TRANSITIVITY REPRESENTATIONS OF READING PASSAGE IN ENGLISH TEXTBOOK GRADE 9 OF JUNIOR HIGH SCHOOL PUBLISHED BY ERLANGGA.
TRANSITIVITY REPRESENTATIONS OF READING
PASSAGE IN ENGLISH TEXTBOOK GRADE 9 OF JUNIOR
HIGH SCHOOL PUBLISHED BY ERLANGGA
A THESIS
Submitted in Partial Fulfillment of the Requirement
for Degree of Sarjana Pendidikan
BY:
DEDISAPUTRA KESOGIHIN
Registration Number: 2123321013
ENGLISH AND LITERATURE DEPARTMENT
LANGUAGES AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity. Except where
appropriately acknowledge, this thesis is my own work, has been expresses in my own words,
and has not been previously submitted for assessment.
I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, Juli 2016
Dedisaputra Kesogihin
Reg. No. 2123321013
ABSTRACT
Kesogihin, Dedisaputra, Registration Number: 2123321013. Transitivity
Representations of Reading Passage in English Textbook Grade 9 of Junior
High School Published by Erlangga. A Thesis. English and Literature
Department, Faculty Languages and Arts, State University of Medan, 2016.
This study is intended to analyze the experiential function of Reading Passage in
English Textbook Grade 9 of Junior High School Published by Erlangga. This aspect
of meaning can be investigated grammatically through the concept of transitivity.
This study is aimed to identify and to describe the process types, the participant
functions, and the circumstantial elements characterizing Reading Passage in English
Textbook Grade 9 of Junior High School Published by Erlangga. The research
employed a descriptive-qualitative method. The unit of analysis is the clauses in
Reading Passage in English Textbook Grade 9 of Junior High School Published by
Erlangga. The main instrument in this study was the researcher herself who
completed the data into the data sheet, classified and analyzed them in terms of
transitivity representations. The data analysis found that the Material process type is
the dominant frequently in process types of Reading Passage in English Textbook
Grade 9 of Junior High School Published by Erlangga with the highest frequency of
occurrences (49.55%). In accordance with the participant functions, Actor and Goal
that are the participant functions of Relational process are the most two prominent
participant functions (59.02%). In regard to the circumstantial elements, the
circumstance of Location of Place dominates the circumstantial elements (31.33%).
In conclusion, it can be said that Reading Passage in English Textbook Grade 9 of
Junior High School Published by Erlangga are talk much of imperatives, the things
that are to be actor and goal, and also talk much about the place where take process.
Keywords: Transitivity, Systemic Functional Linguistics, and Reading Passage
i
ACKNOWLEDGEMENT
First of all, the writer would like to express his deepest gratitude to Almighty
God, Allah SWT for the amazing grace, uncountable blessing, loves, opportunity and
strength given to the writer during his study and in completing this thesis which
entitled: Transitivity Representations of Reading Passage in English Textbook Grade
9 of Junior High School Published by Erlangga. The thesis is aimed to fulfill one of
the requirements for the degree of Sarjana Pendidikan og the English Department,
Languages and Arts Faculty, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced some problems and
he had received the academic guidance, suggestions, comment and get a lot of
assistance and moral support from many people. Therefore, the writer would like to
express his gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and as his Thesis Advisor, who have given their valuable advice,
guidance, and spent their precious time in the process of completing this
thesis. Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of English
Education Study Program.
Tiarnita M.S. br Siregar, S.Pd., M.Hum., as his Thesis Advisor, who have
given their valuable advice, guidance, and spent their precious time in the
process of completing this thesis, and as his Academic Advisor, who has
supported his throughout the academic years.
Dr. Rahmah, M.Hum., and Rika, S.Pd., M.Hum., as his Reviewer and
Examiner, who had given their precious time, guidance, suggestins, and
comments.
All the Lecturer of English Department who had thought, guided, and
advised his throughout the academic years.
Eis Sri Wahyuningsih, M.Pd., as the Administration Staff of English
Department, for her attention, assistance, and information for completing this
thesis.
His special sincere gratitude goes to his beloved parents, Madin Kesogihin
and Sarita Lingga, his lovely sisters, Juniarta Kesogihin and Lina
Kesogihin, his brothers, Parlindungan Kesogihin and Antoni Kesogihin,
ii
his brother in law Hendra Karno Solin and all families for their endless
love, pray, inspiration, motivation, mental, and everything that they had given
to the writer.
Muhammad Yusuf, S.Pd., and Budi Yanto, S.Pd., as his friend boarding
house in Medan who always give their support, motivation, and remind the
writer.
His lovely best friends, Sidik Eka Hermawan, Mhd. Sayiful Amri, Nisha
Titha Mutiarni, Anni Marhamah, and also all of alumni of Students’
Council of English and Literature Department, as the great organization for
the love and togetherness throughout four years.
Sri M. Sinabutar, Novri Z. Nasution, Prihastiningtyas Sastrawita, Wulan
Junita, and all of his friends and classmates in Extension A and B 2012 that
can not be mentioned one by one.
The writer realized that this thesis still has the paucity, he conveniently
welcomes and any suggestions, comments, and advices that will improve the quality
of this thesis. He hopes that this thesis would be useful for those who are read and
interested in the field of this study.
Medan,
The Writer
Juli 2016
DEDISAPUTRA KESOGIHIN
Reg No. 2123321013
iii
TABLE OF CONTENTS
Page
TITLE
DECLARATION
ABSTRACT …………………………………………………………….
i
ACKNOWLEDGEMENT ……………………………………………..
ii
TABLE OF CONTENTS ………………………………………………. iv
LIST OF TABLES ….………………………………………………….. vi
LIST OF ABBREVIATIONS …………………………………………. vii
LIST OF APPENDIX ………………………………………………….. ix
CHAPTER I INTRODUCTION ……………………………………….
A. The Background of the Study …………………………………….
B. The Problem of the Study ………………………………………...
C. The Objective of the Study ……………………………………….
D. The Scope of the Study …………………………………………..
E. The Significance of the Study ……………………………………
1
1
4
5
6
7
CHAPTER II REVIEW OF LITERATURE…………………………
A. Theoretical Framework …………………………………………..
1. Systemic Functional Linguistic ………………………………
a. The Language System ……………………………………
b. The Language Function (Metafunction) …………………
2. Transitivity …………………………………………………..
a. Transitivity: Experiential at Clause Rank ……………….
b. Process …………………………………………………...
1) Material Process ……………………………………..
2) Mental Process ……………………………………….
3) Relational Process ………………………………..….
4) Behavioral Process ………………………….…….…
5) Verbal Process …………………………………...…..
6) Existential Process...……………………….…………
c. Participant …………..……………………………………
d. Circumstance ………………………………….…..……..
1) Extent and Location …..………………….…………..
2) Manner ………………..……………………………..
8
8
8
9
12
14
14
15
16
19
21
24
25
26
28
28
29
29
iv
3) Cause ………………………..………….……………
4) Accompaniment …….………………….……………
5) Matter ………..………………………………………
6) Role …………………………………………………..
3. Textbook…….………………………………………………..
4. Reading…………………………………………………….....
5. Previous Studies ……………………………………………..
B. Conceptual Framework ………………………………………….
30
30
31
31
31
34
35
36
CHAPTER III RESEACH METHOD………………………………..
A. Research Design ………………………...……………………….
B. Data and Sources of the Data ……………...……………………
C. Instrument of the Research …………………...…………………
D. Procedure of Collecting Data …………………..………………
E. Procedure of Analyzing Data ……………………..……………
38
38
39
39
39
40
CHAPTER IV DATA, DATA ANALYSIS FINDING AND DISCUSSION
A. Data …………………………………………………………….
41
B. Data Analysis …………………………………………………..
44
C. Findings ………………………………………………………… 51
D. Discussion ……………………………………………………… 51
1. The Result Concerning the Process Types …………………..
51
2. The Result Concerning the Participant Functions …………... 52
3. The Result Concerning the Circumstantial Elements ……….. 52
CHAPTER V CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
A. Conclusion ……………………………………………………... 54
B. Implications …………………………………………………….
56
C. Suggestions …………………………………………………….. 56
REFERENCES ……………………………………………………….
APPENDICES
v
57
LIST OF TABLES
Table 2.1
Table 2.2
Table 2.3
Table 2.4
Table 2.5
Table 2.6
Table 2.7
Table 2.8
Table 2.9
Table 2.10
Table 2.11
Table 2.12
Table 2.13
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
: Type of process …………………………………………
: The Example of Goal …………………………………..
: The Example of Range ..………………………………..
: The Example of Beneficiary..….......................................
: Examples of Verb Serving as Process in Mental Process
…………………………………………………………
: The Example of Mental Process ……………………….
: The Example of Intensive Attributive Process …...........
: The Example of Intensive Identifying Process ………...
: Examples of behavioral Process ……………………….
: Examples of Verbal Process …………………………...
: Examples of Existential Process ………………….........
: Type of process and participant ………………….........
: Extent and Location ……………………………………
: The Number of Occurrences of Process Types in
Transitivity Representation of Reading Passage
in English Textbook Grade 9 of Junior High
School Published by Erlangga. ……..............................
: Relational Process Types ………………………………
: The Number of Occurrences of Participant Functions
in Transitivity Representation of Reading Passage in
English Textbook Grade 9 of Junior High School
Published by Erlangga …………………………............
: Participant Functions of Material Process ……………..
: Participant Functions of Relational Process ……….......
: Participant Functions of Mental Process ………………
: Participant Functions of Existential Process ………….
: Participant Functions of Verbal Process ……………...
: The Number of Occurrences of Circumstantial
Elements in Transitivity Representation of
Reading Passage in English Textbook Grade 9
of Junior High School Published by Erlangga…………
vi
16
17
18
19
20
21
22
23
25
26
27
28
29
44
45
46
46
47
48
48
48
49
LIST OF ABBREVIATIONS
1. Process Types:
Mat
: Material
Men
: Mental
RAI
: Relational Attributive Intensive
RII
: Relational Identifying Intensive
RAC : Relational Attributive Circumstantial
RIC
: Relational Identifying Circumstantial
RAP
: Relational Attributive Possessive
RIP
: Relational Identifying Possessive
Ver
: Verbal
Bh
: Behavioural
Ext
: Existential
2. Participant Function
Act
: Actor
Gl
: Goal
Rec
: Recipient
Cl
: Client
Rg
: Range
Agn
: Agent
Sns
: Senser
Phe
: Phenomenon
Car
: Carrier
Att
: Attribute
vii
Id
: Identified
Ir
: Identifier
Sy
: Sayer
Rcv
: Reveicer
Vb
: Verbiage
Tg
: Target
Bhv
: Behaver
Bho
: Behaviour
Ex
: Existent
3. Circumstantial Elements
Du
: Duration
Di
: Distance
Ti
: Time
Pl
: Place
Mns
: Means
Qu
: Quality
Co
: Comparison
Rsn
: Reason
Pr
: Purpose
Bhf
: Behalf
Cmt
: Comitation
Add
: Addition
Mtr
: Matter
Rl
: Role
viii
LIST OF APPENDICES
Appendix A
: The Analysis of Process Type …………………………
59
Appendix B
: The Analysis of Participant Function ………………….
70
Appendix C
: The Analysis of Circumstance Elements ………………
85
ix
1
CHAPTER I
INTRODUCTION
A. Background of the Study
English is a language widely adopted for communication between two
speakers whose native languages are different from each other’s (Harmer,
2001: 1). As an international language, English is considered as a very
important language to be taught in Indonesia. The ultimate goal of teaching it
is to set high school graduates to be ready to communicate both written and
oral. Then, the capability of mastering English would be potentially beneficial
for participating in the international-level of communication. Language, no
matter how it is analyzed and assessed, is still produced due to human needs.
Therefore, its structure and components are functional with respect to those
needs (Halliday, 1994:154). Johnson (2001:2) states that people in this world
today learning English as foreign language and it continues to spread, not only
as the global language but also as the language of science, technology, and
advanced research. It shows that English is so important now days, especially
for students. They are expected to study English more.
In teaching-learning English process, English teacher should be able to
decide whether one of the requirements in textbooks is suitable with the
current curriculum or not. Textbook is important for students to prepare and
fulfill experiences in the good process. It means that textbook is functioned as
guidance for teacher and student. Ferris and Hedgcock as cited in Solihatun
(2011:86), “textbooks are so pervasive in educational systems throughout the
1
2
world. Indeed, textbooks provide the backbone for the courses that many
educators teach”. It means that the materials in the textbook should help the
teacher in conducting teaching and learning processes, so it is important for
the teacher to select and to analyze the contents of textbook. An appropriate
book will lead a better understanding. By understanding the process, the
teacher will be better prepared to teach the students.
Additionally, Saragih (2016:56) classifies that there are three
categories of learning English in Indonesia. First, the contents of the textbook
should deal with the current curriculum; it might be from the genre with
should be available in the textbook. Besides that, the contents of the textbook
also go with the level of study. The second category is a textbook should have
an interesting display because it can give motivation for readers to read the
textbook. And the third, the language of the textbook should correct in context
and situation. It means that the language does not enclose ambiguous, so the
reader can understand easily.
As a form of discourse, a handbook or textbook can be analyzed by
many aspects. One of the examples is by using analysis of clauses. As a
representation, clauses in textbook can be analyzed through transitivity. The
concept of transitivity analysis has been widely used to understand the
language of speakers and writers. It examines the structure of sentences which
are represented by processes, the participants involved in these processes, and
the circumstances. Sukma (2012) who conducted research about transitivity
system in genre analysis on English on Sky textbook found that material
3
process is dominantly used than relational process in descriptive text, she
concludes that textbook not compatible with the latest curriculum, SchoolBased Curriculum. It showed the fact that there was English textbook that
didn’t fulfill categories of good textbook.
Based on this fact, the writer is interested in analyzing the transitivity
representation of reading passage found in English on Sky textbook for 9th
Junior High School published by Erlangga. There are several reasons why the
writer chooses the book; First, English on Sky textbook is one of book that
suitable with the curriculum. Second English on Sky textbook is used for
teaching English to ninth year’s students, it is important to know whether the
textbooks are appropriate with the students’ need. Third, the writer will use
this book to know the transitivity representation of reading passage in English
textbook grade 9 of Junior High School published by Erlangga.
This leads to the fact that no language item is separate, each piece of it
is evolved to the functions which are decided by humans in communication,
and grammar is not an exception. However, it seems that the process of
teaching and learning the language tends to make a clear distinction between
grammar and other linguistics areas, as in structuralism’s perspectives.
Functionalists, on the other hand, hold the belief that “Grammar should be
seen as facilitating communication in all modes, not as an isolated area of
study” (Lock, 1996).
4
The study of analyzing transitivity system in textbook has been done
by some researches, Panjaitan (2010) who conducted research about five texts
in Senior High School textbook by randomly selected, found that the most
dominant type of process used in that texts is Relational process, because most
of the texts were descriptive texts and theory. And also Babai and Ansary
(2003) who conducted research about transitivity system in three textbooks
(Physics, Sociology, and Literature) found that, the material process is
dominant.
The writer hopes that this study can give its useful contribution for the
teachers to select the textbook which is most suitable in teaching learning
process and as a guidance when they teach the material about reading
passages, they can give explanation for their students about kind of process
which is contained in that reading passage, in order to make the students know
all the process in a language, and also they can know exactly how human
beings state their experience in the world. And also it is useful contribution for
many people, and students to enrich their knowledge.
A. The Problem of the Study
Based on the background stated in advance can be formulated as the
followings:
1
What are the process types of transitivity system used in Reading passages
in English on Sky grade 9th textbook published by Erlangga?
2
What are the participant functions used in Reading passages in English on
Sky grade 9th textbook published by Erlangga?
5
3
What are the circumstantial elements that used in Reading passages in
English on Sky grade 9th textbook published by Erlangga?
4
What are the dominant process, participant, and circumstance found in
Reading passage in English on Sky grade 9th textbook published by
Erlangga?
B. The Objective of the Study
In accordance with the delimitation of the study, the objectives of the
study are to identify and to describe the transitivity process types, the
participant functions and types, and the circumstantial elements that
characterized reading passage in English Textbook Grade 9 of Junior High
School published by Erlangga.
In relation to the problem of the study, the objectives of the study are:
1. To identify and to describe the process types of transitivity system
used in reading passage in English on Sky grade 9th textbook
published by Erlangga.
2. To identify and to describe the participant functions and types used in
Reading passages in English on Sky grade 9th textbook published by
Erlangga.
3. To identify and to describe the circumstantial elements that used in
Reading passages in English on Sky grade 9th textbook published by
Erlangga.
6
4. To discover the dominant process, participant, and circumstance found
in Reading passage in English on Sky grade 9th textbook published by
Erlangga.
C. The Scope of the Study
Based on the background and identification of the problem, this study
focuses on materials. Here, the researcher wants to describe the characteristics
of English texts in the level of lexicogrammatical aspect in order to see the
grammatical complexity of them by using Halliday’s functional grammar
approach; that is transitivity. Transitivity is defined as the structural
configuration of a clause which has a functional element such as the process,
the participant involved in the process and the attendant circumstances.
Therefore, transitivity catches the characteristics of texts from clause
structures.
The writers will focus on analyzing transitivity system in reading
passage in English on Sky grade 9th textbook published by Erlangga. There
are 17 reading passages in English on Sky grade 9th textbook published by
Erlangga, but the writer analyzed 10 reading passages from English on Sky
grade 9th textbook published by Erlangga. They are Bamboo Resto and Café,
Eight Glasses of Water a Day Keep the Doctor Away, “Snow Owls, Large
Prey Bird”, Durian, Coconuts, The Nile River, The Bengawan Solo, The
Thames River, The Boy Who Cried “Wolf”, The Fox and The Crow.
7
D. The Significant of the Study
The results of the study are expected to give contribution both
theoretically and practically.
1. Theoretically, the result of this research can be used to enrich the
horizon on analyzing texts using transitivity.
2. Practically, the result of this research will be beneficial for the
following parties. They are:
a. Students of English Department
They can use the result of the research as the sample of the
grammatical complexity analysis of the texts and as their supplies to
determine kinds of texts which are appropriate for the students based on
their level competency.
b. Other researchers
They can use the result of the research as an input to conduct
research using the same data from another point of view, for example
analyzing texts in order to describe the characteristics of them seen from
logical function, interpersonal function or textual function.
54
CHAPTER V
CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
A. Conclusion
Based on the findings and discussion, it can be concluded three
important points:
1. The process type which has the highest frequency of occurrence and hence
is regarded as typical process characterizing transitivity representation of
reading passage in English textbook grade 9 of Junior High School
published by Erlangga is Material process (49.55%). This means that the
text construes a quantum of change in the flow of events as taking place
through some input of energy. Material process expresses the notion that
some entity ‘does’ something – which may be done ‘to’ some other entity.
Material process in English texts is much found in the forms of
imperatives. It is reasonable since the texts which are taken to be analyzed
are the exercises in English Textbook Grade 9 of Junior High School
published by Erlangga. Imperatives refer to the special forms used to
express command, request or instruction. The basic message of an
imperative clause is either I want you to do something (Halliday, 1994:
47). This indicates that the students are asked to do something. They are
commanded to do the instruction in the exercises.
It is followed by, Relational, Mental, Verbal, Behavioral, and Existential
processes respectively.
2. From the point of the participant functions, every process type is followed
by participant functions. These participant functions are specified based on
54
55
their type. Related to the participant functions characterizing English
Textbook Grade 9 of Junior High School published by Erlangga, it is
found that the participant functions of Material process are the most
prominent participant functions. Actor and Goal dominate in occurrences
(59.02%). This shows that the texts talk much about the things/ the ones
that are to be actor or the things/the ones that are the purpose of text to be
goal. They are followed by participant functions of Relational process,
Mental process, Verbal process, Behavioral process, and Existential
process respectively.
3. In accordance with the circumstantial elements, the circumstance of
Location of Place dominates the circumstantial elements (31.33%). This
means that the texts talk much about the place where the process unfolds.
The texts show the place where the students should do the exercises. They
cannot do the exercise in another area except what has been determined.
This happens because English problem solving is suffused with showing
on where the students do the instruction. It is followed by the
circumstances of Manner (Means, Quality, and Comparison), Cause
(Purpose, Reason, and Behalf), Accompaniment (Commitive, and
Addition), Extent (Distance, and Duration), Location (Time), Role, and
Matter respectively. Location of place is dominant in occurrences
B. Implications
56
From the findings of this study, it can be found the characteristics of
transitivity representation of reading passage in English textbook grade 9 of
Junior High School published by Erlangga. These characteristics of English
texts can be explained as follow:
English texts expresses the notion that some entity ‘does’ something –
which may be done ‘to’ some other entity. In English texts is much found in
the forms of imperatives. It is reasonable since the texts which are taken to be
analyzed are the exercises in English Textbook Grade 9 of Junior High School
published by Erlangga. Imperatives refer to the special forms used to express
command, request or instruction.
C. Suggestions
The result of this research can lead to the suggestion to some parties as
follows:
1. Teachers
Teachers should understand the texts carefully in order to determine
types of texts which are appropriate for the students based on the level of
difficulties of the texts and based on the students’ level competency.
2. Other researchers
This study has not discussed all aspects of the characteristics of the
texts. In accordance with this problem, the researcher gives the suggestion to
other researchers that they can conduct another analysis to find the
characteristics of English texts, for example, from the logical meaning etc.
57
REFERENCES
Arikunto, S. 2003. Prosedur Penelitian: Suatu Pendekatan Praktik.
Jakarta: Rineka Cipta.
Ansary., and Babai. 2003. Research about Transitivity System. Jakarta:
Cipta Karya.
Bloor, T., & Bloor M. 2001. The Functional Analysis of English: A
Hallidayan Approach.Beijing: Foreign Language Teaching and
Research Press.
Eggins, S. 2004. An Introduction to Systemic Functional Linguistics.
London: Continuum Publisher.
Eggins, S. 2004. An Introduction to Systemic Functional Linguistics. New
York: Continuum.
Erlangga. 2016. English on Sky Textbook grade 9 Junior High School.
Jakarta: Penerbit Erlangga.
Halliday, M.A.K. 1994. Systemic Functional Grammar: First Step into the
Theory. A paper: Unpublished.
Halliday, M.A.K. and C. Matthiessen. 2004. An Introduction to Functional
Grammar. London: Arnold Publisher.
Halliday, M.A.K. and Matthiessen C.M.I.M. 2004. An Introduction to
Functional Grammar 3rd edition. London: Edward Arnold.
Halliday, M.A.K. and R. Hasan. 1989. Language, Context, and Text:
Aspects of Language in a Social – Semiotic Perspective. Oxford:
Oxford University Press.
Ina. 2011. Transitivity Representations Of Mathematics Texts In Bilingual
MathematicalTextbook 7b Of Junior High School Published By
Erlangga. Yogyakarta : State University of Yogyakarta.
Kurdali, B. 2012. International Journal. Birmingham: 2(1) University of
Birmingham.
Lock, G. 1996. Functional English Grammar: An Introduction for Second
Language Teachers. Cambridge: Cambridge University Press.
Panjaitan. 2010. The Research about the School Textbook. Jakarta: Purwa
Cipta.
Pramuniati, I. et. Al. 2012. Buku Pedoman Standar Operasional (SOP)
57
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Penyelesaian Tugas Akhir (Skripsi). Medan: FBS Unimed.
Saragih, A. 2010. Genre and Its Application in Language Learning: Julisa,
10 (1) 15-30.
Simsek. 2012. International Journal. Singapore: 4(2) National Institute of
Education.
Sukma, 2012. Transitivity System in Genre Analysis, Jakarta: Purwa Cipta.
Solihatun. 2011. The Criteria of Good Textbook. Jakarta. Cipta Karya.
Thompson, G. 2000. Introduction Functional Grammar 1st edition.
Beijing: Foreign Language Teaching and Research Press.
Tshotsho, Baba. 2014. International Journal. South Africa: 6(3)
University of Fort Hare King.
PASSAGE IN ENGLISH TEXTBOOK GRADE 9 OF JUNIOR
HIGH SCHOOL PUBLISHED BY ERLANGGA
A THESIS
Submitted in Partial Fulfillment of the Requirement
for Degree of Sarjana Pendidikan
BY:
DEDISAPUTRA KESOGIHIN
Registration Number: 2123321013
ENGLISH AND LITERATURE DEPARTMENT
LANGUAGES AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity. Except where
appropriately acknowledge, this thesis is my own work, has been expresses in my own words,
and has not been previously submitted for assessment.
I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, Juli 2016
Dedisaputra Kesogihin
Reg. No. 2123321013
ABSTRACT
Kesogihin, Dedisaputra, Registration Number: 2123321013. Transitivity
Representations of Reading Passage in English Textbook Grade 9 of Junior
High School Published by Erlangga. A Thesis. English and Literature
Department, Faculty Languages and Arts, State University of Medan, 2016.
This study is intended to analyze the experiential function of Reading Passage in
English Textbook Grade 9 of Junior High School Published by Erlangga. This aspect
of meaning can be investigated grammatically through the concept of transitivity.
This study is aimed to identify and to describe the process types, the participant
functions, and the circumstantial elements characterizing Reading Passage in English
Textbook Grade 9 of Junior High School Published by Erlangga. The research
employed a descriptive-qualitative method. The unit of analysis is the clauses in
Reading Passage in English Textbook Grade 9 of Junior High School Published by
Erlangga. The main instrument in this study was the researcher herself who
completed the data into the data sheet, classified and analyzed them in terms of
transitivity representations. The data analysis found that the Material process type is
the dominant frequently in process types of Reading Passage in English Textbook
Grade 9 of Junior High School Published by Erlangga with the highest frequency of
occurrences (49.55%). In accordance with the participant functions, Actor and Goal
that are the participant functions of Relational process are the most two prominent
participant functions (59.02%). In regard to the circumstantial elements, the
circumstance of Location of Place dominates the circumstantial elements (31.33%).
In conclusion, it can be said that Reading Passage in English Textbook Grade 9 of
Junior High School Published by Erlangga are talk much of imperatives, the things
that are to be actor and goal, and also talk much about the place where take process.
Keywords: Transitivity, Systemic Functional Linguistics, and Reading Passage
i
ACKNOWLEDGEMENT
First of all, the writer would like to express his deepest gratitude to Almighty
God, Allah SWT for the amazing grace, uncountable blessing, loves, opportunity and
strength given to the writer during his study and in completing this thesis which
entitled: Transitivity Representations of Reading Passage in English Textbook Grade
9 of Junior High School Published by Erlangga. The thesis is aimed to fulfill one of
the requirements for the degree of Sarjana Pendidikan og the English Department,
Languages and Arts Faculty, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced some problems and
he had received the academic guidance, suggestions, comment and get a lot of
assistance and moral support from many people. Therefore, the writer would like to
express his gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and as his Thesis Advisor, who have given their valuable advice,
guidance, and spent their precious time in the process of completing this
thesis. Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of English
Education Study Program.
Tiarnita M.S. br Siregar, S.Pd., M.Hum., as his Thesis Advisor, who have
given their valuable advice, guidance, and spent their precious time in the
process of completing this thesis, and as his Academic Advisor, who has
supported his throughout the academic years.
Dr. Rahmah, M.Hum., and Rika, S.Pd., M.Hum., as his Reviewer and
Examiner, who had given their precious time, guidance, suggestins, and
comments.
All the Lecturer of English Department who had thought, guided, and
advised his throughout the academic years.
Eis Sri Wahyuningsih, M.Pd., as the Administration Staff of English
Department, for her attention, assistance, and information for completing this
thesis.
His special sincere gratitude goes to his beloved parents, Madin Kesogihin
and Sarita Lingga, his lovely sisters, Juniarta Kesogihin and Lina
Kesogihin, his brothers, Parlindungan Kesogihin and Antoni Kesogihin,
ii
his brother in law Hendra Karno Solin and all families for their endless
love, pray, inspiration, motivation, mental, and everything that they had given
to the writer.
Muhammad Yusuf, S.Pd., and Budi Yanto, S.Pd., as his friend boarding
house in Medan who always give their support, motivation, and remind the
writer.
His lovely best friends, Sidik Eka Hermawan, Mhd. Sayiful Amri, Nisha
Titha Mutiarni, Anni Marhamah, and also all of alumni of Students’
Council of English and Literature Department, as the great organization for
the love and togetherness throughout four years.
Sri M. Sinabutar, Novri Z. Nasution, Prihastiningtyas Sastrawita, Wulan
Junita, and all of his friends and classmates in Extension A and B 2012 that
can not be mentioned one by one.
The writer realized that this thesis still has the paucity, he conveniently
welcomes and any suggestions, comments, and advices that will improve the quality
of this thesis. He hopes that this thesis would be useful for those who are read and
interested in the field of this study.
Medan,
The Writer
Juli 2016
DEDISAPUTRA KESOGIHIN
Reg No. 2123321013
iii
TABLE OF CONTENTS
Page
TITLE
DECLARATION
ABSTRACT …………………………………………………………….
i
ACKNOWLEDGEMENT ……………………………………………..
ii
TABLE OF CONTENTS ………………………………………………. iv
LIST OF TABLES ….………………………………………………….. vi
LIST OF ABBREVIATIONS …………………………………………. vii
LIST OF APPENDIX ………………………………………………….. ix
CHAPTER I INTRODUCTION ……………………………………….
A. The Background of the Study …………………………………….
B. The Problem of the Study ………………………………………...
C. The Objective of the Study ……………………………………….
D. The Scope of the Study …………………………………………..
E. The Significance of the Study ……………………………………
1
1
4
5
6
7
CHAPTER II REVIEW OF LITERATURE…………………………
A. Theoretical Framework …………………………………………..
1. Systemic Functional Linguistic ………………………………
a. The Language System ……………………………………
b. The Language Function (Metafunction) …………………
2. Transitivity …………………………………………………..
a. Transitivity: Experiential at Clause Rank ……………….
b. Process …………………………………………………...
1) Material Process ……………………………………..
2) Mental Process ……………………………………….
3) Relational Process ………………………………..….
4) Behavioral Process ………………………….…….…
5) Verbal Process …………………………………...…..
6) Existential Process...……………………….…………
c. Participant …………..……………………………………
d. Circumstance ………………………………….…..……..
1) Extent and Location …..………………….…………..
2) Manner ………………..……………………………..
8
8
8
9
12
14
14
15
16
19
21
24
25
26
28
28
29
29
iv
3) Cause ………………………..………….……………
4) Accompaniment …….………………….……………
5) Matter ………..………………………………………
6) Role …………………………………………………..
3. Textbook…….………………………………………………..
4. Reading…………………………………………………….....
5. Previous Studies ……………………………………………..
B. Conceptual Framework ………………………………………….
30
30
31
31
31
34
35
36
CHAPTER III RESEACH METHOD………………………………..
A. Research Design ………………………...……………………….
B. Data and Sources of the Data ……………...……………………
C. Instrument of the Research …………………...…………………
D. Procedure of Collecting Data …………………..………………
E. Procedure of Analyzing Data ……………………..……………
38
38
39
39
39
40
CHAPTER IV DATA, DATA ANALYSIS FINDING AND DISCUSSION
A. Data …………………………………………………………….
41
B. Data Analysis …………………………………………………..
44
C. Findings ………………………………………………………… 51
D. Discussion ……………………………………………………… 51
1. The Result Concerning the Process Types …………………..
51
2. The Result Concerning the Participant Functions …………... 52
3. The Result Concerning the Circumstantial Elements ……….. 52
CHAPTER V CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
A. Conclusion ……………………………………………………... 54
B. Implications …………………………………………………….
56
C. Suggestions …………………………………………………….. 56
REFERENCES ……………………………………………………….
APPENDICES
v
57
LIST OF TABLES
Table 2.1
Table 2.2
Table 2.3
Table 2.4
Table 2.5
Table 2.6
Table 2.7
Table 2.8
Table 2.9
Table 2.10
Table 2.11
Table 2.12
Table 2.13
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
: Type of process …………………………………………
: The Example of Goal …………………………………..
: The Example of Range ..………………………………..
: The Example of Beneficiary..….......................................
: Examples of Verb Serving as Process in Mental Process
…………………………………………………………
: The Example of Mental Process ……………………….
: The Example of Intensive Attributive Process …...........
: The Example of Intensive Identifying Process ………...
: Examples of behavioral Process ……………………….
: Examples of Verbal Process …………………………...
: Examples of Existential Process ………………….........
: Type of process and participant ………………….........
: Extent and Location ……………………………………
: The Number of Occurrences of Process Types in
Transitivity Representation of Reading Passage
in English Textbook Grade 9 of Junior High
School Published by Erlangga. ……..............................
: Relational Process Types ………………………………
: The Number of Occurrences of Participant Functions
in Transitivity Representation of Reading Passage in
English Textbook Grade 9 of Junior High School
Published by Erlangga …………………………............
: Participant Functions of Material Process ……………..
: Participant Functions of Relational Process ……….......
: Participant Functions of Mental Process ………………
: Participant Functions of Existential Process ………….
: Participant Functions of Verbal Process ……………...
: The Number of Occurrences of Circumstantial
Elements in Transitivity Representation of
Reading Passage in English Textbook Grade 9
of Junior High School Published by Erlangga…………
vi
16
17
18
19
20
21
22
23
25
26
27
28
29
44
45
46
46
47
48
48
48
49
LIST OF ABBREVIATIONS
1. Process Types:
Mat
: Material
Men
: Mental
RAI
: Relational Attributive Intensive
RII
: Relational Identifying Intensive
RAC : Relational Attributive Circumstantial
RIC
: Relational Identifying Circumstantial
RAP
: Relational Attributive Possessive
RIP
: Relational Identifying Possessive
Ver
: Verbal
Bh
: Behavioural
Ext
: Existential
2. Participant Function
Act
: Actor
Gl
: Goal
Rec
: Recipient
Cl
: Client
Rg
: Range
Agn
: Agent
Sns
: Senser
Phe
: Phenomenon
Car
: Carrier
Att
: Attribute
vii
Id
: Identified
Ir
: Identifier
Sy
: Sayer
Rcv
: Reveicer
Vb
: Verbiage
Tg
: Target
Bhv
: Behaver
Bho
: Behaviour
Ex
: Existent
3. Circumstantial Elements
Du
: Duration
Di
: Distance
Ti
: Time
Pl
: Place
Mns
: Means
Qu
: Quality
Co
: Comparison
Rsn
: Reason
Pr
: Purpose
Bhf
: Behalf
Cmt
: Comitation
Add
: Addition
Mtr
: Matter
Rl
: Role
viii
LIST OF APPENDICES
Appendix A
: The Analysis of Process Type …………………………
59
Appendix B
: The Analysis of Participant Function ………………….
70
Appendix C
: The Analysis of Circumstance Elements ………………
85
ix
1
CHAPTER I
INTRODUCTION
A. Background of the Study
English is a language widely adopted for communication between two
speakers whose native languages are different from each other’s (Harmer,
2001: 1). As an international language, English is considered as a very
important language to be taught in Indonesia. The ultimate goal of teaching it
is to set high school graduates to be ready to communicate both written and
oral. Then, the capability of mastering English would be potentially beneficial
for participating in the international-level of communication. Language, no
matter how it is analyzed and assessed, is still produced due to human needs.
Therefore, its structure and components are functional with respect to those
needs (Halliday, 1994:154). Johnson (2001:2) states that people in this world
today learning English as foreign language and it continues to spread, not only
as the global language but also as the language of science, technology, and
advanced research. It shows that English is so important now days, especially
for students. They are expected to study English more.
In teaching-learning English process, English teacher should be able to
decide whether one of the requirements in textbooks is suitable with the
current curriculum or not. Textbook is important for students to prepare and
fulfill experiences in the good process. It means that textbook is functioned as
guidance for teacher and student. Ferris and Hedgcock as cited in Solihatun
(2011:86), “textbooks are so pervasive in educational systems throughout the
1
2
world. Indeed, textbooks provide the backbone for the courses that many
educators teach”. It means that the materials in the textbook should help the
teacher in conducting teaching and learning processes, so it is important for
the teacher to select and to analyze the contents of textbook. An appropriate
book will lead a better understanding. By understanding the process, the
teacher will be better prepared to teach the students.
Additionally, Saragih (2016:56) classifies that there are three
categories of learning English in Indonesia. First, the contents of the textbook
should deal with the current curriculum; it might be from the genre with
should be available in the textbook. Besides that, the contents of the textbook
also go with the level of study. The second category is a textbook should have
an interesting display because it can give motivation for readers to read the
textbook. And the third, the language of the textbook should correct in context
and situation. It means that the language does not enclose ambiguous, so the
reader can understand easily.
As a form of discourse, a handbook or textbook can be analyzed by
many aspects. One of the examples is by using analysis of clauses. As a
representation, clauses in textbook can be analyzed through transitivity. The
concept of transitivity analysis has been widely used to understand the
language of speakers and writers. It examines the structure of sentences which
are represented by processes, the participants involved in these processes, and
the circumstances. Sukma (2012) who conducted research about transitivity
system in genre analysis on English on Sky textbook found that material
3
process is dominantly used than relational process in descriptive text, she
concludes that textbook not compatible with the latest curriculum, SchoolBased Curriculum. It showed the fact that there was English textbook that
didn’t fulfill categories of good textbook.
Based on this fact, the writer is interested in analyzing the transitivity
representation of reading passage found in English on Sky textbook for 9th
Junior High School published by Erlangga. There are several reasons why the
writer chooses the book; First, English on Sky textbook is one of book that
suitable with the curriculum. Second English on Sky textbook is used for
teaching English to ninth year’s students, it is important to know whether the
textbooks are appropriate with the students’ need. Third, the writer will use
this book to know the transitivity representation of reading passage in English
textbook grade 9 of Junior High School published by Erlangga.
This leads to the fact that no language item is separate, each piece of it
is evolved to the functions which are decided by humans in communication,
and grammar is not an exception. However, it seems that the process of
teaching and learning the language tends to make a clear distinction between
grammar and other linguistics areas, as in structuralism’s perspectives.
Functionalists, on the other hand, hold the belief that “Grammar should be
seen as facilitating communication in all modes, not as an isolated area of
study” (Lock, 1996).
4
The study of analyzing transitivity system in textbook has been done
by some researches, Panjaitan (2010) who conducted research about five texts
in Senior High School textbook by randomly selected, found that the most
dominant type of process used in that texts is Relational process, because most
of the texts were descriptive texts and theory. And also Babai and Ansary
(2003) who conducted research about transitivity system in three textbooks
(Physics, Sociology, and Literature) found that, the material process is
dominant.
The writer hopes that this study can give its useful contribution for the
teachers to select the textbook which is most suitable in teaching learning
process and as a guidance when they teach the material about reading
passages, they can give explanation for their students about kind of process
which is contained in that reading passage, in order to make the students know
all the process in a language, and also they can know exactly how human
beings state their experience in the world. And also it is useful contribution for
many people, and students to enrich their knowledge.
A. The Problem of the Study
Based on the background stated in advance can be formulated as the
followings:
1
What are the process types of transitivity system used in Reading passages
in English on Sky grade 9th textbook published by Erlangga?
2
What are the participant functions used in Reading passages in English on
Sky grade 9th textbook published by Erlangga?
5
3
What are the circumstantial elements that used in Reading passages in
English on Sky grade 9th textbook published by Erlangga?
4
What are the dominant process, participant, and circumstance found in
Reading passage in English on Sky grade 9th textbook published by
Erlangga?
B. The Objective of the Study
In accordance with the delimitation of the study, the objectives of the
study are to identify and to describe the transitivity process types, the
participant functions and types, and the circumstantial elements that
characterized reading passage in English Textbook Grade 9 of Junior High
School published by Erlangga.
In relation to the problem of the study, the objectives of the study are:
1. To identify and to describe the process types of transitivity system
used in reading passage in English on Sky grade 9th textbook
published by Erlangga.
2. To identify and to describe the participant functions and types used in
Reading passages in English on Sky grade 9th textbook published by
Erlangga.
3. To identify and to describe the circumstantial elements that used in
Reading passages in English on Sky grade 9th textbook published by
Erlangga.
6
4. To discover the dominant process, participant, and circumstance found
in Reading passage in English on Sky grade 9th textbook published by
Erlangga.
C. The Scope of the Study
Based on the background and identification of the problem, this study
focuses on materials. Here, the researcher wants to describe the characteristics
of English texts in the level of lexicogrammatical aspect in order to see the
grammatical complexity of them by using Halliday’s functional grammar
approach; that is transitivity. Transitivity is defined as the structural
configuration of a clause which has a functional element such as the process,
the participant involved in the process and the attendant circumstances.
Therefore, transitivity catches the characteristics of texts from clause
structures.
The writers will focus on analyzing transitivity system in reading
passage in English on Sky grade 9th textbook published by Erlangga. There
are 17 reading passages in English on Sky grade 9th textbook published by
Erlangga, but the writer analyzed 10 reading passages from English on Sky
grade 9th textbook published by Erlangga. They are Bamboo Resto and Café,
Eight Glasses of Water a Day Keep the Doctor Away, “Snow Owls, Large
Prey Bird”, Durian, Coconuts, The Nile River, The Bengawan Solo, The
Thames River, The Boy Who Cried “Wolf”, The Fox and The Crow.
7
D. The Significant of the Study
The results of the study are expected to give contribution both
theoretically and practically.
1. Theoretically, the result of this research can be used to enrich the
horizon on analyzing texts using transitivity.
2. Practically, the result of this research will be beneficial for the
following parties. They are:
a. Students of English Department
They can use the result of the research as the sample of the
grammatical complexity analysis of the texts and as their supplies to
determine kinds of texts which are appropriate for the students based on
their level competency.
b. Other researchers
They can use the result of the research as an input to conduct
research using the same data from another point of view, for example
analyzing texts in order to describe the characteristics of them seen from
logical function, interpersonal function or textual function.
54
CHAPTER V
CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
A. Conclusion
Based on the findings and discussion, it can be concluded three
important points:
1. The process type which has the highest frequency of occurrence and hence
is regarded as typical process characterizing transitivity representation of
reading passage in English textbook grade 9 of Junior High School
published by Erlangga is Material process (49.55%). This means that the
text construes a quantum of change in the flow of events as taking place
through some input of energy. Material process expresses the notion that
some entity ‘does’ something – which may be done ‘to’ some other entity.
Material process in English texts is much found in the forms of
imperatives. It is reasonable since the texts which are taken to be analyzed
are the exercises in English Textbook Grade 9 of Junior High School
published by Erlangga. Imperatives refer to the special forms used to
express command, request or instruction. The basic message of an
imperative clause is either I want you to do something (Halliday, 1994:
47). This indicates that the students are asked to do something. They are
commanded to do the instruction in the exercises.
It is followed by, Relational, Mental, Verbal, Behavioral, and Existential
processes respectively.
2. From the point of the participant functions, every process type is followed
by participant functions. These participant functions are specified based on
54
55
their type. Related to the participant functions characterizing English
Textbook Grade 9 of Junior High School published by Erlangga, it is
found that the participant functions of Material process are the most
prominent participant functions. Actor and Goal dominate in occurrences
(59.02%). This shows that the texts talk much about the things/ the ones
that are to be actor or the things/the ones that are the purpose of text to be
goal. They are followed by participant functions of Relational process,
Mental process, Verbal process, Behavioral process, and Existential
process respectively.
3. In accordance with the circumstantial elements, the circumstance of
Location of Place dominates the circumstantial elements (31.33%). This
means that the texts talk much about the place where the process unfolds.
The texts show the place where the students should do the exercises. They
cannot do the exercise in another area except what has been determined.
This happens because English problem solving is suffused with showing
on where the students do the instruction. It is followed by the
circumstances of Manner (Means, Quality, and Comparison), Cause
(Purpose, Reason, and Behalf), Accompaniment (Commitive, and
Addition), Extent (Distance, and Duration), Location (Time), Role, and
Matter respectively. Location of place is dominant in occurrences
B. Implications
56
From the findings of this study, it can be found the characteristics of
transitivity representation of reading passage in English textbook grade 9 of
Junior High School published by Erlangga. These characteristics of English
texts can be explained as follow:
English texts expresses the notion that some entity ‘does’ something –
which may be done ‘to’ some other entity. In English texts is much found in
the forms of imperatives. It is reasonable since the texts which are taken to be
analyzed are the exercises in English Textbook Grade 9 of Junior High School
published by Erlangga. Imperatives refer to the special forms used to express
command, request or instruction.
C. Suggestions
The result of this research can lead to the suggestion to some parties as
follows:
1. Teachers
Teachers should understand the texts carefully in order to determine
types of texts which are appropriate for the students based on the level of
difficulties of the texts and based on the students’ level competency.
2. Other researchers
This study has not discussed all aspects of the characteristics of the
texts. In accordance with this problem, the researcher gives the suggestion to
other researchers that they can conduct another analysis to find the
characteristics of English texts, for example, from the logical meaning etc.
57
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