EEJ 8 (2) (2018) 241 - 253 

  

English Education Journal 

  
http://journal.unnes.ac.id/sju/index.php/eej 

 

 

The Translation of Ideologies in The English – Indonesian Translation 

of Twain’s “The Adventure of Tom Sawyer” 

 

Muhammad Rizky Rochmawan 1, Issy Yuliasry
 2
, Sri Wuli Fitriati 2

 

 
1. Permata English Course, Semarang, Indonesia 
2. 

Universitas Negeri Semarang, Indonesia 

 

Article Info 

________________ 

Article History: 

Accepted 2 January 

2018 

Approved 01 April  

2018 

Published 20 June 

2018 

________________ 

Keywords: 

Translation, Rendering 

of Ideologies, The 

Adventure of Tom 

Sawyer‘s novel 

____________________ 

Abstract
 

___________________________________________________________________ 

This thesis was focused on the rendering of ideologies in the English – Indonesian 

Translation Twain‘s The Adventure of Tom Sawyer. The main purposes of the study 

was to explain the rendering of ideologies found in the English – Indonesian translation 

in the Twain‘s novel The Adventure of Tom Sawyer which was realized through the 

rendering of ideologically-contested words, nominalization and voice. This study used 

descriptive qualitative study by means of Critical Discourse Analysis framework 

proposed by Fairclough (1989). The analysis was done by analyzing the ideologically-

contested words, nominalization and voice found in the sentences where ideologies 

were embedded. This was also done by getting through the analysis of micro-level, 

meso-level and macro-level of Critical Discourse Analysis. The results of the study 

showed the way the ideological differences between the source language and target 

language were renderred, such as: tacit assumption, belief system and value system. 

Most of the ideologies were rendered into target language, while only few were shifted 

as the result of choosing the words, nominalizing the clause and changing the voice. 

The results of the study are expected to give a valuable contribution to the translator, 

English Department students and lecturers and writers to consider the rendering of 

ideologies in the literary works, in order to raise ideological awareness embedded on the 

source language and to succeed rendering the ideologies by considering the socio-

cultural condition. 

   

 

© 2018 Semarang State University 

 
 Correspondence Address:  

Jl.Bromelia FA 06 Permata Puri Ngaliyan, Semarang, Indonesia 

E-mail: rizkyrochmawan@gmail.com 

 

 
 

p-ISSN 2087-0108 

e-ISSN 2502-4566
  

 

 

 

 

 

 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

242 

INTRODUCTION 

 

Nowadays, translation plays important 

roles in life. It has become a major means of 

communication and exchange information 

among people in this multilingual world. The 

enhancement of the technology has also 

provided some translation tools; however, the 

technology itself, such as google translate, 

sometimes is not able to understand the contexts 

of the texts beyond the sentences which provide 

miss information for the target readers (Hartono, 

2016). Not only exchanging the information, 

translation enables people to exchange the 

cultures since language is the product of culture. 

It emphasizes that doing translation task is not 

easy in which there may be some difficulties 

faced. This is in line with Ibarratxe (2003) who 

adds that one of the major difficulties in doing 

translation task is how the translators hold the 

characteristics of the source language to the 

demands of the target language while keeping as 

accurate as possible the content of original text. 

Mujiyanto (2016) stated that translation is 

transferring the meaning from one language into 

another as the result of the difference of point of 

views and ideology toward the meaning which is 

always accompanied by its cultural elements. It 

proves that translation cannot be separated from 

the culture. According to Hatim and Mason 

(1997: 1) ―translation is defined as an act of 

communication which attempts to relay, across 

cultural and linguistic boundaries, another act of 

communication (which may have been intended 

for different purposes and different 

readers/hearers)‖. In line with that, Lefevere 

(1992) states that translation is the process of 

rewriting an original text which reflects a certain 

ideology to be given to particular society in a 

given way. Hence, in the translation process, all 

of the components within the source language 

including the cultural and linguistic elements are 

being transferred to the target language as well 

as the ideology embedded on the source 

language. 

Ideology in general can be defined as 

particular people‘s beliefs. According to Hall in 

van Dijk (1998), they define ideology as the 

mental frameworks which include the language, 

the concepts, categories, imagery of thought, 

and the systems of representation spread by 

different classes and social groups in order to 

make sense of, figure out and provide 

understandable way of society works. Besides, 

Hatim and Mason (1997:120) stated that 

―ideology is defined as the assumptions, beliefs, 

and value systems which are shared by the 

members of such a social group‖. Furthermore, 

ideology is the social belief system which lives 

within the particular society as the result of the 

environment and the belief which form the 

people‘s ideology.  

The issue of ideology in the process of 

translation has become an important issue in 

translation studies. Based on the phenomena 

recently, translation is not just a process that 

goes on in the translator‘s head; it plays an 

important part in embedding the appropriate 

ideologies whether following ideologies from 

source text or adjusting ideologies into the target 

text (Bassnet & Lefevere, 1990). Here a 

translator job is whether transferring the 

ideology of the author of the source language to 

the target language as it was or manipulating the 

ideology of the source language to the ideology 

which is suitable to the target language. It is 

based on Tymoczko (2015) who sees translation 

as an ethical, political and ideological activity 

that really have large implications toward the 

audiences rather than as a mechanical linguistic 

exercise. 

According to Al-Shehari (2007) it is 

undoubtedly that various ideologies surround 

the translator affecting his/her rewriting of the 

translation text which leads a translator to adopt 

certain translation strategies throughout the 

process of translation. This condition encourages 

the translator to employ translation techniques 

or methods regarding the translation of the 

ideologies embedded on the text to find 

appropriate translated text. In addition, 

Schaffner (2003: 23) claims that: 

―Any translation is ideological since the 

choice of a source text and the use that is made 

of the subsequent target text are determined by 

the interests, aims and objectives of social 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

243 

agents. But the ideological aspect can be 

determined with in a text itself, both at the 

lexical level (reflected, for example, in the 

deliberate choice or avoidance of a particular 

world) and at the grammatical level (for 

example, use of passive structures to avoid an 

expression of agency).‖ 

Any translation is ideological since the 

choice of a source text and the use that is made 

of the subsequent target text are determined by 

the interests, aims and objectives of social 

agents. But the ideological aspect can be 

determined with in a text itself, both at the 

lexical level (reflected, for example, in the 

deliberate choice or avoidance of a particular 

world) and at the grammatical level (for 

example, use of passive structures to avoid an 

expression of agency). 

Regarding the ideology and translation, 

there are two concepts, proposed by Hatim and 

Mason (1997): ideology of translation and 

translating ideology. The ideology of translation 

refers to the basic orientation chosen by the 

translator operating within a social and cultural 

context, while the translating ideology refers to 

the extent of mediation supplied by a translator 

of sensitive texts. In this case, the term mediation 

is defined ―as the extent to which translators 

intervene in the transferring process, feeding 

their own knowledge and beliefs into processing 

the text‖ (Hatim and Mason 1997, as cited in 

Hatim and Munday, 2004, 102-103). Therefore, 

there is a close relationship between the 

translation and the ideology. 

In the process of translation analysis, the 

translating ideology in translation can be traced 

by using Critical Discourse Analysis. According 

to Fairclough (1989), ―CDA is an 

interdisciplinary approach that views language 

as a social practice and attempts to unpack the 

ideological underpinnings of discourse that has 

become so naturalized over discourse‖. 

Fairclough (1989) adds that through scrutinizing 

the macro structure (socio cultural, socio-

historical and social context, ideology and 

power) as well as the micro structure of the text, 

the social change can be explored. In addition, 

van Dijk (1999) developed range of CDA stating 

that CDA is a type of discourse analytical 

research that primarily studies the way social 

power abused, dominance and inequality are 

enacted, reproduced and resisted by text and talk 

in the social and political context. There are 

three dimensions of analysis suggested by 

Fairclough (1989): (1) micro-level which refers 

to the analysis of text in terms of syntax 

(grammar) and lexis (vocabulary), (2) meso-level 

which refers to the analysis of discursive practice 

of production and consumption for instance, 

which institution produced a text, who is the 

target audience, etc, and (3) macro-level which is 

analysis and description of rhetorical 

organization of various texts.  

There are a lot of children literary 

translations, especially classics works, for 

children and adolescents. For example, the 

classic book by Mark Twain ―The Adventure of 

Tom Sawyer” which is currently being translated 

into various languages. The classic children 

literary book, such as The Adventure of Tom 

Sawyer by Mark Twain, was written more than 

a hundred years ago. Hence, it has particular 

ideologies embedded on the story where the 

writer of the novel lived with such socio-

historical conditions which influence the writing 

of the novel. Mark Twain was an American who 

lived in Missouri. He wrote the novel children 

life in Missouri at that time, even some of the 

events on the story did really exist. When this 

novel was translated to another language 

especially in Bahasa Indonesia which has 

different beliefs and cultures, there is a gap 

between the ideologies of the novel and the 

translation. This is in line with Klien (2016) that 

the same text will mean different things to 

different people at different times that 

determining or asserting one person‘s meaning 

over another‘s must take place extra-textually. In 

addition Rohim (2010) added that the purpose of 

ideology embedded on a literary work is aimed 

to offer changes of the systems and cultures of 

the readers. Based on the preliminary study, it 

was found that some ideologies were shifted as 

the result of the translation process. The 

translator of the novel must have struggled to 

find appropriate translation techniques in 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

244 

transferring the ideologies embedded on the 

novel in order to produce a good translation 

novel. In line with this, Ratnasari (2016) stated 

that appropriate translation technique should be 

carried out during the translation in order to 

produce a good translation. Furthermore, 

Maharani and Bharati (2015) stated that one of 

the factor children have difficulty in 

understanding the text is that the incompatibility 

between the author and the background of the 

readers, including culture, knowledge and codes 

which are difficult to be understood by the 

readers. Thus, in translating the ideologies 

embedded on text, translators are required to 

create understandable translation product, 

especially children as the target readers of the 

text. Since the author and the translator of the 

novel are different in all aspects, the ideologies 

embedded on the novel are different. 

Considering those description above, the 

study was conducted in the field of translation of 

ideologies in the novel. Besides, the purpose was 

to analyse the translator‘s transfer and 

manipulate the embedded ideologies on the 

novel. There were some reasons encouraged this 

study. First, the theoretical background of the 

translation analysis was discussing the 

emergence of ideologies affected the rendering of 

the text into the target language (Bassnet & 

Lefevere: 1990) which becomes the current 

issues discussed by experts. Second, in order to 

uncover the the ideologies, it needed the 

framework of Critical Discourse Analysis which 

focus on the micro-level, meso-level and macro-

level of the text (Fairclough, 1989). Third, the 

ideological awareness should be implemented by 

the translator of the children literature because 

through language a child learns about customs, 

hierarchies and attitudes, yet the language of 

literature can promote and reinforce the 

adoptions of these customs, etc (Halliday, 1978). 

Fourth, the critical linguistic research has not 

really given the attention to the the children‘s 

literature regardless of its importance as an 

ideological instrument. 

 

 

 

METHODS 

 

This study belonged to descriptive 

qualitative study which employed the 

framework of Critical Discourse Analysis. The 

aim of this study was to explain the rendering 

ideologies found in the English – Indonesian 

translation Mark Twain‘s novel The Adventure of 

Tom Sawyer. The notion of ideology was defined 

as tacit assumptions, belief systems and value 

systems. They were analyzed using Critical 

Discourse Analysis framework (CDA) by 

Fairclough (1989) which contains three 

dimensions: micro-level, meso-level, and macro-

level. The unit of analysis could be in the form 

of words, clauses, sentences as used in the 

context. The instrument used to analyze the data 

was observation checklist. The data were 

gathered through reading the novel for five times 

both the novel and its translation, identifying the 

words, phrases and sentences which represents 

the ideological contents, backtranslating the 

identified data, and classying the data based on 

the analysis of lexical choices and syntactical 

structure of the data. After the data were 

gathered, the analysis of the data was using the 

critical discourse analysis in which the analysis 

was based on the description of the linguistic 

features, interpretation of the social context and 

explanation of the social context and the 

productive effect toward the ideologies being 

embedded. The analysed data were further 

reduced and concluded as the use of reporting 

the data. The last step was triangulating the data 

in order to make the result of the data valid. I 

used the theoretical triangulation to referred the 

result of the data based on the theories by 

experts. 

 

RESULTS AND DISCUSSIONS 

 

Results 

The ideologies found in the novel were 

categorized based on tacit assumption, belief 

system and value system, as stated by Hatim and 

Mason (1997: 120). The result showed that the 

novel has those categories of ideology that 

represented as well as in the translation. Most of 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

245 

the ideologies were rendered into its translation, 

however, there were some of the ideologies 

which were not rendered or shifted in the 

translation. This following chart showed the 

frequencies of the ideologies as well as how they 

were rendered or shifted in the novel and its 

translation.  

 

 

Picture 1. The Rendering of Ideologies found in 

The Adventure of Tom Sawyer novel 

 

Based on the Chart 1, it could be seen that 

the ideologies rendered into the target language 

reached 79% from overall ideologies found in 

the analysis. On the other hand, the ideologies 

shifted into the target language reached 21%. It 

could be concluded that the rendered ideologies 

were dominant compared to the shifted 

ideologies found in the English – Indonesian 

translation of Twain‘s The Adventure of Tom 

Sawyer.  

The ideologies were embedded on the 

novel by the author as well as translated into 

Bahasa Indonesia by the translator. There were 

54 occurrences of tacit assumptions found in the 

novel and its translation. Those are in the form 

of judgement, logical argument and maturity. In 

the rendering of the tacit assumption there were 

47 numbers of tacit assumption were rendered in 

Bahasa Indonesia, however, there were 7 

numbers of tacit assumption were shifted in the 

Bahasa Indonesia. Regarding to the belief 

system, there were 37 occurrences of the belief 

system in the novel and its translation. Those are 

in the form of religious belief, superstition, 

racism and feminism. In the rendering of the 

belief system, there were 28 belief systems were 

rendered into Bahasa Indonesia, however, there 

were 9 belief systems were shifted in Bahasa 

Indonesia. Regarding to the value systems found 

in the novel, there were 30 value systems in the 

novel and its translation. Those are in the form 

of norm and inequality. In the rendering of the 

value system there were 21 value systems were 

rendered into Bahasa Indonesia, however, there 

were 9 value systems were shifted in Bahasa 

Indonesia. 

On the analysis of ideologically-contested 

words, there were some ideologies were 

rendered into the target language, although there 

were also some of ideologies were shifted.  

These following examples were the samples of 

rendering ideologies on the aspect of 

ideologically-contested words. 

 

Sample 1 

ST Shortly Tom came upon the 

juvenile pariah of the village, Huckleberry 

Finn, son of the town drunkard. 

Huckleberry was cordially hated and 

dreaded by all the mothers of the town, 

because he was idle and law- less and 

vulgar and bad — and because all their 

children admired him so, and delighted in 

his forbidden society, and wished they 

dared to be like him. 

Twain, p.66 

TT Sebelum masuk sekolah, Tom 

berjumpa dengan Huckleberry Finn, yang 

dijuluki orang-orang sebagai ―anak 

sampah‖. Huckelberry adalah anak 

seorang pemabuk, yang tidak dihargai 

lagi dalam pergaulan. Semua ibu di kota 

itu sangat jijik melihat Huckelberry, 

karena dia pemalas dan pakaian serta 

tubuhnya kotor. Julukan anak sampah itu 

hanyalah keluar dari mulut kaum ibu 

saja. Namun anak-anak mengaguminya, 

dan walaupun ibu-ibu mereka melarang 

keras mereka untuk bergaul dan bermain 

bersama Huckelberry, mereka diam-diam 

mengabaikan larangan tersebut. Itulah 

yang membuat kaum ibu membenci anak 

yang kasar dan tak tahu aturan itu. 

Iskak, hlm.87 

Render
ed 

79% 

Shifted 
21% 

THE RENDERING OF 
IDEOLOGIES 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

246 

BT Before entering school, Tom met 

with Huckleberry Finn, nicknamed by the 

people as "trash boys". Huckleberry was 

the son of a drunkard, who was not 

appreciated anymore in association. All 

the mothers in town were so disgusted to 

see Huckleberry, because he was a slacker 

and his clothes and body were dirty. The 

child's nickname as just out of the 

mother's mouth. But the children admired 

him, and although their mothers strictly 

forbid them to get along and play with 

Huckleberry, they quietly ignored the 

ban. That's what makes mothers hate that 

rude and uninformed children. 

 

Note: ST: Source Text, TT: Target Text, 

BT: Back Translation 

On the sample 1, it was in the middle of 

way to school where Tom met Huckleberry. The 

author described the characteristics of 

Huckleberry as the boy which was hated and 

dreaded by all mothers of the town; on another 

hand, he was admired by their children since he 

could do anything the children couldn‘t do. In 

the story, Huck was a son of drunkard who fend 

himself without other‘s help. Huck seemed to be 

an outsider of the community which was 

showed by the way all mothers hated him and 

no one cared about him. This clear separation of 

the society was clear among them. However, 

Huck showed the freedom to the children of St. 

Petersburg in which he could do anything that 

other children could not do, for example: he did 

not need to go to school, had enough food to eat 

and place to sleep and even smoke like adult did. 

Based on the sample 1, it could be seen 

that there were some ideologically-contested 

words found. These words were considered as 

ideologically-contested words in the sample 1: 

hated, dreaded, idle, lawless, vulgar, bad and 

admired. The author described Huck as a boy 

whom almost all the mother in St. Petersburg 

did not want their children to befriend with him. 

However, the children admired Huck. This 

condition is contradictory with most of the 

mothers‘ assumption. The word hated was 

translated into membenci. This word carried 

negative sense of meaning which showed how 

most of the mothers in St. Petersburg hated 

Huck. The word dreaded was translated into jijik 

which showed how the mothers‘ feeling about 

Huck. The word idle was translated into pemalas 

which refers to Huck and the reason why the 

mothers hated him. The word vulgar was 

translated into pakaian serta tubuhnya kotor which 

represented how the tidiness was really respected 

in St. Petersburg. The translator explicitly 

translated the vulgarity of Huck by adding 

pakaian serta tubuhnya kotor. The word lawless was 

translated into tak tahu aturan which showed 

how Huck did not follow any rules in the 

society. The word bad was translated into kasar 

which showed the reason why the mothers in St. 

Petersburg hated Huck as the boy who did not 

have any respect to the people. The word 

admired was translated into mengagumi which 

showed how the boys in St. Petersburg admired 

Huck so much. 

Based on sample 1, it showed the 

contradictory condition between the mothers 

and the children in St. Petersburg. The mothers 

saw Huck as a bad boy whom they really hated. 

However, the children of St. Petersburg had 

different feeling about Huck. They admired 

Huck as they wanted to be like him. In this 

situation, the readers of the novel were showed 

the different ideology between the mothers and 

children in St. Petersburg. The children wanted 

to live free without under strict rules from their 

mother, while the mothers wanted their children 

to live under rules which had been inherited over 

the years from generation to generation. It 

showed the ideological struggle happened on the 

sentence as showed by sample 4. This is in line 

with Fairclough (1989: 114) stated that some 

words are ideologically contested in which they 

show the ideological struggle. The translator 

appropriately rendered the ideologies embedded 

on the sample 1 since the ideological content 

embedded on the ideologies were brought to 

Bahasa Indonesia. 

 While this following sample is the 

shifted ideologies made by the translator 

regarding to the ideologically-contested words. 

 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

247 

 

Sample 2 

ST White, mulatto, and negro boys and girls 

were always there waiting their turns, 

resting, trading playthings, 

quarrelling, fighting, skylarking. 

Twain, p.17 

TT Besar, kecil, tua dan muda, laki-laki dan 

perempuan, semuanya berebut 

tempat, berdesak-desakan, saling 

mendahului untuk menaruh ember di 

bawah pancuran sumur bor. 

Iskak, hlm.23 

BT Big, small, old and young, men and 

women, all scrambling the places, 

jostling, preceding each other to 

put a bucket under the borehole. 

On the sample 2, the author described the 

habitual activities in St. Petersburg in which the 

people were waiting their turns to take the water. 

It seemed that the people of St. Petersburg were 

doing this kind of activities as daily thing. In the 

novel, the author described how people were 

queueing in front of the borehole to take waters. 

The author mentioned that all children from all 

races, such as white, mulatto and negro, were 

playing together while waiting their turns. They 

were ordered by their mothers as stated on the 

novel that almost all of the children followed 

every mother rules as Tom did who could not 

ignore Aunt Polly‘s request. 

The ideologically-contested words that 

could be found on the sample 2 were: white, 

mulatto and negro which were used to describe 

the children who were playing in front of the 

borehole. Those words contained racial meaning 

which carried the ideology of racism in St. 

Petersburg. Since the novel was published at the 

18th centuries where the racism exists at that 

time, the novel still used the terminologies 

which represented the genetical / race 

identification. This is in line with the History of 

St. Louis (https://www.stlouis-

mo.gov/archive/history-physical-growth-

stlouis/#golden) which stated that the society of 

Missouri was covered by racialism. That was 

how the novel described the people racially.  

In the rendering of ideologically-contested 

words in sample 2, the word white was translated 

into besar which really had different meaning 

from the source language. The word mulatto was 

translated into kecil which the meaning did not 

represent the exact meaning of the source 

language. The word negro was translated into tua 

dan muda which had unrelated meaning from the 

source language. Those words have strong 

ideological struggle. The words use of white, 

mulatto and negro in the sentence tried to impose 

the racism ideology to the readers; therefore, the 

readers might approve the racism ideology 

embedded on the sentence. However, the 

translator did not render those ideologically-

contested words appropriately. It seemed that 

the shifted of the racism ideology in the sample 

sentence 2 was done deliberately to avoid the 

racism ideology in this current situation. The 

meanings were shifted from the source language 

due to the ideological reason. The words white, 

mulatto and negro were translated into besar, kecil, 

tua dan muda in Bahasa Indonesia which did not 

have any ideological content because racism is a 

taboo thing to be expressed in this current 

situation especially in Indonesian culture. 

Based on the analysis of sample 2, the 

rendering of the ideologies with the aspect 

ideologically-contested words embedded on the 

sentence ‗White, mulatto, and negro boys and girls 

were always there waiting their turns, resting, trading 

playthings, quarrelling, fighting, skylarking.’ was 

shifted in Bahasa Indonesia. The translator 

replaced the ideologically-contested words by 

using different words which did not have any 

ideological content. 

On the rendering of nominalization, the 

ideologies embedded on the text were both 

rendered and shifted into the target language. In 

the rendering of ideologies as imbedded on 

nominalizations, there were three kinds of data, 

such as nominalization, DE nominalization and 

nominal sentence (which was rendered into 

nominalization as well). Here is the following 

example of the rendering of nominalization. 

 

Sample 3 

ST Looky- here, Tom, being rich ain’t what 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

248 

it’s cracked up to be. It’s just worry 

and worry, and sweat and sweat, and 

awishing you was dead all the time. 

Twain, p.348 

TT Dengar Tom, menjadi orang kaya betul-

betul menyusahkan. Itu cuma akan 

membikin kau cemas, gelisah, dan 

tidak bebas sepanjang waktu. 

Iskak, hlm.387 

BT Listen Tom, being a rich man is 

troublesome. It will only make you 

anxious, restless, and not free all 

the time. 

In the sample 3, Huck argued to Tom that 

being rich is a troublesome. This sentence was 

said by Huck in his desperation of being rich. He 

was adopted by Mrs. Douglas, the rich widow in 

St. Petersburg. Huck who was excluded and 

ignored by the society and accustomed to living 

without other‘s rule with his freedom to do 

anything he want did not stand to live under 

Mrs. Douglas with her richness. He suffered to 

live under so many rules to obey that made him 

to run away from Mrs. Douglas‘s house.  

On the sample 3, the ideological content 

embedded on the sentence was found when 

Huck told Tom ‘It’s just worry and worry, and 

sweat and sweat, and awishing you was dead all the 

time.‘ It showed that Huck just realized that 

being rich was not happy at all which in the 

previous events he wanted to be rich. His 

freedom was taken away by Mrs. Douglas with 

her maids. All rules in Mrs. Doulas should be 

obeyed by Huck. That was why he assumed that 

richness will make someone worry and require 

more energies in thinking about it wishing that 

death is the best wish instead of undergoing that 

kind of life. The sentence was translated into ‗Itu 

cuma akan membikin kau cemas, gelisah, dan tidak 

bebas sepanjang waktu’. In the novel, the sentence 

was in a form of nominal form, while when it is 

translated into Bahasa Indonesia, it was 

translated into verbal form which is called DE 

nominalization. This process of DE 

nominalization is the process of changing the 

entity into action. 

From the sample 9, it could also be seen 

that the ideology embedded on the sentence was 

the tacit assumption that being rich does not 

guarantee someone to be happy. It was stated by 

Huck who was taken care by Mrs. Douglas, the 

richest widow in St. Petersburg. Mrs. Douglas 

was the happy person due to her richness. All 

people in St. Petersburg give their respect to her. 

However, the people assumption was proved 

wrong by Huck who exposed the experience 

being adopted by Mrs. Douglas. He assumed 

that living as rich family is not happy at all, 

because he must do many things that take away 

his freedom as a boy.  

Based on the analysis above, the 

ideological content embedded in the sentence 

‗It’s just worry and worry, and sweat and sweat, and 

awishing you was dead all the time’ into ‗Itu cuma 

akan membikin kau cemas, gelisah, dan tidak bebas 

sepanjang waktu’ was rendered appropriately. 

Although the structure of the sentence was 

changed from nominal sentence into active 

sentence, it does not change the meaning on the 

source language. 

 While this following example is the 

rendering of nominalization which is shifted in 

the target language. 

 

Sample 4 

ST He wondered if she would pity him if she 

knew? Would she cry, and wish 

that she had a right to put her arms 

around his neck and comfort him? 

Or would she turn coldly away like 

all the hollow world? 

Twain, p.34 

TT Maka Tom bertanya dalam hati sambil 

mengingat anak perempuan 

pemilik bunga: apakah dia akan 

sedih kalau mendengar nasibku? 

Akankah dia menangis dan 

memohon agar kedua belah 

tangannya dapat memeluk leher 

Tom Sawyer demi menghibur hati 

anak yang sedang dirundung 

malang ini? Ataukah tabiatnya 

sama dengan tabiat semua orang di 

dunia? 

Iskak, hlm.47 

BT Moreover, Tom wondered as he recalled 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

249 

the flower girl: will she be sad to 

hear my fate? Will she cry and beg 

that both hands can hug Tom 

Sawyer's neck to comfort the heart 

of this unfortunate child? Or is her 

behaviour the same as everyone in 

the world? 

On the sample 4, Tom assumed that a 

world was just hollow. It happened in the bank 

of a river after he was punished by Aunt Polly. 

He was falsely blamed by his aunt for breaking 

the sugar bowl. In the story, Tom was an orphan 

boy who lived with his Aunt and his cousins. 

Being an orphan living with his aunt sometimes 

was complicated.  It was described in the novel 

that Aunt Polly was disciplinarian, and Tom 

was the troublemaker. However, as the novel 

goes on, though Aunt Polly threatened harsh 

discipline Tom, she was quite fond of her 

nephew. In the sample 2, Tom‘s heart hurt 

because of his aunt‘s blame though she knew 

that the one who should be blamed was Sid. 

Since Sid was her biological son, she did not 

blame him. In the end of Tom‘s sorrow, he 

imagined the possibilities that might happen 

whether Becky (the girl he met before) would 

put her arms and comfort him or she turn away 

coldly and did not have any pity to him. 

 In his imagination, Tom assumed that 

the environment he lived was just like a hollow 

world. No one cared about the life of orphan 

child. This assumption was represented in the 

sentence ‗would she turn coldly away like all the 

hollow world’. In this sentence, Tom specifically 

assumed that the girl would turn away and did 

not have any pity about him. However, that 

sentence was translated into ‗Ataukah tabiatnya 

sama dengan tabiat semua orang di dunia?’ which 

specifically refers to her behaviour was the same 

as all people in the world. The source sentence 

was nominalized in the target sentence by the 

translator which change the action done by the 

girl into noun. On the novel, the girl was 

questioned whether she would turn away coldly 

like all the hollow world or not. It refers to the 

action of the girl toward Tom‘s sorrow. 

However, the nominal sentence on target 

language specify the action into noun ‗tabiat’ 

which refers to the girl‘s attitude. The word 

‗tabiat’ in Bahasa Indonesia means character or 

attitude. Moreover, the word ‗hollow world‘ was 

also translated into the world as general ‗tabiat 

semua orang di dunia ini‘ which has different 

meaning from the source sentence. In this case, 

the translator generalizes the word ‗all the 

hollow world‘ into the characters of people in St. 

Petersburg. Hence, the way the translator 

changed the sentence become nominal sentence 

in the target language, it provokes different 

thought to the readers of the novel. The ideology 

embedded on the sentence was shifted.  

On the rendering of voice, there were 

sentences which were rendered based on the 

source language structure and also into different 

stucture. 

 

Sample 5  

ST ‗Well, everybody does that way, Huck.‘ 

Twain, p.349 

TT Huck, memang begitulah yang mesti 

dijalani semua orang. 

Iskak, hlm.389 

BT Huck, that's what everybody should be. 

In the sample 5, Tom and Huck were 

having such discussion regarding to Huck 

leaving Mrs. Douglas‘s house, since he used to 

live as freedom boy that no one has authority 

above him. Huck told Tom that his life under 

Mrs. Douglas house was horrible. He assumed 

that the normal people would not stand it. In 

this case, Tom explained to Huck that that 

everybody does that way to live their life. This is 

the ideological content was embedded by the 

author. 

 Based on the example 5, it could be 

seen that the sentence voice was changed into 

passive (passivization) in which the ideological 

content was embedded. The sentence ‘Well, 

everybody does that way, Huck.’ Refers to the 

habitual activity done by the people of St. 

Petersburg. The active voice of the sentence 

represents that the agent of the action is clear 

‗everybody‘ who performs the way. However, it 

was changed when it is translated into Bahasa 

Indonesia. The voice was changed into passive 

sentence were the emphasis was on the action, 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

250 

not the agent of the sentence becoming ‘memang 

begitulah yang mesti dijalani semua orang’. This 

sentence has different ideological content from 

the source language. This sentence emphasizes 

that the way described on the sentence must be 

done by everybody. 

 Regarding to this analysis, the people of 

St. Petersburg lived their life on the ways 

described by Huck. There were rules in the 

family that should be done though it was not 

written on the book. However, the freedom had 

by Huck was taken away when he entered the 

family. Since Huck was one of the children in 

the St. Petersburg who is excluded by the society 

because of his vulgarity, the parents did not like 

him even preventing their children to play with 

Huck. In this case, the author embedded the 

ideological content that is value system in the 

family. Everybody does the ways described by 

Huck to live normally. Based on the analysis, it 

could be concluded that the ideological content 

embedded in the source language was shifted in 

the target language.  

 This is in line with Puurtinen (1998) 

passive sentence, in such a way, is the effective 

means that can neutralize the representing 

actions, processes and participants that create 

obscurity of the casual relations and 

responsibility for the action as well, because the 

participants can be deleted from the sentence. 

Regarding to the sample 15, the active sentence 

is changed into passive sentence in which there 

is no omission of the participants. However, the 

placing of the object as the beginning of the 

sentence has made the meaning of the sentence 

in the target language having more emphasis on 

the educational implication toward the readers 

especially children. Puurtinen (1998) also added 

that the use of passivization in children‘s 

literature could have ideological implications. 

 

Discussion 

According to Hatim and Mason (1990: 1) 

translation is the process of rendering the 

communication across different cultural and 

language background by considering the 

objectives of the communication toward the 

target reader. While according to Schaffner 

(2003) all translators are social agent who carry 

out ideological act affecting the translator 

choices as well as the various interests, 

objectives. Based on the examples of translating 

ideologies embedded on the novel ‗The Adventure 

of Tom Sawyer‘, there are three aspects of 

ideologies analysed on the level of sentence as 

proposed by Hatim and Mason (1997: 120) tacit 

assumptions, belief systems and value systems 

which are shared among social groups. The tacit 

assumption found in the novel were realized in 

the forms of judgement, logical argument and 

maturity. Furthermore, the belief systems found 

in the novel were realized in the form of 

religious belief, superstition, racism and 

feminism. Lastly, the value systems found in the 

novel were realized in the form of norm and 

inequality. 

 It was found that most of the ideologies 

embedded on the sentence unit of the novel were 

rendered into the target language in which only 

few were shifted into the target language. This 

fact is in line with Hatim and Mason (1997) in 

translating the ideologies in the text, the 

translator intervenes the process of transferring 

the text by feeding his own knowledge and 

beliefs. As a result, the rendering of ideologies in 

the novel were not entirely rendered as in the 

source language; however, some of ideologies 

were shifted by the translator considering the 

target language. This is also supported by 

Alvares and Vidal (1996) that all of the 

translator‘s choices in the process of transferring 

the language, such as the vocabularies selection 

and omission as well as the placing of the words, 

reflect the translator‘s history and socio-political 

milieu as well as the ideologies and culture that 

surround him. 

 The ideologies embedded on the level of 

sentences in the novel ‗The Adventure of Tom 

Sawyer‘ were not rendered entirely indicates that 

the translator was really aware of his position as 

the social agent who has the right to determine 

the translation by considering the source and 

target language culture and ideology. He chose 

not to render all ideologies in the novel because 

there were some of the ideologies embedded in 

the novel which were not suitable in the current 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

251 

situation, especially for the children literature 

which has educational implications toward the 

reader as stated by Puurtinen (1998). Moreover, 

Puurtinen (1998) stated that in the process of 

translating children‘s literature, the translator 

has to make various adjustments to adhere the 

notions of what is good and suitable for children 

and also the difficulty level of the target culture. 

 The analysis of rendering ideologies 

through the framework of Critical Discourse 

Analysis proposed by Fairclough (1989) through 

the aspects of lexical choice and grammatical 

structures turned out to be the best framework in 

exploring the ideologies embedded in the text. In 

this study, the analysis was done by analysing 

the rendering of the ideologically-contested 

words, nominalization and voice in which the 

ideologies were embedded. 

 In the aspect of ideologically-contested 

words, it turned out that there were many 

ideologically-contested words used in carrying 

out the ideological aspects in the sentences. 

Based on the findings, it was found that almost 

all ideologically contested words were rendered 

in the target language. However, it also turned 

out that the ideologically-contested words which 

were shifted in the target language were the 

lexical items that were suitable to be rendered in 

the target language and culture. Moreover, there 

were ideologically-contested words which had 

racism value were shifted into the words that did 

not have racial implication toward the readers in 

the target language. Since the slavery and racism 

did exist on the source language, the translator 

made some changes to erase the readers‘ 

perspective toward racism. 

 Regarding to the aspect of 

nominalization, it turned out that in the 

rendering ideologies embedded on the aspect of 

nominalization affects the sentence 

transformation. There were nominal sentences 

was translated into nominal sentence as well, the 

verbal sentence was translated into nominal 

sentence (nominalization) and nominal sentence 

was translated into verbal sentence (DE 

nominalization). Based on the analysis, the 

rendering of ideologies embedded in the 

nominal sentence which were translated into 

nominal sentence as well were rendered in the 

target language. Since there was no any change 

on the structure of the sentence, the ideologies 

were rendered in the target language. 

Furthermore, when the translator tried to change 

the form of the sentence from the verbal 

sentence into nominal sentence (nominalization) 

as the result of the shifting the ideologies 

embedded on the target language, the meaning 

of the sentence was also shifted from source 

language. As stated by Fowler et al. (1979) that 

the choosing of noun phrases over verbs was 

often ideologically charged, hence there was 

ideological contents being embedded on it. As 

well as on the aspect of DE nominalization, the 

ideologies embedded on the sentence which 

nominal sentence changed into verbal sentence 

(DE nominalization) were almost entirely 

rendered. There was only few DE 

nominalization which were shifted because the 

translator expand the explanation of the 

sentence inappropriately, so that it changed the 

meaning from the source language. Based on the 

examples, the sentence transformation did not 

really change the ideological contents embedded 

on the sentence, since the translator was only 

expanding his explanation toward the sentence 

being rendered.  

 Regarding to the rendering of ideologies 

on the aspect of voice, there were voice 

transformatin which affected the ideological 

contents embedded on the sentence, although 

there were some ideological shifts without voice 

transformation. The ideological shifts that 

occured without voice transformation were 

caused by the lexical choices done by the 

translator considering the language and culture 

in the target language. However, the case that 

should be underlined was the passivization or 

the voice transformation from active voice 

becomes passive sentence. As also stated by 

Fowler (1979) just like nominalization, the 

choosing of passive voice over active voice was 

often ideologically charged. By choosing the 

passive voice in the target language, the agent of 

the sentence might be deleted which decrease 

the information of the sentence. Hence, the 

ideologies embedded on the sentence had less 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

252 

impact toward the readers. According to 

Faiclough (1992: 27) the choosing of passive 

voice rather than active voice may be associated 

with ideologically significant features of the text 

which allow the translator not to specify the 

agents of the action as well as how or when they 

do it. 

 

CONCLUSION  

 

The ideological contents embedded on the 

source language were identified as well as in the 

target language by means of linguistic aspects of 

CDA, such as: ideologically-contested words, 

nominalization and voices. By integrating the 

ideological analysis and the linguistic aspects of 

CDA, the ideological differences between the 

source language and target language were 

discovered. 

The ideologies were categorized based on 

the definition of ideology proposed by Hatim 

and Mason into three categories: tacit 

assumption, belief system and value system. 

Furthermore, based on the findings of the study, 

the tacit assumption were categorized into 

judgement, logical argument, and maturity. 

While the belief systems were categorized into 

religious belief, superstition, racism, and 

feminism. Lastly, the value systems were 

categorized into norm and inequality. On the 

aspect of ideologically-contested words, most of 

the shifted ideologies on the aspect of 

ideologically-contested words was due to the 

replacement of lexical items which do not 

provoke the same ideological issues in the source 

language to the readers in the target language. 

On the aspect of nominalization, there were 

nominal sentences which were rendered into 

nominal sentence as well, the DE 

nominalization which nominal sentences were 

rendered into verbal sentence, and 

nominalization which verbal sentences were 

rendered into nominal sentence. Regarding to 

the rendering ideologies of voice, there are active 

– active sentence, passive – passive sentence 

passive – active sentence, and active – passive 

sentence (passivization). Lastly, the sentence 

transformation in the rendering ideologies 

embedded on it did change the meaning of the 

sentence which made the ideological shift, 

especially in the case of nominalization and 

passivization. The choosing of noun phrases 

rather than verbs and the passive voice rather 

than active voice carried the implication toward 

the ideologies embedded on the sentence. 

It was really recommended that in 

analysing the translation, the analyst should be 

aware of the ideologies embedded on the text 

which can change the meaning as the result of 

different ideologies. As the implication toward 

the English Language Education and English 

Language Teaching, it can be teachers‘ 

consideration when they are dealing with school 

text materials that are needed to be translated 

and explained to the students. They have to use 

approriate rendering whether they have to 

render or shift it, so that the students can 

perceive what they have to comprehend from it. 

 

REFERENCES 

 

Al – Shehari, K (2007): Semiotics and the 

translation of news headlines: Making an 

image of the other. Translation Studies in 

the New Millennium: An International 

Journal of Translation and Interpretation. 5: 

1-16. 

Alvarez, R. & Carmen-Africa Vidal, M. 1996. 

Translation, power, subversion. Clevedon: 

Multilingual Matters. 

Bassneet, Susan & Lafever, Andre. 1990. 

Translation, History & Culture. London: 

Pinter Publishers. 

Fairclough, N. L. 1989 Language and Power. 

London: Longman. 

Fairclough, N. L. 2003. Analyzing Discourse: 

Textual Analysis for Social Research. 

London: Longman. 

Fitriati, Sri Wuli. (2015). ―Teachers‘ Language 

Ideologies and Classroom Practices in 

English Bilingual Education: An 

Ethnographic Case Study of a Senior 

High School in Central Java, Indonesia‖. 

Dissertation. Queensland: University of 

Queensland. 



Muhammad Rizky Rochmawan
 
, Issy Yuliasry, Sri Wuli Fitriati

 
/ EEJ 8 (2) 2018 241 - 253 

253 

Fowler, R., Hodge, B., Kress, G. And Trew, T. 

1979. Language and Social Control. 

London: Routledge. 

Hartono, R & Ismail, A. (2016). Errors Made in 

Google Translate in the Indonesian to 

English Translations of News Item Texts. 

Journal of English Language Teaching. ELT 

FORUM 5 (2) (2016). Retrieved from 

https://journal.unnes.ac.id/sju/index.ph

p/elt/article/view/11228 

Hatim, B & Mason, I. 1997. The Translator as 

Communicator. London: Routledge 

Hatim, B & Munday, J. (2004). Translation: An 

Advance Resource Book. New York: 

Routledge. 

Halliday, M.A.K. 1978: Language as Social 

Semiotic. The Social Interpretation of 

Language and Meaning, London, Edward 

Arnold. 

Ibarretxe, I. (2003). What Translation Tells Us 

about Motion: A contrastive Study of 

Typologically Different Languages. 

International Journal of English Studies. 

IJES, vol. 3 (2), 2003, pp. 15 1-176 

[Retrieved from www.um.es/engphil/ijes  

Lefevere, A. 1992. Translation/ History/ Culture: 

A Sourcebook. London and New York: 

Routledge. 

Kirkpatrick, James C. 1974. Missouri Negroes to 

World War I, 1876-1914, Retrieved from 

http://law.wustl.edu/staff/taylor/manua

l/ww1.htm 

Klein, L. (2016). A Dissonance of Discourses: 

Literary Theory, Ideology, and 

Translation in Mo Yan and Chinese 

Literary Studies. Comparative Literature 

Studies, vol. 53, no. 1, 2016. [Retrieved 

from http://about.jstor.org/terms 

Munday, J. 2006. Translation studies. London: 

Routledge. 

Mujiyanto, Yan. (2016). Foreignisasi: Strategies 

Alternatif dalam Penerjemahan untuk 

Pemertahanan Identitas Budaya. Pidato 

Pengukuhan Guru Besar. Rapat Senat 

Terbuka di Universitas Negeri Semarang. 

Semarang, 5 Oktober 2016. 

Puurtinen, T. 1998. Syntax, Readability and 

Ideology in Children's Literature. Meta, 

43/4:  524-533. Retrieved from 

http://www.erudit.org  [accessed 10/03/  

2017]. 

Ratnasari, Weni. dkk. (2016) Technique and 

Ideology of Vocatives and Proper Names 

in The Hobbit. Journal of Language and 

Literature XI/1 (October 2016). Retreived 

from http://journal.unnes.ac.id 

Rohim. 2010. Penelusuran Ideologi Dalam 

Novel Ayat-Ayat Cinta: Sebuah Analisis 

Tematis dan Estetis. Jurnal Pendidikan 

dan Kebudayaan, Vol. 16, Nomor 5, 

September 2010. Retrieved from  

https://www.neliti.com/id/ 

Schäffner, C. (2003). Third ways and new 

centres: Ideological unity or difference? In 

M. Calzada-Pérez (Ed.) Apropos of 

ideology (pp. 23-42). Manchester: St. 

Jerome. 

Twain, Mark. 1876. The Adventure of Tom 

Sawyer. http://planetpdf.com Retrieved 

on November 23rd, 2016 

Twain, Mark. 1876. The Adventure of Tom 

Sawyer. Translated by Zulkarnaen Ishak. 

2015. Yogjakarta: Shira Media 

Tymoczko, M. (2015). Translation: Ethics, 

Ideology, Action. The Massachusetts 

Review, Vol. 47, No. 3 (Fall, 2006), pp. 

442-461 Retrieved from 

http://www.jstor.org/stable/25091110 

van Dijk, T. A. 1998. Ideology: A multidisciplinary 

Approach. London: Sage Publication. Ltd 

van Dijk, T. A.. (1999). Critical Discourse 

Analysis and Conversation Analysis. 

Discourse and  Society, 10(4), 459-470. 

Wayman, Norbury. 1969. A History of St. 

Louis. Retreived from 

https://www.stlouis-

mo.gov/archive/history-physical-growth-

stlouis/#golden 

Yuliasri, Issy. (2017). Translators‘ Censorship in 

English – Indonesian Translation of 

Donald Duck Comics. Indonesian Journal of 

Applied Linguistics, Vol 7 No. 1, May 2017, 

pp. 105-106. Retrieved from  

http://ejournal.upi.edu/index.php/IJAL

/article/view/6863/4679. 

https://journal.unnes.ac.id/sju/index.php/elt/article/view/11228
https://journal.unnes.ac.id/sju/index.php/elt/article/view/11228
http://www.um.es/engphil/ijes
http://law.wustl.edu/staff/taylor/manual/ww1.htm
http://law.wustl.edu/staff/taylor/manual/ww1.htm
http://about.jstor.org/terms
http://www.erudit.org/
http://journal.unnes.ac.id/
https://www.neliti.com/id/
http://planetpdf.com/
http://www.jstor.org/stable/25091110
https://www.stlouis-mo.gov/archive/history-physical-growth-stlouis/#golden
https://www.stlouis-mo.gov/archive/history-physical-growth-stlouis/#golden
https://www.stlouis-mo.gov/archive/history-physical-growth-stlouis/#golden
http://ejournal.upi.edu/index.php/IJAL/article/view/6863/4679
http://ejournal.upi.edu/index.php/IJAL/article/view/6863/4679