TL culture whose function is similar to that of the source language (SL)
referent. As Harvey (2000:2) writes, authors are divided over the merits of this technique: Weston
(1991:23) describes it as "the ideal method of translation," while Sarcevic (1985:131) asserts that it is
"misleading and should be avoided"

    - Formal Equivalence or 'linguistic equivalence': It means a 'word-for-word'
 translation.

   - Transcription or 'borrowing' (i.e. reproducing or, where necessary, transliterating

the original term):
It stands at the far end of SL-oriented strategies. If the term is
formally transparent or is explained in the context, it may be used alone. In other
cases, particularly where no knowledge of the SL by the reader is presumed,
transcription is accompanied by an explanation or a translator's note.

   - Descriptive or self-explanatory translation: It uses generic terms (not CBTs) to
convey the meaning. It is appropriate in a wide variety of contexts where formal
equivalence is considered insufficiently clear. In a text aimed at a specialized reader,
it can be helpful to add the original SL term to avoid ambiguity.

III CONCLUSION

Some stylists consider translation "sprinkled with footnotes" undesirable, their uses can assist the TT readers to make better judgment of the ST contents.It seems that the procedures 'functional equivalent' and 'notes' would have a higher potential for conveying the concepts underlying the CSCs embedded in a text; moreover, it can be claimed that a combination of these strategies would result in a more accurate understanding of the CSCs than other procedures.

Various strategies opted for by translators in rendering allusions seem to play a crucial role in recognition and perception of connotations carried by them. If a novice translator renders a literary text without paying adequate attention to the allusions, the connotations are likely not to be transferred as a result of the translator's failure to acknowledge them. They will be entirely lost to the majority of the TL readers; consequently, the translation will be ineffective. It seems necessary for an acceptable translation to produce the same or at least similar effects on the TT readers as those created by the original work on its readers. This paper may show that a translator does not appear to be successful in his challenging task of efficiently rendering the CSCs and PNs when he sacrifices, or at least minimizes, the effect of allusions in favor of preserving graphical or lexical forms of source language PNs. In other words, a competent translator is well-advised not to deprive the TL reader of enjoying, or even recognizing, the allusions either in the name of fidelity or brevity. It could be claimed that the best translation method seem to be the one which allows translator to utilize 'notes.' As a result, employing 'notes' in the translation, both as a translation strategy and a translation procedure, seems to be indispensable so that the foreign language readership could benefit from the text as much as the ST readers do.

Technique of Translation

English Text	Indonesian Text	Techniques of translation
The first Indonesian youth congress was held in Batavia capital of the then-Dutch East Indies in 1926, but produced no formal decisions but did promote the idea of a united Indonesia.	Kongres Pemuda Indonesia pertama yang diadakan di Batavia, ibukota Hindia-Belanda pada tahun 1926. Kongres ini tidak menghasilkan keputusan resmi tetapi hanya mempromosikan ide negara kesatuan Republik Indonesia.	Ø  Reduction technique / tekhnik peminjaman by deleting the meaning of "of, then, and Dutch". Ø  Compensation in location technique. "congress" became "kongres". Ø  Particularisasi technique, because it uses appropriate technical term. Use the word “kongres” and “Republik”
In October 1928, the second Indonesian youth congress was held at three different locations.	Dua tahun kemudian tepatnya pada bulan Oktober 1928, diadakanlah kongres pemuda Indonesia kedua yang dilaksanakan di tiga lokasi yang berbeda.	Ø  Compensation in location technique. "locations" became "lokasi". Ø  Addition technique is used by adding “dua tahun kemudian”.
In the first session, the hope was expressed that the congress would inspire the feeling of unity.	Pada sesi pertama, terungkaplah harapan bahwa kongres itu sebaiknya menginspirasi rasa persatuan.	Ø  Addition technique, because it uses the word ‘sebaiknya’. Ø  Borrowing technique, in the word "sessioon" became "sesi"
The second session saw discussions about educational issues. In the third and final session, held at Jalan Kramat Raya No, 126, on October 28 participants heard the future Indonesian national anthem Indonesia Raya by Wage Rudolf Supratman.	Pada sesi kedua diadakan diskusi tentang isu-isu pendidikan, sedangkan pada sesi ketiga dan sebagai sesi terakhir, yang diadakan di Jalan Kramat Raya No, 126, pada tanggal 28 Oktober semua peserta mendengarkan lagu kebangsaan Indonesia “Indonesia Raya”, lagu kebangsaan masa depan Indonesia pada saat, yang diciptakanoleh Wage Rudolf Supratman.	Ø  Addition technique, because it uses the word “pada”; “sedangkan, sebagai and pada tanggal”; semua, masa depan and pada saat”. Ø  Compensation technique by combination. The translator combining the first sentence by using “sedangkan”.
The congress closed with a reading of the youth pledge.	Kongres ditutup dengan pembacaan Sumpah Pemuda.	Ø  Literal technique. Translate word by word with same meaning. Ø  Borrowing technique. "congress" became "kongres".
Youth Pledge	Sumpah Pemuda	Ø  Literal technique, Translate word by word with same meaning.
Firstly We the sons and daughters of Indonesia, acknowledge one motherland, Indonesia.	Pertama Kami poetera dan poeteri Indonesia, mengakoe bertoempah darah jang satoe, tanah air Indonesia.	Ø   Literal technique. Translate word by word with same meaning.
Secondly We the sons and daughters of Indonesia, acknowledge one nation, the nation of Indonesia.	Kedoea Kami poetera dan poeteri Indonesia, mengakoe berbangsa jang satoe, bangsa Indonesia.	Ø   Literal technique. Translate word by word with same meaning.
Thirdly We the sons and daughters of Indonesia, uphold the language of unity, Indonesian	Ketiga Kami poetera dan poeteri Indonesia, mendjoendjoeng bahasa persatoean, bahasa Indonesia.	Ø   Literal technique. Translate word by word with same meaning.