COHERENCE AND COHESION SHIFTS IN THE STUDENTS TRANSLATED TEXT

This study deals with coherence and cohesion shifts in the students translated text . The aims of this study are to describe : 1) the types of cohesion shifts used in the translated text done by the students, 2) the types of coherence shifts used in the translated text done by the students. The data were taken from the translated text of students of English faculty at Alwasliyah University of North Sumatra which contain coherence and cohesion shifts. They were analyzed by using some steps. First, the researcher selected translated text which contain cohesion and coherence shifts. Second, the translated text were classified based on Blum – Kulkas theory about types of cohesion and coherence shifts namely cohesion shifts consist of shifts in level explicitness and shifts in text meaning, coherence shifts consist of reader –focused shifts of coherence and text-focused shifts of coherence. Having analyzed the data from translated text of students which consists of six paragraphs and determined what types of cohesion and coherence shifts which were used by them, the findings are presented as follows : from the translated text, it was found that : 1). There are five translation procedures which are applied by the students in translating text. They are modulation (29), reduction (8), deletion (2), naturalization (5) and reduction+modulation (2), 2). There are 39 cohesion shifts which are used by the students namely 37 cohesion shifts in text meaning and 2 cohesion shifts in level of explicitness, 3). there are 38 coherence shifts which were used by the students namely 32 reader-focused shifts of coherence and 6 text-focused shifts of coherence.