INDONESIAN-ENGLISH FABLE CHARACTERS’ REPRESENTATION AND AUTHORS’ WORLDVIEW.
Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
Indonesian-English Fable Characters
’
Representation and Authors’ Worldview
A Research PaperSubmitted to the English Education Department of the Faculty of Languages and Arts Education of the Indonesia University of Education as Partial Fulfillment of the
Requirements for Sarjana Sastra Degree
By:
TERRA PATRIANA (0806398)
English Education Department
Faculty of Language and Arts Education
Indonesia University of Education
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Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
Indonesian-
English Fable Characters’
Representation and Authors’
Worldview
Oleh Terra Patriana
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Terra Patriana 2013 Universitas Pendidikan Indonesia
April 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
Indonesian-English Fable Characters’ Representation and Authors’ Worldview
A Research Paper By
Terra Patriana 0806398
Approved by
Main Supervisor
Dadang Sudana, M.A., Ph.D. NIP. 19600919190031001
Co-Supervisor
Budi Hermawan, M.P.C. NIP. 197308072002121002
Head of Department of English Education Faculty of Languages and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Abstrak
Riset ini membahas mengenai bagaimana binatang sebagai karakter direpresentasikan dalam fabel berbahasa Indonesia dan Inggris, juga pandangan seperti apa yang penulis sampaikan melalui fabel yang mereka tulis. Riset ini deskriptif dengan elemen kuantitatif berupa persentase. Teori yang dipakai dalam riset ini adalah Transitivity dan Theme-rheme yang dikembangkan oleh Halliday
dan para pengikutnya. “Si Kancil dan Siput” dan “The Tortoise and The Hare”
yang diunduh pada Oktober 2012 dari childhoodreading.com dan
www.ceritaanak.org adalah sumber data riset ini. Dalam riset ini, ditemukan bahwa penulis Indonesia memandang binatang sebagai pembicara (dilihat dari proses verbal), dan biasanya melakukan sesuatu tanpa terlalu banyak pertimbangan, sementara penulis Inggris memandang binatang sebagai makhluk hidup (dilihat dari proses behavioural), yang mana, selain melakukan aksi, binatang juga memahami itu. Terlebih lagi, fabel berbahasa Inggris melihat partisipan dalam klausa sebagai aspek penting dalam cerita, juga sebagai titik tolak dari kejadian-kejadian dalam cerita, lebih dari fabel berbahasa Indonesia.
Kata Kunci: SFL, transitivity, theme-rheme, thematic progression, fabel, , pandangan
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Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview
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Abstract
The present research investigates how animals as characters are represented in
Indonesian and English fables and the authors’ worldview through the fable they
rewrite. It is descriptive with the element of quantitative in the form of percentages. The main theoretical framework of the research is transitivity and theme-rheme as proposed by Halliday and his followers. “Si Kancil dan Siput”
and “The Tortoise and The Hare” which were downloaded October 2012 from childhoodreading.com and www.ceritaanak.org have been used as the source of the data. The research finds that Indonesian author sees animals as the sayer (verbal process), and usually do things without too much considerations, while English author sees animals as the being (behavioural process), in which besides doing actions, animals also sense it. Furthermore, English fable considers participants of the events as the important aspect in the story, and as the departure of events more than Indonesian fable does.
Keywords: SFL, transitivity, theme-rheme, thematic progression, fables, worldview
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TABLE OF CONTENTS
STATEMENT……… i
PREFACE………. ii
ACKNOWLEDGEMENT……… iii
ABSTRACT……….. iv
TABLE OF CONTENTS……….. v
LIST OF TABLES………. ix
LIST OF FIGURES………... x
CHAPTER I INTRODUCTION………. 1
1.1. Background ……… 1
1.2. Research Questions……… 4
1.3. The Scope of the Research………. 4
1.4. Aims of the research……….. 4
1.5. Research Method…….……….. 5
1.5.1. Data Collection……….. 5
1.5.2. Data Analysis………. 5
1.6. Clarification of terms………. 6
1.7. Organization of the research……….. 8
CHAPTER II THEORITICAL FOUNDATIONS……… 10
2.1. Narrative……… 10
2.2. Representation………13
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2.3.1. Hallidayan Functional Grammar………16
2.3.2. The strands of meanings……… 18
2.3.3. Transitivity………. 19
2.3.3.1. Clause as Representation…………... 19
2.3.3.2. Types of Process……… 20
2.3.3.2.1. Material Clauses……….23
2.3.3.2.2. Mental clauses..………...24
2.3.3.2.3. Relational Clauses…………. 26
2.3.3.2.4. Behavioural Clauses……….. 28
2.3.3.2.5. Existential Clauses…………. 31
2.3.3.3. Range………. 32
2.3.3.4. Circumstantial elements………. 33
2.3.4. Theme-Rheme..………...35
2.3.4.1 Ideational………36
2.3.4.2 Textual………... 36
2.3.4.3 Interpersonal Theme……….. 37
2.3.4.3.1 Modal adjunct..………...37
2.3.4.3.2 Vocatives………37
2.3.4.4 Thematic Progression..………...38
2.3.4.4.1 Theme Reiteration………….. 38
2.3.4.4.2 The Zig-zag Pattern…………38
2.3.4.4.3 The Multiple Rheme……….. 39
2.4 Previous Researches……….. 39
CHAPTER III RESEARCH METHOD………..……….. 41
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3.1. Research Method………... 41
3.2. Data Collection……….. 42
3.2.1 Summary of The Stories……… 42
3.3. Data Analysis………. 43
3.4. Research Procedure……… 43
3.5. The Presentation of Data Analysis………. 44
CHAPTER IV FINDINGS AND DISCUSSION……….. 46
4.1. Findings………. 46
4.1.1. The transitivity analysis of Indonesian fable entitled ‘Si Kancil dan Siput’……….. 46
4.1.1.1. Material Process………. 47
4.1.1.2. Verbal Process………... 49
4.1.1.3. Attributive Process………. 50
4.1.1.4. Behavioural Process……….. 52
4.1.1.5. Mental Process………... 52
4.1.1.6. Identifying Process……….53
4.1.2. The transitivity analysis of English fable entitled ‘The Tortoise and The Hare’……….. 55
4.1.2.1. Material Process………. 56
4.1.2.2. Behavioural Process……….. 57
4.1.2.3. Attributive Process………. 59
4.1.2.4. Mental Process………... 60
4.1.2.5. Verbal Process………... 61
4.1.2.6. Existential Process………. 63
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4.1.3. The theme-rheme analysis of Indonesian fable entitled ‘Si
Kancil dan Siput’………. 64
4.1.3.1. Participants as theme………. 65
4.1.3.2. Process as theme……… 66
4.1.3.3. Conjunction structural as theme…… 67
4.1.3.4. Thematic Progression of Indonesian Fable entitled ‘Si Kancil dan Siput’………... 67
4.1.4. The theme-rheme analysis of English fable entitled ‘The Tortoise and The Hare’……….. 68
4.1.4.1. Participants as theme………..70
4.1.4.2. Conjunction structural as theme……. 70
4.1.4.3. Process as theme……… 71
4.1.4.4. Thematic Progression of English fable entitled ‘The Tortoise and The Hare’………. 71
4.2 Discussions……….. 73
CHAPTER V CONCLUSIONS………... 76
5.1. Conclusions……… 76
5.2. Suggestions for future research………. 77
BIBLIOGRAPHY……….. 78 APPENDICES
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LIST OF TABLES
Table 2. 1 Grammars perspective………... 17 Table 2. 2 Relationship between context, meanings, and wordings (Gerot and
Wignell: 1994)………... 18
Table 2. 3 Process types, their meanings and characteristic participants (Halliday and Matthiessen: 2004)……….. 32 Table 4. 1 Distribution of Process Types in Indonesian fable………... 46 Table 4. 2 Distribution of Material Process in Indonesian fable…………... 48 Table 4. 3 Distribution of Verbal Process in Indonesian fable……….. 50 Table 4. 4 Distribution of Attributive Process in Indonesian fable………... 51 Table 4. 5 Distribution of Identifying Process in Indonesian fable………... 54 Table 4. 6 Distribution of Process Types in English fable……… 55 Table 4. 7 Distribution of Material Process in English fable………. 57 Table 4. 8 Distribution of Behavioural Process in English fable………….. 58 Table 4. 9 Distribution of Attributive Process in Tortoise fable……… 60 Table 4. 10 Distribution of Mental Process in Indonesian fable……… 61 Table 4. 11 Distribution of Verbal Process in Indonesian fable……… 62 Table 4. 12 Distribution of Types of Theme in Indonesian fable………….. 64 Table 4. 13 The Rank of Distribution of Types of Theme in Indonesian
fable………65
Table 4. 14 The Measurement of Pattern of Thematic Development Occurences in
Indonesian Fable……… 68
Table 4. 15 Distribution of Types of Theme in English fable………... 69 Table 4. 16 The Rank of Distribution of Types of Theme in English fable.. 69 Table 4. 17 The Measurement of Pattern of Thematic Development Occurences in
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LIST OF FIGURES
Figure 2. 1 Types of theme……… 36 Figure 2. 2 The zig-zag pattern of thematic development (Eggins
2004:324)……….. 38
Figure 2. 3 The Multiple Rheme pattern of thematic development (Eggins
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1 CHAPTER I
INTRODUCTION
This chapter presents the background of this research, research questions, the scope and the aims of research, research method, and the organization of the research.
1.1. Background
Languages, like that used in literature written for children, are often used as a
vehicle to show an author‟s intended message, and to unearth the message
requires an in-depth analysis. Knowles and Malmkjær (1996) state that the study of literature written for children from a linguistic perspective is considered as a
comparatively new field of study. In relation to this, Shavit says “Children‟s
literature evolved from the convergence of and interaction among several cultural fields or systems” (cited in Knowles and Malmkjær, 1996). Knowles and
Malmkjær (1996) further state that children‟s books are written for a special
readership that is children, but normally they are written by adults. After all,
children‟s books are written and then controlled by adults in which they determine what the children read.
Children's books are often presented in text and images. A text itself was traditionally referred to written words. However, Halliday and Hasan (cited in Eggins, 2004:24) state that linguistically, texts can be spoken and written, as long
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2 as they form a unified whole. Moreover, Barker (cited in Hermawan, 2012) states that text can be further understood as "all practices that signify".
Related to text, and specifically to children's books, according to Hermawan (2012), the message sent in the story is actually a belief of how 'reality'
should or should not be, a worldview or ideology. Children‟s story, which has
been mentioned before, is created and controlled by adults who have their own worldview or ideology. Similarly, Nikolajeva (2008) mentions that writers have usually read books by other writers, or are at least aware of them. Specifically, the writers of children's literature are most likely to have read the major children's classics, but they have probably also read mainstream literature. It can be said that writers, consciously or not, are affected by what they read and even by what they
have not read, but only heard about. Thus, children‟s literature can be said to be „shaped‟ by the culture that the writers live in, and it contains ideology of the writers.
Using transitivity and theme-rheme analyses, the present research attempts to reveal how characters in children fables are represented, and the worldview of Indonesian and English authors as evidenced in their use of language. Transitivity analysis can be used to see clauses used to represent the worldview in the stories.
The system of transitivity is used to explore the clause in its „who
-does-what-to-whom‟, „who/what-is-what/who‟, when, where, why, or how function (Gerot and Wignell: 1994). Meanwhile theme-rheme analysis is done to reveal the textual meanings, whether it is contextually and co-textually relevant. Those analyses can
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3 Transitivity analysis has been used to analyze texts in many studies, for example Hopper and Thompson (1980) stress that, although the implicational interrelationships among the elements of the transitivity continuum have a certain validity at the sentence level, there are the explanation for the salience of the particular features in discourse. Martin (1996) proposed a reinterpretation of Tagalog case relations within the framework of systemic functional linguistics which starts with the notion of process type and establishes distinct case frames for each of the different types of experiental meaning. In Indonesian context, Lukmana, et al (cited in Hermawan, 2012) investigated the thematic progression of Kakawihan Barudak Sunda (Sundanese Children Nursery Rhymes). Hermawan (2012) also conducted the study of theme-rheme and transitivity analyses in Carita Berbahasa Sunda (Sundanese Children Story), to reveal the worldview of Sundanese. In conclusion of his journal, he suggests that stories may be a site to store an ideology, and also a media to spread it. Further, his analysis shows that, by looking at the selected process type in the clauses of Carita Berbahasa Sunda, Sundanese tends to consider time as something flexible.
The present research focuses on how characters in children fables are represented, and the worldview of Indonesian and English authors as evidenced in their use of language, from the point of view of transitivity and theme-rheme, as proposed by Halliday (1994), which is further developed by Halliday and Matthiessen (2004), Gerot and Wignell (1994), Eggins (2004), and Martin and Rose (2003).
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4 1.2.Research Questions
The present research attempts to answer the following questions:
1. How animals are represented in the selected English and Indonesian fables?
2. What is the worldview of Indonesian and English fable authors as evidenced in their use of language, from the point of view of three strands of meanings of Functional Grammar?
1.3.The Scope of the Research
The present research is limited to only investigate how characters in children fables are represented, and the worldview of Indonesian and English authors as evidenced in their use of language, from the point of view of transitivity and theme-rheme.
1.4.Aims of the research
The present research is aimed at revealing the worldview of Indonesian
author and English author based on the analysis of children‟s stories that are
produced by adults, and consumed by children. The research is expected to: 1. Identify how characters in children fables are represented.
2. Identify the worldview of Indonesian and English authors as evidenced in their use of language, from the point of view of three strands of meanings of Functional Grammar.
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5 1.5. Research Method
This present research is descriptive with the element of quantitative in the form of percentage. The present research identifies transitivity and theme-rheme system of Indonesian fable entitled “Si Kancil dan Siput” and English fable entitled “The Tortoise and The Hare”. By analyzing the transitivity and theme-rheme system of the texts, the representation of the characters and the worldview of Indonesian and English as it is evidenced in the texts can be revealed.
1.5.1. Data Collection
The data used in this research are in the form of clauses taken from
Indonesian and English fables. The fables are “The Tortoise and The Hare” rewritten by Arthur Rackham for English fable and “Si Kancil dan Siput”
rewritten by Ghulam Pramudiana for Indonesian fable, which are downloaded on October 2012 from several sites, such as childhoodreading.com, and ceritaanak.org.
1.5.2. Data Analysis
The collected data are then broken down into clauses and analyzed using transitivity and theme-rheme proposed by Halliday (1994), which is further developed by Halliday and Matthiessen (2004), Gerot and Wignell (1994), Eggins (2004), and Martin and Rose (2003).
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6 1.6.Clarification of terms
1 Narrative
Narrative is a piece of text which tells a story to inform and entertain the reader and listener
2 Fable
Fable is a short tale to teach a moral lesson, often with animal or inanimate objects as characters
3 Children‟s literature
Children‟s literature is a form of literature which provides the interesting
and entertaining works, and especially designed for children. 4 Representation
Representation is an essential part of the process by which meaning is produced and exchanged between members of a culture
5 Clause
A clause is considered to be the largest grammatical unit, and a clause complex is two or more clauses that are logically connected.
6 Minor clause
A minor clause is a clause that has no predicator. 7 Major clause
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7 8 Independent clause
Independent clause is a clause that can stand alone and realize speech functions which are make statements, ask questions, command, and exclaim.
9 Dependent clause
Dependent clause is a clause that cannot stand alone. 10 Non-elliptical clauses
Non-elliptical clauses are the complete clauses. There is nothing ellipsed. 11 Elliptical clauses
Elliptical clauses are ellipsed and left out. However, the information is recoverable from the accompanying text.
12 Embedded clauses
Embedded clauses are the clauses in which the element comes to function within the structure of a group, which itself is a constituent if a clause. 13 Non-embedded clauses
It is the complete clauses that have nothing being embedded. 14 Circumstances
It is a semantic category that answer such questions as when, where, why, how, how many, and as what.
15 Process
It is the central to transitivity which suggests that there are different kinds of goings on, which necessarily involve different kinds of participants in varying circumstances.
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8 16 Theme
It is the beginning of a clause that is a topic of a clause and containing the given information.
17 Rheme
It is the end of a clause that contains the new information of a clause. 18 Theme Reiteration
The pattern of thematic development where the same element occurs regularly as theme
19 The Zig-zag Pattern
The pattern of thematic development in which the element introduced in the rheme in clause 1 gets promoted to become the theme of clause 2 20 Multiple Rheme
The pattern of thematic development in which the theme of one clause introduces a number of different pieces of information, each of which is then picked up and made theme in subsequent clauses
1.7.Organization of the research
This research is arranged into five chapters. The first chapter is introduction which contains the background of the research, research questions, aims of research, research method, and organization of the paper. The second chapter is theoretical framework which can help the researcher to answer the research questions. It is about transitivity and theme rheme from Systemic Functional Grammar. It also provides the theory of representation.
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9 The third chapter is research method which discusses the methodology used in this research. It also introduces the tool and describes the reason for choosing the methodology. The fourth chapter is finding and discussion of the research which describes the result of the research and answers the research questions according to the finding. The fifth chapter is conclusion which discusses the result of the research and suggestions for future research.
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41 RESEARCH METHOD
This chapter presents the research method, the data collection, the data analysis, research procedure, and the presentation of data analysis.
3.1. Research Method
This present research is descriptive with the element of quantitative in the form of percentage. The present research identifies transitivity and theme-rheme system of Indonesian fable and English fable. By analyzing the transitivity and theme-rheme system of the texts, the representation of characters and the worldview of Indonesian and English as it is evidenced in the texts can be revealed.
After analyzing the data using transitivity and theme-rheme, the analyses were interpreted qualitatively. It is because the present research attempts to investigate how characters in children fables are represented, and the worldview of Indonesian and English authors as evidenced in their use of language, from the point of view of transitivity and theme-rheme. Such interpretative knowledge does not need numerical display. Hall (1997:42) asserted that:
Meaning and representation seem to belong irrevocably to the interpretative side of the human and cultural science, whose subject matter….is not amenable to a positivistic approach
In the present research, the text analysis was done in two stages; first, the selected English and Indonesian fables were analyzed using transitivity and theme-rheme proposed by Halliday, which is developed by Halliday and
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42 Matthiessen (2004), Gerot and Wignell (1994), Eggins (2004), and Martin and Rose (2003), and second, the interpretation of the those analyses was made to reveal the representations of each fables.
3.2. Data Collection
The data for this research are in the form of clauses, which are Indonesian and English fables. The data were downloaded on October 2012 from several sites, such as childhoodreading.com and www.ceritaanak.org.
There are 2 fables selected, which are “The Tortoise and The Hare” rewritten by Arthur Rackham for English fable, and “Si Kancil dan Siput” rewritten by Ghulam Pramudiana for Indonesian fable. They are selected as the data in the present research because they have the similar plot and characters. So, they are considered to be the representation of the author‟s view of the world, or generally, a culture they live in.
3.2.1 Summary of The Stories
The selected fables which are entitled „Si Kancil dan Siput‟ for Indonesian fable and „The Tortoise and The Hare‟ for English fable have the similar plot. In Indonesian fable, there is „Si Kancil‟ which thinks that he is the only clever animal in the jungle. To prove its statement, „Siput‟ challenges „Si Kancil‟ to race. To win the race, „Siput‟ asks for help to its friends. In the end of the story, „Siput‟ wins. Meanwhile, in English fable, there is „The Hare‟ which is boastfully telling others that it can run faster than anyone else. „The Tortoise‟ cannot accept it and challenge „The Hare‟ to race. Because „The Hare‟ underestimates „The Tortoise‟
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43 too much, it decides to sleep during the race. In the end of the story, „The Tortoise‟ wins the race.
3.3. Data Analysis
The stories which become the data for this research were broken into clauses and analyzed using transitivity and theme-rheme analyses proposed by Halliday (1994), which is further developed by Halliday and Matthiessen (2004), Gerot and Wignell (1994), Eggins (2004), and Martin and Rose (2003).
When the analyses of transitivity and them-rheme were done, the analysis was continued to interpret it using the critical analysis. Critical here means doing the evaluation carefully and closely of the findings, looking at the relationship between the findings and signification of the findings to produce a conclusion about the representations, or the way authors represent their view by fables they rewrite.
3.4. Research Procedure
The present research applies several stages in fulfilling the aims of the research. The stages are:
1. Deciding on the source of data to be analyzed 2. Formulating research questions
3. Analyzing the texts in transitivity frameworks 4. Analyzing the texts in theme-rheme frameworks
5. Identifying and analyzing the transitivity and theme-rheme analyses, so the view of Indonesian and English authors can be revealed
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44 3.5. The Presentation of Data Analysis
The present research was conducted using transitivity and theme-rheme analysis which are proposed by Halliday, and further developed by Halliday and Matthiessen (2004), Gerot and Wignell (1994), Eggins (2004), and Martin and Rose (2003).
First of all, the data which are in the form of stories are broken down into clauses as follows:
Annoyed by such bragging, the tortoise accepted the challenge. A course was planned, and the next day at dawn they stood at the starting line. (The
Tortoise and The Hare, rewritten by Arthur Rackham) The texts are then broken down into clauses:
- Annoyed by such bragging, the tortoise accepted the challenge.
- A course was planned,
- and the next day at dawn they stood at the starting line.
The clauses are then analyzed using transitivity and theme-rheme analysis as folllows.
‘and the next day at dawn they stood at the starting line.’
and the next day at dawn They stood at the starting line. Circ. Time Actor material Circ. place
Transitivity analysis
and the next day at dawn they stood at the starting line.
Conj. structural Topical rheme
Theme
Theme-rheme analysis
The analyses are then continued by interpreting it. For example, from the transitivity analysis, it can be seen that the clause „and the next day at dawn they
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45
stood at the starting line‟ uses material process, which means the author considers
„they‟ (animals) as the actor of the event. Further, the theme-rheme analysis shows that the clause uses circumstantial of time as the topical theme of the clause. It can be said that the author considers the time as the most important thing in the clause.
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76 CHAPTER V
CONCLUSIONS
This chapter presents the conclusions of the research and suggestions for further research. In addition, this chapter also shows the main points of the research, which is by showing the answer to the research questions of the research.
5.1. Conclusions
The discussion in the present research is concerned with how characters in children fables are represented, and the worldview of Indonesian and English authors as evidenced in their use of language, from the point of view of transitivity and theme-rheme.
The results of the analysis reveal several conclusions. In regards to the characters representation of the fables, Indonesian fable considers animals as actor, sayer and carrier, in which ‘Si Kancil’ as the agent of most of events in the story, while English fable considers animals as actor, behaver and carrier, in which ‘The Hare’ as the agent of most of events in the story.
Indonesian author sees animals as the things that usually deliver their lots of ideas through language as the sayer. In contrast, English fable sees animals as the being by attaching lots of behavioural processes to them. Further, the difference of the using of mental process in which English fable uses mental process much more than Indonesian fable indicates that Indonesian author creates the events in the story in which animals usually act without too much
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Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview
Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
77 considerations, while English author creates the events in the story, in which besides doing actions, animals also sense it (feeling, thinking, perceiving).
Furthermore, English fable considers participants of the events as the important aspect in the story, more than Indonesian fable does. It can be also concluded that English fable considers participants the starting point of the message or point of departure of the events or clauses more than Indonesian fable does.
And the last, the using of theme reiteration for most of thematic progression of identifiable clauses shows that the stories try to keep the texts consistent and cohesive, yet boring to read because the stories usually leave from the same spot. Further, the number clauses that consist of the patterns of thematic development shows that both fables are not really cohesive, but comparatively, English fable is less cohesive than Indonesian fable.
5.2.Suggestions for future research
The present research only discusses the representation of characters and the worldview of the author from the point of view of transitivity and theme-rheme. However, it will be more challenging if further research includes other aspects of the story, such as analyzing the pictures or illustrations that are usually attached in the fable. So that, the representation and the worldview as evidenced in the story and pictures can be revealed.
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Indonesian-English Fable Characters’ Representation and Authors’ Worldview
Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
78 BIBLIOGRAPHY
Annisha, R. R. (2012). E-Learning and Students’ Reading Comprehension of
Narrative Text. Unpublished Undergraduate research paper, Department of
English Education, UPI.
Barrionuevo, A. (2006). Systemic Functional Linguistics - An aid to improve
reading comprehension at secondary school in Tucuman, Argentina.
Available online http://www.pucsp.br. Current as of September 2012.
Eggins, S. (2004). An Introduction to Systemic Functional Grammar. London: Continuum International Publishing Group.
Fernando, V. (2008). Modality in The Discourse of Football Manager 2007 Game
Texts (Text Analysis Using Modality of Functional Grammar).
Unpublished Undergraduate research paper, Department of English Education, UPI.
Gerot and Wignell. (1994). Making Sense of Functional Grammar. Sydney: Gerd Stabler.
Hall, S. (1997). Cultural Representation and Signifying Practices. London: SAGE Publications Ltd.
(29)
Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview
Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
79 Halliday, M. A. K,. & Matthiessen, M. I. M. (2004). An Introduction to
Functional Grammar. London: Arnold.
Hermawan, B. (2012). Theme Progression and Transitivity Analysis of
Dongeng-Dongeng Sasakala Berbahasa Sunda. Indonesian Journal of SFL 1(2):
188-199.
Hopper, P. J., & Thompson, S. A. (1980). Transitivity in Grammar and
Discourse. Available online http://links.jstor.org/. Current as of September 2012.
Knowles, M., & Malmkjær, K. (1996). Language and Control in Children’s
Literature. New York: Routledge.
Lukmana, I., et al. (2011). Mengangkat nilai-nilai kearifan lokal dari kakawihan barudak sunda dalam perspektif etnopedagogi. Laporan penelitian yang tidak dipublikasikan. Bandung: Jurusan Pendidikan Bahasa Inggris UPI Bandung.
Martin, J. R. (1996). Transitivity in Tagalog: a functional interpretation of case. Sydney: Department of Linguistics, University of Sydney.
Martin, J. R., & Rose, D. (2003). Working with discourse: meaning beyond the clause. London: Continuum.
(30)
Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview
Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
80 Mackie, N. S., & Damico, J. S. (2001). Intervention Outcomes: A Clinical
Application of Qualitative Method. Available online
http://www.southalabama.edu/. Current as of January 2013.
Nikolajeva, M. (2008). Comparative Children's Literature: What is There to
Compare? Papers; Explorations into children’s literature no 1
Osmon, C., & Davis, D. (2011). Teaching Strategy Assignment: Story
Graphing/Mapping. Available online http://students.unca.edu. Current as
of January 2013.
Ping, A. L. (2005). Talking Themes: The Thematic Structure of Talk. Available online http://dis.sagepub.com/. Current as of August 2013.
Sabatini, L. N. (2012). Children's Sense-Making of Difference: A Visual Analysis
In Picture Book "A Bad Case of Stripes". Unpublished Undergraduate
research paper, Department of English Education, UPI.
Saspida, F. (2011). The Analaysis of Narrative Technique in The Novel Madam
Doubtfire (A Narratology Perspective). Unpublished Undergraduate
(1)
Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview
Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
45 stood at the starting line‟ uses material process, which means the author considers „they‟ (animals) as the actor of the event. Further, the theme-rheme analysis shows that the clause uses circumstantial of time as the topical theme of the clause. It can be said that the author considers the time as the most important thing in the clause.
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Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview
Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
76
CHAPTER V CONCLUSIONS
This chapter presents the conclusions of the research and suggestions for further research. In addition, this chapter also shows the main points of the research, which is by showing the answer to the research questions of the research.
5.1. Conclusions
The discussion in the present research is concerned with how characters in children fables are represented, and the worldview of Indonesian and English authors as evidenced in their use of language, from the point of view of transitivity and theme-rheme.
The results of the analysis reveal several conclusions. In regards to the characters representation of the fables, Indonesian fable considers animals as actor, sayer and carrier, in which ‘Si Kancil’ as the agent of most of events in the story, while English fable considers animals as actor, behaver and carrier, in which ‘The Hare’ as the agent of most of events in the story.
Indonesian author sees animals as the things that usually deliver their lots of ideas through language as the sayer. In contrast, English fable sees animals as the being by attaching lots of behavioural processes to them. Further, the difference of the using of mental process in which English fable uses mental process much more than Indonesian fable indicates that Indonesian author creates the events in the story in which animals usually act without too much
(3)
Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview
Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
77 considerations, while English author creates the events in the story, in which besides doing actions, animals also sense it (feeling, thinking, perceiving).
Furthermore, English fable considers participants of the events as the important aspect in the story, more than Indonesian fable does. It can be also concluded that English fable considers participants the starting point of the message or point of departure of the events or clauses more than Indonesian fable does.
And the last, the using of theme reiteration for most of thematic progression of identifiable clauses shows that the stories try to keep the texts consistent and cohesive, yet boring to read because the stories usually leave from the same spot. Further, the number clauses that consist of the patterns of thematic development shows that both fables are not really cohesive, but comparatively, English fable is less cohesive than Indonesian fable.
5.2.Suggestions for future research
The present research only discusses the representation of characters and the worldview of the author from the point of view of transitivity and theme-rheme. However, it will be more challenging if further research includes other aspects of the story, such as analyzing the pictures or illustrations that are usually attached in the fable. So that, the representation and the worldview as evidenced in the story and pictures can be revealed.
(4)
Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
78
BIBLIOGRAPHY
Annisha, R. R. (2012). E-Learning and Students’ Reading Comprehension of Narrative Text. Unpublished Undergraduate research paper, Department of English Education, UPI.
Barrionuevo, A. (2006). Systemic Functional Linguistics - An aid to improve reading comprehension at secondary school in Tucuman, Argentina. Available online http://www.pucsp.br. Current as of September 2012.
Eggins, S. (2004). An Introduction to Systemic Functional Grammar. London: Continuum International Publishing Group.
Fernando, V. (2008). Modality in The Discourse of Football Manager 2007 Game Texts (Text Analysis Using Modality of Functional Grammar). Unpublished Undergraduate research paper, Department of English Education, UPI.
Gerot and Wignell. (1994). Making Sense of Functional Grammar. Sydney: Gerd Stabler.
Hall, S. (1997). Cultural Representation and Signifying Practices. London: SAGE Publications Ltd.
(5)
Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
79 Halliday, M. A. K,. & Matthiessen, M. I. M. (2004). An Introduction to
Functional Grammar. London: Arnold.
Hermawan, B. (2012). Theme Progression and Transitivity Analysis of Dongeng-Dongeng Sasakala Berbahasa Sunda. Indonesian Journal of SFL 1(2): 188-199.
Hopper, P. J., & Thompson, S. A. (1980). Transitivity in Grammar and Discourse. Available online http://links.jstor.org/. Current as of September 2012.
Knowles, M., & Malmkjær, K. (1996). Language and Control in Children’s Literature. New York: Routledge.
Lukmana, I., et al. (2011). Mengangkat nilai-nilai kearifan lokal dari kakawihan barudak sunda dalam perspektif etnopedagogi. Laporan penelitian yang tidak dipublikasikan. Bandung: Jurusan Pendidikan Bahasa Inggris UPI Bandung.
Martin, J. R. (1996). Transitivity in Tagalog: a functional interpretation of case. Sydney: Department of Linguistics, University of Sydney.
Martin, J. R., & Rose, D. (2003). Working with discourse: meaning beyond the clause. London: Continuum.
(6)
Terra Patriana,2013
Indonesian-English Fable Characters’ Representation and Authors’ Worldview Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu
80 Mackie, N. S., & Damico, J. S. (2001). Intervention Outcomes: A Clinical Application of Qualitative Method. Available online
http://www.southalabama.edu/. Current as of January 2013.
Nikolajeva, M. (2008). Comparative Children's Literature: What is There to Compare? Papers; Explorations into children’s literature no 1
Osmon, C., & Davis, D. (2011). Teaching Strategy Assignment: Story Graphing/Mapping. Available online http://students.unca.edu. Current as of January 2013.
Ping, A. L. (2005). Talking Themes: The Thematic Structure of Talk. Available online http://dis.sagepub.com/. Current as of August 2013.
Sabatini, L. N. (2012). Children's Sense-Making of Difference: A Visual Analysis In Picture Book "A Bad Case of Stripes". Unpublished Undergraduate research paper, Department of English Education, UPI.
Saspida, F. (2011). The Analaysis of Narrative Technique in The Novel Madam Doubtfire (A Narratology Perspective). Unpublished Undergraduate research paper, Department of English Education, UPI.