THE EQUIVALENCE OF PASSIVE VERBS IN J. K. ROWLING’S HARRY POTTER AND THE DEATHLY HALLOWS AND ITS TRANSLATION INTO “HARRY POTTER DAN RELIKUI KEMATIAN” BY LISTIANA SRISANTI
A THESIS
BY :
JULKHAIRI NASUTION
REG. STUDENT NO : 050705070
ENGLISH DEPARTMENT FACULTY OF LETTERS
UNIVERSITY OF SUMATERA UTARA MEDAN
ACKNOWLEDGEMENTS
First of all, I would like to thank to Allah SWT who has given me all of
the blessing, mercy, talent and time, so that I can finish my thesis entitled “The
Equivalence of Passive Verbs in J. K. Rowling’s ‘Harry Potter and The Deathly
Hallows’ and Its Translation Into ‘Harry Potter dan Relikui Kematian’ by Listiana Srisanti”.
I would like to thank to the dean of Faculty of Letters, Prof. Drs.
Syaifuddin, M.A. Ph.D, also to Dra. Swesana Mardia Lubis, M.Hum and Drs.
Parlindungan Purba, M. Hum as the chairman and secretary of English
Department, and to Bang Syamsul for all of opportunities and facilities that are
given to me and for all their attentions in all academic affairs.
I would like to express my best and sincere thanks to my supervisor, Drs.
H. Muhizar Muchtar, M.S. and my co-supervisor Dra. Hj. Masdiana Lubis,
M.Hum for having shared their valuable ideas, times, guidance and patience.
I would like to thank Rudy Sofyan, S.S. M, Hum as my academic advisor.
My gratitude is also expressed to all of my lecturers in English Department who
taught me much and contributed the knowledge during the academic years.
My lovely thanks are due to my beloved parents, brother and sister. To all
my friends that had been giving me the support and friendship for all this time,
ABSTRACT
Skripsi yang berjudul “The Equivalence of Passive Verbs in J. K. Rowling’s Harry Potter and The Deathly Hallows and Its Translation Into ‘Harry Potter dan Relikui Kematian’ by Listiana Srisanti”, membahas tentang kesamaan arti dalam penerjemahan kata kerja pasif dari bahasa Inggris sebagai bahasa sumber (SL) ke bahasa Indonesia sebagai bahasa target (TL). Data yang dianalisis bersumber dari novel berbahasa Inggris “Harry Potter and The Deathly Hallows” oleh J. K. Rowling dan terjemahannya “Harry Potter dan Relikui Kematian” oleh Listiana Srisanti.
Teori yang digunakan dalam skripsi ini adalah teori Formal and Dynamic Equivalence oleh Nida (McGuire, 1991 : 26). Nida membagi teori tersebut ke dalam dua bagian, yaitu Formal Equivalence dan Dynamic Equivalence.
Data yang dikumpulkan adalah kata kerja pasif atau passive verbs dalam bahasa Inggris (SL) kemudian dianalisis dengan menentukan kesamaan arti dalam penerjemahannya menjadi Formal Equivalence atau Dynamic Equivalence. Untuk memilih sampel data digunakan metode purposive sampling. Dan untuk menganalisis data digunakan metode deskriptif.
LIST OF ABBREVIATIONS
RL : Receptor Language
SL : Source Language
ST : Source Text
TL : Target Language
TABLE OF CONTENTS
ACKNOWLEDGEMENTS……… i
ABSTRACT………. ii
LIST OF ABBREVIATIONS………………... iii
TABLE OF CONTENTS……… iv
CHAPTER I INTRODUCTION 1.1 Background of the Analysis……… 1
1.2 Problem of the Analysis………... 4
1.3 Objectives of the Analysis……… 5
1.4 Scope of the Analysis………... 5
1.5 Significances of the Analysis………... 5
1.6 Review of Related Literature……… 6
CHAPTER II A BRIEF VIEW OF TRANSLATION 2.1 Definition of Translation……… 9
2.2 Function of Translation……….. 11
2.3 The Process of Translation………... 12
2.4 The Types of Translation……….... 18
2.5 Equivalence in Translation………... 23
CHAPTER III PASSIVE VERBS IN ENGLISH AND BAHASA INDONESIA
3.1 Passive Verbs in English………. 27
3.1.1 The Use of Passive Verbs……….. 29
3.2. Passive Verbs in Bahasa Indonesia……….... 29
CHAPTER IV METHODOLOGY OF RESEARCH
4.1 Research Method………... 31 4.2 Data Collecting Method………. 31
4.3 Data Analysis Procedure………... 32
CHAPTER V ANALYSIS OF THE EQUIVALENCE OF PASSIVE VERBS IN J.K. ROWLING’S HARRY POTTER AND THE DEATHLY HALLOWS AND ITS TRANSLATION INTO “HARRY POTTER DAN RELIKUI KEMATIAN” BY LISTIANA SRISANTI
5.1 Data Findings………... 34
5.2 Formal Equivalence……… 34
5.2.1 Formal Equivalence of Passive Verbs Based on Tense……… 35
5.2.2 Formal Equivalence of Passive Verbs Without
To Be……… 63
5.2.3 Formal Equivalence of Passive Verb With
Auxiliary Verb………... 67
Get Form……... 72 5.3 Dynamic Equivalence………... 73
5.3.1 Dynamic Equivalence of Passive Verbs Based
on Tenses……….. 75
5.3.2 Dynamic Equivalence of Passive Verbs Without
To Be………. 91
5.3.3 Dynamic Equivalence of Passive Verbs With
Auxiliary Verb……… 94
5.3.4 Dynamic Equivalence of Passive Verbs in Get
Form……….. 95
CHAPTER VI : CONCLUSIONS AND SUGGESTIONS
6.1 Conclusions………... 97
6.2 Suggestions………... 97
ABSTRACT
Skripsi yang berjudul “The Equivalence of Passive Verbs in J. K. Rowling’s Harry Potter and The Deathly Hallows and Its Translation Into ‘Harry Potter dan Relikui Kematian’ by Listiana Srisanti”, membahas tentang kesamaan arti dalam penerjemahan kata kerja pasif dari bahasa Inggris sebagai bahasa sumber (SL) ke bahasa Indonesia sebagai bahasa target (TL). Data yang dianalisis bersumber dari novel berbahasa Inggris “Harry Potter and The Deathly Hallows” oleh J. K. Rowling dan terjemahannya “Harry Potter dan Relikui Kematian” oleh Listiana Srisanti.
Teori yang digunakan dalam skripsi ini adalah teori Formal and Dynamic Equivalence oleh Nida (McGuire, 1991 : 26). Nida membagi teori tersebut ke dalam dua bagian, yaitu Formal Equivalence dan Dynamic Equivalence.
Data yang dikumpulkan adalah kata kerja pasif atau passive verbs dalam bahasa Inggris (SL) kemudian dianalisis dengan menentukan kesamaan arti dalam penerjemahannya menjadi Formal Equivalence atau Dynamic Equivalence. Untuk memilih sampel data digunakan metode purposive sampling. Dan untuk menganalisis data digunakan metode deskriptif.
CHAPTER I INTRODUCTION
1.1. Background of the Analysis.
We live in a big and wide world where all of us separated into some places
and countries. These places and countries have different cultures, language and
way of life. But with curiousity in every human being, we cannot bear ourselves
to find out what people in another part of the world have achieved. We try to find
out what happened in the other world, what kind of knowledge that they have
found, technology that they have invented, and stories that they have etc.
In order to find out everything that existed in the world outside of ours, we
use any kinds of media we have. And every media using different kinds of
language based on their cultures and countries. Language is used in the media to
tell about anything that happened or as we can say as a device to communicate
especially in utterance. Sapir (1949 : 8) stated that, “Language is a purely human
and non-instinctive method of communicating ideas, emotions and desires by
means of voluntary produced symbols.” Human has their own language to tell
stories and transfer their knowledge to others but what if the others cannot
understand the language that is used. So, as the way to solve this problem, some
people begin to learn other language that can give them the ability to do
translation. For example, Indonesians nowadays are so interested in learning
English and Mandarin so we can communicate and transfer their message by
using both languages, whether by utterance or written, and can compete in global
transfer the message in a text. Crystal (1987:334) stated that, “The term
‘translation’ is the neutral term used for all tasks where the meaning of expression
in one language (the ‘source’ language) is turned into the meaning of another (the
‘target’ language), whether the medium is spoken, written, or signed.”
The translation process is a process that can be found in the existence of
language, in utterance or written text as articles, journals, newspapers, magazines,
novel, etc. Translation helps us in making a connection between nation,
transferring the knowledge contained in the SL into the TL and with a good
translation we can understand each other to make a better living.
Translators do not only need to know their source language well; they
must also have throughout understanding of the field of knowledge covered by the
source text, and of any social, cultural, or emotional connotations that need to be
specified in the target language if the intended effect is to be conveyed (Crystal
1987:334).
“Translation is the rendering of a text into another language. Applied in
literature, the term connotes the art of recomposing of a work in another language
without losing its original flavor, or of finding an analogous substitute.”
(www.answer.com)
When translating there are some rules need to be followed. At least the
translator should master the SL and TL because each of them has its own
grammatical and structural system. So a translator does not only need to know the
Source Language but also should have a wide and deeper knowledge of the Target
grammatical and structural system in TL and also fit with the meaning of words
in SL.
Equivalence is equal in worth or value, force, power, effect, import and the
like ; alike in significance and value ; of the same import or meaning
(www.ardictionary.com). Equivalence in translation cannot be considered as the
sameness but considered as equal meaning in translating text in SL into TL.
Translation equivalence refers to the equivalent relationships between Target
Language (TL) and Source Language (SL).
Nida (McGuire, 1991:26), distinguishes two types of equivalence. They
are Formal equivalence which focuses attention on the message itself, in both
form and content and Dynamic equivalence is that based on the principle of
equivalent effect, i.e. that the relationship between the receiver and message should aim at being the same as that between the original receivers and the SL
message.
There are eight parts of speech and verb is one of them as Mukti (2008 : 6) states :
”Tata bahasa Inggris terdiri dari delapan bagian, yang lazim disebut Part of Speech, yang terdiri dari : Noun (Kata Benda), Adjective (Kata Sifat), Pronoun (Kata Ganti), Verb (Kata Kerja), Adverb (Kata Keterangan), Preposition (Kata Depan), Conjunction (Kata Sambung), dan Interjection (Kata Seru).”
English grammar consists of eight parts, usually called Part of Speech.
This Part of Speech consists of : Noun, Adjective, Pronoun, Verb, Adverb,
Preposition, Conjunction, and Interjection.
In passive verb sentences, the thing receiving the action is the subject of
the sentence and the thing doing the action is optionally included near the end of
In the analysis the source of the data is Harry Potter and The Deathly Hallows book and its translation Harry Potter dan Relikui Kematian. The data are all passive verbs found in the novel and its translation. Harry Potter and The
Deathly Hallows is the last book of Harry Potter series by J.K Rowling. These
bestseller series have been translated into 65 languages and one of them is into
Bahasa Indonesia.
The translation of passive verbs in this novel is varied. It can be seen from
the example, Her face flooded with colour was translated into Wajah wanita itu
semburat kemerahan. The passive verb flooded is translated into semburat. The next example is, The lane was bordered on the left by wild, low-growing
brambles, on the right by a high, neatly manicured hedge and is translated into
Jalan kecil itu tumbuh di sebelah kirinya dibatasi semak rendah yang tumbuh liar,
di sebelah kanannya oleh pagar tanaman tinggi yang terpangkas rapi.. The passive verb was bordered is translated into dibatasi, as in the dictionary. As the reference for the meaning of the words, the Shadily’s English-Indonesian
dictionary is used.
1.2 Problems of the Analysis.
The problems of this analysis will be :
1. What types of passive verbs equivalence found in the novel and its
translation?
2. What is the dominant type of passive verbs equivalence found in
1.3 Objectives of the Analysis.
The objectives of the analysis are :
1. Finding out the types of passive verbs equivalence found in the
novel and its translation.
2. Finding out the dominant type of passive verbs equivalence found
in the novel and its translation.
1.4 Scope of the Analysis
This analysis will be focused on passive verbs translation found in Harry Potter and The Deathly Hallows by JK. Rowling and its translation into Harry
Potter dan Relikui Kematian by Listiana Srisanti.
1.5 Significances of the Analysis.
In analyzing this equivalence of passive verbs, there are some
significances, which are:
1. The reader will understand how to translate the passive verbs found in
the novel.
2. To enrich the study of translation especially about the passive verbs
translation.
3. Theoretically giving information about some types of equivalence in
1.6 Review of Related Literature.
There are some books and thesis that are reviewed in order to support this
analysis.
As Catford (1965 : 20) states, “Translation equivalence may be set up, and
translation performed between any pair of languages or dialects – related of
unrelated and with any kind of spatial, temporal, social or other relationship
between them.”
While Larson (1984 : 3) states that translation consists of transferring the
meaning of source text (ST) to target text (TT), and it is done by going from the
form of source text to the form of target text by way of semantic structure. It is the
meaning which is transferred and it can not be added or changed, only the surface
structure or form can be changed.
Nida and Taber (1974: 4&12) state, “Anything that can be said in one
language can be said in another, unless the form is an essential element of these
message; the best translation does not sound like translation.”
Chalilullah (2007) in his thesis entitled “The Translation of Verbs in
Djenar Maesa Ayu Short Stories Collection’s Mereka Bilang Saya Monyet! Into Michael Nieto Garcia’s They Say I’m A Monkey,” analyzed the translation of
verbs and verbal shifts using the descriptive method to collect the random sample.
He used the simple statistical analysis in percentage by using the Educational
Statistic by Butler. He found out out the frequency of shifts from base verb in
BahasaIndonesia to verb in English is 27,37%, the frequency of shifts from base verb in Bahasa Indonesia to other part of speech in English is 2% and the
the frequency of shifts from derivative verb in Bahasa Indonesia to verb in English is 60,48%, the frequency of shifts from derivative verb in Bahasa
Indonesia to other part of speech in English is 2,94% and the frequency of shifts from derivative verb in bahasa Indonesia to untranslatable is 4,27% and the total frequency of shifts from verb to verb is 87,85%, the total frequency of shifts from
verb to other part of speech is 4,94% and the total frequency of shifts from verb to
untranslatable is 7, 21%.
Rahmadhani (2007) in her thesis entitled “The Equivalence of
Prepositional Phrase in The Translation Of J.K Rowling’s Harry Potter And The Order of the Phoenix Into Harry Potter Dan Orde Phoenix by Listiana Srisanti”
analyzed the same Formal and Dynamic equivalence of prepositional phrase using
the same descriptive method and formula to collect the random sample. She
managed to find the dominant type found in the translation product which is
Formal equivalence. She found that the percentage of formal equivalence is
91,97% while the percentage for dynamic equivalence is 8,03 %.
Turnip (2001) in her thesis entitled “The Equivalence Of Verbs In The
Translation Of Mary Higgins Clarks’ Where Are The Children Into Dimana
Anak-Anakku” discussed about the verbs translation and the verbal change of class. She used the method of library review research and quantitative analysis. She found
out that there are 1292 verbs using the Simple Past Tense in the novel which
consist of : 1168 verbs that translated from verb to verb, 56 verbs that translated
from verb to another part of speech (changing the class of word), and 68 verbs
that are not translated. She also found out that there were 194 finite verbs using
from verb to verb, 33 verbs that are translated from verb to another part of speech
CHAPTER II
A BRIEF VIEW OF TRANSLATION
2.1 Definitions of Translation.
There are many theories that define translation. Some experts and theorist
had already given some definitions of translation to make us understand the
essential meaning of translation. Here are some of the definitions that had been
composed by some experts:
Catford (1965 : 20) states in his book A Linguistic Theory that “Translation is the replacement of textual material in one language by equivalent
textual material in another language”. It can be said that translation is a way to
find the equivalent in another language of one textual material.
Larson (1984: 10) in Meaning-Based Translation states that “Translation
consists of studying the lexicon, grammatical structure, communication situation
and cultural context of the source language, analyzing it in order to determine its
meaning, then reconstructing the same meaning using the lexicon and
grammatical structure which appropriate in the receptor language and its cultural
context”.
The conclusion is that in doing translation there are three steps that are
followed namely studying source text, analyzing it, and reconstructing the
meaning.
In the Theory and Practice of Translation, Nida and Taber (1974 : 12) states that “Translating consists of reproducing in the receptor language the
meaning and secondly in terms of style”. From here it can be concluded that in
reproducing or transferring the message, there is an equivalent relationship
between SL and TL.
In the nineteenth century, some scholars such as Savory (McGuire, 1987:
4), defines translation as an ‘art’; others, such as Jacobsen, define it as a ‘craft’;
whilst others, perhaps more sensibly, borrow from the German and describe it as
‘science’.
Newmark (1984: 28) in his book A Textbook of Translation says
“Translation is rendering the meaning of a text into another language in the way
that the author intended the text”. Here, Newmark said that the message and
meaning transferred should be the same with the original author meaning and
message”.
According to Lefevere (McGuire, 1987:2), what is generally known as
translation involves the rendering of a source language (SL) text into the target
language (TL) so as to ensure that (1) the surface meaning of the two will be
approximately similar and (2) the structures of the SL will be preserved as closely
as possible but not so closely that the TL structures will be seriously distorted.
Levy (1967 : 148) implies that “Translation is a process of communication
whose objective is to import the knowledge of the original to the foreign reader.”
While Pinhhuck (1977 : 38) defined translations as “a process of finding a TL
equivalent for an SL utterance”.
Simatupang (1992: 2) in his book Pengantar Teori Terjemahan states “Menerjemah adalah mengalihkan makna yang terdapat dalam bahasa sumber ke
dengan bentuk-bentuk sewajar mungkin menurut aturan-aturan yang berlaku dalam bahasa sasaran”. Translation tries to transfer the meaning in SL to TL in the form that best fit with the rules of TL.
As the conclusion of translation based on those definitions above, it can be
said that translation is a process of transferring the original message of the original
author into another language by using the exact meaning of words or the
equivalent one. It is not an easy task to do a translation because every language
has their own ways and words to say some terms that might be different with
another language.
2.2 Function of Translation.
As a way to communicate, translation has a function as the way to share
information, stories, experiences and most of all knowledge.
Nida (1981 : 2) states that “Translation means communication because it
has three essential elements to form a process of communication. The three
essential elements are source, message, and receptor, and these elements must be
found in all communication activities”. From the quotation above, translation is a
way to communicate involving two different languages.
Levy (Venutti, 2000: 148) clearly explains about the function of
translation. He states “…Translation is a process of communication: the objective
translating is to impart the knowledge of the original to the foreign reader.”
Duff (1989: 5) states “As a process of communication, translation
functions as the medium ‘across the linguistic and cultural barriers’ in conveying
that crossing the barrier of different language for delivering the message from SL
to TL. As stated before, that this function of translation is so important in helping
people who want to learn some knowledge from a text in different language that
they can not understand by changing the text into a language that is
understandable for people that use different language. Translation functions as the
medium across linguistic and culture barriers in conveying the message from a
foreign language into a receptor language.
2.3 The Process of Translation.
Nida and Taber (1974: 33) introduce three stages in the process of
translation. This process begins by analyzing ST into grammatical and semantic
structure of the TL, transferring the meaning and at last by reconstructing the
grammatical and semantic structure into the appropriate TL forms in order to
create an equivalent TT.
However, the process of translation based on Nida and Taber’s theory is
too simple and general than the real process. The process of translation is actually
more complicated, difficult and unique. Larson (1984 : 476 – 490) in his book
Meaning-Based Translation A Guide to Cross-Language Equivalence divides the process of translation into eight different steps, they are :
1. Preparation
There are two kinds of preparation. First, there is the preparation which the
translator should have before beginning the translation task, and secondly, there is
project. The first kind of preparation should have include training in writing, in
linguistics and in translation principles.
During the reading and re-reading of the text, the translator will want to
makes notes. For example, he will note the key terms, and the sections which
seem obscure and will need further research. There may be cultural barriers which
immediately strike him as potential problems. He will want to study more in detail
or deeply on these. As he researches, he should make notes for later use he should.
When he feels acquainted with the text he is ready to begin the analysis.
2. Analysis
As the translator reads through the text, he should note down any lexical
items which seem to be the key words. These will be words which are crucial to
an understanding of the text. One of the first steps in the analysis should be a
careful study of these key words, in order to find a good lexical equivalent in the
receptor language. Often it will be necessary to consult dictionaries and
encyclopedias for more information. The components of meaning which are
crucial and need to be transferred should be identified.
How detailed the analysis will be vary with the difficulty of the text. The
more difficult the text, the more need there will be for a careful re-writing into
semantic structure before any transfer begins. The translator should not become
burdened by making extensive semantic displays. It is a tool to help in his
analysis. Some find it most helpful to simply re-write the text in a near semantic
3. Transfer
Transfer is a process of going from the semantic structure analysis to the
initial draft of the translation. The transfer takes place in the mind of the
translator. The semantic analysis will have eliminated most of the skewing
between the deep and surface structure of the source text. After this is done the
translator is faced with transferring this meaning into the second language, and
introducing the appropriate receptor language skewing.
In carrying out this process, he will find a lexical equivalent for concepts
of the source language and culture. The translator will decide whether or not the
figurative and rhetorical devices of the source language will be transferred or if
some adjustments will need to be made, he will consider what grammatical forms
to use to communicate the correct meaning. Without an adequate study on the
translation principles the transfer process can be very difficult and the result is
unsatisfied.
4. Initial draft
The translator begins making his initial draft after moving back and forth
from the source to the receptor text. He may need to go back for more background
reading or check again the dictionary. In this process, the translator should work at
paragraph level. He must be sure of what the paragraph communicates, then he
composes the draft naturally, without looking at the SL or even the semantic
rewrite. He should just let it flow naturally and express the meaning clearly.
However, there are number of things which the translator should keep in
mind as he does the initial draft. He should know who will use the translation, and
the paragraph, and semantic structure analysis. If the number things are
combinated, the initial draft will be accurate and natural.
5. Reworking the initial draft
The reworking of an initial draft should not be undertaken until a larger
section is completed. It is best if the draft has been left untouched for a week or
two. In this way the translator comes with a fresh look at it and is able to be more
objective in his evaluation and reworking of it. The reworking of the initial draft
includes checking for naturalness and for accuracy.
The first thing that the translator will do is to read through the manuscript
of this larger unit which he is checking. In doing this, the translator should be
looking for:
Wrong grammatical forms or obscure constructions
Places that seem too wordy
Wrong order, awkward phrasing
Places where the connections do not seem right and it does not
flow easily
Collocation clashes
Questionable meaning
Style
The second thing the translator will need to do is to check for accuracy of
meaning. He can only do this by a careful comparison with the source text and the
semantic analysis. Some trouble he may find are: something omitted, something
added, a different meaning, or a zero meaning, that is, the form used just doesn’t
only at the meaning of the words, but also of the sentences and especially the
relations between the sentences and the paragraphs and larger units.
The third thing the translator will need to check is whether or not the
theme comes through clearly. He should have a look at the draft for a while and
evaluate this. This may be one of the things that will be more easily evaluated.
After the translator himself has done the drafting, he will have it tested.
6. Testing the translation
This step is needed to know whether the translation product had done by
the translator perfectly transferred or not. There are three main reasons in doing
testing translation. They are accurate, clear and natural.
In order to make the translation as accurate, clear and natural as possible,
the translation must involve at least four persons. They are translator, consultant,
tester, and reviewer. The translator will do self-checks by making a
comprehension testing. He asks people to read the translation whether they
understand or not. He also does the naturalness checking by comparing his
translation with the TT. The consultant helps the translation in accuracies and
correcting use of translation principles. He can train the translator in how to do
other kinds of testing. He also encourages the translator throughout the project. A
consultant can often help with difficult exegetical questions. The tester tests the
translation with people whether the ST familiar or not. The reviewer reads through
7. Polishing
After doing all those steps above, the translator needs to polish the
translation he had done. He needs to know whether he makes an adequate
translation or not.
8. Preparing the Manuscript for the Publisher
In this last step, the translator checks the translation by having it tested
over and over again until he is sure that there is no missing information from the
ST.
Nababan (in Jurnal Linguistik Bahasa) explains 4 scales in testing a
translation product. They are:
1. The content of the source sentence is accurately conveyed into the target
sentence. The translated sentence is clear to the evaluator and no
re-writing is needed.
2. The content of the source sentence is accurately conveyed to the source
sentence. The translated sentence can be clearly understood by the
evaluator, but some rewriting and some change in word order are needed.
3. The content of the source sentence is not accurately conveyed to the target
sentence. There are some problems with the choice of lexical items and
with the relationship between phrase, clause and sentence elements.
4. The source sentence is not translated at all into the target sentence, i.e. it is
2.4 The Types of Translation.
Nida (Venuti, 2000: 127) states that differences in translation can
generally be accounted for by three basic factors in translating: (1) the nature of
the message, (2) the purpose or purposes of the author and, by proxy, of the
translator, and (3) the type of audience.
Catford (1965: 21-26) divides some broad types or categories of
translation in terms of the extent, levels and ranks of translation.
1. In Terms of the Extent.
The extent type relates to full and partial translation. Catford (1965: 21)
states “In full translation, the entire text is submitted to the translation process that
is every part of the SL text is replaced by RL text material”. It means that all of
the text is translated. In partial translation, some parts of the SL text are left
untranslated: they are simply transferred to and incorporated in the RL text. It
means that not all of the text is translated. There are two reasons why some parts
of SL text can not be translated. The first one is because there are no words in SL
that can be found or translated accurately in TL. As can be seen from this example
: the word “terasi” in Indonesian cannot be translated into English because the word “terasi” is nowhere can be found in English. The second reason will be
because there are some vocabularies in SL that have no equivalence in translation
in TL For example : the word “computer” is translated into “komputer” in
Indonesian. In this example, there is a loan translation i.e. the using of SL’s
element in TL by changing the phonological and morphological structure because
2. In the Term of the Levels
Catford (1965: 22) states “The levels type relates to total and restricted
translation of language that involved in translation”. This distinction relates to the
levels of language involved in translation. . Total translation means what the most
is usually meant by ‘translation’; that is, translation in which all levels of the ST
are replaced by the TT material. Strictly speaking, ‘total’ translation is a
misleading term, since though total replacement is involved it is not replacement
by equivalents at all levels. Total Translation may best defined as : replacement of
ST grammar and lexis by equivalent TT grammar and lexis with consequential
replacement of SL phonology/graphology by (non-equivalent) TT
phonology/graphology. By restricted translation we mean: replacement of ST
material by equivalent TT material at only one level. That is translation performed
only at the phonological or at the graphological level, or at one of the two levels.
3. In Terms of the Rank.
The rank type relates to the rank of translation in grammatical hierarchy at
which translation equivalence is established. Here, Catford (1965: 25) divides this
type into three distinctions. They are free translation, word-for-word translation
and literal translation. First, free translation is always “unbounded – equivalences
shunt up and down the rank scale, but tend to be at the higher ranks – sometimes
between target units than the sentence”. It reproduces the matter without the
manner, or the content without the form of the original. It is usually a paraphrase
much longer than the original. It is also called as intralingual translation. Second,
word-for-word translation generally means what its say. In this type the words of
grammatical or lexical difference between them. This type is usually used in case
of translating poems. Third, literal translation lies between these extremes; it may
start, as it were, from a word-for-word translation, but make changes in
conformity with RL grammar; this may make it a group-group or clause-clause
translation. This type is usually used if the structure of SL is different with the
structure of RL. Below is the example of the three distinctions (English –
Indonesian).
SL text : I am going nowhere.
TL text : 1. Aku sedang pergi tidak kemana-mana (Word-for-word translation)
2. Aku takkan pergi ke manapun (Literal translation)
3. Aku akan tetap di sini (Free translation)
Another theory based on Larson (1984 : 15) states that there are two main
kinds of translations.
1. Form-based translations.
Form-based translations attempt to follow the form of the source language
and are known as literal translations. If the two languages are related, the literal
translation can often be understood, since the general grammatical form may be
similar. However, the literal choice of lexical items makes the translation sound
foreign.
2. Meaning-based translation.
Meaning-based translation makes every effort to communicate the
meaning of the source language text in the natural forms of the receptor language.
Idiomatic translation uses the natural form of the receptor language, both
in the grammatical constructions and in the choice of lexical items. A truly
idiomatic translation does not sound like a translation. It sounds like it is written
originally in the receptor language. The translator’s goal should be to reproduce in
the receptor language a text which communicates the same message as the source
language but use the natural grammatical and lexical choices of the receptor
language, his goal is an idiomatic translation.
Newmark (1995:45), distinguishes several kinds of translation. They are:
1. Word-for-word translation
This is often demonstrated as interlinear translation, with the TT
immediately below the ST words. The ST word-order is preserved and the words
translated singly by their most common meanings, out of context. Cultural words
are translated literally. The main use of word-for-word translation is either to
understand the mechanics of the source language or to construe a difficult text as a
pre-translation process.
2. Literal translation
The ST grammatical constructions are converted to their nearest TT
equivalents but the lexical words are again translated singly, out of context. As a
pre-translation process, this indicates the problems to be solved.
3. Faithful translation
A faithful translation attempts to reproduce the precise contextual meaning
of the original within the constraints of the TT grammatical structures. It
‘abnormality’ (deviation from ST norms) in the translation. It attempts to be
completely faithful to the intention and the text-realization of the ST writer.
4. Semantic translation
Semantic translation differs from ‘faithful translation’ only as far as it
must take more account of the aesthetic value of the ST, compromising on
‘meaning’ where appropriate so that no assonance, word-play or repetition jars in
the finished version. Further, it may translate less important cultural words by
culturally neutral third or functional terms but not by cultural equivalents and it
may make other small concessions to the readership.
5. Adaptation
This is the ‘freest’ form of translation. It is used mainly for plays
(comedies) and poetry; the themes, characters, plots are usually preserved, the ST
cultures converted to the TT culture and the text rewritten.
6. Free translation
Free translation reproduces the matter without the manner, or the content
without the form of the original. Usually it is a paraphrase much longer than the
original, a so-called ‘intralingual translation’, often prolix and pretentious, and not
translation at all.
7. Idiomatic translation
Idiomatic translation reproduces the ‘message’ of the original but tends to
distort nuances of meaning by preferring colloquialisms and idioms where these
8. Communicative translation
Communicative translation attempts to render the exact contextual
meaning of the original in such a way that both content and language are readily
acceptable and comprehensible to the readership.
2.5 Equivalence in Translation.
When translating some words in SL into TL, sometimes translator finds it
difficult to find the words in TL that have the same meaning with the words in SL.
This happen because not every word in one language can be translated into
another. As the way to solve it, translator must modify his translation by using
another word in TL that equivalence with the words in SL so the reader of the
translation in TL can understand more what the original author want to tell.
Translator has to have deep knowledge about both language, SL and TL, in order
to find the equivalence words. It is important thing to do to make sure the message
from original author in SL can be delivered and transferred correctly in the
translation using TL.
Nida (Venuti, 2000:133) states that it is not easy to produce a completely
natural translation, especially if the original writing is good literature, precisely
because truly good writing intimately reflects and effectively exploits the total
idiomatic capacities and special genius of the language in which the writing is
done. A translator must therefore not only contend with the special difficulties
resulting from such an effective exploitation of the total resources of the source
language, but also seek to produce something relatively equivalent in the receptor
Nida (Venuti, 2000 : 134) explains about two types of equivalence in
translation, which are :
a. Formal Equivalence.
Formal equivalence translation basically source-oriented; that is, it is
designed to reveal as much as possible of the form and content of the
original message. In doing so, a formal equivalence attempts to reproduce
several formal elements, including: (1) grammatical units, (2) consistency
in word usage, and (3) meanings in terms of the source context. Nida also
calls this type of translation a ‘gloss translation’, which aims to allow the
reader to understand as much as the ST context as possible. The translator
attempts to reproduce as literally and meaningfully as possible the form
and content of the original. A gloss translation of this type is designed to
permit the reader to identify himself as fully as possible with a person in
the source-language context, and to understands as much s he can of the
costumes, manner of thought, and means of expression.
Nida (Mcguire, 1991 : 26) states that Formal Equivalence focuses attention
on the message itself, in both form and content. In such a translation one is
concern with such correspondences as poetry to poetry, sentence to
sentence, and concept to concept.
b. Dynamic Equivalence.
A Dynamic Equivalence translation may be described as one concerning
which a bilingual and bicultural person can just justifiably say, “That is
just the way we would say it”. In Dynamic Equivalence translation the
toward the receptor response. One way of defining a Dynamic Equivalence
translation is to describe it as “the closest natural equivalent to the
source-language message.” This type of definition contains three essential items:
(1) equivalent, which points toward the source-language message, (2)
natural, which points toward the receptor language, and (3) closest, which
binds the two orientations together on the basis of the highest degree of
approximation.
2.6 Untranslatability.
Untranslatability is a property of a text or of any utterance, in one
language, for which no equivalent text or utterance can be found in another
language. Contrary to popular belief, words are not either translatable or
untranslatable. They are only words, and these words are more or less hard
translate depending on their nature and the translator’s skills. Quite often, a text or
utterance that is considered to be “untranslatable” is actually a lacuna, or lexical
gap, that is to say that there is no one-to-one equivalence between the word,
expression or turn of phrase in the source language and another word, expression
or turn of phrase in the target language. A translator, however, can resort to a
number of translation procedures to compensate. (www.axistranslation.com)
Catford distinguishes two types of untranslatability, which he terms (1)
linguistics and (2) cultural (McGuire, 1991:32).
1. On the linguistics level, untranslatability occurs when there is no lexical or
It is called as linguistic untranslatability, because of the failure to find a
TT equivalent is due entirely to differences between the ST and the TT.
2. Cultural untranslatability occurred due to the absence in the ST culture of
CHAPTER III
PASSIVE VERBS IN ENGLISH AND BAHASA INDONESIA
3.1 Passive Verbs in English.
In English, the subject in sentences with a passive verb does not do
anything, instead something happens to it. The form of English passive verbs
always contain part of the auxiliary be (is, am, are, was, etc) and a past participle
or verb 3.
Ex : The man is taken into custody.
It can be seen that the auxiliary be of is and the past participle of take are
becoming the part of the passive sentences.
However, passive verbs phrases can also be formed with the auxiliary verb
get, called the get-passive.
Ex : It’s all about the man who got left behind in his old days.
It is already said that the form of passive verbs always consist of two parts
which are auxiliary be (is, am, are, was, etc) and past participle or verb 3. So, the
changing of the passive verbs form are based on the tenses because the auxiliary
be will be changed if the tenses in the passive voice is changed.
Here are some examples of passive verbs form based on the tenses.
1. Simple Present Tense.
Jonathan is taught by Kate.
2. Present Continuous Tense.
Jonathan is being taught by Kate.
Jonathan has been taught by Kate.
4. Simple Past Tense.
Jonathan was taught by Kate.
5. Past Continuous Tense.
Jonathan was being taught by Kate.
6. Past Perfect Tense.
Jonathan had been taught by Kate.
7. Simple Future Tense.
Jonathan will be taught by Kate.
Most of passive voice verbs are easy to identify. However, sometimes
words look like passive verbs, but are actually predicative adjectives describing a
state or quality. For example :
We are delighted with the result.
I ought to be excited.
These participial adjectives function as subject predicatives. They are
usually gradable and can be modified by very (Biber, 2002 : 167).
Passive verbs can occur as either short or long passives. In short passives
(also called agentless passive) the agent is not specified, ex ; Turbofan and
turboprop engine are then discussed in turn. Long passives contain a by-phrase
which, in typical cases, specifies the agent of the action, ex ; The proposal was
approved by the Project Coordinating team (Biber, 2002 : 166).
However, in English there are also some verbs that can’t be changed into
there are some verbs cannot be passives. Here are some common ones : happen,
occur, become, exist, go, arrive, fall, die.
3.1.1 The Use of Passive Verbs.
Passive verbs are often used in writing, whether in writing business letter
or documents, academic prose or paper, and in constructing article or news etc,
rather than in conversation. In this kind of writing the human actor/agent/subject
is not important. So, the passive voice is useful : it reduces the importance of the
agent noun phrase by putting it in a by-phrase or not mentioning at all. The main
focus of the sentence is the passive verb, not the subject. In writing news, the
using of passive verbs in passive voice is to make the agent less prominent (Biber,
2002 : 168). It is because often the main focus of the news is not the subject but
the event or action that involves a person or institution.
3.2 Passive Verbs in Bahasa Indonesia.
Alwi and friends (2003 : 130) state that “Verba aktif transitif yang berprefiks meng-, baik dalam kombinasinya dengan prefiks lain maupun tidak, dapat diubah menjadi bentuk pasif dengan mengganti prefiks meng- dengan prefiks di-.”
In Bahasa Indonesia, active verbs with prefiks meng- can be changed into passive form by changing the prefiks meng- into prefiks di-.
Examples :
1. Tuti memakai baju baru malam ini.
Tuti is wearing a new dress tonight. 2. Baju baru dipakai oleh Tuti malam ini.
Alwi and friends (2003 : 130) also state that “Verba yang berprefiks ter- pada umumnya erat berkaitan dengan verba yang berprefiks di-. Pembentukan dengan ter- juga produktif karena pada umumnya verba transitif yang berprefiks meng- bisa diubah menjadi verba dengan ter-.
Usually, active verb with prefiks meng- can also be changed into passive form by changing prefiks meng- with prefiks ter-.
Examples :
membawa dibawa terbawa
1. Ayah membawa koran itu ke kantor tadi pagi.
Father brought that newspaper to his office this morning. 2. Koran itu dibawa oleh ayah ke kantor tadi pagi.
That newspaper was brought by father to his office this morning. 3. Koran itu terbawa oleh ayah ke kantor tadi pagi.
That newspaper was brought by father to his office this morning.
Ada tiga jenis kata kerja pasif. Kata kerja pasif diri pertama, kedua dan ketiga. Kata kerja pasif diri pertama ialah kata kerja pasif yang berimbuhan ku-. Contohnya: kuangkat, kuatasi, kuberikan, kupercepat, kupelajari, dan kupersilakan. Kata kerja pasif diri kedua ialah yang berimbuhan ka-. Contohnya: kauangkat, kauatasi, kauberikan, kaupercepat, kaupelajari, dan kaupersilakan. Kata kerja pasif diri ketiga ialah yang berimbuhan di-. Contohnya: diangkat, diatasi, diberikan, dipercepat, dipelajari, dan dipersilakan.
(www.tatabahasabm.tripod.com)
There are three types of passive verbs in Bahasa Indonesia, they are first,
second, and third pronoun passive verb. First pronoun passive verb is using
prefiks ku-. Second pronoun passive verb is using prefiks ka-. And the third
CHAPTER IV
METHODOLOGY OF RESEARCH
4.1 Research Method.
In this analysis the library research method is used. As quoted from
Nawawi (1993:30) “Penelitian kepustakaan dilakukan dengan cara menghimpun data dari berbagai literature baik di perpustakaan maupun tempat-tempat lain”.
Library research is done by collecting the data from any kinds of source in the
library or any other places.
All the information about passive verbs from linguistic books, internet,
dictionary and any other source is used.
4.2 Data Collecting Method.
The source of the data is the novel Harry Potter and the Deathly Hallows
and its translation. The original novel consists of 36 chapters and 607 pages while
its translation also consists of 36 chapters and 999 pages. In collecting the data
written method is used. The data are sentences that contain passive verbs in the
novel and its translation. All the data that can be collected are 712 data of passive
verbs. Purposive sampling method is used in taking the sample for the data
analysis of passive verbs.
Purposive sampling is done by taking subject not based on strata, random
or regional but based on several purposes and reasons as the limited of time, effort
and budget for taking the bigger, wider and more sample.
4.3 Data Analysis Method.
In the analysis, a descriptive method is used. As quoted from Nawawi (1993:63): “Metode deskriptif dapat diartikan sebagai prosedur pemecahan masalah yang diselidiki dengan menggambarkan / melukiskan keadaan subyek / obyek penelitian (seseorang, lembaga, masyarakat, dll) pada saat sekarang berdasarkan fakta-fakta yang tampak atau sebagaimana adanya”.
Descriptive method is a way in solving a problem by describing the facts
of subject/object of the research as the way they are.
Followings are the procedure used in analyzing. They are:
1. Reading the original novel Harry Potter and The Deathly Hallows by J.K. Rowling.
2. Reading the translation product of the original novel done by Listiana
Srisanti
3. The next step is identifying the passive verbs data in ST, underline it
and then find out the translation in the translation product.
4. After all the data have been collected, then classifying and analysing
the data and its translation.
5. Calculating the data to find the most dominant equivalence by using
Butler’s Educational Statistic (1985) in percentage :
Passive verbs equivalence = n x 100% (analyzed in percentage)
∑ n
∑ n = total number of passive verbs translated
CHAPTER V
ANALYSIS OF THE EQUIVALENCE OF PASSIVE VERBS IN J.K. ROWLING’S “HARRY POTTER AND THE DEATHLY HALLOWS” AND ITS TRANSLATION INTO “HARRY POTTER DAN RELIKUI KEMATIAN”
BY LISTIANA SRISANTI
5.1 Data Findings.
The data of passive verbs are collected from the novel Harry Potter and
The Deathly Hallows and its translation Harry Potter dan Relikui Kematian. The total of passive verbs data that found is 712. From all the data there are 4 types of
passive verb that can be found in the ST.
Types of Passive Verb SUM
Passive verbs based on tenses 502
Passive verbs without to be 149
Passive verbs with auxiliary verb 56
Passive verbs with get form 5
712
5.2 Formal Equivalence.
The translation of passive verbs below are exactly like the one in the
dictionary. Here I use the English – Indonesian dictionary by Shadily. Because
formal equivalence attempts to retain the language forms of the original as much
5.2.1 Formal Equivalence of Passive Verbs Based on Tenses.
1. ST : The lane was bordered on the left by wild, low-growing brambles, on the
right by a high, neatly manicured hedge. (Page 9)
TT : Jalan kecil itu tumbuh di sebelah kirinya dibatasi semak rendah yang tumbuh liar, di sebelah kanannya oleh pagar tanaman tinggi yang
terpangkas rapi. (Page 11)
Passive verb was bordered is translated into dibatasi.
2. ST : As their eyes grew accustomed to the lack of light, they were drawn
upward to the strangest feature of the scene. (Page 10)
TT : Setelah mata mereka menyesuaikan diri dengan keadaan cahaya,
pandangan mata mereka tertarik ke atas, ke pemandangan yang paling aneh. (Page 13)
Passive verb were drawn is translated into tertarik.
3. ST : Apparently fearful that they themselves would be scorched by the
ferocity of the gaze. (Page 11)
TT : Rupanya takut mereka akan terbakar oleh kegarangan pandangan itu.
(Page 14)
Passive verb be scorched is translated into terbakar.
4. ST : “The Order is eschewing any of transport that is regulated by the
Ministry.” (Page 13)
TT : “Orde menghindari segala bentuk transportasi yang diatur oleh Kementrian.” (Page 18)
5. ST : “I have been careless, and so have been thwarted by luck and chance.”
(Page 13)
TT :“Selama ini aku ceroboh, jadi, aku digagalkan oleh keberuntungan dan
kesempatan.” (Page 18)
Passive verb have been thwarted is translated into digagalkan.
6. ST : His school and Quidditch robes, cauldron, parchment, quills, and most of
his textbook were piled in a corner. (Page 20)
TT : Jubah sekolah dan jubah Quidditchnya, kuali, perkamen, pena-bulu, dan
sebagian besar buku pelajarannya ditumpuk di sudut. (Page 30) Passive verb were piled is translated into ditumpuk.
7. ST : Dumbledore’s triumph, and its consequences for the wizarding world, are
considered a turning point in magical history. (Page 24)
TT : Kemenangan Dumbledore dan konsekuensinya untuk dunia sihir,
dianggap titik balik dalam sejarah sihir. (Page 36) Passive verb are considered is translated into dianggap.
8. ST : Her nine-hundred page book was completed a mere four weeks after
Dumbledore’s mysterious death in June. (Page 26)
TT : Bukunya yang setebal sembilan ratus halaman diselesaikannya hanya
empat minggu setelah kematian misterius Dumbledore bulan Juni lalu.
(Page 40)
Passive verb was completed is translated into diselesaikannya.
9. ST : ”You are being offered serious protection, the best there is.” (Page 33)
TT : “Kalian ditawari perlindungan serius, yang paling baik di antara yang
Passive verb being offered is translated into ditawari.
10. ST : “We think the Ministry has been infiltrated.” (Page 34)
TT : “Kami berpendapat Kementrian telah disusupi.” (Page 53)
Passive verb been infiltrated is translated into disusupi.
11. ST : Aunt Petunia, whose face had been buried in her handkerchief, looked
around at the sound. (Page 40)
TT : Bibi Petunia yang wajahnya terbenam dalam saputangannya, menoleh
mendengar suara itu. (Page 63)
Passive verb been buried is translated into terbenam.
12. ST : Long ago, when he had been left alone while the Dursley went out to
enjoy themselves, the hours of solitude had been a rare treat. (Page 42)
TT : Dulu, kalau dia ditinggalkan sendirian selama keluarga Dursley
bersenang-senang, saat-saat sendirian seperti ini adalah saat-saat menyenangkan yang jarang terjadi. (Page 66)
Passive verb been left is translated into ditinggalkan.
13. ST : “Yeah thirteen of us against one bloke who’s not allowed to magic;
we’ve got no chance,” said Fred. (Page 47)
TT : “Yeah, kami bertiga belas lawan satu cowok yang tak diizinkan
menggunakan sihir; kami tak punya kesempatan,” kata Fred. (Page 73) Passive verb is not allowed is translated into tak diizinkan.
14. ST : Hermione had already been helped up on to a great, black Thestral by
Kingsley. (Page 50)
TT : Hermione sudah dibantu Kingsley naik ke punggung Thestral besar
Passive verb been helped is translated into dibantu.
15. ST : And then, out of nowhere, out of nothing, they were surrounded. (Page
51)
TT : Dan kemudian, mendadak saja, mereka sudah dikepung. (Page 81) Passive verb were surrounded is translated into dikepung.
16. ST : One of his fellows slowed up to save him, but they and the airborne wall
were swallowed by darkness as Hagrid leaned low over the handlebars and
sped up. (Page 53)
TT : Salah satu temannya melambatkan terbangnya untuk menyelamatkannya, namun mereka dan tembok melayang itu ditelan kegelapan ketika Hagrid
membungkuk di atas pegangan motor dan mempercepat lajunya. (Page 83) Passive verb were swallowed is translated into ditelan.
17. ST : His missing tooth had been regrown. (Page 58)
TT : Giginya yang tanggal sudah ditumbuhkan kembali. (Page 92) Passive verb been regrown is translated into ditumbuhkan kembali.
18. ST : “Death Eaters, loads of them – we were chased – “ (Page 59)
TT : “Pelahap Maut, banyak sekali – kami diburu –“ (Page 93) Passive verb were chased is translated into diburu.
19. ST : “Hagrid said you were ambushed.” (Page 60)
TT : “Hagrid mengatakan kalian disergap.” (Page 94)
Passive verb were ambushed is translated into disergap. 20. ST : “We’ve been betrayed.” (Page 63)
TT : “Kita telah dikhianati.” (Page 99)
21. ST : “We must decide ‘ow you will be disguised, ‘Arry,” said Fleur, once
everyone had pudding. (Page 80)
TT : “Kita harus memutuskan bagaimana kau harus disamarkan, ‘Arry,” kata
Fleur, setelah semua memakan puding mereka. (Page 128) Passive verb be disguised is translated into disamarkan.
22. ST : “That was decided months ago.” (Page 84)
TT : “Itu sudah diputuskan berbulan-bulan lalu.” (Page 134) Passive verb was decided is translated into diputuskan.
23. ST : The yard had been swept. (Page 92)
TT : Halaman telah disapu. (Page 148)
Passive verb been swept is translated into disapu. 24. ST : The nearby garden had been pruned. (Page 92)
TT : Kebun di sebelahnya telah dipangkas. (Page 148)
Passive verb been pruned is translated into dipangkas.
25. ST : Ron’s splutter was interrupted by the opening of a door on the first floor
landing. (Page 98)
TT : Jawaban gugup Ron terpotong oleh terbukanya pintu di bordes pertama.
(Page 159)
Passive verb was interrupted is translated into terpotong.
26. ST : “That law was created to stop wizards passing on Dark artifacts,” said
Hermione. (Page 105)
TT : “Undang-Undang itu dibuat untuk mencegah penyihir mewariskan
27. ST : Outside in the garden, over the dinner tables, the three objects Srimgeour
had given them were passed from hand to hand. (Page 111)
TT : Di luar di kebun, di sekeliling meja makan, ketiga benda yang diberikan
Scrimgeour kepada mereka diedarkan dari tangan ke tangan. (Page 181) Passive verb were passed is translated into diedarkan.
28. ST : Hagrid, who was invited to the wedding the following day, but was too
far too bulky to sleep in the overstretched Burrow, left to set up a tent for
himself in a neighbouring field. (Page 111)
TT : Hagrid, yang diundang ke pernikahan hari berikutnya, tetapi terlalu besar sosoknya untuk tidur di dalam the Burrow yang sudah penuh sesak,
pergi untuk mendirikan tenda baginya sendiri di padang terbuka tak jauh dari situ. (Page 181)
Passive verb was invited is translated into diundang.
29. ST : The supporting poles were entwined with white and gold flowers. (Page
115)
TT : Tiang-tiang penyangga dililit bunga-bunga putih dan keemasan. (Page 188)
Passive verb were entwined is translated into dililit.
30. ST : By the time they had reached the other side of the marquee, most of the
tables were occupied. (Page 122)
TT : Saat mereka tiba di sisi lain tenda, sebagian besar meja sudah terisi.
(Page 200)
Passive verb were occupied is translated into terisi.
TT : “Squibs biasanya dikirim ke sekolah-sekolah Muggle.” (Page 211) Passive verb were shipped is translated into dikirim.
32. ST : “They were encouraged to integrate into the Muggle community.” (Page
130)
TT : “Mereka didorong untuk berintegrasi ke dalam komunitas Muggle.”
(Page 211)
Passive verb were encouraged is translated into didorong. 33. ST : A cry that was echoed on all sides. (Page 134)
TT : Seruan yang digemakan di segala jurusan. (Page 219) Passive verb was echoed is translated into digemakan.
34. ST : “Well, as long as it doesn’t get them into trouble, though they might’ve
been arrested already.” (Page 137)
TT : “Yah, asal tidak membuat mereka dalam bahaya, meskipun mereka
mungkin malah sudah ditangkap.” (Page 224) Passive verb been arrested is translated into ditangkap.
35. ST : “Don’t you think they might wonder what’s happened if they wake up
and find themselves in a place that looks like it’s just been bombed?”
(Page 139)
TT : “Tidakkah kau berpikir mereka mungkin bertanya-tanya apa yang telah terjadi jika mereka terbangun dan ternyata berada di tempat yang
36. ST : Once the café was restored to its previous condition, they heaved the
Death Eaters back into their booth and propped them up facing each other.
(Page 140)
TT : Setelah kafe dikembalikan ke keadaannya semula, mereka mengangkat kedua Pelahap Maut ke meja mereka dan mendudukkannya berhadapan.
(Page 228)
Passive verb was restored is translated into dikembalikan.
37. ST : Checking every few yards that they were not being observed. (Page 141)
TT : Mengecek setiap beberapa meter bahwa mereka tidak diawasi. (Page 230)
Passive verb being observed is translated into diawasi.
38. ST : Evidently Sirius’s room had been searched too. (Page 148)
TT : Kentara sekali kamar Sirius juga sudah digeledah. (Page 242)
Passive verb been searched is translated into digeledah.
39. ST : Had it simply been lost in the sixteen years that had elapsed since it had
been written? (Page 151)
TT : Apakah memang hilang dalam rentang waktu enam belas tahun sejak
surat itu ditulis? (Page 246)
Passive verb been written is translated into ditulis.
40. ST : The Black family crest was painstakingly painted over the bed, along
with its motto, Toujurs Pur. (Page 155)
TT : Lambang keluarga Black dengan cermat dilukis di atas tempat tidur,
41. ST : “Kreacher was told to come home, so Kreacher came home.” (Page 161)
TT : “Kreacher disuruh pulang, maka Kreacher pulang.” (Page 263) Passive verb was told is translated into disuruh.
42. ST : “Wizarding wills are examined by the Ministry, remember?” (Page 166)
TT : “Surat wasiat para penyihir diperiksa oleh Kementrian, ingat?” (Page
271)
Passive verb are examined is translated into diperiksa.
43. ST : “He has been replaced by Pius Thicknese, who is under the Imperius
Curse.” (Page 171)
TT : “Dia digantikan oleh Pius Thicknese, yang di bawah Kutukan Imperius.”
(Page 278)
Passive verb been replaced is translated into digantikan.
44. ST : “Muggle-borns are being rounded up as we speak.” (Page 172)
TT : “Para kelahiran-Muggle sedang ditangkapi sementara kita bicara ini.”
(Page 280)
Passive verb being rounded up is translated into ditangkapi. 45. ST : “That was announced yesterday.” (Page 173)
TT : “Itu diumumkan kemarin.” (Page 281)
Passive verb was announced is translated into diumumkan.
46. ST : The tiny number of people who henceforth knew of Ariana’s existence
could be counted upon to keep the secret. (Page 179)
TT : Sejumlah kecil orang yang sampai sejauh itu mengetahui keberadaan
47. ST : “Severus Snape, long-standing Potions master at Hogwarts School of
Witchcraft and Wizardry, was today appointed Headmaster in the most
important of several staffing changes at the ancient school.” (Page 186)
TT : “Severus Snape, yang sudah lama menjabat sebagai guru Ramuan di Sekolah Sihir Hogwarts, hari ini diangkat sebagai kepala sekolah, dalam
perubahan paling penting beberapa staf di sekolah yang sudah lama berdiri ini.” (Page 302)
Passive verb was appointed is translated into ditunjuk.
48. ST : They had tailed Ministry workers on their way in, eavesdropped on their
conversations and learned by careful observations which of them could be
relied upon to appear, alone, at the same time everyday. (Page 190)
TT : Mereka telah membuntuti pegawai-pegawai Kementrian yang akan
masuk, mencuri dengar percakapan mereka dan tahu, dari pengamatan yang teliti, siapa di antara mereka yang bisa diandalkan untuk muncul, sendirian, pada saat yang sama setiap hari. (Page 308)
Passive verb be relied is translated into diandalkan.
49. ST : After the usual brief spell of darkness and near suffocation, Harry found
himself in the tiny allaeyway where the first phrase of their plan was
scheduled to take place. (Page 194)
TT : Setelah sesaat dalam kegelapan dan mengalami sesak napas yang biasa,
Harry mendapati dirinya berada di jalan kecil, tempat pertama rencana mereka dijadwalkan akan dilaksanakan. (Page 316)
