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THE CLASS SHIFT OF SIMPLE SENTENCE IN ENGLISH-
INDONESIAN TRANSLATION OF THE THE STARS SHINE DOWN
NOVEL
A Thesis
Presented to Letters and Humanities Faculty In Partial Fulfillment of th
Requirements for The Subtitute of Thesis Assignment
BY
VANI TRIVIANTI
NIM. 1112026000043
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
FACULTY OF ADAB AND HUMANITIES
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2017
i
ABSTRACT
Vani Trivianti, The Class Shift of Simple Sentence in English Indonesian
Translation of The Stars Shine Down Novel. A Thesis: English Letters Department,
Faculty of Adab and Humanities, State Islamic University Syarif Hidayatullah,
Jakarta 2016.
This research aims to find realization of Catford’s theory of shift especially
class shift and to examine the translation equivalence in simple sentences of
English Indonesian translation in The Stars Shine Down novel by Sidney Sheldon
by using qualitative descriptive method. The writer reads both source language and
translation novel, collects the simple sentences containing class shift. After
collecting data, the writer analyzes by classifying the type of class shift and
describing how the word has been shifted by the translator, and the writer analyzes
the translation equivalence of class shift occurred in the novel by Nida’s theory. As
the result, the type of class shift applied in the novel are noun to verb, verb to noun,
adjective to verb, adverb to verb, pronoun to noun, verb to adjective, and adjective
to noun. The shift that often occurred is from noun to verb. All the simple sentences
that contain class shift achieve the equivalence translation based on Nida’s theory.
Keywords: class shift, equivalence, simple sentence, translation
APPROVEMEl\T
THE CLASS SHIFT OF SIMPLE SENTENCE IN ENGLISH _
INDONESIAN TRANSLATION OF THE STARS SHINE DOWN NOYEL
A ThesisSubmitted to Faculty of Adab and HumanitiesIn Partial Fulfillment of the Requirement for
The Strata One (S1) Degree
VANI TRIVIANTINIM. t112026000043
Approved by
Advisor
@z*2Drs. Saefuddin. M.Pd
NIP.19640710 199303 I 006
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
FACULTY OF ADAB AND HUMANITIES
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2016
11
iv
DECLARATION
I hereby declare that this thesis which entitled The Class of Simple Sentence in
English-Indonesian Translation of The Stars Shine Down Novel is completely my
own work and that, to the best of my knowledge and belief. It contains no material
previously published or written by another person nor material which to substantial
extent has been accepted for the award of any other degree or diploma of the
university or the other institute of higher learning, except where due
acknowledgement has been made in the text.
Jakarta, January 2017
Vani Trivianti
v
ACKNOWLEDGEMENT
In the name of Allah, the most Beneficent, the most Merciful. There is no
word better that praises to Allah, who has blessed the writer and gives the writer
much of strengthens and guidance in completing this thesis. Peace and salutation
be upon the most honorable Prophet Muhammad SAW, his families, his companies,
and his adherents.
Secondly, the writer would like to express her greatest honor to her parents
who take the most important place in the writer’s life. Thanks for their love,
patience, support, advice and fully finance during her study and the process of this
thesis, and also all her families who always support and pray for her success. The
most thanks is also addressed to her advisor and also as the head of English Lattes
Department Drs. Saefuddin, M.Pd who has been fully guiding and supporting the
writer very well in process of this thesis from beginning until finishing.
Furthermore, the writer also would like to express her sincere gratitude and
thankfulness to:
1. Prof. Dr. Dede Rosyada, MA., as the Rector of Syarif Hidayatullah Jakarta
State Islamic University.
2. Prof. Dr. Sukron Kamil, MA., as the Dean of Adab and Humanities Faculty.
3. All the lectures of English Letters Department in Syarif Hidayatullah Jalarta
State Islamic University.
4. Members of KAA, thanks for being her closest friends over the last 3 years
and thanks for every laughter and supporting each other.
vi
5. Special person, Choirudin. Thanks for being the comfortable place for the
writer to narrate everything, who always stands by the writer in her ups and
downs, and also advises and supports the writer to complete this analysis.
6. All people who cannot be mentioned one by one, thanks for the kindness of
helping the writer in completed this thesis.
Finally, the writer realizes this thesis is not perfect, so the writer welcomes to
receive critics and suggestion to make this thesis to be better. The writer hopes this
thesis will be useful for the writer herself and for who interested in this field.
Jakarta, January 2017
The writer
vii
LIST OF TABLES
Table 2.1 Sixt Types of Verbs .............................................................................. 16
Table 2.2 Types of Adverb and Example.............................................................. 18
Table 2.3 Example of Intra-system shift .............................................................. 22
Table 3.1 Data Description ................................................................................... 31
viii
LIST OF ABBREVIATIONS
Abbreviation Explanation
i.g. example
etc. Et cetera
dsb dan sebagainya
ix
TABLE OF CONTENT
ABSTRACT ........................................................................................................ i
APPROVEMENT ............................................................................................... ii
LEGALIZATION ............................................................................................... iii
DECLARATION ................................................................................................. iv
ACKNOWLEDGEMENT ................................................................................. v
LIST OF TABLE ................................................................................................ vii
LIST OF ABBREVIATIONS ........................................................................... vii
TABLE OF CONTENT ...................................................................................... ix
CHAPTER I INTRODUCTION ........................................................................ 1
A. Background of the Research ............................................................. 1
B. Focus of Research ............................................................................. 6
C. Research Question ............................................................................ 6
D. Significance of Research................................................................... 6
E. Objective of the Research ................................................................ 7
F. Methodology of Research ................................................................. 7
1. Method of Research .................................................................... 7
2. Instrument of Research ............................................................... 7
3. Analysis Unit .............................................................................. 8
4. Technique of Data Analysis ........................................................ 8
CHAPTER II THEORITICAL FRAMEWORK ............................................. 9
A. Previous Research ............................................................................ 9
B. Translation ....................................................................................... 11
x
C. Translation Shift .............................................................................. 13
D. Equivalence ...................................................................................... 23
1. Definition of Equivalence .......................................................... 23
2. Type of Equivalence .................................................................. 24
E. Simple Sentence ............................................................................... 28
CHAPTER III RESEARCH FINDING ............................................................ 31
A. Data Description .............................................................................. 31
B. Data Analysis ................................................................................... 33
CHAPTER IV CONCLUSIONS AND SUGESTIONS ................................... 47
A. Conclusions ......................................................................................... 47
B. Suggestions ......................................................................................... 48
WORK CITED ................................................................................................... 49
APPENDICES ..................................................................................................... 51
1
CHAPTER I
INTRODUCTION
A. Background of Research
In the general, Language is one of tools used by human being to
communicate each other. According to Harimurti Kridalaksana, Language is a
system, it means language is not a number of elements which is collected
uniformly (3). The language is arbitrary and based on the agreement and there
are so many languages around the world. Communication in many languages is
very important, so the method of communication is needed to apply the
communication. Because of there are so many languages in all over the world,
the communication become problem and the solution of the problem in different
language is through translation.
Translation involves two different languages with different cultural
backgrounds. Translation connects between countries in the world with
different language and culture. Translation is an effort to divert messages from
one language to another. Therefore we cannot see translation as merely effort
to replace the text in one language to another (Sayogie 6).
Translation as an activity, not only involves the source language and
the target language but also involves the source culture and the target culture.
At this moment there has been a lot of texts translated to other languages. The
translation text itself is divided into literary text and non-literary text.
2
Translating literary texts is also different from non-literary texts. Translator of
literary works, especially novel, should really has knowledge of source
language and target language, and has cultural understanding of source
language and cultural understanding of target language. In translating the text,
both literary and non-literary works the translator should pay to equivalence
meaning in source language and target language. The translator should convey
the same message in target language with the author aims in the source
language.
In finding equivalence, the translator often has difficulties which causes
by differences of language system between source language and target
language. Translation procedure will be very important to use in translation
process. Translation procedure is used in the translation process in the levels of
sentences, clauses, phrases and words in a text. The translator can adapt the
changes of grammatical and meaning in the target language. Grammatical
differences found in source language and target language leads to a shift of
clause, phrase, and words order. That shift is called translation shift, that
expressed by Catford.
Translation shift is divided into two: level shift and category shift,
and category shift itself is divided into four, they are: structure shift, class shift,
unit shift, and intra-system shift (Catford 73). Because translation shift is too
large to be discussed, so the writer decides to analyze class shift. This class
shift occurs when there is a shift of word class (kind word) in translation, the
3
differences of word class from one language to another is also become another
difficulty for the translator to find the equivalences in translation.
The error to distinguish class shift with unit shift, intra-system shift
or the other also makes the writer interested to analyze more focus, so the
writer can distinguish and identify clearly between class shift with another.
Class shift is often found in translation and most of the readers do not aware
of it, and this topic is important to be discussed in order to give information
and explain about class shift that often occurs in translation. To get the
equivalence one of the ways is to do shift which known as the theory of
Catford. Therefore, the writer wants to know how the translator did the class
shift in the sentence to achieve the equivalence.
In this analysis the writer will find out the simple sentences which occur
the class shift in translation text. The writer will also describe whether this shifts
affect the meaning intended by the author of the source language text and the
writer also will examine them by the theory of equivalence by Nida. Nida
argued that there are two different types of equivalence, they are formal
equivalence and dynamic equivalence (Hatim and Munday 42).
The novel used by the writer for analysis is novel by Sidney Sheldon
The Stars Shine Down and its translation novel, entitled Kilau Bintang
Menerangi Bumi. Sidney Sheldon is an American writer and producer, he is
famous because of his works. This novel tells the story of Lara Cameron, a
successful real estate developer who came from a broken family in Nova Scotia.
4
Lara’s mother and her male twin die in their childbirth and her Scottish father,
who collects rents for boarding houses, doesn't want her. Early in life, she learns
to fend for herself and how to get her own way in a male-dominated world.
After her father's death due to a sudden heart failure, Lara takes up her father's
job along with her own kitchen work in the boarding house. She meets a man
called Charles Cohn who is much impressed by her. He hands her a contract for
building. To acquire a fine piece of land, she makes a deal with the owner of
the boarding house to secure her first building in exchange for her body. Thrilled
at her success, she moves to Chicago to start her real estate empire. Even though
she encounters many problems, she is able to overcome them all and become
one of America's most successful businesswomen, and receives the nickname,
"Iron Butterfly." She falls in love with a talented pianist, Philip Alder, and
marries him. She is on the verge of losing everything she has achieved as well
as the one man she loves, but the Iron Butterfly miraculously recovers from all
her shattered dreams and gains back all her hopes and the only man whom she
ever truly loved.
Practically, class shift occurs in translation world, for example class
shift occurs in the title of novel.
Source Language: the stars shine down
Target Language: kilau bintang menerangi bumi
In those sentences occur the class shift, from the word down to bumi
which classified as adverb to noun shift. The translator uses noun bumi to
5
translate the word (adverb) ‘down’, the word ‘down’ in the Meriam Webster
means from a higher to a lower place or position and in KBBI bumi means
planet tempat manusia hidup; dunia; jagat. From the meaning of those two
words there is not any relations. The writer gives the explanation that the
position of the stars is in the sky that is above the earth, when the stars shine to
the down automatically they shine down to the earth.
The translator avoids the ambiguity of translation if the sentence
translated literally ‘ke arah bawah’. The translator did the class shift in that
sentence to get acceptable translation result and to get the equivalence between
source language text and target language text, because in translating the novel,
the readability of the translation is more important than preserving the original
wording.
Based on Nida’s theory of equivalence this translation of the sentence
above is classified as dynamic equivalence. The translator takes the sentence or
thought from the original text and renders it into a sentence in the target
language that conveys the same meaning, but does not use the exact phrasing.
Based on the principle of dynamic equivalence by Nida, the translation
above has achieve the closest natural equivalence, and the translator did class
shift to avoid the ambiguity of translation.
6
B. Focus of Research
To avoid misunderstanding and to identify the problems, it is important
to limit the study. The writer focuses in class shift that occurs in the simple
sentences of the novel and how equivalences of them are achieved. The novel
which is used in this analysis is the novel by Sidney Sheldon The Stars Shine
Down and its translation text Kilau Bintang Menerangi Bumi and the writer
focuses on analyzing book one of the novel which consists of ten chapters.
C. Research Question
1. How is the class shift applied by the translator in the simple sentences
of the Stars Shine Down novel?
2. How is the translation equivalence of class shift in the novel based on
Nida’s theory?
D. Significance of Research
The writer expects the result of this analysis gives the benefits to the
writer herself and the readers who want to know more about translation
especially class shift, and the differences between class shift with another kind
of category shift, and also expected this analysis can give information further
about equivalences in translation. The writer also expects this analysis makes
the other researcher interested to analyze another translation shift that focus in
analyzing other kind of category shift.
7
E. Objective of the Research
The analysis of this class shift in translation is intended to:
1. To mention how class word has been shifted by the translator in the
simple sentences of The Stars Shine Down novel based on Catford’s
theory.
2. To describe the translation equivalences between source text and
translated text that occurring class shift in the novel based on Nida’s
theory.
F. Methodology of The Research
1. Method of Research
This kind of research that the writer uses is descriptive qualitative
method. The writer tries to find class shift types and describe the
equivalence of simple sentence which occurs the class shift from source
language to target language of The Stars Shine Down novel.
2. Instrument of Research
In this analysis the writer herself as a main instrument to obtain the
required data by reading, identifying, categorizing, analyzing, and
concluding. The data collected by reading and comparing the two novels
as research object.
8
3. Analysis Unit
Analysis units in this analysis are the text in the novel The Stars Shine
Down by Sidney Sheldon was published in 1992 and the translation text
which translated into Kilau Bintang Menerangi Bumi translated by
Budijanto T. Pramono was published in 1993, and the writer focuses on
analyzing book one of the novel that consists of ten chapters.
4. Technique of Data Analysis
The data will be analyzed based on Catford’s theory, that is
translation shift, especially class shift. The writer uses descriptive
qualitative method. Technique of data analysis is conducted in several steps,
they are:
1. Reading the source language text and translation text clearly
2. Collecting the simple sentences containing class shift by giving the
mark, making the list and notes
3. Analyzing and explaining those class shifts in the sentence
4. Making conclusion
9
BAB II
THEORITICAL FRAME WORK
A. Previous Research
There are some researches related to this topic which also discuss about
shift in translation studies. Some of them will be reviewed as follow:
The first previous research is an article by Maasoum (2013). This
research put many theories of experts but just two theories are related to the
research. In this research, he discussed four theories, they are: theory about
translation, transposition, translation shift and equivalence. Theory of
translation and translation shift are related to the research and two others are
not. The aim of this study was to find which types of shifts the translator used,
this research analyzed the different kinds of category shifts which Catford
divided into four subgroups. Maasoum’s research had a very simple way in
explaining his selected data, he only mentioned what type of translation shift
and what kind of it, e.g class shift: adjective to noun. (Hosseini n.pag.)
The differences between Maasoum’s research and the writer’s research
are the writer tries to explain the translation shift by Catford that only focuses
on class shift, how the class shift occurred in the novel, and tries to explain the
equivalence between source language and target language that occurring class
shift.
The second is a thesis by Retnomurti. The source of the data in
Retnomurti’s research is a novel written by Ahmad Tohari entitled “Ronggeng
10
Dukuh Paruk”, and its English translation “The Dancer” that was translated by
Rene T. A Lysloff. This research tried to find out the equivalence and shifts in
form and meaning in the English translation of Indonesian noun phrases. The
research of her used all type of translation shift theory, level shift and category
shift (structure shift, unit shift, class shift, and intra-system shift) and used the
type of equivalence theory of Popovic and Nida. The result of her research
showed most of shifts she got are structure shift, unit shift and intra-system
shift (Retnomurti n.pag.).
The differences between hers and the writer’s are the writer uses the
theory of shift by Catford that focuses on class shift, and tries to explain the
equivalence of the sentence that occurred class shift by related theories.
The last previous research is the research conducted by Magfiroh
(2014). In this research, the researcher focused on analyzing class shift that
occurred in Ms Wiz Banned novel and tried to explain why the translator of
the novel did class shift, unfortunately the researcher tried to find out whether
the class shift occurred in translation process affects the meaning or not based
on her perspective herself without based on the theory, so it was too early to
assert the acceptable of the translation (Magfiroh n.pag.)
The difference between Magfiroh’s and the writer’s is the way of
explaining the analysis. In Magfiroh’s analysis classified the class shift and
explained why the translator of the novel did class shift, while the writer’s
analysis tries to explain how the class shift occurred and explain the
11
equivalence between the source language and target language based on the
theory.
B. Translation
Some experts define translation in various kinds. According to Larson,
translation should be able to convey the message of the source language text,
because the message in translation is important, and more important than the
form of the grammar in the sentence (37). Larson’s opinion is supported by the
definition of translation by Peter Newmark that is “translation is rendering the
meaning of a text into another language in the way that the author intended the
text” (5). Thus, the translator’s duty is to deliver the message of the source
language text and give the closest meaning with source language text.
According to Dejean, translation means “understanding exactly what
the writer wants to say and re-express the writer’s intention of the text in target
language” (Shreve, Schuffner, and Dank 21). In another words, the translator
should understand the meaning of the author before translating. Simatupang
defines translation is expressing the meaning which transferred from source
language into target language, the forms of target language which is used to
create it should be as natural as possible according to the orders prevailing in
the target language (2). According to them, the most important thing in
translation is transferring the message, not only focus to the message itself but
also the translator should pay attention to the rule of the grammar in target
language.
12
Hatim and Mason define the translation as “an act of communication
which attempt to relay, across cultural and linguistic boundaries, another act of
communication (which may have been intended for different purposes and
different readers / hearers)” (Sayogie 7). In this case, the translator is the
recipient of the message in source language and then while translating the
translator also as the deliver the message in the target language.
According to the opinions of the expert above, the writer concludes
that translation is an effort to convey the message in source language text into
another base on the grammar in the target language. Beside that, the result of
translation should be equivalence with the source language text. So, the
translator is the person who connects the author of source language with the
reader of the translation text. The translator should be careful to translate and
the translator should pay attention to the meaning or the message equivalence
in the source language text and target language text. As Catford points out, "the
central problem of translation-practice is that of finding TL equivalents. A
central task of translation theory is that of defining the nature and conditions
of translation equivalence” (Yinhua 169). Every language has the system and
grammatical structure. The difference of grammatical between source
language and target language is the problem which should be finished to get
the acceptable translation result. Both Vinay and Darbelnet as well as Jakobson
conceive the translation task as something which can always be carried out
from one language to another, regardless of the cultural or grammatical
differences between source text and target text (Leonardi 2000).
13
C. Translation Shift
Translation shift is the change of grammatical structure from source
language to target language. Hatim and Munday said that “the small linguistic
changes that occur between source text and target text are known as translation
shift (Hatim and Munday 26). That change is called “shift” by Catford or
“transposition” by Newmark. According to Catford, shift is “departures from
formal correspondence in process of going from source language to the target
language” (73).
Translation shift divided into 2, they are: level shift and category shift
(Catford 74).
a. Level shift
Language has two levels, they are grammatical and lexical, and level
shift what Catford means is the shift which occurs from grammatical level
to lexical or from lexical to grammatical. The following is given the
example:
SL: She had changed clothes after they had taken off from Reno
TL: Ia telah menukar pakaiannya sejak pesawat itu bertolak dari
Reno
The marker of perfective grammatical “had changed” in English is
translated into “telah” in Indonesian, and the word “telah” is lexical. So,
in the example above there the shift from grammatical level to lexical
level.
b. Category Shift
14
The concept of 'category-shift' is necessary in the discussion of
translation, but it is clearly meaningless to talk about category shift unless
we assume some degree of formal correspondence between SL and TL;
indeed this is the main justification for the recognition of formal
correspondence in our theory. Category-shifts are departures from formal
correspondence in translation (Catford 76).
Category shift is divided into four:
1. Structure Shift
Structure shift occurs because of the shift of grammatical or
words order in the sentence. This shift could occur due to the demand
of grammar that is a must, but can also be arbitrary, because of the
tastes of the translator or because of following a particular writing style.
Here are few examples:
a. SL: mushroom soup
TL: sup jamur
b. SL: stolen jewelry
TL: perhiasan yang dicuri
c. SL: before leaving the room, he turned the lamp
TL: sebelum meninggalkan ruangan, dimatikannya lampu.
The examples above tell that the orders of words in the
translation changed. There are no changes in addition except the shift
of word order (first example), other got extra word (second example),
or the removal of most of the sentence element (third example). In
15
principle, structure shift only focuses its analysis in the shift of word
order in translation (Aljuhdy 7).
2. Class Shift
Class shift occurs when there is a shift of word class (kind words)
in translation. When a SL item is translated with a TL item which
belongs to a different grammatical class, example a verb may be
translated with a noun (Leonardi 2000). The word class is vary from
one language to another language. As in English there word “adverb”
that usually paired with phrase in Indonesian. See the following
example.
“Carefully” to “dengan hati-hati”
A determiner slightly different use in Indonesian though you can
be looked its pair (example: a/an become sebuah, sebutir, sehelai,
seekor, and so on, and this/ these become ini)
Following Halliday, we define a class as 'that grouping of
members of a given unit which is defined by operation in the structure
of the unit next above'. Class-shift, then, occurs when the translation
equivalent of a SL item is a member of a different class from the
original item (Catford 78). In English we know there are eight classes
of word or often called as part of speech, they are:
1. Noun
Noun is the n of people, animals, places, titles, or things (Chew
and Choy 2)
16
Example: one day, she runs into a secret room.
2. Pronoun
Pronoun is a word that takes the place of noun (Frank 20). Kinds
of pronoun are: I, you, we, they, he, she, and it. Pronoun can do
all of the things that nouns can do. They can be subjects, direct
objects, indirect objects, object of the preposition, and more.
Let’s look at a few examples:
- Erick is a blind mountain climber. (noun)
- He is a blind mountain climber. (pronoun)
3. Verb
Verb in Meriam Webster dictionary means a word that
characteristically is the grammatical center of a predicate and
expresses an act, occurrence, or mode of being, that in various
languages is inflected for agreement with the subject.
Verbs can be categorized into the following six types according
to their function (Chew and Choy 73).
Table 2.1
Sixt types of verb
Types of verbs Function Examples
Action Verbs Performing an action Change, drink,
run
Linking Verbs Linking the subject of the
sentence to additional
information about the
subject
Appear, be,
become, seem
17
Sensing verbs Relating to five senses Hear, see,
smell, taste,
touch
Feeling verbs Conveying emotions and
feelings
Detest, dislike,
hate, like, love
Mental verbs Describing a particular
mental state or activity
Assume,
believe,
imagine, know,
realize
Verbs of
possession
Indicating ownership or
possession
Belong,
contain, have,
include, own
4. Adjective
Adjective is word used in describing or modifying a noun.
Adjective gives more information about a noun that a noun itself
cannot provide (Chew and Choy 54).
Example: do not be persuaded by promotional tactics.
5. Adverb
Adverb is word used to show how, when, where, how often and
to what extent an action is done. While adjective connects with
noun, adverb connects with verbs and adjective (Chew and Choy
116)
Types of adverb and example can be seen in the table below.
18
Table 2.2
Types of adverb and examples
Types of Adverb Examples
Adverb of Time Now, nowadays, soon, tomorrow,
etc.
Adverb of Frequency Always, annually, never, rarely, etc.
Adverb of duration Briefly, eternally, permanently,
indefinitely, temporarily.
Adverb of Place Anywhere, behind, elsewhere, here,
outside, etc.
Adverb of Manner Beautifully, carefully, clearly,
quickly, etc.
Adverb of Degree Absolutely, completely, extremely,
really, etc.
Linking adverb Accordingly, finally, firstly,
furthermore, hence, etc.
Sentence adverb Actually, honestly, hopefully,
naturally, etc.
6. Conjunction
A conjunction joins two words phrases or sentences together
(University of Victoria). Examples: but, so, and, because, and or.
7. Preposition
A preposition usually comes before a noun, pronoun or noun
phrase. It joins the noun to some other part of the sentence
(University of Victoria). Examples: on, in, by, under, though, and
at.
19
8. Interjection
An interjection is an unusual kind of word, because it often stands
alone. Interjections are words which express emotion or surprise,
and they usually followed by exclamation marks (University of
Victoria). Examples: Ouch!, Hello!, Hurray!, oh no!, etc.
Class shift occurs when there is a shift in those word classes,
which may cause by common expression in target language, or for
idiomatic meaning from source language.
Examples of sentences that occur class shift.
a. SL: deep reverie (adjective)
TL: lamunan yang menghanyutkan (verb)
b. SL: for the pursuit of happiness (noun)
TL: untuk mengejar kebahagiaan (verb)
In the underlined expressions above occur class shift, where the
expression of the source language is translated into different class of
words in target language. In the first example, the word deep
“adjective” in source language shifted into menghanyutkan that is a
“verb”. In the second example, a noun shifted to verb that is the word
the pursuit to mengejar.
Class-shift, then, occurs when the translation equivalent of a
target language item is a member of a different class from the original
item. The classes that most shifted are from noun to verb as what writer
finds in the analysis the novel in the next chapter. This supported by
20
the theory of Nida, he adjustment in word classes are most often
changes from nouns to verbs (when the nouns express events) and shift
between nouns and pronouns, depending upon the syntactical
requirements of the language in specifying in participants (116).
3. Unit Shift (Rank Change)
Every language has a pattern or grammatical system that
consisted hierarchy of five sets of languages (Qureshi 2), namely: (1)
morpheme, (2) word, (3) phrase (4) clause, and (5) sentence.
Furthermore, on a higher level we can recognize (6) paragraph, and (7)
text. When the translation results the change those sets of language
above in source language to target language, then occurs unit shift or
rank shift. If the shift occurs from lower unit to higher one (1 to 2, 1 to
3, 2 to 4, and so on) is called upward rank shift. And conversely, when
the shift from higher unit to lower one (3 to 2, 4 to 3, 3 to 1, and so on)
is called downward rank shift (Catford 25). Here is the example:
SL: Gravity
TL: Gaya tarik bumi
Text in source language is translated to phrase in text in target
language. Actually, the word “gravity” has its counterpart in
Indonesian to “gravitasi”. Means, here the translator did translation
shift or upward rank shift, it is not because the necessity of grammar,
but the translator wanted his own choice of words.
SL: I don’t know
21
TL: Entahlah
In term of grammar, both expression above are actually in the
level or rank of sentence, SL is complete sentence, while TL is minor
sentence. But in a structure manner that SL is clause, while TL is word,
so there is downward rank shift in the translation.
4. Intra System Shift
Catford used the term intra-system shift for cases where the shift
is caused by differences of grammar of two languages involved (62).
In this case, in fact both the source language and target language have
comparable system formally with another, but doing the translation
requires the shift because of the prevalence of expression
corresponding becomes unacceptable. That unacceptable is caused by
certain grammar in target language itself (Aljuhdy 9). For instance,
when the SL singular becomes a TL plural. See the example bellow:
A cat is a cute animal
In that phrase does not refer to a specific dog, only reveals a
concept applicable in general. That statement can be translated
formally to “seekor kucing adalah binatang yang imut”, but that
expression is not acceptable in Indonesian, so do shift into “kucing
adalah binatang yang imut” here the determiner or article “a” and “an”
is not realized in translation. Pay attention to the example bellow:
SL: Many houses on the coast were swept away by the flood
TL: Banyak rumah di pinggir pantai tersapu banjir
22
The word “house” has to be plural in the grammar system,
because of existing plural pointer in front of the word “house”, the
pointer “many” in order to fulfill the rules of language. By contrast, in
Indonesian, when already there the marker indicates the plural in noun
phrase, so the noun that follows it should not be plural (in this case is
repeated word). So “banyak rumah-rumah” may be ambiguous or
imprecise.
Intra-system shift can also occur when translating words are
viewed differently by two communities of users of language. The
examples can be seen in table below.
Table 2.3
Example of intra-system shift
English Language Indonesian
A pair of trousers
A pair of scissors
A pair of glasses
Sebuah celana
Sebuah gunting
Sebuah kacamata
The examples in the table above explain two different
communities of language users viewed the words in different. This
difference is because in one side understands it is as a whole, while
other understand it is as two parts into one.
23
D. Equivalence of Translation
1. Definition of Equivalence
In explanation above shows that translation is an effort to transfer
the meaning in source language to another language, and the translator also
efforts to produce the equivalence meaning. As what Nida said translating
consists in reproducing in the receptor language the closest natural
equivalent of the source language message, first in term of meaning and
secondly in term of style (12).
Jakobson says that from a grammatical point of view languages
may differ from one another to a greater or lesser degree, but this does not
mean that a translation cannot be possible, in other words the translator
may face the problem of not finding a translation equivalent (Leonardi
2000). Equivalence itself is “an expression from a language which has the
same meaning as, or can be used in a similar context to, one from another
language, and can therefore be used to translate it” (Encyclopedia.com).
Vinay and Darbelnet view equivalence-oriented translation as a procedure
which “replicates the same situation as in the original, whilst using
completely different wording” (encyclopedia.com).
The task of the translator is not only replacing words in the source
language to other language, but also delivering the same message and
expressing what the writer of source language means by using other
language, that the same message or the same meaning called equivalence
by the experts above. Because of the different culture and term of
24
grammatical, the translator may find the problem, the translator hard to
find the equivalence meaning in target language but it does not mean that
the translator cannot do translating.
2. Type of Equivalence
Nida argued that there are two different types of equivalence
(Hatim and Munday 42). They are:
1. Formal equivalence
Formal equivalence tries to remain as close to the original text
as possible without adding the translator’s ideas and thoughts into the
translation (Nida 12). Thus, the more literal the translation is, the less
danger there is of corrupting the original message. This is therefore
much or of a word-for-word view of translation. See the example:
SL: Look, little guy, you all shouldn’t be doing that.
TL: Lihat, anak kecil, kalian semua seharusnya tidak berbuat itu.
The sentences above are the example of literal translation which
consist of formal equivalence.
2. Dynamic equivalence
Dynamic equivalence involves taking each sentence (or
thought) from the original text and rendering it into a sentence in the
target language that conveys the same meaning, but does not
necessarily use the exact phrasing or idioms of the original
(Shakernia 2). The idea is to improve readability by rephrasing
constructions that could be confusing when literally translated, but
25
retain some faithfulness to the original text rather than creating a
complete paraphrase. Because dynamic equivalence sacrifices some
faithfulness to the original text to achieve a more natural translation,
it is designed to be used when the readability of the translation is
more important than preserving the original wording. The example
bellow will give more understanding.
SL: You’ve done better than your father.
TL: kerjamu lebih baik dari ayahmu.
The translation “kerjamu” gives the spesific meaning to
avoid ambiguity of width sense of the word “done or what have
done”.
Nida first put forward the principle of dynamic equivalence
which he defines as "the relationship between receptor and message
should be substantially the same as that which existed between the
original receptors and the message" (Nida 159). Following this
principle, he defines dynamic-equivalence translation as "the
closest natural equivalent of the source-language message" (Nida
12). To discuss the uses of this principle, we must know about the
essential features of this principle and Dynamic-equivalence
translation. As Nida himself points out, the essential features of D-
E translation consists of the following points:
(1) equivalent, which points toward the source-language message.
(2) natural, which points toward the receptor language
26
(3) closest, which binds the two orientations together on the
basis of the highest degree of approximation (Nida, 167).
All these points aim at arousing "similar response" between
the source text readers and the target text readers (Yinhua 1253).
A. Equivalent
As mentioned above, this aims at reproducing the message
of the original text. This is the basic requirement of D-E translation,
as is with any other kind of translation. To produce a D-E
translation, the translator must aim primarily at conveying the
meaning of the original text.
B. Natural
A Dynamic-equivalence translation is directed primarily
toward the similarity of response. To achieve this purpose, the
translation must be natural, and to get the natural transation it is
important to arouse a similar respone of the target readers and the
source readers.
Nida stresses that naturalness in a D-E translation must
fit these three aspects: (1) the receptor language and culture as
a whole, (2) the context of the particular message, (3) the receptor
– language audience (Yinhua 1253).
C. Closest
"Closest" indicates that equivalence in translation can
never be absolute identity, because "loss occurs in all forms of
27
communication, whether it involves translation or not" (Bassenet
and Lefvere 35). It can only be an approximation, because there
are not two languages are identical, either in the meanings given
to corresponding symbols or in the ways in which such symbols are
arranged in phrases and sentences. Therefore, the total impact of a
translation may be reasonably close to the original, but there can be
no identity in detail.
On the other hand, since equivalence in translation is just a
kind of approximation, not absolute identity, it naturally results in
the possibility to establish equivalence between the source text
and the target text on various degrees or in different aspects.
However, it is the highest degree that a D-E translation is
expected to strive for. In other words, though loss of meaning is
inevitable, the translator should try his best to reduce it to the
minimum.
D. Similar Response
This is the principal aim of the D-E translation and all the
above three points are directed to. The term "response" here refers
to the way in which receptors of a text understand the text,
including the effect the text produces on them while "similar
response" involves a comparison of two relations: the relation of the
target text readers to the target text should be substantially the same
to that of the source text readers to the source text (Yinhua 1253).
28
In conclussion, Nida’s approaches in translation are formal
and dynamic equivalence. Formal equivalence focuses attention on
the message itself, in the both form and content. However, dynamic
equivalence is looking for the closest natural equivalence to the
source language message.
E. Simple Sentence
Simple sentence consists of two main parts, the subject and the verb
(Chew and Choy 149). Simple sentence has only one main and independent
clause. Simple sentence also known as a clausal sentence. It may have a
modifier besides a subject, verb, and object. Though it is simple, it does not
say that a simple sentence is short or easy to understand, a simple sentence can
has many phrases but only has one independent clause. Simple sentence does
not contain a coordinator conjunction (for, and, nor, but, or, yet, so) as
identifying mark as compound sentence or does not contain subordinator
conjunction or relative (because, since, after, although, when, etc) as
identifying mark as complex sentence. Furthermore the use of compound
subject, compound verb, prepositional phrases, and another elements help
lengthen simple sentence.
Examples of simple sentences:
1. Joe waited for the train
Joe= subject, waited= verb, the train = object
2. The train was late
The train = subject, was = verb, late = complement
29
3. The boy ran quickly
The boy = subject, ran = verb, quickly = adverb
4. Marry and Samantha took the bus
Marry and Samantha= compound subject, took= verb, the bus=
object
5. I looked for Marry and Samantha at the bus station
I= subject, look= verb, Marry and Samantha= object, at the bus
station= adverb
6. Marry and Samantha arrived at the bus station early but waited
until noon for the bus
Marry and Samantha= compound subject, arrived and waited=
compound verb
Another examples of simple sentence in literature
1. The Big Sleep by Raymond Chandler
“I was wearing my powder-blue suit, with dark blue shirt, tie and
display handkerchief, black brogues, black wool socks with dark blue
clocks on them.”
In the sentence above, Chandler has perfectly used a simple
sentence with multiple subjects to describe his blue suit. There are
no dependent clause. A single independent sentence conveys a
complete idea.
2. Extremely Loud and Incredibly Close by Jonathan Safran Foer
30
“Sometimes i can feel my bones straining under the weight of all the
lives i’m not living.”
In the example above, the author used a short and
independent sentence to convey a complete idea of straining bones.
31
CHAPTER III
RESEARCH FINDING
A. Data Description
In data description, the writer focusses on analyzing class shift and its
equivalence in the Stars Shine Down novel and its translation text into Kilau
Bintang Menerangi Bumi. The writer uses the theory of Catford of translation
shift and theory of Nida to examine the translation equivalence. In process of
collecting data, the writer reads carefully both of the novels, the source language
novel and target language novel.
After reading and comparing both source language novel and target
language novel carefully to find class shift that occurs in the novel, the writer
finds 30 of class shift, and the shifts consist 7 of type, they are: noun to verb,
verb to noun, adjective to verb, adverb to verb, pronoun to noun, verb to
adjective, and adjective to noun.
From the total number of class shift in all data findings, the writer finds
that class shift that mostly happen is noun to verb. There are 7 shift of noun to
verb, 7 shifts of verb to noun, 6 shifts of adjective to verb, 3 of shifts adverb to
verb, 3 shifts of pronoun to noun, 1 shifts of verb to adjective, and 1 shift of
adjective to noun. The data description is tabulated as follow:
32
Table 3.1
Data Description
NO Source Language text Target Language Text Shift
1 In the ballroom a society
orchestra would be on
the bandstand, ready to
tempt the guests to dance
the night away in
celebration of her
fortieth birthday
Di ballroom itu sebuah
orkestra sudah siap di
panggung musik, siap
menggoda para tamu
untuk berdansa
semalaman merayakan
ulang tahunnya yang
keempat puluh.
Noun to verb
2 Every hub painted with a
fluorescent color for
easy identification
Setiap tiang dicat dengan
warna metalik supaya
mudah dilihat
3 She imagine what he did Lara mencoba mengira-
ngira apa profesinya Verb to noun
4 “How much did he
offer?”
“Berapa tawarannya?”
5 She can be petty and
vengeful and incredibly
generous
Ia bisa nyinyir dan
mendendam dan sangat
pemurah
Adjective to Verb
6 Lara seldom went out
socially
Lara jarang pergi keluar
untuk bersantai Adverb to verb
7 “... in a hick town like
this,” he advised her
“ ... di kota udik seperti
ini,” begitu nasehatnya
kepada Lara Pronoun to noun
8 They’re a first-rate outfit Gedung-gedung itu
mutunya kelas satu
9 work on the building
began to slow down
Pembangunan gedung itu
mulai lambat Verb to adjective
33
10 She can be petty and
vengeful and incredibly
generous
Ia bisa nyinyir dan
mendendam dan sangat
pemurah
Adjective to noun
B. Data Analysis
From the data above, the writer picks 10 datas as presentative and tries
to analyze them by categorizing them into the type of class shift and observing
the equivalence in these class shift using Nida’s theory. The data can be
analyzed as follows:
Noun to verb shift
Data 1
Source language: In the ballroom a society orchestra would be on the
bandstand, ready to tempt the guests to dance the
night away in celebration of her fortieth birthday.
(Page 5)
Target language: Di ballroom itu sebuah orkestra sudah siap di panggung
musik, siap menggoda para tamu untuk berdansa
semalaman merayakan ulang tahunnya yang keempat
puluh. (Page 16)
The sentence above is identified as simple sentence. Based on the theory,
The sentence has only one main clause which explained by long sentence and
the sentence does not contain a coordinator as identifying mark as compound
sentence or does not contain subordinator or relative as identifying mark as
complex sentence. The data above has the elements of subject (a society
34
orchestra) + compound verb (would be, ready) + adverbial phrase (in
celebration of her fortieth birthday). The translator does the class shift from
celebration in source language to merayakan in target language which classified
as noun to verb.
Celebration is a word formed by combining the word celebrate added
suffix tion, the words end with suffix tion commonly means action or process.
In this word, suffix tion in celebration is action of celebrating and the word
merayakan has the root word raya, added affix me and suffix kan. Me-kan
creates a transitive verb preceding an indirect object. That two words celebration
and merayakan have the meaning ‘to do something special or enjoyable for an
important event, occasion, holiday, etc’. Actually the word celebration has the
same class in the target language that is perayaan, both words are noun.
The translator does the class shift in the data to improve readability by
rephrasing constructions that could be confusing when the data literally
translated. So, the translator does the class shift by change the class of word to
get the equivalence translation. Based on Nida’s theory, dynamic equivalence
sacrifices some faithfulness to the original text to achieve a more natural
translation, it is designed to be used when the readability of the translation is
more important than preserving the original wording.
Data 2
Source language: every hub painted with a fluorescent color for easy
identification. (Page 90)
35
Target language: setiap tiang dicat dengan warna metalik supaya mudah
dilihat. (Page 102)
The sentence above is identified as simple sentence because the sentence
has one main or independent clause. Based on the theory of simple sentence,
the sentence above does not contain coordinator as identifying mark that makes
the sentence become compound sentence and does not contain subordinator or
relative as identifying mark that makes the sentence become complex sentence.
In the data, the sentence has the elements of subject (every hub) + verb (painted)
+ prepositional phrases (with fluorescent, for easy identification). The
translator does the class shift from the word identification in source language to
dilihat in target language which classified as noun to verb shift.
Identification is a word formed by combining the word identify and suffix
cation. The words end with suffix cation commonly means action or process.
The word identify + suffix cation become identification that is noun has the
meaning in Meriam Webster dictionary as the act of finding out who someone
is or what something is: the act of identifying someone or something. While the
word dilihat from the root lihat added passive mark that is di.
To the context of the data, dilihat can deliver the same meaning to the
word identification. The translator does the class shift in the data to improve
readability by rephrasing constructions that could be confusing when the data
literally translated. So, the translator does the class shift to get the equivalence
translation. Based on Nida’s theory, dynamic equivalence sacrifices some
faithfulness to the original text to achieve a more natural translation, it is
36
designed to be used when the readability of the translation is more important
than preserving the original wording.
Verb to noun shift
Data 3
Source language: She imagine what he did. (Page 49)
Target language: Lara mencoba mengira-ngira apa profesinya. (Page 78)
The sentence above is identified as simple sentence because the sentence
has one main clause. Based on the theory, the sentence also does not contain
coordinator as identifying mark that makes the sentence become compound
sentence and does not contain subordinator or relative as identifying mark that
makes the sentence become complex sentence. The data has the elements of
subject (she) + verb (imagine) + verb phrase as an object (what he did). The
translator does the class shift from the word did in source language to profesi in
target language which is classified as verb to noun shift.
The word did is past participle verb from the word do which has meaning
in Meriam Webster as ‘perform, execute (do some work/did his duty)’ and the
word profesi means bidang pekerjaan yang dilandasi pendidikan keahlian
(keterampilan, kejujuran, dsb) tertenu in KBBI. Based on the structure, clause
he did is shifted into noun phrase profesinya in the target language text. The
word do has large meaning and the writer assumes that the translator translated
the word do to profesi and did this shift is to give the specific meaning of the
author’s mean. Because the sentence after ‘She imagine what he did’ is ‘he was
37
certainly not a miner of fisherman, and he did not look like a merchant’. The
words ‘fisherman’ and ‘merchant’ indicate the profession.
To the context of the data, did can deliver the same meaning to the word
profesi. The translator does the class shift in the data to get the specific meaning
of what author means and to improve readability by rephrasing constructions.
Based on Nida’s theory, this shift in the sentence has achieve the equivalence
translation because by doing class shift the translator can produce the natural
and closest equivalence to the source language.
Data 4
Source language: How much did he offer? (Page 100)
Target language: Berapa tawarannya? (Page 150)
The interrogative above is identified as simple sentence. Based on the
theory, the sentence contains one main clause and the sentence does not contain
a coordinator as identifying mark as compound sentence or does not contain
subordinator or relatives as identifying mark as complex sentence. From the
data, the sentence has the elements of question word (how much) + auxiliary
(did) + subject (he) + verb (offer). The translator does the class shift from the
word offer in source language to tawaran in target language which classified as
verb to noun shift.
The word offer has the meaning as menawarkan in target langauge but
the translator translated the verb offer in source language into noun tawaran in
target language. Tawaran has a menaing in KBBI dictionary as harga yang
diminta oleh pembeli (penyewa dsb and offer / menawarkan in target language
38
means memasang harga (mengemukakan harga yang diminta. Actually, it is
possible the translator to not do the class shift, the sentence translated literally
and become berapa banyak dia menawarkan?, but the translator translated by
doing class shift become berapa banyak tawarannya?.
The writer assumes that by doing class shift to get the natural translation
but still closest equivalence to the source language. Based on Nida’s theory,
dynamic equivalence sacrifices some faithfulness to the original text to achieve
a more natural translation, it is designed to be used when the readability of the
translation is more important than preserving the original wording.
Adjective to verb shift
Data 5
Source Language: She can be petty and vengeful and incredibly
generous. (Page 15)
Target Language: Ia bisa nyinyir dan mendendam dan sangat pemurah.
(Page 29)
The sentence above is identified as simple sentence. Based on the theory,
the sentence contains one main clause and the sentence does not contain a
coordinator as identifying mark as compound sentence or does not contain
subordinator or relatives as identifying mark as complex sentence. In the data,
the sentence has the elements of subject (she) + linking verb (can be) + three
subject complements (petty + vengeful + generous). The translator does the
class shift twice, from the word vengeful to mendendam which classified as
adjective to verb shift and from the word generous to pemurah which classified
39
as adjective to noun shift. The first shift will be analyzed below and the second
shift will be analyzed in data 10.
In the first case, translator renders adjective vengeful to verb
mendendam. The word vengeful has the meaning in Meriam Webster as feeling
or showing a desire for vengeance and the word mendendam in the target
language is a verb from the root adjective (dendam) added the prefix me, adding
prefix me to a noun or adjective root word often creates a verb that functions to
indicate that the subject of an utterance is the agent or the one responsible for
carrying out the action of the verb. Adjective dendam + prefix me or men become
mendendam has meaning as menaruh dendam kepada in KBBI dictionary.
Actually the word vengeful as known as adjective has the same class in target
language that is dendam.
To the context of the data, mendendam deliver the same meaning to the
word vengeful. The translator does the class shift in the data to improve
readability by rephrasing constructions that could be awkward translation when
the data literally translated. So, the translator does the class shift to get the
natural translation. Based on Nida’s theory, dynamic equivalence sacrifices
some faithfulness to the original text to achieve a more natural translation, it is
designed to be used when the readability of the translation is more important
than preserving the original wording.
Adverb to verb shift
Data 6
Source language: Lara seldom went out socially (page 106)
40
Target language: Lara jarang pergi keluar untuk bersantai (page 157)
The sentence above is identified as simple sentence because the sentence
has one main independent clause. The sentence contains one main clause and
the sentence does not contain a coordinator as identifying mark as compound
sentence or does not contain subordinator or relatives as identifying mark as
complex sentence as explained in the theory of simple sentence. In the data, the
sentence has the elements of subject (Lara) + determiner (seldom) + verb (went
out) + adverb (adverb). The translator does the class shift from the word
socially in source language to bersantai in target language which classified as
adverb to verb shift.
Socially is a word formed by combining the word social and suffix ly.
The word that have been combined with suffix ly are commonly become adverb
of manner, which means in the way mentioned. For example, the word socially
itself means with respect to society. The translator translated socially to
bersantai in target laguage, bersantai is from the root word santai added prefix
ber. Prefix ber is used to construct a verb that means doing something, being
something, have something, or having a certain attribute. Adjective santai +
prefix ber become verb bersantai has the meaning in KBBI as beristirahat
sambil melakukan acara bebas. The word socially and bersantai have the
different meaning, ‘beristirahat sambil melakukan acara bebas’ cannot deliver
the same meaning as ‘respect to society’ in the real meaning in the dictionary.
But in paragraph of the novel tells that Lara seldom went socially, and when
41
she did, Lara did she usually went to a club where jazz was played. She liked
Andy’s, a club where the top jazz artists performed.
From the explanation above, the translator did class shift by translating
the word socially to bersantai to get the specific meaning of what author means
and to improve readability by rephrasing constructions. Based on Nida’s theory,
this shift in the sentence has achieve the equivalence translation because by
doing class shift the translator can produce the natural and closest equivalence
to the source language.
Pronoun to noun shift
Data 7
Source Language: “... in a hick town like this,” he advised her. (Page 48)
Target Language: “ ... di kota udik seperti ini,” begitu nasehatnya kepada
Lara. (Page 75)
The sentence above is identified as simple sentence because the sentence
consist of one main clause. The sentence contains one main clause and the
sentence does not contain a coordinator as identifying mark as compound
sentence or does not contain subordinator or relatives as identifying mark as
complex sentence as explained in the theory of simple sentence. In the data, the
sentence has the elements subject (he) + verb (advised) + object (Lara). The
translator does the class shift from the word her in source language to Lara in
target language which is classified as pronoun to noun shift.
In English, a pronoun her is commonly applied to substitute a personal
noun. Pronoun her is translated into noun Lara (name of person). This type of
42
shift is rarely found in the novel. The word her here is an objective of she which
has definition as used to refer to a certain woman, girl, or female animal as the
object of a verb or a preposition. Translator translated the word her into Lara
in order to avoid misunderstanding to the reader. He opts to use Lara to give
clear reference about description of pronoun her.
From the explanation above, the translator did class shift by translating
the word her to Lara to get the specific meaning of what author means and to
improve readability by giving the clear reference. Based on Nida’s theory, this
shift in the sentence has achieve the equivalence translation because by doing
class shift the translator can produce the natural and closest equivalence to the
source language.
Data 8
Source language: They’re a first-rate outfit. (Page 64)
Target language: Gedung-gedung itu mutunya kelas satu. (Page 99)
The sentence above is identified as simple sentence because the sentence
has one main idea. The sentence contains one main clause and the sentence does
not contain a coordinator as identifying mark as compound sentence or does not
contain subordinator or relatives as identifying mark as complex sentence as
explained in the theory of simple sentence. In the data, the sentence has the
elements of subject (they) + verb (are) + subject complement (a first-rate
outfit). The translator does the class shift from the word they in source language
to gedung-gedung in target language which classified as pronoun to noun shift.
43
The translator translated the pronoun they in source text into noun
gedung-gedung in target text. In the literal meaning pronoun they has a meaning
in Meriam Webster as those one – used as third person pronoun serving as the
plural of he, she, or it or referring to a group of two or more individuals. From
that definition we know that the translator translated the word they into gedung-
gedung to give the clear reference and improve the readability translation to the
readers. Furthermore in story of novel tells that Charles Cohn had inspected
five buildings by a good company named Nova Scotia Contraction, so when
Charles Cohn said “they’re a first-rate outfit” they here is refer to the buildings.
From the explanation above, the translator did class shift by translating
the word they to gedung-gedung to get the specific meaning of what author
means and to improve readability by giving the clear reference. Based on Nida’s
theory, this shift in the sentence has achieve the equivalence translation because
by doing class shift the translator can produce the natural and closest
equivalence to the source language.
Verb to adjective shift
Data 9
Source Language: work on the building began to slow down (67)
Target Language: Pembangunan gedung itu mulai lambat (103)
The sentence above is identified as simple sentence because the sentence
has one main idea. The sentence contains one main clause and the sentence does
not contain a coordinator as identifying mark as compound sentence or does not
contain subordinator or relatives as identifying mark as complex sentence as
44
explained in the theory of simple sentence. In the data, the sentence has the
elements of subject (work on building) + verb (began) + verb complement (to
slow down). The translator does the class shift from the word slow down in
source language to lambat in target language which classified as verb to
adjective.
In Meriam Webster, the verb slow means to begin to move at a lower
speed and in KBBI dictionary lambat means perlahan-lahan (geraknya,
jalannya, dsb), tidak cepat. Actually slow down is an idiom that has meaning in
American Idiom and Phrasal Verb Dictionary as to decrease speed, to go
slower. The word slow down has a class as verb in English and it cannot
translated to the same class in target language, so it is a must for the translator
to do class shift, as in John M Echols slow down (verb) means lambat
(adjective).
The translator does the class shift because the word in the target language
has no same class in source language. Although there is no same class between
source language and target language, the two words slowdown and lambat has
the same meaning. Based on Nida’s theory, equivalence sacrifices some
faithfulness to the original text to achieve a more natural translation, it is
designed to be used when the readability of the translation is more important
than preserving the original wording.
45
Adjective to noun shift
Data 10
Source language: She can be petty and vengeful and incredibly generous.
(Page 12)
Target language: Ia bisa nyinyir dan mendendam dan sangat pemurah.
(Page 29)
The sentence above is identified as simple sentence because the sentence
has one main clause. The sentence contains one main clause and the sentence
does not contain a coordinator as identifying mark as compound sentence or
does not contain subordinator or relatives as identifying mark as complex
sentence as explained in the theory of simple sentence. In the data, the sentence
has the elements of subject (she) + linking verb (can be) + three subject
complements (petty, vengeful, generous). The translator translated the word
generous in source language to pemurah in target language which classified as
adjective to noun shift.
The word ‘generous’ in Meriam Webster has the meaning as freely giving
or sharing money and other valuable thing, and the word pemurah has the root
word from murah as noun added prefix pe. Prefix pe added to noun in target
language usually forms a noun that indicates a person, agent, or thing, noun
murah + prefix pe become pemurah has the meaning in KBBI as orang yang
suka memberi, orang yang murah hati. Actually the translator still can
translated this word without doing class shift, the word generous can be
translated to murah hati, generous and murah hati are both adjective.
46
To the context of the data, pemurah deliver the same meaning to the word
generous. Although it is possible to not do the class shift, the word in source
language can be translated to the same class in target language. But it depends
to the style of the translator, based on Nida’s theory of dynamic equivalence,
since the translation deliver the same meaning as in the source language
although does not use the exact phrasing of the original, it has achieved the
equivalence translation.
47
CHAPTER IV
CONCLUSIONS AND SUGESTIONS
A. Conclusions
After describing an overview about the class shift and analyzing them in
The Stars Shine Down novel by Sidney Sheldon and its translation novel entitled
Kilau Bintang Menerangi Bumi, some conclusion are drawn as the following:
First, based on the theory of Catford, the writer found 7 of type, they are:
noun to verb, verb to noun, adjective to verb, adverb to verb, pronoun to noun, verb
to adjective, and adjective to noun. From the total number of class shift in all data
findings, there are 7 shift of noun to verb, 7 shifts of verb to noun, 6 shifts of
adjective to verb, 3 of shifts adverb to verb, 3 shifts of pronoun to noun, 1 shifts of
verb to adjective, and 1 shift of adjective to noun.
The second, the reason that the translator did class shift in the novel is to
make the good translation product and become readability for the target language
readers, and the most important is to achieve the equivalence translation. All simple
sentences containing class shifts found in the novel have been achieved closest
natural equivalence and acceptable translation based on Nida’s theory. So, it can be
said that the translator has a good quality in finding the equivalence translation
especially in the sentences that contain class shift.
48
B. Sugestions
The writer would like to suggest for the general translator to master the
translation shift, especially in class shift. Shift in grammatical categories need to
managed in order to deliver the message of the source text. The writer also suggest
that in achieving the equivalence the translator should pay attention to the principle
of the equivalence itself, the translator should convey the author aims in the term
of meaning and in the term of style or the translator should convey the closest
natural equivalence as in the original text. Furthermore, one of the way to get the
equivalence translation is doing shift.
The writer also suggests for the next researcher to get better understanding
of shift in translation and understanding the equivalence translation. The writer
expects this research can fulfill the reference needed for who wants to conduct that
related to translation shift and equivalences.
49
WORKS CITED
Aljuhdy, Yosa Abduh. Analisis Translation Shift dalam Penerjemahan Bilingual
Indonesian Inggris-Bahasa Indonesia. Web 19 July 2016.
Baker, Mona. In Other Words A Course Book on Traslation. New York: Routledge,
2011. Print.
Catford, J.C. A Lingustic Theory of Translation. London: Oxford University Press,
1965. Print.
Chew, Phyllis G. L and Choy, Toh Weng. Grammar Handbook. Singapore: Times
Printers, 2009. Print.
Echols, John M. And Shadily, Hassan. Kamus Inggris-Indonesia. Jakarta: P.T.
Gramedia, 1986. Print.
Frank, Marcella. Modern English: A Practical Reference Guide. London: Prentice
Hall, 1972. Print.
Hatim, Basil and Munday, Jeremy. Translation: An Advanced Resource Book. New
York: Routledge, 2004. Print.
Hosseini, Seyed Mohammad. Translation Shift in the Persian Translation of a Tale
of Two Ciities by Charles Dicken. Academic Journal of Interdisciplinary
Studies: Volume 2 No 1, 2013. Print.
Kridaklasana, Hariurti. Pesona Bahasa Langkah Awal Memahami Linguistik.
Jakarta: PT Gramedia Pustaka Utama, 2009. Print.
Leonardi, Vanessa. Equivalence in Translation: Between Myth and Reality. Web
19 July 2016.
Magfiroh, Laily. Class Shift in English into Indonesian Translation in MS WIZ
Novel. Thesis of Faculty of Adab and Humanities, Syarif Hidayatullah
Jakarta State Islamic University, 2014. Print.
McArthur, Tom. Concise Oxford Companion to The English Language. Oxford:
Oxford University Press, 1998. Print.
Munday, Jeremy. Introducing Translation Studies: Theories and aplications. New
York: Routledge, 2008. Print.
Newmark, Peter. A Textbook of Translation. London: Cambridge University Press,
1978. Print.
Nida, Eugene A. Toward A Science of Translating. Leiden: E.J.Brill, 1964. Print.
50
Nida, Eugene A and Taber, Charles R. TheTheory and Practice of Translation.
Leiden: E.J.Brill, 1974. Print.
Pramono, Budijanto T, trans. Kilau Bintang Menerangi Bumi. Jakarta: Gramedia
Pustaka Utama, 1993. Print.
Retnomurti, Ayu Bandu. The Equivalence and Shift in The English Translation on
Indonesian Noun Phrase. Faculty of Literature, Gunadarma University.
Print.
Sayogie, Frans. Teori dan Praktik Terjemahan. Tangerang Selatan: Transpustaka,
2014. Print.
Shakernia, Shabnam. “Study of Nida’s (formal and dynamic equivalence) and
Newmark’s (semantic and communicative translation) translating theories
on two short stories”. Merit Research Journal 2(1) (2013): 001-007. Print.
Sheldon, Sidney. The Stars Shine Down. New York: A Time Warner Company,
1993. Print.
Shreve, G.M, chuffer, C and Dank, J.H. Is There Special Kind of Reading for
Translation. Amsterdam: John Benjamin Publishing Company, 1933. Print.
Simatupang. Pengantar Teori Terjemahan. Jakarta: University of Indonesia, 1999.
Print.
Yinhua, Xiang. “Dynamic Equivalence: Features and Merits”. Theory and Practice
in Language Studies 1.9 (2011: 1253-1255). Print.
____________. “Equivalence in Translation: Features and Necessity”.
International Journal of Humanities and Social Science 1.10 (2011: 169-
171. Print.
51
APPENDICES
Data Description
NO SOURCE
LANGUAGE
TARGET
LANGUAGE SHIFT
EQUIVALE
NCE
1 Every hub
painted with a
flueorescent
color for easy
identification
Setiap tiang dicat
dengan warna
metalik supaya
mudah dilihat
Noun to
verb
2 In the middle of
the hall would
be along buffet
with ice carving
of a swan
Di tengah aula itu
terbujur meja
buffet panjang
berhiaskan angsa
putih yang
dibentuk dari es
3 In the ballroom
a society
orchestra would
be on the band
stand, ready to
tempt the guests
to dance the
night away in
celebration of
her fortieth
birthday
Di ballroom itu
sebuah orkestra
sudah siap di
panggung musik,
siap menggoda
para tamu untuk
berdansa
semalaman
merayakan ulang
tahunnya yang
keempat puluh
4 “You’re on a
one-week trial.”
Kau akan dicoba
seminggu
52
5 “it will be a
waste”
“itu akan buang
uang saja”
6 it was a wishper ia berbisik
7 Lara had no
chance to enjoy
any of this
things
Lara tak pernah
berpeluang untuk
menikmati semua
itu
8 “What finally
happened to the
poeple?”
“Bagaimana
akhirnya nasib
orang-orang itu?”
Verb to
noun
9 “You’ve done
better than your
father.”
“kerjamu lebih
baik dari
ayahmu.”
10 he advised her nasehatnya
kepada Lara
11 She imagine
what he did
Lara mencoba
mengira-ngira apa
propesinya
12 “How much did
he offer?”
“Berapa
tawarannya?”
13 “What does that
mean?”
Apa artinya itu?”
14 She continued
to collect the
rents for Sean
MacAllister
Ia masih terus
menjadi penagih
uang sewa untuk
Sean MacAllister
15 The dinner was
going to be
delicious
Makan malamnya
akan sangat
memuaskan
Adjective to
verb
53
16 She can be petty
and vengeful
and incredibly
generous
Ia bisa nyinyir
dan mendendam
dan sangat
pemurah
17 He’s responsible
for my success
Dialah yang
membuat saya
sukses
18 She stod here,
frozen
Lara berdiri
disitu, tercekam
19 Ouch, it was a
terrible time
Oh, itu zaman
yang sangat
menakutkan
20 This is quite a
resume
Resume ini sangat
mengesankan
21 “I am not
hungry.” Lara
said stubbornly
“Saya tidak
lapar.” kata Lara
mengeraskan hati
Adverb to
verb
22 Lara seldom
went out
socially
Lara jarang pergi
keluar untuk
bersantai
23 They’ll be here
tomorrow
Mereka akan
datang lagi besok
24 Lara told her Lara
menceritakan
situasinya
Pronoun to
noun
25 He advised her nasehatnya
kepada Lara
26 “They’re a first-
rate outfit”
“Benar gedung-
gedung itu
54
mutunya kelas
satu”.
27 Work on the
building began
to slow down
Pengbangunan
gedung itu mulai
lambat
Verb to
adjective
28 She can be petty
and vengeful
and incredibly
generous
Ia bisa nyinyir
dan mendendam
dan sangat
pemurah
Adjective to
noun
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