Translation shift of adjective clause in The children’s literature Five on A Treasure Island by Enid Blyton and its translation by Agus Setiadi.

Translation Shift of Adjective Clause in The Children’s
Literature “Five on A Treasure Island” by Enid Blyton and Its
Translation by Agus Setiadi

THESIS

Submitted as partial fulfillment of the Requirements for Sarjana Degree of
English Department of Art and Humanities Faculty UIN Sunan Ampel
Surabaya

By:

By:
Sahlatur Rizqiyah Ulinnuha
Reg. Number A73213129

ENGLISH DEPARTMENT
FACULTY OF ARTS AND HUMANITIES
STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL SURABAYA
2017

Declaration
This thesis contains materials which have been accepted for the award

of Bachelor Degree of English Department Faculty of Arts and Humanities
Islamic State University

of Sunan Ampel

Surabaya.

To the best of my

knowledge and belief, it contains no material previously published or written
by other person where due references is made in the text of the thesis.

Surabaya,

Jtly 56 2017

s"r'rrt"i iiifoiili, u

L73213129

/'

This the.sis has been approved md accqted by the Boad of Examiners, English

Departnent Facuttyof l{rts ard flunrarities, TtE Stflfie lslamic Llniversity of

SunanAmpt Srn$aya, on 186offtfy,

mfi.

Tte Dean of Xhwftyof ArB arrd Hummitics

Theboards of examiners ere:

Examiner

I

Exeminer H

4L;f

Endratno Pilih Swasono, M.Pd

I[P:

Mumi ndryenfi, M..&
trilh rss53uD0rlol2011

197106072003r2m01

Examiner

III

Dn Mohemmad Kurjum, M.Ag
F[P: 196frD25I99I03ilI02

iY

ABSTRACT
Ulinnuha, Sahlatur Rizqiyah. 2017. Translation Shift of Adjective Clause in The
Children’s Literature “Five on A Treasure Island” by Enid Blyton and
Its Translation by Agus Setiadi. English Department, Faculty of Arts And
Humanities. The State Islamic University of Sunan Ampel Surabaya.
The advisor: Endratno Pilih Swasono, M.Pd
Key words: translation shift, adjective clause, translation equivalence

Translation shift is the way to maintain messages from source language
(SL) to target language (ST) to stay preserved. The translation shift occurs
because of the difference in the structure of both languages so that it requires
some shifting for the message to be delivered properly in ST. This study analyzes
the translation shift that occurs in the adjective clause in the children’s literature
"Five on A Treasure Island" by Enid Blyton and its translation of "Lima Sekawan
di pulau Harta" by Agus Setiadi. This study aims to find a translation shift occurs
in the adjective clause as well as how the translation’s equivalence. The theory of
translation shift is examined using Catford's theory (1965) while the translation
equivalent uses Nida’s theory (1964) consisting of formal equivalence and

dynamic equivalence.
In this study, researchers used qualitative and descriptive content analysis
method to investigate the shifts that occur in the novel and also the translation’s
equivalence. Based on 88 data, the researcher found 9 data for level shift, 29 data
unit shift, 32 data class shifts, 3 data for structural shift, 4 data untranslated, and
19 data is not shift. By these data it is concluded that the translation shift occurs
mostly in the class shifts. Then on the translation equivalent, the researcher found
46 data were equivalent and 42 data are not. Translator mostly translates the
adjective clauses dynamically. Translations are translated by many additions of
translator’s ideas and there are many inappropriate words that make translations
are not equivalent and need some adjustments and improvements.

xii

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INTISARI
Ulinnuha. Sahlatur Rizqiyah. 2017. Translation Shift of Adjective Clause in The
Children’s Literature “Five on A Treasure Island” by Enid Blyton and
Its Translation by Agus Setiadi. Sastra Inggris, Fakultas Adab dan

Humaniora. Universitas Islam Negeri Sunan Ampel Surabaya.
The advisor: Endratno Pilih Swasono, M.Pd
Key words: pergeseran terjemahan, klausa adjectiva, kesetaraan terjemahan

Pergeseran terjemahan merupakan salah satu cara dalam mempertahankan
pesan dari bahasa sumber (Bsu) ke bahasa sasaran (Bsa) agar tetap terjaga.
Pergeseran terjemahan terjadi karena adanya perbedaan struktur dan tatanan
bahasa dari kedua bahasa sehingga memerlukan beberapa pergeseran agar pesan
tersampaikan dengan baik di Bsu. Penelitian ini menganalisis pergeseran
terjemahan yang terjadi pada klausa adjectiva dalam sastra anak “Five on A
Treasure Island” oleh Enid Blyton dan terjemahannya yaitu “Lima Sekawan di
Pulau Harta” oleh Agus Setiadi. Penelitian ini bertujuan untuk mencari pergeseran
terjemahan yang terjadi pada adjective clause dalam novel juga bagaimana
kesetaraan terjemahannya. Teori pergeseran makna diteliti menggunakan teori
Catford (1965) sedangkan kesetaraan terjemahan menggunakan tori Nida (1964)
yang terdiri dari kesetaraan formal dan kesetaraan dinamis.
Dalam penelitian ini, peneliti menggunakan analisa isi kualitatif dan
deskriptif untuk menyelidiki pergeseran yang terjadi dalam novel dan juga tingkat
kesetaraannya. Berdasarkan 88 data yang telah diteliti, peneliti menemukan 9 data
untuk pergeseran level, 29 data untuk pergeseran unit, 32 data untuk pergeseran

kelas kata, 3 data untuk pergeseran struktur, 4 data tidak diterjemahkan, dan 19
data tidak mengalami pergeseran. Dengan data tersebut maka disimpulkan bahwa
pergeseran terjemahan banyak terjadi pada pergeseran kelas kata. Lalu mengenai
kesetaraan terjemahan, peneliti menemukan ada 46 data adalah ekuivalen dan 42
data tidak ekuivalen. Penerjemah banyak menerjemahkan klausa adjectiva secara
dinamis. Terjemahan diterjemahkan dengan penambahan ide dari penerjemah
yang terlalu berlebihan dan pemilihan kata yang tidak sesuai sehingga banyak dari
terjemahan ini yang tidak setara (ekuivalen) dan butuh beberapa penyesuaian dan
perbaikan.

xiii

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TABLE OF CONTENTS
Inside Cover Page.....................................................................................................i
Declaration...............................................................................................................ii
Thesis Advisor’s Approval Page............................................................................iii
Thesis Examiner’s Approval Page..........................................................................iv
Dedication................................................................................................................v

Motto.......................................................................................................................vi
Acknowledgement.................................................................................................vii
Table of Contents....................................................................................................ix
Abstract..................................................................................................................xii
Intisari...................................................................................................................xiii
CHAPTER I INTRODUCTION
1.1 Background of the Study...................................................................................1
1.2 Research Problems.............................................................................................6
1.3 Research Objectives...........................................................................................6
1.4 Significance of the Study...................................................................................7
1.5 Scope and Limitations........................................................................................7
1.6 Definition of Key Terms....................................................................................8
CHAPTER II REVIEW OF LITERATURE
2.1 Definition of Translation....................................................................................9
2.2 Translation Process ......................................................................................... 11

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2.3 Translation Shift
2.3.1

Level Shift......................................................................................12

2.3.2

Category Shift
a. Structure Shift.......................................................................13
b. Class Shift.............................................................................13
c. Unit Shift...............................................................................14
d. Intra-system Shift..................................................................14

2.4 Method of Translation......................................................................................14
2.5 Nida's Theory of Equivalence in Translation...................................................19
2.6 English Clause..................................................................................................19
2.7 Indonesian Clause............................................................................................25
2.8 Indonesian Sentence.........................................................................................29
2.9 Children’s Literature........................................................................................30
CHAPTER III RESEARCH METHOD

3.1 Research Design...............................................................................................31
3.2 Data Collection
3.2.1

Data and Data Source.....................................................................32

3.2.2

Research Instrument.......................................................................32

3.2.3

Techniques of Data Collection.......................................................32

3.2.4

Techniques of Data Analysis.........................................................33

CHAPTER IV FINDINGS AND DISCUSSION
4.1 Translation shift

4.1.1

Level Shift......................................................................................37
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4.1.2

Structure Shift................................................................................44

4.1.3

Unit Shift........................................................................................46

4.1.4

Class Shift......................................................................................51

4.2 The Translation Equivalent.............................................................................54
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion……………………………………………………………………66
5.2 Suggestion…….……………………………………………………………...69
REFERENCES....................................................................................................70
APPENDICES

xi

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CHAPTER I
INTRODUCTION
In this chapter, the researcher explains about background of the study in
her thesis which is including the reason why she chooses this study as her interest
and some previous study to support her thesis. Then, there are also research
problems, research objectives, significance of the research, scope and limitation,
and the last is definitions of key terms. Those are explained clearly as follows:
1.1

Background of Study
In linguistics, translation is a process of delivering a message from
one language (source language) into another language (target language). It
has an important role in solving the problems between people who have
different languages to convey the message of the source language to the
target language well. In delivering a message from the source language,
translators must know how the structure and rules of the language of the
target language because each language certainly have their own rules. The
rules of a language cannot be equated with other languages. Each language
has its own rules either in terms of morphology, grammar, or semantics so
that the translator should understand very well the rules of the target
language in order to avoid mistakes in the delivery of the message. The
adjustment of language structure from the source language to the target
language is called translation shift. In present study, the researcher
examine translation shift of adjective clause in children's literature “Five
on a Treasure Island” by Enid Blyton and its translation.

1
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2

Since translation become a solving problem language differences in
communication, many people using translation to get new information
from foreign books that have different language with their language. They
began to use many translations to facilitate the understanding of
information. Actually, in essence, translation itself according to Catford
(1965: 20) is the replacement of textual material in one language (SL) by
equivalent textual material in another language (TL). It means that
translation is the replacement of information or message in the source
language to the target language with a different language. Although in
different languages, it must have the same message between the message
source language to the target language.
Research on the translation has been done by several researchers in
many fields (Rizki, 2011). There are some scholars who analyzed it with
different perspective such as in structural aspect (Kusumawati 2009; Terzi
and Arslanturk, 2014; Widya, 2015) which focuses on grammatical terms
in a language. Widya (2015) analyzed about passive voice translation
found in the novel "the sea of monsters" and figuring out problems that
occur when translating source text. In her research, she uses semantic and
grammatical approach. Semantically, the translations sound natural by
applying the cultural context of the target text. Grammatically, the
naturalness is depends grammatical features of SL and TL. Translator
adjusts grammatical from source language text into the target language
grammatical text. Then some other scholars focus on the pragmatic aspect

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3

with various genres: the expression of translation strategies in the movie
(e.g. Ningrum 2009 & Sari, 2013) and translation of idioms (e.g.
Strakšiene 2009; Warhamni, 2010; and Suliman, 2013). All they have
done analysis rests on grammatical translation of the source language and
also how the proper translation of the source text to be translated into
natural.
In translation, there are also translation shift which have correlation
tightly in a good translation. According to Catford (1965), translation shift
defines as formal correspondence from the different approach in the
process of going from the source language (SL) to target language (TL).
Shifts in translation often occur because a language certainly has its own
characteristics that are different from other languages, so that translators
must adapt themselves to reviews these characteristics. In translation shift,
there are some researchers who studied the translation shift from different
perspectives: translation shift in noun phrase (e.g. Mahasari 2010; and
Zahroh, 2015), compound noun (Ning, 2007 and Arif, 2015) and also the
shift of translation in terms of phrasal verb as did Jamil (2013) and
Kurniasari (2015). In Kurniasari's analysis, she analyzed translation shift
of verbs and verb phrases in "9 summers 10 autumns from the City of
Apples to the Big Apple" and its translation. In the analysis found that
nearly 65% of the data are not include in translation shift. It means that the
translator minimize a shift in translating the verbs and verb phrase in the
source text. Translator trying to balance translation despite the shift

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4

remains unavoidable, such as the level shift into the highest shift in the
verb phrase translation and intra-system shifts in translating verbs.
Based on the research that has been mentioned above, the
translation adjective clause is still untouched too much. There are only a
few studies have examined the adjective clause, such as research by Zico
Ma'u (2013) which examined the relative clause in “The Alchemist” by
Paulo Coelho. In his research, he is only focused on relativizer that,
whereas in the relative clause (adjective clause) is not only relative
pronoun that but also there are who, whom, and which. Then there was
another study conducted by Winarsih (2015), which examined the English
translation adjective clause in “Metamorphosis” by Franz Kafka. In that
study, she examined the translation who, which, and that in the Indonesian
translation of “Metamorphosis”. She did not investigate more about the
translation shift contained in the translation, and also how the shifts occur.
These studies focused on analysis of adjective clause translation generally.
Besides the objects they use is an adult novel that has a complex level of
language. Therefore, it is quite appropriate that the use of language is
rather complicated. Furthermore, there is Juliarta (2016) who analyzed
English relative clause in the “Good Earth” novel and its translation. In her
analysis, she analyzed it well. She analyzed by using syntactic form so that
the analysis analyzed clearly. In her thesis, the shifting in the relative
clause of the novel explained without any explanation about the translation
equivalent. It makes the reader does not know about the quality of “Good

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5

Earth” translation and what is more the object is general novel which is
commonly reads by adults so that that the language is more complicated.
Unlike with Juliarta’s study and the other researcher, in this study the
researcher using children’s literature which is light reading for children.
In this study, the researcher examined the shift in the adjective
clause translation in children's literature “Five on a Treasure Island” by
Enid Blyton and its translation by Agus Setiadi. In this study, the
researcher uses the object of children's literature because the study on
children's literature is still rare. Hence, it could be a gap for the researcher
to analyze the translation shift with that object. Besides the research on
children's literature still rare, the other reason the selection of object is
because researcher wants to explore the phenomenon translation of the
novel are in fact intended for children. Analyze how translator adjusts the
structure of language with the language capabilities of children and how
translator transfers the message well in target text. According to Ritta
Oittinen’s book entitled “Translating for children” (2000), situation and
purpose are an intrinsic part of all translation. Translators never translate
words in isolation, but whole situations. The whole situations can be
including translator’s cultural heritage, reading experience, and their
image of childhood and their own child image. Thus in translating
children’s literature, the role of translator also considered.
Then, after analyzed translation shift in the novel, she tries to find
out the level of translation equivalence by using Nida's theory. She tries to

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6

find out the wording used by the translator in translating children's
literature, is quite acceptable or not. This is very important because the
target reader of the translation is children so translator must translate it
well. Translator has to consider the children’s ability to accept the
message. In seeking equivalence translation, she figure out which methods
are used translator in translating the novel first. It will make the results of
the research be clearer and acceptable.
1.2

Research Problems
In this research, the researcher formulates some problems written
as follows:
1.

What shift of adjective clause can be found in the "Five on a
Treasure Island" translation novel?

2.

How does the shift of adjective clause occur in the "Five on a
Treasure Island" translation novel?

3.
1.3

How does the equivalent of translation in the novel?

Research Objectives
Based on the research questions above, the main purposes of this
research are:
1.

To identify translation shift of adjective clause in the children's
literature “Five on a Treasure Island”. She also wants to know what
kinds of translation shift occur in the novel.

2.

To know how a shift adjective clause occur and how the process of
shifting in the translation novel.

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7

3.

To investigate the level of a translation equivalence done by
translator. She wants to know whether the translation qualified to
be the acceptable translation or not.

1.4

Significance of the Research
In line with the objectives of the research, it is expected that the
research may give some contributions as follows:
1. Theoretically, the research finding will enrich the study of
translation and increase of our knowledge of translation. In
addition, by using children's literature as the object is expected to
give new nuances of study.
2. Practically, the research finding will be useful to motivate other
researchers to examine the potential of translation shift in different
perspective. Thus, this research will develop and continue to grow
up and be perfect.

1.5

Scope and Limitation
In this study, the scope of the analysis is translation shift of
adjective clause in children’s literature. She analyses every adjective
clause that occur in the translation. After getting the result of translation
shift, then she tries to analyze further in the translation equivalent of
adjective clause. It is conducted to make the analysis be better and
complete.

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8

In the analysis, she just analyzes the translation shift of adjective
clause occur in the translation. She limits her analysis by does not widen
the analysis to the broader stage of any kind clause like adverb clause,
noun clause, or other. It is because she wants to focus on the one kind of
clause, namely adjective clause.
1.6

Definition of the key terms
Translation

is transferring the meaning of the source
language into the receptor language well
(Larson, 1984: 3).

Translation Shift

defines as formal correspondence from the
different approach in the process of going
from the source language to target language
(Catford, 1965).

Adjective Clause

is a dependent clause that modifies a noun. It
describes,

Identifies,

or

gives

further

information about a noun. (Azhar, 2002: 67).
Five on a Treasure Island is children's literature that tells about the
adventures of four children and a dog in the
treasure island.

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CHAPTER II
REVIEW OF RELATED LITERATURE
In the previous chapter, the researcher has mentioned some researchers
who studied about translation shift. Next discussion is about the theory related to
the analysis. Those theories become the standard to analyze data in this analysis.
The researcher arranges the explanation as follows:
2.1

Definition of Translation
The term translation is known as the way to convey message from
one language (source language) to another language (target language). The
definition of translation has stated by some experts, such as Catford (1965:
20) who defined translation as the replacement of textual material in one
language (SL) by equivalent textual material in another language (TL). In
his theory, he emphasized in structural terms in SL and TL. The opinions
expressed by Catford fairly still can not be a reference in translating well.
It is because in the translation, we can not just focus on the structural side.
In translation, we must also consider the element of information or
messages that are in the source language. This is very important because in
translation, the most important thing is to keep the message in SL that can
be delivered into the TL.
Therefore Nida (1982:12) stated that translation consists of
reproducing in the receptor language the closest natural equivalence of the
source language message, first in terms of meaning and secondly in terms

9
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10

of style. Based on his statement, it can include the pragmatic translation
which emphasizes the “message” in terms of translation. It means that the
translation of the SL must be delivered to the TL well. He considers that
translation must contain the messages of the original text. Translators
should not translate the target text rigidly, but they must harmonize
message in source text (ST) in order to easier to understand in the target
text (TT). Thus target text will not be confusing and acceptable.
Pragmatic translation is important in the translation because it can
help the addressee to understand the message in the original text which
contains a foreign language. However, it should be remembered that
besides structure of language, socio-culture in translation is also must be
translated properly. Translators have to know about differentiation of
culture and custom in target language. It is things that are also must be
considered by the translator. Based on Larson’s opinion (1984) in her book
entitled “Meaning Based Translation”, translation is transferring the
meaning of the source language into the receptor language by way of
semantic structure. It is the meaning which is being transferred and must
be held constant. In the opinion of Larson, it can be concluded that the
translation is a way to transfer information from the source language to the
target language appropriately. Translators must be able to adjust to every
word, phrase and sentence in the SL with the style of language or culture
in the TL. The example is:

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11

SL: I have to finish my homework quickly.
TL: Saya harus menyelesaikan PR ku dengan cepat.

In the sentence above, the word homework in SL is translated into
PR in TL. This is because in Indonesian the task of the school is
commonly known as PR, but this is definitely different from other
countries. Therefore, the translator must quite understand about the socioculture of the receptor.
Based on the three opinions above, the researcher concludes that a
good translation is a translation that is able to convey the intent of the SL
properly in accordance with the conditions language style that exists in the
TL.
2.2

Translation process
Translation process is a stage of transferring the meaning start from
source language into target language. In transferring meaning, translators
must pass through some steps to make meaning in SL translated well in
TL. Transferring meaning is more complex than it seems, a good
translation is when the message, which is expressed in SL, is linguistically
well transformed and the readers easily to understand the TL (Pradipta,
2013: 12). The translation should be analyzed first in order to the message
transferred well.
In the process of translation, Nida (1982) states that there are three
steps can be used by the translators: 1) analysis, 2) transferring, 3)

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12

restructuring. Analysis is the process to understand message in source text
related grammatical and semantic aspect. The translators should analyze
first the grammatical and semantic aspect of source language in order to
they will understand the message clearly. After analysis, next step are
transferring. It is the process to transfer the result of analysis from source
text to target text. Then, restructuring is the process to re-establishing text
in different style. After transfer the message from SL into TL, the
translators must be deciding what style that used to write translation in
target text. Style of translation may include the word selection, language
style, or the methods that want to use. All of processes above are
conducted for make translation easier to understand in target text.
2.3

Translation shift
Translation shift is a process shifting of items in source language to
the target language with a same equivalence. Catford (1965:73) defines
‘shifts’ as different approach from formal correspondence in the process of
going from the source language to the target language. He states two major
types of translation shifts as follows:

2.3.1

Level shift
It meant a source language item in one linguistic level has a target
language translation equivalent at a different level. Shifts from grammar to
lexis and vice-versa are the only possible level shifts in translation and
such shifts are, of course, quite common.

2.3.2 Category shift

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13

Category shift is departure from correspondence in translation. It is
the shift that happens in the theoretical categories such as structures, class,
unit and intra-system.
a)

Structure shift. It involves a grammatical change between the
structure of the SL and the TL. It also occurs when the structure
of TL is different from the structure of SL equivalent at a
different level. For example Old man (M  H) in SL translated
into Laki-laki tua (H  M) in TL.

b)

Class shift is a shift occurs in the part of speech in a translation.
It occurs when one word in one class shifting into another class.
Catford (1965) states that class shift occur when the translation
equivalent of a source language item is a member of a different
class from the original item. It changes in word class. He also
writes that structure shifts usually need class shifts because of
the logical dependence of class on structure in both of them,
though this may be demonstrable only at a secondary degree of
delicacy.

For

example

medical

student

translated

into

mahasiswa kedokteran, to change modifier  head become
head modifier, structure shift need class shift to translated
medical (adjective) to kedokteran (Noun) so it becomes an
equivalence translation in TL. The other example is verb in
original translated into adverb in the target language.
SL

: Mother sat in front with Daddy

(V)

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14

TL
c)

: Ibu di depan di samping Ayah

(Adv)

Unit Shift. According to Catford (1965:79), unit shift involves
changes of rank. It is departure from formal correspondence in
which the translation equivalent of a unit at one rank in the SL is
a unit at a different rank in the TL. Based on his statement, it
can conclude that unit shift may happen in word to phrase,
phrase to clause, or clause to sentence.

d)

SL

: They started soon after breakfast.

(N)

TL

: Mereka berangkat sehabis makan pagi.

(NP)

Intra system shift refers to the shift that occurs internally within
the system. It cases where the source language and the target
language possess systems which approximately correspond
formally as to their constitution, but the translation involves
selection of a non-corresponding term in the target language
system. (E.g. singular form can be translated in plural).

2.4

Method of Translation
In translation, the translators usually have their own method of
translating a translation. It is because each translator has his/her own style
and purpose in translating. Each of the methods used to show a success
rate translator in translating, if the method chosen by the translator less
precise, the result of translation can also certainly be less than perfect. The
method chosen by a translator will affect the translation of the whole text.
Here are some methods of translation that proposed by Newmark (1988)

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that divided into two emphasize; the first is source language emphasize
and the second is target language emphasize. Translation method that
emphasizes source includes word-for-word translation, literal translation,
faithful translation, and semantic translation. Then, the second are
translation method that emphasizes target language include adaptation,
free translation, idiomatic translation, and communicative translation. The
explanation discusses clearly as follows:
1.

Word-for-word translation
This translation method, translate the source language (SL)
word-per-word and directly placed in the target language (TL).
Translator is just looking for a closest meaning in the SL into the
TL. Every word was translated one by one based on common sense
without any adjustment to the 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 text difficult, as a pre-translation process. This method
is usually used if the translator was having trouble finding an
appropriate match in the SL.

2.

Literal Translation
In this method, the translator translated SL by finding the
grammatical construction that is equivalence with the TL. In the
process, first translator using a word-for-word, the translator tried
to adapt them to the wording in accordance with the structure of

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language in SL. Although the translator tries to adjust grammatical
arrangement with SL but in this method, the translation was still
out of context.
3.

Faithful translation
A faithful translation attempts to reproduce the appropriate
contextual meaning of the SL within the constraints of the
grammatical structures in TL. It 'transfers' cultural words and
preserves the degree of grammatical and lexical 'abnormality' in the
translation. It attempts to be completely faithful to the intentions
and the text-realization of the SL. This method is usually used to
translate important documents so that the translator must maintain
the structure in SL that does not alter the original meaning. The
rules in the TL are less attention because it is restricted to the rules
in SL.

4.

Semantic translation
This method is a better method than previous methods. In
this method, the translator translates SL with aesthetics and adjusts
the translation to the context in TL. This method is almost the same
as the faithful translation, but in this method, the translation
becomes flexible due to adjustment to the context of the SL into the
TL. Translators have started to give their perspective and idea in
translating. They try to make the result of translation looks better
and natural.

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5.

Adaptation
This method is the „Freest’ form of translation. In this
method, the translator translates the original freely but it did not
come out of a theme in SL. This method is commonly used in the
translation of poetry and drama. In the process, translator
translating a work by adjusts it with the existing culture in the TL.
It is like in Oedipus story translated into Indonesian be
Sangkuriang story. Although the names of the characters in the SL
and TL are not the same, but the plot and characterizations in the
story should be still same as the original. Translators may not
change the theme of the original and they have to defend it in the
target language.

6.

Free translation
This method is kind of translation that prioritizes the
contents of the SL. This method usually makes the translation
becomes longer because the translator usually paraphrase words in
SL. This is intended to make the addressee are more familiar with
the message in SL. Translators wants to make addressee understand
well with the massage that has delivered. Besides that, this method
used to make the translation is like the original. It means that the
translator wants to make the translation readability as well as in the
original.

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7.

Idiomatic translation
This method is a method of translation that uses the natural
form in TL, which is in accordance with the form of grammatical
and lexical choice. The results are very natural translation as text in
the original. This method reproduces the text message in the TL
more natural and be well received.

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. This method is very concerned on addressee's ability to
understand the message that the translation made as possible so as
not to confuse addressee.
Based on the methods already mentioned above, Newmark

(1988:47) argues that the most appropriate method of translating is a
semantic and communicative translation method. This is because the
methods are considered able to adjust message well either in terms of
grammatical or cultural components. Semantic translation tries to make the
structure of TL equivalence with the original. Then, communicative
translation tries to replace the message of SL with a closest one in TL. In
his opinion, the translator should be used those method to make the best
translation.

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2.5

Nida's Theory of Equivalence in Translation
Nida in his book “Toward a science of translating”, argues that
there are two types of equivalent in translation, namely formal equivalence
and dynamic equivalence. Formal equivalence is the equivalence in
translation that tries to translate with retaining the original text, without
adding the thought of translator in translation. It focuses attention on the
message itself, in the both form and content. The message in the target
language should match as closely as possible the different elements in the
source language (Nida, 1964:159).
The dynamic equivalence is an approach to the translation where
the original language is translated with consideration of thoughts or ideas
translator. Dynamic equivalence involves taking each sentence of the
original text and rendering the sentence into the target language text with
the same meaning, but it does not always use the right phrase or idiom of
the original. It aims to make the reader well informed without feeling
confused. Dynamic equivalence sacrifices some fidelity the original text in
order to achieve a more natural translation. It is designed to make
translation easier to understand (Nida, 1964:159-160).

2.6

English Clause
A clause is a group of words containing a subject and a verb. It can
be independent or dependent. An independent clause is a complete
sentence which contains the main subject and verb. Dependent clause is a
clause contains subject and verb but it can not stand by itself without

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independent clause. It must be connected to an independent clause. The
combination independent and dependent clause is called complex sentence
(Azhar, 2002:239). There are some types of dependent clause in English.
Commonly, those are noun clause, adjective clause (relative clause), and
adverbial clause.
2.6.1 Noun Clause
Noun clause is dependent clause that functions as a noun. Because
of it functions as a noun, noun clause can be used as subject or object in a
sentence. In its application, noun clause always begins with clause marker.
It can be that, how, if, where, who, whom, when, whose, whether, which,
and various forms of –ever (Azhar, 2002). According to Wren and Martin
(2000:196), noun clause have some function in complex sentence, those
are
a. The Subject of a verb. (What he said is true)
b. The Object of a transitive verb. (I heard what he said)
c. The Object of a preposition. (She dispense wisdom to whoever will
listen)
d. In Apposition to a Noun or Pronoun. (It is feared that he will not
come)
e. The Complement of a verb of incomplete predication. (Live is what
we make it)
2.6.2

Adjective Clause

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Adjective clause is dependent clause that modifies noun. It
describes, identifies, or gives further information about noun (Azhar,
2002:267). He states “an adjective clause is also called a relative clause”.
Relative clause has function as post modifiers in a noun phrase or
prepositional phrase. It typically begins with the relative pronoun and
relative adverb. It called so because it has function to relate the clause to
the word, normally a noun or pronoun which is the head of the noun
phrase. Relative pronoun consists of who, whose, whom, which, and that,
whereas relative adverb consist of where, when, and that. In fact, adjective
clause has a same characteristic with noun clause which uses WH-marker,
but they certainly have a difference (Leech, 1982:99). The differences of
the use WH-marker in the noun clause and the relative clause are in
adjective clause WH-marker used to describe a noun or pronoun that
existed before relative pronoun. Then WH-marker in noun clause functions
as noun in sentence.
The uses of relative pronoun and relative adverb have their own
role in adjective clause. They have their own function in relating word in a
sentence. The brief explanations about those functions are described
below:
1. Who is used for persons only, it is either singular or plural. It is
also sometime used in referring animals. Commonly, it is used to
replace the subject in the second sentence in complex sentence.
2. Which is used for things without life and for animals.

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3. Whose is the possessive form of who that used in speaking of
persons, animals, and things without life. It serves to replace the
second sentence. It usually has features whom + noun.
4. Whom is used to replace the verb object. The hallmark of this
relative pronoun is whom + subject.
5. When is used for show time in sentence.
6. Where is used for indicating a place in a sentence, but sometimes
which can also be used to indicate place by combining in + which.
7. That is used to replace the subject or object of the first sentence
that has the same function as the previous sentence.
Besides the use of relative pronouns that have differences in the
adjective clause, there is also something else of concern. It is a restrictive
clause and non-restrictive clause. Both have an important function also in
forming a perfect relative clause. Different use between the two, able to
make the message delivered to be different.
Restrictive clause or defining relative clause is described as a
clause describing the preceding noun where the information in the clause
is required in the sentence. The information in restrictive clause can not be
removed because it will change the meaning or message in the sentence.
Then, non-restrictive clause or non-defining relative clause is clause
describing preceding noun by adding additional non-essential information.
The information can be removed at any time because it will not change the

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meaning of the sentence. A non-restrictive clause is usually marked by a
comma (,) between the subject and the clause.



My brother who is a doctor has gone to America
My brother, who is a doctor, has gone to America.
From the above examples, there is a difference in the first sentence,

the subject brother indicates that the author has more than one brother so
to clarify which brother is meant, then there is addition of clause who is a
doctor used as explanation. The information contained in the clause can
not be removed because if the information is lost it will be my brother has
gone to America. It is not clear which brother that the author is discussing
so there must be a clause that explains it.
While in the second sentence, it is clear that the brother is only one
because of there is coma as a confirmation that the subject covered only
one. If any additional information is abolished then it does not matter
because of the presence or absence of that information, the meaning of the
sentence will remain the same. It is my brother has gone to America.
Because the author has only one brother then there is no need for
additional information to explain which brother is meant. The addition of
information is just information from the author to describe the brother who
is just that one.

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2.6.3 Adverbial Clause
Adverbial clause can be classified semantically according to what
questions they answer. It may modify verb, adjective, or adverb in the
main clause. All adverbial clauses are introduced by a conjunction (Leech,
1982:97). There are some kinds of adverb clause that classified as:
a. Adverb clause of time is introduced by subordinating conjunction
whenever, while, after, before, since, as, and etc.
b. Adverb clause of place is introduce by the subordinating
conjunction where and whereas.
c. Adverb clause of purpose is introduced by the subordinating
conjunction so that, in order at, and lest.
d. Adverb clause of cause is introduced by subordinating conjunction
because, as since, that.
e. Adverb clause of condition is introduced by subordinating
conjunction if, whether, and unless.
f. Adverb clause of consequence is introduced by subordinating
conjunction that, so or such.
g. Adverb clause comparison degree and manner is introduced by
subordinating conjunction as, as if, and as though.
h. Adverb clause of supposition is introduced by subordinating
conjunction though, although, and even if.

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2.7

Indonesian Clause
A clause is a construction which contains a predicate with some
minor exceptions, a subject. It is either independent or dependent. An
independent clause is a clause which can stand by itself as a simple
sentence. A dependent clause is a clause which can not stand by itself
without independent clause or other clauses to form sentence (Sneddon,
1996:231). There are some types of clause in Indonesian, but the
researcher just explains more about Indonesian relative clause. It is
because the focus of this analysis is about relative clause that translated
into yang in Indonesian. The further explanation about Indonesian relative
clause described below:

2.7.1

Indonesian Relative Clause
In Indonesian grammar, relative clause is one way of adding
information about a noun by incorporating a clause within the noun
phrase. Commonly, it is preceded by yang. The head of the noun phrase
corresponds to some component within the relative clause. The noun
phrase within which relative clause occurs is called the embedding phrase.
There are some kinds of Indonesian relative clause, namely defining
relative clause, topic-comment relative clauses, prepositional relative
clauses and locative relative clause. They become differentiation between
relative clause in English and relative clause in Indonesian. The further
explanation and the examples explained as follows:

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A.

Defining Relative Clause
A defining relative clause is one whose subject correspond the head
noun of the embedding phrase. It is referred to relative clause,