Experiential Function in EFL Students’ Recount Texts in Medan
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Framework
2.1. Previous studies
Kurdali (2012) conducted a research entitled “Systemic Functional
Analysis of EFL University Students’ Writing Across Disciplines”. This research
analyzes essay writing of students in Major University in Syria. This study used
textual analysis and thematic analysis is applied to a collection of essays taken
from the answer sheets of third-year students at the English department. The study
shows that differences do exist in the language choices that students make in
different types of essay, and this indicates potential benefits from introducing
changes to the pedagogical process with more focus on the functional use of
English in meeting the relevant disciplinary requirements. This study therefore
makes a number of recommendations such as introducing specific changes to the
current teaching practices to the effect of enabling students, by studying a text
more independently and in context, to explore key linguistic features and tools,
how they work, their purpose, and their overall role in fulfilling the text’s purpose.
With this knowledge, when prompted to understand the function of these devices
in one discipline, students will make more connection between the text and its
context and show more awareness of and better response to the disciplinary needs
and requirements which decide the success (or failure) of a text. A clear-cut
difference between this research and the writer’s research is on the genre analyzed
and the theory used for analyzing the data. This future research will use
experiential function while Kurdali’s research uses textual function. The source of
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data will be different also, his research data were from essay writing, while this
research uses recount genre as the research data.
Şimşek (2012) conducted a research entitled “A Systemic-Functional
Analysis of Two Short Stories”. This study deals with the functional text analysis
undertaken. It has an aim at investigating the similarities and differences between
two short stories and is performed with regard to Halliday’s Functional Grammar
especially metafunction (ideational, interpersonal, and textual function). The
linguistic data were analyzed by using the functional grammatical analysis
method. What makes this previous study and this research different is the text
genre. This study uses short story texts from literary text, while this future
research will use recount text as the source of the data. This previous study used
different dimension theory in analyzing the text by using the entire Halliday’s
metafunction but this future research will only focus on the ideational function
specifically in experiential function.
Another scholar, Tshotsho (2014) with his paper entitled Assessing
Students’ Academic Writing Using Systemic Functional Linguistics at a
University in South Africa asserts that the main focus in his paper is to assess
academic writing of first year students at tertiary level which essentially
determines students’ success in their studies. 20 students from a university of
Technology in South Africa were given an essay to write on ‘Challenges Facing
Education in South Africa. Their essays were analysed by using systemic
functional linguistics (SFL) as an analytical tool, looking at how they develop
themes when writing texts in the second language. The focus is on identifying the
strategies that are critical in academic writing of Black students in a South African
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multilingual context. The findings showed that the not so competent students in
academic writing could not write coherent texts. What makes this previous
research different from this study is the genre that is analyzed (essay and recount
text) and the focus of our research is quite different in terms of looking at the
linguistic aspect and writing competency aspect.
Following the method of Halliday’s transitivity analysis, Mehmood, et.al
(2014) conducted a research entitled Transitivity Analysis: Representation of
Love in Wilde’s the Nightingale and the rose. This study reorients representation
of love in Oscar Wilde’s short story The Nightingale and the Rose in a more
focused way by subjecting it to Halliday’s transitivity model of text analysis. The
finding through linguistic tool of transitivity is based on the assumption that
language form is not fortuitous, but performs a communicative function. The
transitivity analysis of this short story reveals three major processes that
continually reappear throughout the text. The most frequently used processes are
material, verbal and then relational. This reveals a more physical nature of actions
as compared to psychological revelations and conscious unravelling. The most
occurring material processes entail the recurrent pattern of actions that the actors
undergo and carry out. As the conclusion in the study, the main aim of transitivity
is to connect the semantic and grammatical dots to extract the meaning through
language stylistically. There is a clear-cut between this study and what the writer
did. The difference appears in the domain of analysis. The previous research deals
with the transitivity analysis in literary work, while this study deals with the genre
in writing.
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Andaruli (2015) conducted a research entitled “Interpersonal, Ideational,
Textual Meanings Found in Students’ Recount Text: A Case Study at Eight Grade
Students of SMP2 Kudus in the Academic Year of 2014/2015”. The research deals
with the systemic functional analysis in recount text. This study employed
qualitative research. The result of this study, in terms of transitivity, material
process, actor, goal, range and circumstantial location are the dominant type of
process, participant, and circumstance. The vivid differences between Andaruli’s
study and this study are the method of the research, the subject of the research and
the participant type and function. Andaruli’s research used qualitative research
and didn’t analyze the participant type while this study also includes the
participant type as one of the analysis and used qualitative content analysis as the
research design .
To sum up, the previous researchers stated above has some differences
from what the researcher will do in his research. The differences occur in terms of
the data of the research, theory used, methodology, and of course the research
question.
2.2 Theories on Systemic Functional Linguistics
Systemic Functional Linguistics (SFL) is recognized as a very useful
descriptive and interpretive framework for seeing language as a strategic, makingmeaning resource (Eggins, 2004). Language has evolved (tens, hundreds,
thousands and even millions of) years in response to the demand of the
metafunction. It is accordingly held that the structure of language or the text is
determined by the function or purpose set by its speakers in using the language
(Saragih, 2016:1). It is also functional since it tries to explore language on how
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the language is used rather than how it is formed. It is functional in three distinct
senses: in its interpretation (1) of the text, (2) of the system, and (3) of the
elements of linguistics structure. It means that SFL deals with the function of
language.
Furthermore, Eggins (2004) adds that systemic linguists make four main
theoretical claims about language: (a) That language use is functional; (b) That its
function is to make meaning; (c) That meaning is influenced by social and cultural
contexts; and (d) That the process of using language is a semiotic process in
which people make meanings by making linguistic choices. SFL also deals with
the context. Furthermore, SFL characterizes context as the social – cultural
situations related directly to the language usage. The focus of analysis in SFL is a
clause rather than a sentence because a clause is a composite entity.
SFL takes it part as multi-perspective model which is set to provide
analysts with complementary lenses for interpreting language in use (Martin and
White, 2005:7). Moreover, SFL is also a tri-stratal construction of semantics
(meaning), lexico-grammar (wording), and phonology (sound) which constitute a
semiotic system (Israel, 2014). So, SFL provide us a complete ways to analyze
and interpret language.
Generally, theory has strength and weakness. It can be seen that there is no
theory which is regarded as perfect. A theory will be completed or changed by
another theory coming after the previous one. Talking about SFL, Nurlela (2010)
asserts that SFL has its strength and weakness. This theory is powerful because
this theory is focus on the application of the function of language which is then
called as metafunction. This theory involves context which is in the external
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system of language namely context of situation, culture and ideology. Meanwhile,
the weakness of SFL is the use of many terminologies. This happens because the
application of this theory to every element of language function and every element
uses its own terminologies. It is not practical. But, then, to minimize this problem,
the use of glossary will be so helpful that the user can use to understand the
terminologies with reference to the glossary.
2.3. Rank
There is a scale of rank in the grammar of every language and the clause is
the central processing unit in the lexicogrammar – in the specific sense that it is in
the clause that meanings of different kinds are mapped into an integrated
grammatical structure (Halliday and Matthiessen, 2014:9-10). In line with
Halliday and Matthiessen, Teich (1999:19) states that the rank scale, defines the
types of linguistic units used in the grammar. The highest rank in the grammar is
the clause, the next lower one is the one of groups and phrases, the next lower one
is word rank, the lowest one is morpheme rank. The system of rank and its
reflection in the syntagmatic organization are presented by the following figures
as stated in Teich (1999:20).
Figure 2.1. A system of Rank
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Figure 2.2. Rank Reflected in Syntagmatic Organization
2.4. Metafunction
Language is as it is because of the functions in which it has evolved in the
human species (Halliday and Matthiessen, 2014:31). Language has three main
kinds of meanings simultaneously: ideational, interpersonal, and textual meanings
(Halliday, 1985). These three kinds of meaning run throughout the whole of
language, and in a fundamental respect they determine the way that language has
evolved. They are referred to in systemic accounts of grammar as metafunctions
(Halliday and Matthiessen, 2014:84). Furthermore, Teich (1999:15) asserts that all
three metafunctions are of equal status; none is more important than any other.
They are simultaneously relevant at any stratum of the linguistic system. It is also
in line with Sinar (2007:56) stating that metafunction of language are inherent in
every language use in social contexts. In conclusion, there are three metafunctions
of language i.e. ideational, interpersonal, and textual function which have the
same status and used in social context.
Halliday and Matthiessen (2014:31) argue that language provides a theory
of human experience, and certain of the resources of the lexicogrammar of every
language are dedicated to that function and it is called as ideational function.
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While Martin and White (2005:7) assert that ideational is focused on construing
experience: what’s going on, including who’s doing what to whom, where, when,
why and how and the logical relation of one going-on to another. Ideational
function is distinguished into two components namely experiential and logical
function. And it is also called as clause as representation.
A clause has meaning as an exchange, a transaction between speaker and
listener; the Subject is the warranty of the exchange. It is the element the speaker
makes responsible for the validity of what he is saying. (Halliday and
Matthiessen, 2014:83). It is also known as interpersonal function. Martin and
White (2005:7) also hold that interpersonal resources (interpersonal function)
deals with negotiating social relations: how people are interacting, including the
feelings they try to share. In short, interpersonal function is related to exchange
(information, or good & services) between speaker and listener in social
relationship.
The last one is textual function which is also understood as clause as
message which is realized by theme and rheme. Halliday and Matthiessen
(2014:83) point out that a clause has meaning as a message, a quantum of
information; the Theme is the point of departure for the message. It is the element
the speaker selects for ‘grounding’ what he is going on to say.
2.5. Experiential Function
In SFL perspective, one of the aspects of Lexicogrammar is transitivity
which is the realization of experiential function functioning as concrete realization
of register in which it views language as a resource for making meaning. It
attempts to describe language in actual use and so focus in on text and their
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context (Gerot and Wignell, 1994). The clause plays a central role as
representation including the principles, which are made of processes. Meanwhile
the clause is also a mode of reflection achieved through the grammatical system
namely transitivity consisting of a set of process types.
Halliday and Matthiessen (2014:213) argue that system of transitivity
provides the lexicogrammatical resources for construing a quantum of change in
the flow of events as a figure-as a configuration of elements centred on a process.
Each process type provides its own model or schema for construing a particular
domain of experience as a figure of a particular kind. The process type
represented as system network is shown through the following figure (Halliday
and Matthiessen, 2014:219)
Figure 2.3. Transitivity: Process Type Represented as System Network
Eggins (2004) adds that experiential meaning is expressed through the
system of transitivity or process type, with the choice of process implicating
associated participant roles and configurations. While Kress (1976, p. 169) in
Nguyen (2012:87) states that transitivity is representation in language processes,
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and Simpson asserts that transitivity refers generally to how meaning is
represented in the clause (1993, in Nguyen, 2012:87). It can be concluded that
transitivity is the representation of experience in clause through a set of process.
The framework of a process involves three main factors:
a) The process itself: realized typically by verbal groups
b) Participants in the process: realized typically by nominal groups
c) Circumstances associated with the process: realized typically by adverbial
group or prepositional phrase.
2.6. Theories on Process, Participant, and Circumstance
2.6.1. Types of Process
Material, mental, and relational process are the main types of process in
the English transitivity system (Additionally, there are three other processes in the
boundaries namely behavioral, verbal, and existential process (Halliday and
Matthiessen, 2014:215). A diagrammatic summary of the types of processes in
English is shown by the figure below.
Figure 2.2. The grammar of experience: types of process in English (Halliday and
Matthiessen, 2014:216)
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2.6.1.1. Material process
Haliday and Matthiessen (2014:224) hold that material clauses are clauses
of doing-&-happening: a ‘material’ clause construes a quantum of change in the
flow of events as taking place through some input of energy. This type of process
brings out the meaning of actions or some entity “does” something, which may
have some influences on other entity.
Table 2.1. The Example of Material Process
She
Actor
often
visits
Material. Pro
Her friend
Goal
In the library
There are many verbs serving as material process in different material
clauses types such as stated by Halliday and Matthiessen (2014:234-236) in the
following table.
Table 2.2. Verbs Serving as Material Process in Different Material
Clauses
Creative
General
Specific
Transformative
Elaborating
State
Make-up
Intransitive
Transitive
Appear, emerge,
occur,
happen,
take place
Develop, form, grow, produce
Create,
make,
prepare
Assemble,
built,
construct, compose,
design, draft, draw,
forge, paint, sketch,
write, bake, brew,
cook, knit, sow,
weave, dig, drill,
found,
establish,
open, set up
Burn, singe, boil, fry, bake, dissolve, cool,
freeze, warm, heat, melt, liquefy,
pulverize, vaporize, harden, soften
Blow up, break, burst, chip, collapse,
crack, crash, explode, shatter, tear, mend,
heal
erupt
Crush,
demolish,
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surface
Size
shape
Age
amount
colour
light
sound
Exterior (cover)
destroy,
damage,
mash,
smash,
squash, wreck
Chop, cut, mow, prune, slice, trim
[intransitive: ‘easily’]
Axe, hack, harpoon,
knife, pierce, prick,
spear, skewer, stab,
sting
Polish, rub, dust, scratch, wipe,
[intransitive: ‘easily’]
Brush, lick, rake,
scrape, shave, sweep
Compress, decompress, enlarge, extend,
expand, grow, stretch, reduce, shrink,
shrivel
Form, shape, arch, bend, coil, contort,
curl, uncurl, curve, deform, distort,
fashion, flatten, fold, unfold, stretch,
squash, twist
Age, ripen, mature, modemize
Increase, reduce, strengthen, weaken
Colour, blacken, whiten, darken, brighten,
fade, solarize
Brush,
redden,
yellow, pale
Twinkle, glimmer,
glisten,
glow,
flash,
flicker,
sparkle, shimmer
shine
Light, illuminate
Boom,
rumble,
rustle, roar, thuder,
peal
Chime, toll, sound, ring
Peel, skin, peel [intransitive: ‘easily’]
Bark, husk, pare,
scalp, shuck
Cover,
strip,
uncover,
remove,
drape, paper, plate,
roof, unroof, wallpaper, shroud, wrap,
unwrap
Cloth, attire, dress,
strip, undress, robe,
disrobe
Coat, butter, enamel,
gild, grease, lacquer,
paint, pave, plasster,
stucco, tar, varnish,
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interior
contact
aperture
operation
extending
possession
accompaniment
enhancing
Motion:manner
Motion:place
veneer, whitewash
Gut,
disembowel,
dress, pit
Hit, strike, bump,
knock, tap, punch,
slap, spank, elbow,
kick, belt, cane,
shoot, stone, whip
Open, close, shut
Run, operate, work, ride, drive, fly, sail
[but also as motion]
Captain, command,
rule, govern, bring
up, nurse, mother
Give, offer, tip,
advance, bequeath,
will, leave, donate,
grant, award, cable,
fax, post, mail, email, hand, deliver,
send, lend, lease,
loan, deny (sb sth;
sth to sb)
Hire, rent, sell
Feed, serve, supply,
provide,
present,
furnish (sb sth; sth
to sb)
Deprive, dispossess,
divest, rob, strip,
cheat, (sb of sth),
acquire, get, take,
grab, steal, pilfer,
buy, borrow, hire,
rent (sth from sb)
Join, meet, assemble, accumulate, collect,
cluster, crowd, flock, herd, separate,
dissemble, disband, disperse, scatter,
spread
Bounce, gyrate, rock, shake, tremble,
spin, swing, wave, walk, amble, limp, trot,
run, jog, gallop, jump, march, stroll, roll,
slide, drive, fly, sail
Come, go
Bring, take
Approach, arrive,
reach,
return,
depart,
leave,
circle,
encircle,
surround,
cross,
traverse,
enter,
exit,
escape,
follow,
tail,
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precede,
pass,
overtake,
land,
take off
Down, drop, fall/fell, rise/raise, capsize,
overturn, tilt, tip, topple, upset
Material process is a process about actions involving actors, or
participants. Participants are realized by nominal groups. The participants in
material process are Actor and Goal. The actor is an inherent participant in both
transitive and intransitive material clauses; the Goal is inherent only in transitive
clauses (Halliday and Matthiessen, 2014:236).
Additionally, there are a number of other participant roles that may be
involved in the material process namely scope (range), recipient, client, and
attributive (Halliday and Matthiessen, 2014:236). The scope of a material clause
is not any way affected by the performance of the process. Like the Goal, both
recipient and client are affected by the process, the difference is recipient and
client is the one that benefits from it. The recipient is the one that goods are given
too; the client is one that services are done for.
Table 2.3. The Example of Material Clause with Recipient
She
Actor
gives
Mat. Process
me
Recipient
a car
Goal
Table 2.4. The Example of Material Clause with Client
Nadya
Actor
gives
Mat. Process
The best love
Goal
For you
Client
Halliday and Matthiessen (2014:241) argue that scope typically occurs in
‘intransitive clause’ in which there is only one participant-hence where there is
Actor only, no Goal. Furthermore, they explain the grammatical distinction
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between a Scope and a Goal (see Halliday and Matthiessen, 2014:242) as the
followings:
a) A Scope can’t be probed by do to or do with while Goal can
b) A Scope element can never have a resultative attribute added within the
clause, but a Goal can
c) A Scope element can never be configured with a circumstance of Role of
‘product type’
d) The Scope is less commonly a personal pronoun, and it cannot normally
be modified by a possessive.
Table 2.5. The Example of Material Clause with Scope (Range)
My father
Actor
played
Mat.Process
chess
Scope (range)
Last night
circumstance
2.6.1.2 Mental process
Mental process is a process of sensing: Mental process construes a
quantum of change in the flow of events taking place in our own consciousness
(Halliday and Matthiessen, 2014:245). This process may be construed either as
flowing from a person’s consciousness or as impinging on it. The participant who
senses, feels, thinks, wants or perceives is called as Senser and it is always
human. Otherwise, something which is felt, thought, wanted, or perceived is
addressed as phenomenon. This is not simply a thing but also a fact and an act.
Table 2.6. The Example of Mental Process
Nobody
senser
loves
him
Mental process phenomenon
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Mental process consists of configuration of a process of consciousness
involving a participant endowed with consciousness and typically a participant
entering into or created by that consciousness (Halliday and Matthiessen, 1994:
15). Within the general class of Mental process, there are four different sub-types
of sensing: perceptive, cognitive, desiderative, and emotive –feeling and they
differ with respect to phenomenality, directionality, gradability, potentiality, and
ability to serve as metaphors of modality (Halliday and Matthiessen, 2014:256)
There are some verbs serving as process in mental clause as shown in table
below.
Table 2.7. Verb Serving as Process in Mental Clauses (Halliday and
Matthiessen, 2014:257)
perceptive
cognitive
Desiderative
Emotive
‘Like’ type
Perceive, sense, see, notice,
glimpse, hear, overhear, feel, taste,
smell
Think, believe, suppose, expect,
consider,
know,
understand,
realize,
appreciate,
imagine,
dream, pretend, guess, reckon,
conjecture, hypothesize, wonder,
doubt, remember, recall, forget,
fear (think fearfully)
Want, wish, would like, desire,
hope (for), long for, yearn for,
intend, plan, decide, resolve,
determine, agree, comply, refuse
Like, fancy, love, adore, dislike,
hate, detest, despise, loathe, abhor,
rejoice, exult, grieve, mourn,
bemoan, bewail, regret, deplore,
fear, dread, enjoy, relish, marvel
‘Please’ type
(assail)
Strike, occur to, convince,
remind, escape, puzzle,
intrigue, surprise
(tempt)
Allure,
attract,
please,
displease, disgust, offend,
repel,
revolt,
gladden,
delight, gratify, sadden,
depress, pain, alarm, startle,
frighten, scare, horrify,
shock, comfort, reassure,
encourage,
amuse,
entertain, divert, interest,
fascinate, bore, weary,
worry
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2.6.1.3 Relational processes
The English system operates with three main types of relation: intensive,
possessive, and circumstantial; and each of these comes in two distinct modes of
being ‘attributive’ and ‘identifying’ (Halliday and Matthiessen, 2014:263). The
category of Relational process covers many different ways in which being can be
expressed in English clauses. It can be described as the followings:
Table 2.8. Basic Categories of Relational Clause
Attributive ‘a is an Identifying ‘a is the
attribute of x’
identity of x’
Maria is wise
Maria is the smartest here
Intensive ‘x is a’
Lucky has a piano
The piano is Lucky’s
Possessive ‘x has a’
Circumstantial ‘x is at The festival is on Tomorrow is the 17th
Tuesday
a’
There are four characteristics of Intensive attributive relational process that
distinguish them from the ‘identifying one’ (Halliday and Matthiessen, 2014:267).
One of them is this kind of clause isn’t reversible In Attributive sub-type, a
quality, classification or descriptive epithet (Attribute) is assigned to a participant
(Carrier). Carrier is always realized by a noun or nominal group. The meaning of
Attributive Intensive is that ‘x is a member of the class a’. In this classification
kind of Attributive Intensive, Attribute is also a nominal group, typically an
indefinite nominal (introduced by a/an).
Table 2.9. The Example of Intensive Attributive Relational Process
The man
attributor
Has
just
been
A journalist
Circ.loc.temp
attributive
oral
Intensifier
attributive
relational.pro
Since the age of seventeen
Circ.loc.temporal
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Halliday and Matthiessen (2014:276) assert that in the identifying mode,
something has an identity assigned to it. The meaning of Identifying Intensive is
that ‘x is identified by a’ or ‘a serves to define the identity of x’. Structurally the
x-element, which is to be identified, is labelled as Identified and the aelement,
which serves as identity, is labelled as Identifier. This kind of clause is reversible.
The reversibility of Identifying Intensives raises the question of determining
which ‘side’ of the clause is Token and which Value. Often, semantic criteria will
indicate immediately which part of the clause is Token or Value.
For example, in the clause:
Table 2.10. The Example of Intensive Identifying Relational Process
The girl
Token
was
Intensifier
relational.pro
The best singer
identifying value
In the city
Circ.loc.place
Possessive process encodes the meaning of ownership and possession; one
entity possesses another (Halliday and Matthiessen, 2014:294). In Attributive
Possessives, possession may be encoded through the participants (with Attribute
Possessor, and the process remaining Intensive).
Table 2.11. The Example of Possessive Attributive Clauses
Dona
possessor
has
Rel.Process
a new motorcycle
possessed
2.6.1.4 Behavioral processes
Halliday and Matthiessen (2014:301) points out that this process describes
(typically human) physiological and psychological behaviour. The boundaries of
behavioural processes are indeterminate. They are partly like the material, and
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partly like the mental. They are the least distinct of the types of process because of
unclear definition of their own’s character. The participant who behaves is the
Behaver.
Table 2.12. The Example of Behavioral Process
The lazy boy
Behaver
yawns
Behavioral.Pro
At day time
Circ.loc.temporal
There are some verbs serving as process in the behavioural clauses as the
following table.
Table 2.13. Verbs Serving as Process in the Behavioural Clauses
(i)
[near mental]
(ii)
[near verbal]
(iii)
(iv)
(v)
[near material]
Processes of consciousness
represented as forms of
behaviour
Verbal processes as forms of
behavior
Look, watch, stare, listen,
think, worry, dream
Chatter,
grumble,
talk,
gossip, argue, murmur,
mouth
Physiological
processes Cry, laugh, smile, frown,
manifesting
states
of sigh, sob, snarl, hiss, whine,
consciousness
nod
Other
physiological Breathe, sneeze, cough,
processes
hiccup, burp, vomit, faint,
shit, yawn, sleep
Bodily postures and pastimes Sing, dance, lie (down), sit
(up, down)
2.6.1.5 Verbal processes
This is the process of saying which contributes to the creation of narrative
by making it possible to set up dialogic passages and it covers any kind of
symbolic exchange of meaning (Halliday and Matthiessen, 2014:302-303).
Therefore, in “the alarm tells you to wake up”and “I say the truth”, both “the
alarm” and “I” are the participants which are called Sayer. The verbal process
includes not only Sayer but Receiver (the one to whom the process is aimed),
Verbiage (content of what is said or name of the saying), and Target (the thing
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that is targeted by the process) as well. In reported and quoted sentence are not
qualified as verbiage.
The process of a ‘verbal’ clause os realized by verbal group as the
following:
Table 2.14. Verbs Serving as Process in the Verbal Clauses
TYPE
activity
targeting
semiosis
talking
(neutral quoting)
indicating
imperating
Example of Verbs
Praise, flatter, commend, compliment, congratulate,
insult, abuse, slander, blame, criticize, chide,
censure, pillory, rebuke
Speak, talk
Say, tell, go, be like
Tell (sb that), report, announce, notify, explain,
argue, convince (that), persuade (sb that), promise
(that)
As (sb whether), question, enquire (whether)
Tell (sb to do), ask (sb to do), order, command,
require, promise, threaten, persuade (sb to do),
convince (sb to do), entreat, implore, beg
Besides being able to project, there are three further participant functions
in addition to Sayer: (i) Receiver, (ii) Verbiage, and (iii) Target. (Halliday and
Matthiessen, 2014:306)
Table 2.15. The Example of Verbal Process
A baby-sitter
Sayer
scolded
Verbal.pro
The children
Receiver
Rudely
Circ.manner
2.6.1.6 Existential Processes
This illustrates that something exists or happens. Typically, this process
has the verb ‘BE’; in this respect also they resemble ‘relational clauses’. But there
are some verbs that commonly occur are mainly different from either the
‘attributive’ or the ‘identifying’ (Halliday and Matthiessen, 2014:309). The entity
or event that is being said to exist is mentioned as Existent.
Table 2.16. The Example of Existential Process
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There
Is
Existential Pro
a girl
Existent
In the room
Circ.loc.Place
Table 2.17. The Examples of Verbs Serving as Process in Existential Clause
Type
Neutral
+circumstantial
feature
Exist
happen
Time
place
abstract
Verbs
Exist, remain
Arise, occur, come about, happen, take place
Follow, ensue
Sit, stand, lie, hang, rise, stretch, emerge, grow
Erupt, flourish, prevail
2.6.1.7 Meteorological Process
This type of process is unique in English which has no participant in it
(Halliday and Matthiessen, 2014:310). It is also located between the ‘existential’
and the ‘material’. These kinds of clauses can only be analyzed through the
process only.
Table 2.18. The Examples of Meteorological Process
It’s
raining
Meteorological
process
2.6.1.8. Summary of Processes and Participants
The summary of process types, their meanings and characteristics
participants as stated by Halliday and Matthiessen (2014:311) can be seen as the
following table.
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Table 2.19. Process Types, Their Meanings and Characteristics Participants
Process type
Category meaning
Participant (directly involved)
Material:
action,
event
‘doing’
‘doing’
‘happening’
Actor, Goal
Behavioural
Mental:
perception
cognition
desideration
emotion
Verbal
‘behaving’
‘sensing’
‘seeing’
‘thinking’
‘wanting’
‘feeling’
‘saying’
Behaver
Senser, Phenomenon
Relational:
attribution
identification
‘being’
‘attributing’
‘identifying’
Carrier, attribute
Token, value, identifier, identified
Existential
‘existing’
Existent
Sayer, target
Participant
(obliquely
involved)
Recipient,
client, scope,
initiator,
attribute
behaviour
inducer
Receiver,
verbiage
Attributor,
beneficiary,
assigner
2.7. Circumstantial Element
Halliday and Matthiessen (2014:311) argue that Circumstances express the
notion of “When, where, how and why” the process takes place. Circumstantial
factors can be adverbial group or prepositional phrases and not nominal groups..
In English, there are 9 types of circumstantial element namely extent, location,
manner, cause, contingency, accompaniment, role, matter, and angle. It is briefly
described in the following table as cited from Halliday and Matthiessen
(2014:313).
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Table 2.20. Types of Circumstantial Elements
enhancing
Type
1 Extent
2 Location
3 Manner
4 cause
distance
Wh-Item
How far?
duration
How long?
frequency
How many
times?
Where?
[thee, here]
place
time
When?
[then, now]
means
How? [thus]
quality
How? [thus]
comparison
How? What
like?
degree
How much?
Reason
Why?
Examples of Realization
For, throughout ‘measured
nominal group’
For, throughout ‘measured
nominal group’
‘measured nominal group’
At, in, on, by, near, to,
towards, into, onto, (away)
from, out of, off, behind,
in front of, above, below,
under, alongside
Adverb of places: abroad,
overseas, home, upstairs,
downstairs, inside, outside,
out, up, down, behind, left,
right, straight…..; there,
here
At, in, on, to, until, till,
towards, into, from, since,
during, before, after
Adverb of time: today,
tomorrow, yesterday, now
then
By, through, with, by
means of, , out of
[+material], from
In + a + quality (e.g.
dignified); according to
Adverbs in –ly, -wise; fast,
well; together, jointly,
separately, respectively
Like, unlike, in +the
manner of….
Adverbs of comparison
differently
To + a
high/low…..degree/extent
Adverbs of degree much
greatly, considerable,
deeply [often
collocationally linked to
lexical verbs e.g. love +
deeply, understand +
completely
because of, as a result,
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Purpose
behalf
5 Contingency
extending
6 Accompaniment
condition
default
concession
comitative
additive
elaborating
7 Role
projection
8 Matter
guise
product
9 Angle
Source
Viewpoint
Why? What
for?
Who for?
Why?
Who/what
with?
And
who/what
else?
What as?
What into?
What about?
thanks to, due to, for want
of, for, of, out of, through
For, for the purpose of, for
the sake of, in the hope of
For, for the sake of, in
favour of, against [‘not on
favour of’], on behalf of
In case of, in the event of
In default of, in the
absence of, short of,
without, [‘if it had not
been for’]
Despite, in spite of
With; without
As well as, besides;
instead of
As, by way f, in the
role/shape/guise/form of
into
About, concerning, on, of,
with reference to, in [‘with
respect to’]
According to, in the words
of
To, in the view/opinion of,
from the standpoint of
2.8. Text and Context
Text and context are interrelated variables which cannot be separated.
According to Halliday and Hassan (1976), a text is regarded as a semantic unit of
meaning which has clauses that are contextual properties that hang together.
Additionally, Halliday and Hasan (1985) state that there is a text and there is other
text that accompanies it: text that is ‘with’ namely the con-text. In other words,
language as text is always surrounded by its environment both physical and nonphysical which directly supports the existence of particular text. Furthermore,
They add that text as language that is functional, doing some job or playing some
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part in context. It is an instance of the product and process of social meaning in a
particular context of situation. It can be concluded that text is always surrounded
by context of situation.
Context is a level of language concerned with the relationship between
form and extra-textual features of situation (Halliday in Martin, 1992). It is an
extrinsic theory of language used, referring to the total environment in which a
text unfolds (Halliday and Hassan, 1985). In this case, context can be divided into
two kinds: context of situation and context of culture.
Context of situation refers to the social environment in which meaning are
being exchanged (Halliday and Hasan, 1985). It is realized through register with
its three components of field, tenor, and mode. Meanwhile, context of culture is
the institutional and ideological background that gives value to the text and
constrains its interpretation (Halliday and Hasan, 1985).
Language and context are interrelated. That is why we are able to deduce
context from text and to predict language from context. It is not possible to tell
how people are using language if you do not take into account the context of use.
Once a text is taken out of context, its purpose becomes obscured with part of its
meaning lost (Eggins, 2004).
2.9. Writing
Hoover (2008) states that Writing is vital component of comprehensive
synergy of literacy and being integrated by reading, listening, and speaking and a
way to express the ideas in written form. Moreover, Graham and Perin (2007),
writing is formulating own thoughts which are drawn from the background of
knowledge, organizing them, and creating a written record of them using the
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conventions of spelling and grammar. In addition, Yusuf (2014:9) states that
writing is the way to convey the idea, massage, and thought in written form. In
conclusion, writing is a complex process which combines them through many
aspects such as knowledge and grammar at the same time in conveying the ideas
or message.
Writing orients to product but it doesn’t ignore the process. To make a good
product of writing is important. Oshima and Hogue (1999) strongly argue that
writing specifically academic writing is not easy. The process of writing should be
scrutinized by the writer. Therefore, Harmer (2004) in Yusuf (2014:9-10), there
are steps of writing, namely:
a) Planning: There are three main issues that a writer has to think about in
this stage, the first is considering the purpose of the writing since this
will influence not only the type of the text but also the language used and
the information chosen. Second is considering audience since it will
influence the shape of the writing and language. The last is considering
content structure, how to sequence the facts, ideas, and arguments.
b) Drafting: A draft of a text is often done on the assumption that it will be
altered.
c) Editing (reflecting and revising): Once the draft is produced, the writers
read through what they have written to check the general and detailed
features of the writing. Reflecting and revising are often helped by other
readers or editor and their reactions toward a piece of writing will help
the writer to make appropriate revisions.
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d) Final version: the writing may look different from both the original plan
and the first draft, since things have changed in the editing process.
2.9. Genre
Genre is defined as a language doing the job appropriate to that class of
social happenings (Hasan, 1995). In this case, the social happening refers to a
social activity in a context of culture in which language plays an important role. In
the text, genre is realized by the structure of the text, which varies from one to
another. However, there is an obligatory structure called as Genetic Structure
Potential (GSP). It refers to a text structure that can be used to diagnose the social
function of the genre. GSP itself includes the opening, the body, and the closure
of the text. Each text has a different social function in which it needs the different
genre and GSP (Martin, 1992). Therefore, GSP becomes the characteristic of a
text conveying a certain genre. Genre is classified into two categories: story and
factual genre.
2.10. Kinds of Genre
Eggins (2010) as quoted by Saragih (2012) explains that Genre is defined as
a staged, goal-oriented social process. Genre also covers social process of how to
behave in the society. In conclusion, genre is a frame of reference which covers a
staged, and goal-oriented in a particular society of culture. According to Gerot and
Wignell (1994) states that there are thirteen types of academic genre; spoof,
recounts, reports, exposition, news item, anecdote, narrative, procedure,
description, commentary, explanation, discussion, and reviews. Dirgeyasa (2014)
gives a clear difference between each of academic genres in terms of social
function and the generic structure as the followings:
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a. Descriptive
Descriptive is a type of text which has function to describe a particular
person, place or thing. The generic structure of this text is identification ^
description.
b. Explanation
Explanation text is used for explaining the process involved in the
formation of workings of natural or socio-cultural phenomena. It has
generic structure general statement ^ sequenced explanation ^ closing
(optional)
c. Procedure
Procedure is a text which tells someone to do something and how to do it
or to describe how something is accomplished through a sequence of
actions or steps. The generic structure of this text is topic (goal) ^
materials ^ sequence of steps ^ closing (optional)
d. Exposition
Exposition text is a text to argue for or against for a social issue. It is
divided into two: analytical and hortatory exposition. Analytical
exposition has generic structure thesis ^ arguments ^ reiteration. And
hortatory exposition has the generic structure thesis ^ arguments ^
recommendation
e. Discussion
Discussion simply presents points of view about an issue at least from
two different sides (protagonist and antagonist). The generic structure of
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this genre is issue ^ arguments (for) ^ arguments (against) ^ conclusion
or recommendation
f. Narrative
Narrative is one kind of the text which has function to tell a story that
something goes wrong. The generic structure of this genre is orientation ^
complication ^ resolution
g. Spoof
This kind of text is useful for telling an event with a humorous twist. It
has generic structure the orientation ^ the event ^ the twist
h. Recount
Recount text is a text that retelling events for the purpose of informing or
entertaining to the readers. The generic structure of the text is ^ sequence
of events ^ re-orientation
i. Report
In our daily life, recount text is used for describing the way things are
with reference to a range of natural, man-made, and phenomena in our
environment. The generic structure of the text is topic ^ general statement
^ description
j. Anecdote
Anecdote is a text that has a social function to share with others and
amuse the readers an account of an unusual or amusing incident. It has
generic structure abstract ^ orientation ^ crisis ^ reaction ^ coda
k. News Item
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This is the type of text which informs the readers, listeners, or viewers
about events of the day which are considered newsworthy or important.
The generic structure of this text is the headline ^ the summary of event ^
the background ^ the source
l. Reviews
If we want to give an evaluation or critique about an art work or event for
a public audience, we can use genre of reviews. The generic structure of
this genre is identification ^ summary and evaluation/critique ^
conclusion or recommendation ^ author (optional)
m. Commentary
It is a text which explains the process involved in the formation
(evaluation) of a socio-cultural phenomenon as though a natural
phenomenon. It has generic structure introduction ^ explanation ^
argument ^ clarification ^ conclusion
2.11. Recount
Gerot and Wignell (1994) argue that recount text is used to retell events
for the purpose of informing and entertaining. Additionally, Dirgeyasa (2014:25)
gives more comprehensive definition that recount text is to retell personal stories
which can be either factual or imaginative with the objective of informing and
amusing readers (or both). As the conclusion, recount text is a text which is used
to retell past events which can be factual or imaginative to amuse or to entertain
readers.
The generic structure of recount text is orientation ^ sequence of events ^
re-orientation. And the significant lexicogrammatical features of recount text are
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focus on specific participant, using material process, using circumstances of time
and place, use of past tense, and focus on temporal sequences. The example of the
recount text can be seen as the following.
Table 2.21. The example of Recount Text (National Exam for Nautical Deck
Department, 1997 in Dirgeyasa, 2014:32)
To the passage of the ship
I was sailing with and on board vessel M.V. Gunsa from Osaka,
Japan, via Hong Kong to Jakarta. It was really big vessel
containing a large amount of Liquid natural Gas (LNG)
Sequence of The vessel departed Osaka on September 1st , morning, and
arrived in Hong Kong at 22.00 o’clock, September 6th in 2000,
events
then left that port on 8 straight to Jakarta where I arrived on the
15th at 06.00 o’clock.
The vessel was fully loaded with Liquid Natural Gas (LNG) and
in Hong Kong she discharged and loaded part of the cargo, so
that he burden of the vessel when leaving Hong Kong for Jakarta
was only 7000 tons.
During the voyage, the vessel experienced bad weather a couple
of days, and she had to reduce speed and alter course several
times just to ease her and to avoid serious rolling.
On arrival, in order to protect the company from any claim which
might be brought forward by the shippers, I thought the master of
the ship has to make a good note of Protest covering the fact,
meanwhile the ship lying alongside goes down 202 Tanjung
Priuk. While discharging, an accident again happened on board
M.V. Gunsa that is the portside derrick of hatch 2 forward fell
down the respective bulwark that caused serious damage to the
bulwark and injured three longshoremen who were working on
deck.
In this case, I thought that the Master had to make a statement of
fact regarding the above accident.
As for me, it was a good experience to create any knowledge and
Reability in handling the ship at sea, as well as handling human
orientation
beings on board the ships.
Title
Orientation
B. Conceptual Framework
Experiential meaning is expressed through the system of transitivity or
process type, with the choice of process implicating associated participant roles
and configurations. Halliday and Matthiessen (2014) argue that the transitivity
system construes the world of experience into a manageable set of process types.
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Each process type provides its own model or schema for construing a particular
domain of experience as a figure of a particular kind. The concepts of process,
participants and circumstances are semantic categories, which provide the
linguistic structure of the events in reality. Each type of process contributes to the
construction of English grammar and there are specific kinds of participants
associated with it in particular circumstances. Participant is a person or a thing
involved in process. Process is an activity done which is equivalent to verb in
traditional grammar. A circumstance is equivalent to adverb indicating the
situation or surrounding in which the process occur.
Gerot and Wignell (1994) argue that recount text is used to retell events
for the purpose of informing and entertaining. The generic structure of recount
text is orientation ^ events ^ re-orientation. And the significant lexicogrammatical
features or recount text are focus on specific participant, using material process,
using circumstances of time and place, use of past tense, and focus on temporal
sequences. Recount text is useful to amuse and to inform reader about past event.
In detail, the focus of this research is to analyze how experiential function
relates to each other in recount text produced by Indonesian EFL students in
Medan. The analytical construction of this research is portrayed through the
following figure.
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EFL Students’ Recount Text in Medan
Ideational Function
Experiential Function
Transitivity
Processes
Participants
Circumstances
Material
Actor
Identifier
Extent
Mental
Goal
Identified
Location
Relational
Recipient
Behaver
Manner
Behavioural
Range
Client
Cause
Verbal
Sayer
Receiver
Contingency
Existential
Agent
Verbiage
Accompaniment
Meteorological
Senser
Verbiage
Role
Phenomenon
Target
Matter
Carrier
Existent
Angle
Attribute
Figure 2.5. The Analytical Construction of “Experiential Function in EFL
Students’ Writing in Medan”
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REVIEW OF LITERATURE
A. Theoretical Framework
2.1. Previous studies
Kurdali (2012) conducted a research entitled “Systemic Functional
Analysis of EFL University Students’ Writing Across Disciplines”. This research
analyzes essay writing of students in Major University in Syria. This study used
textual analysis and thematic analysis is applied to a collection of essays taken
from the answer sheets of third-year students at the English department. The study
shows that differences do exist in the language choices that students make in
different types of essay, and this indicates potential benefits from introducing
changes to the pedagogical process with more focus on the functional use of
English in meeting the relevant disciplinary requirements. This study therefore
makes a number of recommendations such as introducing specific changes to the
current teaching practices to the effect of enabling students, by studying a text
more independently and in context, to explore key linguistic features and tools,
how they work, their purpose, and their overall role in fulfilling the text’s purpose.
With this knowledge, when prompted to understand the function of these devices
in one discipline, students will make more connection between the text and its
context and show more awareness of and better response to the disciplinary needs
and requirements which decide the success (or failure) of a text. A clear-cut
difference between this research and the writer’s research is on the genre analyzed
and the theory used for analyzing the data. This future research will use
experiential function while Kurdali’s research uses textual function. The source of
7
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data will be different also, his research data were from essay writing, while this
research uses recount genre as the research data.
Şimşek (2012) conducted a research entitled “A Systemic-Functional
Analysis of Two Short Stories”. This study deals with the functional text analysis
undertaken. It has an aim at investigating the similarities and differences between
two short stories and is performed with regard to Halliday’s Functional Grammar
especially metafunction (ideational, interpersonal, and textual function). The
linguistic data were analyzed by using the functional grammatical analysis
method. What makes this previous study and this research different is the text
genre. This study uses short story texts from literary text, while this future
research will use recount text as the source of the data. This previous study used
different dimension theory in analyzing the text by using the entire Halliday’s
metafunction but this future research will only focus on the ideational function
specifically in experiential function.
Another scholar, Tshotsho (2014) with his paper entitled Assessing
Students’ Academic Writing Using Systemic Functional Linguistics at a
University in South Africa asserts that the main focus in his paper is to assess
academic writing of first year students at tertiary level which essentially
determines students’ success in their studies. 20 students from a university of
Technology in South Africa were given an essay to write on ‘Challenges Facing
Education in South Africa. Their essays were analysed by using systemic
functional linguistics (SFL) as an analytical tool, looking at how they develop
themes when writing texts in the second language. The focus is on identifying the
strategies that are critical in academic writing of Black students in a South African
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multilingual context. The findings showed that the not so competent students in
academic writing could not write coherent texts. What makes this previous
research different from this study is the genre that is analyzed (essay and recount
text) and the focus of our research is quite different in terms of looking at the
linguistic aspect and writing competency aspect.
Following the method of Halliday’s transitivity analysis, Mehmood, et.al
(2014) conducted a research entitled Transitivity Analysis: Representation of
Love in Wilde’s the Nightingale and the rose. This study reorients representation
of love in Oscar Wilde’s short story The Nightingale and the Rose in a more
focused way by subjecting it to Halliday’s transitivity model of text analysis. The
finding through linguistic tool of transitivity is based on the assumption that
language form is not fortuitous, but performs a communicative function. The
transitivity analysis of this short story reveals three major processes that
continually reappear throughout the text. The most frequently used processes are
material, verbal and then relational. This reveals a more physical nature of actions
as compared to psychological revelations and conscious unravelling. The most
occurring material processes entail the recurrent pattern of actions that the actors
undergo and carry out. As the conclusion in the study, the main aim of transitivity
is to connect the semantic and grammatical dots to extract the meaning through
language stylistically. There is a clear-cut between this study and what the writer
did. The difference appears in the domain of analysis. The previous research deals
with the transitivity analysis in literary work, while this study deals with the genre
in writing.
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Andaruli (2015) conducted a research entitled “Interpersonal, Ideational,
Textual Meanings Found in Students’ Recount Text: A Case Study at Eight Grade
Students of SMP2 Kudus in the Academic Year of 2014/2015”. The research deals
with the systemic functional analysis in recount text. This study employed
qualitative research. The result of this study, in terms of transitivity, material
process, actor, goal, range and circumstantial location are the dominant type of
process, participant, and circumstance. The vivid differences between Andaruli’s
study and this study are the method of the research, the subject of the research and
the participant type and function. Andaruli’s research used qualitative research
and didn’t analyze the participant type while this study also includes the
participant type as one of the analysis and used qualitative content analysis as the
research design .
To sum up, the previous researchers stated above has some differences
from what the researcher will do in his research. The differences occur in terms of
the data of the research, theory used, methodology, and of course the research
question.
2.2 Theories on Systemic Functional Linguistics
Systemic Functional Linguistics (SFL) is recognized as a very useful
descriptive and interpretive framework for seeing language as a strategic, makingmeaning resource (Eggins, 2004). Language has evolved (tens, hundreds,
thousands and even millions of) years in response to the demand of the
metafunction. It is accordingly held that the structure of language or the text is
determined by the function or purpose set by its speakers in using the language
(Saragih, 2016:1). It is also functional since it tries to explore language on how
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the language is used rather than how it is formed. It is functional in three distinct
senses: in its interpretation (1) of the text, (2) of the system, and (3) of the
elements of linguistics structure. It means that SFL deals with the function of
language.
Furthermore, Eggins (2004) adds that systemic linguists make four main
theoretical claims about language: (a) That language use is functional; (b) That its
function is to make meaning; (c) That meaning is influenced by social and cultural
contexts; and (d) That the process of using language is a semiotic process in
which people make meanings by making linguistic choices. SFL also deals with
the context. Furthermore, SFL characterizes context as the social – cultural
situations related directly to the language usage. The focus of analysis in SFL is a
clause rather than a sentence because a clause is a composite entity.
SFL takes it part as multi-perspective model which is set to provide
analysts with complementary lenses for interpreting language in use (Martin and
White, 2005:7). Moreover, SFL is also a tri-stratal construction of semantics
(meaning), lexico-grammar (wording), and phonology (sound) which constitute a
semiotic system (Israel, 2014). So, SFL provide us a complete ways to analyze
and interpret language.
Generally, theory has strength and weakness. It can be seen that there is no
theory which is regarded as perfect. A theory will be completed or changed by
another theory coming after the previous one. Talking about SFL, Nurlela (2010)
asserts that SFL has its strength and weakness. This theory is powerful because
this theory is focus on the application of the function of language which is then
called as metafunction. This theory involves context which is in the external
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system of language namely context of situation, culture and ideology. Meanwhile,
the weakness of SFL is the use of many terminologies. This happens because the
application of this theory to every element of language function and every element
uses its own terminologies. It is not practical. But, then, to minimize this problem,
the use of glossary will be so helpful that the user can use to understand the
terminologies with reference to the glossary.
2.3. Rank
There is a scale of rank in the grammar of every language and the clause is
the central processing unit in the lexicogrammar – in the specific sense that it is in
the clause that meanings of different kinds are mapped into an integrated
grammatical structure (Halliday and Matthiessen, 2014:9-10). In line with
Halliday and Matthiessen, Teich (1999:19) states that the rank scale, defines the
types of linguistic units used in the grammar. The highest rank in the grammar is
the clause, the next lower one is the one of groups and phrases, the next lower one
is word rank, the lowest one is morpheme rank. The system of rank and its
reflection in the syntagmatic organization are presented by the following figures
as stated in Teich (1999:20).
Figure 2.1. A system of Rank
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Figure 2.2. Rank Reflected in Syntagmatic Organization
2.4. Metafunction
Language is as it is because of the functions in which it has evolved in the
human species (Halliday and Matthiessen, 2014:31). Language has three main
kinds of meanings simultaneously: ideational, interpersonal, and textual meanings
(Halliday, 1985). These three kinds of meaning run throughout the whole of
language, and in a fundamental respect they determine the way that language has
evolved. They are referred to in systemic accounts of grammar as metafunctions
(Halliday and Matthiessen, 2014:84). Furthermore, Teich (1999:15) asserts that all
three metafunctions are of equal status; none is more important than any other.
They are simultaneously relevant at any stratum of the linguistic system. It is also
in line with Sinar (2007:56) stating that metafunction of language are inherent in
every language use in social contexts. In conclusion, there are three metafunctions
of language i.e. ideational, interpersonal, and textual function which have the
same status and used in social context.
Halliday and Matthiessen (2014:31) argue that language provides a theory
of human experience, and certain of the resources of the lexicogrammar of every
language are dedicated to that function and it is called as ideational function.
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While Martin and White (2005:7) assert that ideational is focused on construing
experience: what’s going on, including who’s doing what to whom, where, when,
why and how and the logical relation of one going-on to another. Ideational
function is distinguished into two components namely experiential and logical
function. And it is also called as clause as representation.
A clause has meaning as an exchange, a transaction between speaker and
listener; the Subject is the warranty of the exchange. It is the element the speaker
makes responsible for the validity of what he is saying. (Halliday and
Matthiessen, 2014:83). It is also known as interpersonal function. Martin and
White (2005:7) also hold that interpersonal resources (interpersonal function)
deals with negotiating social relations: how people are interacting, including the
feelings they try to share. In short, interpersonal function is related to exchange
(information, or good & services) between speaker and listener in social
relationship.
The last one is textual function which is also understood as clause as
message which is realized by theme and rheme. Halliday and Matthiessen
(2014:83) point out that a clause has meaning as a message, a quantum of
information; the Theme is the point of departure for the message. It is the element
the speaker selects for ‘grounding’ what he is going on to say.
2.5. Experiential Function
In SFL perspective, one of the aspects of Lexicogrammar is transitivity
which is the realization of experiential function functioning as concrete realization
of register in which it views language as a resource for making meaning. It
attempts to describe language in actual use and so focus in on text and their
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context (Gerot and Wignell, 1994). The clause plays a central role as
representation including the principles, which are made of processes. Meanwhile
the clause is also a mode of reflection achieved through the grammatical system
namely transitivity consisting of a set of process types.
Halliday and Matthiessen (2014:213) argue that system of transitivity
provides the lexicogrammatical resources for construing a quantum of change in
the flow of events as a figure-as a configuration of elements centred on a process.
Each process type provides its own model or schema for construing a particular
domain of experience as a figure of a particular kind. The process type
represented as system network is shown through the following figure (Halliday
and Matthiessen, 2014:219)
Figure 2.3. Transitivity: Process Type Represented as System Network
Eggins (2004) adds that experiential meaning is expressed through the
system of transitivity or process type, with the choice of process implicating
associated participant roles and configurations. While Kress (1976, p. 169) in
Nguyen (2012:87) states that transitivity is representation in language processes,
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and Simpson asserts that transitivity refers generally to how meaning is
represented in the clause (1993, in Nguyen, 2012:87). It can be concluded that
transitivity is the representation of experience in clause through a set of process.
The framework of a process involves three main factors:
a) The process itself: realized typically by verbal groups
b) Participants in the process: realized typically by nominal groups
c) Circumstances associated with the process: realized typically by adverbial
group or prepositional phrase.
2.6. Theories on Process, Participant, and Circumstance
2.6.1. Types of Process
Material, mental, and relational process are the main types of process in
the English transitivity system (Additionally, there are three other processes in the
boundaries namely behavioral, verbal, and existential process (Halliday and
Matthiessen, 2014:215). A diagrammatic summary of the types of processes in
English is shown by the figure below.
Figure 2.2. The grammar of experience: types of process in English (Halliday and
Matthiessen, 2014:216)
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2.6.1.1. Material process
Haliday and Matthiessen (2014:224) hold that material clauses are clauses
of doing-&-happening: a ‘material’ clause construes a quantum of change in the
flow of events as taking place through some input of energy. This type of process
brings out the meaning of actions or some entity “does” something, which may
have some influences on other entity.
Table 2.1. The Example of Material Process
She
Actor
often
visits
Material. Pro
Her friend
Goal
In the library
There are many verbs serving as material process in different material
clauses types such as stated by Halliday and Matthiessen (2014:234-236) in the
following table.
Table 2.2. Verbs Serving as Material Process in Different Material
Clauses
Creative
General
Specific
Transformative
Elaborating
State
Make-up
Intransitive
Transitive
Appear, emerge,
occur,
happen,
take place
Develop, form, grow, produce
Create,
make,
prepare
Assemble,
built,
construct, compose,
design, draft, draw,
forge, paint, sketch,
write, bake, brew,
cook, knit, sow,
weave, dig, drill,
found,
establish,
open, set up
Burn, singe, boil, fry, bake, dissolve, cool,
freeze, warm, heat, melt, liquefy,
pulverize, vaporize, harden, soften
Blow up, break, burst, chip, collapse,
crack, crash, explode, shatter, tear, mend,
heal
erupt
Crush,
demolish,
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surface
Size
shape
Age
amount
colour
light
sound
Exterior (cover)
destroy,
damage,
mash,
smash,
squash, wreck
Chop, cut, mow, prune, slice, trim
[intransitive: ‘easily’]
Axe, hack, harpoon,
knife, pierce, prick,
spear, skewer, stab,
sting
Polish, rub, dust, scratch, wipe,
[intransitive: ‘easily’]
Brush, lick, rake,
scrape, shave, sweep
Compress, decompress, enlarge, extend,
expand, grow, stretch, reduce, shrink,
shrivel
Form, shape, arch, bend, coil, contort,
curl, uncurl, curve, deform, distort,
fashion, flatten, fold, unfold, stretch,
squash, twist
Age, ripen, mature, modemize
Increase, reduce, strengthen, weaken
Colour, blacken, whiten, darken, brighten,
fade, solarize
Brush,
redden,
yellow, pale
Twinkle, glimmer,
glisten,
glow,
flash,
flicker,
sparkle, shimmer
shine
Light, illuminate
Boom,
rumble,
rustle, roar, thuder,
peal
Chime, toll, sound, ring
Peel, skin, peel [intransitive: ‘easily’]
Bark, husk, pare,
scalp, shuck
Cover,
strip,
uncover,
remove,
drape, paper, plate,
roof, unroof, wallpaper, shroud, wrap,
unwrap
Cloth, attire, dress,
strip, undress, robe,
disrobe
Coat, butter, enamel,
gild, grease, lacquer,
paint, pave, plasster,
stucco, tar, varnish,
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interior
contact
aperture
operation
extending
possession
accompaniment
enhancing
Motion:manner
Motion:place
veneer, whitewash
Gut,
disembowel,
dress, pit
Hit, strike, bump,
knock, tap, punch,
slap, spank, elbow,
kick, belt, cane,
shoot, stone, whip
Open, close, shut
Run, operate, work, ride, drive, fly, sail
[but also as motion]
Captain, command,
rule, govern, bring
up, nurse, mother
Give, offer, tip,
advance, bequeath,
will, leave, donate,
grant, award, cable,
fax, post, mail, email, hand, deliver,
send, lend, lease,
loan, deny (sb sth;
sth to sb)
Hire, rent, sell
Feed, serve, supply,
provide,
present,
furnish (sb sth; sth
to sb)
Deprive, dispossess,
divest, rob, strip,
cheat, (sb of sth),
acquire, get, take,
grab, steal, pilfer,
buy, borrow, hire,
rent (sth from sb)
Join, meet, assemble, accumulate, collect,
cluster, crowd, flock, herd, separate,
dissemble, disband, disperse, scatter,
spread
Bounce, gyrate, rock, shake, tremble,
spin, swing, wave, walk, amble, limp, trot,
run, jog, gallop, jump, march, stroll, roll,
slide, drive, fly, sail
Come, go
Bring, take
Approach, arrive,
reach,
return,
depart,
leave,
circle,
encircle,
surround,
cross,
traverse,
enter,
exit,
escape,
follow,
tail,
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precede,
pass,
overtake,
land,
take off
Down, drop, fall/fell, rise/raise, capsize,
overturn, tilt, tip, topple, upset
Material process is a process about actions involving actors, or
participants. Participants are realized by nominal groups. The participants in
material process are Actor and Goal. The actor is an inherent participant in both
transitive and intransitive material clauses; the Goal is inherent only in transitive
clauses (Halliday and Matthiessen, 2014:236).
Additionally, there are a number of other participant roles that may be
involved in the material process namely scope (range), recipient, client, and
attributive (Halliday and Matthiessen, 2014:236). The scope of a material clause
is not any way affected by the performance of the process. Like the Goal, both
recipient and client are affected by the process, the difference is recipient and
client is the one that benefits from it. The recipient is the one that goods are given
too; the client is one that services are done for.
Table 2.3. The Example of Material Clause with Recipient
She
Actor
gives
Mat. Process
me
Recipient
a car
Goal
Table 2.4. The Example of Material Clause with Client
Nadya
Actor
gives
Mat. Process
The best love
Goal
For you
Client
Halliday and Matthiessen (2014:241) argue that scope typically occurs in
‘intransitive clause’ in which there is only one participant-hence where there is
Actor only, no Goal. Furthermore, they explain the grammatical distinction
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between a Scope and a Goal (see Halliday and Matthiessen, 2014:242) as the
followings:
a) A Scope can’t be probed by do to or do with while Goal can
b) A Scope element can never have a resultative attribute added within the
clause, but a Goal can
c) A Scope element can never be configured with a circumstance of Role of
‘product type’
d) The Scope is less commonly a personal pronoun, and it cannot normally
be modified by a possessive.
Table 2.5. The Example of Material Clause with Scope (Range)
My father
Actor
played
Mat.Process
chess
Scope (range)
Last night
circumstance
2.6.1.2 Mental process
Mental process is a process of sensing: Mental process construes a
quantum of change in the flow of events taking place in our own consciousness
(Halliday and Matthiessen, 2014:245). This process may be construed either as
flowing from a person’s consciousness or as impinging on it. The participant who
senses, feels, thinks, wants or perceives is called as Senser and it is always
human. Otherwise, something which is felt, thought, wanted, or perceived is
addressed as phenomenon. This is not simply a thing but also a fact and an act.
Table 2.6. The Example of Mental Process
Nobody
senser
loves
him
Mental process phenomenon
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Mental process consists of configuration of a process of consciousness
involving a participant endowed with consciousness and typically a participant
entering into or created by that consciousness (Halliday and Matthiessen, 1994:
15). Within the general class of Mental process, there are four different sub-types
of sensing: perceptive, cognitive, desiderative, and emotive –feeling and they
differ with respect to phenomenality, directionality, gradability, potentiality, and
ability to serve as metaphors of modality (Halliday and Matthiessen, 2014:256)
There are some verbs serving as process in mental clause as shown in table
below.
Table 2.7. Verb Serving as Process in Mental Clauses (Halliday and
Matthiessen, 2014:257)
perceptive
cognitive
Desiderative
Emotive
‘Like’ type
Perceive, sense, see, notice,
glimpse, hear, overhear, feel, taste,
smell
Think, believe, suppose, expect,
consider,
know,
understand,
realize,
appreciate,
imagine,
dream, pretend, guess, reckon,
conjecture, hypothesize, wonder,
doubt, remember, recall, forget,
fear (think fearfully)
Want, wish, would like, desire,
hope (for), long for, yearn for,
intend, plan, decide, resolve,
determine, agree, comply, refuse
Like, fancy, love, adore, dislike,
hate, detest, despise, loathe, abhor,
rejoice, exult, grieve, mourn,
bemoan, bewail, regret, deplore,
fear, dread, enjoy, relish, marvel
‘Please’ type
(assail)
Strike, occur to, convince,
remind, escape, puzzle,
intrigue, surprise
(tempt)
Allure,
attract,
please,
displease, disgust, offend,
repel,
revolt,
gladden,
delight, gratify, sadden,
depress, pain, alarm, startle,
frighten, scare, horrify,
shock, comfort, reassure,
encourage,
amuse,
entertain, divert, interest,
fascinate, bore, weary,
worry
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2.6.1.3 Relational processes
The English system operates with three main types of relation: intensive,
possessive, and circumstantial; and each of these comes in two distinct modes of
being ‘attributive’ and ‘identifying’ (Halliday and Matthiessen, 2014:263). The
category of Relational process covers many different ways in which being can be
expressed in English clauses. It can be described as the followings:
Table 2.8. Basic Categories of Relational Clause
Attributive ‘a is an Identifying ‘a is the
attribute of x’
identity of x’
Maria is wise
Maria is the smartest here
Intensive ‘x is a’
Lucky has a piano
The piano is Lucky’s
Possessive ‘x has a’
Circumstantial ‘x is at The festival is on Tomorrow is the 17th
Tuesday
a’
There are four characteristics of Intensive attributive relational process that
distinguish them from the ‘identifying one’ (Halliday and Matthiessen, 2014:267).
One of them is this kind of clause isn’t reversible In Attributive sub-type, a
quality, classification or descriptive epithet (Attribute) is assigned to a participant
(Carrier). Carrier is always realized by a noun or nominal group. The meaning of
Attributive Intensive is that ‘x is a member of the class a’. In this classification
kind of Attributive Intensive, Attribute is also a nominal group, typically an
indefinite nominal (introduced by a/an).
Table 2.9. The Example of Intensive Attributive Relational Process
The man
attributor
Has
just
been
A journalist
Circ.loc.temp
attributive
oral
Intensifier
attributive
relational.pro
Since the age of seventeen
Circ.loc.temporal
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Halliday and Matthiessen (2014:276) assert that in the identifying mode,
something has an identity assigned to it. The meaning of Identifying Intensive is
that ‘x is identified by a’ or ‘a serves to define the identity of x’. Structurally the
x-element, which is to be identified, is labelled as Identified and the aelement,
which serves as identity, is labelled as Identifier. This kind of clause is reversible.
The reversibility of Identifying Intensives raises the question of determining
which ‘side’ of the clause is Token and which Value. Often, semantic criteria will
indicate immediately which part of the clause is Token or Value.
For example, in the clause:
Table 2.10. The Example of Intensive Identifying Relational Process
The girl
Token
was
Intensifier
relational.pro
The best singer
identifying value
In the city
Circ.loc.place
Possessive process encodes the meaning of ownership and possession; one
entity possesses another (Halliday and Matthiessen, 2014:294). In Attributive
Possessives, possession may be encoded through the participants (with Attribute
Possessor, and the process remaining Intensive).
Table 2.11. The Example of Possessive Attributive Clauses
Dona
possessor
has
Rel.Process
a new motorcycle
possessed
2.6.1.4 Behavioral processes
Halliday and Matthiessen (2014:301) points out that this process describes
(typically human) physiological and psychological behaviour. The boundaries of
behavioural processes are indeterminate. They are partly like the material, and
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partly like the mental. They are the least distinct of the types of process because of
unclear definition of their own’s character. The participant who behaves is the
Behaver.
Table 2.12. The Example of Behavioral Process
The lazy boy
Behaver
yawns
Behavioral.Pro
At day time
Circ.loc.temporal
There are some verbs serving as process in the behavioural clauses as the
following table.
Table 2.13. Verbs Serving as Process in the Behavioural Clauses
(i)
[near mental]
(ii)
[near verbal]
(iii)
(iv)
(v)
[near material]
Processes of consciousness
represented as forms of
behaviour
Verbal processes as forms of
behavior
Look, watch, stare, listen,
think, worry, dream
Chatter,
grumble,
talk,
gossip, argue, murmur,
mouth
Physiological
processes Cry, laugh, smile, frown,
manifesting
states
of sigh, sob, snarl, hiss, whine,
consciousness
nod
Other
physiological Breathe, sneeze, cough,
processes
hiccup, burp, vomit, faint,
shit, yawn, sleep
Bodily postures and pastimes Sing, dance, lie (down), sit
(up, down)
2.6.1.5 Verbal processes
This is the process of saying which contributes to the creation of narrative
by making it possible to set up dialogic passages and it covers any kind of
symbolic exchange of meaning (Halliday and Matthiessen, 2014:302-303).
Therefore, in “the alarm tells you to wake up”and “I say the truth”, both “the
alarm” and “I” are the participants which are called Sayer. The verbal process
includes not only Sayer but Receiver (the one to whom the process is aimed),
Verbiage (content of what is said or name of the saying), and Target (the thing
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that is targeted by the process) as well. In reported and quoted sentence are not
qualified as verbiage.
The process of a ‘verbal’ clause os realized by verbal group as the
following:
Table 2.14. Verbs Serving as Process in the Verbal Clauses
TYPE
activity
targeting
semiosis
talking
(neutral quoting)
indicating
imperating
Example of Verbs
Praise, flatter, commend, compliment, congratulate,
insult, abuse, slander, blame, criticize, chide,
censure, pillory, rebuke
Speak, talk
Say, tell, go, be like
Tell (sb that), report, announce, notify, explain,
argue, convince (that), persuade (sb that), promise
(that)
As (sb whether), question, enquire (whether)
Tell (sb to do), ask (sb to do), order, command,
require, promise, threaten, persuade (sb to do),
convince (sb to do), entreat, implore, beg
Besides being able to project, there are three further participant functions
in addition to Sayer: (i) Receiver, (ii) Verbiage, and (iii) Target. (Halliday and
Matthiessen, 2014:306)
Table 2.15. The Example of Verbal Process
A baby-sitter
Sayer
scolded
Verbal.pro
The children
Receiver
Rudely
Circ.manner
2.6.1.6 Existential Processes
This illustrates that something exists or happens. Typically, this process
has the verb ‘BE’; in this respect also they resemble ‘relational clauses’. But there
are some verbs that commonly occur are mainly different from either the
‘attributive’ or the ‘identifying’ (Halliday and Matthiessen, 2014:309). The entity
or event that is being said to exist is mentioned as Existent.
Table 2.16. The Example of Existential Process
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There
Is
Existential Pro
a girl
Existent
In the room
Circ.loc.Place
Table 2.17. The Examples of Verbs Serving as Process in Existential Clause
Type
Neutral
+circumstantial
feature
Exist
happen
Time
place
abstract
Verbs
Exist, remain
Arise, occur, come about, happen, take place
Follow, ensue
Sit, stand, lie, hang, rise, stretch, emerge, grow
Erupt, flourish, prevail
2.6.1.7 Meteorological Process
This type of process is unique in English which has no participant in it
(Halliday and Matthiessen, 2014:310). It is also located between the ‘existential’
and the ‘material’. These kinds of clauses can only be analyzed through the
process only.
Table 2.18. The Examples of Meteorological Process
It’s
raining
Meteorological
process
2.6.1.8. Summary of Processes and Participants
The summary of process types, their meanings and characteristics
participants as stated by Halliday and Matthiessen (2014:311) can be seen as the
following table.
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Table 2.19. Process Types, Their Meanings and Characteristics Participants
Process type
Category meaning
Participant (directly involved)
Material:
action,
event
‘doing’
‘doing’
‘happening’
Actor, Goal
Behavioural
Mental:
perception
cognition
desideration
emotion
Verbal
‘behaving’
‘sensing’
‘seeing’
‘thinking’
‘wanting’
‘feeling’
‘saying’
Behaver
Senser, Phenomenon
Relational:
attribution
identification
‘being’
‘attributing’
‘identifying’
Carrier, attribute
Token, value, identifier, identified
Existential
‘existing’
Existent
Sayer, target
Participant
(obliquely
involved)
Recipient,
client, scope,
initiator,
attribute
behaviour
inducer
Receiver,
verbiage
Attributor,
beneficiary,
assigner
2.7. Circumstantial Element
Halliday and Matthiessen (2014:311) argue that Circumstances express the
notion of “When, where, how and why” the process takes place. Circumstantial
factors can be adverbial group or prepositional phrases and not nominal groups..
In English, there are 9 types of circumstantial element namely extent, location,
manner, cause, contingency, accompaniment, role, matter, and angle. It is briefly
described in the following table as cited from Halliday and Matthiessen
(2014:313).
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Table 2.20. Types of Circumstantial Elements
enhancing
Type
1 Extent
2 Location
3 Manner
4 cause
distance
Wh-Item
How far?
duration
How long?
frequency
How many
times?
Where?
[thee, here]
place
time
When?
[then, now]
means
How? [thus]
quality
How? [thus]
comparison
How? What
like?
degree
How much?
Reason
Why?
Examples of Realization
For, throughout ‘measured
nominal group’
For, throughout ‘measured
nominal group’
‘measured nominal group’
At, in, on, by, near, to,
towards, into, onto, (away)
from, out of, off, behind,
in front of, above, below,
under, alongside
Adverb of places: abroad,
overseas, home, upstairs,
downstairs, inside, outside,
out, up, down, behind, left,
right, straight…..; there,
here
At, in, on, to, until, till,
towards, into, from, since,
during, before, after
Adverb of time: today,
tomorrow, yesterday, now
then
By, through, with, by
means of, , out of
[+material], from
In + a + quality (e.g.
dignified); according to
Adverbs in –ly, -wise; fast,
well; together, jointly,
separately, respectively
Like, unlike, in +the
manner of….
Adverbs of comparison
differently
To + a
high/low…..degree/extent
Adverbs of degree much
greatly, considerable,
deeply [often
collocationally linked to
lexical verbs e.g. love +
deeply, understand +
completely
because of, as a result,
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Purpose
behalf
5 Contingency
extending
6 Accompaniment
condition
default
concession
comitative
additive
elaborating
7 Role
projection
8 Matter
guise
product
9 Angle
Source
Viewpoint
Why? What
for?
Who for?
Why?
Who/what
with?
And
who/what
else?
What as?
What into?
What about?
thanks to, due to, for want
of, for, of, out of, through
For, for the purpose of, for
the sake of, in the hope of
For, for the sake of, in
favour of, against [‘not on
favour of’], on behalf of
In case of, in the event of
In default of, in the
absence of, short of,
without, [‘if it had not
been for’]
Despite, in spite of
With; without
As well as, besides;
instead of
As, by way f, in the
role/shape/guise/form of
into
About, concerning, on, of,
with reference to, in [‘with
respect to’]
According to, in the words
of
To, in the view/opinion of,
from the standpoint of
2.8. Text and Context
Text and context are interrelated variables which cannot be separated.
According to Halliday and Hassan (1976), a text is regarded as a semantic unit of
meaning which has clauses that are contextual properties that hang together.
Additionally, Halliday and Hasan (1985) state that there is a text and there is other
text that accompanies it: text that is ‘with’ namely the con-text. In other words,
language as text is always surrounded by its environment both physical and nonphysical which directly supports the existence of particular text. Furthermore,
They add that text as language that is functional, doing some job or playing some
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part in context. It is an instance of the product and process of social meaning in a
particular context of situation. It can be concluded that text is always surrounded
by context of situation.
Context is a level of language concerned with the relationship between
form and extra-textual features of situation (Halliday in Martin, 1992). It is an
extrinsic theory of language used, referring to the total environment in which a
text unfolds (Halliday and Hassan, 1985). In this case, context can be divided into
two kinds: context of situation and context of culture.
Context of situation refers to the social environment in which meaning are
being exchanged (Halliday and Hasan, 1985). It is realized through register with
its three components of field, tenor, and mode. Meanwhile, context of culture is
the institutional and ideological background that gives value to the text and
constrains its interpretation (Halliday and Hasan, 1985).
Language and context are interrelated. That is why we are able to deduce
context from text and to predict language from context. It is not possible to tell
how people are using language if you do not take into account the context of use.
Once a text is taken out of context, its purpose becomes obscured with part of its
meaning lost (Eggins, 2004).
2.9. Writing
Hoover (2008) states that Writing is vital component of comprehensive
synergy of literacy and being integrated by reading, listening, and speaking and a
way to express the ideas in written form. Moreover, Graham and Perin (2007),
writing is formulating own thoughts which are drawn from the background of
knowledge, organizing them, and creating a written record of them using the
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conventions of spelling and grammar. In addition, Yusuf (2014:9) states that
writing is the way to convey the idea, massage, and thought in written form. In
conclusion, writing is a complex process which combines them through many
aspects such as knowledge and grammar at the same time in conveying the ideas
or message.
Writing orients to product but it doesn’t ignore the process. To make a good
product of writing is important. Oshima and Hogue (1999) strongly argue that
writing specifically academic writing is not easy. The process of writing should be
scrutinized by the writer. Therefore, Harmer (2004) in Yusuf (2014:9-10), there
are steps of writing, namely:
a) Planning: There are three main issues that a writer has to think about in
this stage, the first is considering the purpose of the writing since this
will influence not only the type of the text but also the language used and
the information chosen. Second is considering audience since it will
influence the shape of the writing and language. The last is considering
content structure, how to sequence the facts, ideas, and arguments.
b) Drafting: A draft of a text is often done on the assumption that it will be
altered.
c) Editing (reflecting and revising): Once the draft is produced, the writers
read through what they have written to check the general and detailed
features of the writing. Reflecting and revising are often helped by other
readers or editor and their reactions toward a piece of writing will help
the writer to make appropriate revisions.
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d) Final version: the writing may look different from both the original plan
and the first draft, since things have changed in the editing process.
2.9. Genre
Genre is defined as a language doing the job appropriate to that class of
social happenings (Hasan, 1995). In this case, the social happening refers to a
social activity in a context of culture in which language plays an important role. In
the text, genre is realized by the structure of the text, which varies from one to
another. However, there is an obligatory structure called as Genetic Structure
Potential (GSP). It refers to a text structure that can be used to diagnose the social
function of the genre. GSP itself includes the opening, the body, and the closure
of the text. Each text has a different social function in which it needs the different
genre and GSP (Martin, 1992). Therefore, GSP becomes the characteristic of a
text conveying a certain genre. Genre is classified into two categories: story and
factual genre.
2.10. Kinds of Genre
Eggins (2010) as quoted by Saragih (2012) explains that Genre is defined as
a staged, goal-oriented social process. Genre also covers social process of how to
behave in the society. In conclusion, genre is a frame of reference which covers a
staged, and goal-oriented in a particular society of culture. According to Gerot and
Wignell (1994) states that there are thirteen types of academic genre; spoof,
recounts, reports, exposition, news item, anecdote, narrative, procedure,
description, commentary, explanation, discussion, and reviews. Dirgeyasa (2014)
gives a clear difference between each of academic genres in terms of social
function and the generic structure as the followings:
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a. Descriptive
Descriptive is a type of text which has function to describe a particular
person, place or thing. The generic structure of this text is identification ^
description.
b. Explanation
Explanation text is used for explaining the process involved in the
formation of workings of natural or socio-cultural phenomena. It has
generic structure general statement ^ sequenced explanation ^ closing
(optional)
c. Procedure
Procedure is a text which tells someone to do something and how to do it
or to describe how something is accomplished through a sequence of
actions or steps. The generic structure of this text is topic (goal) ^
materials ^ sequence of steps ^ closing (optional)
d. Exposition
Exposition text is a text to argue for or against for a social issue. It is
divided into two: analytical and hortatory exposition. Analytical
exposition has generic structure thesis ^ arguments ^ reiteration. And
hortatory exposition has the generic structure thesis ^ arguments ^
recommendation
e. Discussion
Discussion simply presents points of view about an issue at least from
two different sides (protagonist and antagonist). The generic structure of
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this genre is issue ^ arguments (for) ^ arguments (against) ^ conclusion
or recommendation
f. Narrative
Narrative is one kind of the text which has function to tell a story that
something goes wrong. The generic structure of this genre is orientation ^
complication ^ resolution
g. Spoof
This kind of text is useful for telling an event with a humorous twist. It
has generic structure the orientation ^ the event ^ the twist
h. Recount
Recount text is a text that retelling events for the purpose of informing or
entertaining to the readers. The generic structure of the text is ^ sequence
of events ^ re-orientation
i. Report
In our daily life, recount text is used for describing the way things are
with reference to a range of natural, man-made, and phenomena in our
environment. The generic structure of the text is topic ^ general statement
^ description
j. Anecdote
Anecdote is a text that has a social function to share with others and
amuse the readers an account of an unusual or amusing incident. It has
generic structure abstract ^ orientation ^ crisis ^ reaction ^ coda
k. News Item
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This is the type of text which informs the readers, listeners, or viewers
about events of the day which are considered newsworthy or important.
The generic structure of this text is the headline ^ the summary of event ^
the background ^ the source
l. Reviews
If we want to give an evaluation or critique about an art work or event for
a public audience, we can use genre of reviews. The generic structure of
this genre is identification ^ summary and evaluation/critique ^
conclusion or recommendation ^ author (optional)
m. Commentary
It is a text which explains the process involved in the formation
(evaluation) of a socio-cultural phenomenon as though a natural
phenomenon. It has generic structure introduction ^ explanation ^
argument ^ clarification ^ conclusion
2.11. Recount
Gerot and Wignell (1994) argue that recount text is used to retell events
for the purpose of informing and entertaining. Additionally, Dirgeyasa (2014:25)
gives more comprehensive definition that recount text is to retell personal stories
which can be either factual or imaginative with the objective of informing and
amusing readers (or both). As the conclusion, recount text is a text which is used
to retell past events which can be factual or imaginative to amuse or to entertain
readers.
The generic structure of recount text is orientation ^ sequence of events ^
re-orientation. And the significant lexicogrammatical features of recount text are
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focus on specific participant, using material process, using circumstances of time
and place, use of past tense, and focus on temporal sequences. The example of the
recount text can be seen as the following.
Table 2.21. The example of Recount Text (National Exam for Nautical Deck
Department, 1997 in Dirgeyasa, 2014:32)
To the passage of the ship
I was sailing with and on board vessel M.V. Gunsa from Osaka,
Japan, via Hong Kong to Jakarta. It was really big vessel
containing a large amount of Liquid natural Gas (LNG)
Sequence of The vessel departed Osaka on September 1st , morning, and
arrived in Hong Kong at 22.00 o’clock, September 6th in 2000,
events
then left that port on 8 straight to Jakarta where I arrived on the
15th at 06.00 o’clock.
The vessel was fully loaded with Liquid Natural Gas (LNG) and
in Hong Kong she discharged and loaded part of the cargo, so
that he burden of the vessel when leaving Hong Kong for Jakarta
was only 7000 tons.
During the voyage, the vessel experienced bad weather a couple
of days, and she had to reduce speed and alter course several
times just to ease her and to avoid serious rolling.
On arrival, in order to protect the company from any claim which
might be brought forward by the shippers, I thought the master of
the ship has to make a good note of Protest covering the fact,
meanwhile the ship lying alongside goes down 202 Tanjung
Priuk. While discharging, an accident again happened on board
M.V. Gunsa that is the portside derrick of hatch 2 forward fell
down the respective bulwark that caused serious damage to the
bulwark and injured three longshoremen who were working on
deck.
In this case, I thought that the Master had to make a statement of
fact regarding the above accident.
As for me, it was a good experience to create any knowledge and
Reability in handling the ship at sea, as well as handling human
orientation
beings on board the ships.
Title
Orientation
B. Conceptual Framework
Experiential meaning is expressed through the system of transitivity or
process type, with the choice of process implicating associated participant roles
and configurations. Halliday and Matthiessen (2014) argue that the transitivity
system construes the world of experience into a manageable set of process types.
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Each process type provides its own model or schema for construing a particular
domain of experience as a figure of a particular kind. The concepts of process,
participants and circumstances are semantic categories, which provide the
linguistic structure of the events in reality. Each type of process contributes to the
construction of English grammar and there are specific kinds of participants
associated with it in particular circumstances. Participant is a person or a thing
involved in process. Process is an activity done which is equivalent to verb in
traditional grammar. A circumstance is equivalent to adverb indicating the
situation or surrounding in which the process occur.
Gerot and Wignell (1994) argue that recount text is used to retell events
for the purpose of informing and entertaining. The generic structure of recount
text is orientation ^ events ^ re-orientation. And the significant lexicogrammatical
features or recount text are focus on specific participant, using material process,
using circumstances of time and place, use of past tense, and focus on temporal
sequences. Recount text is useful to amuse and to inform reader about past event.
In detail, the focus of this research is to analyze how experiential function
relates to each other in recount text produced by Indonesian EFL students in
Medan. The analytical construction of this research is portrayed through the
following figure.
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EFL Students’ Recount Text in Medan
Ideational Function
Experiential Function
Transitivity
Processes
Participants
Circumstances
Material
Actor
Identifier
Extent
Mental
Goal
Identified
Location
Relational
Recipient
Behaver
Manner
Behavioural
Range
Client
Cause
Verbal
Sayer
Receiver
Contingency
Existential
Agent
Verbiage
Accompaniment
Meteorological
Senser
Verbiage
Role
Phenomenon
Target
Matter
Carrier
Existent
Angle
Attribute
Figure 2.5. The Analytical Construction of “Experiential Function in EFL
Students’ Writing in Medan”
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