A TRANSLATION ANALYSIS OF EXCLAMATORY SENTENCES

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A TRANSLATION ANALYSIS OF

EXCLAMATORY SENTENCES BASED ON THE TECHNIQUE OF

ADJUSTMENT IN THE NOVEL OF HARRY POTTER AND THE

DEATHLY HOLLOWS INTO HARRY POTTER DAN RELIKUI KEMATIAN

THESIS

Submitted as a partial fulfillment of requirements

For the Sarjana Sastra Degree at English Department

Faculty of Letters and Fine Arts

Sebelas Maret University

By:

ISDIATI AGUSTRIANI

C1306506

ENGLISH DEPARTMENT

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

2011


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A Translation Analysis of Exclamatory Sentences

Based on the Technique of Adjustment in the Novel of Harry Potter

and The Deathly Hallows into Harry Potter dan Relikui Kematian

By:

ISDIATI AGUSTRIANI

C1306506

Approved to be examined before the Board of Examiners of English Department

Faculty of Letters and Fine Arts Sebelas Maret University

Consultant

Prof. Drs. M.R. Nababan, M.Ed, MA, Ph.D

NIP 196 303 281 992 011 001

The Head of S1 Non-Regular English Department

Drs. Budi Waskito, M. Pd.

NIP 195 211 081 983 031 001


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A Translation Analysis of Exclamatory Sentences

Based on the Technique of Adjustment in the novel of Harry Potter

and The Deathly Hallows into Harry Potter dan Relikui Kematian

By:

ISDIATI AGUSTRIANI

C1306506

Accepted and Approved by the Board of Examiners of English Department

Faculty of Letters and Fine Arts Sebelas Maret University

On January , 2011

Position Name Signature

Chairman Drs. Budi Waskito, M.Pd

NIP. 195 211 081 983 031 001

……………….

Secretary Drs. Agus Hari Wibowo, MA

NIP. 196 708 301 993 021 001

……………….

First Examiner Prof. Drs. MR. Nababan, M.Ed, MA, Ph.D

NIP. 196 303 281 992 011 001

……………….

Second Examiner Ardianna Nuraeni, SS, M.Hum

NIP. 198 209 272 008 122 001

……………….

Dean of Faculty of Letters and Fine Arts

Sebelas Maret University

Drs. Sudarno, M.A.

NIP. 195 303 141 985 061 001


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PRONOUNCEMENT

Name : Isdiati Agustriani

Student Number : C 1306506

Pronounces truthfully that the thesis entitled A Translation Analysis of

Exclamatory Sentences Based on the Technique of Adjustment in The Novel of

Harry Potter and The Deathly Hallows into Harry Potter dan Relikui Kematian is

originally made by the researcher. It is not a plagiarism nor is it made by other

people. The things related to the other people’s words are written in quotation and

included in the bibliography.

If this pronouncement is proved incorrect in the future, the researcher is

ready to take the responsibility.

Surakarta, January 2011

The Researcher

Isdiati Agustriani

C1306506


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MOTTO

“The competitor to be feared is one who never bothers about you at

all, but goes on making his own business better all the time.”

(Henry Ford)

“If my mind can conceive it, and my heart can believe it,

Then, I can achieve it.”

(Mohammad Ali)

“Faith is taking the first step even when you don’t see the

whole stairs.”

(Marthin Luther King)


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DEDICATION

I dedicate this thesis to:

My Beloved Earth and Heaven, Mom and Dad

My Adored Brothers and Sisters

My Future Life-Partner


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Acknowledgment

To obtain Sarjana Sastra degree is a dream for almost all people including

me. Without people who encourage and give their honest and truthful thoughts,

this journey will never end. This thesis is the beginning of my new chapter of life.

Therefore, it is a pleasure to thank all the people who have made it possible.

1. Drs. Sudarno, M.A., The Dean of Faculty of Letters and Fine Arts, Sebelas

Maret University.

2. Drs. Budi Waskito, M. Pd., The Head of S1 Non-Regular English

Department and my academic supervisor for the guidance during my study,

for giving an approval and a permission to write this thesis.

3. A very special thank to Prof. Drs. M.R. Nababan, M. Ed., MA., Ph. D.

Without his guidance and support, none of this will ever be accomplished.

Thank you does not seem adequate but definitely it is said with appreciation

and respect.

4. I would also like to gratefully acknowledge the support of some very special

individuals. They helped me enormously with encouragement and

friendships. They mirrored back my ideas so I heard them aloud, an

important process for this writer to shape her thesis paper and future work.

Betha, Key, Inul, Dije, Anggun and Ayu. I can only say proper thank you by

presenting more achievement of further study.

5. Lastly, and most importantly, I wish to thank my family, absolutely without

their support, school and work would not have been possible. Their belief


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that one should follow what they love allowed me the freedom to pursue my

Sarjana degree.

Surakarta, January 2011

Isdiati Agustriani


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TABLE OF CONTENTS

APPROVAL OF CONSULTANT.................................................................. ii

APPROVAL OF BOARD EXAMINERS …………………………………. iii

PRONOUNCEMENT ……………………………………………………… iv

MOTTO …………………………………………………………………….. v

DEDICATION ……………………………………………………………... vi

ACKNOWLEDGEMENT.............................................................................. vii

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

ABSTRACT………………………………………………………………… xiii

ABBREVIATION ………………………………………………………….. xv

LIST OF TABLE……………..…………………………………………….. xvi

I. INTRODUCTION

1.1. Research Background .................................................................... 1

1.2. Problem Statement ......................................................................... 8

1.3. Research Objectives ……............................................................... 8

1.4. Research Limitation ……………………………………………... 9

1.5. Research Benefits ………………………………………………... 9

1.6. Thesis Organization ……………………………………………… 10

II. LITERATURE REVIEW

2.1. Definition of Translation ………………………………….…….. 12

2.2. Process of Translation …................................................................ 13


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2.3. Problems in Translation ....…..………...………………………... 14

2.4. Context …………… ...………..……..……..…………………..... 15

2.5. Technique of Adjustments……………...………………………... 17

2.6. Accuracy and Acceptability ……..………………………………. 30

2.7. Definition of Sentences ....……………………………………...... 32

2.8. Classification of Sentences ……..………………………………...

2.9. Style ………………………………………………………………

2.10. About the Novel …………………………………………………..

33

36

36

III. RESEARCH METHODOLOGY

3.1. Type of Research ...……………………………………………… 38

3.2. Data and Source of Data ……….........…........................................ 38

3.3. Sample and Sampling Technique ………………………………... 39

3.4. Research Procedure ...…………………………………………… 40

3.5. Technique of Collecting Data ...…………………………………. 40

3.6. Technique of Analyzing Data …………………………………… 42

IV. RESEARCH FINDINGS AND DISCUSSION

4.1. Introduction ……………....……………………………………… 44

4.2. Research Findings ……………………………………………….. 47

4.2.1. Technique of Adjustment ……..…………………………………. 47

4.2.1. Add. Adjustment in terms of addition …………………. 49

4.2.1. Sub. Adjustment in terms of subtraction ………………. 50

4.2.1. Alt. Adjustment in terms of alteration ……………….. 51

4.2.1. Add+Alt Adjustment in terms of addition and alteration …. 52


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4.2.1. Sub+Alt Adjustment in terms of subtraction and alteration... 53

4.2.2. The Purpose of the Technique of Adjustment…………………… 54

4.2.2. Struc/Add Addition as the Requirement of the Structure of the

RL ...........................................................................

56

4.2.2. Struct/Add+Alt Addition and Alteration as the Requirement of

the Structure of the RL ..................................

58

4.2.2.Sem/Add Addition to produce Semantically Equivalence

Structure .................................................................

59

4.2.2.Sem/Sub Subtraction to produce Semantically Equivalence

Structure ....................................................................

61

4.2.2.Sem/Alt Alteration to produce Semantically Equivalence

Structure .................................................................

63

4.2.2. Sem/Sub+Alt Subtraction and Alteration to produce Semantically

Equivalence Structure ...........................................

64

4.2.2.Sty/Add Addition to provide Equivalence Stylistic

Appropriateness .........................................................

66

4.2.2.Sty/Sub Subtraction to provide Equivalence Stylistic

Appropriatness ..........................................................

67

4.2.2.Sty/Alt Alteration to provide Equivalence Stylistic

Appropriatness .......................................................

68

4.2.2. Sty/Add+Alt Addition and Alteration to provide Equivalence

Stylistic Appropriateness ...................................

70

4.2.2. Sty/Sub+Alt Subtraction and Alteration to provide Equivalence


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Stylistic Appropriateness ....................................... 71

4.2.2. Comm/Add Addition to carry an Equivalent Communication

Load .......................................................................

73

4.2.2. Comm/Sub Subtraction to carry an Equivalent Communication

Load ........................................................................

74

4.2.2. Comm/Alt Alteration to carry an Equivalent Communication

Load ..........................................................................

75

4.2.2.Comm/Sub+Alt Subtraction and Alteration to carry an Equivalent

Communication Load ..........................................

77

4.2.3. Accuracy and Acceptability ........................................................... 78

4.2.3. A. The Accuracy of the Translation ............................................. 83

4.2.3. A.1. Classification A ...................................................................... 84

4.2.3. A.2. Classification B ...................................................................... 87

4.2.3. A.3. Classification C ...................................................................... 91

4.2.3. B. The Acceptability of the Translation ......................................... 94

4.2.3. B.1. Classification A ...................................................................... 94

4.2.3. B.2. Classification B ...................................................................... 96

4.3. Discussion ........................................................................................ 98

V. CONCLUSION AND SUGGESTION ………………………………... 105

5.1. Conclusions……….………………………….………………….. 105

5.2. Suggestions………..………...…………………….…………….. 108

REFERENCES

APPENDICES


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ABSTRACT

Isdiati Agustriani. C1306506. 2011. A Translation Analysis of Exclamatory

Sentences based on the Technique of Adjustment in the novel of Harry Potter

and the Deathly Hallows into Harry Potter dan Relikui Kematian. English

Department. Faculty of Letters and Fine Arts. Sebelas Maret University.

Surakarta.

The aims of the study are to find out the technique of adjustments, the

purposes of applying technique of adjustment and accuracy and acceptability of

the translation of exclamatory sentences in “Harry Potter and the Deathly

Hallows”.

The research is a descriptive qualitative method which employs total

sampling technique. 121 exclamatory sentences in the novel Harry Potter and The

Deathly Hallows were taken as the data.

Based on the analysis, the researcher ascertains the following results:

First, based on the tabulation, it is apparent that the most dominant

technique of adjustment used by the translator is in terms of alteration which

amounts to 51.2%. Meanwhile, the second place is taken by the technique of

adjustment in terms of subtraction with 21.5%. The third major technique of

adjustment used is in terms of addition with 19.8%, followed by the technique of

adjustment in terms of subtraction and alteration with 5.8% of 121 data and the

last is in terms of addition and alteration which amounts 1.7% from the whole

data. From this configuration, the findings of the technique of adjustments suggest

that the translation is source text oriented.

The tabulation also shows that the most dominant purpose of using

technique of adjustment is to provide equivalence stylistic appropriateness which

amounts to 53.7%. Meanwhile, the purpose to carry an equivalent communication

load takes second place with 24%. The third major purpose with 19.8% is taken

by producing semantically equivalence structure. The last purpose, as the

requirement of the structure of the RL takes the last place with 4 data or 3.3% of

121 data.

The findings of the research show that out of 121 translations of

exclamatory sentences in the novel Harry Potter and The Deathly Hallows written

by JK Rowling, 75 data (62%) are accurate, 45 data (37.2%) are less accurate and

1 datum (0.8%) are inaccurate. The mean score of the accuracy level of the

translation is 2.6.

In terms of acceptability, there are 110 data (91 %) of the translations of

exclamatory sentences in the novel Harry Potter and The Deathly Hallows written

by JK Rowling considered acceptable, 11 data (9%) are less acceptable and there

is no datum found unacceptable. The mean score of the acceptability level of the

translation is 2.8.

From the results, it is expected that the research will give an input to the

readers in conducting research on Exclamatory Sentence especially dealing with

the technique of adjustments. It is suggested that other researchers analyze the


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technique of adjustments with different approach or in other classifications in

terms of the degree of accuracy and acceptability. They may challenge themselves

to analyze it of other sources, such as films or dramas.


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ABBREVIATIONS

SL : Source Language

ST : Source Text

RL : Receptor Language

TT : Target Text

Add : Addition

Sub : Subtraction

Alt : Alteration

Sem : Semantic

Struct : Structure

Sty : Style

Comm : Communication


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LIST OF TABLE

Table 4.1. Classification Based on Techniques of Adjustment

Table 4.2. Classification Based on Purposes of using Technique of Adjustment

Table 4.3. Accuracy Level of the Translation

Table 4.4. Acceptability Level of the Translation

Table 4.5. Accuracy Scale

Table 4.6. Acceptability Scale


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CHAPTER I

INTRODUCTION

1.1. Research Background

Translation generally is defined as substituting a text in a source language

(SL) with that in a receptor one (RL). To conduct an accurate translation is not an

easy thing to do. It needs not only a knowledge competence of both source and

receptor language but also communication and translation competence.

In the globalization era when the needs of knowledge increase

significantly, translation plays a major role to transfer the knowledge from one

language to another. Therefore, many problems occur in the process of

transferring those languages since each language has its own cultural background.

Nida‟s idea in Widyamartaya states, “The receptor language message must

have the closest equivalent of the SL message, first in terms of meaning and

secondly in terms of style” (1989, p: 11), supports the statement that due to the

differences between the source and the receptor language, the translator has to

adjust his translation in order to make it equivalent with respect to the message of

the source and the receptor language.

In adjusting his translation, a translator should consider a technique of

adjustment. The technique of adjustment is concerned with what the translator

does in terms of addition, subtractions, and alterations in a process of translating.

Nida states “The technique of adjustments are designed to produce correct

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equivalents, not to serve as an excuse for tampering with the source language

message” (1964, p: 226).

In the process of translating, every translator always concerns himself with

some kinds of sentences because language cannot be separated from sentences.

There are several types of sentence in English. They are declarative sentence that

simply states a fact or argument, without requiring either an answer or action from

the reader; the interrogative sentence that asks a direct question and always ends

in a question mark; the exclamatory sentence or exclamation, that is simply a

more forceful version of a declarative sentence, marked at the end with an

exclamation mark; and the imperative sentence that gives a direct command to

someone -- this type of sentence can end either with a period or with an

exclamation mark, depending on how forceful the command is.

Type of sentence that is going to be analyzed in this research is

exclamatory sentence. According to Shane, Ferris, and Keener in their book,

Growth in Goodsss English 1958, “Exclamatory sentence is a sentence spoken in

fear, anger, excitement, dread, joy, delight, or some other strong feeling that might

make a person cry out. It can be called a sentence which is cried out, or exclaimed

and ended by an exclamation point (!)”. The examples of the exclamatory

sentences found in the novel of Harry Potter and The Deathly Hallows will be

explained below.

Example 1

Vernon Dursley : “You took your time!” (001/HPaTDH-031/Alt/Sem)

: “Kau sengaja berlambat-lambat!” (001/HPdRK-049/Alt/Sem)

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/endpunct.html#question%20mark

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/endpunct.html#exclamation%20mark


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Example 2

Dedalus Diggle : “Good day to you, Harry Potter‟s relatives!” (002/HPaTDH-

036/ Sub+Alt/Sem)

: “Selamat sore, sanak Harry Potter!” (002/HPdRK-

056/Sub+Alt/Sem)

The first example is taken from a situation when Harry Potter is called by

his uncle, Vernon Dursley, but he does not come right after the calling while his

uncle urges him to come right away. He gives an impression to his uncle that he

does it in purpose and it upsets Vernon. Therefore, his uncle concludes that Harry

takes his time to react to his calling. The sentence is included as exclamatory

sentence instead of imperative sentence since the sentence does not show a

command. In his anger, Vernon Dursley roars to Harry when he finally appears.

To show Vernon‟s strong feeling of displease towards Harry, the exclamation

mark is needed in the end of the sentence.

In the second example, the sentence is obviously included as exclamatory

sentence instead of imperative sentence due to the feeling of excitement and

delight experienced by Dedalus Diggle. He is one of Harry Potter‟s admirers. The

situation in this conversation is the first occasion for him to meet Harry Potter‟s

relatives. Therefore, the feeling of such delight and pleasure is shown in his

expression.

In Harry Potter and the Deathly Hallows novel, the researcher finds many

exclamatory sentences that experience the technique of adjustment in terms of

addition, subtraction and alteration. To understand more about them, the examples

will be presented below.


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Example 1: Exclamatory sentence in terms of addition.

Hermione : “Ron, we can‟t!” (038/HPaTDH-137/Add/Comm)

: “Ron, kita tidak bisa kesana!” (038/HPdRK-223/Add/Comm)

The example above is quoted from the conversation between Hermione

and Ron. The following text will illustrate such condition.

After a minute or two, Ron said, “You know, we‟re not far from the Leaky

Cauldron here, it‟s only in Charing Cross-”

“Ron, we can‟t!” said Hermione at once.

“Not to stay there, but to find out what‟s going on!”

We know what‟s going on! Voldemort‟s taken over the Ministry, what else

do we need to know?”

Setelah semenit-dua menit berlalu, Ron berkata, “kalian tahu, kita tidak

jauh dari Leaky Cauldron, tempat itu cuma di Charing Cross-”

“Ron, kita tidak bisa kesana!” kata Hermione segera.

“Bukan untuk tinggal, tapi untuk mencari tahu apa yang terjadi!”

“Kita tahu apa yang terjadi! Voldemort sudah mengambil alih

Kementerian, apa lagi yang perlu kita ketahui?”

The word „kesana‟ is added in the RL. Based on the situation above, the

word „kesana‟ refers to a place namely Charing Cross. It is not new information.

This translation is already correct and the addition does not add the meaning. It is

acceptable also if the translator does not add the word „kesana‟, but she does it

because the added word „kesana‟ has been included elsewhere in the text and the


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translator attempts to carry an equivalence communication load. The translator

adds this word to intensify the meaning.

Example 2: Exclamatory sentence in terms of subtraction

Ron : “Not to stay there, but to find out what‟s going on!” (039/HPaTDH-

137/Sub/Sty)

: “Bukan untuk tinggal, tapi untuk mencari tahu apa yang terjadi!”

(039/HPdRK-223/Sub/Sty)

The example above is quoted from a conversation between Ron and

Hermione. The situation below will illustrate more.

After a minute or two, Ron said, “You know, we‟re not far from the Leaky

Cauldron here, it‟s only in Charing Cross-”

“Ron, we can‟t!” said Hermione at once.

“Not to stay there, but to find out what‟s going on!”

We know what‟s going on! Voldemort‟s taken over the Ministry, what else

do we need to know?”

Setelah semenit-dua menit berlalu, Ron berkata, “kalian tahu, kita tidak

jauh dari Leaky Cauldron, tempat itu cuma di Charing Cross-”

“Ron, kita tidak bisa kesana!” kata Hermione segera.

“Bukan untuk tinggal, tapi untuk mencari tahu apa yang terjadi!”

“Kita tahu apa yang terjadi! Voldemort sudah mengambil alih

Kementerian, apa lagi yang perlu kita ketahui?”

The word „there‟ in the SL is subtracted. It does not lessen the meaning in

the RL because from the text, it is quite clear that the omitted word „there‟ refers

to a place that has been mentioned before, so without translating the word „there‟,


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it still can be understood. It seems unnecessary to repeat information which is

clear enough from the context of situation. So the subtraction does not lessen the

communication load nor deviate the source meaning.

Example 3: Exclamatory sentence in terms of alteration

Hagrid : “An‟ the last time you was on it, Harry, I could fit yeh in one hand!”

(008/HPaTDH-051/Alt/Sty)

: “Dan terakhir kali kau naik motor ini, Harry, kau cuma sebesar satu

tanganku ini!” (008/HPdRK-079/Alt/Sty)

The exclamatory sentence above is taken from a situation when Hagrid

feels astonish of the second chance he got to protect Harry Potter with the same

vehicle, Sirius Black‟s motorcycle. The first chance happens 16 years ago. The

illustration of such situation is as follows.

“Is this it? Is this Sirius‟s bike?”

“The very same,” said Hagrid, beaming down at Harry. “An‟ the last time

you was on it, Harry, I could fit yeh in one hand!”

“Inikah motornya? Inikah motor Sirius?”

“Motor yang sama,” kata Hagrid, menunduk tersenyum pada Harry. “Dan

terakhir kali kau naik motor ini, Harry, kau cuma sebesar satu tanganku

ini!”

The translator has made an alteration in translating a clause „I could fit yeh

in one hand.‟ It is translated into „kau cuma sebesar satu tanganku ini.‟ Indeed, the

clause „I could fit yeh in one hand‟ is referred to the expression of surprise due to

Hagrid‟s first experience to protect Harry Potter when he was a year-old baby. In

that time, Harry was so small until Hagrid, a giant figure, could fit him only in


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one hand. Such alteration is intended to produce semantically equivalence

structure. As a result, the meaning of the clause becomes clearer. Finally, it can be

said that such alteration does not change or deviate the source meaning, it

generates meaning equivalence.

In addition to the techniques of adjustment that is used by the translator,

the researcher also observes the accuracy and acceptability as parts of quality

assessment of translation that are proposed to identify whether the translation

result is accurate, acceptable and/or does not sound as a translation product.

Accuracy is one of the elements of translation quality assessment. It deals

with the degree of accurateness of the message transfer. The target text, or the

translation product, should include a whole message in the source text. A

translation should not betray the original text of the source language text. In

addition, there is acceptability as another important aspect related to translation

quality assessment. The acceptability level is emphasized on the language factor.

The language use of the target text is expected to accept by target reader on a

common form as what the original, so it does not seem like a work of translation.

It means that the consideration of providing the Indonesian readers with

translation, to make it effortless for Indonesian enjoying literary works seems hard

to be completed and may furthermore create a bad understanding of the translation

to the target readers. However, it is possibly to some people that the translation

may not be hard to comprehend.

Moreover, this research intends to assess the accuracy and acceptability

level occurring in the Indonesian translation of Exclamatory-sentence, to find out


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whether the target text is acceptable and sounds natural to the target reader.

Furthermore, since the target text is a translation, the researcher attempts to

observe what reasons that underlie the translator to do such adjustment dealing

with the exclamatory sentence in Harry Potter and The Deathly Hallows. This

research is determined to have “A Translation Analysis of Exclamatory Sentences

Based on The Technique of Adjustment in The Novel of Harry Potter and The

Deathly Hallows Into Harry Potter dan Relikui Kematian.”

1.2. Problem Statements

Based on the research background, the researcher proposes some problem

statements as follows:

1. How are the exclamatory sentences in Harry Potter and The Deathly Hallows

translated into Indonesian in terms of technique of adjustments?

2. What are the purposes that underlie the translator to do such adjustment?

3. How are the accuracy and acceptability of the translation of exclamatory-

sentence that experience such adjustments in Harry Potter and The Deathly

Hallows novel?

1.3. Research Objectives

The goals of this research are:

1. To illustrate the way of translating the exclamatory-sentences in Harry Potter

and The Deathly Hallows into Indonesian in terms of adjustment made by the

translator.


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2. To illustrate the purpose that renders the translator to do such adjustment.

3. To illustrate the accuracy and acceptability of the translations of exclamatory-

sentences that experience such adjustments in Harry Potter and The Deathly

Hallows novel.

1.4. Research Limitation

Research limitation is necessary to be distinguished in purpose to evade

the research amiss from the aim. In this research, the researcher only makes an

analysis of translation on dialogues in the novel of Harry Potter and The Deathly

Hallows written by J.K. Rowling that is translated into Indonesian by Listiana

Srisanti, which contains exclamatory-sentence. The analysis is constricted through

the technique of adjustment in terms of addition, subtraction, and alteration, the

purpose of using such technique and the quality assessment in term of accuracy

and acceptability.

1.5. Research Benefit

The researcher expects that this research will be beneficial for:

1. English Department Students

This research is expected to be useful as an additional reference for the

students in studying the translation subject especially about technique of

adjustment in translation.


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2. Lecturers

This research can be used as an addition reference for the lecturers in teaching

translation subject.

3. Other researchers

This research can also be used to stimulate other researchers to conduct further

research related to this study.

1.6. Thesis Organization

The Thesis organization is systematically arranged as follows:

CHAPTER I : INTRODUCTION, consists of Research Background,

Problem Statements, Research Objectives, Research

Limitation, Research Benefit and Thesis Organization.

CHAPTER II : LITERATURE REVIEW, consists of Definition of

Translation, Process of Translation, Problems in Translation,

Context, Technique of Adjustment, Accuracy and

Acceptability, Definition of Sentence, Classification of

Sentence, Style and About the Novel.

CHAPTER III : RESEARCH METHODOLOGY, consists of Type of

Research, Data and Source of Data, Sample and Sampling

Technique, Research Procedure, Technique of Collecting

Data, and Technique of Analyzing Data.

CHAPTER IV : DATA ANALYSIS, consists of an Introduction, Research

Findings and Discussion.


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CHAPTER V : CONCLUSION AND SUGGESTION, consists of

conclusions and suggestions.


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CHAPTER II

LITERATURE REVIEW

In this chapter, various kinds of theories related to this research will be

discussed. The theories are constructive for the researcher to conduct this study.

They will function as the basic foundation in analyzing the data of this research.

The theories include Definition of Translation, Process of Translation, Problems

in Translation, Context, Techniques of Adjustment, Accuracy and Acceptability,

Definition of Sentence, Classification of Sentence, Style and About the Novel.

The detailed description of each theory is as follows.

2.1. Definition of Translation

In The Theory of Translation, Nida and Taber explain the definition of

translation as follow; “Translating consists in reproducing in the receptor

language the closest natural equivalent of the source language message, first in

term of meaning and secondly in term of style,” (1978, p: 12). Besides that,

Catford defines translation as “The replacement of textual material in one

language (the source language) by equivalent textual material in another language

(the target language)” (1965, p: 20).

Brislin proposes another definition of translation. He says that

“Translation is the general term referring to the transfer of thoughts and ideas

from one language (source) to another (receptor), whether the languages are in

written or oral form” (1976, p: 6).

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Based on the statements above, it can be concluded that translation is a

process of message transference from one language (the source language) to other

language (the receptor language). In transferring the thoughts and message, the

most important thing is that the translator has to pay attention to the meaning and

the style of text.

2.2. Process of Translation

Translating a text is a complex thing and consists of a series activity that

constitutes a process. Nida proposes simpler and more common translating

process illustrated in a scheme as follows:

Source Language Receptor Language

Source Text Translated Text

Analysis Restructuring

Transfer

(Nida and Taber, 1974:33)

The explanation of the scheme as follows:

1. First, the translator has to read over text and understand the meaning and the

message of the text. It will be better to repeat reading the passage two or three

times in order to get a clear grasp of the entire content.

2. In order to understand the content of the text, the translator has to conduct a

linguistic analysis both through grammatical and meaning analysis that covers

the referential and connotative meaning.


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3. After finishing the analysis of the text and understanding the source language

message, the translator transfers the message into the target language. This

process discusses “how the analysis result is transferred from the source

language to the target language with the least possible change in meaning and

with equal reaction as felt by the native source language speaker”. The

transfer certainly is not perfect yet, so it needs correction consultation to the

more professional person about figurative language and style.

4. Lastly, the restructuring process discusses some kinds of figurative language,

style and technique which can be used in the translation. In this stage, the

translation must be adjusted with the grammar of the target language. The

translation must maintain the meaning of the source language. Then after the

restructuring is over, it means that the process of translation has also been

completed.

2.3. Problems in Translation

J.C. Catford in A Linguistic Theory of Translation mentions,

“There is a translation problem namely untranslatability.

Translation fails, or untranslatability occurs when it is impossible to

build functionally relevant features of the situation into the contextual

meaning of the TL text. There are two categories of untranslatability,

linguistic and cultural untranslatability. In linguistic untranslatability,

the functionally relevant features include some which are in fact

formal features of the language of the SL text. It occurs when TL has

no formally corresponding feature.” (1965, p: 94)

In cultural untranslatability, the failure is due to the absence of the situational

feature which is relevant in the SL culture and in the RL culture.


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In his essay, A Framework for the Analysis and Evaluation of Theories

Translation that is compiled by Sakri in Ikhwal Menerjemahkan, Nida also

mentions two kinds of problems in transferring message, namely problems of

content and problems of form.

“The circumstantial setting of the ST can give a serious

problem for the translator to provide the most equivalent text. Every

culture has its own characteristic that might be considered weird by

other cultures. This is called the problems of content. In such cases,

the translator may be forced to choose between the less

comprehensible cultural setting of the SL and the more intelligible but

anachronistic setting of the receptor language.” (1985, p: 71)

Another problem in translating message is the problem of form. Nida said

that “Though the difficulties related to the adequate reproduction of content are

often acute, they generally do not constitute as complex and intractable a series of

problems as the particular formal features of language employed in a message”

(1976, p: 72). It is easier to analyze and describe the cognitive equivalences of

content then to find the formal equivalences of language.

2.4. Context

Analyzing sentences related to the meaning cannot be separated from the

context. Context makes the sentences can be understood appropriately. About this,

Leech states “Context deals with relevant aspects of the physical or social setting

of an utterance” (1983, p: 13).

Context is a background knowledge, which is shared by speaker and

hearer in understanding their utterances. In short, someone who wants to


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understand the meaning of language used has to know exactly the context in

which the language is used.

Furthermore, Malinowsky mentions two notions of context, context of

situation and context of culture, which are playing important part in the

interpretation of meaning. “Context of situation is the situation in which the text is

uttered. It refers to the environment of the text. Meanwhile, context of culture is

the cultural background or history behind the participant” (in Halliday and

Hassan, 1985, p: 6).

Yet, with respect to the context of situation, Bloomfield states that the

meaning of a linguistic form is the situation in which the speaker utters it and the

response it calls forth in the hearer (in Samiati, 1990, p: 20). According to Allan

Keith, context can be categorized into three items, namely: setting, the world

spoken of, and textual environment.

“Setting is defined on the spatio-temporal location of the

utterance. It means that setting refers to a particular time and place at

which a speaker makes an utterance and hearer hears or reads the

utterance” (1986, p: 36);

“The world spoken of is the world which is revealed in a certain

utterance. It can be the real world of man‟s experience, or it can be the

dream world, the fictional world or even the mix of factual and

fictional world” (1986, p: 37);

“The textual environment is a text in which an utterance

happens. The text containing certain utterance will show what world is

being spoken of, and also what persons, places, objects, states, events,

acts, etc are being spoken of in the utterance” (1986, p: 37).

With respect to the three items of context, it can be summarized that

setting refers to time and place at which an utterance goes on, and the world

spoken of refers to the matter which is being discussed through the utterance,


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while the textual environment refers to a text in which an utterance occurs. So, the

three components complete one another.

Based on some definitions above, it can be concluded that context includes

time; the topic which is discussed; an information-background of an utterance or a

sentence in terms of the participants involved in communication; place at which

the utterance or the sentence occurs; and the textual characteristic in which the

utterance or sentence happens.

2.5. Techniques of Adjustment

Technique of adjustment is often used by the translator in order to gain the

most equivalent result from the SL to the RL. It deals with what the translator

does in term of addition, subtraction, and alteration in this translation. Such

technique is consistent with Nida‟s idea as follows;

“The present chapter deals with the technique of adjustment

used in the process of translating. Here we are concerned, therefore,

not with why the translator does one thing or another, but with what he

does, in terms of addition, subtraction, and alteration.” (1964, p: 226)

Further, Nida states that “the essential purpose of these techniques are to

produce correct equivalent, not to serve as an excuse for tampering with the

source language message” (1964, p: 226).

Nida states that the essential purposes of adjustment are as follows:

1. Permit adjustment of the form of the message to the requirement of the

structure of the receptor;

2. Produce semantically equivalent structures;

3. Provide equivalent stylistic appropriateness; and


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4. Carry an equivalent communication load (1964, p: 226-238).

The following are the brief explanation of adjustments techniques

proposed by Nida:

1. Addition

According to Nida in his book entitled Toward A Science Translation,

there are so many types of addition which may be employed in the process of

translating, among them the most common and important are shown in the section

below. Many of these additions are actually a part of the process of structural

alteration, so that one technique of adjustment cannot be rigidly isolated from

another (1964, p: 227).

a. Filling out elliptical expression

Though ellipsis occurs in all languages, the particular structures which

permit such “omitted” words are by no means identical from language to

language. Accordingly, in an expression almost obligatory elliptical in one

language, an ellipsis may not be permitted in another (Nida 1964, p: 227).

Example:

SL: “She is smarter than I”

TL: “Dia lebih pintar daripada saya yang pintar”

The translation is filled by elliptical construction yang pintar to emphasize

that the subject I in RL is also smart but not as smart as She.

b. Obligatory specifications

The specification required in some translations result from one of two

reasons; (a) ambiguity in the receptor language formations, and (b) the fact that


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greater specifity may be required so as to avoid misleading reference (Nida 1964,

p: 228).

Example:

SL: “Ron… to the school…”

TL: “Saya, Ron, pergi ke sekolah…”

The source language tells us about Ron only, however, the narrator is not

stated, whereas the narrator is Ron. Therefore, it is necessary to add the word

saya. So the translation on the target language is clear enough.

c. Additions required by grammatical restructuring

Almost any type of restructuring of a source language expression can

result in some lexical ambiguity. Perhaps the most common instances which

require amplification are:

1. Alteration of word classes.

Probably the most frequent additions must be made when there is a shift in

word classes (Nida, 1964, p: 228).

Example:

SL : “False journalist.”

TL : “Orang yang berpura-pura menjadi wartawan.”

The alteration of word class above happens in the adjective false that may

be shifted into another class of words expressed by prepositions or conjunctions

and then carried by verbs. Thus, the word false is altered into a full sentence and

the addition, of course, appeared to be orang yang berpura-pura.


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2. Modification from indirect to direct discourse.

When an indirect discourse, whether explicit or implicit, is changed into a

direct discourse a number of elements must be added. This is especially so when

the discourse is largely implicit (Nida, 1964, p: 228).

Example:

SL: Mom informed us that she would go to Jakarta the next day.

TL: Ibu berkata, “Ibu akan pergi ke Jakarta besok.”

The word berkata is added as the predicate because the translator changes

indirect sentence into direct sentence.

3. Shifts of voice.

When a passive expression is changed to an active one it is obviously

necessary to insert the agent.

Example:

SL: “He was elected president.” (passive voice)

TL: “Mereka memilih dia menjadi presiden.” (active voice)

As seen on the example of the passive voice above, the subject of the

sentence receives the action whereas we use the active voice when the subject of

the sentence does the action as seen on the second example. In passive voice we

do not need to insert the agent, while in active voice it is necessary to insert the

agent, in this instance is mereka.

d. Amplification from implicit to explicit status

Important semantic elements carried implicitly in the SL may require

explicit identification in the receptor language.


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Example:

SL: Her sense of humour does lighten the general air of claustrophobia.

TL: Rasa humornya memang mengisyaratkan tanda-tanda umum

claustrophobia yaitu suatu perasan takut berada di ruangan tertutup.

On the example above, the translator gives a clear explanation about what

is meant by claustrophobia to avoid perplexity in reading the translation, because

such term like claustrophobia may sounds unfamiliar for the RL reader.

e. Classifiers

Classifiers provide a convenient device for building meaningful

redundancy into an overload text, especially in languages which readily employ

such terms to identify proper names and borrowed terms.

Example:

SL: All Chinese are also our brothers.

TL: Semua etnis China juga saudara kita.

Chinese is a person who originally comes from China. In other words, he

or she professes China blood. The translator adds the word etnis to explain that

what is meant by Chinese is China people.

f. Connectives

Transitionals, which consist of the repetition of segments of the preceding

text, are widely used in many languages. Such transitionals appreciably increase

the total volume of the text, but do not add information (Nida, 1964, p: 230).

Example:

SL: Avoid using it during the first trimester of pregnancy, patients with

gastric ultras.


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TL: Hindari penggunaan Bisolvon pada tiga bulan pertama kehamilan dan

pada penderita tukak lambung.

The translator adds the word dan on the target language. It is used to

denote the relationship between the first sentence and the next phrase.

g. Doublets

Doublets happen in a certain type of discourse, they denote the

conversation. In some languages, some texts employ the types of additions to

denote the direct conversation; therefore, those texts resemble a quotation mark.

But in a particular occasion the translator has to state the supporting explanation.

Example:

SL: “He said…”

TL: “Dia berkata…katanya…”

From the example above, we can conclude that doublet usually appears on

the certain type of context used to denote the direct conversation and function as

the quotation mark.

2. Subtraction

Though, in translating, subtractions are neither so numerous nor varied as

additions, they are, nevertheless, highly important in the process of adjustment

(Nida, 1964, p: 231). They include primarily the following types

a. Repetition

In many languages one of the many repeated lexical items must be omitted

or in some cases replaced by a term that intensifies the expression in question.

Example:

SL: “Play for me now! Now I‟ll dance!”


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TL: “Sekarang mainkanlah untukku! Aku akan menari!”

As seen in the example above, the translator omits the word now to avoid

the repetition of information. This kind of omission is done to make an effective

sentence in RL.

b. Specification of reference

The repetition of a proper name in two closely related sentences

sometimes is misleading, thus omission can be applied.

Example:

SL: Tata is happy because she is going to have a long holiday.

TL: Tata senang karena akan mendapatkan libur panjang.

The translator reduces the participant she into Tata on the translation

because it has been mentioned on the first clause.

c. Conjunctions

Two principal types of conjunctions are lost, namely: (a) those associated

with hypotactic constructions; and (b) those which link coordinates, elements

often combined without conjunctions, either in appositional relationships.

Referring to point (a), it can be explained that hypotactic conjunction is the

conjunction relating two or more clauses, but each clause has a different position,

one as a dependent clause and the other as an independent clause (Nida, 1964, p:

232). It can be seen in the example below:

SL: I was sick, so that I couldn‟t go to the office.

TL: Saya sakit, saya tidak masuk kerja.

The translator reduces the hypotactic conjunction so that in the dependent clause,

therefore it becomes paratactic in the RL.


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The conjunction denoting the coordinate of the lexical element, which is

usually related without a certain conjunction will be seen on the next example:

SL: Sue, who is my sister, went to Singapore last week.

TL: Sue, kakak saya, pergi ke Singapura minggu lalu.

As seen on the example above, the translator omits the conjunction who is in the

target language.

d. Vocative

All languages have ways of calling to people, but in some languages there

is no means by which one may directly address another in a polite form (Nida,

1964, p: 232). In certain situation, the ways of calling to people (vocatives) can be

shifted into nearby clause or omitted, if the total impact does not distort the

meaning.

Example:

SL: Sam said to Bill, “Dad where are you going?”

TL: Sam berkata pada Bill, ayahnya, pergi kemana?”

The use of the name or a title in a direct form may imply that the person was at

some distance or that he was roundly denounced before others. In the example

above the vocative dad is shifted into a nearby clause.

e. Formulae

A number of formulae in SL are relatively meaningless in receptor

language. Hence, the formulae may be subtracted.

Example:

SL: “… in His name.”

TL: “…oleh-Nya.”


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The example above shows us that the clause in His name can be translated into

oleh-Nya because the word His name and –Nya refer to the same object which is

God.

f. Categories

The insistence of some translators that all categories in the original be

fully reflected in the receptor language text has resulted in very awkward

translations. When the receptor language simply has no corresponding category

the translator has no problem. He is simply obliged to omit such references, or to

express them in entirely different ways (Nida, 1964, p: 232). This problem can be

found in the difference of Indonesian and English tense system.

Example:

SL: I am sitting in front of my teacher now.

TL: Saya sedang duduk di depan guru saya.

English has the system of tenses that are used to explain about when the action is

done, but Indonesian does not have because it will bring redundancy. As seen on

the example above, the translation of the adverb of time now does not exist in RL

sentence. It is because the existence of word sedang denotes that the action

happens in the present time.

g. Transitionals

Transitionals differ from conjunctions in that, instead of combining two

formally related units, they serve merely to mark a translation from one unit to

another (Nida, 1964, p: 232). Transitional constitutes a short and efficient

paraphrase to substitute the equivalent meaning that has been mentioned before.


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Example:

SL: We have been going in a long journey since the morning, here comes

the time for us to have dinner.

TL: Kita telah melakukan perjalanan jauh sejak tadi pagi, sekarang kita

makan malam.

As stated before, transitional is a short paraphrase. It can be seen on the phrase

here comes the time which is translated into sekarang. It means that the

subtraction happens on the phrase here comes the time. After looking at the

translation, we can conclude that transitional is an effective manner to paraphrase

long words into a shorter word.

3. Alteration

According to Nida, alterations may, of course, be all types, from the

simplest problems of correspondence in sounds to the most complicated

adjustment in idiomatic phrases. Some types of alteration are discussed below.

a. Sounds

Even the most consistent system of transliteration may occasionally

produce a severe difficulty, since the resulting form may have another meaning in

the receptor language.

Example:

SL: John said, “I love you, babe.

TL: John berkata: “Aku mencintaimu, sayang.”

The word babe is quite misleading for Indonesian especially for Betawinese. The

word babe in Betawi means father, while in English it means darling. The

translator must be careful in translating the word babe. The example above is


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uttered by John (an English person) so it is appropriate to translate the word babe

into sayang.

b. Categories

Alteration of categories include shifts from a singular expression to plural,

a past-tense to a future, passive to active voice, etc. The employment of

expressions which have no corresponding function in the source language also

belongs to this class of alteration (Nida, 1964, p: 234).

Example:

SL: I am gripped by them

TL: Buku-buku tersebut sungguh memikat hati saya.

The shifts from passive to active involve similar alterations of categories. The

subject is changed from I into buku-buku tersebut. The object of the first

sentence (them = buku-buku tersebut) is put as a subject in the second sentence.

c. Word classes

Alteration of word classes includes the shifts from noun to verb,

preposition to verb, etc.

Examples:

SL: “You‟re saying it wrong,” Harry heard Hermione snapped.

TL: “Cara ngomongmu salah,” Harry mendengar Hermione menukas.

The alteration of word class can be seen when the translator translate the word

saying into cara ngomong. Saying is a verb while cara ngomong is a noun

phrase.


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d. Order

The shifts are used to emphasize important elements in a sentence, and

provide a pleasing rhyme, so they can make clear of a complicated expression.

Example:

SL: The Queen knew only too well that the simple act of getting the Waleses

to talk at all was a miracle.

TL: Ratu sangat memahami bahwa hanya keajaiban belaka yang dapat

membuat pasangan Wales berbicara.

There is a change of order in the example above. In the first sentence, the word

was a miracle is put in the end of the sentence, but in the translation it is put in the

middle of the sentence. The change of order is done to make a natural translation.

e. Clause and sentence structure

The most serious problems of alteration in clause and sentence structure

are found in shifts between hypotactic and paratactic formations, with or without

additions or subtractions of lexical elements.

Two other important alterations in clause and structure involve:

1. Shifts from questions to statements.

Example:

SL: Haven‟t I told you he is not going!

TL: Sudah kubilang dia tidak boleh pergi!

2. Changes from indirect discourse to direct.

Example:

SL: He warns the boys not to swim out too far.

TL: Dia berkata, “Jangan berenang terlalu jauh anak-anak!”


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f. Semantic problems involving single words

All the semantic problems involving single words arise from distinctions

in hierarchical status. Accordingly, alterations of this type may be classified on

the basis of whether the lexical elements in question are of a lower rank, of a

higher rank, of a higher rank plus qualifiers, or of the same rank but shifted in

position (Nida, 1964, p: 236)

Examples:

SL: They celebrate the Easter.

TL: Mereka merayakan hari raya Paskah.

Every Christian all over the world celebrate the Easter because Easter is one of

Christian‟s holy days. English people use the word Easter while Indonesian calls

it hari raya Paskah. The translator alterates the term Easter into hari raya

Paskah.

g. Semantic problems involving exocentric expressions

This type of alteration is applied to translate expressions or idioms.

Because of the different social-cultural background between the SL and RL,

consequently a translator often makes a radical change in translating idioms or

expressions.

Example:

SL: “Load of old tosh,” said uncle Vernon.

TL: “Omong kosong besar,” kata paman Vernon.

The idiom load of old tosh is used to indicate that someone is talking about

something that does not make sense. In Indonesia load of old tosh means omong


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kosong besar. The translator translates it in an appropriate way because those

idioms have the same meaning.

2.6. Accuracy and Acceptability

The quality assessment of translation is intended to identify whether a

piece of translation is accurate, readable, acceptable and does not sound as a

translation product. The quality assessment covers three points, they are:

1. The Accuracy

Accurate means reproducing as exactly as possible the meaning of the

source text. In translating a text, accuracy is an important thing for the translator

to concern. As Baker states,

“Accuracy is no doubt an important aim in translation but it is

also important to bear in mind that the use of common target language

patterns which are familiar to the target reader plays an important role

in keeping the communication channels open (1992, p: 57).”

It can be said that in translating a text the translator should also concern to

the familiar language pattern which is usually use by the target readers. It is also

relates to the quality of results and is distinguished from correctness.

Accuracy is not only at the word level, it is also involving every

grammatical level of the language. A translation text may be accurate based on the

words which are used in transferring the meaning from the source language to the

target language, but if it does not have relation to each other according to the

standard rules of grammar and language usage, it can be said not accurate.

Therefore, a translator must have a sufficient knowledge of the field being

translated to have a full understanding of the subject matter. Only by having a full


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and clear understanding of the concepts involved in the subject matter can a

translator produce a translation which is both accurate and easy to read.

2. The Readability

Readability refers to how easily a translation can be read. The more

natural are the vocabularies and the forms used in translation, the higher it will

rank readability. Richard et al defines the readability as “readability…how easily

written materials can be read and understood” (in Nababan, 1999, p: 63).

3. The Acceptability

“A good translation does not sound like a translation” (Nida and Taber,

1969). It means that the text which is translated sound natural for the target

readers. To make the translation acceptable or sound natural for the target reader,

a translator does not only have to translate whatever it is stated in the source

language, but she/he also has to reconstruct, adapt, or even rewrite it.

Acceptability can only be measured by the target language native speakers

as Larsson states, “The person who does the testing must also understand

translation principles and knows the receptor language as well. If she/he needs

some respondents, they must be also target language native speaker (1984, p:

472). Those who are helping with the evaluation should be mother-tongue

speakers of the receptor language” (1984, p: 49). Based on those reasons, to make

a translation acceptable to the target reader, a translator must have more

sensitivity to the naturalness of the target language.


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However, not all target language native speakers can be respondents of

acceptability because each text has its own target readers. Therefore, it needs

proper target reader to measure the level of acceptability of a translation text.

Based on those reasons, the researcher limited this research only in the

accuracy and acceptability of a novel “Harry Potter and The Deathly Hallows”

and its translation. Since this book does not mention the specific target readers,

therefore the researcher decided only to analyze its accuracy and acceptability.

2.7. Definition of Sentence

There are many definitions about „sentence‟ said by the linguistics such as

Marcella Frank who states that “a sentence is a full predication containing a

subject plus a predicate with finite verb. The classifications of sentence are:

declarative sentence (statement), interrogative sentence (question), imperative

sentence (command request), exclamatory sentence (exclamation)” (1972, p: 22).

While Joseph C. Blumenthal et all, define a sentence as “a group of words

expressing a completed thought and containing at least a verb and its subject”

(1983, p: 248).

From the definition by Blumenthal above, we can conclude that a

sentence, at least, consists of a subject and a predicate and expresses a complete

thought.

The subject of a sentence,, according to Blumenthal, is something about

which a statement is made (1983, p: 250). It can be a noun or any word or group

of words substituting for a noun. Meanwhile, Hodges in Harbrace College


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Handbook defines subject as “a basic grammatical division of a sentence. Subject

is a noun or noun substitute about which something is asserted or asked in the

predicate. It usually precedes the predicate” (1984, p: 555).

In order to complete a good sentence, a subject is always followed by the

predicate, which according to House and Harman, “predicate is the word or group

of words denoting that which is said of the subject” (1950, p: 12). The predicate

may only be a finite verb, or it may be a finite verb with its complements and

modifiers.

2.8. Classification of Sentence

According to Warriner in his book English Grammar and Composition,

sentences are classified into to which are according to structure and according to

meaning. These classifications are discussed in the following paragraphs.

1. Classification of sentence according to structure

a. A simple sentence is one that consists of a single independent clause and

no subordinate clauses. The simple sentence always contains one subject

and one verb.

Example: The manager supervises the running program.

b. A compound sentence has two or more independent clauses that are related

in thought and joined by one or more coordinating conjunctions.

Example: The manager is rewriting the instruction, and he will submit his

draft to the board of directors for approval.


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c. The complex sentence is one that consists of at least one independent clause

and one or more dependent clauses. Major emphasis is placed on the

independent clause and the dependent clause gains its meaning from the

independent clause. The clauses in a complex sentence that has only two

clauses are joined by a subordinating conjunction.

Example: You earn money while you work.

d. A compound-complex sentence consists of a compound sentence (one with

two or more independent clause) and at least one dependent clause.

Example: Some of the employees who worked during the war years have

retired, but many of them are still employed in the same office

(1958, p: 81).

2. Classification of sentence according to meaning

a. A declarative sentence is one that makes a statement. Such a

sentence ends with a period. The normal grammatical order of

the parts of a declarative sentence is the subject first followed by the

predicate with all its modifiers.

Example: I found her book on my desk.

b. An imperative sentence is one that gives a command or makes a request.

The subject of an imperative sentence is seldom expressed. The word you,

understood, is the subject when a subject is not used. A period is normally

used at the end of an imperative sentence; however, it may be followed

by an exclamation point if it is an emphatic command.

Examples: - Read that exercise.


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- Close the door!

c. An interrogative sentence is one that asks a question.

The normal grammatical order of the words is inverted in an interrogative

sentence and the sentence may begin with either a verb or an adverb with

the subject following. An interrogative sentence ends with a question

mark.

Examples: - Did you hear the bell sound?

- Where did you file the incoming letter?

d. An exclamatory sentence is a complete sentence that expresses surprise,

excitement, or other strong emotion. The order of the sentence is generally

inverted—the subject and verb are placed near the end. An exclamatory

sentence ends with an exclamation point.

Examples: - What a storm that was!

- How wonderful that is for you! (1958, p: 41)

However, if the speaker shows strong feeling when making a statement,

asking a question, or giving a command then the speaker‟s sentence is

exclamatory.

Examples: - I won the prize!

- Wasn‟t he funny!

- Help! Call the ambulance!

In other words, when the declarative, interrogative, and imperative

sentences are expressed with strong feelings (fear, anger, excitement, dread,

joy, delight, etc.) they can be called exclamatory.


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2.9. Style

Style refers to the way or manner an individual writer writes. Each writer

has his own style. Weisman defines “Style is the way a person puts words

together into sentences, arranges sentences into paragraph, and groups of

paragraphs to make a piece of writing express his thoughts clearly,” (1980, p: 25).

Nida and Taber define style, “the patterning of choices made by a particular

author within the resource and limitation of the language and of the literary genre

he is working. It is his style which gives to a text its uniqueness and which relates

the text personally to its author” (1969, p: 207).

A writer expresses his emotions, attitudes, and aesthetics through his

choice of lexical items and grammatical forms. The writer hopes that his

expressive words or sentences bring an effect to the readers and then the readers

get certain impression from them.

2.10. About the Novel

Harry Potter and The Deathly Hallows is the seventh book of Harry

Potter‟s novel that is written by J. K. Rowling. The book was released on 21 July

2007, ending the series that began in 1997 with the publication of Harry Potter

and the Philosopher's Stone. It was published in the United Kingdom by

Bloomsbury Publishing, in the United States by Scholastic, in Canada by

Raincoast Books, and in Australia and New Zealand by Allen & Unwin.

Harry Potter and The Deathly Hallows that is released globally in ninety-

three countries broke sales records as the fastest-selling book. It sold 15 million

http://en.wikipedia.org/wiki/J._K._Rowling

http://en.wikipedia.org/wiki/Harry_Potter_and_the_Philosopher%27s_Stone



http://en.wikipedia.org/wiki/Bloomsbury_Publishing

http://en.wikipedia.org/wiki/Scholastic_Corporation

http://en.wikipedia.org/wiki/Raincoast_Books

http://en.wikipedia.org/wiki/Allen_%26_Unwin


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copies in the first day following its release, including more than 11 million in the

U.S. and U.K. alone. The previous record, nine million in its first day, had been

held by Harry Potter and the Half-Blood Prince. The novel has also been

translated into numerous languages, including Ukrainian, Swedish, Polish, Hindi

and Indonesian.

http://en.wikipedia.org/wiki/Ukrainian_language

http://en.wikipedia.org/wiki/Hindi


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CHAPTER III

RESEARCH METHODOLOGY

3.1. Type of Research

In this study, the researcher used a descriptive qualitative method which is

defined by Soetrisno Hadi that in descriptive method, the researcher tries to

collect data, analyze data, and to draw conclusion without formulating a

hypothesis (1984, p: 3). In descriptive method, the researcher described the object

of the study without generalizing the result of the study.

Bell states “some qualitative studies start without a hypothesis or

objectives being specified” (1993, p: 19). Meanwhile, Cresswell states

“qualitative research is descriptive in that the researcher is interested in process,

meaning and understanding gained through words or picture” (1994, p: 145).

Qualitative method describes phenomena in words instead of numbers or

measures.

3.2. Data and Source of Data

Arikunto states, “Yang dimaksud dengan sumber data dalam penelitian

adalah subyek dari mana data diperoleh” (1987, p: 162). Meanwhile, according to

Djajasudarma, “The data can be obtained from scripts, interviews, photography,

videotapes, personal documents, etc” (1993, p: 15). The source of data here

constitutes a subject from which all the data are obtained.

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The source of data of this research is J.K. Rowling’s famous novel entitled

Harry Potter and The Deathly Hallows and the raters. The novel itself was

published by Bloomsbury Publishing Plc, London (2007) and its Indonesian

translation, Harry Potter dan Relikui Kematian that was published by Penerbit PT

Gramedia Pustaka Utama (2008), whereas the raters are three people who have

both Indonesian and English competence, communicative competence, and

translation competence, who provide data in relation to the influence of the

technique of adjustment in its translation.

Furthermore, the data of this research are the exclamatory sentences that

experience technique of adjustment in terms of addition, subtraction and

alteration.

3.3. Sample and Sampling Technique

According to Lexy Moleong, in qualitative inquiry, sampling is gathering

information as many as possible from various sources and construction (2002, p:

224). Sutopo explains that source of data in qualitative research do not represent

population but tend to represent the information (2006, p: 57).

The researcher employs a total sampling technique. Therefore she takes all

exclamatory sentences that experience technique of adjustment as reflected in the

novel Harry Potter and The Deathly Hallows which are translated into Bahasa

Indonesia. Those sentences are taken as sample of this research. In addition, the

questionnaire which has been assessed by three raters to find the accuracy and

acceptability of the translation of the novel are included in the analysis.


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3.4. Research Procedure

The research was conducted following the procedure below:

1. The first step taken by the researcher is to collect all dialogues which are

assumed as exclamatory-sentences in the novel of Harry Potter and The

Deathly Hallows, both from the original script of the novel and their

translation in Indonesia.

2. The data gathered are, then, sorted out to find those that are compatible with

the criteria established.

3. The researcher gives codes to each datum based on the series numbers, page

numbers, and from where the datum is selected.

4. The researcher analyzes the data obtained.

5. The results of the translation are then compared to their original message to

know the influence of technique of adjustment.

6. The researcher counts the frequency-distribution of the data based on their

classification.

7. Finally, the results of the analysis are used to draw conclusion to answer the

problems proposed.

3.5. Technique of Collecting Data

The data of the research include exclamatory sentences which experience

technique of adjustment in terms of addition, subtraction and alteration. The data

are taken from a book entitled Harry Potter and The Deathly Hallows written by

JK Rowling.


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The procedures of collecting data in this research are as follows:

1. The researcher reads the whole story of Harry Potter and The Deathly

Hallows and its translation, Harry Potter dan Relikui Kematian.

2. The researcher is taking the data from the data source, namely, exclamatory

sentences and their translation in Indonesian.

3. The researcher identifies the exclamatory sentences that experience

adjustment in their translation, whether it is in terms of addition, subtraction or

alteration, based on the grammatical and structural characteristics.

4. The researcher makes data coding in order to make an easy classification of

data, as follows:

a. A datum with codes of 001/HPaTDH-031 means that it is the first datum

taken from the original book, Harry Potter and The Deathly Hallows, on

page 31.

b. A datum with codes of 002/HPdRK-036 means that it is the first datum

taken from the translated book, Harry Potter dan Relikui Kematian, on

page 36.

c. Additional data coding are also made to clarify such technique that has

been applied and its purpose, as follows:

Add : Technique of adjustment in terms of addition.

Sub : Technique of adjustment in terms of subtraction.

Alt : Technique of adjustment in terms of alteration.

Alt+Add : Technique of adjustment in terms of alteration and addition.

Alt+Sub : Technique of adjustment in terms of alteration and subtraction.


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Struc : The purpose of using such technique in order to permit

adjustment of the form of the message to the requirements of

the structure of the receptor language.

Sem : The purpose of using such technique in order to produce

semantically equivalent structure.

Sty : The purpose of using such technique in order to provide

equivalent stylistic appropriateness.

Comm : The purpose of using such technique in order to carry an

equivalent communication load.

5. The researcher uses two methods in collecting the data, namely, content

analysis and questionnaire. In the first method, content analysis, the researcher

collects the data from the source of data, i.e. exclamatory sentences that

experience technique of adjustment. In the second method, the researcher uses

a close and open-ended questionnaire. The raters, who have to complete the

questionnaire to rate the accuracy and acceptability of the translation, should

give mark or score of the accuracy and acceptability of the translation and then

they might give their comments related to the translation.

3.6. Technique of Analyzing Data

After the data are collected by means of total sampling technique, the data

analysis is conducted in several steps, as follows:

1. The researcher collects the data and found the exclamatory sentences and their

translation. Next, the researcher gives codes to each datum which is collected.


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For example 001/HPaTDH-SL/031, means the first data from the source

language novel, Harry Potter and The Deathly Hallows, on page 31.

2. After collects and gives code to each datum, the researcher classifies the types

of adjustment of exclamatory sentence translation into five types, which are

addition, subtraction, alteration, addition and alteration, and subtraction and

alteration. These classifications are based on grammatical or structural

characteristics. Furthermore, the researcher analyzes the purpose of using such

technique of adjustment and classifies them into four essential purposes which

are to permit adjustment of the form of the message to the requirements of the

structure of the receptor language, to produce semantically equivalent

structure, to provide equivalent stylistic appropriateness and to carry an

equivalent communication load.

3. The researcher arranges questionnaire containing the data from the source

language and its translation. Then, the researcher asks the raters to analyze the

influence of technique of adjustment applied by the translator in dealing with

the exclamatory sentences. The influences are in the form of quality of

assessment in translation namely accuracy and acceptability.

4. After analyzing the data, the researcher counts the percentage of the data on

each classification.

5. Finally, the researcher classifies the result of the data analysis to draw the

conclusion.


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

4.1. Introduction

This chapter describes the result of the data analysis which is expected to

answer the problem statements of the research. The data analysis is a significant

part because from the whole analysis, the conclusion of what had been researched

can be drawn. The conclusion constitutes the final results of the research. The

analysis is conducted by comparing the original clause in the Source Language

(English) and the result of translation in the Receptor Language (Indonesian).

The data are analyzed to describe the exclamatory sentence and its

changing both in grammatical and structure. Firstly, the researcher analyzes the

data in terms of the techniques of adjustment applied in translating the

exclamatory sentences. There are five kinds of techniques of adjustment employed

by the translator. Secondly, the researcher analyzes the purpose of using such

technique. There are four purposes that are proposed by Nida. Finally, the

researcher attempts to determine the translation quality as defined in two

components: accuracy and acceptability. The findings of the discussion will then

answer each problem statement posed for the research.

As mentioned earlier, this chapter attempts to answer the questions stated

in the problem statement as follows:

1. How are the exclamatory sentences in Harry Potter and The Deathly Hallows

translated into Indonesian in terms of technique of adjustments?

2. What purposes that underlie the translator to do such adjustment?

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3. How are the accuracy and acceptability of the translations of exclamatory-

sentence that experience such adjustments in Harry Potter and The Deathly

Hallows novel?

Thus, in this chapter, the researcher analyzes 121 data forming

exclamatory sentences in Harry Potter and The Deathly Hallows novel in terms of

their techniques of adjustment, purposes of using such techniques and accuracy

and acceptability levels.

In assembling this research, the researcher attempts to make it

systematically in order to be read easily. Therefore, the classifications of each

problem statement are made. The classification of the technique of adjustments

includes such those defined by Nida as adjustment in terms of addition,

subtraction, alteration, the combination addition and alteration, and subtraction

and alteration. The purposes underlie the translator to do such adjustments are also

taken from Nida‘s idea which are permit adjustment of the form of the message to

the requirement of the structure of the receptor, produce semantically equivalent

structures, provide equivalent stylistic appropriateness and carry an equivalent

communication load.

The level of accuracy is divided into three: accurate, less accurate, and

inaccurate. The translation is considered accurate when the message or the

content of the source text is fully transferred to the target text. In that case, there is

no need to rewrite it. The translation is considered less accurate when there are

some additions or deletion found, but it occasionally needs minor changes in order


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to accommodate the intended original meaning. Finally, it is inaccurate when the

message of the target text is totally different with that in the source text.

Similarly, the acceptability is also divided into three levels: acceptable,

less acceptable, and unacceptable. The translation is considered acceptable when

the translation is natural, and reads like an original work. The translation is

considered less acceptable when it sounds awkward. There are some less natural

expression and word choices. Eventually, the translation is considered unnatural

when there are unnatural uses of expression and words choices that lead to

misunderstanding on the part of the target readers. In other words, the language

use in the target text is expected to be acceptable for the target readers, making it

sound like an original work.

All data are coded in accordance with its classification. The codes are as

follows:




Add+Alt : Technique of adjustment in terms of addition and alteration.

Sub+Alt : Technique of adjustment in terms of subtraction and

alteration.

Struc : As the requirement of the structure of the RL.

Sem : To produce semantically equivalence structure.

Sty : To provide equivalence stylistic appropriateness.

Comm : To carry an equivalent communication load.


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Accuracy

3: The message or the content of the source text is fully transferred to the

target text. The translation text is clear, and no rewriting is needed.

2: The message or the content of the source text is less accurately

transferred to the target text. The translation still makes sense, but

some rewriting and change in word order are needed.

1: The message or the content of the source text is not accurately

transferred to the target text. The message of the target text is totally

different with that in the source text.

Acceptability

3: The translation text is considered to be natural, nearly unlike a

translation work and no grammatical error.

2: The translation text sounds less natural, like a work of translation, and

there are unnatural expression and word choices.

1: The translation text sounds unnatural and there are unnatural use of

expression and word choice.

4.2. Research Findings

4.2.1. Technique of Adjustment

There are 121 data that are found in this research. After comparing the

source text and their target text, the researcher finds out that there are 5 kinds of

technique of adjustment that are applied by the translator in translating


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exclamatory sentences in the novel. Table 1 below will show the classification and

percentage of each technique of adjustment.




Add+Alt : Technique of adjustment in terms of addition and alteration.

Sub+Alt : Technique of adjustment in terms of subtraction and

alteration.

Table 4.1. Classification Based on Techniques of Adjustment

No Class. Data Numbers Total Percentage

1 Add

025, 094, 108, 046, 107, 013, 014,

043, 044, 056, 063, 074, 097, 006,

038, 048, 049, 050, 057, 062, 066,

086, 113, 119

24 19.8 %

2 Sub

003, 030, 031, 034, 016, 020, 035,

067, 068, 072, 093, 109, 111, 114,

020, 027, 039, 053, 071, 081, 087,

088, 090, 092, 100, 105

26 21.5 %

3 Alt

001, 007, 009, 010, 017, 036, 054,

058, 064, 069, 077, 082, 085, 115,

116, 120, 121, 004, 005, 008, 011,

018, 019, 029, 033, 037, 040, 041,

045, 052, 055, 060, 073, 075, 076,

079, 080, 089, 096, 098, 101, 103,

104, 112, 118, 012, 015, 022, 024,

042, 047, 051, 059, 065, 070, 078,

083, 083, 095, 099, 102, 117

62 51.2 %

4 Add+Alt 032, 061 2 1.7 %

5 Sub+Alt 002, 106, 027, 091, 023, 026, 110 7 5.8 %


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The tabulation above apparently demonstrates that the leading technique of

adjustment used by the translator is in terms of alteration which amounts 62 data

or 51.2% from 121 data found. Meanwhile, the second place is taken by the

technique of adjustment in terms of subtraction with 26 data or 21.5% of the data.

The third major technique of adjustment used is in terms of addition with 24 data

or 19.8% of them, followed by the technique of adjustment in terms of subtraction

and alteration with 7 data or 5.8% of 121 data and the last is in terms of addition

and alteration which amounts 2 data only or 1.7% from the whole data.

4.2.1. Add. Technique of adjustment in terms of addition

Many of the technique of adjustment in terms of additions are actually a

part of the process of structural alteration, so that one technique cannot be rigidly

isolated from one another. Minor changes taken are to adjust the form of the

source text according to the rules of the target languages. Nida states, ―It is

important to recognize that there has been no actual adding to the semantic content

of the message, for these additions consist essentially in making explicit what is

implicit in the source-language text‖ (1964, p: 227).

Thus, the additions are aimed to build clear understanding for the target

reader without changing the content of the message. It appears only in the

structural alteration stage and simply changes the manner in which the information

is communicated.


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Example:

―The trace! The trace! The charm that detects magical activity around under-

seventeens, the way the Ministry finds out about under-age magic!‖

(006/HPaTDH-045/Add /Comm)

―Jejak! Jejak! Mantra yang mendeteksi aktivitas sihir yang dilakukan di sekitar

penyihir di bawah usia tujuh belas tahun, cara kementerian mengetahui tentang

sihir di bawah umur!‖ (006/HPdRK-070/Add /Comm)

In the example above the addition of ―penyihir‖ is needed to intensify the

meaning of ―under-seventeens‖. In the source language, the phrase ―under-

seventeens‖ sounds natural and acceptable not to be added with the noun. While

the reverse happens in the target language, the phrase ―under-seventeens‖ cannot

only be translated ―dibawah tujuh belas tahun‖. It will sound awkward and

unacceptable by the target reader. In rendering such sentence into Bahasa

Indonesia, the translator can add ―penyihir‖ as its equivalence.

4.2.1. Sub. Technique of adjustment in terms of subtraction

In translating, the technique of adjustment in terms of subtractions are

applied not to lessen the original meanings but only to make them sounds natural

in the target text. Nida states, ―In the present treatment of subtractions only those

adjustments which involve certain structural losses, but which, however, are

advisable because of the grammatical or semantic patterns of the receptor

language are considered‖ (1964, p: 231).


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Example:

―Not to stay there, but to find out what‘s goin on!‖ (039/HPaTDH-137/Sub/Sty)

―Bukan untuk tinggal, tapi untuk mencari tahu apa yang terjadi!‖ (039/HPdRK-

223/Sub/Sty)

The subtraction of ―there‖ in the example above does not actually alter the

total content of the message. It also does not substantially lessen the information

carried by the communication. In fact, the subtraction above is practically to have

result in a closer equivalence and adequate in the target text.

Without translating the word ―there‖ into ―di sana‖, the sentence

undergoes natural sense in the target text since the translator does not repeat the

reference that has been mention elsewhere in the text.

4.2.1. Alt. Technique of adjustment in terms of alteration

Nida states, ―Alteration may, of course, be of all types, from the simplest

problems of correspondence in sounds to the most complicated adjustments in

idiomatic phrases‖ (1964, p: 233). It must be subjected to a series of changes,

involving not only additions and subtractions, but also alterations, some of them

relatively radical. However, alterations can be treated under the following classes

which are sounds, categories, word classes, order of elements, clause and sentence

structures, semantic problems involving single words, and semantic problems

involving exocentric expressions.


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Example:

―You sought to help Potter, to help him escape me!‖ (015/HPaTDH-075/Alt/Sty)

―Kau memilih membantu Potter, kau membantunya lolos dariku!‖ (015/HPdRK-

118/Alt/Sty)

In the example above, the alteration happens in clause and sentence

structure where in the source text, the clause happens to be an infinitive phrase

while in the target text it is altered into a sentence with subject and verb. The

translation of the underlined phrase above is supposed to be ―untuk

membantunya‖; however, the result will sound unnatural and less acceptable in

the target text, to stress on the expression of anger by the speaker.

4.2.1. Add+Alt. Technique of adjustment in terms of addition and

alteration

This kind of technique of adjustment appears to combine two such

techniques that happen in one sentence. The researcher finds out that some of

exclamatory sentence in the novel of Harry Potter and The Deathly Hallows

experienced the combination of two techniques of adjustments which are addition

and alteration. The example is as follow.

Example:

―Oh, I love her, always read her!‖ (032/HPaTDH-128/Add+Alt/Struc)

―Oh, aku suka dia, aku selalu membaca tulisannya!‖ (032/HPdRK-

208/Add+Alt/Struc)


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Firstly, the translator makes an adjustment with respect to addition of

subject pronoun of first-single person which is ―aku‖. Such addition is to assert

Muriel‘s statement. The addition is stressing more to what Muriel has stated and

to make clear expression.

Secondly, the translator makes an adjustment with respect to alteration of

object pronoun ―her‖ which is translated into ―tulisannya‖, instead of ―dia‖. It

means that Muriel refers to Rita Skeeters, a journalist, who always writes

fascinating stories. The alteration happens in the word class‘s level since the

object pronoun ―her‖ is altered into noun ―tulisan-nya‖.

4.2.1. Sub+Alt. Technique of adjustment in term of subtraction and

alteration.

Similar to the previous one, this kind of technique of adjustment is also a

combination of two such adjustment techniques that join subtraction and

alteration. Both techniques are applied in translating one sentence and solving

problems occurred in grammatical and structural levels. The example is as follow.

Example:

―Going to lob them over the walls – they won‘t like this!‖ (110/HPaTDH-

499/Sub+Alt/Sty)

―Akan dilempar lewat tembok – mereka tidak akan suka!‖ (110/HPdRK-

817/Sub+Alt/Sty)


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In the example above, the translator makes an alteration in terms of

sentence structure. The active sentence ―going to lob them‖ is translated into

passive sentence ―akan dilempar‖. Such alteration does not deviate the source

meaning since it only changes the position and makes the result in target language

sounds natural and acceptable.

Since all the examples are dialogues, the researcher finds out that some

sentences are not in a complete sentence. The example above is an active sentence

which, actually, requires subject pronoun before the verb ―going to lob‖. In this

case, the translator is doing an accurate piece of work to apply such adjustment

into passive sentence, which does not involve subject pronoun either.

Beside the alteration, the translator also subtracts the object pronoun

―this‖. The complete translation of the sentence should be ―akan dilempar lewat

tembok-mereka tidak akan suka ini‖. In general, by looking at the context of the

sentence, the subtraction does not lessen the source meaning.

4.2.2. The purpose of technique of adjustment

After analyzing the whole data found in the novel and experience the

technique of adjustment, the researcher classifies the purposes of applying each

technique of adjustment. Table 2 below will show the classification and

percentage of each technique of adjustment.

Struc : As the requirement of the structure of the RL.

Sem : To produce semantically equivalence structure.

Sty : To provide equivalence stylistic appropriateness.


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Comm : To carry an equivalent communication load.

Table 4.2. Classification Based on Purposes of using Technique of Adjustment

No Class. Data Numbers Total Percentage

1 Struc

Add 025, 094, 108

4 3.3%

Add+Alt 032

2 Sem

Add 046, 107

23 19%

Sub 030, 031, 034

Alt

001, 002, 004, 007, 009, 013,

017, 024, 036, 045, 054, 058,

064, 077, 116, 120, 121

Sub+Alt 106

3 Sty

Add 014, 043, 044, 056, 057, 063,

074, 097

65 53.7%

Sub

003, 016, 020, 035, 039, 051,

053, 067, 068, 071, 072, 081,

087, 088, 090, 092, 093, 100,

109, 111, 114

Alt

005, 008, 010, 011, 015, 018,

019, 029, 033, 037, 040, 041,

052, 055, 060, 069, 073, 075,

079, 080, 082, 085, 089, 096,

098, 101, 103, 104, 112, 115,

118

Add+Alt 061

Sub+Alt 023, 028, 091, 110

4 Comm

Add 006, 038, 048, 049, 050, 062,

066, 086, 113, 119

29 24% Sub 021, 027, 105

Alt

012, 022, 042, 047, 059, 065,

070, 076, 078, 083, 084, 095,

099, 102, 117


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Sub+Alt 026

Based on the tabulation above, it is apparent that the most dominant

purpose of using technique of adjustment is to provide equivalence stylistic

appropriateness which amounts to 53.7% or 65 data. Meanwhile, the purpose to

carry an equivalent communication load takes second place with 29 data or 24%.

The third major purpose with 24 data or 19.8% is taken by producing semantically

equivalence structure. The last purpose, as the requirement of the structure of the

RL takes the last place with 4 data or 3.3% of 121 data.

4.2.2. Struc/Add. Technique of adjustment in terms of addition as

the requirement of the structure of the RL.

Example:

―Mudblood and proud of it!‖ (094/HPaTDH-395/Add/Struc)

―Darah-lumpur, dan aku bangga menjadi Darah-lumpur!‖ (094/HPdRK-646/Add

/Struc)

The example is taken from the conversation between Hermione, Ron,

Harry and a goblin named Griphook. The translator makes an addition in her

translation. The added information is ‗Aku‘. Since Hermione states it clearly how

she feels proud of being a Mudblood, the sentence do not have a subject. In RL, a

subject of a statement sentence is obligatory, so the translator add ‗Aku‘ as the


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subject of the sentence because Hermione was the only person who states it. It can

be seen from the following sentences.

―Don‘t call yourself –― Ron Muttered.

―Why shouldn‘t I?‖ said Hermione. ―Mudblood, and proud of it! I‘ve got

no higher position under this new order than you have, Griphook! It was

me they chose to torture, back at the Malfoys!‖

―Jangan menyebut dirimu—― gumam Ron.

―Kenapa tidak?‖ kata Hermione. ―Darah-lumpur, dan aku bangga jadi

Darah-lumpur! Aku tidak mendapat posisi lebih tinggi daripada kalian di

bawah rezim baru ini, Griphook. Akulah yang mereka pilih untuk disiksa,

di rumah Malfoy tadi!‖

From the sentences above, it is obviously seen that Hermione states the

phrase for herself. To announce how proud she is being called as Mudblood in

front of Harry, Ron and Griphook. Therefore, the translator adds the word ‗aku‘ to

give a subject for the sentence ―proud of it!‖ Furthermore, the addition does not

change the original meaning of the source language nor result in meaning

deviation.

There are 3 data that belong to this classification, namely:

025 094 108


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4.2.2. Struc/Add+Alt. Technique of adjustment in terms of addition

and alteration as the requirement of the

structure of the RL.

Example:

―Oh, I love her, always read her!‖ (032/HPaTDH-128/Add+Alt/Struc)

―Oh, aku suka dia, aku selalu membaca tulisannya!‖ (032/HPdRK-208/Add+Alt

/Struc)

The sentence above is a quotation from a conversation between Muriel,

Harry and Doge. Muriel is talking about a journalist, named Skeeter, who has

wrote many things in a well-known newspaper. Below is the text that will give an

illustration of such situation:

Perhaps Doge suspected Harry‘s feelings, for he looked concerned and

hurried on, ―Harry, Rita Skeeter is a dreadful –―

But he was interrupted by a shrill cackle.

―Rita Skeeter? Oh, I love her, always read her!‖

Harry and Doge looked up to see Auntie Muriel standing there, the plumes

dancing on her hat, a goblet of champagne in her hand. ―She‘s written a

book about Dumbledore, you know!‖

Barangkali Doge mencurigai perasaan Harry, karena dia tampak cemas

dan buru-buru berkata, ―Harry, Rita Skeeter itu wartawan yang mengeri—

―

Namun kata-katanya terputus oleh kekeh melengking nyaring.

―Rita Skeeter? Oh, aku suka dia, aku selalu membaca tulisannya!‖


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Harry dan Doge mendongak dan melihat Bibi Muriel berdiri di sana, buah-

buah prem menari-nari di topinya, piala sampanye di tangannya. ―Dia

menulis buku tentang Dumbledore, lho!‖

Firstly, the translator makes an addition in the form of subject ‗aku‘ or in

English it reads ‗I‘. Secondly, the translator makes an alteration in terms of

sentence structure. Such adjustment is intended by the translator to fulfill the

requirement of the structure of the RL. The addition ‗aku‘ gives a subject in the

receptor language since it is to make more clear expression. Moreover, such

adjustment in terms of addition and alteration do not change nor deviate the source

text meaning.

There is only 1 datum of this classification, namely:

032

4.2.2. Sem/Add. Technique of adjustment in terms of addition to

produce semantically equivalence structure.

Example:

―He told us Potter might try to get inside Ravenclaw Tower, and to send for him if

we caught him!‖ (107/HPaTDH-476/Add/Sem)

―Dia memberitahu kami Potter mungkin akan mencoba masuk Menara

Ravenclaw, dan menyuruh kami memanggilnya kalau kami menangkapnya!‖

(107/HPdRK-779/Add/Sem)

The sentence above is a part of conversation between Amycus and Prof

Mcgonagall. The phrase ‗to send for him‘ in a literal translation is supposed to be


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translated as ‗mengirim untuknya‘, but this will look unacceptable in the RL seen

from the context of situation. Therefore, based on the situational context, the

translator adds ‗kami‘ to gain semantically equivalent since the real meaning of

‗send for him‘ is ‗menyuruh kami memanggilnya.‘ The following text will

illustrate such situation.

―She‘s only Stunned,‖ said Prof Mcgonagall impatiently, who had stooped

down to examine Alecto. ―She‘ll be perfectly all right.‖

―No, she bludgering well won‘t!‖ bellowed Amycus. ―Not after the Dark

Lord gets hold of her! She‘s gorn and sent for him, I felt me Mark burn,

and he thinks we‘ve got Potter!‖

―Got Potter?‖ said Prof Mcgonagall sharply. ―What do you mean, ―Got

Potter‖?‖

―He told us Potter might try and get inside Ravenclaw Tower, and to send

for him if we caught him!‖

―Dia cuma kena Mantra Bius,‖ kata Prof Mcgonagall tak sabar, yang telah

membungkuk memeriksa Alecto. ―Dia akan baik-baik saja.‖

―Tidak, dia jelas tidak akan baik-baik saja!‖ raung Amycus. ―Tidak setelah

Pangeran Kegelapan menangkapnya! Dia telah memanggilnya, aku

merasakan Tanda-ku terbakar, dan dia mengira kami berhasil menangkap

Potter!‖

―Menangkap Potter?‖ kata Prof Mcgonagall tajam. ―Apa maksudmu,

―Menangkap Potter‖?‖


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Ravenclaw, dan menyuruh kami memanggilnya kalau kami

menangkapnya!‖

Through the conversation above, it is clearly shown that the phrase ‗send

for him‘ meant ‗to call for him‘ or in RL ‗menyuruh memanggilnya‘. Therefore,

the translator needs to add ‗kami‘ to produce semantically structures. Although the

addition does not influence the original meaning, it helps readers understand the

text more clearly. It does not, of course, change or deviate the source meaning.

There are 2 data which belong to this classification, namely:

046 107

4.2.2. Sem/Sub. Technique of adjustment in terms of subtraction to


Example:

―We should go and congratulate them!‖ (030/HPaTDH-122/Sub/Sem)

―Kita harus memberi selamat kepada mereka!‖ (030/HPdRK-199/Sub/Sem)

In the RL, the phrase ‗go and congratulate‘ is translated into ‗memberi

selamat‘. The word ‗go‘ is subtracted to gain semantically equivalent. This is a

good decision since in the literal translation the phrase ‗go and congratulate‘ will

be ‗pergi dan memberi selamat‘ while in the RL it will sound unacceptable.


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The example is taken from the conversation between Ron, Hermione and

Harry. Hermione is suggesting them to congratulate Ron‘s brother, Bill, for the

wedding. Such situation will be illustrated below.

―We should go and congratulate them!‖ said Hermione, standing on tiptoe

to see the place where Bill and Fleur had vanished amid a crowd of well-

wishers.‖

―We‘ll have time later,‖ shrugged Ron, snatching three Butterbeers from a

passing tray and handing one to Harry.

―Kita harus memberi selamat kepada mereka!‖ kata Hermione, berdiri

berjingkat untuk melihat Bill dan Fleur yang telah menghilang di tengah

kerumunan orang yang memberi selamat.

―Kita masih punya waktu nanti,‖ Ron mengangkat bahu, menyambar tiga

Butterbeer dari nampan yang lewat dan menyerahkan satu kepada Harry.

In that situation, Hermione intention is to go to congratulate the couple.

Therefore the translator omits the word ‗go‘ because it will deviate from the

source meaning if the literal translation is applied. Semantically, the phrase ‗go

and congratulate‘ is unacceptable in the RL culture. People usually state their

intention directly and this causes the word ‗go‘ is omitted.

Although the translator subtracts the word, the result is more to gain the

meaning equivalence.


030 031 034


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4.2.2. Sem/Alt. Technique of adjustment in terms of alteration to


Example:

―If you‘re read this, Harry, we‘re all behind you!‖ (064/HPaTDH-272/Alt/Sem)

―Kalau kau membaca ini, Harry, kami semua mendukungmu!‖ (064/HPdRK-

442/Alt/Sem)

The first sentence is said by the people who always support Harry Potter in

his battle against his enemy, Voldemort. Here, ‗we‘re all behind you‘ is translated

into ‗kami semua mendukungmu‘. This translation does not lessen the meaning.

The phrase ‗we‘re all behind you‘ in the source text is intended to represent the

support and courage from the people who care about Harry Potter and his family.

This means that the alteration is made by the translator. In the text, the

information has already been included elsewhere in the sentence, so the translator

makes a further clear statement. The literal translation is ‗kami semua

dibelakangmu‘ which semantically means giving support and courage. The

situations below will illustrate more.

And all round these neatly lettered words scribbles had been added by

other witches and wizards who had come to see the place where the Boy

Who Lived had escaped. Some had merely signed their names in

Everlasting Ink; others had carved their initials into the wood, still others

had left messages. The most recent of these, shining brightly over sixteen

years‘ worth of magical graffiti, all said similar things.


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―Good luck, Harry, wherever you are.‖ ―If you read this, Harry, we‘re all

behind you!‖ ―Long live Harry Potter.‖

Dan disekitar kata-kata yang tertulis rapi ini, tulisan-tulisan lain telah

ditambahkan oleh para penyihir yang datang untuk melihat tempat Anak

Laki-laki yang Bertahan Hidup telah berhasil lolos. Beberapa hanya

membubuhkan tanda tangan mereka dengan Tinta Abadi; yang lain

mengukir inisial mereka di kayu, dan yang lain lagi meninggalkan pesan-

pesan. Pesan-pesan yang paling baru, berkilau terang di atas graffiti sihir

selama enam belas tahun, semuanya mengatakan hal yang sama.

―Semoga sukses, Harry, dimanapun kau berada.‖ ―kalau kau membaca ini,

Harry, kami semua mendukungmu!‖ ―Hidup Harry Potter.‖

At last, it can be concluded that the sentence word ‗behind‘ implies the

word ‗mendukung‘, so that the receptor readers are not confused.


001 002 004 007 009 013 017 024 036

045 054 058 064 077 116 120 121

4.2.2. Sem/Sub+Alt. Technique of adjustment in terms of subtraction

and alteration to produce semantically

equivalence structure.

Example:

―She‘s gorn and sent for him, I felt my Mark burn, and he thinks we‘ve got

Potter!‖ (106/HPaTDH-476/Sub+Alt/Sem)


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―Dia telah memanggilnya, aku merasakan Tanda-ku terbakar, dan dia mengira

kami berhasil menangkap Potter!‖ (106/HPdRK-779/Sub+Alt/Sem)

There are two adjustment applied by the translator for the example above.

They are subtraction and alteration. The word ‗gorn‘ is subtracted and the phrase

‗sent for him‘ is altered into ‗memanggilnya‘. This translation does not lessen the

meaning. The phrase ‗gorn and sent for him', semantically, refers to summon

someone. Based on the situational context, it can be clearly seen that the real sense

of the subtraction and alteration phrase above is to summon.

―She‘s only Stunned,‖ said Prof Mcgonagall impatiently, who had stooped

down to examine Alecto. ―She‘ll be perfectly all right.‖

―No, she bludgering well won‘t!‖ bellowed Amycus. ―Not after the Dark

Lord gets hold of her! She‘s gorn and sent for him! I felt me Mark burn,

and he thinks we‘ve got Potter!‖

―Got Potter?‖ said Prof Mcgonagall sharply. ―What do you mean, ―Got

Potter‖?‖

―He told us Potter might try and get inside Ravenclaw Tower, and to send

for him if we caught him!‖

―Dia cuma kena Mantra Bius,‖ kata Prof Mcgonagall tak sabar, yang telah

membungkuk memeriksa Alecto. ―Dia akan baik-baik saja.‖

―Tidak, dia jelas tidak akan baik-baik saja!‖ raung Amycus. ―Tidak setelah

Pangeran Kegelapan menangkapnya! Dia telah memanggilnya! Aku

merasakan Tanda-ku terbakar, dan dia mengira kami berhasil menangkap

Potter!‖


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―Menangkap Potter?‖ kata Prof Mcgonagall tajam. ―Apa maksudmu,

―Menangkap Potter‖?‖


Ravenclaw, dan menyuruh kami memanggilnya kalau kami

menangkapnya!‖

The situation above is a quotation from the conversation between

Amycus and Prof Mcgonagall. As a matter of fact, by looking at the context of the

sentence, the subtraction and alteration do not deviate the meaning. Because in

that situation, it is clear that Amycus wants to state that his sister has summoned

the Dark Lord.

There is only 1 datum that belongs to this classification, namely:

106

4.2.2. Sty/Add. Technique of adjustment in terms of addition to provide

equivalence stylistic appropriateness.

Example:

―All this snow!‖ (063/HPaTDH-264/Add/Sty)

―Wah, semua salju ini!‖ (063/HPdRK-428/Add/Sty)

The word ‗wah‘ is added by the translator to express the feeling of surprise

experienced by Hermione. It is a good decision since in the source language such

feeling of surprise is not obviously felt. The following text will illustrate such

condition.


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―All this snow!‖ Hermione whispered beneath the Cloak. ―Why didn‘t we

think of snow? After all our precautions, we‘ll leave prints! We‘ll just have

to get rid of them – you go in front, I‘ll do it –―

―Wah, semua salju ini!‖ Hermione berbisik di bawah jubah. ―Kenapa kita

tidak memikirkan salju? Setelah semua tindakan pengamanan kita, kita

akan meninggalkan jejak! Kita harus menghapusnya---kau jalan duluan,

biar aku yang menghapus jejak---―

The text shows that Hermione is astonished by her surrounding, finding

out that after all their precautions, she forgot about the snow. The addition of

‗wah‘ in the RL will give an impact that Hermione feels surprise. The addition is

merely the translator style of writing, because it determines the flavor, and the feel

of the message in the receptor language. Therefore, the translation does not

deviate the source language meaning.


014 043 044 056 057 063 074 097

4.2.2. Sty/Sub. Technique of adjustment in terms of subtraction to provide

equivalence stylistic appropriateness.

Example:

―You can!‖ (068/HPaTDH-305/Sub/Sty)

―Bisa!‖ (068/HPdRK-498/Sub/Sty)


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The translator subtracts the word ‗you‘ in the translation. It belongs to the

translator‘s style of writing; for the reason that either she translates it or not both

are acceptable. The subtraction does not really lessen the original meaning.

Neither the preceding nor the following sentences imply that clause, so the

translator decides to subtract it.

―You can do it,‖ said Harry, ―you can! You‘ve just got the sword, I know

it‘s supposed to be you who uses it. Please, just get rid of it, Ron.‖

―Kau bisa melakukannya!‖ kata Harry, ―bisa! Kau baru saja mendapatkan

pedang itu, aku tahu itu berarti kaulah yang seharusnya menggunakannya.

Tolong, singkirkan Horcrux ini, Ron.‖

It is acceptable also if the translator adds the word ‗kamu‘, but she does it

because the omitted word ‗you‘ has been included elsewhere in the text so she

does not make a repetition.


003 016 020 035 039 051 053 067 068 071 072

081 087 088 090 092 093 100 109 111 114

4.2.2. Sty/Alt. Technique of adjustment in terms of alteration to

provide equivalence stylistic appropriateness.

Example:

―But somebody betrayed us!‖ (011/HPaTDH-065/Alt/Sty)

―Tapi ada yang mengkhianati kita!‖ (011/HPdRK-102/Alt/Sty)


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The translator applies technique of adjustment in terms of alteration in the

word ‗somebody‘. In the literal translation ‗somebody‘ is supposed to be

‗seseorang‘, but here the real meaning is altered into ‗ada‘. Based on the

situational context, the alteration does not change the meaning basically. The word

‗somebody‘ refers to a person or a human being existence while in the translation

it is acceptable also to use the word ‗ada‘ to represent the same meaning.

Kingsley turned his wand on Harry, but Lupin said, ―It‘s him, I‘ve

checked!‖

―All right, all right!‖ said Kingsley, stowing his wand back beneath his

cloak. ―But somebody betrayed us! They knew, they knew it was tonight!‖

―So it seems,‖ replied Lupin, ―but apparently they did not realize that there

would be seven Harrys.‖

Kingsley ganti mengarahkan tongkatnya ke Harry, tetapi Lupin berkata,

―Itu dia. Aku sudah mengeceknya!‖

―Baiklah, baiklah!‖ kata Kingsley, menyimpan kembali tongkat sihirnya

ke balik jubahnya. ―Tapi ada yang mengkhianati kita! Mereka tahu,

mereka tahu kita bergerak malam ini.‖

―Kelihatannya begitu,‖ tanggap Lupin, ―Tapi tampaknya mereka tidak

menyadari akan ada tujuh Harry.‖

The translator chooses to translate ‗somebody‘ into ‗ada‘ though actually

she can translate the word into the original meaning. It is obviously a matter of the

translator‘s style of writing. The alteration does not cause meaning deviation.

There are 31 data that belongs to this classification, namely:


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005 008 010 011 015 018 019 029 033 037 040

041 052 055 060 069 073 075 079 080 082 085

089 096 098 101 103 104 112 115 118

4.2.2. Sty/Add+Alt. Technique of adjustment in terms of addition and

alteration to provide equivalence stylistic

appropriateness.

Example:

―The Forbidden Forest, they‘ve faced plenty worse than the Forbidden Forest, big

deal!‖ (061/HPaTDH-249/Add+Alt/Sty)

―Hutan terlarang… mereka telah menghadapi banyak hal lebih menyeramkan

daripada itu. Hutan terlarang sih kecil!‖ (061/HPdRK-402/Add+Alt/Sty)

Here, the translator makes an addition ‗hutan terlarang‘ while actually,

such information belongs to previous sentence. Since the translator adds the

phrase ‗hutan terlarang‘ the second adjustment appears in the next sentence into

‗hutan terlarang sih kecil‘ or in English ‗the Forbidden Forest is fine‘. The ‗big

deal‘ itself is to express the feeling of relief experienced by Harry and Hermione.

Therefore, the translation does not deviate the meaning in the source text.

It is dealing to the translator‘s style of writing, because either she adds

‗hutan terlarang‘ or not both are acceptable. The addition and alteration do not

lessen the original meaning.


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061

4.2.2. Sty/Sub+Alt. Technique of adjustment in terms of subtraction and

alteration to provide equivalence stylistic

appropriateness.

Example:

―But then, that‘s the Weasley‘s boy!‖ (091/HPaTDH-372/Sub+Alt/Sty)

―Tapi, itukan si Weasley!‖ (091/HPdRK-607/Sub+Alt/Sty)

The conversation above is a quotation from a conversation between

Lucious and his wife, Narcissa. They are arguing about Ron who is in disguise.

The following text will illustrate such situation.

―What about the Mudblood, then?‖ growled Greyback. Harry was nearly

thrown off his feet as the Snatchers forced the prisoners to swivel around

again so that the light fell on Hermione instead.

―Wait,‖ said Narcissa sharply. ―Yes – yes, she was in Madam Malkin‘s

with Potter! I saw her picture in the Prophet! Look, Draco, isn‘t it the

Granger girl?‖

―I … maybe … yeah.‖

―But then, that‘s the Weasley boy!‖ shouted Lucius, striding round the

bound prisoners to face Ron. ―It‘s them, Potter‘s friends – Draco look at

him, isn‘t Arthur Weasley‘s son, what‘s his name --?‖


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―Yeah,‖ said draco again, his back to the prisoners. ―It could be.‖

―Bagaimana dengan si Darah-lumpur, kalau begitu?‖ geram Greyback.

Harry nyaris terjungkal ketika Penjambret memaksa para tawanan berputar

lagi, supaya cahaya menyinari Hermione sekarang.

―Tunggu,‖ kata Narcissa tajam. ―Ya—ya, dia waktu itu ada di Madam

Malkin‘s bersama Potter! Aku melihat fotonya di Prophet! Lihat, Draco,

bukankah itu si Granger?‖

―Aku… mungkin… yeah.‖

―Tapi, itu kan si Weasley!‖ teriak Lucius, berjalan mengelilingi tawanan

yang terikat untuk menghadapi Ron. ―Itu mereka, teman-teman Potter—

Draco, lihat dia, bukankah itu anak si Arthur Weasley, siapa namanya--?‖

―Yeah,‖ kata Draco lagi, memunggungi para tawanan. ―Bisa jadi.‖

In adjusting her translator, firstly the translator subtracts the word ‗then‘

(RL ‗kalau begitu‘). It belongs to the translator‘s style of writing because either

she translates it or not, both are acceptable. Therefore, the subtraction does not

lessen or deviate the meaning.

Another adjustment made by the translator is in term of alteration. He

alters the phrase ‗the Weasley boy‘ into ‗si Weasley‘. In general, the alteration

does not change the meaning essentially. That phrase refers to the same meaning.

It is obvious that the receptor readers are not confused since actually the words

‗the Weasley boy‘ is intended to represent a kid of Weasley‘s family, so it shows

that the alteration belongs to the translator‘s style of writing.


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023 028 091 110

4.2.2. Comm/Add. Technique of adjustment in terms of addition to carry

an equivalent communication load.

Example:

―Yeah, maybe I will!‖ (062/HPaTDH-253/Add/Comm)

―Yeah, barangkali aku mau pulang!‖ (062/HPdRK-409/Add/Comm)

The word ‗pulang‘ is added to the RL. This translation is already correct

and the addition does not add the meaning. It is acceptable also if the translator

does not add the word ‗pulang‘, but she does it because the added word ‗pulang‘

has been included elsewhere in the text, and the translator attempts to carry an

equivalence communication load, so she just make a repetition.

―So why are you still here?‖ Harry asked Ron.

―Search me,‖ said Ron.

―Go home then,‖ said Harry.

―Yeah, maybe I will!‖ shouted Ron, and he took several steps towards

Harry, who did not back away.

―Jadi, kenapa kau masih disini?‖ Harry menanyai Ron.

―Aku sendiri tak tahu,‖ kata Ron.

―Pulang saja kalau begitu.‖


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―Yeah, barangkali aku mau pulang!‖ teriak Ron, dan dia maju beberapa

langkah mendekati Harry, yang tidak mundur.

In the SL, the word ‗go home‘ is just mentioned once, but the translator

repeats this word to intensify the meaning.


006 038 048 049 050 062 066 086 113 119

4.2.2. Comm/Sub. Technique of adjustment in terms of subtraction to

carry an equivalent communication load.

Example :

―I‘ve never even heard of them!‖ (027/HPaTDH-113/Sub/Comm)

―Aku belum pernah dengar!‖ (027/HPdRK-185/Sub/Com)

The subtracted information in the example above is ‗them‘. It is natural

and acceptable in the SL to employ ‗them‘ though in fact, it is not obligatory since

the thing that Harry, Ron and Hermione are talking about is already clear.

―And as for this book, said Hermione, ―The Tales of Beedle the Bard …

I‘ve never even heard of them!‖

―You‘ve never heard of The Tales of Beedle the Bard?‖ said Ron

incredulously. ―You‘re kidding, right?‖

―Dan soal buku ini,‖ kata Hermione, ―Kisah-kisah Beedle si Juru Cerita …

aku belum pernah dengar!‖


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―Kau belum pernah dengar Kisah-kisah Beedle si Juru Cerita?‖ kata Ron

tidak percaya. ―Kau bercanda, ya?‖

It sounds familiar for the readers of the original text to say ‗I‘ve never

even heard of them‘. But the information has a different form and is usually

distributed differently in the translation. So the subtraction does not lessen the

communication load nor deviate the source meaning.


021 027 105

4.2.2. Comm/Alt. Technique of adjustment in terms of alteration to carry

an equivalent communication load.

Example:

―I knew you weren‘t dead!‖ (070/HPaTDH-310/Alt/Comm)

―Aku tahu kalian tidak mati!‖ (070/HPdRK-507/Alt/Comm)

The word ‗you‘ in the example above is translated into ‗kalian‘. By

translating ‗you‘ into ‗kalian‘ the translator intends to get correct and clear

expression of the meaning of the source text. Moreover, this is more natural and

acceptable in the receptor text.

The situation showing that ‗you‘ refers to Harry and Hermione had

previously been introduced in the text since Ron actually talking not only to one

person but with the two of them. It can be seen from the following situation:


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―Hermione,‖ interjected Harry, who considered this a low blow, ―he just

saved my—―

―I don‘t care!‖ she screamed. ―I don‘t care what he‘s done! Weeks and

weeks, we could have been dead for all he knew –―

―I knew you weren‘t dead!‖ bellowed Ron, drowning her voice for the first

time, and approaching as close as he could with the Shield Charm between

them.

―Hermione,‖ sela Harry, yang menganggap serangan terakhir itu

keterlaluan, ―dia baru saja menyelamatkan hi—―

―Aku tak peduli!‖ dia menjerit. ―Aku tak peduli apa yang telah

dilakukannya! Berminggu-minggu, kita bisa sudah mati dan dia tidak tahu

apa-apa—―

―Aku tahu kalian tidak mati!‖ teriak Ron, menenggelamkan suara

Hermione untuk pertama kalinya, dan maju sedekat dia bisa dengan

Mantra Pelindung di antara mereka.

From the text above, it is clear that what is meant by ‗you‘ is Harry and

Hermione. Therefore, the translator translates the word into ‗kalian‘ to carry an

equivalence communication load and this does not deviate the meaning of the

source text.


012 022 042 047 059 065 070 076

078 083 084 095 099 102 117


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4.2.2. Comm/Sub+Alt. Technique of adjustment in terms of subtraction

and alteration to carry an equivalent

communication load.

Example:

―It was there, it was right there on the wall of his office during all our talks last

year!‖ (026/HPaTDH-113/Sub+Alt/Comm)

―Pedang itu di sana, tergantung di dinding dalam kantornya selama semua

percakapan kami tahun lalu!‖ (026/HPdRK-185/Sub+Alt/Comm)

The translator applies two adjustments in this translation. Firstly,

adjustment in terms of subtraction, the translator decides to subtract the object

pronoun ‗it‘ that refers to a sword. This subtraction does not change the original

meaning generally. Yet, such information in the text has already been included

elsewhere in the sentence, so it is not a predicament not to repeat it again.

Secondly, adjustment in terms of alteration is made by the translator to

alter the phrase ‗right there on the wall‘. This alteration has no different meaning

at all since in the situation of context, both are acceptable.

―And the sword,‖ said Ron finally, when they had at last abandoned their

attempts to divine meaning in the Snitch‘s inscriptions. ―Why did he want

Harry to have the sword?‖

―And why couldn‘t he just have told me?‖ Harry said quietly. ―It was

there, it was right there on the wall of his office during all our talks last

year! If he wanted me to have it, why didn‘t he just give it to me then?‖


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―Dan pedangnya,‖ kata Ron akhirnya, ketika mereka meninggalkan usaha

mereka untuk menebak arti tulisan kata-kata pada Snitch. ―Kenapa dia

menghendaki Harry memiliki pedang itu?‖

―Dan kenapa dia tidak bilang saja kepadaku?‖ kata Harry pelan. ―Pedang

itu di sana, tergantung di dinding dalam kantornya selama semua

percakapan kami tahun lalu! Kalau dia menginginkan aku memilikinya,

kenapa dia tidak memberikannya saja kepadaku waktu itu?‖

From the situation above, it is clear that the pronoun ‗It‘ is subtracted by

the translator to avoid a repetition, and alters them into different form. At last, the

subtraction and alteration in this translation do not result in meaning deviation or

subtracting to the original communication load.


026

4.2.3. Accuracy and Acceptability

To gain the quality of translation in terms of accuracy and acceptability,

the researcher makes questioners that are given to three raters. The data are

classified into three degrees after analyzing on the relationship between the source

and target texts in accordance with the level descriptors. The tabulation of the

ratings from the raters is as follows:

a. Classification A: Accurate, includes the data with mean score 2.6—3.0.

b. Classification B: Less accurate, includes the data with mean score 1.6—2.5.

c. Classification C: Inaccurate, includes the data with mean score 1.0—1.5.


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Table 4.3. Accuracy Level of the Translation

No Classification Number of Data Total Data Percentage

1 A 001, 005, 006, 007, 009, 011, 012,

013, 014, 016, 018, 019, 020, 021,

025, 026, 028, 029, 030, 033, 034,

036, 037, 038, 041, 043, 044, 046,

047, 048, 049, 050, 051, 053, 054,

059, 060, 064, 065, 066, 067, 069,

071, 072, 075, 076, 077, 078, 079,

080, 081, 082, 083, 084, 085, 087,

090, 093, 095, 096, 097, 098, 099,

100, 101, 102, 103, 104, 108, 109,

114, 116, 117, 119, 120

75 62%

2 B 002, 003, 004, 008, 010, 015, 017,

023, 024, 027, 031, 032, 035, 039,

040, 042, 045, 052, 055, 056, 057,

058, 061, 062, 063, 068, 070, 073,

074, 086, 088, 089, 091, 092, 094,

105, 106, 107, 110, 111, 112, 113,

115, 118, 121

45 37.2%

3 C 022 1 0.8%

Total 121 100%

Mean of all data = total scores: total data: total raters

= 943 : 121 : 3

= 2.6

a. Classification A: Acceptable, includes the data with mean score 2.6—3.0.

b. Classification B: Less acceptable, includes the data with mean score 1.6—2.5.

c. Classification C: Unacceptable, includes the data with mean score 1.0—1.5.


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Table 4.4. Acceptability Level of the Translation

No Classification Number of Data Total Data Percentage

1 A 001, 002, 003, 004, 005, 006, 007,

008, 009, 010, 011, 012, 013, 014,

017, 019, 020, 021, 022, 023, 024,

025, 026, 027, 028, 029, 030, 031,

032, 033, 034, 035, 036, 037, 038,

039, 040, 041, 042, 043, 044, 045,

047, 048, 049, 050, 051, 052, 053,

054, 055, 056, 057, 059, 060, 061,

062, 063, 064, 065, 066, 067, 068,

069, 070, 071, 072, 073, 075, 076,

077, 078, 079, 080, 081, 082, 083,

084, 085, 086, 087, 088, 090, 091,

092, 095, 096, 098, 099, 100, 101,

102, 103, 104, 106, 107, 108, 109,

110, 111, 112, 113, 114, 115, 116,

117, 118, 119, 120, 121

110 91%

2 B 015, 016, 018, 046, 058, 074, 089,

093, 094, 097, 105 11 9%

3 C 000 0 0%

Total 121 100%

Mean of all data = total scores: total data: total raters

= 1026 : 121 : 3

= 2.8

An assessment of accuracy and acceptability are important to accomplish

since the result of this assessment will show the quality of the translation. In this

research, the researcher involved three raters to rate the accuracy and the


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acceptability of exclamatory sentences that experienced techniques of adjustment

by using an open-ended questionnaire.

Firstly, the raters determined the accuracy and acceptability of the

translation by giving score to the translation based on the mentioned description

and secondly, they were suggested to give their comments or suggestions related

to the accuracy and acceptability of the translation.

The questionnaire uses scale with the definitions as follows:

Table 4.5. Accuracy Scale

SCORE DESCRIPTION

3 The message or the content of the source text is fully transferred to

the target text. The translation is clear, and no rewriting is needed.

2

The message or the content of the source text is less accurately

transferred to the target text. The translation still makes sense, but

some rewriting and change in word order are needed.

1

The message or the content of the source text is not accurately

transferred to the target text. The message of the target text is

totally different with that in the source text.

Table 4.6. Acceptability Scale

SCORE DESCRIPTION

3 The translation is considered natural, nearly unlike a translation work

and no grammatical error.


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The mean of each data shows the accuracy and acceptability level of the

translation. The total average of mean for all data is the result of accuracy and

acceptability level of the translation. As an addition, the researcher makes

statistical calculation to determine the mean of each datum by applying a formula.

When a statistical calculation of the accuracy and acceptability levels are finished,

the data of each level are classified into three groups.

The formula to calculate the levels of accuracy and acceptability is as

follow:

Data Number Rater 1 Rater 2 Rater 3 Total Mean

001 Score Score Score Total Score Total score

Total raters

002 Score Score Score Total Score Total score

Total raters

Furthermore, the data in each level, accuracy and acceptability level, are

classified into three groups based on the statistical calculation result.

2 The translation sounds less natural, like a work of translation, and there

are unnatural expression and word choices.

1

The translation sounds unnatural and there are unnatural use of

expression and word choice.


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4.2.3. A. The Accuracy of the Translation

In this research, the researcher found the data that are accurately

transferred are 75 data (62%), less accurately translated into the target language

are 45 data (37.2%), and only 1 datum (0.8%) that is inaccurately translated.

The result is also supported by the comments from the raters about the

accuracy of exclamatory sentences in the novel of Harry Potter and The Deathly

Hallows.

The accuracy of transferring message is an important part in translation.

Accuracy is one of the factors, which determine the quality of translation. It also

means that the meaning of the source text is transferred into target text correctly

and the translation can be understood by the target reader easily. Baker states,

―Accuracy is no doubt an important aim in translation but it is also important to

bear in mind that the use of common target language patterns which are familiar to

the target reader plays an important role in keeping the communication channels

open.‖ (1992, pg: 57).

Basically, accuracy is related to choose the correct words in order to reveal

the same idea in target language. Choosing the right word is very important

because if the translator is wrong to choose the word, the text will not be accurate.

Choosing the right word would consider some factors, such as, the target readers,

situational context, and socio-cultural condition. A translation is considered to be

accurate if it conveys the meaning of the source language to the target language

correctly.


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4.2.3. A.1. Classification A (Accurate; includes the data with mean score

2.6—3.0)

The data belong to classification are the data which have the mean

between 2.6 – 3.0. There are 75 data that belong to this classification. The

definitions of an accurate data in this classification are the message of the source

text is accurately transferred into the target text and the translation text is clear,

and no rewriting is needed. The following data are the examples:

Example 1:

Wow-we‘re identical! (007/HPaTDH-049/Alt/Sem)

Wow-kita sama! (007/HPdRK-076/Alt/Sem)

The context of situation is as follows,

Moody, quite unconcerned, was now loosening the ties of the large sacks

he had brought with him: when he straightened up again, there were six

Harry Potters gasping and panting in front of him.

Fred and George turned to each other and said together, ―Wow-we‘re

identical!‖

Moody, tampak tidak peduli, sekarang membuka ikatan kantong-kantong

besar yang dibawanya. Ketika dia menegakkan diri lagi, ada enam Harry

Potter megap-megap terengah dihadapannya.

Fred and George berpaling berhadapan dan berseru bersama-sama, ―Wow-

kita sama!‖


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From the situation of context, the message of the source text has already

been transferred well into the target text. The datum is classified into an accurate

translation as the three raters provide score 3. Although one of the rater assumes

that the word identical can be replaced by kembar in the target text due to the

similarity in appearance experienced by Fred and George, but in general the

message of the source text is accurately conveyed into the target text and no

rewriting is needed. All raters and the researcher have considered that the

translation is accurate since the message has been expressed appropriately into the

target text and the word choice kembar or sama does not emerge any significant

influence of the message in the receptor language.

Example 2:

You took your time! (001/HPaTDH-031/Alt/Sem)

Kau sengaja berlambat-lambat! (001/HPdRK-049/Alt/Sem)

The mean score of datum number 001 is 2.7. Thus, the datum belongs to

the classification which considers the mean score as accurate. Two raters give

score 3 and one rater gives 2. The two raters think that the message of the original

text is accurately transferred into the target text and there are no rewritings

needed. Furthermore, they notice that the translation is clear so that it is no need

to revise the translation in the target text.

The context of situation as follow,

Sixteen years of being addressed thus left Harry in no doubt whom his

uncle was calling; nevertheless, he did not immediately respond. He was


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still gazing at the mirror fragment in which, for a split second, he had

thought he saw Dumbledore‘s eye. It was not until his uncle bellowed

‗BOY!‘ that Harry got slowly to his feet and headed for the bedroom door,

pausing to add the piece of broken mirror to the rucksack filled with things

he would be taking with him.

‗You took your time!‘ roared Vernon Dursley when Harry appeared at the

top of the stairs. ‗Get down here, I want a word!‘

Enam belas tahun biasa disapa seperti itu membuat Harry tak meragukan

siapa yang dipanggil pamannya. Meskipun demikian dia tidak segera

menjawab. Dia masih menatap pecahan cermin, yang di dalamnya tadi

selama sepersekian detik dia merasa melihat mata Dumbledore. Baru

setelah pamannya berteriak ―BOY!‖ Harry pelan-pelan bangkit dan

menuju pintu kamar, hanya berhenti untuk memasukkan pecahan cermin

itu ke dalam ransel yang penuh dengan barang-barang yang akan

dibawanya.

―Kau sengaja berlambat-lambat!‖ raung Vernon Dursley ketika Harry

muncul di puncak tangga. ―Turun sini, aku mau bicara!‖

From the context of situation below, one of the raters assumes that the

sentence ‗you took your time‖ is not translated well in the target text. She feels

that it will be much better if the translator uses the sentence ‗kau lama sekali‘

since from the context of situation, Vernon Dursley needs Harry to come as soon

as possible and he cannot wait for Harry‘s arrival. Hence she scores 2 for the

datum 001.


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On the other hand, the researcher finds the data is accurately translated into

the receptor language as from the context of situation, Harry does not immediately

respond to his uncle‘s call. This gives reason to his uncle‘s that Harry has the

intention to take his time. Therefore, the researcher believes that the datum

number 001 is accurate and no rewriting is needed.

4.2.3. Classification B (Less accurate, includes the data with mean score

1.6—2.5)

The data within this classification are the data which have the mean

between 1.6 – 2.5. 45 data belong to this classification which the source text is

less accurately transferred into the target text since there are some additions or

deletion found, but it occasionally needs minor changes in order to accommodate

the intended original meaning. There are several reasons why the raters do not

give the best score for the translation. The examples of this classification are as

follows:

Example 1:

Of course I ruddy well know how to drive! (003/HPaTDH-036/Sub/Sty)

Tentu saja aku bisa menyetir mobil! (003/HPdRK-057/Sub/Sty)

In datum 003, there are two raters score 2 and one rater score 3. One of the

rater considers that the translation is less accurate since the word ruddy is not

represented well in the target text. The context of situation is as follow:

‗I see you are packed and ready. Excellent! The plan, as Harry has told

you, is a simple one, ‗said Dedalus, pulling an immense pocket watch out


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of his waistcoat and examining it. ‗We shall be leaving before Harry does.

Due to the danger of using magic in your house – Harry being still under-

age, it could provide the Ministry with an excuse to arrest him – we shall

be driving, say ten mile or so, before Disapparating to the safe location we

have picked out for you. You know how to drive, I take it?‘ he asked

Uncle Vernon politely.

‗You know how to-? Of course I ruddy well know how to drive!‘

spluttered Uncle Vernon.

―Kulihat kalian sudah berkemas dan siap berangkat. Bagus sekali!

Rencananya, seperti yang telah disampaikan Harry kepada kalian,

sederhana saja,‖ kata Dedalus, menarik keluar jam saku besar dari

rompinya dan mengamatinya. ―Kita berangkat sebelum Harry. Karena

berbahaya melakukan sihir di dalam rumah kalian-Harry masih di bawah

umur, nanti Kementerian jadi punya alasan untuk menangkapnya-kita akan

naik mobil, kira-kira lima belas kilo lah, sebelum ber-Disapparate ke

tempat yang telah kami pilihkan untuk kalian. Anda bisa menyetir mobil,

kukira?‖ dia menanyai Paman Vernon dengan sopan.

―Bisa me-? Tentu saja aku bisa menyetir mobil!‖ ujar Paman Vernon.

From the context of situation above, Vernon Dursley spluttered Dedalus

with his question about Vernon‘s ability to drive a car. The raters consider that the

message of the source text is not transferred well and less expressive. Ruddy well

know are not translated in the target text while its purpose is to explain Vernon‘s

capability in driving a car is more than know but excellent. Larson states, ―When


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concepts are shared between the source and receptor languages, the important rule

for the translator is to find the most natural and accurate way to communicate the

same meaning in the receptor language as was intended by the author in the source

language. This may mean that a very different form will be used in order to make

sure correct meaning and natural expression.‖ (1984, pg: 159). Therefore, the

raters suggest that the translation of the sentence as Tentu saja aku bisa menyetir

mobil dengan sangat baik.

Example 2:

An‘ the last time you was on it, Harry, I could fit yeh in one hand! (008/HPaTDH-

051/Alt/Sty)

Dan terakhir kali kau naik motor ini, Harry, kau cuma sebesar satu tanganku ini!

(008/HPdRK-079/Alt/Sty)

The assessment from the raters giving scores in the questionnaire for this

datum places the translation into classification B as it results 2.0 for the mean

score of the translation. It means that the translation of the datum number 125 is

less accurately transferred to target text and some rewritings are needed in the

translation. The raters consider that the translation needs to be reconstructed

although the message of the source language does not deviate from the message of

the source language. The interesting part of this data is the three raters give

different score. One of them scores 3 and the other two score 1 and 2.

The rater giving score 2 considers that the sentence I could fit yeh in one

hand as an idiom; however it is translated literally and causes different in


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meaning. While the rater scored 1 believes that the translation above can be

transferred without using technique of adjustment in term of alteration and

suggest that if yeh in the sentence above referred to Harry, the possible alternative

expression which would convey the meaning in a corresponding expression is aku

bisa memuatmu dalam satu tangan.

Example 3:

You‘ve got to find out about them for yourself! (088/HPaTDH-351/Sub/Sty)

Kita harus mencari tahu sendiri! (088/HPdRK-573/Sub/Sty)

The assessment from the raters giving scores in the questionnaire for this

datum places the translation into classification B as it results 1.7 for the mean

score of the translation. According to the raters, the message of the source

language is not well conveyed into the target language. There are two raters score

2 and one rater scores 1.

In this datum, the translator applies technique of adjustment in terms of

subtraction where the phrase about them is not translated into target text. The

raters consider that the subtraction above does not convey the message. Yet,

according to them, the translation, especially in about them, does not need to be

omitted. The translation may create a misunderstanding to the target reader

because the message is rather unclear. Therefore the suggestion of the translation

is kita sendirilah yang harus mencari tahu tentang hal itu.


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4.2.3. Classification C (Inaccurate, includes the data with mean score 1.0—

1.5)

The data which are included to this classification have the mean between

1.0-1.5. The reason that the data belong to this category the translator fails in

transferring the message from the source text into the target text. There is only 1

datum (0.8%) that belong to this classification.

Example:

It-it wasn‘t stealing! (022/HPaTDH-088/Alt/Comm)

Aku-aku tidak mencurinya! (022/HPdRK-141/Alt/Comm)

In datum number 022, one rater gives score 2 and two others give 1. The

raters consider that the translation is confusing that the message of the source text

cannot be transferred into the target text. Its meaning is not conveyed, even

deviates from the source text. The sentence of It-it wasn’t stealing is an

exclamatory sentence that experiences technique of adjustment in terms of

alteration. The pronoun It which is referred to a thing is altered into pronoun Aku

which is in the target text obviously referred to a person.

One of the raters scores 1 considers that based on its context of situation,

the sentence will be much more accurate and understandable if pronoun it is not

altered into aku since the rater thinks that it cannot be referred into a person.

Below is the situation.

‗And once we get hold of it, how do you destroy a Horcrux?‘ asked Ron.


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‗Well,‘ said Hermione, ‗I‘ve been researching that.‘

‗How?‘ asked Harry. ‗I didn‘t think there were any books on Horcruxes in

the library?‘

‗There weren‘t,‘ said Hermione, who had turned pink. ‗Dumbledore

removed them all, but he – he didn‘t destroy them.‘

Ron sat up straight, wide-eyed.

‗How in the name of Merlin‘s pants have you managed to get your hands

on those Horcruxes books?‘

‗It – it wasn‘t stealing!‘ said Hermione, looking from Harry to Ron with a

kind of desperation. ‗They were still library books, even if Dumbledore

had taken them off the shelves. Anyway, if he really didn‘t want anyone to

get at them, I‘m sure he would have made it much harder to-‘

―Dan kalau kita sudah berhasil mendapatkannya, bagaimana kau

menghancurkan Horcrux?‖ Tanya Ron.

―Yah,‖ kata Hermione, ―aku sudah mencari tahu soal itu.‖

―Bagaimana?‖ Tanya Harry. ―Bukankah tak ada buku tentang Horcrux di

perpustakaan?‖

―Memang tak ada,‖ kata Hermione, yang wajahnya telah merona merah.

―Dumbledore telah memindahkan semuanya, tapi dia-dia tidak

menghancurkannya.‖

Ron duduk tegak, matanya terbelalak.

―Bagaimana demi celana Merlin kau berhasil mendapatkan buku-buku

Horcrux itu?‖


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―Aku-aku tidak mencurinya!‖ kata Hermione, bergantian memandang

harry dan Ron dengan tatapan putus asa. ―Buku-buku itu masih tetap buku

perpus, sekalipun Dumbledore sudah mengambilnya dari rak-raknya. Lagi

pula, kalau dia benar-benar tidak ingin ada yang membaca buku-buku itu,

aku yakin dia akan membuatnya lebih susah untuk-‖

On the other hand, the only rater who score 2 believes that the situation

above has a bit illustrate the reader that the reason of the alteration made is to

make the expression clear enough although seen from the translation accuracy

there is another way to translate the sentence into more accurate target language.

Larson states, ―When concepts are shared between the source and receptor

languages, the important rule for the translator is to find the most natural and

accurate way to communicate the same meaning in the receptor language as was

intended by the author in the source language. This may mean that a very different

form will be used in order to make sure correct meaning and natural expression.‖

(1984, p: 159).

The researcher considers that the message is inaccurately transferred to the

receptor language since in the translation result, it appears that Hermione is the

only person who steals the book, while in fact, based on the context of situation,

Hermione wants to clarify that the books are not being stolen by anyone. The

message is found totally different with in the source text. Therefore, the researcher

suggests its translation as buku-buku ini tidak dicuri.


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4.2.4. The Acceptability of the Translation

Looking back on table 4, there are 110 data (91%) are naturally translated,

11 data (9%) sounds less natural, like a work of translation, and there are

unnatural expression and word choices, and no data found (0%) is unnatural.

The researcher also discovers that the mean score for the whole data in the

acceptability of the translation is 2.8. It means that the message of the data,

namely, Exclamatory sentence experience technique of adjustment in Harry

Potter and The Deathly Hallows novel is naturally translated into the target text.

Acceptability only can be measured by the target language native speakers so as

Larsson states, ―The person who does the testing must also understand translation

principles and knows the receptor language as well. If she/he needs some

respondents, they must be also target language native speaker (1984: 472). Those

who are helping with the evaluation should be mother-tongue speakers of the

receptor language.‖ (1984: 49). Base on those reasons, to make a translation

acceptable to the target reader, a translator must have more sensitivity to the

naturalness of the target language.

4.2.4. Classification A (Acceptable, includes the data with mean score 2.6—

3.0)

The data included in this classification are those with mean score that

ranges from 2.6 to 3.0. On table 4, it is clear that there are 110 data or 91% of the

data belong to this classification. The definition of an acceptable datum in this


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classification is that the translated text sounds natural. It practically sounds unlike

a translation work and close in meaning equivalence.

Example:

I‘m on it, Harry, don‘t worry! (009/HPaTDH-54/Alt/Sem)

Kutangani, Harry, jangan kawatir! (009/HPdRK-84/Alt/Sem)

The translation is included into the acceptable category since all of the

raters give score 3. In datum number 9, the expression used in the sentence does

not seem like a work of translation, the translation sounds natural and it is close in

meaning equivalence. Larson states, ―He (the translator) will know he is

successful if the receptor language readers do not recognize his work as a

translation at all but simply as a text written in the receptor language for their

information and enjoyment.‖ (1984, p: 23)

Based on the context of situation, the preposition of on in the source

language is related to something that is trying to be taken care. While apart from

the situation, the sentence looks indicating to a position standing to something.

Thus, the researcher agrees with the translation and does not provide a suggested

translation.

Example:

I‘ve never even heard of them! (027/HPaTDH-113/Sub/Comm)

Aku belum pernah dengar! (027/HPdRK-185/Sub/Comm)


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This datum belongs to classification A since its mean score is 2.7. Two

raters give score 3 and one rater gives 2. It means that the translation belongs to

the category of acceptable although there is still one rater providing score 2. The

translation needs to be revised in order to make it sound more natural. In this

datum the translator subtracts the object. The phrase of them is not translated in

the target text. However, this omission of subject does not hamper the

acceptability of the message. According to one rater, who gives score 2 for this

translation, the omission of the object pronoun makes the translation sound less

natural when the viewers read the translation. Yet, a revision needs to be done and

the rater suggests that it will be more appropriate if the translator puts the words

cerita itu as object in the target text to make it more acceptable in the structure of

the target language.

In contrast, the researcher believes that whether the translator puts the

words cerita itu or not, the translation result can still be considered to be an

acceptable translation and there is no need to have a grammatical reconstruction.

The translation is not difficult to understand since it is expressed naturally in the

receptor language. Thus, the researcher agrees with the translation and does not

provide a suggested translation.

4.2.4. Classification B (Less acceptable, includes the data with mean score

1.6—2.5)

This classification covers all data with mean score from 1.6 to 2.5. There

are 11 data that belong to this category. In this classification, the target text


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sounds like a translation. There are also some unnatural expressions and word

choices. Thus, there are some reasons why the raters do not give the best score for

the translation.

Example 1:

I‘m not being ―Rodent‖, no way, I told you I wanted to be ―Rapier‖!

(089/HPaTDH-359/Alt/Sty)

Siapa yang mau jadi ‗Rodent‘, no way, sudah kubilang aku mau jadi ‗Rapier‘!

(089/HPdRK-585/Alt/Sty)

The mean of datum number 89 is 2.3. One rater scores 3 while two others

give score 2. The raters giving score 2 consider the translation as less acceptable.

It sounds like a work of translation. There is an unnatural expression and word

choice. In the target language no way is not translated and remain the same, as a

result, the translation is less acceptable since actually it can be changed and

translated in order to create unlike the work of translation. Two raters who give

score 2 believe that the unfamiliar expression of no way will sounds better if the

translator uses correct word choices to replace it and yet the style is very

unnatural. It is not expressed in an interesting way. Thus the researcher suggests

the translation as Aku tidak mau jadi ‘Rodent’, tidak sama sekali, aku mau jadi

‘Rapier’.

Example 2:

It‘s impossible to make good food out of nothing! (058/HPaTDH-241/Alt/Sem)


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Tak mungkin mengadakan makanan dari udara kosong! (058/HPdRK-

390/Alt/Sem)

The data number 58 is quite interesting since the three raters give different

score 1, 2 and 3. It means that the datum is less acceptable for the mean of data is

2. One of the rater points out the part of target text which makes it sound like a

translation work. There are unnatural expression and word choice when the

translator translates the words make good food and out of nothing into

mengadakan makanan dan udara kosong. According to the rater, the word choices

are unnatural. Thus, the translation is considered to be difficult to understand

since it is not expressed naturally in the target text.

The researcher has the same opinion with one of the rater that as a

translator, we should be able to present this meaning in a clear natural expression.

The phrase out of nothing becomes udara kosong sounds peculiar in the receptor

language. Therefore, the researcher provides the suggested translation as Tidak

mungkin memunculkan makanan begitu saja because for the receptor language,

mengadakan makanan dari udara kosong sounds a work of translation and less

natural.

4.3. Discussion

There are 121 exclamatory sentences found in the novel of Harry Potter

and The Deathly Hallows. All the sentences mentioned have experienced such

technique which is technique of adjustment. The researcher has taken several


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observations through the exclamatory sentences and finds out that there are five

kinds of techniques of adjustment applied to translate them.

As had been mentioned before that the data used in this research are

exclamatory sentences, which types of sentences that are closely to declarative but

more forceful and are ended with an exclamation point. As Warriner states, ―An

exclamatory sentence is a complete sentence that expresses surprise, excitement,

or other strong emotion. The order of the sentence is generally inverted—the

subject and verb are placed near the end. An exclamatory sentence ends with an

exclamation point.‖ (1958, p: 41) Therefore, after the researcher decides the data

and puts them into several types of techniques of adjustment, the research findings

need to be discussed as follows:

1. Technique of adjustment

From the results of analysis, it can be concluded that there are five

techniques of adjustment used in translating exclamatory sentences in the novel

Harry Potter and The Deathly Hallows, namely:

a. Technique of adjustment in terms of addition covers 24 data or 19.8%

b. Technique of adjustment in terms of subtraction covers 26 data or 21.5%

c. Technique of adjustment in terms of alteration covers 63 data or 52.1%

d. Technique of adjustment in terms of addition and alteration covers 2 data or

1.7%

e. Technique of adjustment in terms of subtraction and alteration covers 6 data or

4.9%


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It can be concluded that translation by using technique of adjustment in

terms of alteration had the biggest proportion in translating exclamatory

sentences. In other words, translating by technique of adjustment in terms of

alteration is the most frequently used in the exclamatory sentences found in the

novel of Harry Potter and The Deathly Hallows.

In order to create the most equivalent translation into the target text,

adjustment in terms of alteration is suitable to use in translating the exclamatory

sentences from the source language (English) into the target text (Indonesian). As

Nida states, ―Alteration may, of course, be all of types, from the simplest

problems of correspondence in sounds to the most complicated adjustments in

idiomatic phrases. However, in general, alterations can be treated under the

following classes: (a) sounds, (b) categories, (c) word classes, (d) order of

elements, (e) clause and sentence structure, (f) semantic problems involving single

words, and (g) semantic problems involving exocentric expressions.‖ (1964, p:

233). The translation result as follow illustrate us that some of the data hold

idioms that need to be altered in order to be more acceptable and not less

expressive in the target text.

e.g. ST : I think her mind‘s going, personally! (116/HPaTDH-

553/Alt/Sem)

TT : Pendapat pribadiku, pikiran Bathilda terganggu! (116/HPdRK-

907/Alt/Sem)


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The forms of the ST and TT are different yet the meaning has been

conveyed well. The translator uses different expressions in the target text which is

pikiran Bathilda terganggu because it is related to the previous situation in which

the character wants to show that she is sure whether about Bathilda latest

condition since she is old enough. The expression is suitable to convey its

meaning into the target text. Based on the context of situation, the translator wants

to clear the idiomatic expressions her mind’s going into the closest meaning in the

target text to make it more acceptable into pikiran Bathilda terganggu.

e.g. ST : It was Ron, all Ron‘s idea! (112/HPaTDH-500/Alt/Sty)

TT : Ron nih hebat, semuanya ide Ron! (112/HPdRK-819/Alt/Sty)

In the second example, the alteration is more into the style of the translator

to choose the suitable expressions. It is to convey the message of how surprise

Hermione is about Ron‘s idea in solving the Horcrux‘s thing. Instead of

translating the source text literally, the translator prefers to alter the phrase It was

Ron into Ron nih hebat, to deliver such expression using her own style of writing

into the target text. The word choices, which are the addition nih and the alteration

of hebat, apparently have equal expressive meaning to illustrate the feeling of

astonishment felt by Hermione.

The decision taken by the translator in rendering the ST into the TT has an

aim to provide the reader with an accurate and acceptable translation. Thus, some

considerations in applying such techniques of adjustment of translation and in

considering the norms of translating are employed.


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2. The purpose of applying techniques of adjustment.

In creating a translation product, a translator is confronted into many

strategies that need to be applied and of course there are purposes behind them.

These strategies are used to encounter translation problems occur in the process of

translation itself. Nida states, ―Before considering the technique of adjustment, it

is important to indicate the essential purposes of these techniques.‖ (1964, p: 226)

There are four essential purposes in the technique of adjustment. From the

research findings in the previous part, the classification is as follow:

a. Permit adjustment of the form of the message to the requirements of the

structure of the receptor language covers 4 data or 3.3%.

b. Produce semantically equivalent structures covers 23 data or 19%.

c. Provide equivalent stylistic appropriateness covers 65 data or 53.7%.

d. Carry an equivalent communication load covers 29 data or 24%.

As it has been showed above, the research findings in the purposes of

applying technique of adjustment proposed by Nida has put to provide equivalent

stylistic appropriateness as the major purpose with 65 data or 53.7%.

In creating a piece of writing, a writer expresses his emotions, attitudes,

and aesthetics through his choice of lexical items and grammatical forms. The

writer hopes that his expressive words or sentences bring an effect to the readers

and then the readers get certain impression from them.

The same thing goes for creating a translation. In translating a source text,

a translator might eager to get close with the source text or might wish for

synchronization between the source texts with that in the target text. Yet, he or she


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craves not to depend on the form of the source text but more to the message only.

Therefore, to accomplish a good translation, a translator will use his or her own

style to deliver the same message into target text to reach an equivalent and

stylistic expression found in the source text.

e.g. ST : Harry and I are fine with it the way it is! (019/HPaTDH-

081/Alt/Sty)

TT : Harry dan aku oke-oke saja dengan keadaannya! (019/HPdRK-

019/129/Alt/Sty)

The example clearly shows the style of writing the translator has to gain

similar expressive meaning in the source text. The word fine has been translated

into oke-oke saja while actually in the target language the phrase is actually not in

the formal one. Instead of translating the word into baik-baik saja, the translator

inserts Indonesian reserved word oke.

3. The Accuracy and Acceptability

In the table 3 and 4, the mean data have shown that the result of translation

in Harry Potter and The Deathly Hallows novel is accurate and acceptable with

the range of 2.6 for accuracy and 2.8 for acceptability. The decision taken by the

translator in rendering the ST into the TT has an aim to provide the audience with

an accurate and acceptable translation. Thus, some considerations in applying

technique of adjustments are employed.

e.g. ST : Dumbledore was already dying when Snape finished him!

(120/HPaTDH-593/Alt/Sem)


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TT : Dumbledore memang sudah sekarat ketika Snape

menghabisinya! (122/HPdRK-976/Alt/Sem)

The example above is the datum that given score 3 from each of the raters.

From the whole sentence and based on the context of situation, the translator has

succeed to deliver the equivalent message in the source language into the target

one. The faithfulness of the source language text is still maintained in the target

language text. Thus, The raters give score 3 since the message or the content of

the source text is fully transferred to the target text. The translation is clear, and

no rewriting is needed. The researcher also finds that the applying of technique of

adjustment in term of alteration above is impressive.

e.g. ST : Nice night for it! (111/HPaTDH-499/Sub/Sty)

TT : Malam yang menyenangkan! (111/HPdRK-818/Sub/Sty)

The datum above is considered acceptable in the target text although there

is a phrase that omitted by the translator. Therefore, the raters give score 3 for it

since the omitted phrase is no longer needed in the target text. Based on the

context of situation, the message of the omitted phrase has already included

somewhere in the text and therefore the translator avoid to do a repetition that will

create unnatural translation result. In conclusion, the translation text of the second

example is considered to be natural, nearly unlike a translation work and no

grammatical error.


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CHAPTER V

CONCLUSION AND SUGGESTIONS

5.1. Conclusion

In this chapter, the researcher tries to conclude results of the research

based on the data analysis. The research purposes to illustrate the way of

translating the exclamatory-sentences in Harry Potter and The Deathly Hallows

into Indonesian in terms of adjustment made by the translator. In addition, the

researcher has also demonstrated the purposes behind applying such technique of

adjustments and its accuracy and acceptability.

After the data analysis has been completed, the researcher draws

conclusions on the basis of the problem statements and the data analysis. The

conclusions are as follows:

1. With regard to the technique of adjustment used by the translator, the

translations of exclamatory sentences in Harry Potter and The Deathly

Hallows have adjustments in terms of:

a. Addition, it amounts 24 data (19.8%).

b. Subtraction, it amounts 26 data (21.5%).

c. Alteration, it amounts 62 data (51.2%).

d. Addition and alteration, it amounts 2 data (1.7%).

e. Subtraction and alteration, it amounts 7 data (5.8%).

Adjustment in terms of alteration is the commonest technique used to

translate the exclamatory sentences in this novel. There are 62 data (51.2%)

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included to this technique of adjustment. In other words, this adjustment is the

most frequent technique applied by the translator compared to the other four

adjustments. Despite the technique of adjustments, the meanings in the source

text whatsoever are conveyed well. This is confirmed by the fact that the

reader finds the translation result is highly comprehended in terms of both the

accuracy and acceptability.

2. Based on the purposes of using technique of adjustments, there are four

essential purposes, namely:

a. The adjustment is to permit adjustment of the form of the message to the

requirements of the structure of the receptor language, it amounts 4 data

(3.3%).

b. The adjustment is to produce semantically equivalent structures, it

amounts 23 data (19%).

c. The adjustment is to provide equivalent stylistic appropriateness, it

amounts 65 data (53.7%).

d. The adjustment is to carry an equivalent communication load, it amounts

29 data (24%).

The essential purpose of technique of adjustment that frequently

appears is to provide equivalent stylistic appropriateness with 65 data (53.7%).

To deal with piece of writing such as translation, style of a writer is needed to

convey similar expression with that in the source language. Therefore, in this

novel the translator has her own style and applied it to deliver equal emotions,


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attitudes, and aesthetics in the target language so that the reader experiences

the exact fixations resembling to the source language.

3. Based on the rating to accuracy and acceptability dimensions of the target text

supplied by the three raters, the accuracy and acceptability levels are as

follows:

a. 75 data (62%) are considered accurate.

b. 45 data (37.2%) are considered less accurate.

c. 1 datum (0.8%) is considered inaccurate.

d. 110 data (91%) are considered acceptable.

e. 11 data (9%) are considered less acceptable.

f. 0 datum (0%) is considered unacceptable.

The mean score of the whole data in terms of accuracy level is 2.6. It

indicates that the message of the data containing exclamatory sentence that

experiences technique of adjustment in Harry Potter and The Deathly Hallow

novel is considered accurate. The message or the content of the source text is

fully transferred to the target text. The translated text is clear, and no rewriting

is needed. The translator’s emphasis on accuracy is to retain the same meaning

in the translation which shows loyalty to the SL text.

In term of its acceptability, the researcher also finds that the mean

score for the whole data in the acceptability of the message transfer of the

translation is 2.8. It means that the message of the exclamatory sentences data

in The Harry Potter and The Deathly Hallows novel is naturally translated

into the target text. It is nearly unlike a translation work, and there is no


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grammatical error. In other words, the message of the translation can be

understood. It can be said that the translation is an acceptable one since there

is almost no significant grammatical mistake exists, and it sounds natural.

The major aim of the translator in rendering the ST into the TT is to

provide the audience with an accurate and acceptable translation. In that end,

the translator should take technique of translation into consideration. To bear

in mind, accuracy will affect the acceptability of the translation in the source

language text. A good and proper choice of technique of translation will lead

to an accurate and acceptable translation.

5.2. Suggestions

Based on the conclusions of the study above, the researcher suggests

several points to the translator and other researcher as follows:

1. The translator

The translator should pay attention to the closest equivalence of the source

language since each country has its own language and culture. To avoid

misinterpretation and translation failure, the translator should be able to choose

and to apply the appropriate technique of translation in order to produce a quality

translation. The translator should be aware that there are differences of the source

and target language systems, either grammatically, semantically, or stylistically.


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2. Other researcher

The application of the technique of adjustment in translation is interesting

to be examined since the usage of adjustment is very common in practices of

translating. Thus, a researcher can make further research related to the application

of the techniques of adjustment in translation.

Furthermore, the researcher also suggested that other researchers have to

be careful enough in choosing the respondents to fill the questionnaire. They

should choose the right respondents who understand and expert in the field of the

research that will be studied. So, the next researcher and the respondents could

have the same point of view in purpose to make the result of the research more

reliable.

Documents

A TRANSLATION ANALYSIS OF EXCLAMATORY SENTENCES