An Analysis Of Experiential Functions In Reader’s Digest Magazine’s Selected Articles

AN ANALYSIS OF EXPERIENTIAL FUNCTIONS IN READER’S

DIGEST MAGAZINE’S SELECTED ARTICLES

A THESIS

By

DUMA SARI LUBIS

Reg. No. 050705011

UNIVERSITY OF NORTH SUMATRA

FACULTY OF LETTERS

ENGLISH DEPARTMENT

MEDAN

ACKNOWLEDGEMENTS

Bismillahirrahmanirrahim,

Alhamdulillah, all Praise to ALLAH SWT who always gives me blessing, power, strength and love in my entire life and in terms of my study, especially in completing this thesis.

I would like to express my gratitude and appreciation to the Dean of Faculty of Letters, University of North Sumatera, Drs. Syaifuddin, M.A., Ph.D, the Head of English Department, Dra. Swesana Mardia Lubis, M.Hum and the Secretary of English Department, Drs. Yulianus Harefa, M.Ed. TESOL and to all the lecturers of English Department for all the assistances, valuable knowledge and facilities during my academic years. As your students, I truly appreciate for all you have done to me.

I would like to express my special feeling of gratefulness to my supervisor, Prof. Dra. T. Silvana Sinar, M.A. Ph.D., and my Co-Supervisor Drs. Yulianus Harefa, M.Ed. TESOL for their willingness to spend much time to give me guidance and encouragement in writing this thesis.

My deep appreciation and thanks are also forwarded to my beloved family. My beloved father, Baharuddin Lubis and my mother, Hj. Adja Syafinat and Hanum. Thank you for your support, suggestions and especially for your unconditional love, prayers, cares until the end of my study. My only beloved little sister, Mila Sari Lubis, thank you for your cares, love and being my inspiration for doing my thesis. I love you all.

My special thanks to all my beloved friends Mira, Ira, Hanida, Ratih, Novie, Mona, Rina, Nina, Debora, Dj, Novie D3, Dini D3 & bang Samsul, bang Nasution in PPIA, Anta and all my comrades (the students of 2005 English Department), being with you make me find a better life. Also thanks to “Angel Computer Rent”, especially Kak Sondang, bang Umar, bang Ali. The last I would like to say deep thank to my fiancé Lettu. Inf. AFC, for giving me support, cares, and love. I do love you maz!!. I can’t be without you in this life. And also to my beloved relatives in Jember. I love you all.

May ALLAH SWT bless us all. Amin.

Medan, January 2009 The Writer,

DUMA SARI LUBIS Reg. No. 050705011

AUTHOR’S DECLARATION

I, DUMA SARI LUBIS declare that I am the sole author of this thesis. Except where reference is made in the text of this thesis. This thesis contains no material published elsewhere or extracted in whole or in part from a paper from a paper by which I have qualified for or awarded another degree.

No other person’s work has been used without due acknowledgement in the main text of the thesis. This thesis has not been submitted in any tertiary education.

Signed :

COPYRIGHT DECLARATION

Name : DUMA SARI LUBIS

Title Thesis : An Analysis of Experiential Functions in Reader’s Digest Magazine’s Selected Articles

Qualification : S1/Sarjana Sastra Department : English

I am willing that my thesis should be available for reproduction at the discretion of the Librarian of English Department Faculty of Letters, University of North Sumatra on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.

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ABSTRACT

Skripsi ini berjudul “An Analysis of Experiential Functions in Reader’s Digest Magazine’s Selected Articles” yaitu suatu analisis mengenai enam fungsi eksperiensial yang dikaji berdasarkan Teori Halliday (Teori Linguistik Fungsional). Teori ini memiliki perhatian yang besar melalui hubungan antara bahasa dengan konteks. Berdasarkan Teori Linguistik Fungsional seperti Kress, Halliday, Stillar menyebutkan bahwa wacana merupakan domein sosial dan teks termasuk domein linguistik. Keduanya tentu saja memiliki domein yang terpisah, meskipun hubungan antara teks dan wacana adalah realisasi. Wacana sangat erat kaitannya dengan konteks, baik konteks situasi, konteks budaya, maupun konteks ideologi.

Data analisis diambil dari artikel terpilih dalam majalah bulanan Amerika Serikat ”Reader’s Digest” edisi 2003 dengan menggunakan teori Rakhmat, yaitu “sistem undi”, sedangkan untuk menghitung data digunakan teori Nawawi. Melalui analisis data dapat ditemukan bahwa fungsi material yang paling banyak muncul dan mendominasi dengan persentasenya adalah sebanyak 57,04%, kemudian diikuti dengan fungsi relasional dengan persentasenya adalah 16,55%, kemudian diikuti dengan 2 fungsi yang memiliki persentase yang sama yaitu fungsi verbal dan fungsi mental dengan persentasenya adalah 11,97% dan persentase yang paling kecil yaitu pada fungsi existensial 0%.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ... i

AUTHOR’S DECLARATION ... iii

COPYRIGHT DECLARATION ... iv

ABSTRACT ... v

TABLE OF CONTENTS ... vi

CHAPTER I INTRODUCTION 1.1 The Background of the Analysis ... 1

1.2 The Problems of the Analysis ... 5

1.3 The Objectives of the Analysis ... 6

1.4 The Scope of the Analysis ... 6

1.5 The Significances of the Analysis ... 6

CHAPTER II REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK 2.1 An Overview of Discourse Analysis ... 7

2.2 Systemic Functional Linguistics Theory ... 10

2.2.1 Textual Framework ... 12

2.2.2 Contextual Framework ... 16

2.2.2.1 Context of Situation ... 18

2.2.2.2 Context of Culture ... 21

2.2.2.3 Context of Ideology ... 22

2.3 Metafunctions of Language ... 23

2.3.1 Ideational Function ... 24

2.3.1.1 The Six Types of Experiential Function ... 25

2.3.1.1.1 Material Function ... 26

2.3.1.1.2 Mental Function ... 27

2.3.1.1.3 Verbal Function ... 29

2.3.1.1.4 Behavioural Function ... 29

2.3.1.1.5 Existential Function ... 30

2.3.2 Interpersonal Function ... 34

2.3.2.1 Mood and Modality ... 35

2.3.3 Textual Function ... 37

2.3.3.1 Theme ... 38

2.3.3.2 Cohesion ... 39

2.3.4 Review of Related Literature ... 40

CHAPTER III METHODOLOGY 3.1 Research Method ... 42

3.2 Data Collecting Method ... 42

3.3 Data Analysis Method... 43

3.4 Data Analysis Procedures ... 44

CHAPTER IV ANALYSIS OF EXPERIENTIAL FUNCTIONS IN READER’S DIGEST MAGAZINE’S SELECTED ARTICLES 4.1 The Data Analysis ... 45

4.1.1 Material Function ... 45

4.1.2 Mental Function ... 80

4.1.3 Verbal Function... 87

4.1.4 Behavioural Function ... 95

4.1.5 Existential Function ... 96

4.1.6 Relational Function ... 97

4.2 The Findings ... 107

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 109

5.2 Suggestions ... 109

BIBLIOGRAPHY ... 111

APPENDICES ... 112

Appendix 1: A Pony Tale (January 2007) ... 112

Appendix 2: The King of Cards (May 2007) ... 114

Appendix 3: A Stray Bottle Rocket Blinds a Child. Who’s to Blame? (July 2007) 115 Appendix 4: You Be The Judge. A Grandmother Wants The Right to See Her Grandson. The Mother says no. Who wins? (October 2007) ……… 118

CHAPTER I INTRODUCTION

1.1 Background of the Analysis

Human being as social figure needs the means of communication which is commonly named language. It is a theory of Halliday (in Sinar 2003: 56) “Language as a resource for making meaning which is situated in a context of situation and a context of culture”. In other words, it concerns with the study of relationship between language and contexts in which is used. “A language is a ‘metastable’ system; it persists because it is constantly in flux” Halliday (in Sinar 2003: 47). It is also called Systemic Functional Linguistics, Halliday (in Sinar 2003: 56), there are 3 major functions of language:

1. The Ideational Function

It is language as representation or reflection in which the speaker as an observer of reality construes “natural” reality. There are 2 sub functions in the Ideational Function:

a.) The Experiential Function

It uses language as representation then; it is realized by the transitivity system.

b.) The Logical Function

It uses language as natural logic. It is realized by the clause complexity system of language.

2. The Interpersonal Function

It is language as exchange or action, in which the speaker as an intruder of reality construes intersubjective reality. It is realized by the mood system.

3. The Textual Function

It is as message or relevance in which the speaker construes semiotic reality by realities to the contexts within which meanings are made. It is realized by the theme system.

Based on the theory of Systemic, Sinar (2003: 55), language is a social phenomenon, that is to say that language tends to be the means of doing something than knowing something. Language is a system that consists of the choices of meaning. Some of the important main points of Systemic Functional Language Theory and how one relates to the other in forming basis of discourse analysis that will be divided into 3 main explanations, they are:

1. Language is Functional

Language has evolved to serve human needs and then as such that one needs to focus on how people use language in order to understand it. The way language is

organized is functional with respect to the human needs; it is not arbitrary by Halliday (in Sinar 2003: 55).

2. The Function of Language is to Make Meanings

When human beings express their needs through language, they are making meanings in a text, which is a functional language. Contextualizing this to language

learning, Halliday (in Sinar 2003: 56) views language learning as “learning how to mean”, that is, learning how to make meanings.

3. Language Use is Contextual

Language use is contextual, particularly in the sense that it is contextually bound or motivated. The contextualization of language proposed by Malinowski (in Sinar 2003: 58) is extended by Firth, in which he argues that linguistics should be linked to cultural context because the meaning of linguistic item is dependent on cultural context (in Sinar 2003: 58). General Systemic-functional Linguistic Theory views that language is an expression of social behaviour in contexts. In Malinowski’s frequently quoted words (in Sinar 2003: 58), “the meaning of any single word is to a very high degree dependent on its context”.

Halliday (in Sinar 2003: 60) says that there are six Experiential Functions, they are:

1. Material Function

The process of doings and happenings, in which a participant, i.e. ‘a thing’, is engaged in a process of doing, which may involve some other participant(s).

2. Mental Function

The process of sensing, in which a participant, i.e. a conscious being or thing, is engaged in a process of seeing, feeling, or thinking, which may involve some other participant(s).

3. Relational Function

The process of being, whose central meaning is something is (attribute, identity).

4. Behavioural Function

The process of behaving, which may be exemplified by the processes of breathing, dreaming, smiling, etc.

5. Verbal Function

The process of saying. 6. Existential Function

The process of expressing that something exists or happens.

According to Halliday (in Sinar 2003: 60), the framework of the process status, as set up in the clause grammar is that a process consists, in principle, of three components:

1.) The process itself

It is typically realized by a verb or a verbal group. 2.) Participants in the process

It is typically realized by a noun or nominal group. 3.) Circumstances associated with the process

It is typically by an adverbial group or prepositional group/phrase.

Regarding to Magazine, Hornby (1974: 511) says that it is paper-covered (usually weekly or monthly, and illustrated) periodical, with stories, articles, etc by various writers.

Hornby (1974: 43) states that Article is a piece of writing, complete in oneself, in a newspaper or the other periodical.

Reader’s Digest Magazine is a monthly magazine. It was founded in 1922 by Lila Bell Wallace and Dewitt Wallace. It is in New York. Although its circulation has defined in recent years, the Audit Bureau of Circulation says Reader’s Digest Magazine is still the best selling consumer magazine in the USA, with a circulation of over 10 million copies in the United States, and a readership of 38 million as measured by Mediamark Research (MRI). According to MRI, Reader’s Digest Magazine reaches more readers with household incomes of $100.000 than other magazines. The Magazine is compact, with its pages roughly half the size of most American magazines. Accessed at http//www.wikipedia.com/ August 23, 2008; 20.15 pm.

In this thesis, I am going to analyze, to find out if there are any the experiential functions or not in Reader’s Digest Magazine’s Selected Articles. I choose Reader’s Digest Magazine of the 2003’s edition since I knew that this compact – size magazine looks so unique and full of various texts for research purposes.

1.2 Problems of the Analysis

In accordance with the title of this thesis, there are two questions to be raised that motivate me to do this analysis:

2. Which function is the most frequent in Reader’s Digest Magazine’s Selected Articles?

1.3 Objectives of the Analysis

The objectives of the thesis are:

1. To find out the experiential functions occurred in Reader’s Digest Magazine’s Selected Articles.

2. To identify the most frequent function occurred in Reader’s Digest Magazine’s Selected Articles.

1.4 Scope of the Analysis

The analysis only focuses in the experiential functions in Reader’s Digest Magazine’s Selected Articles.

1.5 Significances of the Analysis

It is expected that this thesis contribute something fruitful for the readers as follows:

1. Assisting the learners of Discourse Analysis to find out the most frequent function type in the other magazine.

2. Being as one of the references in analyzing function type using experiential function in the article.

3. Expanding the writer’s understanding about Discourse Analysis especially about the experiential functions.

CHAPTER II

REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK

2.1 An Overview of Discourse Analysis

Discourse analysis is not a simple field of study. It covers the use of language, spoken and written, in the real communication. Discourse analysis in its everyday practice deals with texts as heterogeneous as advertisements, biological research articles, police interviews, newspaper editorials, and life stories.

In order not to be wrong in the usage of discourse and text, there are some definitions by the experts of linguistics:

Halliday & Hasan (in Sinar 2008: 7) say that text is the unit of the language usage. It’s not the grammatical unit like clause and sentence; and it’s not defined by following its length”. In discourse analysis, the word text generally, refers to the record of situation process (discoursal according to Gregory (in Sinar 2008: 7) involved without any limitation on language systems.

Halliday’s view (in Sinar 2008: 7) show that a text uses language where its source is from oral and written medias without any limitations, which forms the whole units, the unit of language usage; not grammatical unit like clause and sentence; and is not defined based on its length; has a unity or texture which differs it from the one which is not a text and it involves the semantic relation referred to

which is called as Cohesion and Coherence in an expressed meaning , it’s not only in CONTENT/FORM, but the WHOLE choice of the source of language semantics.

Sinar (2008: 7) cites as a language unit, a text consists of signals and representing the actions undergone by the human beings or meaningful objects and situations, the symbols which construct THE CONTENT/FORM and produce the structure and have the unity of texture. The texture of the text produces a cohesive and coherence message. The aspect of cohesion and textual coherence plays on important role which show the unity of discourse in language and mark the relation of the text simultaneously as a potential which is used by the speaker and discourse writer.

Stillar, G (in Sinar 2008: 8) says that text shows a kind of unity or texture which gives the capability to the text which is noticed socially as something intact. Text is bound and tied up and as a means produced. The function is bringing together the separated parts. Text has the meaningful unit, and it is the authority of the source of meaning maker included the source of “material” which has a quality, such as voice quality for an oral text or draft of a written text. The identification of text can be accomplished through the togetherness of text substance which is associated by the social agents in various situations.

Kress (in Sinar 2003: 23) says that “Discourse is a category that belongs to and derives from the Linguistic domain. The relation between the two is one of realization: Discourse finds its expression in text. However, this is never a straight

forward relation; any on text may be the expression or realization of a number of sometimes competing and contradictory discourses”.

Sinar (2008: 8) says that text is just like a live thing on language level and text is also as a semantic unit that is the source of meaning maker, it can realize the meaning which is controlled by the discourse meaning. As a matter of fact, morpheme, word, phrase, and clause realize a wording which is controlled by the grammar and lexicon. Phoneme realizes the sound (phonology) and realizes grapheme/a letter (graphology). The analysis of text can be done in the level below text that is investigating some aspects, such as: grapheme/phoneme, morpheme, word, phrase, clause that is vertically to the bottom that is analyzing the linguistic variables. Next, we can analyze the text vertically to the top by investigating the context variables that is contexts of situation, culture, and ideology. The variable that still exists above the text interacts or influences each other with the text. All the variables of contexts are found in the text, the variables of linguistics are also found in the text and globally all the potentials are analyzed depending on the needs or aim which is intended by the researcher and how far the relevance or the involvement of variable in which will be searched.

From those definitions of discourse and text, I agree with the experts of the Systemic Linguistic Theory like Kress, Halliday, and Stillar as emphasized (in Sinar 2008: 8) who mentioned that discourse is a social domain and text belongs to linguistic domain. The discourse and text, of course, have separated domains; nevertheless the relation between text and discourse is a realization. In addition, discourse moves actively and can do something in the real context which determines

the social life. The discourse is closely related to the contexts of situation, culture, and ideology.

2.2 Systemic Functional Linguistics Theory

Language theory has various ways in seeing a language phenomenon. These theories spread fast and become more sophisticated in its development in society. Theory of Systemic Linguistic Functional then stands for SFLT is one of a linguistic theory where its philogenetic development in language as the phenomenon since Firth age in 20th century who has led his people called linguistic people. The fact shows that for many years, SFLT focus its research and academic activities towards language, text, discourse, and contexts, to make a theory, to be a model to describe, and to explain the theories for the various needs and purposes. Inferred from this historical background, discourse analysis is concerned with the study of the relationship between language and the contexts in which it is used. It grew out of work in different disciplines in the 1960s and early 1970s, including linguistics, semiotics, psychology, anthropology, and sociology. Discourse analysts study language in use, written text of all kinds, and spoken data, from conversation to highly institutionalized forms of talk. Discourse analysis has grown into a wide ranging and heterogeneous discipline which finds its unity in the description of language above the sentence and an interest in the contexts and cultural influences which affect language in use. It concerns with wider context, analyzing language which address involvement of language, ideology, and power, discourse in

socio-cultural change, analysis of discourse in different field of sciences, and critical language awareness. The latest development is under the influence of Norman Fairclough (in Refnaldy, dkk, 2006: 6.22).

Systemic Functional Theory has a big notice through the relation between language and context. For some ten years, Systemic Functional Theory has a view that an activity of using language can be illustrated in a way that relates to the relation one discourse with other discourse, until it becomes a discourse which has a composition of grammar, afterwards, the whole of the discourse is stated in by rhythm and intonation.

Each clause has a function and meaningful, they are: meanings or functions of ideational, interpersonal, and textual. In a clause, there are some units, they are group or phrase. They are lower than the clause. In Systemic Functional Theory, a term group or phrase is as a unit of grammar having a difference. In other words, a group or phrase is expansion. A unit of words is found in a group or phrase. A unit of words contains a morpheme. A word is a unit of grammar as the element of a group or phrase builder and a morpheme is a unit of grammar which builds a word. Then, based on Systemic Functional Theory, a sentence is not the unit of language but, it is the unit of written language that it is started with a capital letter and ended with a full stop. For instance, she gets angry with you (Sinar, 2003: 13-18), for instance: noun group or noun phrase (the ugly girl) verb group or verb phrase (has come, will come),

adverb group or adverb phrase (very beautiful). On the contrary, a phrase is a decreasing of clause, such as: preposition phrase (at home).

Picture 1.1 Unit of Language Grammar Clause

Group/Phrase

Word

Morpheme

2.2.1 Textual Framework

A text is traditionally understood to be a piece of written language. A rather broader conception has become common within discourse analysis where a text may be either written or spoken discourse. In cultural analysis, by contrast, text does not need to be language at all: any cultural artifact – picture, a building, music – can be seen as a text. A text in contemporary society is increasingly multi-semiotic; text whose primary semiotic form is language increasingly combines language with other semiotic form. There are 2 kinds of text (Refnaldy, dkk, 2006: 6.24-6.25):

a. Spoken texts

The problems encountered with the notion of text as the verbal record of a communicative act become a good deal more complex when we consider what is meant by spoken text. The simplest view to assume is that a tape-recording of a communicative act will preserve the ‘text’ as well as the extraneous to the text (coughing, chairs creaking, buses going past, lighting a cigarette). In general, discourse analyst works with a tape recording of an event from which she then makes a written transcription, annotated according to her interest on a particular occasion. She has to determine what constitutes the verbal event, and what form will transcribe it in. However, it must be further noticed that, however objective the notion of ‘text’ may appear as we have defined it, the perception and interpretation of each text is essentially subjective. Different individuals pay attention to different aspects of text. However, in discussing texts we idealize away from this variability of the experiencing of the text and assume that readers of a text or listener to a text share the same experience. A text frequently has a much wider variety of interpretations imposed upon it by analysts studying it. Once the analyst has created a written transcription from a recorded spoken version, the written text is available to her in just the way the literary text is available to the literary critic. When we discuss spoken text, it is important to remember the transitoriness of the original.

It must be clear that our simple definition of ‘text’ as ‘the verbal record of communicative act’ requires at least two hedges: the representation of a text which is

presented for discussion may in part consists of a prior analysis or interpretation of a fragment of discourse and features of the original production of the language.

b. Written Texts

A text may be differently presented in different editions, with different type-face, on different sixes of paper, in one or two columns. It is important to consider just what it is that is ‘the same’. Minimally the words should be the same words, presented in the same order.

The differences between spoken and written text:

a. The syntax of spoken language is typically much less structured than that of written language: spoken language contains many incomplete sentences, often simply sequences of phrases, spoken language typically contains rather little subordination, in conversational speech, active declarative forms are normally found.

b. In written language an extensive set of metalingual markers exists to mark relationships between clauses (logical connectors). The speaker is less explicit than a writer.

c. In written language, rather heavily premodified noun phrases are quite common – it is rare in spoken language.

d. Whereas written language sentences are generally structured in subject-predicate form, in spoken language it is quite common to find topic-comment structure. e. In informal speech, the occurrence of passive construction is relatively infrequent.

f. In chat about the immediate environment, the speaker may relay on gaze direction to supply a referent.

g. The speaker may replace or refine expression as she goes along.

h. The speaker typically uses a good deal of rather generalized vocabulary. i. The speaker frequently repeats the same syntactic form several times.

j. The speaker may produce a large number of prefabricated filler: well, erm, I think, you know, if you see what I mean, of course, and so on.

Discourse analysis in its everyday practice deals with texts as heterogeneous as advertisements, biological research articles, police interview, newspaper editorials, and life stories.

Furthermore, size is not principle in excluding texts from analysis since text may have varies in length. There are, of course, theoretical and practical considerations related to size. First of all, there is the issue of limits of text as a unit; discourse analysis is based on analyzing a text as an entity, a unit from beginning to an end. The increasing spreads of computer technology is also bound to influence conception of text and redefine its limit. From a practical point of view, there are difficulties in the analysis and presentation of results related to very large texts. As a result, most applications have been limited to rather small text – although there is a whole range of very small text that have not been studied: answering-machine talk, e-mail massages, headlines and captions, small ads, etc, (Refnaldy, dkk 2006: 6.24-6.28).

2.2.2 Contextual Framework

At the level of context (i.e. systems of higher-level meaning), in view of this study there are stratally four broad contextual (connotative) semiotic systems: religious, ideological, cultural and situational. Any aspects of higher-level meaning and systems of higher-level meaning within the contextual stratification dimension under discussion are in principle relevant and potentially critical for investigation, extrinsically and functionally, at the level of context, the different modes of meaning can be diversified into four broad contextual modes of meaning: religious, ideological, cultural and situational. Following the SFLT framework, the situational mode of meanings can be diversified into two major dimensions: the dialectal and the diatypic, aspects of the latter being identifiable through the situational (discoursal) variables of field, tenor and mode. Moving downwards, these variables lead to the phasal mode of meaning. Any aspects of diversified contextual modes of meaning and systems of diversified contextual modes of meaning within the contextual diversification dimension under discussion are in principle relevant and potentially critical for investigation, (Sinar 2003: 9).

The researcher has tried to show globally the various aspects and dimensions of the overall semiotic space of language-in context in an attempt to set the lecture discourse-in texts under study in a context of theoretical underpinning. A comprehensive account of discourse phenomena in contextually motivated linguistic texts in general is one that takes into account all the contextual and linguistic aspects and dimensions of the overall language-in-context complex, (Sinar 2003: 13).

SFLT works on ‘language-in-context’ are available in a great variety of forms (books, congress/conference proceedings, journals, computerized and internet programs, etc.). To explore different ways of interpreting things theoretically such as text, texture, cohesion, coherence, discourse, register, genre, context, situation, culture, ideology and other relevant phenomena and to specify the theoretical significance they derive from the location in the overall SFLT references on the notions of such terms are traceable through those sources. Which are circulated worldwide. Matthiessen (in Sinar 2003: 25).

SFLT views that the study of language always means a study of overall language related to its study of overall context in which language is used. Consequently, it studies not only language as such but also many other things that are around, above and beyond language but they have relevance to it, (Sinar 2003: 45).

In general terms, the models develop as ways of critically understanding language and context (including the concepts of so-called text, discourse, register, etc.), the nature of their relationship, and the aspects, features and dimensions that are involved therein. While one needs to relate language to context in order to understand how and why language means what it does. In this context there will never be any clear-cut boundaries between whether one is in fact still talking about language as a system and process or one is already talking about context (situation, culture, ideology, etc.) as a system and process. Despite the fact that attempts to relate language to context when Malinowski (in Sinar 2003: 48) introduced the terms so-called context of situation and context of culture. In this respect, it is not surprising to

find Halliday’s register (in Sinar 2003: 48) that he sees as something linguistic being understood as something contextual (i.e. situational) by others.

In the global and general modelling of language and context, all the existing models of GSFLT generally share the same conceptual views. For example, they would share the same views as expressed in statements such as these : (1) language does not live in isolation but it lives in environments, social environments (i.e. social contexts), (2) to understand language is to see how and why language means what it does in social contexts, (3) to understand language is to relate language to the social contexts in which it lives, (4) to understand language is to see how language users use language to talk to each other, (5) the relationship between language and social contexts is one of mutual engendering: language construes the social contexts in which language users live, and it is at the same time construed by the social contexts, and (6) the relationship is one of realisation: language as a semiotic system realises social context as a social system, (Sinar 2003: 49).

2.2.2.1 Context of Situation

Language is a social semiotics system and exists in a context. As a semiotics system, language socializes with other semiotics system and borrows them, such as context of situation. The relationship between language and the context is a language realization as the social semiotics system. In other words, language is the existence of something in the context and there is no language without the social context (in Sinar 2008: 53).

The social context system is at the level of the language connotative semiotics which consists of the contexts of situation, culture and ideology so that, in investigating the language, an interpretation which is focused on the text, has to notice its social domain that is contexts of situation (register), culture (genre) and ideology. The whole contexts relates to the characteristic of text linguistics (language). Halliday (in Sinar 2008: 53) connects the contexts of situation to 3 functions of language – determine the speaker’s relation, elaborates the experience of the speaker in social activity, combine the agreement process, and analyzes all contexts as a significant discourse.

In the context of situation’s perspective, the term situational and “discoursal” can be understood and interpretated by the expert of systemic with a different way. For example: The noun for situational term, such as: “situation”, is used to represent Systemic-Functional Linguistic Theory’ space of concept semiotics “context of situation” or register as a variety in language or register.

According to Halliday and Gregory (in Sinar 2008: 53) register has 2 main dimensions, that is (1) semiotics dimension “dialectical”, and (2) semiotics dimension “diatipic”. In this occassion, dialectical dimension consists of “language in context based on the user” or which has a conceptual category, such as: dialects of social, geographical, variety of sub-cultural (standard and non standard languages), language variable (caste, social class, age, sex, etc) which includes in sociolinguistics discussion.

Whereas the dimension of diatipic, consists of ‘language-in context based on the usage’, or as a way conveying the language. The language variety is seen from semantics knowledge’s and realized through the lexicogrammatica, there is a conceptual category ‘field of discourse’, tenor of discourse, and mode of discourse.

In register discussion, component placement of functional tenor of discourse and the mode of discourse. Gregory (in Sinar 2008: 54) discusses functional tenor of discourse that refers to phatic, exposition, didactic, persuasive, order and narration. Thus, Halliday and Hasan (in Sinar 2008: 54) discuss the component of a rhetorical mode that refers to the aim which will be reached by the text that can be different, but it depends on the characteristics of text (persuasive, exposition, didactic, and others). By following Systemic Functional Linguistics, the function of language organization intrinsic interacts with the function of language organization extrinsic of context of situation. The field of discourse has a close relationship with Ideational Function, the tenor of discourse with Interpersonal Function, and the mode of discourse with Textual Function. The division of register as a semiotics system of context of situation with genre as the semiotics system of context of culture brings an important discovery in the development of Systemic Functional Theory.

Halliday (in Sinar 2003: 40) uses the same term “register” to refer to functional variation of language as an aspect of a separate dimension of organization within language.

2.2.2.2 Context of Culture

Martin (in Sinar 2008: 64) says:

Genre are referred to as social processes because members of a culture interact with each other to achieve them; as goal oriented because they have evolved to get things does; and as staged because it usually takes more than one step for participants to achieve their goals.

According to Martin (in Sinar 2008: 66), language is a part of society culture and genre is a language harmony as a product of the society culture. In other words, a writer or a speaker from the group of culture uses a language, sets up the interaction socially and becomes the producer of genre.

Martin and Hasan (in Sinar 2008: 68) say that the division of register as a semiotics system of context of situation with genre as the semiotics system of context of culture brings an important discovery in the development of Systemic Functional Theory.

Refnaldy, dkk (2006: 643) argues that culture does not exist without discourse. Discourse gives structure and contents to what we understand by culture. In this view, discourse analysis becomes an umbrella concept not only for text studies, but for language and interaction studies in general. The impacts of addressing questions of ontology have far-reaching consequences. For example, everybody will agree that ‘context’ is one of the most crucial concepts in pragmatics. However, in contextualization itself is to be seen in term of discourse, the status of any presumed common denominator for understanding will be questionable. Further research in this

field will no doubt give us a better understanding of notions like variability, indeterminacy and ambivalence.

Sinar (2008: 84) says that in the context of culture of discourse, the schematic structure has the harmony although the basic system is the background, the content, and the closing. The harmony of schematic structure is as the aim that is suitable with the kinds of genre. The writer or the speaker of genre is pleased to be understood the discourse schematic structure to fulfill their needs before the process of discourse writing begins. So that, the writing of discourse is suitable with the needs that can reach the target.

2.2.2.3 Context of Ideology

Ideology is a belief, the value that is obeyed by the society, such as: Ideology of Pancasila, Marxism, others. Ideology also becomes a social concept which determines the value in a society. In other words, Ideology is controlled by a power of group which dominates the society in positive meaning. It is said as positive because the idea or a set of value becomes the ways of society in managing and justifying their life as the representation in relationship with the condition of their existence in the society.

Kress (in Sinar 2008: 83) says that Ideology can be created by the influence of power towards the history of politics, the society system, the value, literature and culture formed the view of society, so that believe the “concept”.

Max (in Sinar 2008: 83) says that Ideology is a system which misleads purposely.

Besides that, Hasan (in Sinar 2008: 83) cites that Ideology is as a live thing through the daily habit action of a social group either a verbal or a nonverbal which is far from their conscious mind to the things.

Kress and Hodge (in Sinar 2008: 84) say that a study of ideology talks the relationship between language with the society and culture because there is an influence of the politic social guidance. The influence of power towards the history, politics, the society system, the value, the literature and culture formed a view society, so that believe a concept as the right truth. For example: The view that becomes “a knowledge” or “a theory” which is believed by the world west that is “the Middle East people is a terrorist”, or “Malayan is lazy”. This concept is founded by the ruler who is dominant informing a view of society towards the object, so that the society properly entrusts the view or “knowledge”. The naturalness represents the process that becomes valid and be trusted.

Sinar (2008: 84) says that in the context of ideology, there is a relationship between language with the society and the ruler. The power can form the view of society towards the object, so that the society believes the view becomes the truth.

2.3 Metafunctions of Language

In every language usage in the social contexts semiotics, metafunction of language that is present to explain 2 things that influences each other between the

language and another language. The metafunctions as the theoretical concept give someone the capability to understand the language and another language, also as a meeting which has formed shape of grammar. In other words, the metafunction concept which connects the forms of language internal and its function to the social context semiotics. The system of social semiotics is the system of linguistic meaning is Semantics that is a form of realization from social semiotics (Sinar 2008: 28).

The metafunction has an implication either the relationship of paradigmatic or sintagmatic. Paradigmatically, they arrange the system of the chain of the selection group that relies on each other, with the internal dependence which is extremely in the metafunctions but a little relationship of metafunctions. Sintagmatically, metafunction is related to the kinds of structure, Halliday (in Sinar 2008: 28).

The metafunction of language has 3 components: Ideational, Interpersonal, and Textual Functions, Halliday (in Sinar 2008: 28).

2.3.1 Ideational Function

Halliday (in Sinar 2003: 56) cites that Ideational Function is language as representation or reflection in which the speaker as an observer of reality construes “natural” reality.

Halliday (in Sinar 2003: 59) says that the Ideational Function relates to the inner and outer words of reality, it is “language about something”. Whenever one reflects on the external world of phenomena or the internal world of one’s consciousness, the representation of that reflection would take the form of “content”.

This form of content is called the Experiential Function, which stores information about the way in which one situation is related to the other.

Halliday (in Sinar 2003: 60), the framework of the process status, as set up in the clause grammar, is that a process consists, in principle, of three components: 1) The process itself

It is typically realized by a verb or a verbal group.

For example: Yesterday, the waiter of the restaurant did not serve us well. 2) Participants in the process

It is typically realized by a noun nominal group.

For example: Yesterday, the waiter of the restaurant did not serve us well. 3) Circumstances associated with the process

It is typically by an adverbial group or prepositional group/phrase. For example: Yesterday, the waiter of the restaurant did not serve us well.

2.3.1.1 The Six Types of Experiential Function

Halliday (in Sinar 2003: 60) says that focusing language on the clause level with respect to the notion of clause as representation, clause as a representation means that one function of the clause is as a representation of experience of both external reality (i.e. reality outside oneself) and internal reality. (reality inside oneself). The experiential or representational function of language (clause) is realized by the transitivity system of language (clause). The outer world of reality that is brought into the inner world of reality in one’s consciousness, which is encoded in

the transitivity system of language, is interpreted as a what-is-going-on process, which is related to material actions, events, states and relations. The what-is-going-an process falls into various process. Halliday (in Sinar 2003: 60) has identified the encoding processes of the realities under discussion, and he has also linguistically (grammatically) classified the various processes in question into various process types, particularly the process types in the transitivity system of the English clause. In this, Halliday categorizes the processes into three principal process types: (1) Material, (2) Mental, (3) Relational; and he classifies other processes into three subsidiary process types: (1) Behavioural, (2) Verbal, and (3) Existential.

2.3.1.1.1 Material Function

Material function the process of doings and happenings, in which a participant, i.e. ‘a thing’, is engaged in a process of doing, which may involve some other participant(s). For example:

He overcame the problem

He overcame the problem

Actor Material Goal

According to Halliday (in Sinar 2003: 61) says that there are 2 participants inherent in the process, i.e. He overcame the problem. He as the actor and the problem as the goal. The actor is the active participant in the process or the one that

does the deed, whereas the goal is the one to which the process is extended, or the one being affected by the process.

2.3.1.1.2 Mental Function

Mental Function is the process of sensing, in which a participant, i.e. a conscious being or thing, is engaged in a process of seeing, feeling or thinking, which may involve some other participant(s). In the case of a mental process having two participants, the second participant may be a thing or a fact. The first participant as the conscious being or thing is the one that senses-perceives, feels or thinks. This sensing (perceiving, feeling, thinking) participant is typically human, or else human-like, and is referred to as senser. The second participant, i.e. the sensed (perceived, felt or thought) participant, is called phenomenon, Halliday (in Sinar 2003: 61-62).

Halliday (in Sinar 2003: 62) categorizes mental processes into three principal subtypes: (1) perception, (2) affection, and (3) cognition. As has been stated, in a mental process there should be one participant that is human or human-like, i.e. the one that senses-perceives, feels or thinks. In order to function as the one capable of perceiving, feeling or thinking, this participant should be a conscious being, and a human being is a conscious. It is possible that a non-human being can be the sensing participant if it is endowed with consciousness. This being the case, the sensing participant is called a human-like sensing participant. For example:

1. Mental: cognition

I believe you

Senser Process : Mental, cognition

Phenomenon : fact

2. Mental: Perception

I hear your voice

Senser Process : Mental, perception

Phenomenon : act

3. Mental: Affection

I love you

Senser Process : Mental, affection Phenomenon

Phenomena may be realized in embedded clauses. There are tow types of embedded phenomena: acts and facts. An act phenomenon typically occurs in a mental process of perception (seeing, hearing, noticing, etc), and it may be realized by a non-finite participle clause acting as if it were a simple noun. On the other hand, a fact phenomenon may be realized by a finite embedded clause and is usually introduced by a that functioning as if it were a simple noun.

2.3.1.1.3 Verbal Function

Halliday (in Sinar 2003: 66) cites that verbal function is the process of saying. In verbal function, there may be 2 participants involved: the participant that says, which is structurally labelled sayer, and the said, which is referred to as Verbiage. Apart from the Sayer and the Verbiage as participants, there are two other participants, which are labelled Receiver and Target. A receiver is a participant to whom the saying is addressed, where as a Target is an entity or object.

For example:

Virna speaks Arabic slowly Sayer Verbal Verbiage Circumstance 1).

2). _{The government did not tell the people the truth} Sayer Verbal Receiver Verbiage

The stundent criticised the teacher’s way of studying Sayer Verbal Target

3).

2.3.1.1.4 Behavioural Function

According to Halliday (in Sinar, 2003: 65) behavioural function is the process of behaving, which may be exemplified by processes of breathing, dreaming, smiling,

etc. These processes relate to physiological and psychological behaviours, putting themselves in between material and mental processes. The only inherent participant in the process is Behaver, which is typically a conscious being which functions like a Senser, but the process itself functions more like a doing process. From the point of view of material process, a Behaver may also be treated as an Actor, in which case the second participant would be a goal; or it can function as a circumstance.

For example:

Mila smiles a broad smile Behaver Behavioural Phenomenon 1.

2.3.1.1.5 Existential Function

According to Halliday, Existential Function is the process of expressing that something exists or happens. In English, the processes are typically realized by be verbs (am, is, are, was, were, be, been, being) and other verbs such as exist, arise or some other.Verbs representing existence which, together with nouns or nominal groups, represent the participant function Existent.

For example:

There are some books on the table - Existential Existent Cir : Location

2.3.1.1.6 Relational Function

Relational function is the process of being; whose central meaning is something is (attribute, identity). English relational functions are categorized into three principal types: (1) Intensive, (2) Circumstantial, and (3) Possessive. Each of these comes in two modes: (a) attributive, and (b) identifying, thus extending the English relational functions into six types, Halliday (in Sinar 2003: 63)

1) Intensive: Attributive

Mila is beautiful

Carrier Process: Intensive Attribute

2) Intensive: Identifying

Jason Is the leader

Identified Process: Intensive Identifier

3) Circumstantial: Attributive

The meeting Is on a Friday Carrier Process: Intensive Attribute/Circumstance

4). Circumstantial: Identifying

Yesterday is the second day Identified Process : intensive Identifier/ Circumstance

5). Possessive: Attribute

The king has a queen Carrier/possessor Process : possession Attribute/possessed

6). Possessive: Identifying

The king owns the queen Identified Process : possessive Identifier

In the attribute mode, an entity has some quality ascribed or attributed to it. This quality is structurally labeled Attribute, and the entity to which is ascribed is called Carrier. The Attribute may be a quality (intensive), a circumstance of time, place, etc. circumstantial, or a possession (possessive).

In the identifying mode, an entity is used to identify another entity, their relationship being one of token and value (intensive), of phenomenon and circumstance of time, place, etc. (circumstantial), or of ownership and possession (possessive). The concepts of Token and Value may be generalized among all the three major types of relational processes of the identifying mode. The two structural functions in this mode are called Identified and Identifier.

Other than be, there are some intensive verbs like stay, become, turn, go, grow, keep, feel, appear, equal, play, act as, call, mean, define, signify, etc., verbs of possession or ownership such as have, own, belong to, involve, contain, comprise, provide, etc., and circumstantial verbs like takes up, follow, accompany, cost, last,

etc. These verbs may occur in either identifying or attribute clauses, Halliday (in Sinar 2003: 64).

Bunga is known as the actress Token Process : intensive Value 7).

She accompanies me Identified Token Process : circumstantial Identifier/value 8).

I have some money

Identified/Token Process : Possessive Identifier/value 9).

GSFLT

stands for

General systemic-functional Linguistic Theory Identified/ Token Process : intensive Identifier/value

10).

Logical Function

Halliday (in Sinar 2003: 56) says that Experiential function uses language as representation then; it is realized by that transitivity system, while logical function

uses language as natural logic. It is realized by the clause complexity system of language from the language system, logico-semantic and interdependency relations. For example:

Last week, the lecturer explained about Atlantic Ocean and the lecturer explained about Hindi Ocean, too.

Lost week The lecturer explained about Atlantic Ocean

And the lecturer explained about Hindi ocean, too.

Logico-Semantic relations (Primary)

Interdependency relations (secondary)

2.3.2 Interpersonal Function

Halliday (in Sinar 2003: 75-76) says that the interpersonal function is an interpretation of language in its function as an exchange, which is a doing function of language; it is concerned with language as action. This meaning represent the speaker’s meaning potential as an intruder that takes into account the interactive nature of relations between the addresser (speaker/ writer) and the addressee (listener/ reader).

Halliday (in Sinar 2003: 76) says that at the grammatical level of interpretation with respect to the clause function, it is interpreted that the clause is also organized as an interactive event that involves speaker, or writer, and audience

(listener or reader). Clauses of the interpersonal meaning function as clauses of exchange, which represent speech role relationships.

Halliday (in Sinar 2003: 76) suggests, whenever two people use language to interact, one of the things they do with it is establishing a relationship between them. In this, he sets out two most fundamental types of speech role or function: (1) giving, and (2) demanding. These meanings are realized in wordings through the Mood systems and Modality.

2.3.2.1 Mood and Modality

The interpersonal function of language (clause) in its function as an exchange, in which clauses of the interpersonal meaning that function as clauses of exchange representing the speech role relationships, is realized by the mood system of language (clause). The mood system of the clause is represented by the mood structure of the clause, which comprises two major elements: (1) mood, and (2) residue. In this respect, the functional constituents that are involved in an exchange typically have mood-residue structures. A mood element of an English clause typically consists of a subject and a finite, where as a residue element consists of a predicator, one or more complement(s), and any number of different types of adjuncts.

According to Gerot (1994: 77) Modality indicates the speaker’s judgment of the probabilities or the obligations involved in what he or she is saying.

She is talking about mood and Residue Subject Finite Predicator Adjunct

Mood Residue

The mood element represents that part of the clause that is made up of the Subject she and the Finite element is, whereas the residue consists of the Predicator talking and the Adjunct about mood and residue. In this case of exchange of information, the focus is on the maintenance of a proposition. In other words, the clause takes on the form of a proposition. The semantic function of the mood element is in its role of maintaining the interactive value of the clause as exchange. When the mood element remains constant, so will the proposition. When the proposition in question is changed, then this will involve changing one of the features in mood. The role of the subject is to provide some reference point by which to affirm or deny such analysis (Sinar 2003: 80).

Halliday (in Sinar 2003: 77) cites that an act of speaking is an interact, i.e. an exchange, in which there is something given. If not, there is no interaction. In other words, in an interaction involving speaker and listener, the speaker is either giving something, which implies that the listener is giving something in response. What is exchanged (demanded/ given or given/ received) is a kind of commodity exchanged and the commodity exchanged falls into two principal types: (1) goods-& services, and (2) information. These two variables or types of commodity exchanged

define the four primary speech functions of (1) offer, (2) command, (3) statement, (4) question.

For example:

1. Would you like to drink some coffee? (Offer) 2. Close the door! (Command)

3. Virna makes us laughing out loud (Statement) 4. When will you have your graduation? (Question)

2.3.3 Textual Function

Textual function of language is an interpretation of language in its function as a message, which is a text-forming function of language. This is interpreted as a function that is intrinsic to language itself, but it is at the same time a function that is extrinsic to language, in the sense that it is linked with the situational (contextual) domain in which language (text) is embedded. In other words, it is a relevance function, an interfacing function that makes language (text) relevant internally (i.e. to itself) as well as externally (i.e. to the situation (context) in which language or text is used). This is an enabling function that enables one to distinguish a text as a functional or contextually motivated language on the one hand, from a context as a language in vaccua on the other.

At the clause level, the textual meaning is concerned with how intra clausal elements are organized to make meanings. At the text level, it is concerned with how

inter clausal elements are organized to form a unified whole text that makes meanings. In this, the textual function indicates the way the text is organized or structured. The textual function of language (clause) in its function as a message is realized by the theme system of language (clause). The theme system of the clause is represented by the thematic structure of the clause, which comprises two major elements: (1) theme, and (2) rheme, Halliday (inSinar 2003: 80).

2.3.3.1 Theme

At the clause level, the theme is realized as the departure point of the clause for the message, Halliday (in Sinar 2003: 81):

“The Theme is one element in a particular structural configuration which, taken as a whole, organizes the clause as a message; this is the

configuration of Theme and Rheme. A message consists of a Theme combined with a Rheme. Within that configuration, the Theme is the starting - point for the message; it is the ground from which the clause is taking off”.

According to Halliday (in Sinar 2003: 82) the rheme is look at morphology and morphophonemic, which is part the message to which the theme is developed.

In an analysis of a thematic structure of a text, it is possible to examine language in terms of Halliday’s three metafunctions: the textual, the interpersonal, and the ideational. The theme choices in the language may be of three kinds: (1) textual, (2) interpersonal and (3) topical. The topical theme creates the topic that the speaker chooses to make the point of departure of the message. The interpersonal theme, Eggins (in Sinar 2003: 82) occurs at the beginning of a clause when a

constituent is assigned a Mood label (the unfused Finite, Modal adjuncts: Mood, Polarity, Vocative and Comment). The textual theme give thematic prominence to textual elements and has the function of linking one clause or clause element to another clause or clause element, whereby all clauses or clause elements are related to each other as such that they form a unified whole text within contexts. For the ideational (topical), interpersonal and textual themes related to the grammatical functions and classes and their realizations in clauses, Matthiessen (in Sinar 2003: 83).

For example:

Right, Students, today we learn vocabulary

Textual Interpersonal Topical _ T H E M E R H E M E

2.3.3.2 Cohesion

Cohesion refers to the resources within language that provide continuity in a text, over and above that provided by clause structure and clause complexes. Hence, cohesive relations are non-structural relations which work to help a text hang together. We shall be looking at three of these kinds of relationship in this chapter: reference, lexical cohesion, and conjunction (Gerot 1994: 170).

2.3.4 Review of Related Literature

Some researchers have done analysis about Transitivity system; so this analysis is only a verification of the earlier research findings. Because of that, in conducting this analysis, I have consulted some thesis and previous research findings to help me finish this thesis.They are:

Teori & Analisis Wacana Pendekatan Sistemik – Fungsional by Sinar (2008). Sinar says that Analisis Wacana adalah aktivitas semiotik yang melibatkan diri seseorang dalam penganalisisan wacana untuk mendeskripsikan wacana – wacana sebagai suatu karya interpretasi, yaitu karya teoritis. Teori Linguistik Sistemik Fungsional (TLSF) yang dapat digunakan sebagai kerangka teori dalam menganalisis wacana.

The first study was done by Sinar (2003) in her thesis Phasal and Experiential Realizations of Lecture Discourse: A Systemic - Functional Analysis. Sinar introduces general systemic functional linguistic theory (GSFLT) as a theoretical framework that accommodates certain aspects and dimensions of interpretation that will in turn enable analysts to make appropriate choices whereby the target direction and goal can be achieved efficiently and effectively as an end of a discourse analysis.

Another work about SFL was done by Sofina (2002), in her thesis An Analysis of Transitivity Process Types on President Susilo Bambang Yudhoyono’s Selected Speeches. In this work, she analyzes President Susilo Bambang Yudhoyono’s selected speeches to find the transitivity process that occurred. In her final analysis, she finds the material process (50, 92%) as the most dominant process that occurred.

In addition in the two mentioned studies, Inanda (2004), in her thesis An Analysis of Lexical Cohesion In the Cover Story of Tempo. In this work, she analyzes the 5 lexical cohesions in the cover story as a discourse. They are: repetition, synonym, antonym, meronymy, hyponymy. She finds the most dominant lexical cohesion; it is Repetition (69, 19%).

Martinez (2001), also analyzed text on the transitivity system. The study focuses on the transitivity structure in the corpus of 21 experimental Research Articles (RAs) in the field of Physical, Biological, and Social Science. He concluded the material and relational process dominated the Research Articles (45% and 35%) and very low percentage of behavioural process (0, 2%). That is to say, it appears that academic writing does not use behavioural process frequently.

Esmat Babaii and Hasan Ansary (2005) from Islamic Azad University, Tehran, with their article titled “On the effect of Disciplinary Variation on Transitivity; the case of Academic Book Reviews”. They analyze the 90 books Reviews (BRs) from various Disciplines (Physics, Sociology, and Literature) in terms of both processes and participants of transitivity system. In this study, the classifications of processes and participants introduced by Halliday (1985) and Eggins et.al (1993) were used as the analytical frameworks for the study of BRs texts. The conclusion of their analysis shows the dominant frequency of material process (37, 9%). While Existential and Behavioural processes in texts appeared quite inconspicuous that it could be neglected in the final analysis.

CHAPTER III METHODOLOGY

3.1 Research Method

In carrying out this analysis, I do the library research. Regarding to this method, Syafri (2001: 74) says:

“Penelitian perpustakaan hanya mengumpulkan informasi dari berbagai jurnal, artikel, buku, monograf yang ada di perpustakaan”.

3.2 Data Collecting Method

I choose the Reader’s Digest Magazine as the primary source of the analysis. In addition, I also use some books, theses, written materials that related to the topic of the analysis. The data are collected by using simple random sampling (Rakhmat, 1991: 79). Firstly, there are 12 Reader’s Digest Magazines as the data of population. They are 2003’s editions. Then, I take a piece of paper. Afterwards, I cut a piece of paper into 12 little pieces. Then, I number them one by one. After that, I draw them to get the samples. It is called “Gambling System”. After drawing the 12 Reader’s Digest Magazines as the population, I only take 4 Reader’s Digest Magazines as the sample. So, only 4 Reader’s Digest Magazines will be chosen and analyzed. The 4 Reader’s Digest Magazines that have been chosen by gambling system are:

1. Reader’s Digest on January, 127-129. 2003. “A PONY TALE”

2. Reader’s Digest on May, 97-99. 2003. “THE KING OF CARDS”

3. Reader’s Digest on July, 97-99. 2003. “YOU BE THE JUDGE”

(A Stray bottle rocket blinds a child. Who’s to blame?) 4. Reader’s Digest on October, 117-119. 2003.

“YOU BE THE JUDGE”

(A grandmother wants the right to see her grandson. The mother says no. Who wins?)

For each Reader’s Digest Magazines above, I only take 1 selected article. The selected articles are chosen by using “Purposive Sampling” (Umar, 2003: 92) says:

“Pemilihan sampel berdasarkan pada karakteristik tertentu yang

dianggap mempunyai sangkut paut dengan karakteristik populasi yang sudah diketahui sebelumnya”.

In conclusion, I pick up the selected articles as the representatives of the whole data here.

3.3 Data Analysis Method

It is a qualitative analysis method (Umar, 2003: 36-37) says:

“Penelitian kualitatif umumnya sulit diberi pembenaran secara matematik, ia lebih kepada penyampaian perasaan atau wawasan yang datanya diambil berdasarkan sampel. Walaupun demikian, penelitian kualitatif bisa

menyediakan informasi penting yang kemudian bisa dijelajahi lebih lanjut melalui penelitian kuantitatif. Penelitian kualitatif menggunakan data yang bukan dalam bentuk skala rasio, tetapi dalam bentuk skala yang lebih rendah yaitu skala nominal, ordinal ataupun interval yang kesemuanya dapat dikategorikan, sehingga jelas apa yang akan disamakan dan dibedakan dari apa yang akan diperbandingkan dalam rangka menjawab permasalahan yang telah dirumuskan dalam penelitian”.

In order to gain the most frequent function type in the selected article, the following formula from Nawawi (1991: 127) will be used:

N

100%

x

Y

X

=

Y : Total number of all data

N : Percentage of experiential function X : Number of each of experiential function

3.4 Data Analysis Procedures

In analyzing the data, the applied procedures are: 1. Reading the chosen selected articles.

2. Identifying and selecting the data that belongs to the experiential function.

3. Categorizing and underlining the experiential function. 4. Analyzing the data that belongs to the experiential function. 5. Listing and recapitulating the most frequent function type.

6. Making the percentage of experiential function. 7. Determining the most frequent function to the least.

CHAPTER IV

AN ANALYSIS OF EXPERIENTIAL FUNCTIONS

IN READER’S DIGEST MAGAZINE’S SELECTED ARTICLES

4.1. The Data Analysis

These are the data analysis of each function or the experiential functions in READER’S DIGEST MAGAZINE’S SELECTED ARTICLES that I have analyzed.

4.1.1 Material Function

1. Berg who lives outside Santa Fe

Berg who lives Outside Santa Fe Actor - Material Cir : Location

2. It was okay for him

It was Okay for him Material

3. He gets shaved with listerine (the antiseptic eliminates his natural horsey smell) He gets shaved with listerine (the antiseptic eliminates his

natural horsey smell) Actor Material Cir : Commitative/Positive

4. He gets sprayed with listerine (the antiseptic eliminates his natural horsey smell He gets sprayed with listerine (the antiseptic eliminates his

natural horsey smell) Actor Material Cir : Commitative/Positive

5. He gets shampooed with listerine (the antiseptic eliminates his natural horsey smell

He gets shampooed with listerine (the antiseptic eliminates his natural horsey smell)

Actor Material Cir : Commitative/Positive

6. The far side of the thick hedgerow lined the petersons’ driveway The far side of the thick

hedgerow

lined the petersons’ driveway

7. He didn’t keep

He didn’t keep

Actor Material

8. For these sick children, petie rides to the rescue

For these sick children petie rides to the rescue Client Actor Material Cir: Location

9. Everyday, Petie makes his rounds

Everyday petie makes his rounds Cir: Time Actor Material Goal

10.Petie walks up to the bed

Petie walks up to the bed Actor Material Goal

11.Petie can enter a hospital

Petie can enter a hospital Actor Material Goal

12. His hoofs and tail are covered with bandages

His hoofs and tail are covered with bandages

Goal Material Cir: Comitative/positive

13. He walks through the revolving doors

He walks through the revolving doors Actor Material Cir : Location

14. The process takes his handler, Richard Miller about an hour

The process takes his handler, Richard Miller about an hour Actor Material Goal Cir: Extent

15. He’s not working

He ‘S not working

Actor Material

16. Petie hangs out on the Victory Gallop farm

Petie hangs out on the Victory Gallop farm Actor Material Cir: Location

17. Kids from the riding program help groom him

Kids from the riding program help groom him

Actor Material Goal

18. He gets through the fence

He gets through the fence Actor Material Cir : Location

19. He doesn’t go anywhere

He doesn’t go anywhere Actor Material Cir” Location

20. A kid lets him

A kid lets him

Actor Material Goal

21. For a moment, we’ve done something good

For a moment we ‘ve done something good Cir: Time Actor Material Goal Cir: Manner

22. Tyler carter gets a big kick out of the little horse at his bedside

Tyler carter gets a big kick out of the little horse at his bedside Actor Material Goal Cir: Purpose Cir: Location

23. They have something to share

They have something to share Actor Ma- Goal Terial

24. A Horse came to my room today

A horse came to my room to day Actor Material Cir: Location Cir: Time

25. Each child gets a photo

Each child gets a photo Actor Material Goal

26. He can prove it

He can prove it

27. A miniature stuffed petie

A miniature stuffed petie Actor Material Goal

28. When it comes to stacking the deck

When it comes to stacking the deck Cir: Time Actor Material Goal

29. No one trumps

No one trumps

Actor Material

30. It took more than 30 years

It took more than 30 years Actor Material Cir: Time

31. To build the capital building in washington, D.C

To build the capitol building in washington, DC Material Goal Cir: Location

32. Bryan Berg did it in three days

Bryan Berg did it in three days Actor Material Goal Cir: Time

33. He used playing cards

He used playing cards Actor Material Goal

34. Berg was inspired to re-create the iconic building exclusively for reader’s digest because its rounded dome

Berg was inspired to re-create

the iconic building

exclusively for reader’s digest

because its rounded dome

Actor Material Goal Cir: Manner Recipient Cir: Cause

35. Square façade and myriad, columns posed enough

Square façade and myriad columns posed enough Actor Material Cir: Extent

36. It challenges to fire up this Guinness world Record holder

It challenges to fire up this guinness world record holder Actor Material Goal

37. To build the capitol

To build the capitol

Material Goal

38. He used 450 decks of low gloss Pla-Mor Card from the U.S playing cards company.

He Used 450 decks of low gloss pla-mor cards

from the u.s playing cards company

Actor Material Goal Cir: Location

39. It can hold 660 pounds per square feet

It can hold 660 pounds per square feet Actor Material Goal Cir: extent, Spatial

40. That strength came in handy

That strength came in handy Actor Material Cir: Manner

41. Berg built the world’s largest house of cards

Berg built the world’s largest house of cards Actor Material Goal

42. In bed after a long day of work, he received the phone call

In bed after a long day of work he received the phone call Cir: Location Cir: Time Actor Material Goal

43. A Squirrel’s loose in the room

A Squirrel’s loose in the room Actor Material Cir: Location

44. It’s throwing it self a party inside the castle walls

It ‘S throwing itself a party inside the castle walls Actor Material Receiver Goal Cir: Location

45. By the time, he returned

By the time he returned Cir: Time Actor Material

46. The guard entry had been toppled

The guard entry Had been toppled

Actor Material

47. But the castle stood

But the castle stood - Actor Material

48. A stray bottle rocket blinds a child

A stray bottle rocket Blinds a child Actor Material Goal

49. For years, Kennon threw a party at their house in Picayune, Mississippi, on New Year’s Eve

For years Kennon Threw A party At their house in picayune Mississippi on New Year’s Eve Cir: Time Actor Material Goal Cir: Location

50. For years, Betty Peterson threw a party at their house in Picayune, Mississippi on New Year’s Eve

For years Betty Peterson threw a party at their house in Picayune, Mississippi on New Year’s Eve

Cir: Time Actor Material Goal Cir: Location

51. That tradition would end in tragedy

That tradition would end in tragedy Actor Material Cir: Matter

52. Before the bash one year, Kennon bought a large supply of firecrackers from nearby Joey’s fireworks

Before the bash one year

kennon bought a large of supply firecrackers

from nearby Joey’s fireworks

53. Before the bash one year, Kennon bought bottle rockets from nearby Joey’s fireworks

Before the bash one year

kennon bought bottle rockets from nearby Joey’s fireworks

Cir: Time Actor Material Goal Cir: Location

54. Before the bash one year, Kennon bought Roman Candles from nearby Joey’s fireworks

Before the bash one year

kennon bought roman candles

from nearby Joey’s fireworks

Cir: Time Actor Material Goal Cir: Location

55. Before the bash one year, Kennon bought aerial sparklers from nearby Joey’s fireworks

Before the bash one year

kennon bought aerial sparklers

from nearby Joey’s fireworks

Cir: Time Actor Material Goal Cir: Location

56. The Petersons asked to supply extra fireworks for the night’s finale

The Petersons asked to supply extra fireworks for the night’s finale Actor Material Goal Cir: Purpose

57. Mary Mc Millen lived across the street

Mary Mc Millen lived across the street Actor Material Cir: Location

58. Mary Mc Millen was invited

Mary Mc Millen was invited

Actor Material

59. She brought Brandon Keith

She brought Brandon Keith Actor Material Goal

60. Brandon Keith was visiting from New Orleans

Brandon Keith was visiting From New Orleans Actor Material Goal

61. By the time, everyone had arrived

By the time Everyone Had arrived Cir: Time Actor Material

62. The Peterson’s traditional bonfire was beginning in the front yard The Peterson’s traditional bonfire was beginning in the front yard Actor Material Cir: Location

63. The Peterson’s traditional bonfire was to blaze in the front yard

The Peterson’s traditional bonfire was to blaze in the front yard Actor Material Cir: Location

64. Later that evening, the younger kids waved sparklers

Later that evening the younger kids waved sparklers Cir: Time Actor Material Goal

65. The high light of the bash came

The high light of the bash came

Actor Material

66. Every body included

Every body included

67. Children Included

Children included

Actor Material

68. Everybody set off the fireworks

Everybody Set off The fireworks Actor Material Goal

69. Children set off the fireworks

Children set off the fir Actor Material Goal

70. The fun lasted until shortly after midnight

The fun lasted until shortly after midnight Actor Material Cir: Time

71. The party came to a close

The Party came to a close

Appendix 3: A Stray bottle rocket blinds a child Who’s to Blame?

You Be The Judge (July 2007)

For years, Kennon and Betty Peterson threw a party at their house in Picayune, Mississippi, on New Year’s Eve. But that tradition would end in tragedy. Before the bash one year, Kennon bought a large supply of firecrackers, bottle rockets, Roman candles and aerial sparklers from nearby Joey’s Fireworks. The Petersons also asked their guests to supply extra fireworks for the night’s finale.

Among the neighbors invited was Mary McMillen, who lived across the street. She brought along her seven year old grandson, Brandon Keith, who was visiting from New Orleans.

By the time every one had arrived, the Petersons’ traditional bonfire was beginning to blaze in the front yard. Later that evening, the younger kids waved sparklers. But the highlight of the bash came when everybody, children included, set off the fireworks. The fun lasted until shortly after midnight, when the party came to a close.

The next morning, trash covered the Petersons’ yard. The revelers had also dropped unused and spent fireworks all over the property. Betty’s sister, Mae Langston, helped Kennon get rid the mess, throwing trash and some fireworks that had never been lit-into the still smoldering bonfire. Luckily, none of them ignited.

In the mean time, two of the Petersons’ sons, ages eight and seven, played in the yard while Betty took care of their one-year old son inside the house.

Brandon Keith, who had stayed overnight at his grandmother’s asked her if he could go to the Petersons’ house. She said he could, so, said Brandon, he asked Betty if it was okay for him to play in her yard. Brandon said that when he got her permission, he joined the Peterson boys in their game of hide and seeks.

Betty Peterson testified that she didn’t know Brandon was playing in the yard. Kennon knew that his sons were in the yard, but he didn’t keep track of where they were. He also didn’t know that Brandon had joined his sons.

When it was his turn to hide, Brandon ran to the far side of the thick hedgerow that lined the Petersons’ driveway. Moments later, Kennon happened to see Mae fooling around with the unused bottle rockets. She picked one up, lit it and tossed it high in the air. The rocket flew up and across the driveway, falling behind the bushes where Brandon was hiding.

Within seconds, the adults heard a child scream, and they looked around in confusion. No body realized that one of the children had been hiding behind the shrubbery. The bottle rocket had hit Brandon in his right eye.

Betty rushed Brandon and his grandmother to a hospital in Picayune, where they were unable to get help. After picking up Brandon’s mother, Michelle, they then drove to Children’s Hospital in New Orleans, where an eye doctor referred them to nearby Charity Hospital. Doctors there finally operated on the boy. But it was too late. Brandon lost sight in the eye permanently.

Michelle Keith took the Petersons to court, arguing that the party throwers should have been more cautious with the dangerous fireworks on their property. She

claimed the Petersons should have known that children and fireworks don’t mix. Betty Peterson was aware that brandon was in the yard, after all, the little boy said he’d asked her permission to play there. She also knew that fireworks were scattered around the property and that the other adults were looking for them.

This volatile combination should have put the couple on notice that an accident could happen, Michelle Keith claimed, and that the children should have been kept a safe distance from any unexploded fireworks. She also said the Petersons willfully engaged in dangerous behavior by throwing ignitable fireworks on the smoldering fire, and by failing to warn Mae Langston to safely dispose of any fire works she found in the yard. Brandon did nothing other than take part in a game of hide and seek, but because of the Petersons’ negligence, he lost half his sight forever.

The Petersons argued that Brandon’s injury was a tragic but unforeseeable accident. Neither Kennon nor Betty had any idea that Mae Langston would set off a rocket. They also didn’t know where Brandon was hiding nor did Mae, for that matter. They argued they had exercised due care by having adults, not the children, search for the fireworks.

Appendix 4: YOU BE THE JUDGE (October 2007)

A grandmother wants the right to see her grandson. The mother says

no. Who wins?

All Cindy Flynn wanted was to spend time with her grandson. But the baby’s mother, Alice Henkel, saw things differently.

The focus of their battle was Alice’s young son, Elias, born in May 2003. Alice wasn’t married to Elias’s father, Cindy’s son Cory, who was serving time in an Illinois state prison for the second time on a drug-related charge. Alice and her newborn had moved into her mother’s home.

Before her grandson’s birth, Cindy had sent items for the baby to Alice and tried to contact her, but Alice never responded. When Cindy heard about Elias’s birth, she sent Alice a card. A month went by before Cindy got a call from Alice’s mom, inviting her over to see the baby. Aftar that, Cindy and her husband, Mike, began visiting Elias once a week.

Alice wasn’t happy about the arrangement. She claimed to find Cindy very intimidating and said she ignored her wishes. It bothered Alice, for instance, that Cindy once referred to herself as Nana, a name she used with her goddaughter. Alice requested that she be called Grandma Cindy, and she felt disrespected when her wishes were ignored.

In June, Cindy and Mike joined the Henkel family at the baby’s Catholic baptism. But the situation deteriorated that summer, when Cory, who had been released from prison, filed a petition in family court for visiting privileges with his son. Alice felt Cory wasn’t the kind of person. Elias could respect when he got older and wanted him out of the baby’s life entirely. Upset by Cory’s court filing, she decided to call Cindy and tell her she couldn’t visit Elias anymore.

When the child was barely seven months old, Alice got a court order requiring supervision anytime Cory saw his son. Cindy asked the court if she could be the supervisor for the visits, but the court refused.

After that, Cindy could see Elias only when Cory was present. Initially, visits were at Sinnissippi, a nearby behavioral health-care facility. A staff person had to be present in the fourby-four-foot room, the space allocated for the visits. Cory resented having to see his son there, and when the venue was switched to Alice’s mother’s house, Cindy stopped accompanying him. She didn’t want to deal with the growing tension between her and Alice.

It wasn’t until January 2006, when Elias was two and a half, that Cindy got permission for four visits with her grandson over a two-month period. Cindy then asked to have an hour each month with Elias but she was refused.

Finally, the two women found themselves before a judge in the county circuit court. Cindy argued that she had a right to see her grandson and that Elias would benefit from the visits. “I just want to be part of Elias’s life.” Cindy told the circuit court. “He deserves it”. Alice disagreed. She said she didn’t see why it was important

for Cindy to be involved in Elias’s life. She pointed out that Cindy had chosen not to attend all the allowed supervised visits with her son. Alice also had a problem with Cindy’s nondenominational Christian beliefs, ever since Cindy, in her works, “changed her life and started serving the Lord”.

Alice added that Cindy tried to “take over” during visits and that Cindy had undermined her as a parent by questioning her decision to have tubes placed in Elias’s ears because of chronic ear infections. Finally, Alice said she didn’t see how keeping Cindy from seeing Elias would be harmful to the child.