A Metafunction analysis on Seno Gumira Ajidarma`s `Clara`, the English translation version.

ABSTRACT

Syafrianto SM. 2015. A Meta-function Analysis on Seno Gumira Ajidarma’s

‘Clara’, the English Translation Version. Yogyakarta: The Graduate Program in English language Studies, Sanata Dharma University.

Literary text is a manifestation of a certain social life which is written by an author for any purposes. It can be critics to any certain policies of certain societies, good and worst opinions of certain societies, concepts of the better than that experienced in previous societies, and so on. The author, in producing a text, manipulates the text (clauses and sentences) in many ways for different meanings. This thesis, supported by systemic functional linguistics (SFL) and register theory, aims to uncover and investigate the meaning applied in „Clara‟ and how the meaning represented by the author. To reach the goal of this research, two research questions are formulated namely (1) What meta-functions are applied in

‘Clara’? and (2) how meta-functions are realized in register devices (situational context in text) to reveal the meaning of ‘Clara’?

Meta-function principally is based on a question “what are the basic functions of language in relation to our ecological and social environment?” Through this question, Halliday (2004: 29) suggests two answers: making sense of our experience and acting out our social relationships. These two answers deal with the purposes of a literary work – as an object lesson in which „Clara‟ is the literary work.

„Clara‟ is originally written by Seno Gumira Adjidarma in Bahasa Indonesia. This text is then translated into English by Michael H. Bodden, a professor of Southeast Asia Studies Program in University of Victoria and the data of this research is the English translations versions. Shortly, this short story describes a situation about suburban people who have limited economical income.

They work in companies owned by a group of „lucky people‟ in economy case. and they are paid with the low salary. As narrated in „Clara‟, the economical imbalance is a cause of this heartbreaking tragedy. Poverty makes them ignore and disregard about humanism and humanity sense - to hell with a conscience - they curse it.

In analyzing this short story, I categorize the clauses spoken by two main characters – Clara and the narrator. Supported by theories of systemic functional linguistics (SFL) and register theory, the descriptions of „Clara‟ and the ways of the meaning made are concluded. Clara, as in transitivity analysis and mood structure, is as Senser, Behaver, and Goal. It implies that Clara a victim (Goal) who experiences (Senser and Behaver) that heartbreaking tragedy physically, mentally and psychologically. From the analysis of theme pattern and logico-semantic can be grasped how the texts (clauses and sentences) manipulated. As seen in theme pattern - the significance numbers of marked topical theme in

„Clara‟ imply how that bad experiences experienced by Clara (circumstantial adjunct). Dealing with the core of metafunction and the function of the literary work, this analysis aims to bring that story into an object lesson - not to imitate it but to wise on it.

Key words: metafunction, systemic functional linguistics (SFL), register theory,

ABSTRAK

Syafrianto SM. 2015. A Meta-function Analysis on Seno Gumira Ajidarma’s

‘Clara’, the English Translation Version. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.

Teks sastra merupakan sebuah perwujudan dari kehidupan tertentu ke dalam sebuah teks yang ditulis oleh seorang penulis untuk berbagai tujuan. Tujuan tersebut bisa dalam bentuk kritik terhadap kebijakan tertentu dari kehidupan tertentu, bisa berupa pendapat baik atau buruk terhadap kehidupan masyarakat tertentu, bisa juga berupa konsep tentang kehidpuan yang lebih baik dari apa yang pernah dialami pada masa-masa sebelumnya dan bentuk tawaran akan kehidupan yang lebih baik dari apa yang pernah dialami dalam kehidupan sebelumnya, dan lain-lain. Penulis, dalam menciptakan teks, memanipulasi kalimat-kalimat kedalam berbagai macam cara untuk (menciptakan) makna-makna yang bermacam-macam. Tesis ini, didukung oleh teori systemic functional linguistics (SFL) dan register, bertujuan untuk mengungkap bagaimana makna disisipkan dalam setiap kalimat dalam cerpen „Clara‟ dan bagaimana makna-makna tersebut diciptakan oleh penulis. Untuk mencapai tujuan tersebut, dua pertanyaan penelitian berikut ini dirumuskan yakni (1) What meta-functions are applied in ‘Clara’? and (2) how meta-functions are realized in register devices (situational context in text) to reveal the meaning of ‘Clara’?

Meta-function secara prinsip didasarkan pada sebuah pertanyaan „apa

fungsi/ peranan bahasa dalam kaitanya dengan lingkungan sosial?‟ Halliday (2004:

29) menyarankan dua jawaban yaitu mengungkap arti dari pengalaman-pengalaman (seseorang) dan berusaha untuk mengejawantahkanya kedalam hubungan sosial. Hal ini sejalan dengan tujuan dari karya sastra itu sendiri yang seyogyaknya

berfungsi sebagai sebuah objek pembelajaran dimana „Clara‟ adalah karya sastra itu sendiri.

Cerpen „Clara‟ aslinya ditulis oleh Seno Gumira Adjidarma dalam Bahasa Indonesia. Naskah ini kemudian diterjemakan oleh Michael H. Bodden, seorang professor pada Program Studi Asia Tenggara di Universitas Victoria dan data dari penelitian ini adalah versi terjemahan bahasa Inggrisnya. Cerpen ini secara singkat mengisahkan tentang masyarakat pinggiran Indonesia yang mempunyai keterbatasan ekonomi. Mereka bekerja di pabrik-pabrik yang dimiliki oleh sekelompok „orang yang beruntung‟ dalam hal ekonomi. Mereka dibayar dengan upah yang rendah. Seperti dikisahkan, ketimpangan economi adalah penyebab terjadinya tragedy yang memilukan hati tersebut. Kemiskinan menjadikan mereka mengenyampingkan rasa kemanusiaan – bersertan dengan dengan hati nurani – umpat mereka.

Dalam menganalisa cerpen ini, saya mengelompokan kalimat-kalimat yang diucapkan oleh dua tokoh utama ini yakni Clara dan narrator. didukung oleh teori systemic functional linguistics (SFL) dan register, gambaran tentang „Clara‟ dan cara bagaimana maknan makna dibuat (oleh penulis) dapat disimpulkan.

Tokoh Clara, seperti pada analisa transitivity dan mood structure disimbolkan sebagai Senser, Behaver dan Goal. Simbol ini mengimplikasikan bahwa Clara adalah korban (Goal) yang mengalami (Senser dan Behaver) tragedi yang sangat memilukan itu baik secara pisik, mental maupun psikologi. Dari analisa theme pattern dan logico semantic dapat dipahami bagaimana teks (klausa-klausa dan kalimat-kalamat) dimanipulasi. Seperti pada analisa theme pattern,

jumlah yang signifikan dari marked topical theme pada cerpen Clara mengimplikasikan bagaimana pengalaman-pengalama buruk tersebut dialamai oleh Clara (circumstantial adjunct). Mengacu pada inti dari metafunction dan fungsi karya sastra, analisa ini bertujuan untuk menjadikan kisah tersebut sebagai objek pembelajaran – tidak untuk menirunya (apa yang dikisahkan) tetapi menjadi bijak didalamnya.

Kata kunci: metafunction, systemic functional linguistics (SFL), register theory, karya sastra dan cerpen ‘Clara’

A METAFUNCTION ANALYSIS ON SENO GUMIRA AJIDARMA’S ‘CLARA’, THE ENGLISH TRANSLATION VERSION

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

by Syafrianto SM

Student Number: 136332036

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2015

iv

to

My Beloved Parent

Syafei SN. & Mariana HZ.

and

viii

TABLE OF CONTENTS

COVER PAGE ... i

APPROVAL PAGE ... ii

THESIS DEFENSE APPROVAL PAGE ... iii

DEDICATION PAGE ... iv

STATEMENT ON ORIGINALITY ... v

LEMBARAN PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... viii

LIST OF TALBES ... x

LIST OF FIGURES ... xi

LIST OF APPENDICES ... xii

ABSTRACT ... viii

ABSTRAK ... xiv

CHAPTER 1: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Research Questions ... 4

1.3 Objectives of Research ... 4

1.4 Benefit of the Research ... 5

CHAPTER 2: LITERATURE REVIEW ... 7

2.1 Theoretical Review ... 7

2.1.1 Systemic Functional Linguistics (SFL) ... 8

2.1.1.1 Meta-function ... 8

2.1.1.1.1 Ideational Meaning... 9

2.1.1.1.2 Interpersonal Meaning ... 18

2.1.1.1.3 Textual Meaning ... 19

2.1.1.1.3.1 Topical Theme ... 19

2.1.1.1.3.2 Interpersonal Theme ... 20

2.1.1.1.3.3 Textual Theme ... 21

2.1.2 Register: Context Situation in Text ... 23

2.1.2.1 Field of the Discourse ... 24

2.2.2.2 Tenor of the Discourse ... 25

2.2.2.3 Mode of the Discourse ... 25

2.2 Review of Related Studies ... 28

2.3 Theoretical Framework ... 28

CHAPTER 3: RESEARCH METHODOLOGY ... 31

3.1 Object of the Research ... 31

3.2 Type of the Research ... 32

3.3 Procedure of Data Analysis ... 33

3.3.1 Ideational Meaning ... 33

3.3.2 Interpersonal Meaning ... 35

3.3.3 Textual Meaning ... 36

ix

CHAPTER 4: RESULTS AND DISCUSSION ... 39

4.1 Metafunction Analysis ... 39

4.1.1 Transitivity Structure (Experiential Meaning) ... 40

4.1.1.1 Material Process... 41

4.1.1.2 Mental Process ... 45

4.1.1.3 Behavioral Process... 49

4.1.1.4 Verbal Process ... 52

4.1.1.5 Relational Process ... 55

4.1.1.6 Existential Process ... 57

4.1.2 Clause Complex Structure (Logical Meaning) ... 59

4.1.2.1 Taxis ... 63

4.1.2.2 Logico-semantic ... 66

4.1.2 Mood Structure (Interpersonal Meaning) ... 68

4.1.2.1 Mood Analysis ... 68

4.1.2.1.1 Declarative Sentences ... 70

4.1.2.1.2 Interrogative Sentences ... 73

4.1.3.1.3 Imperative Sentences ... 74

4.1.2.2 Modal Analysis ... 75

4.1.2.3 Personal Pronoun and Possessive Analysis ... 79

4.1.3 Theme Pattern (Textual Meaning) ... 81

4.1.3.1 Textual Theme ... 81

4.1.3.2 Interpersonal Theme ... 84

4.1.3.3 Topical Theme: Marked &Unmarked ... 85

CHAPTER 5: CONCLUSION AND SUGESSSION ... 89

5.1 Conclusion ... 89

5.2 Suggestion ... 92

BIBLIOGRAPHY ... 94

APPENDICES ... 96

1. Transcript of „Clara‟ ... 96

2. Mood Structure and Transitivity Analysis ... 97

3. Clause Complex Analysis ... 115

x

LIST OF TABLES

Table 3.1 The Ways of How Experiential Meaning Analyzed ... 33

Table 4.1 The Total of Processes in „Clara‟ ... 41

Table 4.2 Material Process in Clauses Spoken by Clara ... 42

Table 4.3 Material Process in Clauses Spoken by the Narrator ... 42

Table 4.4 Mental Process in Clauses Spoken by Clara ... 46

Table 4.5 Mental Process in Clauses Spoken by The Narrator ... 46

Table 4.6 Behavioral Process in Clauses Spoken by Clara ... 50

Table 4.7 Behavioral Process in Clauses Spoken by The narrator ... 50

Table 4.8 Verbal Process in Clauses Spoken by Clara ... 53

Table 4.9 Verbal Process in Clauses Spoken by the narrator ... 53

Table 4.10 Clause Complex Summary of „Clara‟ ... 60

Table 4.11 Taxis and Logico-Semantic Relations in „Clara‟ ... 63

Table 4.12 Mood Types and the Occurrences ... 69

Table 4.13 The Frequency of Modal Auxiliaries ... 76

Table 4.14 Personal Pronoun ... 79

Table 4.15 Possessive Pronoun ... 80

xi

LIST OF FIGURES

Figure 2.1 The Grammar of Experience: Type of Process in English ... 11

Figure 2.2 Operative Transitivity of Material Clause with Process Realized by Active Verbal Group ... 12

Figure 2.3 Receptive Transitivity of Material Clause with Process Realized by Passive Verbal Group ... 12

Figure 2.4 Mental Clause with Process Realized by Active Verbal Group 21 (1) ... 13

Figure 2.5 Mental Clause with Process Realized by Passive Group (2) ... 14

Figure 2.6 The Analysis of Example 10 (Relational Process) with Process Realized by „be‟ ... 14

Figure 2.7 The Analysis of Example 11 (Relational Process) with Process Realized by „be‟ ... 15

Figure 2.8 The Analysis of Example 12 (Relational Process) with Process Realized by „be‟ ... 15

Figure 2.9 The Analysis of Example 13 (Relational Process) with Process Realized by Linking Verb ... 15

Figure 2.10 The Analysis of Example 14 (Verbal clause) with Process Realized by Active Group ... 16

Figure 2.11 The Analysis Of Example 15 (Verbal Clause) with Process Realized by Passive Group ... 16

Figure 2.12 The Analysis of Example 18 (Behavioral Clause) with Process Realized by Passive Group ... 17

Figure 2.13 The Analysis ff Example 19 (Behavioral Clause) with Process Realized by Passive Group ... 17

Figure 2.14 The Analysis of Example 20 - Topical Theme ... 19

Figure 2.15 The Analysis of Example 21 - Topical Theme ... 19

Figure 2.16 The Analysis of Example 22 – Interpersonal Theme ... 20

Figure 2.17 The Analysis of Example 23 – Interpersonal Theme ... 20

Figure 2.18 The Analysis of Example 24 – Textual Theme ... 21

Figure 2.19 The Analysis of Example 25 – Textual Theme ... 22

Figure 2.20 The Analysis of Example 26 – Textual Theme ... 22

xii

LIST OF APPENDICES

Appendix 1 Short Story „Clara‟ ... 96

Appendix 2 Mood Structure and Transitivity Analysis ... 97

Appendix 3 Clause Complex Analysis... 115

xiii ABSTRACT

Syafrianto SM. 2015. A Meta-function Analysis on Seno Gumira Ajidarma’s

‘Clara’, the English Translation Version. Yogyakarta: The Graduate Program in English language Studies, Sanata Dharma University.

Literary text is a manifestation of a certain social life which is written by an author for any purposes. It can be critics to any certain policies of certain societies, good and worst opinions of certain societies, concepts of the better than that experienced in previous societies, and so on. The author, in producing a text, manipulates the text (clauses and sentences) in many ways for different meanings. This thesis, supported by systemic functional linguistics (SFL) and register theory, aims to uncover and investigate the meaning applied in „Clara‟ and how the meaning represented by the author. To reach the goal of this research, two research questions are formulated namely (1) What meta-functions are applied in

‘Clara’? and (2) how meta-functions are realized in register devices (situational context in text) to reveal the meaning of ‘Clara’?

Meta-function principally is based on a question “what are the basic functions of language in relation to our ecological and social environment?” Through this question, Halliday (2004: 29) suggests two answers: making sense of our experience and acting out our social relationships. These two answers deal with the purposes of a literary work – as an object lesson in which „Clara‟ is the literary work.

„Clara‟ is originally written by Seno Gumira Adjidarma in Bahasa Indonesia. This text is then translated into English by Michael H. Bodden, a professor of Southeast Asia Studies Program in University of Victoria and the data of this research is the English translations versions. Shortly, this short story describes a situation about suburban people who have limited economical income. They work in companies owned by a group of „lucky people‟ in economy case. and they are paid with the low salary. As narrated in „Clara‟, the economical imbalance is a cause of this heartbreaking tragedy. Poverty makes them ignore and disregard about humanism and humanity sense - to hell with a conscience - they curse it.

In analyzing this short story, I categorize the clauses spoken by two main characters – Clara and the narrator. Supported by theories of systemic functional linguistics (SFL) and register theory, the descriptions of „Clara‟ and the ways of the meaning made are concluded. Clara, as in transitivity analysis and mood structure, is as Senser, Behaver, and Goal. It implies that Clara a victim (Goal) who experiences (Senser and Behaver) that heartbreaking tragedy physically, mentally and psychologically. From the analysis of theme pattern and logico-semantic can be grasped how the texts (clauses and sentences) manipulated. As seen in theme pattern - the significance numbers of marked topical theme in „Clara‟ imply how that bad experiences experienced by Clara (circumstantial adjunct). Dealing with the core of metafunction and the function of the literary work, this analysis aims to bring that story into an object lesson - not to imitate it but to wise on it.

Key words: metafunction, systemic functional linguistics (SFL), register theory,

xiv ABSTRAK

Syafrianto SM. 2015. A Meta-function Analysis on Seno Gumira Ajidarma’s

‘Clara’, the English Translation Version. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.

Teks sastra merupakan sebuah perwujudan dari kehidupan tertentu ke dalam sebuah teks yang ditulis oleh seorang penulis untuk berbagai tujuan. Tujuan tersebut bisa dalam bentuk kritik terhadap kebijakan tertentu dari kehidupan tertentu, bisa berupa pendapat baik atau buruk terhadap kehidupan masyarakat tertentu, bisa juga berupa konsep tentang kehidpuan yang lebih baik dari apa yang pernah dialami pada masa-masa sebelumnya dan bentuk tawaran akan kehidupan yang lebih baik dari apa yang pernah dialami dalam kehidupan sebelumnya, dan lain-lain. Penulis, dalam menciptakan teks, memanipulasi kalimat-kalimat kedalam berbagai macam cara untuk (menciptakan) makna-makna yang bermacam-macam. Tesis ini, didukung oleh teori systemic functional linguistics (SFL) dan register, bertujuan untuk mengungkap bagaimana makna disisipkan dalam setiap kalimat dalam cerpen „Clara‟ dan bagaimana makna-makna tersebut diciptakan oleh penulis. Untuk mencapai tujuan tersebut, dua pertanyaan penelitian berikut ini dirumuskan yakni (1) What meta-functions are applied in ‘Clara’? and (2) how meta-functions are realized in register devices (situational context in text) to reveal the meaning of ‘Clara’?

Meta-function secara prinsip didasarkan pada sebuah pertanyaan „apa fungsi/ peranan bahasa dalam kaitanya dengan lingkungan sosial?‟ Halliday (2004: 29) menyarankan dua jawaban yaitu mengungkap arti dari pengalaman-pengalaman (seseorang) dan berusaha untuk mengejawantahkanya kedalam hubungan sosial. Hal ini sejalan dengan tujuan dari karya sastra itu sendiri yang seyogyaknya berfungsi sebagai sebuah objek pembelajaran dimana „Clara‟ adalah karya sastra itu sendiri.

Cerpen „Clara‟ aslinya ditulis oleh Seno Gumira Adjidarma dalam Bahasa Indonesia. Naskah ini kemudian diterjemakan oleh Michael H. Bodden, seorang professor pada Program Studi Asia Tenggara di Universitas Victoria dan data dari penelitian ini adalah versi terjemahan bahasa Inggrisnya. Cerpen ini secara singkat mengisahkan tentang masyarakat pinggiran Indonesia yang mempunyai keterbatasan ekonomi. Mereka bekerja di pabrik-pabrik yang dimiliki oleh sekelompok „orang yang beruntung‟ dalam hal ekonomi. Mereka dibayar dengan upah yang rendah. Seperti dikisahkan, ketimpangan economi adalah penyebab terjadinya tragedy yang memilukan hati tersebut. Kemiskinan menjadikan mereka mengenyampingkan rasa kemanusiaan – bersertan dengan dengan hati nurani – umpat mereka.

Dalam menganalisa cerpen ini, saya mengelompokan kalimat-kalimat yang diucapkan oleh dua tokoh utama ini yakni Clara dan narrator. didukung oleh teori systemic functional linguistics (SFL) dan register, gambaran tentang „Clara‟ dan cara bagaimana maknan makna dibuat (oleh penulis) dapat disimpulkan.

Tokoh Clara, seperti pada analisa transitivity dan mood structure disimbolkan sebagai Senser, Behaver dan Goal. Simbol ini mengimplikasikan bahwa Clara adalah korban (Goal) yang mengalami (Senser dan Behaver) tragedi yang sangat memilukan itu baik secara pisik, mental maupun psikologi. Dari analisa theme pattern dan logico semantic dapat dipahami bagaimana teks (klausa-klausa dan kalimat-kalamat) dimanipulasi. Seperti pada analisa theme pattern,

xv

jumlah yang signifikan dari marked topical theme pada cerpen Clara mengimplikasikan bagaimana pengalaman-pengalama buruk tersebut dialamai oleh Clara (circumstantial adjunct). Mengacu pada inti dari metafunction dan fungsi karya sastra, analisa ini bertujuan untuk menjadikan kisah tersebut sebagai objek pembelajaran – tidak untuk menirunya (apa yang dikisahkan) tetapi menjadi bijak didalamnya.

Kata kunci: metafunction, systemic functional linguistics (SFL), register theory, karya sastra dan cerpen ‘Clara’

CHAPTER 1 INTRODUCTION

This chapter consists of five sections outlining the description of this study namely background of the study clarifying the reason why this study is conducted, research questions, objectives of the research, and benefit of the study which respectively show two leading questions functioning as a frame of this research, research aims and what this study achieves in the end of the analysis. The study is conducted to give the linguistics and literature field a scholarly discourse especially in ways of analyzing literary text by using systemic functional linguistics (SFL) which is supported by register theory, a theory about context situation in a text.

1.1Background of the Study

Meta-function in relation to our ecological and social environment as suggested by Halliday (2004: 29) is for making sense of our experience and acting out our social relationships. This suggestion deals with the purposes of literary work functions as an object lesson in which ‗Clara‘ is a literary work. ‗Clara‘ the

data of this research, as referring the term ‗text‘ proposed by Baldick (2003: 257)

- the actual wording of a written work or a specific work chosen as the object of analysis - can be specified that ‗Clara,‘ is a text since consists of actual wording of a writing work therefore ‗Clara‘ is appropriate to analyze.

According to Eggins (2004: 23), text has been glossed as authentic products of social interaction. Linguistically, she says that text refers to any passage, spoken or written of whatever length which forms a unified whole and

‗Clara‘ is a written text by Seno Gumira Ajidarma. Using the term ‗syntax‘ proposed by Tallerman (2011: 19) furthermore can concluded that ‗Clara‘ as a text which is written and manipulated in all sorts of ways in process of its creation. It is a try of an author to convey different meanings. In short that meaning is the main motive why one manipulates the sentences. Syntax is such a field for the writers or speakers to express all the meanings that they need to put across. In the simplest cases, this might mean altering the basic word order of a sentence, emphasizing or downplaying a particular phrase, or asking a question, or grouping words together in different ways to modify the meaning. This section gives a preliminary idea of some typical syntactic constructions found in languages. It is so ‗Clara‘ as a text where the author constructs it in such a manner to modify the meaning.

‗Clara‘, the text that I use for this research is a literary text which has a

background in 1998 humanity tragedy. Clara is originally written in Bahasa Indonesia entitled Clara Atawa Gadis yang Diperkosa which is able to download freely in http://duniasukb.com /2007/04/14/clara-atawa-wanita-yang-diperkosa. This short story then translated into English by Michael H. Bodden, a professor of Southeast Asia studies program in University of Victoria in 1999 which is able to download freely link www.warscapes.com. As what proposed by the term ‗syntex‘ above, ‗Clara‘ as a text obviously contain of idea and opinion about what the author wants to convey. As we know that literary text is a manifestation of a certain social life which is written by an author for any purposes; criticizing any certain policies of any certain lives, comprising any certain lives with any social lives, describing or offering a different life from which they experience in their

lives and so on and in conveying the meaning properly the author manipulates clauses and sentences in all sorts of ways for different meanings. It can be seen later in every analysis supported by systemic functional linguistics (SFL) and

register theory done for ‗Clara‘ so that how a clause linked, projected, expanded,

enhanced to another sentences and how certain words chosen and so on can be grasped and understood.

This 2,747 word short story is a description of political situation of Indonesian around 1998. A short story which has a background in humanity tragedy of 1998 however can not reflect what was really happen in that time therefore the register theory is needed to show context situation in that text. It is such as social warfare between the bourgeoisies (Chinese) and indigenous Indonesian and how those bourgeoisies is brutally treated by ‗Indonesian.‘ As narrated in ‗Clara,‘ the Chinese ethnics became the object of the Indonesian abhorrence till those ethnics at last experience bad treatment committed by Indonesian such as torturing, raping and even killing that ethnic. Their properties such as houses, cars and shops are burnt. The word ‗Clara‘ in this short story is a representative of a bourgeois character who experiences those brutal treatments. She is raped by a mob, her car is burnt and even in other places her family and neighbor are also treated the same.

‗Clara‘ is well-known short story not only engendered by the writer but

also caused by the popularity of that 1998 humanity tragedy itself. The celebrity of this short story has encouraged many peoples to read it and give any attentions such as what done by Michael C. Bodden who translated Clara Atawa Gadis yang Diperkosa into English ‗Clara‘. Besides the celebrity of this short story describing

the heartbreaking and piteous of that humanity tragedy of 1998, referring to what

constituted by literary work‘s function – an object lesson is appropriate to analyze

as a try and effort to make it as an object lesson. Not to imitate it by how we get a lesson for the peace and the better life. It is the core of meta-functions - making sense of our experience and acting out our social relationships.

1.2 Research Questions

To achieve the goal of this research, these following research questions are formulated namely:

1. What meta-functions are applied in ‗Clara‘?

2. How are meta-functions realized in register (situational context in text) to reveal the meaning of ‗Clara‘?

1.3 Objectives of the Research

The core objectives of this research are to answer two questions formulated above namely (1) What meta-functions are applied in „Clara‟? and (2) How are meta-functions realized in register (situational context in text) to reveal

the meaning of „Clara‟? Based on these two research questions, there are some

key words that we need to know as objectives and why do they are needed to know. They are meta-functions and register devices. As suggested by Halliday (2004: 29), meta-functions, in relation to our ecological and social environment, stand for making sense of our experience and acting out our social relationships. It deals with the purposes of literary work functions as an object lesson in which ‗Clara‘ is a literary work.

Knowing meta-functions mean knowing three aspect of functions or meanings namely ideational, interpersonal and textual meaning which respectively function to know how the writer construes the experience, how he

represents the reality of language, and how the clause‘s experiential meaning is

realized simultaneously with its interpersonal meaning and textual meaning. In construing the experience of text, the writer uses some words which is linguistically can be grouped into some process types like material, behavioral, mental and so on. These process types properly give the reader situational reality about of certain discourse in the text (known as register theory). The analysis of meta-functions furthermore supported by register theory because however a literary work is certainty made/ inspired from a certain discourse and what is really happen in the text is like light and mirror, what we have in text can not mirror what is really happen in its discourse therefore it is (register theory) needed to know.

1.4 Benefit of the Research

This is a study about language in relations to social environment. Halliday (2004:29) calls it as meta-functions. Using systemic functional grammar (SFL) and supported by register theory, this research may give any contributions to linguistics study and literature studies. Understanding meta-functions; ideational meaning, interpersonal meaning, and textual meaning as whole knowing how the writer construes the experience through the text, how he represents the reality of

language, and how the clause‘s experiential meaning is realized simultaneously

Moreover, dealing with what is constituted by meta-functions and realizing to data used in this research – a literary text, this research is expected not only give the reader a comprehension of ‗Clara‘ is analyzed using systemic functional linguistics but also then give the reader a comprehension of what is properly meant by meta-functions. Not to imitate what is proposed in that story but make it an object lesson.

CHAPTER 2 LITERATURE REVIEW

This chapter is intended as review of theories and concepts supporting this study to achieve the aim of this research. This chapter comprises three sections; review of related studies, theoretical review and theoretical framework. Review of related studies are consist of studies conducted by some researchers researched using systemic functional linguistics (SFL) approach and it will be useful for me to this research. Theoretical review and theoretical framework are respectively how and where these theories and concepts will be helpful for this analysis. In short, those deal with the related concepts and theories which work for the purpose of this research.

2.1Theoretical Review

This part is comprised of concepts and theories dealing with the purposes of this study namely systemic functional linguistic (SFL) and Register Theory. SFL is a method in which meta-function; ideational, interpersonal and textual meaning refer to while register theory is in which field, mode, tenor refer to. Register theory is another factor of style and dialects in any study of language variety which is realized by the analysis of three meta-function devices namely ideational, interpersonal, and textual meaning. These methods are respectively specified as follow:

2.1.1 Systemic Functional Linguistics

Systemic Functional Linguistics (SFL) is a linguistics study centered on the notion of language function, an approach to linguistic that also considers language as a social semiotic system. SFL accounts for the syntactic structure of 68language placing the function of language as central (what language does, and how it does it), in preference to more structural approaches which place the elements of language and their combinations as central. SFL starts at social context, and looks at how language both acts upon, and is constrained by this social context (Isfla, 2014). Halliday (2004: 29) proposes that all languages involve three generalized functions, or meta-functions; one construes experience (meanings about the outer and inner worlds); one enacts social relations (meanings concerned with interpersonal relations), and one weaves together of these two functions to create text (the wording). Because these functions come together simultaneously - one cannot mean the world without having either a real or virtual audience. In other word that the three functions are not there accidentally but can be inferred from the linguistic unit of a text such as in words, phrases, clause, and sentence. Language furthermore must also be able to bring these meanings together: this is the role of structural organization, be that grammatical, semantic or contextual. These three generalized functions are termed

‗meta-functions‘.

2.1.1.1 Meta-functions

The basic principle of meta-function is based on the question -what are the basic functions of language, in relation to our ecological and social environment? The suggestions are two: making sense of our experience and acting out our social

relationships (Halliday, 2004: 29). Meta-functions refer to three types of meaning technically are termed as ideational, interpersonal and textual which should be fulfilled by human in using language. These three meta-functions work to represent, to exchange, and to organize experience. Halliday (2004: 29) proposes that language construes human experience, provides a theory of human experience, and certain of the recourse of the lexico-grammar of every language are dedicated to that functions called ideational meta-function and it is distinguished into two components; the experiential and the logical meaning. While construing, language is also enacting: enacting out personal and social relationships with other people around us. This kind of meaning is more active rather than ideational: if the ideational function of the grammar is ‗language is

reflection‘, this is ‗language as action.‘ It is called by interpersonal meta-function.

Interpersonal meta-function is built on assumption that every message is both about something and addressing someone and these two motifs can be freely combined. Another mood of meaning is textual meta-function. This mood of this meaning is on it both construing experience and enacting interpersonal relations depended on which is being able to build up sequences of discursive flow and creating cohesion and continuity as it moves along. These three meanings are specified as below:

2.1.1.1.1 Ideational Meaning

Ideational meaning is meaning about how we represent reality of language. In SFL, this type of meaning involves two components; experiential meaning in the clause and that of the logical meaning between clauses in the clause complexes. Experiential meaning is expressed through the system of

Transitivity or process types; material (process of doing), mental (process of sensing), relational (process of being), verbal, (process of saying), existential (process repressing that something exists or happens) and behavioral (typically processes of psychological and physiological behavior) while logical meaning is realized through the grammar of logical meaning. Experiential meaning as has been mentioned above is expressed through the system of transitivity. The process of transitivity is well-known as processes including material, mental, relational, verbal, existential, and behavioral. These processes by Halliday (2004: 172) figured as bellow:

Figure 2.1

The Grammar of Experience: Type of Process in English

The first process category is material process, a process of ‗doing‘. It expresses the notion that entity ‗does‘ something which may ‗to‘ some other

entity (Halliday, 2004: 181). It can be probed by asking: what did x do? Or what did x do (to y)? (Eggins 2004: 215, 216).

(1) Someone pounded the hood of the car.

(2) I was pulled roughly out through the window.

In (1), we can ask such process to probe them by this way: what did x (someone) do? Or what did x (someone) do to y (the car)? while in (2) from the persona I‘s point of view, on the other hand, the process is not one of doing but

one of ‗happening‘ so we can also say what happened to x ( I )?. Consequently if

there is a Goal of the process, as well as an Actor, the representation may come in either of two forms: either operative (active) - someone pounded the hood of the car., or receptive (passive) - I was pulled roughly out through the window.

someone pounded the hood of the car

Actor Process: active

Subject Finite Predicator Complement

Mood Residue

Theme Rheme

Figure 2.2: Operative Transitivity of Material Clause with Process Realized by Active Verbal Group

I was pulled out through the window (by some one)

Goal Process: passive Actor

Subject Finite Predicator Adjunct

Mood Residue

Theme Rheme

Figure 2.3: Receptive Transitivity of Material Clause with Process Realized by Passive Verbal Group

The second process category is mental process. It is related to clauses normally have at least one participant representing the one who thinks, sees, likes, and wants, and so on (Lock, 1996: 104). A participant in the mental process clause must be a conscious human participant. This participant called the Senser and Halliday also label participant for nature of the non-active participant named

phenomenon – is that which is thought, felt or perceived by the conscious Senser (Eggins, 2004: 227).

(3) I saw a gang of people. (4) They really hate the Chink.

(5) …the humiliation, the bitterness, and the insult felt by a woman.

Number (3), (4), and (5) respectively are perception, affection, and perception represented by saw, hate, and felt. ‗I‘ in (3) and ‗they‘ in (4) are Senser and the participant referred to is phenomenon represented respectively by a gang of people, the Chinks, and the humiliation, the bitterness, and the insult. To understand how the processes could be grouped into perception, affection, cognition or violation, Lock (1996: 105) has categorized them into four subtypes of mental process. The first type, perception, includes processes such as seeing, hearing, noticing, feeling tasting, and smelling. The second type, affection, includes processes such as liking, loving, admiring, missing, fearing, and heating. The third type, cognition, includes processes such as thinking, believing, knowing, doubting, remembering and forgetting. The fourth violation includes process such as wanting, needing, intending desiring, hoping and wishing.

By comparing the figure (4) and (5), we notice that the fourth figures and the fifth is active sentence while the last is passiveso each sentence can be explained as following figures:

I really hate the chinks

Senser Process : affection / active Phenomenon

Subject Finite Predicator Complement

Mood Residue

Theme Rheme

Figure 2.4: Mental Clause with Process Realized by Active Verbal Group (1)

…the humiliation, the bitterness,

and the insult (was) felt

by a woman

Phenomenon Process: passive Actor

Subject Finite Predicator Adjunct

Mood Residue

Theme Rheme

Figure 2.5: Mental Clause with Process Realized by Passive Group (2)

Besides mental processes, we have mental action process; a process on the borderline between mental processes and action processes, in other word they have some characteristics of both, for example:

(6) First she tasted the porridge from Papa Bear‟s great big bowl.

(7) I watch that ball…

(8) …then I then know they are listening carefully.

(9) That course encourages me to think about the relevance of race. Lock (1996: 116) specifies both processes in the following sentences:

Mental-action processes must normally have a participant which, like the Senser in mental processes, must be animate and is usually human. However, unlike mental processes, but like many Actors in action processes, this participant normally acts deliberately.

Like action process, questions can be asked to probe of the mental-action processes, for example: what did x do? Or what did x do to? The following are examples listed by Lock (1996: 116) are needed to have good understanding on mental processes and mental action process. Please have a look at the following examples.

1. Mental process

- I think there is a problem here - I can taste garlic in this - I can see the screen - I can hear the radio 2. Mental action process

- I am tasting the soup - I am watching the screen - I am listening to the radio

The third process category is relational processes based on figure 1, have attributive, identity and symbolizing. Attributive, identifying, and possessive are three subtypes of relational process (Lock, 1996:126). The verbs which are grouped into this process are BE (is, am, are, was, were, etc) and linking verbs (become, seem, cost, look, sound, smell, weight, etc.) as in (10), (11), (12) and (13) while the participant is referred to as the Carrier of the Attribute. The Carrier is normally mapped onto the Subject and the Attribute is normally onto the Complement (Lock, 1996:126).

(10)Her pretty face was full of unimaginable emotional pain. (11)Maybe, I am dog.

(12)I am of Chinese ancestry.

(13) It seems as if what she‟d experienced and felt couldn‟t be put into sentence

In the (10), (11), (12), the verbs are ‗be‘- intensive attribute verbs while

(13) are linking verb – perception-type linking verbs. As mentioned above in what we have onto subjects are Carrier therefore Her Pretty face, I, and it are identified as Carrier while Attribute comes after verbs. Those sentences will be specified as below.

her pretty face was full of unimaginable emotional pain. Carrier Process : intensive Attributive

Subject Finite Predicator Complement

Mood Residue

Theme Rheme

Figure 2.6: The Analysis of Example 10 (Relational Process) with Process Realized by „be‟

Maybe I am dog Adjunct Carrier Process : intensive Attributive

Subject Finite Predicator Complement

Mood Residue

Theme Rheme

Figure 2.7: The Analysis of Example 11 (Relational Process) with Process Realized by „be‟

I am of Chinese ancestry

Carrier Process : intensive Attributive

Subject Finite Predicator Complement

Mood Residue

Theme Rheme

Figure 2.8: The Analysis of Example 12 (Relational Process) with Process Realized by „be‟

It seems as if what she’d experienced and felt

couldn’t be put into sentence

Carrier Process : intensive Attributive

Subject Finite Predicator Complement

Mood Residue

Theme Rheme

Figure 2.9: The Analysis of Example 13 (Relational Process) with Process Realized by Linking Verb

From figure 7 to 10 can be grasped how and where Carrier and Attribute placed. As mentioned above that Carrier and Attribute respectively put in the position of Subject and Complement.

The fourth process category is verbal process. They are processes of saying and are expressed by verbs such as say, tell, ask, reply, and suggest (Lock, 1996: 116). Verbal process typically contains three participants namely Sayer, Receiver and Verbiage. The Sayer is the participant who is responsible for the verbal process. Receiver or Addressee is the one to whom the verbal process is directed: the beneficiary of a verbal message occurring with or without a preposition depending on position in the clause. The Verbiage is a nominalized statement of the verbal process: a noun expressing some kind of verbal behavior (e.g. statement, questions, retort, answer, story, etc.). These two following

sentences are examples of verbal processes and the analyses of which are right of these sentences.

(14)She said our subdivision was surrounded... (15)They called me from home.

She said our subdivision was surrounded

Sayer Process : verbal Goal Process : passive

Subject Finite Predicator Subject Finite Predicator

Mood Residue Mode Residue

Theme Rheme Theme Rheme

Verbiage Figure 2.10: The Analysis of Example 14 (Verbal clause)

with Process Realized by Active Group

They called me from home

Sayer Process : verbal Receiver/ addressee Adjunct Circumstantial

Subject Finite Predicator

Mood Residue

Theme Theme

Figure 2.11: The Analysis Of Example 15(Verbal Clause) with Process Realized by Passive Group

The fifth process category is Existential process. It represents experiences by positing that ‗there was/ is something‘ (Eggins, 2004: 238). Existential processes typically employ the verb ‗be‘ or synonyms such as exist, arise, occur. The obligatory participant in an existential process is Existent which usually follows the there is/ there are sequence. The sentence (16) and (17) are the example of it.

(16)There were about twenty five people.

(17)There was a picture of my boyfriend in my wallet.

The last process category is behavioral process. Behavioral process typically is a process about processes relating to physiological and psychological behavior or process (Eggins, 2004: 233). Halliday describes these processes

semantically as a ‗half-way house‘ between mental and material processes. This

Eggins (2004: 233) lists some verbs categorized as behavioral processes among other are breathe, cough, dream, frown, gawk, grimace, grin, laugh, look over, scowl, smile, sniff, snuffle, stare, taste, think on, watch. The majority of Behavioral processes have only on participant namely Behavar who must be a conscious being.

(18)I thought of my boyfriend. (19)Just sleep there for now.

I thought of my boy friend

Finite Predicator Complement

Behaver Process : behavior

Mood Residue

Theme Rheme

Figure 2.12.The Analysis of Example 18 (Behavioral Clause) with Process Realized by Passive Group

(you) just sleep there for now

Adjunct Finite Predicator Complement

Behaver Process: behavior

Mood Residue

Theme Rheme

Figure 2.13.The Analysis of Example 19(Behavioral Clause) with Process Realized by Passive Group

The second component of ideational meaning is the logical structure of the clause complex. In logical structure, we review the two systems of logical relations: that of taxis (how two or more adjacent clauses are linked to each other trough relation of dependency and interdependency) and logical semantics (the type of meanings that allow adjacent clauses to project or expand on each other) (Eggins, 2004:254). Both experiential and logical meta-functions according to Eggins (2004:207) are realized simultaneously with interpersonal meaning, so that the description of Transitivity in the clause complements its simultaneous Mood description. While the Mood structure of the clause can be related to the contextual dimension of Tenor, transitivity choices will be related to the

dimension of Field, with the choice of process types and participants roles seen as realizing interactants‘ encoding of their experiential reality: the world of actions, relations, participants and circumstances that give content to their talk.

2.1.1.1.2 Interpersonal Meaning

Interpersonal function aims to exchange experience (Halliday, 1994:68). A clause as a representation of exchange can be analyzed in terms of the structural laments of interpersonal meaning. A clause is analyzable with respect to the functions of subject, finite, predicator, complement, and adjunct. In English mood, they are coded by subject and finite.

Interpersonal meaning and textual meaning as has been mentioned before respectively function to represent a relationship among people and attitudes one another and function express an attitude and take up a role in relation with other people and constitute the meaning concerned with interpersonal relation and (textual meaning) functions to know how the writer weaves together of these two functions to create text because these functions (ideational, relational and textual meaning) come together simultaneously. One cannot understand the world without having either a real or virtual audience. Lock (1996: 9-10) proposes that interpersonal meaning is the ways in which we act upon once another through language and the ways in which we express our judgments and attitudes. For example it deals with likelihood, necessity, and desirability. While textual meaning deals with how utterances are organized in relation to its context which will be explained explicitly below.

2.1.1.1.3 Textual Meaning

Textual function is one function in which language is used to organize human experience. This is to express that language is concerned with the organization of information within individual clauses. In order to do this language has equipment as to how experience is organized by using Theme, a starting point of a message, and Rheme, the rest of the message. Based on the three-dimensional meta-functional structure of the clause, we can identify three different types of elements of clause structure that can get to be Theme namely topical (experiential) elements, interpersonal element and textual elements. The brief examinations of each type are specified below:

2.1.1.1.3.1Topical (Experiential) Theme

Topical Theme as mentioned by Eggins (2004:301) refers to an element of the clause to which a Transitivity function can be assigned occurs in first position in a clause. This is can be specified in the following examples:

(20)Automatically I tried to move my hands to hold down the tight mini-skirt.

(21)In her eyes I saw an emotion that could not be put into words. automatically I tried to move my hands to hold down the

tight mini-skirt Adjunct:

Circumstantial Subject Finite Predicate Complement Topical

Theme Rheme

Figure 2.14: The Analysis of Example 20 - Topical Theme

In her eyes I saw an emotion that could not be

put into words Adjunct:

Circumstantial Subject Finite Predicate Complement Topical

Theme Rheme

In analyses of examples (20) and (21) which respectively could be seen in figures 15 and 16, there are two element of clause which is put in the first position in both clauses namely automatically and in her eyes, therefore both are considered as topical theme because the transitivity functions relate to both.

2.1.1.1.3.2 Interpersonal Theme

Interpersonal Theme as described by Eggins (2004:302) refers to a constituent to which we would assign a Mood label (but not transitivity label) occurs at the beginning of a clause. She adds that the constituents which can function as interpersonal theme are the unfused Finite (in interrogative structures) and all four categories of Modal Adjuncts: Mood, Vocative, Polarity and Comment. For examples:

(22)Did you ever do it? (23)Maybe I 'm a dog.

Did you (ever) do it

Finite Subject Predicate Complement

Mood Residue

Interpersonal Topical

Theme Rheme

Figure 2.16: The Analysis of Example 22 – Interpersonal Theme

Maybe I am a dog

Adjunct: mood Subject Finite Predicate Complement

Mood Residue

Interpersonal Topical

Theme Rheme

Figure 2.17: The Analysis of Example 23 – Interpersonal Theme

Figures 16 and 17 are both analyses of two examples above. From these analyses, we can see how interpersonal themes are placed and specified. As mentioned above that the constituent to which we would assign a Mood label or the unfused finite constituent or one of four categories of Modal Adjuncts: Mood,

Vocative, Polarity and Comment. These examples are respectively unfused finite constituent and modal adjunct mood.

2.1.1.1.3.3 Textual Theme

Eggins (2004:305) says that clause constituent that can occur in Thematic position element refer to two elements which do nit express any interpersonal and experiential meaning but which doing important cohesive work in relating the clause to its context. The two main types of textual elements which can get to be Theme are Continuity Adjuncts and Conjunctive adjuncts.

Conjunctive Adjuncts are words which are used in spoken dialogue to indicate that speaker‘s contribution is somehow related to (continuous with) what a previous speaker has said in earlier turn. The commonest continuity items are oh, well, yea or no (Eggins, 2004:3050) whereas in conjunctive adjuncts are two conjunctives, tactic conjunctions and cohesive conjunctions which respectively are used to link clauses together within a clause complex will necessarily occur in fist position in the clause (e.g. and, but) and links sentences to other sentences (e.g. however, therefore). Both kinds of conjunctions are described as textual Theme. For examples:

(24) But people call it red.

(25) …and the fact is, red has a different meaning for me.

(26) So I had no reason to trust this woman who intentionally dyed her hair red.

…but people call it red

Adjunct:

conjunctive subject Finite Predicator complement

complement attributive

Mood Residue

Textual Topical

Theme Rheme

…and the fact is red has different meaning for me Adjunct:

conjunctive Subject Finite

Predicato

r Complement

Mood Residue

Textual Topical

Theme Rheme

Figure 2.19: The Analysis of Example 25 – Textual Theme

…so I had no reason to trust

this man who intentionally dyed

her hair red Adjunct:

conjunctive Subject

Finite negative

Comple

ment Predicator Complement

Mood Residue

Textual Topical

Theme Rheme

Figure 2.20: The Analysis of Example 26 – Textual Theme

The three figures above are the analyses of examples (24), (25) and (26). These three examples specify where textual themes are put. As mentioned above that textual theme stand of two continuity adjuncts and conjunctive adjuncts. the

word ‗but‘ and ‗and‘ in the first and the second analysis stand for tactic

conjunctions because the constituents are used to link clauses together within a clause complex will necessarily occur in first position in the clause (e.g. and, but) while the last stand for cohesive conjunctions because it links sentences to other sentences which is using the word ‗so‘.

These functions (ideational, interpersonal, and textual meaning) can be specified through what Halliday (1985) proposes as follow. He says that ‗if we talk about grammar in English, there are three kinds of grammar, namely: ‗theme is the grammar of discourse‘, and ‗mood is the grammar of speech function‘, then ‗transitivity is the grammar of experience.‘ Halliday (1981) also defines transitivity as ‗the grammar of the clause‘ as ‗a structural unit‘ for ‗expressing a particular range of ideational meanings‘. Halliday also tells that this domain is

‗the cornerstone of the semantic organization of experience‘; it subsumes ‗all

participant functions‘ and ‗all experiential functions relevant to the syntax of the

clause‘ (Halliday, 1981:134). Based on these three grammar then the first will be answered. Both experiential meaning and logical meaning are analyzed through the analysis of transitivity and clause complex while interpersonal meaning and textual meaning are respectively analyzed through the analysis of mood and Theme.

2.1.2 Register: Context Situation in text

Context, according to Verdonk (2002: 6), has two types namely linguistic and non-linguistic context. Linguistic context refers to the surrounding features of language inside a text, like typography, sounds, words, phrases, and sentences which are relevant to the interpretation of other such linguistic elements. While non-linguistic context is much more complex notion since it may include any number of text-external features influencing the language style of the text. Eggins (2004: 9) proposes how text influenced by context (social process) or text-external features. He explains that SFL indentifies three key dimensions of the situations well-known by term Register Theory, a theory describes the impacts of dimensions of the immediate context of situation of a language event on the way language is used. These three dimensions are the register variable of mood (amount of feedback and role of language), tenor (role relations of power and solidarity) and field (topic or focus of the activity). These are used to explain our intuitive understanding that we will not use language in the same way to write as to speak (mood variation), to talk to our boss as to talk to our lover (tenor

variation) and to talk about linguistics as to talk about jogging (field variation). Register theory is specified as below:

Register according to Wardhaugh (1986: 48) is another factor of style and dialects in any study of language variety. Register are sets of vocabulary items associated with discrete occupational or social groups. Through the concept of register, we look more closely at how texts are coherent with respect to their context of situation and how is register realized in language. Eggins (2004: 111) specified and framed them as below:

Figure 2.21

Context in Relation to Language 2.1.2.1 Field of the Discourse

It refers to what is happening, to the nature of the social action that is taking place: what is it that the participants are engaged in, in which the language figures as some essential component. Eggins (2004: 111) proposes that the field of text can be associated with the realization of ideational meanings; these ideational

meaning are realized through the Transitivity and Clause Complex patterns of the grammar.

2.1.2.2 Tenor of the Discourse

It refers to who is taking part, to the nature of the participants, their statues and roles: what kinds of role relationships obtained among the participants, including permanent and temporary relationship of one kind or another, both the types of speech role that they are taking on in the dialogue and the whole cluster of socially significant relationships win which the are involved? Eggins (2004: 111) proposes that the tenor of a text can be associated with the realization of interpersonal meaning; these interpersonal meanings are realized through the Mood patterns of the grammar.

2.1.2.3 Mode of the Discourse

It refers to what part the language is playing, what it is that the participants are expecting the language to do for them in that situation: the symbolic organization of the text, the statues that it has, and its functions in the context, including the channel (is it spoken or written or some combination of the two?) and also the rhetorical mode, what is being achieved by the txt in terms of such categories as persuasive, expository, dialectic and the like. Eggins (2004: 111) proposes that the mode of a text can be associated with the realization of textual meanings; these textual meaning are realized through the Theme patterns of the grammar.

The three components above offer a system which helps to illustrate any socio-linguistic occurrence. Mode describes the way the language is being

used in the speech interaction, including the medium (spoken, written, written to be spoken, etc.) as well as the rhetorical mode (expository, instructive, persuasive, etc.) These three elements make the writer (literary maker) possible to orient himself in the context of situation. Tenor refers to the social relation existing between the interact acts in a speech situation. It includes relations of formality, power, and affect (manager/ clerk, father/ son). It influences interpersonal choices in the linguistic system, and thereby it affects role the structures and the strategies chosen to activate the linguistic exchange, while field refers to the subject matter (what is happening, to whom, where and when, why it is happening) and so on.

To analysis the text, the writer must try and maintain the situational and cultural context by finding the corresponding three components in the target language namely field, tenor, and field which respectively classified as follow. field is a situation where the writer will have decisions about what terminology to use, to what extent the worker‘s context is familiar to the target language reader, the type of grammatical structures to adopt (active/ passive); as well as Tenor is a situation where the writer will frame will frame the right choice of register (formal/ informal, modern/ archaic, technical/ non-technical); while Mode is a situation functions for the writer to know the way the text should be organized (where the information focus lies, what is given and what new information is provided, etc.)

2.2Review of Related Studies

Systemic functional linguistics (SFL) is one of many applicable methods to do research in analyzing text. SFL which is supported by register theory is a method that I use for this research. The following are some researches that use

SFL for their researches. Eggins (2004) for instance applies SFL to analyze the text entitled Crying Baby, a text about the most common reason why baby cries. The text attached in end part of her book entitled an Introduction to Systemic Functional Linguistics. Eggins applies the SFL method to analyze three different texts but the three texts have the same theme by formulating three research questions namely (1) What linguistic evidence is there for claiming that text 1.1, 1.2 and 1.3 shares a common field, (2) What is the relationships between different in tenor and the mood shift that sets text 1.3 apart form text 1.1 and 2.2, and (3) How is the generic structure of the written texts different from that of the spoken text? This study uses logico-grammatical analysis comprising of mood analysis, transitivity and theme analysis, clause complex analysis, cohesive analysis, and generic analysis.

Another studies using SFL are five following journals which are respectively written by Liping, C. (2014), Gledhill, C. (2013), Feng and Liu (2010), Arunsirot, S. (2013), and Bilal, A. H. (2012). Those journals respectively discuss the subdivision of metafunctions. The journal by Liping (2014) and Feng and Liu (2010) show how and in what ways ideational meaning and interpersonal meaning stand for, while the journals by Arunsirot, S. (2013) and Bilal, A. H. (2012) are both show the analyses of there subdivision of metafunctions including the analyses of ideational meaning, interpersonal meaning and textual meaning which simultaneously link with one another. The article from Gledhill, C. (2013) deals with register theory that which is built from understanding that text has its own discourse. This is associated by three analyses; transitivity and logico semantic and transitivity, mood structure and theme pattern (Eggins, 2009: 111).

Based on these related studies, I conduct my research using SFL supported by the theory of register because the data that I use for my research is short story therefore I suppose that it is needed because what we call by literary text absolutely refer to social setting of certain society and ‗Clara‘ in this case has a background of human tragedy of 1998 happens in Indonesia but even though it is derived from particular setting, it can be mirror what really happen in it therefore the register theory is supposed important to use. The same with but different form what these journals and article above propose, I conduct my research entitle A Metafunction Analysis on Seno Gumira Ajidarma‟s „Clara‟, The English Translation Version. This title is the same with some journals above because it uses metafunctions as its title and analysis but it different from above journals because this research includes the analysis of logical meaning analysis while above are not. Another differences are that this research use short story for its data analysis while above are speech and scientific texts and furthermore that the text that I use is English translation version which is originally written in Bahasa Indonesia then translated into English so that there some situational factors which can not be translated into English contextually.

2.2 Theoretical Framework

As mentioned previously that this study deals with SFL and register theory including meta-function meaning (interpersonal, relational and textual) and field, mood, and tenor indicating the situational context of text. The use of SFL and register theory in this research based on assumption that literary works is not as iconic objects set apart from a world of intention and effect, but as a socially determined communicative practice between reader and writer, and, as such,

analogous to other forms of communication. In short that literary work however constitutes the social context, therefore, both theories are used to specify the situational context of the text analyzed.

The use SFL deals with the answer to the first research question ‗What meta-functions are applied in Clara?‘ which uncover the three types of meaning; ideational, interpersonal and textual meaning while register theory and work for

the second research question ‗What register devices are used in the meta-functions

to reveal the ideologies in Clara?.‘ The register devices; mode, tenor and field which respectively stand for amount of feedback and role of language (mode), role relations of power and solidarity (tenor) and topic or focus of the activity (field) are associated by SFL. These three devices according Eggins, (2004: 9) function to explain our intuitive understanding that we will not use language in the same way to write as to speak (mood variation), to talk to our boss as to talk to our lover (tenor variation) and to talk about linguistics as to talk about jogging (field variation).

These three devices help to illustrate any socio-linguistic occurrence. Mode describes the way the language is being used in the speech interaction, including the medium (spoken, written, written to be spoken, etc.) as well as the rhetorical mode (expository, instructive, persuasive, end of thinking opacity) these three elements make the writer (literary maker) possible to orient himself in the context of situation. Tenor refers to the social relation existing between the interact acts in a speech situation. It includes relations of formality, power, and affect (manager/ clerk, father/ son). It influences interpersonal choices in the linguistic system, and thereby it affects role the structures and the strategies

chosen to activate the linguistic exchange, while Field refers to the subject matter (what is happening, to whom, where and when, why it is happening).

CHAPTER 3

RESEARCH METHODOLOGY

This chapter elaborates the methodology of the research working to achieve the objectives of this research. It consists of the explanations of object of the study, type of the research, procedure of data analysis and method taken to analyze the collected data. Due this study is meta-function, a study refers to systemic functional linguistics (SFL), I therefore propose the concepts of SFL and method thoroughly in the previous chapter and this chapter.

3.1 Object of the Research

The data of this study is English translated transcript of Clara native to Indonesian short story written by Seno Gumira Ajidarma. This short story is grounded in 1998 humanity tragedy happen in Indonesia. Clara is originally written in Bahasa Indonesia entitled Clara Atawa Gadis yang Diperkosa then Michael H. Bodden, a professor of Southeast Asia studies program in University of Victoria translated it into English and the data that I use for this study is the English translated transcript downloaded from www.warscapes.com. In this 2.747 word and 222 clause short story, the description of political situation of Indonesian around 1998, the warfare between the bourgeois (Chinese) and indigenous Indonesian, and how those bourgeoisies had been treated by ‗Indonesian‘ are specified and described. As narrated in ‗Clara‘, the Chinese ethnics became the object of the Indonesian abhorrence; they finally experienced a bad treatment such as torturing, raping and even killing. Clara was taken for the object of this research analyzed by applying the systemic functional linguistics

approach so the strong evidences of how ideational, interpersonal, and textual meaning are coded could uncover the meaning and message of this short story and through the register devices used in the meta-functions could reveal the ideologies implied n Clara.

3.2 Type of the Research

This study is a syntax study. Syntax is study on grammatical arrangement of words in a sentence, the way in which linguistic elements (as words) are put together to form constituents (as phrases or clauses) till the arrangement of words in a sentence reveal a meaning. In a language, meaning is a goal but besides meaning, form and function are two things which should stand together. Systemic functional linguistics through ideational, interpersonal, and textual functions which work to speak or opt words (meaning) is a method I use for this study.

Besides systemic functional grammar, register theory are used because both these theories also describe the ways of how the text relates to the social processes. Register theory in one hand is a theory describing the impacts of dimensions of the immediate context of situation of a language event on the way language is used. These dimensions are the register variable of mood (amount of feedback and role of language), tenor (role relations of power and solidarity) and field (topic or focus of the activity). These are used to explain our intuitive understanding that we will not use language in the same way to write as to speak (mood variation), to talk to our boss as to talk to our lover (tenor variation) and to talk about linguistics as to talk about jogging (field variation) (Eggins, 2004: 9).

3.3Procedure of Data Analysis

The procedure of data analysis relied on two research questions of this research namely (1) what meta-functions are applied in Clara? And (2) what register devices are used in the meta-functions to reveal the ideologies in Clara? The way of how meta-functions; ideational, interpersonal, and textual meaning and are register devices identified and analyzed and how register devices are used in meta-functions with the result that ideologies in Clara are revealed will respectively be analyzed as follow.

3.3.1 Ideational Meaning

Ideational meaning as has been mentioned before covers two devises; experiential meaning and logical meaning. The first ideational meaning (experiential meaning) can be identified based on Halliday‘s of transitivity approach of systemic functional grammar. The identification of each process can be test and identified based on the verbs contained in the clauses as seen the following table.

Table 3.1

The Ways of How Experiential Meaning Analyzed

No Process Verb

Category Condition Example

1 existential

verb be/ linking Verb

there is present as the subject

be; is, am, are, was, were, be, been

2

Relational (identifying)

be is followed with a noun

(phrase)

be; is, am, are, was, were, be, been Relational

(attribute)

be is followed with adjective(s)

be; is, am, are, was, were, be, been Relational

(attribute)

non-action Verb

The verb is followed by adjective(s)

seem, look, appear, sound, taste

3 Material action Verb The verb is transitive

kill, attack, ban, rescue

202 I wanted to get up - - - √ declarative 203 but there was a sharp pain in my

groin

√

adversative - - - 204 it was like a spear had been thrust

deeply between my thighs - -

√

predicated -

205 oh, I can't express how much my heart ached

√

continuative - - - 206 I have no words for it - - - √

declarative 207 I don't know the language for it - - - √

declarative 208 I only know Indonesian and

enough English to do business - -

√ declarative 209i people say - - - √

declarative

209ii

Chinese is very rich in terms for describing feelings, a look of disbelief on her face

- - - -

210 but I can't speak a word of Chinese in any dialect

√

adversative - - - 211 except those words that concern

prices

√

adversative - - -

212

I 'm only a Chinese woman born in Jakarta who from the time he was just [a little girl] was plunged into the world of business

- - -

√ declarative

multiple

213 I 'm not a linguist nor a poet - - - √ declarative 214 I don't know - - - √

declarative

215i

if the comprehensive Indonesian dictionary contains the words to express the pain the humiliation the bitterness

- - - √

declarative

215ii

and the insult felt by a woman who's been gang raped by many men —

√

additive - - -

216 because she is a Chinese woman - -

√ accompanim

ent reason

-

217i my boyfriend, on the other hand,

is so shy - -

√ manner: comparison

-

217ii even about kissing meon the lips √

additive - - - 218 my groin hurt - - - √

declarative 219 but I knew it would heal quickly √

adversative - - - 220i but the wounds in my heart √

adversative - - - 220ii must I carry those with me to the

grave? - - -

√ interrogative 221 just who do you suppose would - - - √

defend us? wh: interrogative 222 can it really be that we were born?

just to be hated? - - -

√ interrogative

223 I couldn't move until a stooped old

woman came over to me - - -

√ declarative 224 she immediately covered my body

with a cloth - - -

√ declarative

225 forgive our boys - -

projected -

√ imperative 226i she said - - -

projecting

√ declarative 226ii they really hate the Chinks - - - √

declarative

227 I didn't have time to ponder the

meaning of that sentence - - -

√ declarative 228 I wrapped the cloth around my

body - - -

√ declarative 229 and unsteadily headed for the spot

where my belongings lay scattered

√ adversative

- projecting

-

projected - 230i I picked up my hand phone - - - √

declarative 230ii and heard my father's message √

adversative - - -

231i if you're hearing this message - -

√ cause location

-

231ii

I hope you 're already in Hong Kong, Sydney, or at least in Singapore

- - - √

declarative

232 brace yourself , Clara - √

vocative -

√ imperative

233

your two sisters, Monica and Sinta, were thrown into the fire after being raped

- - - √

declarative

234 mama was raped too - - - √ declarative 235 then killed herself jumping from

the fourth floor

√

continuative - - -

236 maybe I'll follow her -

√ adverbial expression

- -

237 I don't know whether it's worth

living any longer - - -

√ declarative

multiple 238 I feel I just want to die - - - √

declarative * * *

239 she was sobbing again - - - √ Declarative 240 yet no tears fell √

continuative - - - 241 then she fainted √

242 I ignored the fact that she was

sprawled out on the chair - - -

√ declarative

multiple 243 she was only wearing a cloth - - - √

Declarative 244 an old woman from a Kampung

by the toll road had helped her - - - - 245 she was sprawled naked by the

roadside - - -

√ Declarative 246i the old woman said - - - √

Declarative 246ii I'd already reported it to my

commander - - -

√ Declarative

247 over the phone, he shouted - -

√ manner:

quality

-

248 another one!

249 there has been a lot of cases like

this today - -

√

predicted - 250 hold her there - - - √

Imperative 251 don't let anyone know - -- - √

Imperative 252 and be especially sure the

reporters and

√

additive - - - 253 NGO's don't get wind of it √

additive - - -

254 an office boy put smelling salts

under her nose - - -

√ declarative

multiple 255 she came to again

256 so you're trying to say you were raped?

√

continuative - -

√ Interrogative

257 she stared intently at me - - - √ Declarative

258

yet you just said that you lost consciousness immediately after . . .

√

adversative - - - 259 what was it . . .

260 your panties were pulled off - - - √ imperative

261 she stared at me, a look of

disbelief on her face - - -

√ declarative

262 how can you prove that you were

gang raped? - - -

√ wh: interrogative

263 in her eyes I saw an emotion that

could not be put into words - -

√ location:

place

-

Declarative

265 of course, they were split and

bruised from being hit -

√ adverbial expression

- -

266 but that didn't mean the woman wasn't attractive

√

adversative - - - 267 she must be rich - - - √

declarative

268i after all, she drives a BMW - -

√ circumstantia

l

-

268ii a woman executive - - - √ Declarative 269 I want to be rich too - - - √

Declarative

270i but even though I've put the squeeze on people here

√ adversative

√ adverbial expression

- -

270ii and taken bribes there √

additive - - - 271 my situation still hasn't improved

any - - -

√ declarative 272 and I still haven't managed to get

rich

√

additive - - - 273 I've never even had a ride in a

BMW - - -

√ declarative

274 and of course I feel a certain way

about the rich — additive √

√ adverbial expression

- -

275 and especially if they're Chinks √

additive - - - 276 I hate them - - - √

Declarative

277 Yeah √

continuative 278 the cloth covering her slipped

down a bit - - -

√ Declarative 279 and I got a glimpse of her

shoulder, so white . . .

√

additive - - -

280 don't be too quick to make an

issue of being raped - - -

√ imperative:

negative 281 rape is the hardest thing to prove - - - √

Declarative 282i if something goes wrong - - √

cause - 282ii you'll be accused of slander - - - √

Declarative

283

anger flared from her eyes for an instant That she had the guts to report all this in the first place already showed that she was a woman with backbone

- - projecting

- projected

√ Declarative

declarative 285 And she stood up √

additive - - - 286 she had only a cloth draped

around her shoulders - - -

√ Declarative 287 It wasn't quite long enough — - - √

predicted - 288 I could see her feet - - - √

Declarative 289 so white and unblemished √

continuative - - -

290 just sleep there for now

291 things are still unsettled out there –

292 shops are being burned 293 and lots of Chinese women are

being raped

√ additive

294 no, I want to go home

295 who's going to take you home

when the riots are still going on? - - -

√ wh interrogative 296 you want to walk home like that? - - - √

Interrogative 297 when even police posts are being

burned everywhere - - -

√ interrogative

298 she didn't say a thing - - - √ Declarative

299 sleep over there - - - √ Imperative 300 I pointed to a long bench - - - √

Declarative

301 tomorrow morning you can go

home - -

√ location:

time

-

302 I saw her walk to where I'd

indicated - - -

√ Declarative

303 in the light of the lamp, the curves

of her body were silhouetted - -

√ location:

time

-

304 she was really beautiful and

attractive - - -

√ Declarative 305 even thoughher hair was dyed red √

continuative -

projecting - - 306 I, too, felt like raping her - - -

projected

√ declarative 307 I already told you - - - √

declarative 308 maybe I'm a dog - √

adjunct 309 maybe I'm a pig – -

√ comment:

adjunct

- -

310 butI wear a uniform √

adversative - - - 311 you'll never know who I really am - - - √

declarative 312 the problem is according to the

scientists, no animal commits rape - - -

√ declarative

313

of course, I don't need to report this one little thing to my commander

- -

√ accompanim

ent reason

314 I can only tell it in all truth to you - - - √ declarative 315 but with this proviso — it's all a

secret

√

adversative -

√

predicted - 316 so don‘t tell anyone √

continuative -

√ accompanim

ent reason

√ imperative