2.1 Theoritical Concepts - Action And Its Realization In Nelson Mandela Speech Text
2.1 Theoritical Concepts
This study will analyze the speech text by Nelson Mandela entitle “I’m Prepared to Die” by using the Systemic Functional Linguistic Theory. The framework used in this study is SFL pioneered by JR Firth, a British linguist of the 30s, 40s, and 50s, but was mainly developed by his student MAK Halliday. He developed the theory in the early sixties (seminar paper, Halliday 1961), based in England, and moved to Australia in the Seventies, establishing the department of linguistics at the University of Sydney. Through his teaching there, SFL has spread to a number of institutions throughout Australia, and around the world.
SFL is an approach to linguistics proposed by Halliday (1985:57) which sees language in a social context, in order one can begin to analyze and explain how meanings are made in everyday linguistics interactions. SFL places the function of language as central (what language does, and how it does it). SFL begins analyzing with social context of context of situation, through a systemic relationship between the social environments on the one hand and the functional organization of language on the other hand (Halliday, 1985:96). Social context refers to everything outside of the written and spoken language accompanying. Social context is divided into 3 categories, namely: the context of the situation, cultural context, and ideology context. Context of the situation consists of what (field) is discussed, whom (tenor) who discusses a discussion, and how (mode) talks are conducted. In detail, field or topic refers to the role of spoken language in social interaction, tenor describes the status (the same or equivalent, not the same or different), like it or not (affect), relationships (regular or first time) between users of language (addresser and addressee), and the mode of the medium or channel that is used in the form of language use, oral or written. The third aspect of the context of the above can be identified but sometimes one of them is unidentified.
Saragih (2003:1) said “Dalam perspektif linguistik fungsional sistemik (LFS), bahasa
adalah sistem arti dan sistem lain (yaitu sistem bentuk dan ekspresi) untuk merealisasikan
arti tersebut” (In perspective of systemic functional linguistic, the language is system of
meaning and other systems (ie systems of form and expression) to realize it). It bases on two concepts, language is a social phenomenon that existed as a social semiotic and language is a linguistic text that constructually (define and reference each other) with social context. Both of these things which make the LFS differ from other linguistic theory.
2.1.1 Interpersonal Meaning
When a language is spoken, it delivers a message or a meaning between language users. It means that there is one person who acts demands the message and other person who gives the message. Either the speaker is giving something to the listeners (a piece of information) or listeners demand something from the speaker (also information) it depends on the context of the ongoing. Act of giving and demanding is called interpersonal meaning.
Interpersonal meaning is needed because human beings cannot live alone and provide their needs by themselves. It is due to some reasons; first human being is a social product or socially produced and cannot live isolated. Second, human being cannot fulfill his/her own needs by his/herself. Third, only human beings are born with the competence to transmit and store information. Those reasons are extremely needed as the consideration of human beings existence as the social product who need to fulfill their needs (Saragih, 2006: 9).
According to Saragih (2003: 62), Makna interpersonal merupakan aksi yang
dilakukan pemakai bahasa dalam saling bertukar pengalaman linguistik yang
tereperetasikan dalam makna pengalaman (Interpersonal meaning is an action done by the
language user in exchanging experiences represented in experiential meaning).
The most fundamental types of speech role, which are behind all the more specific types that we may eventually be able to recognize, are just two: (1) giving, and (2) demanding. Either the speaker is giving something to the listener, or he is demanding something from him. In giving and demanding activities, there are two kind of commodity exchanged, they are (a) information and (b) goods and services. Combining these two variables together and it will define four kinds of action (in this thesis, the action has same definition with speech functions or speech acts and the realization is the same with moods). The four actions are given in table 1 Table 1.1: Giving or Demanding, goods-&-services or information. Halliday (2004:107)
Commodity exchanged Role in exchange (a) goods-&-services (b) information
Giving ‘offer’ ‘statement’ Would you like this He is giving her the teapot ? teapot
Demanding ‘command’ ‘question’ Give me that teapot! What is he giving her?
Based on systematic linguistic theories developed by Halliday (1994:58), the four actions are summarized as follows: (1) Giving + Information = Statement (2) Demanding + Information = Question (3) Giving + Goods&Services = Offer (4) Demanding + Goods&Services = Command From the statement above, we can see the types of actions, the actions are clauses which are used in this research. The writer will divide the clauses into four speech function; they are statement, offer, question, and command. So, we can conclude that statement, offer, question, and command are now called action. “Statement” and “question” actions are differ with “offer” and “command” actions because the commodity exchanged. “Offer” and “command” are grouped as proposal because they are exchanged goods and services and “statement” and “question” actions are grouped as proposition since they exchanged information.
Interpersonal meanings encoded in various aspects of language such as mode, modality, and vocative, in this thesis it is called realization. The meaning is encoded by the exchange of experiences like mode, modality, and vocative. They are called a common coding or un-mark but when they are done with the mark (or is not uncommon), it is called a metaphor
2.1.2 Action and Its Realization
Action term used in this study is based on Saragih (2003:64) who says, “digunakan
istilah aksi karena bahasa digunakan untuk melakukan sesuatu perbuatan atau aksi, seperti
membuat pernyataan, pertanyaan, tawaran, dan perintah” (The term action is used because
language is used to do any act or action, such as making a statement, a question, an offer, and the command). In un-marked form, the four actions find their mood (or its realization) which is an aspect on interpersonal function at the level of lexicogrammar (Halliday 1993:103). The representation of action statement is realized by declarative, action question is realized by interrogative, action command is realized by imperative. However, action offer does not have representation rather it is potentially code by any of the other four speech function.
Sometimes in applying the interpersonal meaning in social context, all of the actions have marked form too and it may change and take one of the three realizations above. For example, here “command” action in normally/marked would realized into imperative, but it became interrogative or declarative is based on social context of a teacher who was teaching in a hot and noisy classroom, and the teacher asks the students to open the door so that air can come.
In the text below number (1.a) will show as prevalent that “command” action realize by imperative. The (1.b) will realize the unusual realize by interrogative and (1.c) unusual realize by declarative:
(1.a) A: Son, open the door! (Imperative)
B: Good sir (1.b) A: Son, do you not feel the heat because the door was closed? (Interrogative)
B: I will open the doors (1.c) A: son, door was closed it would hot. (Declarative)
B: well, I will open the doors The (1.b) and (1.c) are called marked realization and (1.a) is called unmarked realization. Marked and unmarked realization happen because the realization of the action is in the strata of semantic and grammatical relations is not a 'one to one' (biunique relations) (Saragih 2003:72). It means that the semantic “statement” action is not always realized by the Declarative, it could be Interrogative, and Imperative. Saragih (2003:72) says that relation actions in both strata have the probability to give two meanings. First, one action at the level of semantics can be realized in more than one action. Instead, a clause in the interrogative mode can be a realization of a lot of action.
Action is built of 5 (five) elements, namely Subject, Finite, Predicator, Complement, and Adjunct as the realization of the lexicogrammar. Subject and Finite named Mood and three other elements: Predicator, Complement and Adjunct named Residue. The 5 (five) elements are used in SFL with characteristics below:
1. Subject is element that could be the basis for an argument or subject is an element which is used as an argument (or responsibility) for the statement, question, offer and command.
2. Finite is element forming (by subject) into mode declarative, interrogative and imperative. Finite is also known as a maker of (verbal operator) realization. In the English language, there are two elements in each (group) verbs, which finite is a decisive finite tense (group) the verb and the main verb (event). So finite is operator along with the subject or the realization that determines its realization.
3. Predicator is an element of finite verb after it is separated from the group.
4. Complement is a potential element of a subject after clauses. This means that it can be a subject complement in certain cases especially passive clause.
5. Adjunct is other element outside the four elements mentioned above and which cannot be a subject.
By modifying the fifth element "mood / realization" in the English language, four labels are used to analyze action, namely subject, predicator, complement, and adjunct clause.
Subject is responsible for argument, pointing predicator verb, complement has the potential to be a subject, and adjunct. In this study, we not analyze by separate the sentence into these fifth elements but into clauses.
This study uses clause because SFL considers the clause as a unit of grammar that has three components: (1) process, (2) participants, and (3) circumstance. Clause is the smallest grammatical unit that can express a complete proposition. A typical clause consists of a subject and a predicate, where the predicate is typically a verb phrase – a verb together with any objects and other modifiers. (https://en.wikipedia.org/wiki/Clause 14/06/13 21:43)
Clauses come in four types: main (or independent), subordinate (or dependent), adjective (or relative), and noun. Every clause has at least a subject and a verb. These characteristics below will help distinguish one type of clause from another.
a. Main Clauses
The important is that every sentence must have at least one main clause. Every main clause has pattern:
SUBJECT + VERB = complete thought.
For examples: 1.
Lazy students whine. Students = subject; whine = verb.
2. Cola spilled over the glass and splashed onto the counter.
Cola = subject; spilled, splashed = verbs.
b. Subordinate Clauses
The important about subordinate clauses is that they can never stand alone as complete sentences. To complete the thought, each subordinate clause must attach to a main clause. A subordinate clause will have pattern: SUBORDINATE CONJUCTION + SUBJECT + VERB = incomplete thought.
For examples: 1.
Whenever lazy students whine Whenever = subordinate conjunction; students = subject; whine = verb.
2. As cola spilled over the glass and splashed onto the counter As = subordinate conjunction; cola = subject; spilled, splashed = verbs.
Check revisions to the subordinate clauses above: 1.
Whenever lazy students whine, Mrs. Russell throws chalk erasers at their head.
2. Anthony ran for the paper towel as cola spilled over the glass and splashed onto the counter.
c. Relative Clauses
Like subordinate clauses, relative clauses cannot stand alone as complete sentences. It must connect to main clauses to finish the thought. A relative clause will begin with a relative pronoun such as who, whom, whose, which, or that or a relative adverb such as when, where, or why.
The patterns:
RELATIVE PRONOUN or ADVERB + SUBJECT + VERB RELATIVE PRONOUN
AS SUBJECT + VERB For examples: 1.
Whom Mrs. Russell hit in the head with a chalk eraser Whom = relative pronoun; Mrs. Russell = subject; hit = verb.
2. That had spilled over the glass and splashed onto the counter That = relative pronoun; had spilled, splashed = verbs.
Check revisions of the relative clauses above: 1.
The lazy students whom Mrs. Russell hit in the head with a chalk eraser soon learned to keep their complaints to themselves.
2. Anthony ran to get paper towels for the cola that had spilled over the glass and splashed onto the counter.
Punctuating relative clauses can be hard to deciding sometimes. Deciding the relative clause is essential or nonessential and then uses commas accordingly. Essential relative clauses do not require commas. A relative clause is essential when you need the information it provides.
For example: 1.
A dog that eats too much pizza will soon develop pepperoni breath.
Dog is nonspecific. To know which dog we are talking about, we must have the
information in the relative clause. Thus, the relative clause is essential and requires no commas. If, however, we revise dog and choose more specific words instead, the relative clause becomes nonessential and does require commas to separate it from the rest of the sentence. Check this revision:
2. My dog Floyd, who eats too much pizza, has developed pepperoni breath.
d. Noun Clauses Any clause that functions as a noun becomes a noun clause.
For example: 1.
You really do not want to know the ingredients in Aunt Nancy's stew. Ingredients = noun. If we replace the noun ingredients with a clause, we have a noun clause: 1.
You really do not want to know what Aunt Nancy adds to her stew. What Aunt Nancy adds to her stew = noun clause. This study is about how to interpret action and its realization in speech by Nelson
Mandela’s speech. As explained above, the action and its realization would be found from the clauses in the speech.
2.2 Classification Text
Text is the language serves (the language is doing a particular task) in the context of the situation. In this study the speech text will be assessed duty to expose what is going on in South Africa as apartheid and the struggle against it by Nelson Mandela. The text contains of 21 page and 106 paragraphs. The speech takes place in Palace of Justice, Pretoria Supreme
th Court Pretoria South Africa on April 20 1964.
2.2.1 Nelson Mandela
Mandela was born on 18 July 1918 in the village of Mvezo in Umtatu, a part of South Africa's Eastern Cape. He born with his father named Gadla Henry Mphakanyiswa, who was a local chief and councillor to the monarch and his mother Nosekeni Fanny, Gadla's third wife. Mandela is doing well in Catholic School until his father died and he was being taken care by his ucle Jongintaba. With Jongintaba's backing, Mandela continud his study to get Bachelor of Arts (BA) degree at the University of Fort Hare but he cannot finish it because he run to avoid marriage arranged by his uncle.
Mandela attended University of Witwatersrand, studying law. In this moment, he met friends and decided to join ANC in 1943, an organization peace and be one of founder of the controversial Umkhomto We Sizwe for fighting against apartheid. He was arrested and sentenced to life imprisonment in 1964, serving most of his sentence in Robben Island and then Pollsmoor Prison. An international campaign lobbied for his release after 27 years in prison. He was released in 1990 as South Africa began to move away from strict racial segregation – a process completed by the first multi-racial.
Mandela and his partner De Klerk were elected South Africa’s first black president in 1993. It has been mention in previous chapter that Mandela became the president of South Africa for 1994 to 1999. He had rarely been seen in public since officially retiring in 2004.
He made his last public appearance in 2010, at the football World Cup in South Africa.
After leaving office, he became South Africa’s highest profile ambassador, campaigning against HIV/AIDS and helping his country’s right to host the 2010 football World Cup. He was also involved in peace negotiation in the Democratic Republic of Congo, Burundi and other countries in Africa and elsewhere. Earlier in 2013, Mandela spent nearly three months in hospital with a recurring lung infection. He was moved to his home in the Houghton suburb of Johannesburg in September, where he continued to receive intensive
th
care. Nelson Mandela died at the age 95 because of lung infection on 6 December 2013 while the finishing of this study.
Mandela received international acclaim for his anti-colonial and anti-apartheid stance, having received over 250 awards, including the 1993 Nobel Peace Prize, the U.S. Presidential Medal of Freedom and the Soviet Order of Lenin. In November 2009, the United Nations General Assembly announced that Mandela's birthday, 18 July, is to be known as "Mandela Day" to mark his contribution to world freedom. Individuals, communities and organizations are asked to donate 67 minutes to done something for others, commemorating the 67 years that Nelson Mandela gave to the struggle for social justice.
2.3 Relevant Studies
As a guideline in doing this study the writer collect some works, thesis, journals, and other scientific writings about the interpersonal meaning problems that have been done before. From those works, the writer who done in different perspectives, such as the theory, the methodology and the way they analyze the data. Some works that relate to this study and give some contribution to this study are listed below.
1) Tengku Winona Emelia (2001) with the thesis entitle “Makna Antarpersona Dalam Iklan
Lisan Dan Tulisan”, Linguistic Postgraduate Study, University of Sumatera Utara, Medan.
a.
The main problems of the thesis are:
1. Jenis fungsi ujar (speech function) apakah yang terdapat dalam iklan lisan
(sensitif dan non sensitif) dan tulisan (sensitif dan non sensitif) ? (What kind
of speech function is found in oral advertisement and written advertisement?)
2. Fungsi ujar apakah yang dominan dalam iklan lisan (sensitif dan non sensitif)
dan tulisan (sensitif dan non sensitif)? (Which speech function is dominant in
oral advertisement and written advertisement?)
3. Bagaimanakah fungsi ujar direalisasikan dalam modus pada iklan lisan
(sensitif dan non sensitif) dan tulisan (sensitif dan non sensitif)? (How is
speech function realized in MOOD on oral advertisement and written advertisement?)
4. Apakah ada perbedaan metafora antarpersona yang digunakan dalam produk
iklan sensitif dan non sensitive? (Are there any differences between
interpersonal metaphor used in sensitive and non sensitive advertisement products?) b. The theory used in the thesis is Halliday’s theory.
c. The method of research is the library research (qualitative method).
d. The result of the thesis is the analysis of speech function in oral advertisement and written advertisement (sensitive and non sensitive) are using speech function and the dominant speech function is statement and the difference between interpersonal metaphor used in sensitive and non sensitive advertisement product are found.
e. The contribution from this thesis to the writer’s is that this thesis helps the writer to find some theories dealing with Systemic Functional Linguistic, it is Halliday’s theory.
f. And the difference of the thesis to the writer’s is that this thesis contains the analysis of the interpersonal meaning in advertisement, while the writer’s contains the analysis of the interpersonal meaning in speech text
2). Herlina with thesis entitled “Makna Antarpersona Dalam Teks Upacara Perkawinan
Pada Masyarakat Karo ”, Linguistic Postgraduate Study, University of Sumatera Utara, Medan.
a.
The main problems of the thesis are:
1. Makna antarpersona apakah yang terdapat dalam teks upacara perkawinan
pada masyarakat Karo? (What kinds of interpersonal meaning are found in
Karonese wedding ceremony text?)
2. Modus apakah yang digunakan untuk merealisasikan makna antarpersona? (What kinds of MOOD are used to realize the interpersonal meaning?)
3. Dalam konteks sosial apakah yang mendukung penggunaan makna
antarpersona? (Which social context is supporting the use of interpersonal
meaning?) b. The theory used in the thesis is Halliday’s theory.
c. The method of research is descriptive qualitative method.
d. The result of the thesis is the analysis of interpersonal meaning wedding ceremonial Karonese text are using speech function and the MOOD are declarative, interrogative and imperative.
e. The contribution from this thesis to the writer’s is that this thesis helps the writer to find some theories dealing with Systemic Functional Linguistic, it is Halliday’s theory.
f. And the difference of the thesis to the writer’s is that this thesis contains the analysis of the interpersonal meaning in wedding ceremony text, while the writer’s contains the analysis of the interpersonal meaning in speech text. 3). Duma Sari Lubis (2009) with the thesis entitle ‘An Analysis of Experiential Functions in Readers Digest Magazine’s Selected Articles’. a. The main problems of the thesis are:
1. What experiential functions are in Reader’s Digest Magazine’s Selected Articles?
2. Which function is the most frequent in Reader’s Digest Magazine’s Selected Articles?
b. The theory used in the thesis is Halliday and Hasan’s theory and Kress’s and Stillar’s theory.
c. The method of research is the library research (qualitative method).
d. The result of the thesis is the writer found six function of experiential in the monthly American magazine, Reader’s Digest edition 2007. She found that material function is the most existed in the analysis and dominates with percentage 57,04%, the relational function follows with percentage 16,55%, then other functions with the same percentage 11,97%, they are verbal function and mental function.
e. The contribution from this thesis to the writer is that this thesis helps the writer to find some theories dealing with Systemic Functional Linguistic, it is Halliday’s theory.
f. The difference of the thesis to the writer’s thesis is that this thesis contains the analysis of experiential functions, while the writer’s contains the analysis of the interpersonal meaning. Those scientific writer in general above study about the discourse analysis and help the writer especially in making theoretical concepts and in decide the method of research.