Strategies to translate transitive verbs in Anthony Reid`s Australia and Indonesia`s Struggle for Independence

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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

I AUSTRALIAANDI NDONESIAS

E C N E D N E P E D N I R O F E L G G U R T S

ASARJANAPENDIDIKANTHESIS

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t SarjanaPendidikanDegree e g a u g n a L h s il g n E n

i Educa iton

y B ir a s p a H i r S h u l a G a ti n A t n e d u t

S Number :101214048

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F Y T I S R E V I N U A M R A H D A T A N A S A T R A K A Y G O Y 4 1 0 2


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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

I AUSTRALIAANDI NDONESIAS

E C N E D N E P E D N I R O F E L G G U R T S

ASARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P e h t n i a t b O o

t SarjanaPendidikanDegree e g a u g n a L h s il g n E n

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S Number :101214048

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F Y T I S R E V I N U A M R A H D A T A N A S A T R A K A Y G O Y 4 1 0 2


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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

K rtansiitveverbs ,rtansiitveverbpatterns ,rtanslaitons rtategies , s ti n u n o it a l s n a rt


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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

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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 ipendukungdar 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 ,dan 4 . 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

K :transiitveverb ,st ransiitveverbpattern ,st ransla itons trategies , st i n u n o it a l s n a r t


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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

I also ilke to thank my academic advisor ,Caeciila Tutyandari , . d P . M , d P .

S ,whoha salway sencouragedmet o ifnishmystudysoon .Every itme 4 e h t n i s a w I n e h w , s u p m a c e h t n i r e h t e m

I thyea ro fmystudy ,shealway sasked met o r egisterf ort het hesi sdefense .Unfo trunately , Ihadno t ifnished wiritngmy

. t e y t r o p e r h c r a e s e r d l u o w

I givethank s toDrs .Baril Bram ,M.Ed. , Ph.D.and Lauren ita . M , . d P . S , i n r a m u

S Tran .sSt. ,who have been my thesi sproofreaders . Ithank m

e h

t fo rthe feedback on t he contentsgiven t o me .They were alway swliilng t o h ti w l a e d e m p l e

h Engilshgramma.r

s r e r u t c e l ll a t u o h ti w l u f r e d n o w o s e b t o n d l u o w e m it y d u t s y m , r e v e w o H n

i the Engilsh Language Educaiton Study Program (ELESP) .They have shared i

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h nes s and crazines s wtih me , especially when they gave so many .s t n e m n g i s s


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c (3 C) . Icouldno tbeproudert ohavet hemal ldu irng .

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T firendsi nSanataDharmaandReaila, Igivemyl ovet ot hemall . .s

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I Myspecialt hank sare

n e v i g o s l

a to ReailnoHanung Wjioyo,Nata ila Sept i Rahmawa it , Kar itka T

a i d u a l C , i s n a i r t u N a n o M , m u r g n i n a p s u

P heodora ,San iAfr iPutri ,Tory ,

d n

a Alyxia Sukmaadifort he encouragemen tand preciou s itmewe havehad .To ll

a em mber so fLAURA,I t hankthemallf o rshairnglaughte randt ear sdu irngt he .

e c n a m r o f r e p y a l p t a e r g a g n i k a m f o s s e c o r p

My deepes tgrattiude goes t o my beloved grandparents ,Yus itna Susant i

d n

a Ed i Prasetyo , and my parents , Aniceta Purwaningsih and Yohane s o

t n a m s u

K , who have suppo tred me ifnancially and emoitonally to study in .

P S E L

E Theriprayer sand hope salway sbecome my spriti t o ilve my l fie . Ialso k

n a h

t Br .Yoanes ,FC. ,Br .Joachim ,FC., Aflonsu sHandoyo Murit ,Rayung it

n a d e W i r

S ,and Angeltia Almasihana .They alway sencouraged me to ifnish n

o o s y d u t s y

m .Finally , Ialsothankeveryonewhom canno tbemenitoned .

i r a s p a H i r S h u l a G a ti n A


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i x S T N E T N O C F O E L B A T e g a P E G A P E L T I

T ...i S E G A P L A V O R P P

A ... ii E G A P N O I T A C I D E

D ...i v Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T

S ... v

I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E

P ...v i T C A R T S B

A ... iiv

K A R T S B

A ... iiv i S T N E M E G D E L W O N K C

A ...i x S T N E T N O C F O E L B A

T ...xi S E L B A T F O T S I

L ... iix i S E C I D N E P P A F O T S I

L ...x iv

N O I T C U D O R T N I .I R E T P A H

C ... 1 .

A ResearchBackground... 1 .

B ResearchProblem... 4 .

C ProblemLimtiaiton ... 4 .

D ResearchObjecitves ... 5 .

E ResearchBeneftis... 5 .

F De ifniitono fTerms... 6

E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H

C ... 8 .

A Theoreitca lDescirpiton ... 8 .

1 Verbs... 8 .

a De ifniitono fVerbs... 9 .. .

b Type so fVerbs ... 9 .

c TransiitveVerbs ... 0....1 .


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ii x .

a TranslaitonStudies ... 41 .

b De ifniitono fTranslaiton ... 41 .

c Type so fTranslaiton ... 61 .

d TranslaitonSrtategies ... 81 .

B Theoreitca lFramework ... 72

Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H

C ... 92 .

A ResearchMethod... 92 .

B ResearchSetitng ... 03 .

C DataSource ... 03 .

D Insrtument sandDataGathe irngTechnique... 13 .

E DataAnalysi sTechnique ... 2..3 .

F ResearchProcedure... 33

T L U S E R H C R A E S E R . V I R E T P A H

C SANDDISCUSSION... 63 .

A TransiitveVerbPattern sandTheVerb sTranslaiton inReid’ sB ko .. 6o 3 .

B Srtategiest oTranslateTransiitveVerbsi nReid’ sB ko o ... 74

N O I S U L C N O C . V R E T P A H

C S,I MPLICATIONS,AND N

O I T A D N E M M O C E

R S ... 75 .

A Conclusions ... 75 .

B Impilcaitons... 95 .

C Recommendaitons ... 16

S E C N E R E F E

R ... 46 I

D N E P P


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ii i x

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f o e l p m a x E 1 .

2 Componen ita lAnalysis... 52 1

.

4 TransiitveVerb sConsrtuctedwtihPattern( 1)... 73 2

.

4 AcitveTransiitveVerb sandThei rTranslaitonConsrtuctedwtihPattern( 1) .. 83 3

.

4 PassiveTransiitveVerband tI sTranslaitonConsrtuctedwtihPattern( 1)... 04 4

.

4 TransiitveVerb sConsrtuctedwtihPattern( 2)... 14 5

.

4 AcitveTransiitveVerband tI sTranslaitonConsrtuctedwtihPattern( 2) ... 14 6

.

4 PassiveTransiitveVerband tI sTranslaitonConsrtuctedwtihPattern( 2)... 34 7

.

4 TransiitveVerb sConsrtuctedwtihPattern( 4)... 44 8

.

4 AcitveTransiitveVerband tI sTranslaitonConsrtuctedwtihPattern( 4) ... 54 9

.

4 PassiveTransiitveVerband tI sTranslaitonConsrtuctedwtihPattern( 4)... 64 0

1 .

4 TranslaitonSrtategiest oTranslateTransiitveVerbs ... 8....4 1

1 .

4 TheUseo fLtiera lTranslaitonSrtategy ... 94 2

1 .

4 TheUseo fParaphraseSrtategy ... 0....5 3

1 .

4 TheUseo fTransposiitonSrtategy... 25 4

1 .

4 TheUseo fNaturailzaitonSrtategy ... 35 5

1 .


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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 difficulties in achieving equivalent meaning in translating. They potentially


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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 is categorized as an auxiliary verb. Therefore, the meanings of the word


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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 verbs in sentences.


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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 patterns proposed by Kolln (1990). Second, the writer will discuss the strategies in


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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 presented as follows.


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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 transitive verbs refers to verbs which take direct objects. These verbs are found


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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 the book entitled Australia and Indonesia’s Struggle for Independence.


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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 description of what verbs are. The second section, types of verbs, explains the


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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 objects. The direct objects are nouns which are affected by the action of the verbs.


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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 first complements and are called transitive.” In addition, he also states that some


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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


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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.”


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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 translation studies, definition of translation, types of translation, and translation


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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 languages in written form.


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(4)

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(5)

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(6)

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