[1] ST : The boy mumbled an answer that allowed him to avoid responding to her question.
TT : Si bocah menjawab dengan menggumam-gumam tak jelas supaya dia bisa mengelak untuk menjawab pertanyaan gadis itu.
3. Errors caused by differences in form 5 items = 15.16.
The researcher would analyze each of the matters above in the following section.
1. Errors caused by differences in physical or interpersonal perspective
According to Baker 1997, physical perspective has to do with where things or people are in relation to one another or to a place; moreover, she also
stated that perspective may also include the relationship between participants in the discourse tenor p. 23. In this case, the researcher found that the perspective
of the translator had been quite far away from that of the author. The researcher would like to provide an example that would help describing the problem.
Figure 10: An example of errors caused by differences in physical or interpersonal perspective
Looking at the translation above, the sentence had been translated appropriately in terms of meaning but not in terms of structure. The original
relative clause with relativizer that used an active form … that allowed him to avoid responding to her question meanwhile the translation used a passive form
… supaya dia bisa mengelak untuk menjawab pertanyaan gadis itu. The researcher defined that the translation was not quite acceptable because the
translation does not maintain the meaning. In the researcher’s opinion, the translator should maintain the parallelism between the source language and the
target language; if the source language used an active verb then the target
language should also use an active verb and if the source language used a passive verb then the target language should also use a passive verb.
However, in this case the translator could not solve the problem of equivalence solely by replacing the active or the passive verb in the source
language with the active or the passive verb in the target language. Hatim 2001 states that equivalence is taken to be the basis on which SL textual material is
replaced by TL textual material p. 14. In other words, the researcher might infer that in order to maintain the equivalence of the textual material, a translator has
had a right to make use of either active verb, passive verb, or even both of the verbs. Furthermore, Hatim 2001 also states that there are four types of category
shifts in the translation namely a ‘class shift,’ a ‘structure shift,’ a ‘unit shift,’ and an ‘intra-system shift p. 16.’ In the case above, apparently the translator had
made use of the second category or the ‘structure shift.’ Hatim 2001 states that this type of shift involves a change in grammatical structure between the source
text and the target text p. 16. Returning to the case, the translator seemed to make use of the second category but, unfortunately, the translator actually did not
need to make any shift in the structure because the researcher found another way to maintain the parallelism between the source text and the target text.
As the translator have mentioned in the previous paragraph, there has been another way to maintain the parallelism between the source text and the target text
by means of revision. The researcher would like to propose the suggested version as follows:
[2] ST : The owner of the bar approached him, and the boy pointed to a drink that had been served in the next table.
TT : Pemilik kedai mendekati dia, dan si bocah menunjuk minuman yang disajikan di meja sebelah.
[1] ST Version
TT Version Suggested Version
The boy mumbled an answer that allowed
him to avoid responding to her
question. Si bocah menjawab
dengan menggumam- gumam tak jelas supaya
dia bisa mengelak untuk menjawab pertanyaan
gadis itu. Pemuda itu menggumam-
kan jawaban yang me- mungkinkannya untuk me-
ngelak dari pertanyaan gadis itu.
Table 4: Suggested translation for case [1]: Errors caused by differences in physical or interpersonal perspective
2. Errors caused by differences in expressive meaning
