Transitivity System Inlancarberbahasa Indonesia 2 Textbook For Elementary School Grade Four
i
TRANSITIVITY SYSTEM INLANCARBERBAHASA INDONESIA 2
TEXTBOOK FOR ELEMENTARY SCHOOL GRADE FOUR
A THESIS BY
KHAIRUNNISA NASUTION REG. NO. 100705026
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2015
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ii TRANSITIVITY SYSTEM IN LANCAR BERBAHASA INDONESIA 2 TEXTBOOK FOR ELEMENTARY SCHOOL GRADE FOUR
A THESIS BY
KHAIRUNNISA NASUTION REG. NO. 100705026
SUPERVISOR CO-SUPERVISOR
Dr. Eddy Setia, M. Ed. TESP Rahmadsyah Rangkuti, M.A., Ph.D NIP. 19570412 198403 1 001 NIP. 19750209 200812 1 002
Submitted to Faculty of Cultural Studies University of Sumatera Utara Medan in partial fulfillment of the requirements for the degree of Sarjana Sastra from Department of English
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2015
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iii Approved by the Department of English, Faculty of Cultural Studies University of Sumatera Utara (USU) Medan as thesis for The Sarjana Sastra Examination.
Head, Secretary,
Dr. H. Muhizar Muchtar, MS Rahmadsyah Rangkuti, M.A. Ph.D. NIP. 19541117 198003 1 002 NIP. 19750209 200812 1 002
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iv The examination is held in Department of English Faculty of Cultural Studies University of Sumatera Utara on Saturday, April 25, 2015
Dean of Faculty of Cultural Studies University of Sumatera Utara
Dr. H. Syahron Lubis, M.A. NIP. 19511013 197603 1 001
Board of Examiners
Dr. H. Muhizar Muchtar, MS ……….
Rahmadsyah Rangkuti, M.A., Ph.D. ……….
Dr. H. Syahron Lubis, M.A. ………. Dr. Eddy Setia, M. Ed. TESP. ……….
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v AUTHOR’S DECLARATION
I, KHAIRUNNISA NASUTION, 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 THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.
Signed :
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vi COPYRIGHT DECLARATION
NAME : KHAIRUNNISA NASUTION
TITLE OF THESIS : TRANSITIVITY SYSTEM IN LANCAR
BERBAHASA INDONESIA 2 TEXTBOOK FOR ELEMENTARY SCHOOL GRADE FOUR
QUALIFICATION : S-1/SARJANA SASTRA
DEPARTMENT : ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.
Signed :
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vii ABSTRAK
Skripsi yang berjudul “Transitivity System in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four” merupakan suatu kajian Linguistik Fungsional Sistemik yakni kajian tentang komponen transitivitas yang tercermin dalam buku teks Lancar Berbahasa Indonesia 2 untuk kelas 4. Untuk mendapatkan proses transitivitas yang paling dominan digunakan formula yang dikembangkan oleh Bungin (2005, 182). Analisis komponen transitivitas di dalam skripsi ini menerapkan teori Linguistik Fungsional Sistemik (Systemic Functional Linguistic Theory) yang dipelopori oleh Halliday. Proses dapat diidentifikasi melalui kata kerja (verb) dalam klausa sebagai refleksi dari apa yang terjadi dalam kehidupan sehari-hari (realita) yang dikomunikasikan melalui penggunaan bahasa (language). Partisipan dapat diidentifikasi melalui kata benda (noun) yang terlibat di dalam setiap proses. Sirkumstan dapat diidentifikasi melalui kata keterangan (adverb). Dari analisis data ditemukan total sebanyak 566 klausa, yang mana proses material adalah yang paling dominan dalam buku teks Lancar Berbahasa Indonesia 2 untuk kelas 4, yakni sebanyak 357 proses (63,07%), yang diikuti oleh proses verbal sebanyak 83 proses (14,66%), proses relational sebanyak 57 proses (10,07%), proses mental sebanyak 54 proses (9,54%), proses existential sebanyak 12 proses (2,1%) dan terakhir dengan jumlah persentase paling kecil yaitu proses behavioral sebanyak 3 proses (0,53%).
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viii ABSTRACT
This thesis entitled “Transitivity System in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four” is an analysis of Systemic Functional Linguistic that discusses about the components of transitivity realized in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four. Bungin’s formula (2005, 182) is used to get the most dominant type of transitivity process. The analysis of components of transitivity in this thesis used the Systemic Functional Linguistic Theory by Halliday. The process is realized by a verb or verbal group. The participant is realized by a noun or nominal group. The circumstance is realized by an adverbial group or a prepositional group or phrase. From analysis of data, 566 clauses are found, in which material process is the most dominant process inLancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four. It gained 357 clauses (63,07%), followed by verbal process, gained 83 clauses (14,66%), relational process gained 57 clauses (10,07%), mental process 54 clauses (9,54%), existential process 12 clauses (2,1%), and behaviourial process gained 3 clauses (0,53%).
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ix ACKNOWLEDGMENT
Alhamdulillah, in the name of Allah SWT, I would like to thank God, for every day, every time, every hour, every minute, every second, He blesses and guides me, gives me grace, power, and chance to accomplish this thesis. Writing this thesis has been a difficult thing I have done, and I could only do it thanks to the amazing support, love, guidance and encouragement from several people, and so I would like to extend my gratitude to all of them.
First and foremost, I would like to thank my amazing supervisor and co-supervisor, Dr. Eddy Setia, M. Ed. TESP. and Rahmadsyah Rangkuti, M.A., Ph.D for their guidance, support, advice, and constructive comments and suggestions during the writing of this thesis. They were there from beginning to end and I feel really lucky to have them.
My gratitude also extends to the Dean of Faculty of Cultural Studies, University of Sumatera Utara, the Head and the Secretary of English Department, and all of the lectures and the staffs of English Department for the facilities and opportunities given to me during my study in this faculty.
Thanks to kak Tika made great contribution for giving the information and managing the documents from the registration until the proposal seminar and for helping me by giving the information of the requirements for final examination and the registration for graduation ceremony.
My very special thanks to is expressed to my beloved parents H. Safaruddin Nasution, S.H. and Seriwati Rangkuti, S.Pd. my superb sister Siti Aisyah Nasution, S.E. and brotherAhmad Fawzi Nasution, S.E.. I will never finish thanking them for their passionate and vigorous support, thank you for always picking me up and pushing me when I could not go any longer. They know me better than anyone else.
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x My deepest gratitude goes to my best and true friends Julisa Masita Rangkuti, S.S., Fira Mauliani Shanti, S.S., Nisti Findriani Utami, S.S, Ryani Junisha Ayulin, S.H., and Reza Fahlevi. Thank you very much for giving and showing me “that’s what friends are for”, support, and attention. I do really appreciate and enjoy every moment we spent together.
I would also like to thank all of my friends in English Department, especially the students of 2010 (class B): Fandu, Rini, Mori, Mariam, Yosi, Kania, Wina, Krista, Hanny, Apri, Elsye, Hetty, Tami, Cindy, Eka, Devi, Yati, Putri, Septi, Ulan, Eby, Novita, Yudi, Petrus, Denny, Dicky, Boy, Agus, Aldy, and all of you whom I can’t mentioned one by one. Thank you for your crucial helping in terms of inspiration, attention, and support. Thanks for the friendship, time, and memory that we spent and shared together.
May Allah SWT bless all of us. Amin.
Medan, April 2015
KHAIRUNNISA NASUTION Reg. No. 100705026
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xi TABLE OF CONTENTS
AUTHOR’S DECLARATION……… v
COPYRIGHT DECLARATION……… vi
ABSTRAK……… vii
ABSTRACT………. viii
ACKNOWLEDGEMENT………... ix
TABLE OF CONTENTS……… xi
CHAPTER I INTRODUCTION 1.1.Background of the Study……… 1
1.2.Problems of the Study……… 5
1.3.Objectives of the Study……….. 5
1.4.Scope of the Study……….. 6
1.5.Significance of the Study……… 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1. Theoretical Framework...…………... 7
2.1.1. An Overview of Systemic Functional Linguistics... 7
2.1.2. Metafunctions... 8
2.2. Transitivity Processes... 10
2.2.1. Processes...……….. 11
2.2.1.1. Material Process...………... 12
2.2.1.2. Mental Process...……….. 14
2.2.1.3. Relational Process...………….... 17
2.2.1.4. Behavioural Process...……….. 20
2.2.1.5. Verbal Process...………….. 22
2.2.1.6. Existential Process...……… 24
2.2.2. Circumstances...……….. 25
2.2.2.1. Time (Temporal)...………... 25
2.2.2.2. Place (Spatial)...………... 26
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2.2.2.4. Cause...……….. 26
2.2.2.5. Accompaniment...……….. 27
2.2.2.6. Matter...……….... 27
2.2.2.7. Role...………... 28
2.3. Previous Related Research...………... 29
CHAPTER III METHOD OF RESEARCH 3.1. Nature of Research...…….. 31
3.2. Research of Design...…………. 32
3.3.Data and Source of Data...…… 32
3.4. Data Collecting Procedure...…..32
3.5. Technique of Analysing Data... 33
CHAPTER IV ANALYSIS AND FINDING 4.1. Analysis of Data………...35
4.1.1. Material Process……… 35
4.1.2. Mental Process………...43
4.1.3. Relational Process……….51
4.1.4. Verbal Process………..59
4.1.5. Behaviouraal Process……….68
4.1.6. Existential Process……….69
4.2. Findings………74
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions……… 81
5.2. Suggestions………82
REFERENCES………. 83
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vii ABSTRAK
Skripsi yang berjudul “Transitivity System in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four” merupakan suatu kajian Linguistik Fungsional Sistemik yakni kajian tentang komponen transitivitas yang tercermin dalam buku teks Lancar Berbahasa Indonesia 2 untuk kelas 4. Untuk mendapatkan proses transitivitas yang paling dominan digunakan formula yang dikembangkan oleh Bungin (2005, 182). Analisis komponen transitivitas di dalam skripsi ini menerapkan teori Linguistik Fungsional Sistemik (Systemic Functional Linguistic Theory) yang dipelopori oleh Halliday. Proses dapat diidentifikasi melalui kata kerja (verb) dalam klausa sebagai refleksi dari apa yang terjadi dalam kehidupan sehari-hari (realita) yang dikomunikasikan melalui penggunaan bahasa (language). Partisipan dapat diidentifikasi melalui kata benda (noun) yang terlibat di dalam setiap proses. Sirkumstan dapat diidentifikasi melalui kata keterangan (adverb). Dari analisis data ditemukan total sebanyak 566 klausa, yang mana proses material adalah yang paling dominan dalam buku teks Lancar Berbahasa Indonesia 2 untuk kelas 4, yakni sebanyak 357 proses (63,07%), yang diikuti oleh proses verbal sebanyak 83 proses (14,66%), proses relational sebanyak 57 proses (10,07%), proses mental sebanyak 54 proses (9,54%), proses existential sebanyak 12 proses (2,1%) dan terakhir dengan jumlah persentase paling kecil yaitu proses behavioral sebanyak 3 proses (0,53%).
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viii ABSTRACT
This thesis entitled “Transitivity System in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four” is an analysis of Systemic Functional Linguistic that discusses about the components of transitivity realized in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four. Bungin’s formula (2005, 182) is used to get the most dominant type of transitivity process. The analysis of components of transitivity in this thesis used the Systemic Functional Linguistic Theory by Halliday. The process is realized by a verb or verbal group. The participant is realized by a noun or nominal group. The circumstance is realized by an adverbial group or a prepositional group or phrase. From analysis of data, 566 clauses are found, in which material process is the most dominant process inLancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four. It gained 357 clauses (63,07%), followed by verbal process, gained 83 clauses (14,66%), relational process gained 57 clauses (10,07%), mental process 54 clauses (9,54%), existential process 12 clauses (2,1%), and behaviourial process gained 3 clauses (0,53%).
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1 CHAPTER I
INTRODUCTION 1.1. Background of the Study
Humans need a language to talk to others, listening to others, reading, and writing. Language enables people to describe events in the past and plan for the future. Language makes humans can pass information from one generation to the next and create a rich cultural heritage.
Santrock (2007:530) states:
“Bahasa adalah suatu bentuk komunikasi-entah itu lisan, tertulis atau isyarat yang berdasarkan pada suatu sistem dari simbol-simbol. Bahasa terdiri dari kata-kata yang digunakan oleh masyarakat beserta aturan-aturan untuk menyusun berbagai variasi dan mengkombinasikannya.” (‘language is a form of communication-whether it could be spoken, written or gesture that is based on a system of symbols. Language consists of words used by society and the rules to compose different variations and combine them’).
According to Gerrot (1994:158), there are two types of language, they are Spoken and Written Language. Spoken and written language differ in a number of ways. Written language is not simply speech written down. Speaking and writting are manifestations of the some linguistic system but in general they encode meaning in different ways because they have evolved to serve different puposes. Spoken language is coded in or realized by sounds (phonemes) and that written language is coded in scripts (grapheme), but also in grammatical aspects. Spoken language has high grammatical intricacy and low lexical density whereas written language has low grammatical intricacy and high lexical density. Spoken language is related to general language or the language of common people, such as news reports and scripts for
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2 plays and films. Written language is related to the language of science and tecnology, such as instant message, email, essay, article or book.
In appropriate with the title of this thesis “Transitivity System in Lancar Berbahasa Indonesia 2 Textbook for Elementary School Grade Four”, the writer analyzes a textbook and finds out the most dominant typeof transitivity process in a texbook for child aged 9 years.The writer herself has some reasons why she chooses a textbook as her main object which is going to be analyzed. First, it is because textbook is the main media that is used in children's learning in school. Second, it is because the textbook contains many stories and insights that are worth or not to be studied children aged 9 years. Third, it is because textbook consists of the level of meaning, saying or wording, and sounding or writing. So, a textbook can be analyzed based on the system of transitivity.
Furthermore, the writer chooses Lancar Berbahasa Indonesia 2 Textbook for Elementary School Grade Four by Dendy Sugono which is going to be analyzed. The reasons choosing the textbook which is arranged by Dendy Sugonoinstead of others are first it is because there are many stories in those textbook which are learned by children aged 9 years. Dendy Sugono was born on May 7, 1949, in Banyuwangi, East Java. He has served as a Chief of Language Centre of Departement of National Education since 2001 to 2008. Besides, he is also remembered asChairman of the Assembly Language Brunei Darussalam-Indonesia-Malaysia (Mabbim) Indonesia, since 2001 to 2008, Linguistic Cooperation Committee Chairman since 2001 to 2008, Member of Indonesian Linguistics Society since 1978, and Member Film Censorship Board since 2006 to 2008. For those reason, the writer chooses his work as the object which is going to be analyzed.
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3 The reason why the writer chooses Transitivity system as the topic of this research because the writer wants to find or know the meaning which is contained in the stories of 9 chapters in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four through transitivity.
Languages involve three generalized meanings or functions, called Metafunctions; ideational, textual, and interpersonal.The ideational function relates to the inner and outer worlds of reality; it is “language about something". According to Halliday in Sinar (2002:42), 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. Within the notion of ideational function there is logical function, which stores information about the way in which one situation is related to the other.
Focussing 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 (reality outside oneself) and internal reality (reality inside oneself). The experiential or representational function of language (clause) is realised by the transitivity system of langauge (clause). The outer world of reality that is brought into the inner world of reality in one’s conciousness, 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-on process falls into various process. Halliday has identified the encoding process of the realities under discussion, and he has also
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4 linguistically (grammatically) classified the various processes. He classified the process into six principal process types: (1) Material Process(process of material doing), (2)Mental Process(process of sensing), (3)Relational Process(process of being and having), (4)Verbal Process(process of saying), (5) Behavioral Process(process of psychological and physiological behavior), and (6)Existential Process(process of existence).
According to Halliday in Sinar (2002:43), the framework of the process status, as set up in the clause grammar, is that a process consists, in priciple, of three components:
(1) the process itself, typically realised by a verb or a verbal group.
(2) participants in the process, typically realised by a noun or nominal group.
(3) circumstances associated with the process , typically realised by an adverbial group or a prepositional group/phrase.
This tripartite interpretation of processes is what lies behind the grammatical distinction of word classes into verbs, nouns, and the rest, a pattern that in some form or other is probably universal among human languages.
For example:
Before I was born.
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5 The concepts of process, participant and circumstance are semantic categories which explain in the most general way how phenomena of the real world are represented as linguistic structures.
1.2.Problems of the Study
According to the title of this proposal “Transitivity System in Lancar Berbahasa Indonesia 2 Textbook for Elementary School Grade Four”, the writer try to clarify the problem into some questions, they are :
1. What is the most dominant type of transitivity process found in nine chapters of Lancar Berbahasa Indonesia 2 Textbook for Elementary School Grade Four?
2. What is the meaning of the most dominant type of transitivity process found in nine chapters of Lancar Berbahasa Indonesia 2 Textbook for Elementary School Grade Four?
1.3.Objectives of the Study
Dealing with the,the objectives of the analysis of this proposal are:
1. To explainthe most dominant type oftransitivity process found innine chapters of Lancar Berbahasa Indonesia 2 Textbook for Elementary School Grade Four.
2. To explain the meaning of the most dominant type of transitivity process found in nine chapters of Lancar Berbahasa Indonesia 2 Textbook for Elemeentary School Grade Four.
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6 1.4.Scope of the Study
In research, it is very important to limit the analysis on specific data that has been chosen so that over complicating and unfocused issues and analysis do not exist. As long as we know, Discourse Analysis is not only concerned with the description and analysis of written text but it is also concerned with spoken interaction. Therefore, the analysis is only focused on the analysis of the Ideational function, focusing on the transitivity system (participant, process, and circumstance)found in nine chapters ofLancar Berbahasa Indonesia 2 Textbook for Elementary School Grade Four, they are chapter 1 page 1- 3 and 11 -15, chapter 3 page 39 – 42, chapter 5 page 52 – 54, chapter 7 page 78- 80, chapter 9 page 104 -105 and 109 -110, chapter 11 page 129 -130 and 131 – 134, chapter 13 page 152 -152, chapter 15 page 178 -181, chapter 17 page 199 -202. The writer choos every even chapters because there are some chapters which have same theme.
1.5.Significances of the Study
Through this research, the writer figures that the significance of this research is hopefully can give contribution in Discourse Analysis. Besides, the writer also hopes that this research can be useful for the students of English Department, especially for students who are interested in the same subject. And finally, this research can be additionalreference in analyzing Transitivity system used in a written text, especially in a textbook.
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7 CHAPTER II
REVIEW OF RELATED LITERATURE
2.1. Theoretical Framework
2.1.1. An Overview of Systemic Functional Linguistics
The language needs an approach to understanding, analysisng, describing, interpreting and explaining language or a text work to make meaning. Functional grammar answer this problem. Systemic functional linguistics (SFL) is an approach to by descriptive and interpretive framework for viewing language as a making meaning resource. Systemic functional Linguistics concerns to understand the nature and functions of language.
Sinar (2002:31) says that in SFLT, the “S” for “systemic” implies that the theory pays attention to (1) the system(ic) relations and their choices in probabilities in a system network of relations and choices starting from general to specific features, which are vertical or paradigmatic in nature, (2) the systems of meaning that are involved and interrelated with respect to the phenomena under study, and (3) the systems of meaning that lie behind, below, around, above, or beyond the phenomena in question. The “F” for “functional” implies that it pays attention to (1) the functional realizations of the systems in structures and patterns, which are structurally horizontal or syntagmatic in nature, (2) the semiotic functions or
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8 meanings that are at work or in operation, and (3) the semiotic functions or meanings that operate in various semiotic levels and dimensions. The “L” for “linguistics” implies that (1) the theory derives from and belongs to a ‘discipline’ called “linguistics”, as SFL would define what linguistics is all about, and (2) it is a language-based theory whose approach to investigating the phenomena is socio-semiotic, thematic, and trans-disciplinary in nature. And the “T” for the “theory” in SFLT’s sense always means “theory and applications”, for the value of a theory lies on its applications.
Systemic Functional Linguistics focus on the purposes and uses of language. They derive from examination of spoken and written language and the contexts of their used. They investigated how language is used, and its effect. Their aims include:
1. Revealing many of the choices language users have in interaction.
2. Show how meaning is made.
2.1.2. Metafunction
Halliday developed a theory of the fundamental functions of language, in which he analysed lexicogrammar into three broad metafunctions: ideational, interpersonal and textual. Each of the three metafunctions is about a different aspect of the world, and is concerned with a different mode of meaning of clauses.
First is ideational function. According to Halliday in Christie (2002:12), the ideational function refers to the aspects of the grammar which are most directly involved in representation of the world and its experiences, both those of the ‘outer world’ of action, and those of the ‘inner world’ of consciousness, reflection and
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9 imagination. The ideational function actually consists of two metafunctions: the experiential and the logical. The logical function is of a rather different order, for it is involved, not directly in the building of the meanings within the clause, but rather in the matter of building connectedness between the meanings of clauses. The resources of transitivity and of lexis are involved in representing experience, and these are indeed the resources most directly involved in realizing the experiential function. The experiential or representational function of language (clause) is realised by the transitivity system of language (clause).
Second is Interpersonal function. According to Matthiessen & Halliday (1997), the interpersonal function is concerned with the interaction between speaker and addressee. It is about how people communicate their experience. It is about clause as exchange. The interpersonal function in its function as an exchange, in which clauses of the interpersonal function that function as clause of exchange representing the speech role relationship, is realised by the mood system.
Third is Textual function. Textual function refers to the aspects of the grammar that assist in organizing language as a message. It is about clause as a message. According to Matthiessen & Halliday (1997), the textual function is concerned with the creation of text, with the presentation of ideational and interpersonal meanings as information that can be shared by speaker and listener in text unfolding in context. The textual function in its function as a message is realised by theme system of the clause. The theme system of the clause is represented by the thematic structure of the clause, which consists of two major elements: (1) theme, and (2) rheme.
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10 2.2. Transitivity Processes
Clause is the smallest unit of experience. It is used to exchange human experience. It represents the experience. It enables human to build a mental picture of reality. It makes sense of what goes on around them and inside them.
The model of experience consists of what-is-going-on. It is happening. In addition to that, it can also be doing. Beside, it can also be meaning, and being and becoming. In the view point of functional grammar, all of these what-is-going-on are sorted in the grammar of the clause.
The rules of producing and interpreting the clause reflect the type of human experience. Whether the experience is happening, or a doing, or meaning, or being or becoming is determined by the grammar of the clause. This grammatical system by which this experience is construed is called transitivity. According to Halliday (1985), transitivity is a part of the ideational function of language and is a fundamental and powerful semantic concept. It is an essential tool in the analysis of representation. The representational function of language (clause) is realized by the transitivity system of language.
The transitivity system interprets human experience into a set of process types. The classification of these types are made according to the location of what-is-going-on occurence. Material process refers to the type of the process which occurs outside the human body. Mental process refers to the type which occurs inside the human body. The relational process refers to the relation of one experience to another one. The classification of the process in English includes the types that exist between the material process and mental process. This process is called the
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11 behavioral process. Another type is the one between the mental and the relational. It is called the verbal process. The last type is the one between the relational and the material process. It is called the existential process.
The transitivity system interprets a world of experience as a process system into the grammar of a clause. In this system, a process system consists of three components. It includes the process itself, the participants in the process, and the circumastances associated with the process. The following present the working definition of each process type above.
2.2.1. Processes
Processes are central to transitivity. Participants and Circumstances are incumbent upon the doings, happenings, feelings and beings. This suggests that there are different kinds of goings-on, which necessarily involve different kinds of Participants in varying Circumstances. There are indeed seven different process types identified by Halliday:
• Material doing bodily, physically, materially
• Mental sensing emotionally,
intellectuallysensorily
• Behavioural behaving physiologically and
psychologically
• Verbal saying lingually, signalling
• Relational being equal to, or some attribute of
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12 Processes are realised by verbs. Traditionally verbs have been defined as ‘doing words’. But as the above list indicates, some verbs are not doing words at all, but rather express states of being or having.
2.2.1.1. Material Processes
Material Processes are processes of doing, usually concrete, real actions. The basic meaning of material processes is that some entitty does something, doing some actions. This is semantic definition of material processes. One identification criterion for material processes is that they can be probed by asking: ‘what did x do?’
For examples:
What did George do ?
George fixed
Material processes are processes about doing, about action. Actions involve actors, or participants. Participants are realized by nominal groups. There are two participants involved in this process. The first participant is called ‘Actor’. The actor is the constituent of the clause who does the deed or performs the action. When the clause only has one participant and is active, the participant will be actor.
the door
For examples:
George Goes to London
Participant: Actor Process: material Circ.: location
You Left at 3 p.m.
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13 The second participant is ‘Goal’. The goal is that participant at whom the process is directed, to whom the action is extended. It is the participant treated in traditional grammar as the direct object. The goal is usually what becomes subject in the passive.
For examples:
He offered an expensive car
Participant: Actor Process: material Goal
They gave their lunch
Particpant: Actor Process: material Goal
There can only be one goal per clause. In the passive, the goal becomes the subject and the actor may be omitted.
For examples: Active
She Borrowed The book
Particpant: Actor Process: material Participant: Goal
Passive
The book was borrowed by her
Particpant: Goal Process: material Participant: Actor
Halliday in Enggins (2004:217) makes an important distinction between a Goal and a related participant called a Range. Consider the following clauses:
They did the transfusion. They transfused the blood.
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14 These are processes of doing, and so are classified them as Material processes. Each involves two participants, but the second participant the transfusion and the blood can’t be called Goals because they are not probed using the Goal probe of ‘What did x do to y’?. It makes no sense to ask ‘What did they do to transfusion?’, because the answer ‘They did it’ is redundant. Similarly, if the second example is probed with: ‘What did they transfuse?’. the answer must most certainly be ‘the blood’ , because that is about the only thing that can be transfused. Halliday calls these less independent participants Ranges, and he suggests that a range specifies one of two things:
1. Either it is a restatement or continuation of the process itself or 2. It express the extent or ‘range’ of the process.
For examples:
They Ran The race
Particpant: Actor Process: material Range
Where race is really a restatement of the process run. They cannot have races unless they run it. The participants are saying the same thing. The second type of Range is not cognate, but expresses the domain or extent of the process.
For example:
They were playing Bridge/tennis/a game
Participant: Actor Process: material Range/Range/Range
2.2.1.2. Mental Processes
Mental proceses are processes of sensing: feeling, thinking, perceiving. Mental processes about mental reactions: about thoughts, feeling, perceptions. Mental processes can be probed by asking: ‘what do you think/feel/know about x?’.
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15 For examples:
What you think about injections ? I hate them.
What she think about his excuses? She believed them.
Halliday in Enggins (2004:225) divides mental process verbs into three classes:
1. Cognition (verbs of thinking, knowing, understanding) For example : I don’t know
2. Affection (verbs of liking, fearing, e.g.) her name.
For example : I hate
3. Perception (verbs of seeing, hearing, e.g.) injection.
For example : Simon heard
There are participants role in mental processes, they are ‘Senser’ and ‘Phenomenon’. The Senser is the conscious that is feeling, thinking, or seeing. The Phenomenon is that which is sensed: felt, thought, or seen.
it on the news.
For examples:
She Believed his excuses
Participant: Senser Process: mental Participant: Phenomenon
I don’t like It
Participant: Senser Process: mental Participant: Phenomenon
Halliday in Enggins (2004:227-229) identifies two types of Phenomena: Acts and Facts.
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16 1. Phenomenon: Acts
Acts occur with mental processes of perception: seeing, hearing, noticing, etc. An act is realized by an imperfective non-finite clause acting as if it were a simple noun.
For examples:
I Saw The operation taking place
Participant: Senser Process: mental Particpant: Phenomenon ( act)
He Felt The needle going in
Participant: Senser Process: mental Particpant: Phenomenon (act)
2. Phenomenon: Facts
A fact is embedded clause, usually finite and introduced by a ‘that’, functioning as if it were a simple noun. It can be identified as a Fact-embedding because a Fact-noun can be inserted before the ( explicit or implicit) that which introduces it.
For examples:
She didn’t realize that it was a bomb
She didn’t realize the fact that it was a bomb
Participant: Senser Process: mental Participant: Phenomenon
She Regretted that they hadn’t watched the operation
She Regretted the fact that they hadn’t watched the
operation Participant:
Senser
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17 2.2.1.3. Relational Processes
Relational processes are process about of being. They can be classified according to whether they are being used. There are two processes in relational processes, they are Attributive processes and Identifying Processes. Each of them has their own characteristics participant roles.
1. Attributive Process
Atirbutive process is assigned to a ‘carrier’, the meaning is ‘x is a member of the class a’.
For examples:
Sarah is wise means ‘Sarah is the member of the class of wise ones’. John is a poet means John is a member of the class of poets’.
There are two participants who involved in this process, they are Attribute and Carrier. The Attribute is realized as a nominal group typically an indefinite nominal. The Carrier is realized by a noun or nominal group.
For examples:
George Is a pilot
Participant: Carrier Process: relational (attributive)
Participant: Attribute
It sounds uncommon nonsense
Participant: Carrier Process: relational (attributive)
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18 Attributive clauses are not reversible. This means that attributive clause can’t change into passive form or passive voice. The Subject can never conflate with the role of Attribute, but will always conflate with the role of Carrier.
2. Identifying Process
Identifying process is used to identify another, the meaning is ‘a serves to definite the identify of x’. Here a and x are two distinct entities, one that is to be identified, and another that identifies it. There are two participants in this process, they are Token and Value. Both Token and Value are realized by nominal groups. Typically, the nominal groups in Identifying Processes are defined. Token is which stands for what is being defined, whereas Value is which defines. In any identifying clause, one element will be the Value (meaning, referent, function, status, role) and the other will be the Token (sign, name, form, holder, occupant). These functions are then conflated with those of Identified and Identifier.These participants then conflated with those of identified and Identifier.
For examples: Active
Mr. Pitt may be the most handsome man
Identified/Token Process: Relational (identifying)
Identifier/Value
Mr. George was playing Hamlet
Identified/Token Process: Relational (identifying)
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19 Passive
The most handsome man may be Mr. Pitt
Identified/Value Process: Relational (identifying)
Identifier/Token
Hamlet was played by Mr. George
Identified/Value Process: Realtional (identifying Identifier/Token
Identifying clauses are reversible. This means that identifying clause can change into active form or passive form. Token will always be Subject in an active clause. Value will always be Subject in a passive clause.
Relational Pocesses can be further sub-classified according to wether they are: intensive, possesive or circumstantial. It can be concluded that there are six possibilities for the type of relational processes, they are:
• Attributive Intensive
Cyptoplasm Is sort of a jelly-like
material Participant:
Carrier
Process: relational (attributive intensive)
Participant: Attribute
• Attributive Possesive
Plant cells Have a cell wall
Participant: Carrier
Process: relational (attributive possesive)
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20
• Attributive Circumstantial
The shell Appears transparent
Participant: Carrier
Process: relational (attributive circumstantial)
Participant:Attribute
• Identifying Intensive
The nucleus Is the brain of the
cell Participant: Token Process: relational (identifying
intensive)
Participant: Value
• Identifying Possesive
All cells Contain cyptoplasm
Participant: Token Process: relational (identifying possesive)
Participant: Value
• Identifying Circumstantials
Tuesday Was the deadline
Participant: Token
Process: relational (identifying circumstantials)
Participant: Value
2.2.1.4. Behavioural Processes
Behavioural process are processes of physiological and psychological behaviour, like breathing, dreaming, snoring, smiling, hiccuping, looking, watching, listening. Behaviourals express a form of doing that does not usually extend to another participant. There is one obligatory participant in this process which is called the Behaver. Like a Senser, the Behaver is conscious being. But the process is one of doing, not sensing.
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21 For examples:
He Talks loudly
Participant: Behaver Process: behavioural Circ.: manner
She Sighed with despair
Participant: Behaver Process: behavioural Circ.: manner
Behaviourals can contain a second participant that is like a Range: a restatement of the process. This participant is called the Behaviour
For example:
He smiled a broad smile
Participant: Behaver Process: behavioural Participant: Behaviour
If there is another participant which is not a restatement of the process, it is called a Phenomenon.
For example:
George sniffed the soup
Participant: Behaver Process: behavioural Participant: Phenomenon
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22 2.2.1.5. Verbal Processes
Verbal processes are processes of saying, or more accurately, of symbolic signalling. Unlike mental processes, verbal processes do not require a conscious participant. The Sayer, one of the participant in this processes, can be anything that puts out a signal. For this reason verbal processes might more appropriately be called ‘symbolic’ processes. There are three participants in this processes, they are Sayer, Receiver, and Verbiage. The Sayer, the participant responsible for the verbal processs, does not have to be a conscious participant, but anything capable of putting out a signal. The Receiver is the one to whom the verbal process is directed; the Beneficiary of a verbal message, occuring with or without a preposition depending on position in the clause. The Verbiage is a nominalized statement of the verbal process: a noun expressing somekind of verbal behaviour.
For examples:
I Told Him about the news
Participant: Sayer
Process: verbal
Participant: Receiver
Participant: Verbiage
They Asked Her A question
Particpant:Sayer Process: verbal
Participant: Receiver
Particpant: Verbiage
Although many verbal processes occur with a nominal element, a Verbiage, it is distinctive feature of verbal processes that they project. Verbals form a clause
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23 complex, projecting a second clause by either quoting or reporting. Verbal processes quote or report speech. A relationship of interdependence between the two clauses gives quoting or direct speech, whereas a relationship of dependency between projected and projecting clause gives indirect or reported speech. The projecting clause may occur as first or second in the sequence.
For examples:
Direct/Quoted Speech
‘Harry Opened the window’ I Said
Participant: Actor Process: material Participant: Goal Participant: Sayer Process: verbal Indirect/Reported Speech
I Said that Harry openend the window
Participant: Sayer Process: verbal Participant: Actor Process: material Participant: Goal Direct/Quoted Speech
I Said ‘Can you avoid The scar
tissue ?’ Participant: Sayer Process: verbal Participant: Actor Process: material Participant: Goal
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24 Indirect/Reported Speech
I Asked them To avoid The scar
tissue Participant:
Sayer
Process: verbal Participant: Receiver
Process: material
Partcipant: Goal
2.2.1.6. Existential Processes
Existential processes are processes of existence. Existential processes represent experience by positing that ‘there was/is something’. Existential processes typically employ te verb be or synonyms such as exist, arise, occur, followed by a nominal group functioning as Existent. There is one obligatory participant in this process which receives functional label is called the existent.
For examples:
There Was Snow on the garden
Process: existential Participant: Existent Circ.: location
There Were a beautiful young girl
Process: existential Participant: Existent
The word there in this clauses has no representational function . It is required because of the need for a Subject. The existent may be a phenomenon of any kind, and is often an event, for examples: there followed an angry debate.
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25 If in an Existential clause containing a Circumstantial element. The Circumstantial element is Thematic, the word ‘there’ may be omitted.
For example:
On the matinee jacket was a blood-stain
Circumstance: place Process: Existential Participant: existent
There was a blood-stain on the matinee jacket
Process: Existential
Participant: Existent
Circumstance: place
2.2.2. Circumstances
Circumstances can occur not only with material processes, but with all process types. Circumstantials are realized by adverbial groups or prepositional phrases. The principal types of circumstances are time (temporal), place (spatial), manner (means, quality, and comparison), cause (reason, purpose, and behalf), accompaniment, matter, and role.
2.2.2.1. Time (temporal)
This element tells when and the interrogative forms of this element are how often?, how long?, how far?, how many?, how many times?. The typical structure is a nominal group with quantifier, either definite or indefinte. This occurs either with or without preposition.
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26 2.2.2.2. Place (Spatial)
This element tells where and the interrogative forms of this element are where?, when?. The typical structure is an adverbial group or prepositional phrase. For example: I bring him to the hospital where he was.
2.2.2.3. Manner
The circumstantial element of Manner consists of three subcategories: Means, Quality, Comparison.
Means refers to the means whereby a process takes place; it is typically expressed by a prepositional phrase with the preposition by or with. The interrogative forms are how? and what with?.
For example: I go
(a) Quality is typically expressed by an adverbial group, with –ly adverb as Head; the interrogative is how? or how...? plus appropriate adverb. Quality expressions characterize the process in respect of any variable that makes sense.
by train.
For example: It was snowing heavily
(b) Comparison is typically expressed by a prepositional phrase with like or unlike, an adverbial group of similarity or difference.
.
For example: It went through my head like an earthquake.
2.2.2.4. Cause
The circumstantial element of Cause also consists of three subcategories: Reason, Purpose and Behalf.
(a) A circumstantial expression of Reason represents the reason for which a process takes place-what causes it. It is typically expressed by a prepositional phrase
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27 with through or a complex preposition such as because of, as a result of, thanks to, etc. There is also one class of expression with of. The corresponding WH- forms are why? or how?.
For example: Die of
(b) Circumstantials of Purpose represent the purpose for which an action takes place-the intention behind it. They are typically expressed by a prepositional phrase with for or with a complex preposition such as in the hope of, for the purpose of, etc. The interrogative corresponding is what for?.
starvation.
For example: for the sake of
(c) Expressions of Behalf represent the entity, typically a person, on whose behalf or for whose sake the action is undertaken-who it is for. They are expressed by a prepositional phrase with for or with a complex preposition such as for the sake of, on behalf of, etc. The usual interrogative is who for?.
peace and quiet.
For example: I’m writing on behalf of Aunt Jane.
2.2.2.5. Accompaniment
This element represents the meanings ‘and’,’or’,’not’ as circumstantials; it corresponds to the interrogatives and who/what else?. It is expressed by prepositional phrases with prepositions such as with, without, besides, instead of.
For example: I got to the concert with my boyfriend.
2.2.2.6. Matter
This element corresponds to the interrogative what about? and is expressed by prepositional phrases with prepositions such as about, concerning, with reference to and sometimes simply of.
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28 For example: I worry about your health.
2.2.2.7. Role
This element corresponds to the interrogative what as?. The usual preposition is as; other complex preposition with this function are by way of, in the role/shape/guise/form of.
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29 2.3. Previous Related Research
The research about transitivity has been done before by some people, e.g. “An Analysis of Steve Jobs’ Speech Observed from The Perspective of Transitivity System” (Masita, 2014). It analyzes the speech of Steve Jobs. The writer found six types of transitivity process and Material process are the most dominant types of process in that research.
“Transitivity Process in Worldviews Articles of Newsweek” (Andriyani, 2010). It analyzes the article of news magazine. The writer of that thesis takes the Worldview’s article of Newsweek to find the six types of transitivity process and get the most dominant process which characterizes the article. In analyzing the data, she uses the Systemic Functional Linguistic Approach Theory (SFLT) of Halliday as the bases of analysis.
“An Analysis of Transitivity Time Magazine: A Case Study of Arts Rubrics” (Winda, 2010). The writer of that thesis chooses the articles of magazine to be analyzed. The writer takes “Arts” articles of Time Magazine to find the transitivity process and get the most dominant process which characterizes the article. These two thesis are related to the research that is going to be done by the writer.
Besides, there is “An Analysis of Transitivity Processes of Inauguration Speeches of Two Prime Ministers of Australia John Howard and Julia Gillard” (Rahmadiana, 2011). In this thesis, the writer explores the six types of transitivity process found in the two president inaugural speeches, e.g. material, mental, relational, behavioral, verbal, and existential processes. This thesis also relates to the research that is going to be done because talks about transitivity.
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30 Another work is “A Transitivity Analysis In Selected Articles of Time Magazine” (Suranta, 2009). In this work, the writer analyzed the transitivity process which consists of Material Process, Mental Process, Verbal Process, Relational Process, Behavioural Process, and Existential Process found in “Politic” articles of Time Magazine in October 2008 The Temperament Factor: Who’s Best Suited to the Job written by Nancy Gibbs, and in November 2008 Thailand’s Political Crisis Becomes a Global One written by Hannah Beech. In this thesis, the writer found that material process is the most dominant found in politic articles of Time Magazine.
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31 CHAPTER III
METHOD OF RESEARCH
According to Azwar (1999:5), research can be classified in some ways and point of views. Based on the approach of its analysis, research can be done by two ways, quantitative research and qualitative research. Research based on the quantitative approach emphasizes the analysis of numerical data (numbers) that are processed by using statistical methods. Research based on the qualitative approach emphasizes the analysis of the process of deductive and inductive inference as well as the analysis of the dynamics of the relationship between the phenomena that are observed by using scientific logic.
In writing this research, research based on qualitative approach is applied by collecting some theories and information about transitivity system from books, thesis, internet, and other sources to support the writing.
3.1. Nature of Research
Qualitative research is research which is not using statistical but through data collection, analysis, and interpretation. At least, there are 8 nature of qualitative research, the ethnographic, case studies, studies of document/text, natural observation, focused interviews, phenomenology, grounded theory and historical research.
In this research, the writer used qualitative research methods - the studies of document/text. Document studies are studies that focused on the analysis or interpretation of the written material in context. Materials can include published notes, textbooks, newspapers, magazines, papers, films, diaries, manuscripts, articles, etc. To obtain a high credibility researchers document must be sure that
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32 the texts were authentic. This kind of research could be to dig one's thoughts contained in books or manuscripts are published.
This research is a document study to analyze Lancar Berbahasa Indonesia 2 Textbook for grade four. The book was analyzed using transitivity system.
3.2. Research Design
Hasan (2002:10) states that Research Design is a framework within a particular study, in order to collecting, measuring, and analyzing the data, so that it can answer the research questions. Research Design provides the glue that holds the researcher project together. It is used to structure the research, to show how all of the major parts of the research project. In this research, the writer divides research design into two sections, they are Data Collecting Procedure and Technique of Analysing Data. Each section has an important role and function in the research that the writer did.
3.3.Data and Source of Data
The data of this research are the clauses which are found in Lancar Berbahasa Indonesia 2 Textbook for Elementary School Grade Four by Dendy Sugono. The source of data itself is the stories in nine chapters of Lancar Berbahasa Indonesia 2 Textbook for Elementary School Grade Four by Dendy Sugono. This textbook was arranged by Dendy Sugono in1996.
3.4. Data Collecting Procedure
According to Arikunto (2005:101), there are five kinds of method in collecting data, they are: questionnaire, interview, observation, test, and documentation. Based on this statement, the writer chooses one of data collecting method to apply in this research, that is documentation method. The source of data is collected from Lancar Berbahasa Indonesia 2 Textbook for Grade Four.
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33 Documentation method is applied because it is considered as the suitable method in collecting the source of data of this research because the main object based on the written text. The writer tries to look for, read, and study some books from the library related to the topic as the references and collected the important things from the books concerning with the transitivity
3.5. Technique of Analysing Data
After collecting the data from the data source, the analysis then continue to the analyzing the data. According to Miles & Huberman (1994: 10-11), there are three concurrent flows of activity: data reduction, data display, and conclusion drawing/ verification.
The first step is reducing the data by the process of selecting, focusing, simplifying, and transforming the data that appear in written up-filed notes or transcriptions. Data reduction is a form of analysis that sharpens, shorts, focuses, discards, and organizes data in such a way that “final” conclusions can be drawn and verified.
The second step is data display. After reducing the data, the analyst has to display the data whether in tables, matrices, graphs, charts, and networks. All are designed to assemble, compact form so that the analyst can see what is happening and either draw justified conclusions or move on to the next step of analysis the display suggests may be useful.
The third step is conclusion drawing and verification. Conclusions are also verified as the analyst proceeds. Verification may be as brief as a fleeting second thought crossing the analyst’s mind during writing. Final conclusion may not appear until the data collection is over.
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34 The systematic procedures in this research namely:
1. Reading the selected stories in nine chapters of Lancar Berbahasa Indoneisa 2 Textbook for Elementary School Grade Four.
2. Identifying the transitivity process existed in the selected stories in nine chapters of Lancar Berbahasa Indoneisa 2 Textbook for Elementary School Grade Four. 3. Categorizing the clauses found in the selected stories into the types of transitivity
process.
4. Identifying the most dominant types of transitivity process that is found inin nine chapters of Lancar Berbahasa Indoneisa 2 Textbook for Elementary School Grade Four by Dendy Sugono, the writer applies the following formula (Bungin, 2005:182):
Where: N = percentage of types
fx = total types frequency of the sub category n = total types of all categories
5. Determining the meaning of the most dominant type of transitivity process by using Halliday’s Theory.
6. Making summary of the analysis and draw a conclusion based on the findings of the analysis.
fx
N = X 100%
n
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35 CHAPTER IV
ANALYSIS 4.1. Analysis of data
The following data is the data in which transitivity system really exists. The data is the clauses which are found in Lancar Berbahasa Indonesia 2 textbook. To describe how the components of transitivity realized in the clauses of Lancar Berbahasa Indonesia 2 textbook and also to answer the first problem, here is the detail explanation of the analysis of transitivity system in Lancar Berbahasa Indonesia 2 textbook:
4.1.1. Material Processes
Material process is process of doing. It involves actor and goal as the participants. Below is the detail explanation of material processes:
1. Pagi-pagi Inu berangkat ke sekolah.
(Inu goes to school in the morning.)
Components of transitivity found in this clause are: process = material; participant = actor; circumstance = place and time.
Pagi-pagi Inu berangkat ke sekolah
In the morning Inu go to school Circ. time Partc.: actor Process: Material Circ. place
2. Dia menghampiri Ani, teman sekelasnya
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36 Components of transitivity found in this clause are: process = material; participant = actor and goal.
Dia menghampiri Ani,teman sekelasnya
He went to Ani, his classmate
Part.: actor Process: material Part.: goal
3. “Ani, ayo berangkat!”
("Ani, let's go!")
Components of transitivity found in this clause are: process = material; participant = goal.
“Ani, ayo berangkat!”
“Ani, let’s go!”
Part.: goal Process: material
4. Tak lama kemudian, Ani berlari keluar dari rumahnya.
(Soon after that, Ani runs out of her home.)
Components of transitivity found in this clause are: process = material; participant = actor; circumstance = place and time.
Tak lama kemudian,
Ani berlari keluar dari rumahnya
Soon after that, Ani runs out of her home Circ. time Part.: actor Process: material Circ. place
5. Dia menyandang tas di bahu sebelah kiri.
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37 Components of transitivity found in this clause are: process = material; participant = actor and goal; circumstance = place.
Dia menyandang tas di bahu sebelah kiri
she holds the bag on the left shoulder Part.: actor Process: material Part.: goal Circ. place
6. “Ini kan hari pertama kita masuk sekolah, Nu.
("It's the first day of us to come to school, Nu.)
Components of transitivity found in this clause are: process = material; participant = actor and goal; circumstance = place and time..
“Ini kan hari pertama
kita masuk sekolah, Nu
“It’s first day of
us to come to school, Nu Circ. time Part.: actor Process:
material
Circ. place Part.: goal
7. Kita baru saja berlibur sebulan lebih.
(We have just taken a vacation for a month more.)
Components of transitivity found in this clause are: process = material; participant = actor; circumstance = time.
kita baru saja berlibur sebulan lebih
we have just taken vacation for a month more Part.: actor Process: material Circ. time
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38 8. Sekarang kita akan kembali bersama teman-teman kita.”
(Now we are going back with our friends. ")
Components of transitivity found in this clause are: process = material; participant = actor; circumstance = time and accompaniment.
Sekarang kita akan kembali bersama teman-teman
kita
now we are going back with our friends
Circ. time Part.: actor Process: material Circ. Accompaniment
9. “Tapi, apakah dia masih mengajar kita, Nu?”
("But, is she still teaching us, Nu?")
Components of transitivity found in this clause are: process = material; participant = actor and goal.
“Tapi, apakah dia masih mengajar kita, Nu?”
“But, is she still teaching us, Nu?” Adverbial
(conjunction)
Process: material
Part.: actor
Process: material
Part.: goal
10. tapi apa iya kamu mau kembali ke kelas tiga
(but do you want to go back to the third grade)
Components of transitivity found in this clause are: process = material; participant = goal; circumstance = time.
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39
tapi apa iya kamu mau kembali ke kelas tiga
but do you want to go back to the third grade Adverbial
(conjunction)
Process: material
Part.: goal Process: material Circ. Time
11. Kalau dia mengajar kita,
(If she teaches us,)
Components of transitivity found in this clause are: process = material; participant = actor and goal.
Kalau dia mengajar kita
If she teaches us
Adverbial (conjunction)
Part.: actor Process: material Part.: goal
12. Tiba-tiba mereka telah sampai di depan rumah Ita.
(Suddenly they have arrived in front of Ita’s home.)
Components of transitivity found in this clause are: process = material; participant = actor; circumstance = place and manner (quality).
Tiba-tiba mereka telah sampai di depan rumah Ita
suddenly they have arrived in front of Ita’s home
Circ. Manner (quality)
Part.: actor Process: material Circ. Place
13. Mereka berdua membelok ke rumah Ita.
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40 Components of transitivity found in this clause are: process = material; participant = actor; circumstance = place.
Mereka berdua membelok ke rumah Ita
They both turned to Ita’ home Part.: actor Process: material Circ. Place
14. Bel berbunyi.
(The bell rings.)
Components of transitivity found in this clause are: process = material; participant = goal.
bel berbunyi
The bell rings
Part.: goal Process: material
15. Anak-anak masuk kelas.
(Children enter the classroom.)
Components of transitivity found in this clause are: process = material; participant = actor; circumstance = place.
Anak-anak masuk kelas
Children enter The classroom Part.: actor Process: material Circ. Place
16. Bu Nurhayati masuk dan berdiri di depan kelas.
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41 Components of transitivity found in this clause are: process = material; participant = actor; circumstance = place.
Bu Nurhayati masuk dan berdiri di depan kelas
Miss Nurhayati enters and stands in front of the class Part.: actor Process: material Circ. Place
17. Setelah diperkenalkan, kedua anak itu duduk kembali di tempatnya.
(After introduced, the two boys sat back in their place.)
Components of transitivity found in this clause are: process = material; participant = goal; circumstance = place and time.
setelah diperkenalkan, kedua anak itu duduk kembali di tempatnya
after introduced, the two boys sat back in their place Circ. time Process:
material
Part.: goal Process: material
Circ. place
18. “Anak-anak, sekarang ruang ini menjadi tempat belajar kamu semua.
(“Children, now this room become the study room of you all.)
Components of transitivity found in this clause are: process = material; participant = goal; circumstance = place and time.
“Anak-anak, sekarang ruang ini menjadi tempat
belajar
kamu semua “Children, now this room becomes the study
room
of you all Part.: goal Circ. time Circ. place Process:
material
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42 19. Ani mengacungkan tangan.
(Ani raised her hand.)
Components of transitivity found in this clause are: process = material; participant = actor and goal.
Ani mengacungkan tangan Tangan
Ani raised her hand
Part.: actor Process: material Part.: goal
20. Bagaimana kalau ruang ini kita sesuaikan dengan keinginan kita?”
(How about this room we adjust according to our inclination? ")
Components of transitivity found in this clause are: process = material; participant = actor and range; circumstance = place.
Bagaimana kalau ruang ini kita sesuaikan dengan keinginan
kita?”
how about if this room we adjust to our inclination?” Adverbial
(conjunction)
Circ. place
Part.: actor
Process: material
Part.: range
From 357 clauses, the material or action verbs which are found: berangkat (go), menyandang (hold), masuk (come), berlibur (take vacation), mengajar (teach), sampai (arrived), membelok (turned), berbunyi (rings), berdiri (stands), duduk (sat), sesuaikan (adjust), disesuaikan (modified), atur (set), diiringi (accompanied), terbit (rises), dikelilingi (surrounded), dihuni (inhabited), bergerak (moved), memperistri (marry), melepas (took off), melahirkan (gave birth), make (membuat).
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43 4.1.2. Mental Processes
Mental process is a process of sensing: feeling, thinking and perceoving. It involves senser and phenomenon as the participants. Below is the detail explanation of mental processes:
1. “Aku tidak tahu, An.
("I don’t know, An.)
Components of transitivity found in this clause are: process = mental (cognition); participant = senser and phenomenon (fact).
“Aku tidak tahu, An
“I don’t know, An
Part.: senser Process: mental (cognition)
Part.: phenomenon (fact)
2. “Iya, Nu, kita paling senang dengan Bu Ida.”
("Yes, Nu, we are most pleased with Miss Ida.")
Components of transitivity found in this clause are: process = mental (affection); participant = senser; circumstance = accompaniment.
kita paling senang dengan Bu Ida
we are most pleased with Miss Ida
Part.: senser Process: mental (affection) Circ. Accompaniment
3. Sampai di sekolah, mereka melihat teman-temannya sudah datang.
(58)
44 Components of transitivity found in this clause are: process = mental (perception); participant = senser and phenomenon (act); circumstrance = place.
Sampai di sekolah,
mereka melihat teman-temannya sudah datang
Arriving at school,
they see their friendswho already came Circ. place Part.:
senser
Process: mental (perception)
Part.: phenomenon (act)
4. Wajah-wajah mereka tampak gembira.
(Their faces looked happy.)
Components of transitivity found in this clause are: process = mental (perception); participant = senser; circumstrance = manner (quality).
Wajah-wajah mereka
tampak gembira
Their faces looked happy
Part.: senser Process: mental (perception) Circ. Manner (quality)
5. Tiba-tiba pandangan sang Raja menatap lama ke depan.
(Suddenly the sight of the King stared ahead.)
Components of transitivity found in this clause are: process = mental (perception); participant = senser; circumstance = place and manner (quality).
Tiba-tiba pandangan Sang
Raja
menatap lama ke depan
suddenly the sight of the king stared ahead Circ. Manner
(quality)
Part.: senser Process: mental (perception)
(59)
45 6. Dia khawatir terjadi apa-apa di kerajaannya.
(He worried about anything happening in his kingdom.)
Components of transitivity found in this clause are: process = mental (affection); participant = senser; circumstance = place and matter.
Dia khawatir terjadi apa-apa di kerajaannya
He worried about anything happening
in his kingdom Part.: senser Process: mental
(affection)
Circ. matter Circ place
7. Dia khawatir pada kesehatan ayahandanya yang sudah tua.
(She worried about the health of his old father.)
Components of transitivity found in this clause are: process = mental (affection); participant = senser; circumstance = matter.
Dia khawatir pada kesehatan ayahandanya yang sudah tua
She worried about the health of his old father Part.: senser Process: mental
(affection)
Circ. matter
8. Sampai-sampai keduanya lupa kalau sang Raja belum pernah menengoknya.
(Until that both forgot that the King had never seen him.)
Components of transitivity found in this clause are: process = mental (cognition); participant = senser and phenomenon (fact).
(60)
46
Sampai-sampai keduanya
lupa kalau sang Raja belum pernah
menengoknya
Until that both
forgot that the king had never seen him Part.: senser Process:
mental (cognition) Part.: phenomenon (fact) Process: mental (cognition)
9. Kesaktian jago Panji itu terdengar oleh sang Raja.
(the powerful of Panji’s rooster was heard by the King.)
Components of transitivity found in this clause are: process = mental (perception); participant = senser and phenomenon (act).
Kesaktian Jago Panji terdengar oleh sang raja
The powerful of Panji’s rooster was heard by the king Part.: phenomenon (act) Process: mental
(perception)
Part.:senser
10. “Maafkan hamba, Paduka! Hamba tak ingin menyombongkan diri.”
("Forgive me, Lord! I do not want to brag.")
Components of transitivity found in this clause are: process = mental (affection); participant = senser and phenoemenon (fact).
“Maafkan hamba, Paduka! Hamba tak ingin menyombongkan
diri.”
“Forgive me, Lord! I do not want to brag.” Process: mental (affection) Part.: senser Part.: phenomenon (fact) Part.: senser Process: mental (affection)
(61)
47 11. Banyak sekali orang melihat pertarungan itu.
(Many people saw the battle.)
Components of transitivity found in this clause are: process = mental (perception); participant = senser and phenomenon (act).
Banyak sekali orang melihat pertarungan itu
Many people saw the battle Part.: senser Process: mental
(perception)
Part.: phenomenon (act)
12. Semua orang terkejut mendengar kokok jago Panji.
(Everyone shocked to hear crowing of Panji’s rooster.)
Components of transitivity found in this clause are: process = mental (affection and perception); participant = senser and phenomenon (act).
Semua orang terkejut mendengar kokok jago Panji
Everyone shocked to hear crowing of Panji’s rooster
Part.: senser Process: mental (affection)
Process: mental (perception)
Part.:
phenomenon (act)
13. Raja pun terheran-heran.
(The king was amazed.)
Components of transitivity found in this clause are: process = mental (affection); participant = senser.
(62)
48
Raja pun terheran-heran
The king was amazed
Part.: senser Process: mental (affection)
14. Tanpa diketahui Panji,
(without be known by Panji,)
Components of transitivity found in this clause are: process = mental (cognition); participant = phenomenon (fact).
Tanpa diketahui Panji
Without be known by Panji
Process: mental (cognition) Part.: phenomenon (fact)
15. terkejutlah sang Raja.
(shocked the king.)
Components of transitivity found in this clause are: process = mental (affection); participant = phenomenon (fact).
terkejutlah Sang Raja
shocked The king
Prcess: mental (affection) Part.: phenomenon (fact)
16. “Maafkanlah Adinda, maafkanlah Panji ...
("Forgive Adinda, forgive Panji ...)
Components of transitivity found in this clause are: process = mental (affection); participant = phenomenon (fact).
(63)
49
“Maafkanlah Adinda, maafkanlah Panji ….
“Forgive Adinda, forgive Panji … Process: mental
(affection)
Part.:
phenomenon (fact)
Process: mental (affection)
Part.:
phenomenon (fact)
17. Terlihat Raja, istri, dan putranya itu berpelukan.
(Looked King, his wife, and his son was embraced.)
Components of transitivity found in this clause are: process = mental (perception); participant = phenomenon (act).
Terlihat Raja, istri, dan putranya itu berpelukan
looked King, wife, and his son was embraced Process: mental (perception) Part.: phenomenon (act)
18. “Oh tentu, Bapak lebih senang.
("Oh of course, I’m happier.)
Components of transitivity found in this clause are: process = mental (affection); participant = senser.
“Oh, tentu, Bapak lebih senang
"Oh of course, I’m happier
Part.: senser Process: mental (affection)
19. Keempat, kalian akan mengenali cara orang berpikir dalam membuat kalimat.
(1)
xli membunuh Raja Cacing itu. Memotong-motongnya
material process material process
dengan parangnya yang tajam.
Suri Ikun tidak berhenti sampai di situ. Esok harinya dia membuat
material process material process perangkap.
Dia gali lubang yang luas dan dalam di tempat yang biasa dilalui
material process material process
babi-babi hutan itu.
Lubang itu dia tutup dengan ranting-ranting kayu. Di atasnya dia lapisi
material process material process rumput. Tak
lupa Suri Ikun menaruh singkong dan ubi di atasnya. Sekilas tak kelihatan material process mental process
bahwa itu
jebakan. Apalagi pada malam hari yang
relational process gelap.
Suri Ikun melengkapi material process
jebakannya. Bajunya yang sudah jelek dan bau
keringatnya itu dia lepaskan, dia robek-robek. Robekan kecil-kecil itu dia
material process material process material taruh
sekeliling ladangnya dengan jarak sekitar dua puluh langkah. Hanya depan lubang jebakan tak ditaruh
material process
robekan baju itu.
Malam pun tiba. Suri Ikun pulang. Dia ingin tidur
material process material process
setelah kecapaian seharian
membuat
material process jebakan.
Raja Babi Hutan dan rombongannya datang
material process .
“Hati-hati ... Rupanya ladang ini dikelilingi
material process
(2)
xlii mengerahkan semua anaknya untuk berjaga ...” kata Raja Babi ketika mencium
material process mental process
bau
keringat manusia dimana-mana. Raja Babi itu memerintahkan
material process
anak buahnya mencari tempat yang tak dijaga.
“Di sana ... tak dijaga material process
sang Raja! Dan asyik ... banyak tumpukan singkong
dan ubi. Rupanya ... petani itu lupa membawa material process
pulang ...” lapor seekor babi kepada
rajanya.
“Ayo serbu! Kita sudah kelaparan. Kita sudah terlalu lama menunggu
material process material process !”
perintah
material process sang Raja.
Rombongan babi hutan itu pun menyerbu
material process
onggokkan singkong dan ubi di
atas jebakan.
Pelajaran 17
Pak Tua yang Selalu Ragu Di suatu daerah ada
existential process
sebuah sungai yang cukup besar. Di pinggir
sungai itu tinggal seorang tua. Pak Tua panggilannya. Dia sering datang
material process relational process material process di Kampung
Baru yang terletak di bagian hulu sungai dan Kampung Lama yang terletak di bagian hilir sungai.
Pada suatu hari, Pak Tua mendapat material process
(3)
xliii kampung itu. Waktu undangan itu sama. Harinya sama, jamnya pun
relational process relational process sama.
“Aku harus menghadiri kedua undangan itu. Biar dapat
material process material process
makanan dan hadiah
banyak,” kata
verbal process
Pak Tua dalam hati.
“Tapi, bagaimana aku dapat pergi
material process
kedua tempat pada waktu yang sama?
Tubuhku tak dapat dibelah material process
dua ....”
Pak Tua tampak kebingungan untuk memutuskan material process
kampung mana yang harus
didatangi lebih dahulu. Kedua orang yang berhajat itu akan memotong
material process material process
kambing.
Biasanya, sebagai orang tua, Pak Tua mendapat
material process
kepala kambing yang dipotong itu.
“Kalau aku pergi ke Kampung Baru, aku hanya dapat
material process material process
satu kepala kambing
karena hanya seekor kambing yang dipotong. Tapi, di sana aku juga
material process dapat menikmati
hidangan-hidangan yang lezat. Orang kampung Baru terkenal ahli masak.” Kalau pergi ke Kampung Lama, aku akan dapat
material process
dua kepala kambing yang
dipotong memang dua ekor. Tapi, di sana aku tak dapat menikmati material process
hidangan yang
lezat. Orang Kampung Lama tak pandai memasak material process
.”
Langkah Pak Tua masih terlihat
mental process
(4)
xliv tiba wajahnya terlihat cerah. Bibirnya tersenyum
mental process behavioural process
kecil. Sesampainya di pinggir
sungai dia berhenti, lalu berkata
verbal process ,
“Ah ... bodoh amat aku. Mengapa sejak tadi tak kugunakan relational process material process
kancing bajuku
untuk menentukan pilihanku?”
“Lama, Baru, Lama, Baru, Lama ... ke Kampung Lamalah aku pergi
material process !”)
Dengan wajah cerah, Pak Tua melompat ke dalam perahunya.
material process material process Dipegangnya
dayung perahunya. Pak Tua siap berangkat. Tiba-tiba dia ingin menguji material process material process
pilihannya.
“Baru, Lama, Baru, Lama, Baru .” Terlihat tangannya
material process bergerak memegang
kancing dari atas ke bawah bersama dengan hitungannya. “Lho ... kok lain. Tadi pilihan jatuh
material process
ke Lama. Sekarang ke Baru?”
Ketika Pak Tua sedang bingung, beberapa tetangganya lewat
mental process material process . Mereka
menyapa dan mengajak Pak Tua untuk segera berangkat. Pak Tua pun
verbal process material
mendayung
perahunya ke Kampung Baru. Membayangkan hidangan lezat yang
material process dapat dinikmati
disana, Pak Tua bertambah semangat mendayungnya. Keringatnya mulai bercucuran material process material
.
Apalagi saat itu matahari semakin tinggi dan sinarnya mulai panas relational process
(5)
xlv perjalanan, Pak Tua sudah kecapaian
material process .
“Ah ... lebih baik aku pergi
material process
ke Kampung Lama dulu. Kalau perahuku
mengikuti arah arus sungai, kan tidak melelahkan material process material process
?’
Pak Tua memutar arah perahunya. Dengan penuh harapnya, dia
material process material
mendayung
perahunya menuju ke Kampung Lama. Setelah cukup lama berperahu
material process
, sampailah Pak Tua di Kampung Lama. Ketika
dia sedang merapatkan perahunya ke tepi sungai, tiba-tiba terdengar material process mental process
sapaan.
“Hai ... Pak Tua! Mengapa datang terlambat? Hajatan sudah usai
material process material process . Kepala
kambing sudah diserahkan kepada pembaca doa ....” sapa
material process verbal process
salah seorang tetangganya
sambil menuju ke perahunya untuk pulang.
“Tadi ... Pak Tua ditunggu-tunggu. Karena tak muncul-muncul material process material process
, kepala
kambing diberikan kepada pembaca doa. Ayolah Pak Tua, pulang
material process material process saja! Hidangan
juga sudah habis.” Tambah material verbal process
tetangganya yang lain.
Pak Tua tak sepenuhnya mendengarkan mental process
ajakan tetangganya itu. Pikirannya
sudah meloncat ke hajatan di Kampung Baru. Cepat dia memutar
material process material process
(6)
xlvi kerahkan semua sisa tenaganya untuk mendayung. Dia ingin mengejar
material process material process waktu agar
cepat sampai ke Kampung Baru sebelum hajatan di sana selesai. Ketika tenaganya hampir habis, sampailah
material process
Pak Tua di pinggir Kampung
Baru. Ketika dia sedang merapatkan material process
perahunya, datang serombongan orang akan
turun
material process ke perahu.
“Aduh ... Pak Tua datang terlambat. Hajatan telah usai
material process material process
. Makanan-makanan
lezat telah habis. Ayo pulang saja, Pak Tua! Sama-sama! Ajak
material process verbal process
salah seorang yang
baru pulang hajatan di Kampung Baru itu. Lemaslah Pak Tua mendengar
mental process
ajakan itu. Tak seekor kepala kambing dia
dapat. Tak sepotong makanan pun dapat dia nikmati. Malang benar
material process relational process
nasib Pak Tua
hari itu. Kemalangan hari itu menambah kumpulan kemalangan yang dia
material process material alami
sebelumnya. Pantaslah para tetangganya menjuluki verbal process
dia Pak Tua yang Malang. Ada
pula yang menjuluki Pak Tua yang selalu ragu. Julukan itu ternyata benar adanya verbal process relational process
.
Dia sering mengalami material