ii v T C A R T S B A ir S h u l a G a ti n A , ir a s p a
H .2014 . Strategie sto Translate Transiitve Verb sin e c n e d n e p e d n I r o f e l g g u r t S s ’ a i s e n o d n I d n a a il a r t s u A s ’ d i e R y n o h t n
A .Yogyakatra :
. y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E y b d e r e t s a m e b o t t n a tr o p m i e r a s e i g e t a rt s n o it a l s n a r
T learner so fEngilsh
e h T . n o it a l s n a rt n r a e l o h w e s o h t r o f y ll a i c e p s e , ) L F E ( e g a u g n a L n g i e r o F a s a e d e e n e r a s e i g e t a rt
s dt oachievegood rtanslaitonproducts .Howeve,rt hes rtategie s n o it a l s n a rt f o t i n u h c a e e t a l s n a rt o t d e s
u were dfiferent from each other .Thi s e h t n o d e s u c o f y d u t
s analysi so fword sast he uni to f rtanslaiton ,speci ifcally no f o s i s y l a n a e h
t rtansiitve verbs .The biilngua lbook Austra ila and Indonesia’ s e c n e d n e p e d n I r o f e l g g u r t
S w irtten byAnthony Reid ( 2005 )wa schosen t o bet he t i e c n i s t c e j b u s h c r a e s e
r consisted o fsuf ifcien tdata to conduc tthi sstudy .Thi s b r e v e h t e r a p m o c o t r e ti r w e h t d e l b a n e k o o
b s i n Engilsh and Indonesian and t o .s e i g e t a rt s e h t e z y l a n a s b r e v e v it i s n a rt e t a l s n a rt o t d e s u s e i g e t a rt s e h t e z y l a n a o t d e m i a y d u t s s i h T . d e t a l u m r o f e r e w s m e l b o r p h c r a e s e r o w T . k o o b l a u g n il i b e h t n
i They were :(1 )
n o d e s a
B rtansiitve verb patterns ,wha taret he Engilsh rtansiitve verb sand t hei r s ’ d i e R y n o h t n A n i n o it a l s n a rt n a i s e n o d n
I Austraila and Indonesia’ sStrugglef o r e c n e d n e p e d n
I ? (2 )Wha tsrtategie sare used to rtanslate the rtansiitve verb sin s
’ d i e
R book?
s a w y d u t s s i h t f o d o h t e m e h
T documen tanalysis .Thefris tchapte rof t he n a m u h e h t e m a c e b r e ti r w e h t e li h w t n e m u c o d e h t e m a c e b k o o b l a u g n il i b . t n e m u rt s n
i Fu trhe,rt het heo ire sbyKolln( 1990 )andNewmark( 1988 )wereused t a p b r e v e v it i s n a rt s ’ n ll o K . s m e l b o r p h c r a e s e r o w t e h t e v l o s o
t tern s(1990 )were
s ’ k r a m w e N . k o o b l a u g n il i b e h t n i d n u o f s b r e v e v it i s n a rt f o t s il a t u o d n if o t d e s u d e s u s e i g e t a rt s e h t e z y l a n a o t r e d r o n i d e y o l p m e e r e w ) 8 8 9 1 ( s e i g e t a rt s n o it a l s n a rt . s b r e v e v it i s n a rt e h t e t a l s n a rt o t , s i s y l a n a e h t n o d e s a
B there were 170 rtansiitve verb sidenit ifed wtih d e r r u c c o s b r e v e v it i s n a rt e h T . s n r e tt a p b r e v e v it i s n a
rt in the book employed
4 d n a , 2 , 1 s n r e tt a p s ’ n ll o
K .The second ifnding wa son rtanslaiton srtategies . e v if y l n o e r e w e r e h
T ou to ftwenty one srtategie sproposed by Newmark .The ,l a r e ti l e r e w k o o b l a u g n il i b e h t n i s b r e v e v it i s n a rt e t a l s n a rt o t d e s u s e i g e t a rt s , n o it i s o p s n a rt , e s a r h p a r a
p naturailzaiton ,andsynonymy .
: s d r o w y e
ii i v K A R T S B A ir S h u l a G a ti n A , ir a s p a
H .2014 . Strategie sto Translate Transiitve Verb sin e c n e d n e p e d n I r o f e l g g u r t S s ’ a i s e n o d n I d n a a il a r t s u A s ’ d i e R y n o h t n
A .Yogyakatra :
i d u t S m a r g o r
P PendidikanBahasaI ngg irs ,Universtia sSanataDharma.
i d n a d i r a j a l e p i d k u t n u g n it n e p t a g n a s n a h a m e jr e n e p i g e t a rt
S pahami oleh
. n a h a m e jr e t u m li r a j a l e b g n a y a k e r e m i g a b a m a t u r e t , s ir g g n I a s a h a b r a j a l e b m e p i g e t a rt
S -srtateg itersebu tdipelrukan untuk mendapatkan hasi ltejremahan yang t
a p e
t .Seitap uni ttejremahan bisa dtiejremahakan dengan srtateg iyang berbeda . t i n u u t a s h a l a s i a g a b e s f it i s n a rt a jr e k a t a k s i s il a n a a d a p n a k s u k o fi d i n i n a it il e n e P l u d u jr e b l a u g n il i b u k u b h a l a d a i n i n a it il e n e p m a l a d k e j b u S . n a h a m e jr e
t Austraila
r o f e l g g u r t S s ’ a i s e n o d n I d n
a Independence yang dtiuil s oleh Anthony Reid )
5 0 0 2
( . uB ku i n idipiilh karenabiilngua lsehinggapenuil sdapa tmembandingkan i g e t a rt s s i s il a n a g n e m a tr e s s ir g g n I a s a h a b n a d a i s e n o d n I a s a h a b m a l a d a jr e k a t a k a y n n a h a m e jr e n e p . g n e m k u t n u n a u j u tr e b i n i n a it il e n e
P anailsi ssrtategi-srtateg ipenejremahan g n a y h a l a s a m n a s u m u r a u d a d A . t u b e s r e t u k u b m a l a d i d f it i s n a rt a jr e k a t a k ) 1 ( u ti a y , i n i n a it il e n e p m a l a d n a k u j a i
d Berdasarkan pola katakejra rtanstifi ,apa a
j a
s katakejra rtansitit fdan t ejremahanya dalam buku Austraila and I ndonesia’ s e c n e d n e p e d n I r o f e l g g u r t
S ? (2 ) Srtategi-srtateg i apa yang digunakan untuk u k u b m a l a d f it i s n a rt a jr e k a t a k n a k h a m e jr e n e
m tersebut?
s i s il a n a h a l a d a i n i n a it il e n e p m a l a d n a k a n u g i d g n a y e d o t e
M dokumen .
s i s il a n a i d g n a y n e m u k o
D dalam peneliitan i n iadalah bab satu d ibuku Austraila . e c n e d n e p e d n I r o f e l g g u r t S s ’ a i s e n o d n I d n
a nPe u ilsdalampeneilitani n iberitndak ir o e T . a t a d l u p m u g n e p n e m u rt s n i i a g a b e
s -teor ipendukung dar iKolln (1990 )dan e T . h a l a s a m n a h a c e m e p m a l a d n a k a n u g i d ) 8 8 9 1 ( k r a m w e
N or iKolln digunakan
w e N i r o e t n a d f it i s n a rt a jr e k a t a k i s a k if it n e d i g n e m k u t n
u mark digunakan untuk
s i s il a n a g n e
m srtateg ipenejremahankatakejra rtansiit fd idalambukut ersebut . g n a y f it i s n a rt a jr e k a t a k 0 7 1 n a k u m e ti d , s i s il a n a l i s a h n a k r a s a d r e B fi t n e d ii
d ikas idenganpolakatakejra rtanstifi.Polat ersebu tadalahpola1 ,2 ,dan4 . Srtateg ipenejremahan kata kejra rtanstifijuga dtiemukan dalam buku tersebut .
5 a d
A srtateg idar i2 1 srtateg ipenejremahan dalam teor iNewmark .Srtategi -h a l a d a t u b e s r e t i g e t a rt
s ltieral ,parafrase ,rtansposisi ,naturailsasi ,dansinonim.
i c n u k a t a
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i S B R E V E V I T I S N A R T E T A L S N A R T O T S E I G E T A R T S S ’ D I E R Y N O H T N A N
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n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e D :l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U s ’ d i e R y n o h t n A n i s b r e V e v it i s n a r T e t a l s n a r T o t s e i g e t a r t
S Austraila
e c n e d n e p e d n I r o f e l g g u r t S s ’ a i s e n o d n I d n a n a k ir e b m e m a y a s n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a l a a tr e s e b , n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m u a t a t e n r e t n I i d a y n n a k i s a k il b u p m e m n a d , s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a d a y a s i r a d n ij i a t n i m e m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m a p e k i tl a y o r n a k ir e b m e m n u p u a
m dasayaselamat etap mencantumkan namasaya .s il u n e p i a g a b e s . a y n r a n e b e s n a g n e d t a u b a y a s i n i n a a t a y n r e p n a i k i m e D a tr a k a y g o Y i d t a u b i D : l a g g n a t a d a
ii v T C A R T S B A ir S h u l a G a ti n A , ir a s p a
H .2014 . Strategie sto Translate Transiitve Verb sin e c n e d n e p e d n I r o f e l g g u r t S s ’ a i s e n o d n I d n a a il a r t s u A s ’ d i e R y n o h t n
A .Yogyakatra :
. y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E y b d e r e t s a m e b o t t n a tr o p m i e r a s e i g e t a rt s n o it a l s n a r
T learner so fEngilsh
e h T . n o it a l s n a rt n r a e l o h w e s o h t r o f y ll a i c e p s e , ) L F E ( e g a u g n a L n g i e r o F a s a t c u d o r p n o it a l s n a rt d o o g e v e i h c a o t d e d e e n e r a s e i g e t a rt
s s .Howeve,rt hes rtategie s
n o it a l s n a rt f o t i n u h c a e e t a l s n a rt o t d e s
u were dfiferent from each other .Thi s e h t n o d e s u c o f y d u t
s analysi so fword sast he uni to f rtanslaiton ,speci ifcally no f o s i s y l a n a e h
t rtansiitve verbs .The biilngua lbook Austra ila and Indonesia’ s e c n e d n e p e d n I r o f e l g g u r t
S w irtten byAnthony Reid ( 2005 )wa schosen t o bet he u s h c r a e s e
r bjec tsince i tconsisted o fsuf ifcien tdata to conduc tthi sstudy .Thi s o t d n a n a i s e n o d n I d n a h s il g n E n i s b r e v e h t e r a p m o c o t r e ti r w e h t d e l b a n e k o o b .s e i g e t a rt s e h t e z y l a n a s b r e v e v it i s n a rt e t a l s n a rt o t d e s u s e i g e t a rt s e h t e z y l a n a o t d e m i a y d u t s s i h T . d e t a l u m r o f e r e w s m e l b o r p h c r a e s e r o w T . k o o b l a u g n il i b e h t n
i They were :(1 )
n o d e s a
B rtansiitve verb patterns ,wha taret he Engilsh rtansiitve verb sand t hei r t a l s n a rt n a i s e n o d n
I ion i n Anthony Reid’ sAustraila and Indonesia’ sStrugglef o r e c n e d n e p e d n
I ? (2 )Wha tsrtategie sare used to rtanslate the rtansiitve verb sin s
’ d i e
R book?
s a w y d u t s s i h t f o d o h t e m e h
T documen tanalysis .Thefris tchapte rof t he c o d e h t e m a c e b k o o b l a u g n il i
b umen t whlie the wrtie r became the human . t n e m u rt s n
i Fu trhe,rt het heo ire sbyKolln( 1990 )andNewmark( 1988 )wereused e r e w ) 0 9 9 1 ( s n r e tt a p b r e v e v it i s n a rt s ’ n ll o K . s m e l b o r p h c r a e s e r o w t e h t e v l o s o t s ’ k r a m w e N . k o o b l a u g n il i b e h t n i d n u o f s b r e v e v it i s n a rt f o t s il a t u o d n if o t d e s u e r e w ) 8 8 9 1 ( s e i g e t a rt s n o it a l s n a
rt employedi nordert oanalyzet hesrtategie sused . s b r e v e v it i s n a rt e h t e t a l s n a rt o t , s i s y l a n a e h t n o d e s a
B there were 170 rtansiitve verb sidenit ifed wtih d e r r u c c o s b r e v e v it i s n a rt e h T . s n r e tt a p b r e v e v it i s n a
rt in the book employed
, 2 , 1 s n r e tt a p s ’ n ll o
K and 4 .The second ifnding wa son rtanslaiton srtategies . e v if y l n o e r e w e r e h
T ou to ftwenty one srtategie sproposed by Newmark .The ,l a r e ti l e r e w k o o b l a u g n il i b e h t n i s b r e v e v it i s n a rt e t a l s n a rt o t d e s u s e i g e t a rt s , n o it i s o p s n a rt , e s a r h p a r a
p naturailzaiton ,andsynonymy .
: s d r o w y e
ii i v K A R T S B A ir S h u l a G a ti n A , ir a s p a
H .2014 . Strategie sto Translate Transiitve Verb sin r o f e l g g u r t S s ’ a i s e n o d n I d n a a il a r t s u A s ’ d i e R y n o h t n
A Independence .Yogyakatra :
i d u t S m a r g o r
P PendidikanBahasaI ngg irs ,Universtia sSanataDharma.
i d n a d i r a j a l e p i d k u t n u g n it n e p t a g n a s n a h a m e jr e n e p i g e t a rt
S pahami oleh
. n a h a m e jr e t u m li r a j a l e b g n a y a k e r e m i g a b a m a t u r e t , s ir g g n I a s a h a b r a j a l e b m e p i g e t a rt
S -srtateg itersebu tdipelrukan untuk mendapatkan hasi ltejremahan yang t
a p e
t .Seitap uni ttejremahan bisa dtiejremahakan dengan srtateg iyang berbeda . i n i n a it il e n e
P dfiokuskan padaanailsi skata kejra rtansiit fsebaga isalah satu uni t l u d u jr e b l a u g n il i b u k u b h a l a d a i n i n a it il e n e p m a l a d k e j b u S . n a h a m e jr e
t Austraila
e c n e d n e p e d n I r o f e l g g u r t S s ’ a i s e n o d n I d n
a yang dtiuil s oleh Anthony Reid )
5 0 0 2
( . uB ku i n idipiilh karenabiilngua lsehinggapenuil sdapa tmembandingkan i g e t a rt s s i s il a n a g n e m a tr e s s ir g g n I a s a h a b n a d a i s e n o d n I a s a h a b m a l a d a jr e k a t a k a y n n a h a m e jr e n e p . i g e t a rt s s i s il a n a g n e m k u t n u n a u j u tr e b i n i n a it il e n e
P -srtateg ipenejremahan
u k u b m a l a d i d f it i s n a rt a jr e k a t a
k tersebut .Ada dua rumusan masalah yang ) 1 ( u ti a y , i n i n a it il e n e p m a l a d n a k u j a i
d Berdasarkan pola katakejra rtanstifi ,apa a
j a
s katakejra rtansitit fdan t ejremahanya dalam buku Austraila and I ndonesia’ s e c n e d n e p e d n I r o f e l g g u r t
S ? (2 ) Srtategi-srtateg i apa yang digunakan untuk u k u b m a l a d f it i s n a rt a jr e k a t a k n a k h a m e jr e n e
m tersebut?
s i s il a n a h a l a d a i n i n a it il e n e p m a l a d n a k a n u g i d g n a y e d o t e
M dokumen .
s i s il a n a i d g n a y n e m u k o
D dalam peneilitan i n iadalah bab satu d ibuku Austraila r o f e l g g u r t S s ’ a i s e n o d n I d n
a Independence. nPe u ilsdalampeneilitani n iberitndak ir o e T . a t a d l u p m u g n e p n e m u rt s n i i a g a b e
s -teor ipendukung dar iKolln (1990 )dan n a k a n u g i d n ll o K i r o e T . h a l a s a m n a h a c e m e p m a l a d n a k a n u g i d ) 8 8 9 1 ( k r a m w e N ir o e t n a d f it i s n a rt a jr e k a t a k i s a k if it n e d i g n e m k u t n
u Newmark digunakan untuk
s i s il a n a g n e
m srtateg ipenejremahankatakejra rtansiit fd idalambukut ersebut . g n a y f it i s n a rt a jr e k a t a k 0 7 1 n a k u m e ti d , s i s il a n a l i s a h n a k r a s a d r e B n a g n e d i s a k if it n e d ii
d polakatakejra rtanstifi.Polat ersebu tadalahpola1 ,2 ,dan4 . Srtateg ipenejremahan kata kejra rtanstifijuga dtiemukan dalam buku tersebut .
5 a d
A srtateg idar i2 1 srtateg ipenejremahan dalam teor iNewmark .Srtategi -i s a s il a r u t a n , i s i s o p s n a rt , e s a r f a r a p , l a r e ti l h a l a d a t u b e s r e t i g e t a rt
s ,dansinonim.
i c n u k a t a
x i S T N E M E G D E L W O N K C A s s e l b d n a e c a r g s i H l l a r o f d o G k n a h t
I inggiven t o me .Heha sguidedme
n i y d u t s y m h s i n if o
t the Eng ilsh Language Educaiton Study Program .He ha s
n i s e c n e ir e p x e l u f r e d n o w y n a m e v a h o t e c n a h c a t o g e v a h I t a h t o s e l c a ri m a e d a m . y ti s r e v i n U a m r a h D a t a n a S o t e d u ti t a r g y m s s e r p x e o t e k il d l u o w
I my beloved t hesi sadvisor ,Made . d P . M , d P . S , a il u Y a d i r
F , whoha sguided mei n w iritng myt hesis ,especiallyi n k c a b d e e f l a i c if e n e b e m o s g n i v i
g . Ialsot hankhe rfort hes uppo trs heha sgivenme
. r e t s e m e s t s ri f e h t n i s a w I e c n i
s Al lo fhe radvice and sha irng du irng my study
e m
it wli lalway sbemyi nspriaitont ostudyandworkharder .
d l u o w
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1 CHAPTER I
INTRODUCTION
This chapter is the introduction of this study. It consists of six sections;
namely the research background, research problems, problem limitation, research
objectives, research benefits, and definition of terms. The research background
builds the rationale of the study and presents general aims with a theoretical
starting point. The research problems section formulates the problems to conduct
this study. The limitation limits the scope and focus of this study. The objective
section presents the expected outcomes of this study based on the research
problems. The benefit section provides the contribution of this study to parties
such as EFL learners and future researchers. The last section of this chapter, the
definition of terms, defines the keywords which are used in this research in order
to avoid any misconceptions.
A. Research Background
Translation strategies are important to be mastered by learners of English
as a Foreign Language (EFL), especially for those who learn translation. It is
important because in order to achieve a good translation product the learners must
apply appropriate strategies for each unit of translation. Translation strategies play
a substantial role in achieving equivalent meaning in translating words, clauses,
and sentences as parts of a complete text. EFL learners possibly encounter
replace source language (SL) text with target language (TL) text inappropriately.
As a result, the message transferred from SL to TL will be inaccurate and create
misunderstanding.
It is necessary for EFL learners to apply translation strategies in order to
avoid any inappropriateness in transferring a message from SL to TL. Newmark
(1988: 68-90) suggests some translation strategies to achieve equivalent meaning.
Those strategies are literal translation, transference, naturalization, cultural
equivalent, functional equivalent, descriptive equivalent, synonymy,
through-translation, shift or transposition, modulation, recognized through-translation, translation
label, compensation, compensational analysis, reduction and expansion,
paraphrase, couplets, notes, addition and glosses. Those strategies are commonly
used in translating.
This study is to analyze strategies used to translate verbs. Verbs have very
important role in clauses. Clauses without verbs mean nothing. As Cobbett (1983:
105) states “there can be no sentences, there can be no sense in words, unless
there be a verb.” It means that verbs are important. As the implication, translating
verbs should be appropriate and accurate. Otherwise, the sense or message in the
SL will be misinterpreted when it is translated into TL.
A verb can have multiple meanings, for example, the word have. If it is
put in the clause “They have friendly neighbors in Australia,” that word is
categorized as transitive verb because it is followed by direct object friendly
neighbors. Unlike the clause “Thousands of Indonesian have returned,” the word
have in the clauses are different from each other. Hence, it is important to
consider the context while translating verbs. Otherwise, there will be no exact
meaning.
The writer specifies the strategies of verb analysis on the transitive verbs.
Gerot and Wignell (1995: 56) state “this is interesting since more than 40% of
verbs in the dictionary are listed as being both transitive and intransitive.” Based
on those statements, the writer believes that EFL learners must be able to
differentiate the types of verb. Then, they can grasp the message in clauses in SL.
After that, they can translate the clauses into TL by applying the best strategy for
each clause or even for a word.
This study focuses on a historical book entitled Australia and Indonesia’s
Struggle for Independence (O’Hare & Reid, 2005). This book is bilingual, which
is written in English with the Indonesian translation. This book is about the
struggle of Australia and Indonesia for Indonesia’s independence during the
World War Two. Indonesians, at that time, struggled against Japanese and the
Dutch. Australia, as the neighbor of Indonesia geographically, helped Indonesia to
take its place as an internationally recognized sovereign nation.
The bilingual book Australia and Indonesia’s Struggle for Independence is
chosen to be analyzed in this study since this study focuses on translation.
Moreover, it enables the writer to compare the English and Indonesian transitive
verbs. This book also provides a great deal of application of translation strategies,
to be specific, translating transitive verbs since there are hundreds of transitive
The writer analyzes the translation strategies to translate transitive verbs in
the book Australia and Indonesia’s Struggle for Independence because the book
can eventually become the medium to study in the translation course, especially
translation strategies. The writer believes that by learning and understanding the
concept of translation strategies, specifically for transitive verbs, EFL learners can
produce meaningful, accurate, and appropriate translation product. This study will
give further data on the English transitive verbs and their Indonesian translation,
and the strategies applied to translate them.
B. Research Problems
Based on the study background, the writer formulates the problems as
follows.
1. Based on transitive verb patterns, what are the English transitive verbs and
their Indonesian translation in Antony Reid’s Australia and Indonesia’s
Struggle for Independence?
2. What strategies are used to translate the transitive verbs in Reid’s book?
C. Problem Limitation
The writer limits the discussion in order to focus on two research
problems. First, the writer discusses the English transitive verbs and their
translation in Indonesian language by considering the English transitive clause
translating those transitive verbs based on the strategies proposed by Newmark
(1988).
The clauses that consist of transitive verbs will be the data to be analyzed
in this study. The data will be taken from the first chapter of the bilingual book
which is entitled Australia and Indonesia’s Struggle for Independence. This book
only contains two chapters. Chapter 1 was written by Anthony Reid; It consists of
informative paragraphs while Chapter 2 only consists of pictures arranged by
Martin O’Hare. The methodology used in this study is document analysis.
Therefore, this study is done by analyzing clauses with transitive verbs found in
Chapter 1.
D. Research Objectives
This study has two objectives to be achieved based on the research
problems. The objectives of this research are mentioned as follows.
1. To find out the English transitive verbs and their Indonesian translation in
Anthony Reid’sAustralia and Indonesia’s Struggle for Independence.
2. To identify the translation strategies which are used to translate the transitive
verbs in Reid’s book.
E. Research Benefits
The expected outcomes of this study will contribute to learners of English
as a Foreign Language (EFL) and future researchers. The benefits of this study are
1. For EFL Learners
The findings of this study will be beneficial to EFL learners. EFL learners
can learn how to identify transitive verbs and their translation in a bilingual text.
Moreover, they are also able to learn translation strategies, especially to translate
transitive verbs from English into Indonesian.
2. For Future Researchers
The findings of this study will hopefully be a reference for future
researchers who are interested in identifying and analyzing a translation product.
The researchers can evaluate the acceptability of the transitive verb translation.
Moreover, future researchers can also develop the study by focusing on a broader
unit of translation, such as sentences. The researchers can analyze the translation
strategies which are used to translate sentences consisting of transitive verbs.
F. Definition of Terms
In order to avoid misunderstanding, this section provides practical
definition of terms used in this study. The terms used in this study are defined as
follows.
1. Transitive Verbs
Transitive verbs as defined by Azar (1999: 208) are verbs which followed
by objects. Transitive verbs are the subject of this study. In this study the term
in clauses in the English version of the article in the first chapter of the book
entitled Australia and Indonesia’s Struggle for Independence.
2. Translation Strategies
According to Suryawinata and Hariyanto (2003: 67), translation strategies
or translation procedures are techniques to translate phrases and clauses.
Newmark (1988: 68-90) divides translation strategies into 21, namely literal
translation, transference, naturalization, cultural equivalent, functional equivalent,
descriptive equivalent, synonymy, through-translation, shift or transposition,
modulation, recognized translation, translation label, compensation,
compensational analysis, reduction and expansion, paraphrase, couplets, and
notes, addition and glosses. In this study, translation strategies refer to techniques
in translating transitive verbs from English into Indonesian in the first chapter of
8 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts. The first part is the theoretical
description, which includes the discussion of theories related to this study; they
are about transitive verb and translation. The second part is the theoretical
framework; it is used to synthesize all theories elaborated in the theoretical
description in order to correlate the theories to the current study.
A. Theoretical Description
The writer elaborates two major parts in this theoretical description; they
are the discussion of verb, especially transitive verb, and translation theories. The
first part, theories of verbs, provides the definition of verb in general, types of
verb, and transitive verb. The second part, theories of translation, elaborates the
definition of translation, types of translation, and translation strategies.
1. Verbs
Theory of verbs is the first part of the theoretical description. This part
elaborates some theories related to verbs, namely definition of verbs, types of
verbs, and transitive verbs. The first section, definition of verbs, gives general
division of verbs. The third section, transitive verbs, presents elaboration of
transitive verbs as one of the types of verb. The transitive verb theory, moreover,
becomes the major theory to solve the first research problem.
a. Definition of Verbs
Long (1961: 36) defines verbs as one of the parts of speech which express
action, event, or state of affairs. Further, he adds that the function of a verb is as
predicator in a clause. Cobbett (1983: 40) shares the same idea in defining verbs.
He says verbs as words that express action, movement, or state or manner of
being. Further, Cobbett (1983: 105) also states that a sentence with no verb is
nonsense. Therefore, verbs have an important rule to build sentences. It is
necessary to give the readers the definition of verbs. Long and Cobbett have
already clearly defined the meaning and function of verbs.
b. Types of Verbs
According to Utah Valley State Writing Center (“Types of Verbs,” 2013),
there are three kinds of verbs; they are action verbs, linking verbs, and helping
verbs or modal verbs. Each type of verbs is elaborated as follows.
1) Action Verbs
Action verbs are words that show action or possession, for example run,
learn, have, and own. Action verbs are also categorized into transitive and
intransitive verbs. Transitive verbs refer to verbs which always have direct
Intransitive verbs refer to verbs which do not have either direct or indirect object.
Intransitive verbs can be followed by an adverb or adverbial phrase. However,
there is no object to receive the action of the verbs in the sentences.
2) Linking Verbs
Utah Valley State Writing Center (“Types of Verbs,” 2013) states “linking
verbs connect the subject of a sentence to a noun or adjective that renames or
describes it.” The noun or adjective in the clause or sentence with linking verb is
named subject complement. The examples of linking verbs are to be, look,
appear, feel, grow, and become.
3) Helping or Modal Verbs
Helping or modal verbs are defined as verbs which are used with other verbs
to express an idea, such as possibility that is not expressed by the main verbs of
the sentences. The examples of helping or modal verbs are can, could, may,
might, must, ought to, shall, should, will, and would. Utah Valley State Writing
Center (“Types of Verbs,” 2013) also adds that to be, to do, and to have can be
helping verbs in sentences.
c. Transitive Verbs
Long (1961: 36-37) defines transitive verbs by stating “the patterning of
particular verbs with respect to complements requires notice because of its
importance to other parts of speech. Some verbs characteristically take nominal
transitive verbs take second complement, for example “We’ve elected Haynes
chairman.” Chairman, in that sentence, is the second complement while Haynes
is the first complement which follows the transitive verb elected.
Keraf (1984) and Azar (1999) also give definitions of transitive verbs.
Keraf (1984: 64) states that transitive verbs are verbs which need direct objects or
both indirect and direct objects in sentences. Azar (1999: 208) states that transitive
verbs are verbs which can be followed by objects. Moreover, she says that
transitive verbs are the only verbs which are used in the passive.
Kolln (1990: 18-25) also gives definition of transitive verb. She states
“Unlike intransitive verbs, transitive verbs take one or more complement.”
Further, she presents four basic patterns of sentences with transitive verbs. The
basic patterns are elaborated as follows.
1) Pattern 1: NP1-Vt-NP2
Kolln (1990: 19) explains that the first pattern consists of two noun
phrases. One noun phrase (NP1) comes before the transitive verb while the other
one (NP2) follows the transitive verb. Moreover, those noun phrases do not refer
to the same object. The first is the subject and the second is the direct object of
clause or sentence, for example the clause “Hana did her homework.”
Hana did her homework
2) Pattern 2: NP1-Vt-NP2-NP3
In the second pattern, there are two noun phrase complements which
follow the verb. Those noun phrases do not refer to the same object. According to
Kolln (1990: 22), another characteristic of this pattern is that there is a position
shift of the indirect object by adding preposition to or for. The indirect object
follows the direct object and preposition to or for comes before the indirect
object, for example “Gaby gave a bar of chocolate to her teacher.”
Gaby gave a bar of chocolate to Her teacher
NP1 Vt NP2 preposition NP3
Another example is the clause “My father bought a new car for me.” This
clause consists of the preposition for.
My father bought a new car for me
NP1 Vt NP2 preposition NP3
3) Pattern 3: NP1-Vt-NP2-ADJ
Kolln (1990: 24) says that this pattern consists of two noun phrases and
one adjective. NP2, as the direct object, is followed by adjective which describes
the NP2. Therefore, the adjective is called objective complement, for example
Bella painted the wall blue
NP1 Vt NP2 ADJ
4) Pattern 4: NP1-Vt-NP2-NP2
Kolln (1990: 25) states that there is an objective complement in this
pattern. The objective complement in this pattern, moreover, is in form of noun
phrase; its function is to rename the direct object (NP2). Therefore, two noun
phrases following the verb refer to the same object, for example “I named my first
child Nico.”
I named my first child Nico
NP1 Vt NP2 NP2
The theories related to verbs, specifically transitive verbs, proposed by
some experts above give the readers understanding on the nature of verbs and
their important role in sentences. Since this study not only deals with transitive
verbs but also deals with the translation of the verbs, it is necessary to discuss the
theories related to translation. The following parts in this chapter present some
theories of translation.
2. Translation
The theory of translation elaborates some theories of translation such as
strategies. Translation studies section is used to show a distinct field of this study.
Definition of translation is used to give a general description of translation; this
section presents some definitions proposed by some experts of translation studies.
Types of translation section gives information about three kinds of translation
usually applied in translating. Moreover, translation strategies serve as the basic
theory to solve the second research problem.
a. Translation Studies
This study deals with the field of linguistic study, to be specific,
translation studies. According to Munday (2008: 1), a translation study is one of
the academic subjects in linguistics field which focuses on translation theory,
process, and product as the phenomena of translation. Munday (2008: 1) states
“translation studies is the academic discipline related to the study of the theory
and phenomena of translation.” This study deals with translation strategies as a
part of translation theories. This study, therefore, is a part of translation studies.
b. Definition of Translation
Catford (1965: 20) defines translation as “the replacement of textual
material in one language (SL) by equivalent textual material in another language
(TL),” while Newmark (1981: 7) states that translation is a process to replace
information which is written in one language into another language with same
meaning. The definitions stated by Catford and Newmark are the same. They say
that translation can be defined as transferring the same message by replacing the
Nida and Taber (1982) define translation as reproducing natural
equivalence between SL and TL. They state:
Translating consists in reproducing in the receptor language the closest natural equivalent of the source-language message, first in terms of meaning and secondly in terms of style. But this relatively simple statement requires careful evaluation of several seemingly contradictory elements (p. 12).
Pinhuck (1977) also states that translation is related to equivalence. Pinhuck, as
cited in Suryawinata and Hariyanto (2003:13), states that translation is a process
to find the equivalence of utterances in SL (source language) into TL (target
language). Therefore, translation deals with a process of achieving equivalent
message from SL to TL according to Nida, Taber, and Pinhuck.
Larson (1984: 3) defines translation as a form change from a language to
another language; in translation, the form of the source language is replaced by
the form of the target or receptor language. Translation, in other words, is about
re-expressing meaning from SL to TL. He states “translation is basically a change
form. When we speak of the form of a language, we are referring to the actual
words, phrases, clauses, sentences, paragraphs, etc., which are spoken or written.”
Bell (1993) defines the term translation into three definitions. First, the
term translation refers to the process or the activity of delivering message with
different languages. Second, it refers to the translated text or the product of the
process of translating. Third, it refers to both of the previous definitions. Bell
We would suggest that there are, in fact, three distinguishable meanings for the word. It can refer to: (1) translating: the process (to translate; the activity rather than the tangible object); (2) a translation: the product of the process of translating (i.e. the translated text); (3) translation: the abstract concept which encompasses both of the process of translating and the product of that process. (p. 13)
Translation, as a final point, can be defined as delivering messages from
one language as the SL to other languages as the TLs. Translation can be in the
written or spoken form. Translation, moreover, can be defined as the product of
transferring messages. It also refers to mention the written text as the product of
translating the SL text.
c. Types of Translation
Jakobson and Reiss have different division of translation types. Jakobson, as
cited in Bassnett (2002: 23), distinguishes three types of translation based on the
manner, they are:
1) Rewording
Jakobson says, “Rewording or intralingual translation means an
interpretation of a verbal sign into another sign in the same language.” A
definition of word in a monolingual dictionary is the example of rewording or
intralingual translation.
2) Translation Proper
Translation proper or interligual translation means an interpretation of a
verbal sign into another verbal sign in a different language. In other words, this is
3) Transmutation
The last type of translation is transmutation. Transmutation or
intersemiotic is an interpretation of verbal sign into nonverbal sign. The example
of this translation is when a person uses the sign language to a deaf person to
deliver a message.
Unlike Jakobson, Reiss, as cited in Munday (2008: 72), highlights types of
translation by viewing the text. Reiss divides four types of text-type translation;
they are informative, expressive, operative, audiomedial text. The descriptions of
those types are presented as follows.
4) Informative Text
The language function in this type should represent objects and facts
discussed. Further, the language dimension should be logical because this text
focuses on the content, not the beauty of language. The target text (TT)
consequently transmits the referential content from the source text (ST) explicitly.
Referential work, report, and lecture are the examples of this type of text.
5) Expressive Text
The language function of this text is expressive in which aesthetic is the
language dimension used in this type. Moreover, the beauty of language and
language form become the focus in translating this text. Literary work such as
6) Operative Text
The language function of this type is appellative because the function of
this text is to persuade the readers. Therefore, the language dimension should be
dialogic. Advertisements and brochures are the examples of this type.
7) Audiomedial Text
Reiss, as cited in Munday (2008: 72), states that this fourth type is the
supplement for the other three text functions. This supplementary type is
supported with visual images and music. In other words, audiomedial is the
combination of the previous three types of translation with the illustration which
depicts the text.
The explanation of translation types proposed by Jakobson and Reiss has a
relation with this study. This study deals with interligual and informative text
translation based on Jakobson and Reiss’ types of translation. Moreover, the focus
of this study is on the translation strategies. Newmark’s theory (1988) of
translation strategies is used to conduct this study. The strategies are presented in
the following part.
d. Translation Strategies
Translation strategies, according to Suryawinata and Hariyanto (2003: 67),
refer to the techniques used to translate phrases to phrases or sentences to
sentences. In addition, they state that translation strategies are also called
1) Literal Translation
Munday (2008: 57) elaborated Vinay and Darbelnet’s (1958) idea of literal
translation. He states, “This is word-for-word translation, which Vinay and
Darbelnet describe as being most common between languages of the same family
and culture.” Further, Newmark (1988: 69) elaborates literal translation by
stating, “Literal translation ranges from one word to one word through group to
group, collocation to collocation, clause to clause, and sentence to sentence.”
Newmark (1988: 70), moreover, explains that this translation strategy is
appropriate to be applied in clauses or sentences if there is a correspondence
between SL meaning and TL meaning; it is because literal translation is difficult
to be applied in translating above the word level. In addition, Newmark (1988:
72) also states, “The translation of objects and movements is usually more literal
than that qualities and ways of moving.” The example of this strategy is the word
eat in the clause “Mary wants to eat meatballs.” The word eat is translated
literally into Indonesian as makan.
2) Transference
Catford (1974: 43) and Newmark (1988: 81) share the same idea in
defining transference; it is the process of carrying out a word in which the TL text
or parts of the TL text have SL meanings. Further, Newmark explains that it is
only cultural objects or concepts that should be transferred, such as names of all
living (except The Pope), most of dead people, geographical and topological
names of private or public companies and institutions, street names, and
addresses. The example of this strategy is the phrase The Jakarta Post in the
clause “Nick is reading The Jakarta Post.” The clause is translated into
Indonesian as “Nick sedang membaca The Jakarta Post.”
3) Naturalization
Newmark (1988: 82) states “This procedure succeeds transference and
adapts the SL word first to the normal pronunciation, then to the normal
morphology (word-form) of the TL.” It means that naturalization occurs when
there is an SL word and the translator changes the SL word pronunciation into
written form. The word keeper in the clause “Casillas is the best keeper in the
World Cup 2010” is the example of this strategy. The word keeper is pronounced
/ˈkiː.pə r /. The word keeper is translated into Indonesian as kiper.
4) Cultural Equivalent
According to Newmark (1988: 82-83), the cultural equivalent strategy
occurs when translators replace an SL cultural word into a TL cultural word. This
strategy potentially produces an inaccurate word in TL. It means to say that the
translation might not have the same exact meaning as the SL word. Newmark
(1988: 83), in addition, states, “Their translation uses are limited, since they are not
accurate, but they can be used in general text, publicity and propaganda, as well as
for brief explanation to readers who are ignorant of the relevant SL culture.” The
Indonesian cultural word kenduri is translated into English as thanksgiving.
However, thanksgiving and kenduri have different sense.
5) Functional Equivalent
Newmark (1988: 83) defines the functional equivalent strategy by stating,
“This common procedure, applied to cultural words, requires the use of a culture
-free word, sometimes with a new specific term; it therefore neutralizes or
generalizes the SL word; and sometimes adds a particular.” Newmark, in addition,
states that this strategy is used when there is no equivalent translation of the SL
technical word. The example of this strategy is ular-ular as SL word which is
translated into speech.
6) Descriptive Equivalent
Newmark (1988: 83) defines the descriptive equivalent strategy as a
strategy used to describe meaning in ST. This strategy is used when a word or
phrase in SL is very cultural. Moreover, words or phrases cannot be translated by
employing cultural equivalent strategy since it potentially causes nonequivalent TL
words or phrases. The example of this strategy is the translation of the word
thanksgiving in the clause “The Americans celebrate Thanksgiving Day on the
fourth Thursday in November.” The clause is translated into Indonesian as
“Orang-orang Amerika merayakan hari peringatan panen tahunan setiap Kamis di
minggu keempat bulan November.” The term thanksgiving is described in
7) Synonymy
Newmark (1988: 84) defines the synonymy by stating, “I use the word
synonym in the sense of a near TL equivalent to an SL word in a context, where a
precise equivalent may or may not exist.” Synonymy, therefore, can be applied
when there is no one-to-one equivalent translation of the SL word. Moreover,
synonymy is used when literal translation strategy is impossible to translate the SL
word. The example of this strategy is SL word complacent which is translated into
TL word lengah dan malas. The SL word has the senses of lengah and malas but
the TL does not have a particular word to describe the senses. Therefore, both TL
words are used to translate the SL word for the sake of obtaining the same
meaning.
8) Through-Translation
Newmark (1988: 84) defines the through-translation as a strategy used to
translate common collocation, names of organization, and phrases. In addition,
Newmark states, “The most obvious examples of through-translations are the
names of international organizations which often consist of universal words which
may be transparent for English and Romance languages.” Through-translation,
furthermore, is only used when universal recognized terms exist, for example the
terms UNESCO and FAO in the clause “UNESCO and FAO are organizations
under the UN.” In Indonesian, the clause is translated into “UNESCO dan FAO
9) Shifts or Transpositions
Catford (1974: 73) defines the translation shifts as “the departures from
formal correspondence in the process of going from the SL to the TL.” Vinay and
Darbelnet, as cited in Munday (2008: 57), defines transpositions as “probably the
most common structural change undertaken by translators.” Newmark (1988: 85)
states that shift and transposition are the same, shift is Catford’s term and
transposition is Vinay and Darbelnet’s term.
Newmark (1988: 85-88) elaborates the types of shifts or transpositions.
The first type is the change from singular to plural in a phrase. The first type of
translation shift also includes the change of the position of adjective in a phrase.
The second type of shift is the change of grammatical structure because an SL
grammatical structure does not exist in the TL.
The third type of shift, according to Newmark (1988: 86), is “the one
where literal translation is grammatically possible but may not accord with natural
usage in the TL.” The example of this strategy is provided by Kardimin (2013:
213), such as the clause road safety comes first is translated to utamakan
keselamatan di jalan raya.
The fourth type is related to the change of grammatical structure to
overcome the difference of lexical item. Newmark (1988: 87) states “it is the
replacement of a virtual lexical gap by a grammatical structure.” Furthermore,
Newmark (1988: 87) states that a sentence in the SL can be broken into two or
10) Modulation
Modulation, as defined by Newmark (1988: 88), is a strategy used to
translate phrases or clauses through a change of viewpoint or perspective. This
strategy is used when the literal translation produces inappropriate translation, as in
Newmark’s statement, “free modulations are used by translator when TL rejects
literal translation.” The example of this strategy is the clause “The people are
against his policy” which is translated into “Orang-orang sama sekali tidak
mendukung kebijakannya.”
11) Recognized Translation
Another strategy is the recognized translation. Translators usually translate
the SL word into the official term of the word while applying this strategy.
Newmark (1988: 89) states, “You should normally use the official or the
generally accepted translation of any institutional term.” The example of this
strategy is the English term Trade Minister which is translated into Indonesian
as Mentri Perdagangan.
12) Translation Label
This strategy is usually used by translators when they deal with new
institutional term. Moreover, it uses inverted commas. Newmark (1988: 90)
defines this strategy as “a provisional translation, usually of a new institutional
term, which should be made in inverted commas, which can later be discreetly
withdrawn.” The example of this strategy is the term bananas in the clause You
13) Compensation
Newmark (1988: 90) defines the compensation as strategy which is used to
accommodate the meaning of metaphor or pragmatic effect from SL to TL.
Moreover, this strategy is applied because one-to-one translation is impossible to
produce equivalent meaning. The example of this strategy is the translation of the
term green with envy in the clause “Mr. Han always gives compliment to Ann
and Alice is green with envy.” The clause is translated into Indonesian as Pak Han
selalu memuji Ann dan Alice pun iri.”
14) Componential Analysis
Newmark (1988: 114) states that this strategy is used to “compare an SL
word with an TL word which has a similar meaning, but is not an obvious
one-to-one equivalent, by demonstrating first their common and then their differing sense
components.” The example of this strategy is the sense analysis on the Javanese
words njlungup and ngglebak. The componential analysis of those words is
[image:42.595.100.515.272.651.2]presented as follows.
Table 2.1.: Example of Componential Analysis
# SL
Words
Action Position Cause
1 njlungup fall down to the front stumbled
15
