EXPERIENTIAL MEANING IN WINDOWS 8 HELP TEXTS.
EXPERIENTIAL MEANING IN WINDOWS 8 HELP TEXTS
A Thesis
By:
SUBONO HUTAGALUNG
Registration Number: 8126111041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
EXPERIENTIAL MEANING IN WINDOWS 8 HELP TEXTS
A Thesis
By:
SUBONO HUTAGALUNG
Registration Number: 8126111041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Subono Hutagalung. Registration Number: 8126111041 Experiential Meaning in
Windows 8 Help Texts. Thesis English Applied Linguistics Study Program,
Postgraduate School State University of Medan. 2014.
The aims of the study are to reveal the experiential meanings in windows 8 help
texts, through the methodology is conducted with qualitative approach. In that
case, the qualitative refers to the texts as data. Next, instrument of the study are
documents or files from hyperlinks of the windows 8 help texts. Therefore, the
data were instructional texts. The data were collected from the hyperlinks of the
windows 8 help and support. After that, the data analyzed with taxonomic on
Systemic Functional Linguistics (SFL) concept. The findings indicate that with
the taxonomic to easier in reading the instructional texts. Furthermore, all
experiential meanings that based on taxonomic on the SFL theory are found in the
windows 8 help texts. Finally, the study is allowanced for instructors and
practitioners who study instructional texts of the windows 8 help with English as
medium of instructors.
iii
ABSTRAK
Subono Hutagalung. Nomor Registrasi: 8126111041 Arti Ekspressi teks-teks
bantuan yang ada di Windows 8. Tesis program studi linguistik terapan bahasa
Inggris, Sekolah Pasca Sarjana Universitas Negeri Medan. 2014.
Tujuan dari penelitian ini adalah untuk memahami arti ekspressi pada teks
bantuan yang ada di Windows 8, dengan menggunakan pendekatan metode
kualitatif. Kemudian, data yang dimaksud pada kualitatif tersebut adalah data
yang bersumber dari teks. Instrument yang digunakan adalah arsip atau fail yang
berasal dari teks bantuan windows 8. Oleh sebab itu, data dalam penelitian ini
berupa teks-teks instruksi. Data dikumpulkan dari berbagai koneksi dari bantuan
dan dukungan windows 8. Setelah itu, data tersebut dianalisis dengan
menggunakan teori taksonomik yang didasarkan pada teori SFL. Temuan
mengindikasikan bahwa dengan menggunakan teori taksonomik akan
mempermudah dalam membaca teks instruksi. Dan selanjutnya, semua arti
expresi yang didasarkan pada teori taksonomik pada teori SFL ditemukan ada
pada teks bantuan windows 8. Yang akhirnya, penelitian ini sesuai untuk para
instruktur dan praktisi yang sedang maupun yang akan mempelajari teks instruksi
yang ada pada windows 8 dengan menggunakan bahasa Inggris sebagai bahasa
pengantarnya.
iv
ACKNOWLEDGEMENTS
The deepest gratitude is expressed to Allah SWT for all blessings before,
after and during the writing of this thesis dedicated to the writer’s beloved mom
(Rospita Marbun), dad (M. Hutagalung) who had been inspiring him to keep on
fighting for the existence given next for those writer’s loves. And Prof. Dr. H.M.
Dachnel Kamars, M.A., as my adviser in academic life.
An enthusiastic thank you is reserved for Prof. Amrin Saragih, M.A.,
Ph.D., being the First Adviser and Dr. Siti Aisyah Ginting, M.Pd., being the
Second Adviser who advisers during the writing this thesis. Expression of
gratitude is extended to the reviewers and examiners, namely Prof. Dr. Busmin
Gurning, M.Pd., Dr. Anni Holila Pulungan, M.Hum., and Dr. Sri Minda Murni,
M.S., for the valuable input and suggestions for the completion of the study.
The writer is truly indebted to all lectures of the English Applied
Linguistics Study Program for knowledge and valuable information the writer has
had during the study, to all my friends Lim A Sui, Elvida, Mahfudz, Isma, Indri,
Raisa, Marina, Raden, Rahma, Khadijah, Reza, Hiskia, Saddam, Dewi, Novi,
Mahya, Lila, Rica, and Rossi who have supported him. A lot assistance given by
Mr. Parid was like stream in melody, thus the writer thanks for sustain, and any
other contribution in planning, implementing and writing this thesis.
At last, the writer is very truly grateful for love, affections, supports and
patience from his family in Medan: Rahmana Hutagalung, Ardiansyah Telkom,
i
Yuda Pratama, Bebi Caneiz, Yulia Rahmi, Nurul Amanda, and Muhammad Irfan,
who can always keep the writer standing tall and strong when they’re help him.
Medan, 19 Februari 2014
The Writer,
Subono Hutagalung
Registration Number: 8126111041
ii
TABLE OF CONTENS
Page
ACKNOWLEDGEMENTS ................................................................................ i
ABSTRACT ......................................................................................................... iii
TABLE OF CONTENTS .................................................................................... v
LIST OF FIGURES ............................................................................................ viii
LIST OF APPENDICES .................................................................................... ix
CHAPTER I. INTRODUCTION....................................................................... 1
1.1 Background of the Study.................................................................... 1
1.2 Scope of the Study ............................................................................. 4
1.3 Problems of the Study ........................................................................ 5
1.4 Objectives of the Study ...................................................................... 5
1.5 Significance of the Study ................................................................... 5
CHAPTER II. REVIEW OF LITERATURE .................................................. 6
2.1 Experiential Meaning ......................................................................... 6
2.1.1 Grammar as experience ............................................................ 8
2.1.2 Grammatical semantics ............................................................. 9
2.1.3 Position of the meaning ............................................................ 10
2.1.4 Presentational, orientational, and organizational meaning ....... 11
2.1.5 Making meaning with multiple semiotics................................. 12
2.1.6 Distillation of technical meaning .............................................. 12
2.1.7 Word meaning and expression.................................................. 14
2.2 Text and Context ................................................................................ 15
2.2.1 Text............................................................................................ 15
2.2.2 Context ...................................................................................... 16
2.3 Ideational Function ............................................................................. 18
2.3.1 Experiential function ................................................................. 18
v
2.3.2 Vernacular lexis......................................................................... 20
2.3.3 Classifying and explaining experiential meaning ..................... 21
2.3.4 Logical meaning ........................................................................ 22
2.3.5 Taxonomic relation (between elements from clause to clause) 22
2.3.6 Nuclear relations (configurations of elements within clause) ... 26
2.3.7 Activity sequence (from process to process in a series of clause) .. 26
2.4 Artificial Intelligence ......................................................................... 27
2.5 Windows 8 Help Texts ....................................................................... 29
2.6 Relevant Studies ................................................................................. 30
2.7 Conceptual Framework ...................................................................... 31
CHAPTER III. RESEARCH METHOD .......................................................... 33
3.1 Research Design ................................................................................. 33
3.2 Data and Sources of the Data ............................................................. 34
3.3 Technique in Collecting Data ............................................................. 35
3.4 Instrument of Research ...................................................................... 36
3.5 Technique of Analyzing Data ............................................................ 36
3.6 Trustworthiness of the Study.............................................................. 37
CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSION .......... 38
4.1 Data Analysis ..................................................................................... 38
4.1.1 Types of experiential meaning in windows 8 help texts ........... 38
4.1.2 Experiential meaning ways are encoded in windows 8 help texts ........................................................................................... 43
4.1.3 Contextualization of windows 8 help texts are encoded ........... 44
4.2 Findings .............................................................................................. 45
4.2.1 Types of experiential meaning in windows 8 help texts ........... 45
4.2.2 Contextstualization of windows 8 help texts are encoded ........ 45
4.2.3 Windows 8 help texts way are encoded .................................... 46
4.3 Discussion .......................................................................................... 46
4.3.1 Types of experiential meaning in windows 8 help texts ........... 46
4.3.2 Contextstualization of windows 8 help texts are encoded ........ 47
vi
4.3.3 Windows 8 help texts way are encoded .................................... 48
CHAPTER V. CONCLUSIONS AND SUGGESTIONS................................. 50
5.1 Conclusions ........................................................................................ 50
5.2 Suggestions......................................................................................... 51
REFERENCES .................................................................................................... 52
APPENDICES ..................................................................................................... 59
vii
LIST OF FIGURES
Page
Figure 3.2 Windows 8 Help and Support screen lay out ...................................... 33
Figure 1.1 Start screen: your favorite things analysis ........................................... 38
Figure 2.1 Connecting to the Internet analysis...................................................... 39
Figure 3.1 How do I turn on automatic updating analysis .................................... 41
viii
LIST OF APPENDICES
Page
Appendix 1.1 Hyperlinks Went With Instructional Texts .................................... 58
Appendix 2.1 Instructional Texts and Analysis Data............................................ 97
Appendix 3.1 Biography ....................................................................................... 203
ix
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Currently, many learners are used technology for easier to do their
research on. Most area of sciences and arts there are increasing interest to do the
research on a computer. In other words, it has changed many activities like typing,
editing, exploring and communicating. For the reason that, now learner uses
computers more than the past, where in the past to do it with manual. Moreover,
from the information or the technology function are assumed that everyone should
know to organize, to move and manipulate a text as experiential meaning at hand.
As a teacher, computer technology helps in working. For the learner
slightly knows a system, Muir-Herzig (2003: 119) on his research mentions that
the current teacher proficiency of technology equipment and application such as
“Computer, Digital Camera, Scanner, Projector, Distance Education, Word
Processing, Database, Spreadsheet, Drawing, Website Development, Electronic
References, Discussion Groups, Instructional Software, Presentation Software,
Hypermedia, Email, Internet, Assistive Technologies and Instructional Methods
for Integrating Technology.” Thus, the instructional texts are found in operating
system or software should be mastered by instructors. And, the competency itself
would be related by the writer to artificial intelligence that encodes with strings
which intelligence of experiential meaning in the texts help of windows 8.
1
2
The learner can use the text as experiment on their work. With the
technology writer’s assumes that the meaning of the text would become found
well, their work will be more focus. Therefore, with mastering the experiential
meaning in texts operation, the brainware would be more understood of the new
interface, speed of boot, speed of resume from sleep, of the system which are all
the learners are usually connect with the technology. Then, user’s understanding
of the experiential meaning will help them on taps or clicks each instruction in
every program which is opening on a screen of the computer.
In accepting the text, idea of language will help brainwares or users to
understand what is experiential. Majority of the users have difficulties for
understanding a text. Even though, they past from the text on is operated in the
operating system several times. It is need to pay attention in getting the idea from
the text. There are so many factors that influence to understand them. For
instance, has limited ability to reduce them. As a result, become reduce speed in
getting the idea from information on the text. Then, developing the idea in reading
is in fact not easy as some people think. Generally of the people work without
giving much thought on how they do it since to assume that reading in working
with a program is not very important. To operate at the same time reading texts
are only an activity to read some words or sentences, thus to less concentrations to
the result of the reading experiential meaning in windows 8 help texts.
Instructional windows 8 help texts are as information which have new
interface. Hence, as information, it applies with its understanding; it gives an
explanation or guidance to the brainware on operating or takes action that they are
needed, to carry out on the computer. On the other hand, the rapid developments
3
of science and technology have brought many changes. People can access
information from windows help at the same time as addition on their knowledge.
That’s why the instructor and practitioner who studies English can enlarge their
knowledge by reading the instructional texts which serves with English.
Choosing experiential meaning in windows 8 help texts are based on the
interesting and curiosity of the writer on his supporting knowledge about the
subject, since this era are also nearly all of the reality implementation, and
habitual action connects with them, as far as writer’s experience has seen that
most of people just apply them without know to read and understand the
experiential meaning, with lexical string all of them are going to involved and
deserve through are sophisticated of relation.
Experiential meanings of the study are very important to be discussed
because they have a part structure that can be described functionally in terms
ideation. Furthermore, in the ideation the experiential meaning concerns with the
clauses and lexical strings which have appearances as the way of representing
patterns of experience through the process of taxonomic relation.
For instance, start screen data.
There are lots of ways to get to start, but here are a few quick ones:
o With touch, swipe in from the right edge of your screen and tap the Start
charm.
o With a mouse, click in the bottom-left corner of the screen.
o On a keyboard, use the Windows logo key
.
4
From the data are found, the experiential meaning in the text applied by
using lexical strings, here are their description:
1) With touch, swipe in from the right edge of your screen and tap the Start
charm.
2) With a mouse, click in the bottom-left corner of the screen.
3) On a keyboard, use the Windows logo key
.
The strings show the experiential in the text, there are three strings. As
readers are immediately underlined, circled, highlighted, bulleted, colored,
bolded, italicized, strikethrough, double strikethrough, shadowed, superscripted,
subscripted, outlined, embossed, engraved, small caps cased, all uppercased,
toggle cased, aligned, indented, spaced, sized, and font styled texts to value of the
style their reading on. But, now they should try other innovation by using strings.
Thus, the writer is very interested on searching closely about experiential meaning
as found in windows 8 help texts which is directed to the importance
understanding and comprehend the texts. And the designation is “Experiential
Meaning in Windows 8 Help Texts.”
1.2 Scope of the Study
Scope of the study is experiential meanings. The experiential meanings are
related to ideational (Halliday, 2007), the ideational is theory of systemic
functional linguistics (SFL). Ideational meanings between clauses, the clause of
windows 8 help texts, and categories of ideational meanings, Saragih (2013) in his
slide PPT, elaborated in chapter II.
5
1.3 Problems of the Study
The problems of the study are formulated as the following:
1) What types of experiential meanings are used in windows 8 help texts?
2) What contexts of experiential meanings are encoded the way in windows 8
help texts?
3) How are experiential meanings encoded in windows 8 help texts?
1.4 Objectives of the Study
The objectives of the study with reference to the problems are to:
1) find out the experiential meanings in windows 8 help texts.
2) locate out the context experiential meanings the way they are encoded in
windows 8 help texts.
3) investigate the experiential meanings encoded in windows 8 help texts.
1.5 Significance of the Study
Findings of study are assumed as theoretically and practically as follow:
1) Theoretically, the readers can enlarge their knowledge on theories of
experiential meaning in order to get some information easily.
2) Practically, the readers and writers realize their understanding in applying
the technology with accepting its text. In addition, to another researcher
who would like to conduct an in-depth study the experiential meaning.
3) In English language education and art the experiential meanings in
windows 8 help texts found can be used as additional of teaching materials
for the students in English department or interested.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Problems are addressed on study namely investigations on types of
experiential meaning in windows 8 help texts; ways are encoded the windows 8
help texts; explanation of them. As a result, their conclusions are:
1) Types of experiential meanings in the Windows 8 help texts are the
interaction of the brainware to gain understanding of the instructional text
that express ideational on the text.
2) Contextualization features refer to; field in windows 8 help texts are on the
computer layer, on a desktop or on screen in a laptop or a PC and the
language figures were instructional language; tenor was brainware; mode
in written language with lines.
3) Experiential meaning in windows 8 help texts were encoded by the
concept of taxonomic on SFL theory as assumption to find out the lexical
items in the windows 8 help texts were by using lexical strings with
vertical line, they point to each item, and then the relation of the items
were as assumption of the meaning in the texts. To achieve them serves by
artificial intelligence moreover how to move and manipulate objects.
50
51
5.2 Suggestions
In relation to the findings of the study it is suggested that:
1) The writer should apply the findings of the study “types experiential
meaning” to operate the operating systems windows 8 on deeply
understanding of the instructional items from clauses of the operating
system windows 8 help texts.
2) The writer also should make to assume in applying possible other concept
to make classification beside the lexical strings other possible
classification to reduce texts such as on tables fixed list categorization, on
chart lexical strings and on SmartArt lexical strings.
3) The reader should be rendered to an exact machine (linguistic computation
or linguistic machine) that can reduce texts for gaining access to lexical
items and lexical strings base on instructional texts which were provided.
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A Thesis
By:
SUBONO HUTAGALUNG
Registration Number: 8126111041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
EXPERIENTIAL MEANING IN WINDOWS 8 HELP TEXTS
A Thesis
By:
SUBONO HUTAGALUNG
Registration Number: 8126111041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Subono Hutagalung. Registration Number: 8126111041 Experiential Meaning in
Windows 8 Help Texts. Thesis English Applied Linguistics Study Program,
Postgraduate School State University of Medan. 2014.
The aims of the study are to reveal the experiential meanings in windows 8 help
texts, through the methodology is conducted with qualitative approach. In that
case, the qualitative refers to the texts as data. Next, instrument of the study are
documents or files from hyperlinks of the windows 8 help texts. Therefore, the
data were instructional texts. The data were collected from the hyperlinks of the
windows 8 help and support. After that, the data analyzed with taxonomic on
Systemic Functional Linguistics (SFL) concept. The findings indicate that with
the taxonomic to easier in reading the instructional texts. Furthermore, all
experiential meanings that based on taxonomic on the SFL theory are found in the
windows 8 help texts. Finally, the study is allowanced for instructors and
practitioners who study instructional texts of the windows 8 help with English as
medium of instructors.
iii
ABSTRAK
Subono Hutagalung. Nomor Registrasi: 8126111041 Arti Ekspressi teks-teks
bantuan yang ada di Windows 8. Tesis program studi linguistik terapan bahasa
Inggris, Sekolah Pasca Sarjana Universitas Negeri Medan. 2014.
Tujuan dari penelitian ini adalah untuk memahami arti ekspressi pada teks
bantuan yang ada di Windows 8, dengan menggunakan pendekatan metode
kualitatif. Kemudian, data yang dimaksud pada kualitatif tersebut adalah data
yang bersumber dari teks. Instrument yang digunakan adalah arsip atau fail yang
berasal dari teks bantuan windows 8. Oleh sebab itu, data dalam penelitian ini
berupa teks-teks instruksi. Data dikumpulkan dari berbagai koneksi dari bantuan
dan dukungan windows 8. Setelah itu, data tersebut dianalisis dengan
menggunakan teori taksonomik yang didasarkan pada teori SFL. Temuan
mengindikasikan bahwa dengan menggunakan teori taksonomik akan
mempermudah dalam membaca teks instruksi. Dan selanjutnya, semua arti
expresi yang didasarkan pada teori taksonomik pada teori SFL ditemukan ada
pada teks bantuan windows 8. Yang akhirnya, penelitian ini sesuai untuk para
instruktur dan praktisi yang sedang maupun yang akan mempelajari teks instruksi
yang ada pada windows 8 dengan menggunakan bahasa Inggris sebagai bahasa
pengantarnya.
iv
ACKNOWLEDGEMENTS
The deepest gratitude is expressed to Allah SWT for all blessings before,
after and during the writing of this thesis dedicated to the writer’s beloved mom
(Rospita Marbun), dad (M. Hutagalung) who had been inspiring him to keep on
fighting for the existence given next for those writer’s loves. And Prof. Dr. H.M.
Dachnel Kamars, M.A., as my adviser in academic life.
An enthusiastic thank you is reserved for Prof. Amrin Saragih, M.A.,
Ph.D., being the First Adviser and Dr. Siti Aisyah Ginting, M.Pd., being the
Second Adviser who advisers during the writing this thesis. Expression of
gratitude is extended to the reviewers and examiners, namely Prof. Dr. Busmin
Gurning, M.Pd., Dr. Anni Holila Pulungan, M.Hum., and Dr. Sri Minda Murni,
M.S., for the valuable input and suggestions for the completion of the study.
The writer is truly indebted to all lectures of the English Applied
Linguistics Study Program for knowledge and valuable information the writer has
had during the study, to all my friends Lim A Sui, Elvida, Mahfudz, Isma, Indri,
Raisa, Marina, Raden, Rahma, Khadijah, Reza, Hiskia, Saddam, Dewi, Novi,
Mahya, Lila, Rica, and Rossi who have supported him. A lot assistance given by
Mr. Parid was like stream in melody, thus the writer thanks for sustain, and any
other contribution in planning, implementing and writing this thesis.
At last, the writer is very truly grateful for love, affections, supports and
patience from his family in Medan: Rahmana Hutagalung, Ardiansyah Telkom,
i
Yuda Pratama, Bebi Caneiz, Yulia Rahmi, Nurul Amanda, and Muhammad Irfan,
who can always keep the writer standing tall and strong when they’re help him.
Medan, 19 Februari 2014
The Writer,
Subono Hutagalung
Registration Number: 8126111041
ii
TABLE OF CONTENS
Page
ACKNOWLEDGEMENTS ................................................................................ i
ABSTRACT ......................................................................................................... iii
TABLE OF CONTENTS .................................................................................... v
LIST OF FIGURES ............................................................................................ viii
LIST OF APPENDICES .................................................................................... ix
CHAPTER I. INTRODUCTION....................................................................... 1
1.1 Background of the Study.................................................................... 1
1.2 Scope of the Study ............................................................................. 4
1.3 Problems of the Study ........................................................................ 5
1.4 Objectives of the Study ...................................................................... 5
1.5 Significance of the Study ................................................................... 5
CHAPTER II. REVIEW OF LITERATURE .................................................. 6
2.1 Experiential Meaning ......................................................................... 6
2.1.1 Grammar as experience ............................................................ 8
2.1.2 Grammatical semantics ............................................................. 9
2.1.3 Position of the meaning ............................................................ 10
2.1.4 Presentational, orientational, and organizational meaning ....... 11
2.1.5 Making meaning with multiple semiotics................................. 12
2.1.6 Distillation of technical meaning .............................................. 12
2.1.7 Word meaning and expression.................................................. 14
2.2 Text and Context ................................................................................ 15
2.2.1 Text............................................................................................ 15
2.2.2 Context ...................................................................................... 16
2.3 Ideational Function ............................................................................. 18
2.3.1 Experiential function ................................................................. 18
v
2.3.2 Vernacular lexis......................................................................... 20
2.3.3 Classifying and explaining experiential meaning ..................... 21
2.3.4 Logical meaning ........................................................................ 22
2.3.5 Taxonomic relation (between elements from clause to clause) 22
2.3.6 Nuclear relations (configurations of elements within clause) ... 26
2.3.7 Activity sequence (from process to process in a series of clause) .. 26
2.4 Artificial Intelligence ......................................................................... 27
2.5 Windows 8 Help Texts ....................................................................... 29
2.6 Relevant Studies ................................................................................. 30
2.7 Conceptual Framework ...................................................................... 31
CHAPTER III. RESEARCH METHOD .......................................................... 33
3.1 Research Design ................................................................................. 33
3.2 Data and Sources of the Data ............................................................. 34
3.3 Technique in Collecting Data ............................................................. 35
3.4 Instrument of Research ...................................................................... 36
3.5 Technique of Analyzing Data ............................................................ 36
3.6 Trustworthiness of the Study.............................................................. 37
CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSION .......... 38
4.1 Data Analysis ..................................................................................... 38
4.1.1 Types of experiential meaning in windows 8 help texts ........... 38
4.1.2 Experiential meaning ways are encoded in windows 8 help texts ........................................................................................... 43
4.1.3 Contextualization of windows 8 help texts are encoded ........... 44
4.2 Findings .............................................................................................. 45
4.2.1 Types of experiential meaning in windows 8 help texts ........... 45
4.2.2 Contextstualization of windows 8 help texts are encoded ........ 45
4.2.3 Windows 8 help texts way are encoded .................................... 46
4.3 Discussion .......................................................................................... 46
4.3.1 Types of experiential meaning in windows 8 help texts ........... 46
4.3.2 Contextstualization of windows 8 help texts are encoded ........ 47
vi
4.3.3 Windows 8 help texts way are encoded .................................... 48
CHAPTER V. CONCLUSIONS AND SUGGESTIONS................................. 50
5.1 Conclusions ........................................................................................ 50
5.2 Suggestions......................................................................................... 51
REFERENCES .................................................................................................... 52
APPENDICES ..................................................................................................... 59
vii
LIST OF FIGURES
Page
Figure 3.2 Windows 8 Help and Support screen lay out ...................................... 33
Figure 1.1 Start screen: your favorite things analysis ........................................... 38
Figure 2.1 Connecting to the Internet analysis...................................................... 39
Figure 3.1 How do I turn on automatic updating analysis .................................... 41
viii
LIST OF APPENDICES
Page
Appendix 1.1 Hyperlinks Went With Instructional Texts .................................... 58
Appendix 2.1 Instructional Texts and Analysis Data............................................ 97
Appendix 3.1 Biography ....................................................................................... 203
ix
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Currently, many learners are used technology for easier to do their
research on. Most area of sciences and arts there are increasing interest to do the
research on a computer. In other words, it has changed many activities like typing,
editing, exploring and communicating. For the reason that, now learner uses
computers more than the past, where in the past to do it with manual. Moreover,
from the information or the technology function are assumed that everyone should
know to organize, to move and manipulate a text as experiential meaning at hand.
As a teacher, computer technology helps in working. For the learner
slightly knows a system, Muir-Herzig (2003: 119) on his research mentions that
the current teacher proficiency of technology equipment and application such as
“Computer, Digital Camera, Scanner, Projector, Distance Education, Word
Processing, Database, Spreadsheet, Drawing, Website Development, Electronic
References, Discussion Groups, Instructional Software, Presentation Software,
Hypermedia, Email, Internet, Assistive Technologies and Instructional Methods
for Integrating Technology.” Thus, the instructional texts are found in operating
system or software should be mastered by instructors. And, the competency itself
would be related by the writer to artificial intelligence that encodes with strings
which intelligence of experiential meaning in the texts help of windows 8.
1
2
The learner can use the text as experiment on their work. With the
technology writer’s assumes that the meaning of the text would become found
well, their work will be more focus. Therefore, with mastering the experiential
meaning in texts operation, the brainware would be more understood of the new
interface, speed of boot, speed of resume from sleep, of the system which are all
the learners are usually connect with the technology. Then, user’s understanding
of the experiential meaning will help them on taps or clicks each instruction in
every program which is opening on a screen of the computer.
In accepting the text, idea of language will help brainwares or users to
understand what is experiential. Majority of the users have difficulties for
understanding a text. Even though, they past from the text on is operated in the
operating system several times. It is need to pay attention in getting the idea from
the text. There are so many factors that influence to understand them. For
instance, has limited ability to reduce them. As a result, become reduce speed in
getting the idea from information on the text. Then, developing the idea in reading
is in fact not easy as some people think. Generally of the people work without
giving much thought on how they do it since to assume that reading in working
with a program is not very important. To operate at the same time reading texts
are only an activity to read some words or sentences, thus to less concentrations to
the result of the reading experiential meaning in windows 8 help texts.
Instructional windows 8 help texts are as information which have new
interface. Hence, as information, it applies with its understanding; it gives an
explanation or guidance to the brainware on operating or takes action that they are
needed, to carry out on the computer. On the other hand, the rapid developments
3
of science and technology have brought many changes. People can access
information from windows help at the same time as addition on their knowledge.
That’s why the instructor and practitioner who studies English can enlarge their
knowledge by reading the instructional texts which serves with English.
Choosing experiential meaning in windows 8 help texts are based on the
interesting and curiosity of the writer on his supporting knowledge about the
subject, since this era are also nearly all of the reality implementation, and
habitual action connects with them, as far as writer’s experience has seen that
most of people just apply them without know to read and understand the
experiential meaning, with lexical string all of them are going to involved and
deserve through are sophisticated of relation.
Experiential meanings of the study are very important to be discussed
because they have a part structure that can be described functionally in terms
ideation. Furthermore, in the ideation the experiential meaning concerns with the
clauses and lexical strings which have appearances as the way of representing
patterns of experience through the process of taxonomic relation.
For instance, start screen data.
There are lots of ways to get to start, but here are a few quick ones:
o With touch, swipe in from the right edge of your screen and tap the Start
charm.
o With a mouse, click in the bottom-left corner of the screen.
o On a keyboard, use the Windows logo key
.
4
From the data are found, the experiential meaning in the text applied by
using lexical strings, here are their description:
1) With touch, swipe in from the right edge of your screen and tap the Start
charm.
2) With a mouse, click in the bottom-left corner of the screen.
3) On a keyboard, use the Windows logo key
.
The strings show the experiential in the text, there are three strings. As
readers are immediately underlined, circled, highlighted, bulleted, colored,
bolded, italicized, strikethrough, double strikethrough, shadowed, superscripted,
subscripted, outlined, embossed, engraved, small caps cased, all uppercased,
toggle cased, aligned, indented, spaced, sized, and font styled texts to value of the
style their reading on. But, now they should try other innovation by using strings.
Thus, the writer is very interested on searching closely about experiential meaning
as found in windows 8 help texts which is directed to the importance
understanding and comprehend the texts. And the designation is “Experiential
Meaning in Windows 8 Help Texts.”
1.2 Scope of the Study
Scope of the study is experiential meanings. The experiential meanings are
related to ideational (Halliday, 2007), the ideational is theory of systemic
functional linguistics (SFL). Ideational meanings between clauses, the clause of
windows 8 help texts, and categories of ideational meanings, Saragih (2013) in his
slide PPT, elaborated in chapter II.
5
1.3 Problems of the Study
The problems of the study are formulated as the following:
1) What types of experiential meanings are used in windows 8 help texts?
2) What contexts of experiential meanings are encoded the way in windows 8
help texts?
3) How are experiential meanings encoded in windows 8 help texts?
1.4 Objectives of the Study
The objectives of the study with reference to the problems are to:
1) find out the experiential meanings in windows 8 help texts.
2) locate out the context experiential meanings the way they are encoded in
windows 8 help texts.
3) investigate the experiential meanings encoded in windows 8 help texts.
1.5 Significance of the Study
Findings of study are assumed as theoretically and practically as follow:
1) Theoretically, the readers can enlarge their knowledge on theories of
experiential meaning in order to get some information easily.
2) Practically, the readers and writers realize their understanding in applying
the technology with accepting its text. In addition, to another researcher
who would like to conduct an in-depth study the experiential meaning.
3) In English language education and art the experiential meanings in
windows 8 help texts found can be used as additional of teaching materials
for the students in English department or interested.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Problems are addressed on study namely investigations on types of
experiential meaning in windows 8 help texts; ways are encoded the windows 8
help texts; explanation of them. As a result, their conclusions are:
1) Types of experiential meanings in the Windows 8 help texts are the
interaction of the brainware to gain understanding of the instructional text
that express ideational on the text.
2) Contextualization features refer to; field in windows 8 help texts are on the
computer layer, on a desktop or on screen in a laptop or a PC and the
language figures were instructional language; tenor was brainware; mode
in written language with lines.
3) Experiential meaning in windows 8 help texts were encoded by the
concept of taxonomic on SFL theory as assumption to find out the lexical
items in the windows 8 help texts were by using lexical strings with
vertical line, they point to each item, and then the relation of the items
were as assumption of the meaning in the texts. To achieve them serves by
artificial intelligence moreover how to move and manipulate objects.
50
51
5.2 Suggestions
In relation to the findings of the study it is suggested that:
1) The writer should apply the findings of the study “types experiential
meaning” to operate the operating systems windows 8 on deeply
understanding of the instructional items from clauses of the operating
system windows 8 help texts.
2) The writer also should make to assume in applying possible other concept
to make classification beside the lexical strings other possible
classification to reduce texts such as on tables fixed list categorization, on
chart lexical strings and on SmartArt lexical strings.
3) The reader should be rendered to an exact machine (linguistic computation
or linguistic machine) that can reduce texts for gaining access to lexical
items and lexical strings base on instructional texts which were provided.
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