An Analysis of the Translation of Imagery in “A Walk to Remember”, a Novel by Nicholas Sparks and Its Translated Version “Kan Kukenang Selalu”

Abstract

<jats:p>Abtract&#x0D; This study investigates the translation of imagery in A Walk to Remember novel by Nicholas Sparks. This research aims to reveal the types of imagery and the translation techniques applied by the translator in translating imagery. This study uses qualitative method which focuses on describing and explaining the types of imagery found and the techniques applied to deal with imagery. This study uses the theories of imagery proposed by Perrine and Arp (1992), and translation techniques proposed by Molina and Albir (2002). The types of imagery mostly found are visual and organic imagery. The translation techniques used by the translator are adaptation, amplification, borrowing, established equivalent, literal translation, modulation, reduction and transposition. The result of the analysis shows that the techniques mostly used are established equivalent and literal translation. These two techniques are able to reproduce the message from SL to TL without any distortion in meaning.&#x0D; Keyword: visual imagery, organic imagery, translation techniques, established equivalent, literal translation.&#x0D; Abstrak&#x0D; Artikel ini menganalisis penerjemahan imajeri dalam novel A Walk to Remember karangan Nicholas Sparks. Tujuan penelitiannya adalah untuk mengungkapkan tipe-tipe imajeri dan teknik penerjemahan yang diterapkan oleh penerjemah. Penelitian ini menggunakan metode kualitatif agar dapat memerikan dengan baik tipe-tipe imajeri dan teknik penerjemahan yang diterapkan. Kajian ini memakai teori imajeri yang dipaparkan oleh Perrine dan Arp (1992), dan teori teknik penerjemahan yang disampaikan oleh Molina dan Albir (2002). Tipe-tipe imajeri yang banyak muncul dalam novel ini adalah visual dan organik imajeri. Teknik penerjemahan yang diterapkan oleh penerjemah adalah adaptasi, amplifikasi, peminjaman, padanan lazim, literal, modulasi, reduksi, dan transposisi. Hasil analisis menunjukkan bahwa teknik yang paling sering diterapkan adalah padanan lazim dan literal. Kedua teknik ini dapat mereproduksi pesan dari Bsu ke Bsa tanpa mendistorsi maknanya.&#x0D; Kata Kunci: imajeri visual, imajeri organik, teknik penerjemahan, padanan lazim, penerjemahan literal</jats:p>

The Role of the Psychological Counselor in Developing Moral Values of Students in Secondary Schools

“…The framework of professional practice within the field of psychological counseling serves to delineate the specific abilities and experiences that define the role of a psychological counselor. It also signifies the pragmatic dimension of the counselor's practical activities inside their professional role (Pratiwi, 2019). Psychological counseling encompasses a variety of methods and techniques employed by counselors in their practice.…”

“…The system of values is a fundamental pillar that ensures the survival and continuity of nations and societies. According to Pratiwi (2019), a group can effectively navigate challenges to its survival, moral fabric, and social unity if its constituents possess a comprehensive comprehension of the significance of values and their impact on attitudes and interactions. Values have evolved through time into a framework that influences people's decisions and choices and provides a standard against which their actions may be judged (Khathi et al, 2021).…”

“…Morals were described as a group of intrinsic or learned attributes in the human spirit that, independent of a person's sect or religion, have an impact on how they behave (Pratiwi, 2019). In their broadest meaning, moral values are one of the types of values.…”

“…Scholars and intellectuals in the field of education have been concerned with the issue of learner morals due to its impact on the educational process. Education academics have emphasized the need for the learner to have access to a variety of moral values for the educational process to be carried out to its greatest extent (Pratiwi, 2019). The learner is an integral part of the educational process, as he is its primary objective, and he must possess a set of moral values that lead to his righteousness (Liscio et al, 2022).…”

“…If the student upholds moral values, the educational process will be sound and untarnished by chaos or imbalance. The learner will then be blessed with the sciences, knowledge, and educational guidance he gets, and the teacher will be able to fully carry out his duties (Pratiwi, 2019). Nishanbayeva et al (2021) categorized the moral values of the student into four domains that are:…”