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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
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ii
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
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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
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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originally made by the researcher.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
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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.”
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DEDICATION
I dedicate this thesis to:
My Beloved Earth and Heaven, Mom and Dad
My Adored Brothers and Sisters
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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
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that one should follow what they love allowed me the freedom to pursue my
Sarjana degree.
Surakarta, January 2011
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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
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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
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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
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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.
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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
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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
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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)
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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
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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
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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
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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
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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
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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
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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
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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
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CHAPTER V : CONCLUSION AND SUGGESTION, consists of
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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
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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
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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
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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
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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;
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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
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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
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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: ―Merekamemilih 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
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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
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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:
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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.
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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:
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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
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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.”
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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
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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.
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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.
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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
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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
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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
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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
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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.
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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,
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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
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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
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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
