Experiential Function in EFL Students’ Recount Texts in Medan Chapter III V
CHAPTER III
RESEARCH METHOD
3.1. The Research Design
This study was conducted in a qualitative content analysis. Scott and
Morrison (2006:182) hold that qualitative research is a research approaches that
are underpinned by a set of assumptions about the way he social world operates.
Qualitative research is an approach to explore observable social phenomenon.
Ezzy (2002:85) states that content analysis can be useful as a stage of data
analysis as it allows the relevance of preexisting theory to be tested, and itcan be
used as a way of assessing the applicability of a theory that emerges during
thematic or content analysis. Additionally, Cohen, Manion and Morrison (2007)
argue that qualitative content analysis is the process of summarizing and reporting
written data – the main contents of data and their messages. Another expert, Singh
(2006:150) states that content analysis, sometimes known as document analysis
deals with the systematic examination of current records or documents as sources
of data. In documentary analysis, the following may be used as sources of data:
official records and reports, printed forms, text-books, reference books, letters,
autobiographies diaries, pictures, films and cartoons etc. So, content analysis is a
method used to analyze the data in the written forms (documents) which is the
focus of the analysis is the content of it.
This research has a purpose to describe the process types in Transitivity
systems which are involved in the recount text written by EFL Students in Medan,
so that’s why qualitative content analysis is suitable to be used as a research
method in this study.
40
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3.2. The Data and Source of Data
Singh (2006:212) asserts that the data provides a definite direction and
definite answer to a research inquiry. Whatever inquiry, it has to give a definite
answer to an investigation. Data are very essential for a scientific research.
This study used purposive sampling technique. In qualitative research,
purposive sampling technique is believed to be appropriate in providing maximum
insight and understanding of what they are studying and there is no general rule
about the number of participants to include in qualitative study (Ary, Jacobs and
Razavieh, 2002: 428). Homogenous sampling was used in this study. It selects a
sub-group that is considered homogenous in attitudes, experiences and so on.
In line with the theory, the reason of choosing the sample was based on the
following criteria namely: they should have the same approaches in learning
writing namely genre-based approach. If they use different approaches, they will
not be taken as sample (see appendix 7 for the syllabus of teaching writing). And
then, at least they have 2 semesters in learning writing as every university has
their own syllabus to teach recount text. In Medan, there are 12 universities
having English department, on the whole, English department students from 4
universities fulfilled the requirement. Because of the limitation of the time, the
writer chose English department students from 3 universities. And in line with the
syllabus of teaching writing that they have studied recount text in the first year,
that’s why the samples were second-year students at the English department,
faculty of cultural sciences, university of North Sumatera, English and Literature
department, Faculty of Languages and Arts-State University of Medan and
English department, Faculty of Teacher Training, University of Muhammadiyah
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Sumatera Utara. For each of universities, the number of participants taken as
sample was 20 students. The source of the data was collected from recount text
totaling to 60 texts. The length of the text is 250-350 words. And the data for
research questions 1-3 (type of processes, participants, and circumstances) were
taken from the clauses in the recount text written by EFL students in Medan.
3.3. The Instruments of the Research
The main instrument in this research was the researcher himself. He acted
as the planner, data collector, analyst, and finally the reporter of the research
findings. The secondary instrument will be the writing sheets written by 60
students which were analyzed by using transitivity system in order to find the
dominant process, participant and circumstantial elements to draw the inferences
and conclusions.
3.4. The Procedures of the Research
In this study, the qualitative content analysis technique is used to analyze
the data. Cohen, Manion, and Morrison (2007:476) argue that content analysis
takes texts and analyses, reduces and interrogates them into summary form
through the use of both pre-existing categories and emergent themes in order to
generate or test a theory. The content analysis that is carried out follows the
following procedures. The first procedure is data collection. The second procedure
is data analysis which concerns the more conventional processes of identification
and representation of patterns that are significant to the results of the analysis.
3.4.1. Data collection
The data collection in this research takes the following steps below:
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a. Collecting the data by gathering 60 recount texts written by second-year
students at the English department, faculty of cultural sciences, university
of North Sumatera, English and Literature department, Faculty of
Languages and Arts-State University of Medan and English department,
Faculty of Teacher Training, University of Muhammadiyah Sumatera
Utara. And 20 students participated from each of universities.
b. Separating the text into unit of clauses as the data to be analyzed
c. Coding the data. The examples of coding the data are for example, in
process types ‘mat’ for material process and ‘ver’ for verbal process, in
circumstantial types ‘dis’ for distance and ‘comp’ for comparison, in
participant function ‘act’ for actor, ‘sns’ for senser, and participant type
‘H’ for human participant and ‘NH’ for non-human participant. The
coding of data can be seen from the following tables (adapted from Sinar,
2007). The list of code used in this study can be seen in appendix
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Table 3.1. Data Sheets of Types of Process
No
Clause Expression
Mat
Perc
Cog
desid
emot
RAI
Process Type
RII RAC RIC
RAP
RIP
Ver
Behl
Exi
Meteo
Table 3.2. Data Sheets of Types of Participant and its Function
No
Clause
Expression
Participant
types
H
NHP
Participant Functions
Act
Goal
Rec
Cli
Rg
Ben
Snsr
Phe
Car
Attr
Id
Ir
posr
posd
sayer
Rcv
Vb
bhv
target
Bho
Exist
Ind
Init
Att
Table 3.3. Data Sheet of Types of Circumstantial Elements
No Clause
Expression
Circumstantial Elements
Extent
Location
dis dur fre Place time
Manner
Cause
Contingency
Accomp
Matter
mean qua comp deg reas purp behf cond def conc com adtv gui prod
Angle
sour
viewp
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3.4.2. Data Analysis
The data used in this research were clauses in recount text written by EFL
Students in Medan. Because the data were taken from document, a suitable
method of analysis data is by using content analysis. Rice and Ezzy (1999) in
Ezzy (2002:83) clarify that content analysis, as with any other form of data
analysis, begins with the identification of the population from which units are
sampled. Not all the clauses were used as the data. Data reduction was also used
in this study as Miles and Huberman (1994:11) clarify that data reduction is a
form of analysis that sharpens, focuses, discards, and organizes data in such a way
that “final” conclusion can be drawn and verified. Here are the procedures of
content analysis used in this study:
a. Data making: It consists of unitizing, sampling, and documenting
b. Data reduction: statistically and simply omission of irrelevant data
c. The analysis: concerning with the more conventional process of
identification and representation of patterns that are statistically
significant namely writing down the frequency of occurrence of each
type of processes, participants, and circumstances in the data sheets, and
counting the the frequencies of each types.
d. Inferences making: The direct evidence about the inferred phenomena is
characterized by the results of analysis and validation efforts. In this
study, the types of process, and circumstance that were in the highest
frequency were considered as types that characterize recount texts
written by EFL students’ in Medan.
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The procedure of content analysis is illustrated in the figure below as
adapted from Sinar (2007:114).
Theories and Knowledge about the types of processes, participants, and circumstances
Unitising 3.1. Sampling
Documenting
Scheme
Plan
Instruction
Unitising
Sampling
Documenting
Data
Inference
Analysis
Reduction
Direct evidence about the inferred phenomena
Validation
Figure 3.1. The Procedure in Content Analysis
3.5. The Trustworthiness of the Data
The trustworthiness of the data covers credibility, dependability, and
transferability. In this research, the trustworthiness of the data was gained by
using credibility and dependability.
Credibility as noted by Kvale (1989) in Miles and Huberman (1994:279)
is stated as the process of checking, questioning, and theorizing, not as strategy
for rule-based correspondence between our findings and the real world. The deep
and detail observation on the data analysis was carried out in order to achieve the
credibility of the data analysis. Thus, the data analysis can be regarded as credible.
The data analysis was read and reread carefully and comprehensively until they
was certainly in accordance with the research questions.
The triangulation techniques, which utilized sources outside the data verify
the data analysis or to compare them, was used in order to get the dependability of
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the data analysis. Consultants’ judgments and sources were significantly
important and practical in this study. Judgment from Prof. T. Silvana Sinar, M.A.,
Ph.D and Dr. Nurlela, M.Hum. as the thesis consultants were needed to verify the
research data. The data analysis was discussed and consulted with the consultants.
Moreover, sources from books and other researches which were related to
experiential function theory were used to match up the findings in this study.
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CHAPTER IV
DATA ANALYSIS, FINDINGS AND DISCUSSION
This chapter comprises of three main sections: data analysis, findings and
discussion. The data analysis is focused on the description of the analysis of
clauses in terms of transitivity representation in recount text written by EFL
students in Medan. The findings are concerned with the summaries of the process
types, the participant functions and types, and the circumstantial elements found
in EFL Students’ Recount Text in Medan. The discussion is concerned with some
interpretations that are made based on the research findings.
4.1. Data Analysis
The data in this study were the clauses in EFL students’ recount text in
Medan totaling to 2834 clauses from 60 recount texts written by EFL Students in
Medan. The clauses were analyzed by applying transitivity system namely:
process types, participant types and functions, and circumstantial elements.
4.1.1. Types of Process
Based on the data analysis, it was found that there are 2834 occurrences of
process types in EFL Students’ Recount Text in Medan. There are seven process
types that occur in the 60 texts of EFL Students’ Recount Text in Medan. They
are the material, the relational, the mental, the behavioral, the verbal, the
existential, and the meteorological. On the whole, the all recount texts written by
EFL Students in Medan are characterized by the material process. It is strongly
supported by Halliday and Matthiessen statement (2014:215) asserting that
material, relational, and mental processes are the main types of English transitivity
system. Those processes are expressed by verbs such as is, have, be, become, do,
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play, go, love, remember, look, watch, argue, laugh, etc.The number of
occurrences of process types is shown in table 4.1.
Table 4.1. The Frequency Distribution of Process Types in EFL Students’
Recount Text in Medan
No Process Type
1 Material
Frequency
1468
Percentage (%)
51.80
2
Relational
710
25.05
3
Mental
351
12.39
4
Verbal
119
4.20
5
Behavioral
87
3.07
6
Existential
58
2.05
7
Meteorological
41
1.45
2834
100%
TOTAL
The Frequency Distribution of Process Types in EFL
Students’ Recount Text in Medan
1600
1400
1200
1000
800
600
400
200
0
The Frequency
Distribution of Process
Types in EFL Students’
Recount Text in Medan
Figure 4.1. The Frequency Distribution of Process Types in EFL Students’
Recount Text in Medan
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4.1.1.1. Material Process
In table 4.1 the prominent process type is material process. It has 1468 or
51.80% of the total number of process types. The occurrence of material process
type is significantly far above the occurrence of each process type. This process is
represented by the verbs such as: made, went, bought, rode, drove, visited,
entered, met, and etc. The sample of material process in the text can be seen as the
following:
Table 4.2. The Example of Material Process (taken from text 1:9)
First,
We
bought
The tickets
At the cinema
Circ.Loc.time
Actor
Pro:material
goal
Circ.loc.place
The table above illustrates a clause containing material process. The word
‘bought’ is an action done by actor or the actor does an activity. An inference can
be drawn from the analysis that the students tend to write what practically happens
and what they do and how they do it out there. It happens because the students
wrote about what they have done and how they have done that action. To explain
the activity, they used material process. It is relevant to what Halliday and
Matthiessen (2014:224) have pointed out that this type of process brings out the
meaning of actions or some entity “does” something, which may have some
influences on other entity.
4.1.1.2. Relational Process
Subsequently, material process is followed by relational process which has
710 occurrences or 25.05% (relational attributive intensive 430 occurrences or
15.17%, relational attributive possessive 99 occurrences or 3.49%, relational
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identifying intensive 84 occurrences or 2.96%, relational attributive circumstance
78 occurrences 2.75%, relational intensive circumstance 19 occurrences or
0.67%). Relational intensive possessive didn’t occur in the text. The students used
this process to talk about what things are, what they are alike, and what they
possess. These processes were expressed by the verbs such as
be (is, am, are,
was, were), have, had, and etc. The example of each types of relational process
can be seen as the following.
Table 4.3. The Example of Relational Attributive Intensive Process (taken
from text 5:3)
It
Was
a fantastic experience
carrier
Pro: relational attributive intensive
attribute
Table 4.4. The Example of Relational Identifying Intensive Process (taken
from text 2:19)
The next thing
Was
Painting in a bug canvas
Identifier
Pro: relational
intensive
identfying
identified
Table 4.5. The Example of Relational Attributive Circumstantial Process
(taken from text 21:38)
Since we
carrier
Were
In TigaBinanga
Pro: relational attributive circumstance
Attributive/circumstance
Table 4.6. The Example of Relational Identifying Circumstantial Process
(taken from text 45:10)
The destination
Is
CemaraAsri
Identifier
Pro: relational identifying
intensive
identified
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Table 4.7. The Example of Relational Attributive Possessive Process (taken
from text 6:1)
I
a trip
Had
possessor Pro:
relational
possessive
attributive
identified
To the zoo
About a few
months ago
Circ.loc.place Circ.loc.time
Based on the result of the analysis, relational attributive intensive process
has higher occurrences than other relational process types. It means that student
tends to use relational attributive intensive process in their writing to ascribe or
attribute an entity. Sinar (2007:64) gives this explanation that in the attributive
mode, an entity has some quality ascribed or attributed to it.
4.1.1.3. Mental Process
Relational process is then followed by mental process. This process has 4
types namely perceptive, cognitive, desiderative, and emotive (Halliday and
Matthiessen, 2014). Those processes appeared in the analysis totaling to 351
occurrences or 12.39% of all process occurrences (perceptive has 108 occurrences
or 3.81%, desiderative 104 occurrences or 3.67%, cognitive 86 occurrences or
3.03% and emotive 53 occurrences 1.87%). It means that students use mental
process to construe a quantum of change in the flow of events taking place in their
own consciousness. For example they use the mental process to share what they
feel, think, or wish. The next tables present the example of each type of material
process appeared in EFL students’ recount text in Medan.
Table 4.8. The Example of Perceptive Mental Process (taken from text 60:12)
Because
At island,
you
Circ.loc.place senser
Can feel
Pro: perceptive mental
Cozy, free, and calm
phenomenon
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Table 4.9. The Example of Cognitive Mental Process (taken from text 50:7)
And
We
Senser
Didn’t forget
Pro: cognitive mental
Table 4.10. The Example of Desiderative Mental Process (taken from text
46:23)
And
Finally,
Circ.loc.time
We
Senser
decided
Pro: desiderative mental
Table 4.11. The Example of Emotive Mental Process (taken from text 37:19)
I
Senser
like
Pro: emotive mental
The games
phenomenon
4.1.1.4. Verbal Process
The fourth rank of processes in EFL students’ recount text in Medan goes
to verbal process. Verbal process has 119 occurrences or 4.20%. This process
occurred in the data to show the process of saying (Sinar, 2007:66). This process
is represented by verbs such as: told, said, explained, promised, asked, begged,
and etc. The example of verbal process is given in the following table.
Table 4.12. The Example of Verbal Process (taken from text 9:10)
The lecturer asked
sayer
Pro: verbal
us
receiver
4.1.1.5. Behavioral Process
Behavioral process is in the fifth rank of the process occurrences in EFL
Students’ recount text in Medan. It has 87 occurrences or 3.07%. This process is
used to describe (typically human) physiological and psychological behavior
(Halliday and Matthiessen, 2014:301). In the data, this process is expressed by
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verbs such as: looked, watched, argued, smiled, laughed, sang, slept, vomited, and
etc. The example of behavioral process is presented in the next table.
Table 4.13. The Example of Behavioral Process (taken from text 32:24)
when
we
behaver
were going to sleep
Pro: behavioral
4.1.1.6. Existential Process
The existential process also appeared in the data. It has the total
occurrences 58 or 2.05%. This process is used by students in order to describe that
something is exist or something happens (Halliday and Matthiessen, 2014:307).
The example of the existential process appeared in the text is as the following:
Table 4.14. The Example of Existential Process (taken from text 2:15)
and
then
there
was
Pro: existential
A band
existent
4.1.1.7. Meteorological Process
This process is special category of process which is in the borderline
between the ‘existential’ and the ‘material’ dealing with the weather (Halliday and
Matthiessen, 2014:309). This process occurred in the text totaling to 41
occurrences or 1.45%. The example of meteorological process can be seen in the
following table.
Table 4.15. The Example of Meteorological Process (taken from text 2:15)
it
was
Pro: meteorological
noon
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4.1.2. Participant Functions and Type
4.1.2.1. Participant Functions
In a clause, besides the process, there are participants and circumstances
involved in the process. There are participant types and functions arose in the
clause. In terms of participant function, there are 18 types of participant occurred
in the 60 texts of EFL students’ recount text in Medan namely actor, goal,
recipient, client, range, senser, phenomenon, carrier, attributive, identified,
identifier, possessor, possessed, sayer, receiver, verbiage, target, behavior, and
existent. In addition, inducer, initiator, attributor, assigner, and beneficiary didn’t
appear in the text. The domination of actor as the participant function seems to be
very clear since the dominant process found in the 60 recount texts written by
EFL students in Medan is material process. It can also be analyzed that actor
characterizes recount texts written by EFL students in Medan. The table below
illustrates and showsthe participant function involved in the transitivity process
types found in the data.
Table 4.16. The Frequency Distribution of Participant Types in EFL
Students’ Recount Text in Medan
No Participant Function
1 Participant Functions of Material Process
Frequency Percentage (%)
1802
46.49
2
Participant Functions of Relational Process
1297
33.46
3
Participant Functions of Mental Process
489
12.62
4
Participant Functions of Verbal Process
176
4.54
5
Participant Functions of Existential Process
64
1.65
6
Participant Functions of Behavioral Process
48
1.24
3876
100
TOTAL
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P.F. material Process
P.F. Relational Process
P.F. Mental Process
P.F. Verbal Process
P.F. Existential Process
P.F. Behavioral Process
Figure 4.2. The Frequency Distribution of Participant Functions in EFL
Students’ Recount Text in Medan
4.1.2.1.1. Participant Function of Material Process
From the table displayed in advance, the participant function of material
process becomes the most dominant one. It has 1807 occurrences or 46.49%. It is
in line with the dominant process type which is material process. The details of
the participant function of material process are displayed in the table 4.3.
Table 4.17. The Frequency Distribution of Participant Function in Material
Process
No Participant Function
1 Actor
Frequency
1035
Percentage (%)
57.44
2
Goal
688
38.18
3
Range
40
2.22
4
Recipient
21
1.17
5
Client
18
1.00
1802
100
TOTAL
Sinar (2007:61) clarifies that there can be one or more participant(s)
inherent in a material process. In line with the previous statement, the table above
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displays us that actor dominates the total of occurrences of the participant function
in material process. It has 1035 occurrences or 57.44%. Subsequently, it is
followed by goal with 688 occurrences or 38.18%, range with 40 occurrences or
2.22%, recipient with 21 occurrences or 1.17% and client with 18 occurrences or
1.00%. The example for each type of participant function can be seen as the
following:
Table 4.18. The Example of Actor and Goal as Participant Function (taken
from text 1:9)
First,
We
bought
The tickets
At the cinema
Circ.Loc.time
Actor
Pro:material
goal
Circ.loc.place
Table 4.19. The Example of Recipient as Participant Function (taken from
text 2:25)
My friend
also
Actor
Buy
me
A pin
Pro:material
client
goal
Table 4.20. The Example of Client as Participant Function (taken from text
1:49)
to drive
me
home
Pro:material
recipient
goal
Table 4.21. The Example of Range as Participant Function (taken from text
36:6)
And
then
took
A rest
Pro:material
range
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4.1.2.1.2. Participant Function of Relational Process
Participant function of relational process is in the second prominent
participant types. It is because of its occurrences totaling to 1297 occurrences or
33.46%. The specific number of participant types of relational process is shown in
the following table. For whole details of the participant function can be seen in
appendix VI.
Table 4.22. The Frequency Distribution of Participant Function in Relational
Process
No Participant Function
1 Attribute
Frequency
472
Percentage (%)
36.39
2
Carrier
461
35.54
3
Possessed
103
7.94
4
Identifier
92
7.09
5
Possessor
85
6.55
6.
Identified
84
6.48
1297
100
TOTAL
The table above shows us that attribute dominates the participant function
in relational process with 473 total occurrences or 36.47%. Successively, it is
followed by carrier with 462 occurrences or 35.62%, possessed with 103
occurrences or 7.94%, identifier with 91 occurrences or 7.02% and possessor with
85 occurrences or 6.55%. In the last position, identified has 83 occurrences or
6.40%. The example of every participant type in relational process is shown in the
following tables.
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Table 4.23. The Example of Carrier and Attribute in as Participant Function
Relational Attributive Intensive Process (taken from text 5:3)
Was
It
a fantastic experience
carrier Pro: relational attributive intensive
attribute
Table 4.24. The Example of Identifier and Identified as Participant Function
in Relational Identifying Intensive Process (taken from text 2:19)
The next thing
Was
Identifier
Pro:
relational
intensive
Painting in a bug canvas
identfying identified
Table 4.25. The Example of Carrier and Attribute as Participant
Function in Relational Attributive Circumstantial Process (taken from text
21:38)
Since we
carrier
Were
In TigaBinanga
Pro: relational attributive circumstance
Attributive/circumstance
Table 4.26. The Example of Identifier and Identified as Participant Function
in Relational Identifying Circumstantial Process (taken from text 45:10)
The destination
Is
CemaraAsri
Identifier/circumstance Pro: relational
intensive
identifying identified
Table 4.27. The Example of Possessor and Possessed as Participant Function
in Relational Attributive Possessive Process (taken from text 6:1)
I
Had
possessor Pro: relational attributive possessive
a trip
possessed
To the zoo
About a few
months ago
Circ.loc.place Circ.loc.time
4.1.2.1.3. Participant Functions of Mental Process
The third prominent participant function goes to participant function in
mental process. It has 489 as the total occurrences or overall 12.62%. There are
only two types of participant function involved in mental process and those
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appeared in the data. They are senser and phenomenon. The distribution detail is
presented through the following table.
Table 4.28. The Frequency Distribution of Participant Function in Mental
Process
No Participant Function
1 Senser
2
Frequency
296
Percentage (%)
60.53
Phenomenon
193
39.47
TOTAL
489
100
The previous table shows the domination of senser in the participant
function in mental process with 296 occurrences or 60.53. And the total
occurrences of phenomenon is 193 or 39.47%. It is relevant to Halliday and
Matthiessen’s statement (2014:249-251) clarifying that in a clause of ‘mental’
process, there is always one participant who is human; this is the Senser, the one
that ‘senses’ – feels, thinks, wants or perceives and with regard to the other main
element in a clause of mental process, namely the Phenomenon – that which is
felt, thought, wanted or perceived, the position is in a sense reversed. The example
of senser and phenomenon as participant function is illustrated in the following
table.
Table 4.29. The Example of Senser and Phenomenon in Mental Process
(taken from text 60:12)
Because
At island,
you
Circ.loc.place senser
Can feel
Pro: perceptive mental
Cozy, free, and calm
phenomenon
4.1.2.1.4. Participant Functions of Verbal Process
The participant function of verbal process becomes the fourth prominent
participant function with 176 total occurrences or 4.54%. They accommodate
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three further participant functions in addition to the Sayer: (1) Receiver, (2)
Verbiage, (3) Target (Halliday and Matthiessen, 2014:306). Those 4 kinds
participant function appeared in the data. The specific distribution of each
participant function in verbal process is given in the following table.
Table 4.30. The Frequency Distribution of Participant Function in Verbal
Process
No Participant Function
1 Sayer
Frequency
73
Percentage (%)
41.48
2
Receiver
58
32.95
3
Verbiage
44
25.00
4
Target
1
0.57
176
100
TOTAL
In the table above, the most frequent participant function is sayerwith 72
occurrences or 41.48% from the total number of participant function in verbal
process. It is followed by receiver with 58 occurrences or 32.955. Subsequently,
verbiage follows with 45 occurrences or 25.00% and target with only 1 occurrence
or 0.57%. The example of the participant functions involved in verbal process is
presented in the following table.
Table 4.31. The Example of Sayer and Receiver as Participant Function in
Verbal Process (taken from text 9:10)
The lecturer
sayer
asked
Pro: verbal
us
receiver
Table 4.32. The Example of Verbiage as Participant Function in Verbal
Process (taken from text 10:23)
I
sayer
told
Pro: verbal
My grandaunt
receiver
About this
Verbiage
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Table 4.33. The Example of Target as Participant Function in Verbal Process
(taken from text 40:29)
Next
The family
sayer
replied
Pro: verbal
Our speech
Target
4.1.2.1.5. Participant Functions of Existential Process
The existent, participant function in existential process, takes the fifth
position of prominent participant function. It has 64 occurrences or 1.65% of the
total participant functions. The examples of the existent can be seen in the
following table
Table 4.34. The Example of Existential Process (taken from text 2:15)
and
then
there
was
Pro: existential
A band
existent
4.1.2.1.6. Participant Functions of Behavioral Process
Behaver, participant function in behavioral process, becomes the last
participant function appeared in the text. It has 48 occurrences or 1.24% of the
total participant functions. The example of behaver can be observed in the
following table.
Table 4.35. The Example of Behavioral Process (taken from text 32:24)
when
we
behaver
were going to sleep
Pro: behavioral
4.1.2.2. Participant Type
As participant function can be observed more specifically based on its
type, there are two types of participant function i.e. human participant (HP) on
non-human participant (NHP). In 60 EFL Student recount texts in Medan, it is
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mostly found that non-human participant (NHP) is more dominant than human
participant (HP). The details of the occurrences can be seen in appendix VI.
4.1.2.2.1. Non-Human Participant
There are 2049 occurrences of NHP or 52.86% from the total participant
type. It can be inferred that non-human participant characterizes the type of
participant in EFL students’ recount text in Medan. Non-human participant in
EFL students’ recount text in Medan is expressed in the words such as: the movie,
the café, popcorn, the thing, Lake Toba, the island, tickets, and etc. The example
of the non-human participant can be seen in the following table.
Table 4.36. The Example of Non-Human Participant (NHP) (taken from text
5:3)
It
Was
a fantastic experience
Carrier
(NHP)
Pro: relational attributive intensive
Attribute (NHP)
4.1.2.2.2. Human Participant
Human participant is the participant which is related to human. Human
participant (HP) has 1827 or 47.14% of the total occurrences. This participant
type is expressed by word/phrase such as: I, me, she, her, He, him, They, them,
We, us, my friend, my parents, my boyfriend, the lecturer etc. The example of the
human participant is illustrated in the following table.
Table 4.37. The Example of Human Participant (HP) (taken from text 9:10)
The lecturer
Sayer (HP)
asked
Pro: verbal
us
Receiver (HP)
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4.1.3. Circumstantial Elements
Besides the participant, circumstantial element is also involved in the
process. From the circumstantial elements as cited in Halliday and Matthiessen
(2014), frequency of extent, condition of contingency, default of contingency,
concession of contingency, and source of Angel didn’t appear in the 60 recount
texts of EFL Students in Medan. The dominant circumstantial element which
characterizes the texts is circumstantial locative place (circumstantial locative
spatial) with the total occurrences 711 occurrences or 35.75% from the total
occurrences. Table 4.38 gives the summary of the total occurrences of
circumstantial elements in the texts.
Table 4.38. The Frequency Distribution of Circumstantial Element
No
enhancing
1
2
3
4
5
extending
6
elaborating
7
projection
8
9
TOTAL
Type of Circumstantial
Element
Extent
distance
duration
frequency
Location
place
time
Manner
means
quality
comparison
degree
Cause
Reason
Purpose
behalf
Contingency
condition
default
concession
Accompaniment
comitative
additive
Role
guise
product
Matter
Angle
Source
Viewpoint
Frequency
1
43
0
711
688
42
67
55
153
23
46
27
0
0
0
98
3
6
1
21
0
4
1989
Percentage %
0.05
2.16
0
35.75
34.59
2.11
3.37
2.77
7.69
1.16
2.31
1.36
0
0
0
4.93
0.15
0.30
0.05
1.06
0
0.20
100
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The table displayed above shows that circumstantial locative place is the
dominant circumstantial element It significantly gives a range with other
circumstantial elements. Those two circumstantial elements characterize EFL
students’ recount text in Medan. The details of circumstantial element can be seen
in appendix VII.
4.1.3.1. Extent
Halliday and Matthiessen (2014:315) assert that extent construes the extent
of the unfolding of the process in space-time: the distance in space over which the
process unfolds or the duration in time during which the process unfolds. The
interrogative forms for Extent are how far?, how long?, how many [measure
units]?, how many times? There are 3 types of extent namely: distance, duration,
and frequency.
4.1.3.1.1. Distance
This circumstantial element occurred in the data with 1 total number of
occurrences or 0.05%. This type of circumstance is illustrated in the following
table.
Table 4.39. The Example of Distance (taken from text 29:21)
We
Behaver
Have to walk
Pro: behavioral
Around 4 km
Circ.Extent.Distance
4.1.3.1.2. Duration
This type of circumstance tells about how long an action happens. In the
data, there are 43 occurrences of this circumstance with the total percentage
2.16%. The example of the circumstantial extent duration can be seen in the next
table.
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Table 4.40. The Example of Duration (taken from text 7:14)
We
Actor
spend
Pro: material
In the bus
Circ.loc.place
More than 2 hours
Circ.Extent.Duration
4.1.3.2. Location
This type of circumstance construes the location of the unfolding of the
process in space-time: the place where it unfolds or the time when it unfolds. The
general interrogatives of Location are where?, when?. Place includes not only
static location in space, but also the source, path and destination of movement.
(Halliday and Matthiessen, 2014:316). There are two types of locative
circumstance namely: place and time.
4.1.3.2.1. Place
From the analysis, it can be inferred that circumstantial locative place is
the dominant circumstantial element found in the text with 35.75% or 711
occurrences. The circumstantial elements such as at the movie, the studio, from
the island, at Medan, to the hotel, and etc are common to occur in the text. This
happens because the topic discussed is about going to somewhere and it must be
stated the place they have visited or the location where the action happened.
That’s why circumstantial locative place dominates the occurrences of all the
circumstantial elements. The examples of circumstantial locative place can be
seen in the next table.
Table 4.41. The Example of Circumstantial Locative Place (taken from text
1:9)
First,
We
bought
The tickets
At the cinema
Circ.Loc.time
Actor
Pro:material
goal
Circ.loc.place
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4.1.3.2.2. Time
The next prominent is circumstantial locative time which is in the second
rank with 34.59% of the total percentage or 688 occurrences. This indicates that in
the text the use of last week, then, finally, and etc are also common found in the
text. The student describe the time when they went to somewhere by using
circumstantial locative time or temporal. The examples of circumstantial locative
place can be seen in the following table.
Table 4.42. The Example of Circumstantial Locative Time (taken from text
13:1)
Last year
Circ.loc.time
I
Actor
Went
To Aceh
Pro:material Goal
4.1.3.3. Manner
The circumstantial element of Manner construes the way in which the
process is actualized (Halliday and Matthiessen, 2014:318). Manner consists of
four subcategories: Means, Quality, Comparison, and Degree.
4.1.3.3.1. Means
This type of circumstantial element occurred 42 times or 2.11%. The
example of the clause containing means as circumstantial element can be seen in
the following table
Table 4.43. The Example of Circumstantial Manner Means (taken from text
52:13)
On the next day
Circ.loc.time
we
Actor
Went
there
Pro:material Goal
By motorcycle
Circ.manner.means
The phrase ‘by motorcycle’ is functioned as circumstantial elements and
grouped into circumstantial manner means. It is also in line with Halliday and
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Matthiessen’s statement (2014:318) clarifying that this circumstantial element
refers to the means whereby a process takes place; it is typically expressed by a
prepositional phrase with the preposition by or with.
4.1.3.3.2. Quality
This type of circumstantial element, quality, has 67 occurrences or 3.37%
of the total occurrences. The example of this circumstantial element is illustrated
in the following table.
Table 4.44. The Example of Circumstantial Manner Quality (taken from text
47:13)
because
we
Actor
Went
together
Pro:material Circ.manner.quality
Halliday and Matthiessen (2014:319) state that quality is typically
expressed by an adverbial group, with -ly adverb as Head; the interrogative is
how? or how ... ? plus appropriate adverb. Less commonly, Quality is realized by
a prepositional phrase. The word ‘together’ in the clause can answer the question
how do they go? So, that word is defined as circumstantial manner quality in
respect to what has been asserted by the experts in advance.
4.1.3.3.3. Comparison
This type of circumstantial element has 55 occurrences or 2.77% of the
total occurrences. The example of this circumstantial element is presented in the
following table.
Table 4.45. The Example of Circumstantial Manner Comparison (taken from
text 23:46)
we
Actor
Were shopping
Pro:material
foods
goal
Like chips, pie, etc
Circ.manner.comparison
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The table in advance shows that the phrase ‘Like chips, pie, etc’ is labeled
as circumstantial manner comparison. It is relevant to what Halliday and
Matthiessen’s statement (2014:319) asserting that comparison is typically
expressed by a prepositional phrase with like or unlike, or an adverbial group of
similarity or difference. The word ‘like’ is the key in that clause showing
comparison.
4.1.3.3.4. Degree
This type of circumstantial element has 153 occurrences or 7.69%. The
sample of this circumstantial element is presented in the following table.
Table 4.46. The Example of Circumstantial Manner Degree (taken from text
8:34)
we
senser
Can feel
Nice and fresh air
really
Pro:mental.perceptive Circ.man.degree phenomenon
The word really is labeled as circumstantial manner degree. Halliday and
Matthiessen (2014:320) assert that degree is typically expressed by an adverbial
group with a general indication of degree such as much, a good deal, a lot, or with
a collocationally more restricted adverb of degree such as deeply, profoundly,
completely, heavily, badly. In the example, really has the same meaning with
much to indicate a degree.
4.1.3.4. Cause
The circumstantial element of Cause construes the reason why the process
is actualized (Halliday and Matthiessen, 2014:320). This is divided into 3 namely:
reason, purpose, and behalf. Those three parts of cause appeared in the data.
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4.1.3.4.1. Reason
This circumstantial element has 23 occurrences or 1.16% of the total
occurrences. The sample of this circumstantial element is illustrated in the
following table.
Table 4.47. The Example of Circumstantial Cause Reason (taken from text
59:47)
and
we
Can’t saw
the sunrise
senser
Pro:mental.perceptive phenomenon
also
Because of the
fog
Circ.cause.reason
The phrase ‘because of the fog’ is labeled in the data as circumstantial
cause reason. This circumstantial element is to give a reason why they couldn’t
see the sunrise. This is relevant to Halliday and Matthiessen’s statement asserting
that this circumstantial element represents the reason for which a process takes
place – what causes it; they have the sense of ‘because’. It is typically expressed
by a prepositional phrase with through, from, for or a complex preposition such as
because of, as a result of, thanks to, due to; also the negative for want of. The
phrase ‘because of’ in the data represents the circumstantial cause reason.
4.1.3.4.2. Purpose
Circumstantial cause purpose has also appeared in the data. It has 46
occurrences or 2.31% of the total occurrences. The example of this circumstantial
element is illustrated in the following table.
Table 4.48. The Example of Circumstantial Cause Purpose (taken from text
6:48)
we
actor
stopped
Pro:material
a while
Circ.loc.time
in Tebing Tinggi
for lunch
Circ.cause.purpose Circ.loc.place
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In the previous table, it is illustrated that the phrase ‘for lunch’ is
categorized as circumstantial cause purpose. It gives an explanation of the purpose
why they stopped in Tebing Tinggi. They stopped in order to have lunch. Halliday
and Matthiessen (2014:321) gives a vivid explanation that Circumstantial of
Purpose represent the purpose for which an action takes place – the intention
behind it; they have the sense of ‘in order that’. They are typically expressed by a
prepositional phrase with for or with a complex preposition such as in the hope of,
for the purpose of, and for the sake of. The word ‘for’ in the data shown above
indicates that it is grouped in the circumstantial cause purpose.
4.1.3.4.3. Behalf
This circumstantial element has 27 occurrences or 1.36% of the total
occurrences. The example of the occurrences in the data is presented in the
following table.
Table 4.49. The Example of Circumstantial Cause Behalf (taken from text
26:25)
To talk
Pro:verbal
About the For my mom
plan
circ.matter Circ.cause.behalf
Expressions of Behalf represent the entity, typically a person, on whose
behalf or for whose sake the action is undertaken – who it is for (Halliday and
Matthiessen, 2014:322). They are stated by a prepositional phrase with for or with
a complex preposition such as for the sake of, in favour of (negative: against),
and on behalf of. In the data, the phrase ‘for my mom’ is labeled as the
circumstantial because the action ‘to talk about the plan’ is done for the sake of
mom.
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4.1.3.5. Accompaniment
Halliday and Matthiessen (2014:324) assert that Accompaniment is a form
of joint participation in the process and represents the meanings ‘and’, ‘or’, ‘not’
as circumstantials; it corresponds to the interrogatives and who/what else?, but not
who/what?. It is stated by prepositional phrases with prepositions such as with,
without, besides, instead of. It is divided into two subcategories namely:
comitative and additive. In the data, those two subcategories occurred.
4.1.3.5.1. Comitative
This circumstantial element appeared in the data with 98 occurrences or
4.93% of the total occurrences of circumstantial element. The example of this
circumstantial element is presented in the following table.
Table 4.50. The Example of Circumstantial Accompaniment Comitative
(taken from text 2:39)
that
has
Pro:relational
attributive possessive
Same interest
possessed
With you
Circ.accomp.com
The comitative represents the process as a single instance of a process,
although one in which two entities are involved (Halliday and Matthiessen,
2014:324). It is usually stated by ‘with’ or ‘without’. It is also relevant to the data
clarifying that, the phrase ‘with you’ is categorized as circumstantial
accompaniment comitative.
4.1.3.5.2. Additive
This circumstantial element has 3 occurrences or 0.15% of the total
circumstantial element occurrences. The example of this circumstantial is given in
the following table.
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Table 4.51. The Example of Circumstantial Accompaniment Additive (taken
from text 32:8)
In the other hand,
we
Circ.accomp.adtv
senser
would taste
the food
in
every
region
Pro.ment.perceptive phenomenon Circ.loc.place
The additive represents the process as two instances; here both entities
clearly share the same participant function, but one of them is represented
circumstantially for the purpose of contrast (Halliday and Matthiessen, 2014:325).
The phrase ‘in the other hand’ is relevant to be labeled circumstantial
accompaniment additive because it indicates the purpose of contrast.
4.1.3.6. Role
Halliday and Matthiessen (2014:326) assert that this category construes the
meanings ‘be’ and ‘become’ circumstantially; the Role corresponds to the
Attribute or Value of an ‘intensive relational’ clause. Role includes the
subcategories of Guise (‘be’) and Product (‘become’). Those two subcategories
occurred in the data.
4.1.3.6.1. Guise
In the data, Guise appeared 6 times or 0.30%. The example of this type of
circumstantial element is illustrated in the following table.
Table 4.52. The Example of Circumstantial Role Guise (taken from text
60:42)
Because
I
possessor
have
Pro: Relational Attributive
Possessive
them
possessed
As my family
Circ.Role.Guise
The clause illustrated in advance contains circumstantial role guise
because of the phrase ‘as my family’. It is in line with what Halliday and
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Matthiessen’s statement clarifying that guise corresponds to the interrogative what
as? and construes the meaning of ‘be’ (attribute or identity) in the form of a
circumstance; e.g. example she was installed as chancellor, I come here as a friend
(i.e. ‘she is the chancellor’, ‘I am friendly’) (Halliday and Matthiessen, 2014:326).
That clause gives explanation that them is placed as family.
4.1.3.6.2. Product
This circumstantial element only occurred once in text 35 clauses number
32. This has 0.05 % of the total occurrences of circumstantial element. The
example of this circumstance is illustrated in the table below.
Table 4.53. The Example of Circumstantial Role Product (taken from text
35:32)
He
Actor
suddenly
Circ.loc.time
bursted
Pro: material
into tears
Circ.Role.Product
The phrase ‘into tears’ is labeled as circumstantial role product. Halliday
and Matthiessen (2014:326) define that product corresponds to the interrogative
what into?, with the meaning of ‘become’, likewise as attribute or identity; e.g.
aren’t you growing into a big girl? (‘becoming a big girl’), he moulded the army
into a disciplined fighting force. The word ‘into’ in the clause is the keyword
indicating that it is regarded as circumstantial role product.
4.1.3.7. Matter
Matter is related to verbal processes; it is the circumstantial equivalent of
the Verbiage, ‘that which is described, referred to, narrated, etc.’. The
interrogative is what about?. Matter is expressed by prepositions such as about,
concerning, with reference to and sometimes simply of (Halliday and Matthiessen,
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2014:328). The frequency of this circumstantial element is 21 occurrences or
1.06%. The example of Matter is given in the following table.
Table 4.54. The Example of Circumstantial Matter (taken from text 26:25)
About the For my mom
plan
circ.matter Circ.cause.behalf
To talk
Pro:verbal
The table above gives a clear picture for us to define the circumstantial
element which is indicated by ‘about’. It means that the phrase ‘about the plan’ is
labeled as circumstantial matter.
4.1.3.8. Angle
Angle is related either to (i) the Sayer of a ‘verbal’ clause, with the sense
of ‘as ... says’ or (ii) to the Senser of a ‘mental’ clause, with the sense of ‘as ...
thinks’ (Halliday and Matthiessen, 2014:328). This is subcategorized into two
namely source and viewpoint. But, the circumstantial Angle Source is not found
in the data.
4.1.3.8.1. Viewpoint
This type occurred 4 times or 0.20%. The example of this type is
illustrated in the following table.
Table 4.55. The Example of Circumstantial Angle Viewpoint (taken from text
20:49)
In visitor’s mind, A guideman
Circ.Angle.Viewp Senser
had to know
Pro:
mental.cognitive
all of the things
phenomenon
there
Circ.loc.place
‘Viewpoint’ since it is used to represent the information given by the
clause from somebody’s viewpoint (as is illustrated by the following natural
example and I think that’s important, that’s been really important to me) (Halliday
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and Matthiessen, 2014:328). Additionally, this type is stated by the simple
preposition to or by complex prepositions such as in the view/opinion of, from the
standpoint of. Related to the table in advance, the phrase in visitor’s mind is
clearly labeled as circumstantial Angle Viewpoint.
4.2. Findings
Based on the data
RESEARCH METHOD
3.1. The Research Design
This study was conducted in a qualitative content analysis. Scott and
Morrison (2006:182) hold that qualitative research is a research approaches that
are underpinned by a set of assumptions about the way he social world operates.
Qualitative research is an approach to explore observable social phenomenon.
Ezzy (2002:85) states that content analysis can be useful as a stage of data
analysis as it allows the relevance of preexisting theory to be tested, and itcan be
used as a way of assessing the applicability of a theory that emerges during
thematic or content analysis. Additionally, Cohen, Manion and Morrison (2007)
argue that qualitative content analysis is the process of summarizing and reporting
written data – the main contents of data and their messages. Another expert, Singh
(2006:150) states that content analysis, sometimes known as document analysis
deals with the systematic examination of current records or documents as sources
of data. In documentary analysis, the following may be used as sources of data:
official records and reports, printed forms, text-books, reference books, letters,
autobiographies diaries, pictures, films and cartoons etc. So, content analysis is a
method used to analyze the data in the written forms (documents) which is the
focus of the analysis is the content of it.
This research has a purpose to describe the process types in Transitivity
systems which are involved in the recount text written by EFL Students in Medan,
so that’s why qualitative content analysis is suitable to be used as a research
method in this study.
40
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3.2. The Data and Source of Data
Singh (2006:212) asserts that the data provides a definite direction and
definite answer to a research inquiry. Whatever inquiry, it has to give a definite
answer to an investigation. Data are very essential for a scientific research.
This study used purposive sampling technique. In qualitative research,
purposive sampling technique is believed to be appropriate in providing maximum
insight and understanding of what they are studying and there is no general rule
about the number of participants to include in qualitative study (Ary, Jacobs and
Razavieh, 2002: 428). Homogenous sampling was used in this study. It selects a
sub-group that is considered homogenous in attitudes, experiences and so on.
In line with the theory, the reason of choosing the sample was based on the
following criteria namely: they should have the same approaches in learning
writing namely genre-based approach. If they use different approaches, they will
not be taken as sample (see appendix 7 for the syllabus of teaching writing). And
then, at least they have 2 semesters in learning writing as every university has
their own syllabus to teach recount text. In Medan, there are 12 universities
having English department, on the whole, English department students from 4
universities fulfilled the requirement. Because of the limitation of the time, the
writer chose English department students from 3 universities. And in line with the
syllabus of teaching writing that they have studied recount text in the first year,
that’s why the samples were second-year students at the English department,
faculty of cultural sciences, university of North Sumatera, English and Literature
department, Faculty of Languages and Arts-State University of Medan and
English department, Faculty of Teacher Training, University of Muhammadiyah
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Sumatera Utara. For each of universities, the number of participants taken as
sample was 20 students. The source of the data was collected from recount text
totaling to 60 texts. The length of the text is 250-350 words. And the data for
research questions 1-3 (type of processes, participants, and circumstances) were
taken from the clauses in the recount text written by EFL students in Medan.
3.3. The Instruments of the Research
The main instrument in this research was the researcher himself. He acted
as the planner, data collector, analyst, and finally the reporter of the research
findings. The secondary instrument will be the writing sheets written by 60
students which were analyzed by using transitivity system in order to find the
dominant process, participant and circumstantial elements to draw the inferences
and conclusions.
3.4. The Procedures of the Research
In this study, the qualitative content analysis technique is used to analyze
the data. Cohen, Manion, and Morrison (2007:476) argue that content analysis
takes texts and analyses, reduces and interrogates them into summary form
through the use of both pre-existing categories and emergent themes in order to
generate or test a theory. The content analysis that is carried out follows the
following procedures. The first procedure is data collection. The second procedure
is data analysis which concerns the more conventional processes of identification
and representation of patterns that are significant to the results of the analysis.
3.4.1. Data collection
The data collection in this research takes the following steps below:
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a. Collecting the data by gathering 60 recount texts written by second-year
students at the English department, faculty of cultural sciences, university
of North Sumatera, English and Literature department, Faculty of
Languages and Arts-State University of Medan and English department,
Faculty of Teacher Training, University of Muhammadiyah Sumatera
Utara. And 20 students participated from each of universities.
b. Separating the text into unit of clauses as the data to be analyzed
c. Coding the data. The examples of coding the data are for example, in
process types ‘mat’ for material process and ‘ver’ for verbal process, in
circumstantial types ‘dis’ for distance and ‘comp’ for comparison, in
participant function ‘act’ for actor, ‘sns’ for senser, and participant type
‘H’ for human participant and ‘NH’ for non-human participant. The
coding of data can be seen from the following tables (adapted from Sinar,
2007). The list of code used in this study can be seen in appendix
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Table 3.1. Data Sheets of Types of Process
No
Clause Expression
Mat
Perc
Cog
desid
emot
RAI
Process Type
RII RAC RIC
RAP
RIP
Ver
Behl
Exi
Meteo
Table 3.2. Data Sheets of Types of Participant and its Function
No
Clause
Expression
Participant
types
H
NHP
Participant Functions
Act
Goal
Rec
Cli
Rg
Ben
Snsr
Phe
Car
Attr
Id
Ir
posr
posd
sayer
Rcv
Vb
bhv
target
Bho
Exist
Ind
Init
Att
Table 3.3. Data Sheet of Types of Circumstantial Elements
No Clause
Expression
Circumstantial Elements
Extent
Location
dis dur fre Place time
Manner
Cause
Contingency
Accomp
Matter
mean qua comp deg reas purp behf cond def conc com adtv gui prod
Angle
sour
viewp
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3.4.2. Data Analysis
The data used in this research were clauses in recount text written by EFL
Students in Medan. Because the data were taken from document, a suitable
method of analysis data is by using content analysis. Rice and Ezzy (1999) in
Ezzy (2002:83) clarify that content analysis, as with any other form of data
analysis, begins with the identification of the population from which units are
sampled. Not all the clauses were used as the data. Data reduction was also used
in this study as Miles and Huberman (1994:11) clarify that data reduction is a
form of analysis that sharpens, focuses, discards, and organizes data in such a way
that “final” conclusion can be drawn and verified. Here are the procedures of
content analysis used in this study:
a. Data making: It consists of unitizing, sampling, and documenting
b. Data reduction: statistically and simply omission of irrelevant data
c. The analysis: concerning with the more conventional process of
identification and representation of patterns that are statistically
significant namely writing down the frequency of occurrence of each
type of processes, participants, and circumstances in the data sheets, and
counting the the frequencies of each types.
d. Inferences making: The direct evidence about the inferred phenomena is
characterized by the results of analysis and validation efforts. In this
study, the types of process, and circumstance that were in the highest
frequency were considered as types that characterize recount texts
written by EFL students’ in Medan.
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The procedure of content analysis is illustrated in the figure below as
adapted from Sinar (2007:114).
Theories and Knowledge about the types of processes, participants, and circumstances
Unitising 3.1. Sampling
Documenting
Scheme
Plan
Instruction
Unitising
Sampling
Documenting
Data
Inference
Analysis
Reduction
Direct evidence about the inferred phenomena
Validation
Figure 3.1. The Procedure in Content Analysis
3.5. The Trustworthiness of the Data
The trustworthiness of the data covers credibility, dependability, and
transferability. In this research, the trustworthiness of the data was gained by
using credibility and dependability.
Credibility as noted by Kvale (1989) in Miles and Huberman (1994:279)
is stated as the process of checking, questioning, and theorizing, not as strategy
for rule-based correspondence between our findings and the real world. The deep
and detail observation on the data analysis was carried out in order to achieve the
credibility of the data analysis. Thus, the data analysis can be regarded as credible.
The data analysis was read and reread carefully and comprehensively until they
was certainly in accordance with the research questions.
The triangulation techniques, which utilized sources outside the data verify
the data analysis or to compare them, was used in order to get the dependability of
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the data analysis. Consultants’ judgments and sources were significantly
important and practical in this study. Judgment from Prof. T. Silvana Sinar, M.A.,
Ph.D and Dr. Nurlela, M.Hum. as the thesis consultants were needed to verify the
research data. The data analysis was discussed and consulted with the consultants.
Moreover, sources from books and other researches which were related to
experiential function theory were used to match up the findings in this study.
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CHAPTER IV
DATA ANALYSIS, FINDINGS AND DISCUSSION
This chapter comprises of three main sections: data analysis, findings and
discussion. The data analysis is focused on the description of the analysis of
clauses in terms of transitivity representation in recount text written by EFL
students in Medan. The findings are concerned with the summaries of the process
types, the participant functions and types, and the circumstantial elements found
in EFL Students’ Recount Text in Medan. The discussion is concerned with some
interpretations that are made based on the research findings.
4.1. Data Analysis
The data in this study were the clauses in EFL students’ recount text in
Medan totaling to 2834 clauses from 60 recount texts written by EFL Students in
Medan. The clauses were analyzed by applying transitivity system namely:
process types, participant types and functions, and circumstantial elements.
4.1.1. Types of Process
Based on the data analysis, it was found that there are 2834 occurrences of
process types in EFL Students’ Recount Text in Medan. There are seven process
types that occur in the 60 texts of EFL Students’ Recount Text in Medan. They
are the material, the relational, the mental, the behavioral, the verbal, the
existential, and the meteorological. On the whole, the all recount texts written by
EFL Students in Medan are characterized by the material process. It is strongly
supported by Halliday and Matthiessen statement (2014:215) asserting that
material, relational, and mental processes are the main types of English transitivity
system. Those processes are expressed by verbs such as is, have, be, become, do,
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play, go, love, remember, look, watch, argue, laugh, etc.The number of
occurrences of process types is shown in table 4.1.
Table 4.1. The Frequency Distribution of Process Types in EFL Students’
Recount Text in Medan
No Process Type
1 Material
Frequency
1468
Percentage (%)
51.80
2
Relational
710
25.05
3
Mental
351
12.39
4
Verbal
119
4.20
5
Behavioral
87
3.07
6
Existential
58
2.05
7
Meteorological
41
1.45
2834
100%
TOTAL
The Frequency Distribution of Process Types in EFL
Students’ Recount Text in Medan
1600
1400
1200
1000
800
600
400
200
0
The Frequency
Distribution of Process
Types in EFL Students’
Recount Text in Medan
Figure 4.1. The Frequency Distribution of Process Types in EFL Students’
Recount Text in Medan
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4.1.1.1. Material Process
In table 4.1 the prominent process type is material process. It has 1468 or
51.80% of the total number of process types. The occurrence of material process
type is significantly far above the occurrence of each process type. This process is
represented by the verbs such as: made, went, bought, rode, drove, visited,
entered, met, and etc. The sample of material process in the text can be seen as the
following:
Table 4.2. The Example of Material Process (taken from text 1:9)
First,
We
bought
The tickets
At the cinema
Circ.Loc.time
Actor
Pro:material
goal
Circ.loc.place
The table above illustrates a clause containing material process. The word
‘bought’ is an action done by actor or the actor does an activity. An inference can
be drawn from the analysis that the students tend to write what practically happens
and what they do and how they do it out there. It happens because the students
wrote about what they have done and how they have done that action. To explain
the activity, they used material process. It is relevant to what Halliday and
Matthiessen (2014:224) have pointed out that this type of process brings out the
meaning of actions or some entity “does” something, which may have some
influences on other entity.
4.1.1.2. Relational Process
Subsequently, material process is followed by relational process which has
710 occurrences or 25.05% (relational attributive intensive 430 occurrences or
15.17%, relational attributive possessive 99 occurrences or 3.49%, relational
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identifying intensive 84 occurrences or 2.96%, relational attributive circumstance
78 occurrences 2.75%, relational intensive circumstance 19 occurrences or
0.67%). Relational intensive possessive didn’t occur in the text. The students used
this process to talk about what things are, what they are alike, and what they
possess. These processes were expressed by the verbs such as
be (is, am, are,
was, were), have, had, and etc. The example of each types of relational process
can be seen as the following.
Table 4.3. The Example of Relational Attributive Intensive Process (taken
from text 5:3)
It
Was
a fantastic experience
carrier
Pro: relational attributive intensive
attribute
Table 4.4. The Example of Relational Identifying Intensive Process (taken
from text 2:19)
The next thing
Was
Painting in a bug canvas
Identifier
Pro: relational
intensive
identfying
identified
Table 4.5. The Example of Relational Attributive Circumstantial Process
(taken from text 21:38)
Since we
carrier
Were
In TigaBinanga
Pro: relational attributive circumstance
Attributive/circumstance
Table 4.6. The Example of Relational Identifying Circumstantial Process
(taken from text 45:10)
The destination
Is
CemaraAsri
Identifier
Pro: relational identifying
intensive
identified
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Table 4.7. The Example of Relational Attributive Possessive Process (taken
from text 6:1)
I
a trip
Had
possessor Pro:
relational
possessive
attributive
identified
To the zoo
About a few
months ago
Circ.loc.place Circ.loc.time
Based on the result of the analysis, relational attributive intensive process
has higher occurrences than other relational process types. It means that student
tends to use relational attributive intensive process in their writing to ascribe or
attribute an entity. Sinar (2007:64) gives this explanation that in the attributive
mode, an entity has some quality ascribed or attributed to it.
4.1.1.3. Mental Process
Relational process is then followed by mental process. This process has 4
types namely perceptive, cognitive, desiderative, and emotive (Halliday and
Matthiessen, 2014). Those processes appeared in the analysis totaling to 351
occurrences or 12.39% of all process occurrences (perceptive has 108 occurrences
or 3.81%, desiderative 104 occurrences or 3.67%, cognitive 86 occurrences or
3.03% and emotive 53 occurrences 1.87%). It means that students use mental
process to construe a quantum of change in the flow of events taking place in their
own consciousness. For example they use the mental process to share what they
feel, think, or wish. The next tables present the example of each type of material
process appeared in EFL students’ recount text in Medan.
Table 4.8. The Example of Perceptive Mental Process (taken from text 60:12)
Because
At island,
you
Circ.loc.place senser
Can feel
Pro: perceptive mental
Cozy, free, and calm
phenomenon
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Table 4.9. The Example of Cognitive Mental Process (taken from text 50:7)
And
We
Senser
Didn’t forget
Pro: cognitive mental
Table 4.10. The Example of Desiderative Mental Process (taken from text
46:23)
And
Finally,
Circ.loc.time
We
Senser
decided
Pro: desiderative mental
Table 4.11. The Example of Emotive Mental Process (taken from text 37:19)
I
Senser
like
Pro: emotive mental
The games
phenomenon
4.1.1.4. Verbal Process
The fourth rank of processes in EFL students’ recount text in Medan goes
to verbal process. Verbal process has 119 occurrences or 4.20%. This process
occurred in the data to show the process of saying (Sinar, 2007:66). This process
is represented by verbs such as: told, said, explained, promised, asked, begged,
and etc. The example of verbal process is given in the following table.
Table 4.12. The Example of Verbal Process (taken from text 9:10)
The lecturer asked
sayer
Pro: verbal
us
receiver
4.1.1.5. Behavioral Process
Behavioral process is in the fifth rank of the process occurrences in EFL
Students’ recount text in Medan. It has 87 occurrences or 3.07%. This process is
used to describe (typically human) physiological and psychological behavior
(Halliday and Matthiessen, 2014:301). In the data, this process is expressed by
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verbs such as: looked, watched, argued, smiled, laughed, sang, slept, vomited, and
etc. The example of behavioral process is presented in the next table.
Table 4.13. The Example of Behavioral Process (taken from text 32:24)
when
we
behaver
were going to sleep
Pro: behavioral
4.1.1.6. Existential Process
The existential process also appeared in the data. It has the total
occurrences 58 or 2.05%. This process is used by students in order to describe that
something is exist or something happens (Halliday and Matthiessen, 2014:307).
The example of the existential process appeared in the text is as the following:
Table 4.14. The Example of Existential Process (taken from text 2:15)
and
then
there
was
Pro: existential
A band
existent
4.1.1.7. Meteorological Process
This process is special category of process which is in the borderline
between the ‘existential’ and the ‘material’ dealing with the weather (Halliday and
Matthiessen, 2014:309). This process occurred in the text totaling to 41
occurrences or 1.45%. The example of meteorological process can be seen in the
following table.
Table 4.15. The Example of Meteorological Process (taken from text 2:15)
it
was
Pro: meteorological
noon
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4.1.2. Participant Functions and Type
4.1.2.1. Participant Functions
In a clause, besides the process, there are participants and circumstances
involved in the process. There are participant types and functions arose in the
clause. In terms of participant function, there are 18 types of participant occurred
in the 60 texts of EFL students’ recount text in Medan namely actor, goal,
recipient, client, range, senser, phenomenon, carrier, attributive, identified,
identifier, possessor, possessed, sayer, receiver, verbiage, target, behavior, and
existent. In addition, inducer, initiator, attributor, assigner, and beneficiary didn’t
appear in the text. The domination of actor as the participant function seems to be
very clear since the dominant process found in the 60 recount texts written by
EFL students in Medan is material process. It can also be analyzed that actor
characterizes recount texts written by EFL students in Medan. The table below
illustrates and showsthe participant function involved in the transitivity process
types found in the data.
Table 4.16. The Frequency Distribution of Participant Types in EFL
Students’ Recount Text in Medan
No Participant Function
1 Participant Functions of Material Process
Frequency Percentage (%)
1802
46.49
2
Participant Functions of Relational Process
1297
33.46
3
Participant Functions of Mental Process
489
12.62
4
Participant Functions of Verbal Process
176
4.54
5
Participant Functions of Existential Process
64
1.65
6
Participant Functions of Behavioral Process
48
1.24
3876
100
TOTAL
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P.F. material Process
P.F. Relational Process
P.F. Mental Process
P.F. Verbal Process
P.F. Existential Process
P.F. Behavioral Process
Figure 4.2. The Frequency Distribution of Participant Functions in EFL
Students’ Recount Text in Medan
4.1.2.1.1. Participant Function of Material Process
From the table displayed in advance, the participant function of material
process becomes the most dominant one. It has 1807 occurrences or 46.49%. It is
in line with the dominant process type which is material process. The details of
the participant function of material process are displayed in the table 4.3.
Table 4.17. The Frequency Distribution of Participant Function in Material
Process
No Participant Function
1 Actor
Frequency
1035
Percentage (%)
57.44
2
Goal
688
38.18
3
Range
40
2.22
4
Recipient
21
1.17
5
Client
18
1.00
1802
100
TOTAL
Sinar (2007:61) clarifies that there can be one or more participant(s)
inherent in a material process. In line with the previous statement, the table above
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displays us that actor dominates the total of occurrences of the participant function
in material process. It has 1035 occurrences or 57.44%. Subsequently, it is
followed by goal with 688 occurrences or 38.18%, range with 40 occurrences or
2.22%, recipient with 21 occurrences or 1.17% and client with 18 occurrences or
1.00%. The example for each type of participant function can be seen as the
following:
Table 4.18. The Example of Actor and Goal as Participant Function (taken
from text 1:9)
First,
We
bought
The tickets
At the cinema
Circ.Loc.time
Actor
Pro:material
goal
Circ.loc.place
Table 4.19. The Example of Recipient as Participant Function (taken from
text 2:25)
My friend
also
Actor
Buy
me
A pin
Pro:material
client
goal
Table 4.20. The Example of Client as Participant Function (taken from text
1:49)
to drive
me
home
Pro:material
recipient
goal
Table 4.21. The Example of Range as Participant Function (taken from text
36:6)
And
then
took
A rest
Pro:material
range
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4.1.2.1.2. Participant Function of Relational Process
Participant function of relational process is in the second prominent
participant types. It is because of its occurrences totaling to 1297 occurrences or
33.46%. The specific number of participant types of relational process is shown in
the following table. For whole details of the participant function can be seen in
appendix VI.
Table 4.22. The Frequency Distribution of Participant Function in Relational
Process
No Participant Function
1 Attribute
Frequency
472
Percentage (%)
36.39
2
Carrier
461
35.54
3
Possessed
103
7.94
4
Identifier
92
7.09
5
Possessor
85
6.55
6.
Identified
84
6.48
1297
100
TOTAL
The table above shows us that attribute dominates the participant function
in relational process with 473 total occurrences or 36.47%. Successively, it is
followed by carrier with 462 occurrences or 35.62%, possessed with 103
occurrences or 7.94%, identifier with 91 occurrences or 7.02% and possessor with
85 occurrences or 6.55%. In the last position, identified has 83 occurrences or
6.40%. The example of every participant type in relational process is shown in the
following tables.
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Table 4.23. The Example of Carrier and Attribute in as Participant Function
Relational Attributive Intensive Process (taken from text 5:3)
Was
It
a fantastic experience
carrier Pro: relational attributive intensive
attribute
Table 4.24. The Example of Identifier and Identified as Participant Function
in Relational Identifying Intensive Process (taken from text 2:19)
The next thing
Was
Identifier
Pro:
relational
intensive
Painting in a bug canvas
identfying identified
Table 4.25. The Example of Carrier and Attribute as Participant
Function in Relational Attributive Circumstantial Process (taken from text
21:38)
Since we
carrier
Were
In TigaBinanga
Pro: relational attributive circumstance
Attributive/circumstance
Table 4.26. The Example of Identifier and Identified as Participant Function
in Relational Identifying Circumstantial Process (taken from text 45:10)
The destination
Is
CemaraAsri
Identifier/circumstance Pro: relational
intensive
identifying identified
Table 4.27. The Example of Possessor and Possessed as Participant Function
in Relational Attributive Possessive Process (taken from text 6:1)
I
Had
possessor Pro: relational attributive possessive
a trip
possessed
To the zoo
About a few
months ago
Circ.loc.place Circ.loc.time
4.1.2.1.3. Participant Functions of Mental Process
The third prominent participant function goes to participant function in
mental process. It has 489 as the total occurrences or overall 12.62%. There are
only two types of participant function involved in mental process and those
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appeared in the data. They are senser and phenomenon. The distribution detail is
presented through the following table.
Table 4.28. The Frequency Distribution of Participant Function in Mental
Process
No Participant Function
1 Senser
2
Frequency
296
Percentage (%)
60.53
Phenomenon
193
39.47
TOTAL
489
100
The previous table shows the domination of senser in the participant
function in mental process with 296 occurrences or 60.53. And the total
occurrences of phenomenon is 193 or 39.47%. It is relevant to Halliday and
Matthiessen’s statement (2014:249-251) clarifying that in a clause of ‘mental’
process, there is always one participant who is human; this is the Senser, the one
that ‘senses’ – feels, thinks, wants or perceives and with regard to the other main
element in a clause of mental process, namely the Phenomenon – that which is
felt, thought, wanted or perceived, the position is in a sense reversed. The example
of senser and phenomenon as participant function is illustrated in the following
table.
Table 4.29. The Example of Senser and Phenomenon in Mental Process
(taken from text 60:12)
Because
At island,
you
Circ.loc.place senser
Can feel
Pro: perceptive mental
Cozy, free, and calm
phenomenon
4.1.2.1.4. Participant Functions of Verbal Process
The participant function of verbal process becomes the fourth prominent
participant function with 176 total occurrences or 4.54%. They accommodate
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three further participant functions in addition to the Sayer: (1) Receiver, (2)
Verbiage, (3) Target (Halliday and Matthiessen, 2014:306). Those 4 kinds
participant function appeared in the data. The specific distribution of each
participant function in verbal process is given in the following table.
Table 4.30. The Frequency Distribution of Participant Function in Verbal
Process
No Participant Function
1 Sayer
Frequency
73
Percentage (%)
41.48
2
Receiver
58
32.95
3
Verbiage
44
25.00
4
Target
1
0.57
176
100
TOTAL
In the table above, the most frequent participant function is sayerwith 72
occurrences or 41.48% from the total number of participant function in verbal
process. It is followed by receiver with 58 occurrences or 32.955. Subsequently,
verbiage follows with 45 occurrences or 25.00% and target with only 1 occurrence
or 0.57%. The example of the participant functions involved in verbal process is
presented in the following table.
Table 4.31. The Example of Sayer and Receiver as Participant Function in
Verbal Process (taken from text 9:10)
The lecturer
sayer
asked
Pro: verbal
us
receiver
Table 4.32. The Example of Verbiage as Participant Function in Verbal
Process (taken from text 10:23)
I
sayer
told
Pro: verbal
My grandaunt
receiver
About this
Verbiage
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Table 4.33. The Example of Target as Participant Function in Verbal Process
(taken from text 40:29)
Next
The family
sayer
replied
Pro: verbal
Our speech
Target
4.1.2.1.5. Participant Functions of Existential Process
The existent, participant function in existential process, takes the fifth
position of prominent participant function. It has 64 occurrences or 1.65% of the
total participant functions. The examples of the existent can be seen in the
following table
Table 4.34. The Example of Existential Process (taken from text 2:15)
and
then
there
was
Pro: existential
A band
existent
4.1.2.1.6. Participant Functions of Behavioral Process
Behaver, participant function in behavioral process, becomes the last
participant function appeared in the text. It has 48 occurrences or 1.24% of the
total participant functions. The example of behaver can be observed in the
following table.
Table 4.35. The Example of Behavioral Process (taken from text 32:24)
when
we
behaver
were going to sleep
Pro: behavioral
4.1.2.2. Participant Type
As participant function can be observed more specifically based on its
type, there are two types of participant function i.e. human participant (HP) on
non-human participant (NHP). In 60 EFL Student recount texts in Medan, it is
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mostly found that non-human participant (NHP) is more dominant than human
participant (HP). The details of the occurrences can be seen in appendix VI.
4.1.2.2.1. Non-Human Participant
There are 2049 occurrences of NHP or 52.86% from the total participant
type. It can be inferred that non-human participant characterizes the type of
participant in EFL students’ recount text in Medan. Non-human participant in
EFL students’ recount text in Medan is expressed in the words such as: the movie,
the café, popcorn, the thing, Lake Toba, the island, tickets, and etc. The example
of the non-human participant can be seen in the following table.
Table 4.36. The Example of Non-Human Participant (NHP) (taken from text
5:3)
It
Was
a fantastic experience
Carrier
(NHP)
Pro: relational attributive intensive
Attribute (NHP)
4.1.2.2.2. Human Participant
Human participant is the participant which is related to human. Human
participant (HP) has 1827 or 47.14% of the total occurrences. This participant
type is expressed by word/phrase such as: I, me, she, her, He, him, They, them,
We, us, my friend, my parents, my boyfriend, the lecturer etc. The example of the
human participant is illustrated in the following table.
Table 4.37. The Example of Human Participant (HP) (taken from text 9:10)
The lecturer
Sayer (HP)
asked
Pro: verbal
us
Receiver (HP)
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4.1.3. Circumstantial Elements
Besides the participant, circumstantial element is also involved in the
process. From the circumstantial elements as cited in Halliday and Matthiessen
(2014), frequency of extent, condition of contingency, default of contingency,
concession of contingency, and source of Angel didn’t appear in the 60 recount
texts of EFL Students in Medan. The dominant circumstantial element which
characterizes the texts is circumstantial locative place (circumstantial locative
spatial) with the total occurrences 711 occurrences or 35.75% from the total
occurrences. Table 4.38 gives the summary of the total occurrences of
circumstantial elements in the texts.
Table 4.38. The Frequency Distribution of Circumstantial Element
No
enhancing
1
2
3
4
5
extending
6
elaborating
7
projection
8
9
TOTAL
Type of Circumstantial
Element
Extent
distance
duration
frequency
Location
place
time
Manner
means
quality
comparison
degree
Cause
Reason
Purpose
behalf
Contingency
condition
default
concession
Accompaniment
comitative
additive
Role
guise
product
Matter
Angle
Source
Viewpoint
Frequency
1
43
0
711
688
42
67
55
153
23
46
27
0
0
0
98
3
6
1
21
0
4
1989
Percentage %
0.05
2.16
0
35.75
34.59
2.11
3.37
2.77
7.69
1.16
2.31
1.36
0
0
0
4.93
0.15
0.30
0.05
1.06
0
0.20
100
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The table displayed above shows that circumstantial locative place is the
dominant circumstantial element It significantly gives a range with other
circumstantial elements. Those two circumstantial elements characterize EFL
students’ recount text in Medan. The details of circumstantial element can be seen
in appendix VII.
4.1.3.1. Extent
Halliday and Matthiessen (2014:315) assert that extent construes the extent
of the unfolding of the process in space-time: the distance in space over which the
process unfolds or the duration in time during which the process unfolds. The
interrogative forms for Extent are how far?, how long?, how many [measure
units]?, how many times? There are 3 types of extent namely: distance, duration,
and frequency.
4.1.3.1.1. Distance
This circumstantial element occurred in the data with 1 total number of
occurrences or 0.05%. This type of circumstance is illustrated in the following
table.
Table 4.39. The Example of Distance (taken from text 29:21)
We
Behaver
Have to walk
Pro: behavioral
Around 4 km
Circ.Extent.Distance
4.1.3.1.2. Duration
This type of circumstance tells about how long an action happens. In the
data, there are 43 occurrences of this circumstance with the total percentage
2.16%. The example of the circumstantial extent duration can be seen in the next
table.
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Table 4.40. The Example of Duration (taken from text 7:14)
We
Actor
spend
Pro: material
In the bus
Circ.loc.place
More than 2 hours
Circ.Extent.Duration
4.1.3.2. Location
This type of circumstance construes the location of the unfolding of the
process in space-time: the place where it unfolds or the time when it unfolds. The
general interrogatives of Location are where?, when?. Place includes not only
static location in space, but also the source, path and destination of movement.
(Halliday and Matthiessen, 2014:316). There are two types of locative
circumstance namely: place and time.
4.1.3.2.1. Place
From the analysis, it can be inferred that circumstantial locative place is
the dominant circumstantial element found in the text with 35.75% or 711
occurrences. The circumstantial elements such as at the movie, the studio, from
the island, at Medan, to the hotel, and etc are common to occur in the text. This
happens because the topic discussed is about going to somewhere and it must be
stated the place they have visited or the location where the action happened.
That’s why circumstantial locative place dominates the occurrences of all the
circumstantial elements. The examples of circumstantial locative place can be
seen in the next table.
Table 4.41. The Example of Circumstantial Locative Place (taken from text
1:9)
First,
We
bought
The tickets
At the cinema
Circ.Loc.time
Actor
Pro:material
goal
Circ.loc.place
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4.1.3.2.2. Time
The next prominent is circumstantial locative time which is in the second
rank with 34.59% of the total percentage or 688 occurrences. This indicates that in
the text the use of last week, then, finally, and etc are also common found in the
text. The student describe the time when they went to somewhere by using
circumstantial locative time or temporal. The examples of circumstantial locative
place can be seen in the following table.
Table 4.42. The Example of Circumstantial Locative Time (taken from text
13:1)
Last year
Circ.loc.time
I
Actor
Went
To Aceh
Pro:material Goal
4.1.3.3. Manner
The circumstantial element of Manner construes the way in which the
process is actualized (Halliday and Matthiessen, 2014:318). Manner consists of
four subcategories: Means, Quality, Comparison, and Degree.
4.1.3.3.1. Means
This type of circumstantial element occurred 42 times or 2.11%. The
example of the clause containing means as circumstantial element can be seen in
the following table
Table 4.43. The Example of Circumstantial Manner Means (taken from text
52:13)
On the next day
Circ.loc.time
we
Actor
Went
there
Pro:material Goal
By motorcycle
Circ.manner.means
The phrase ‘by motorcycle’ is functioned as circumstantial elements and
grouped into circumstantial manner means. It is also in line with Halliday and
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Matthiessen’s statement (2014:318) clarifying that this circumstantial element
refers to the means whereby a process takes place; it is typically expressed by a
prepositional phrase with the preposition by or with.
4.1.3.3.2. Quality
This type of circumstantial element, quality, has 67 occurrences or 3.37%
of the total occurrences. The example of this circumstantial element is illustrated
in the following table.
Table 4.44. The Example of Circumstantial Manner Quality (taken from text
47:13)
because
we
Actor
Went
together
Pro:material Circ.manner.quality
Halliday and Matthiessen (2014:319) state that quality is typically
expressed by an adverbial group, with -ly adverb as Head; the interrogative is
how? or how ... ? plus appropriate adverb. Less commonly, Quality is realized by
a prepositional phrase. The word ‘together’ in the clause can answer the question
how do they go? So, that word is defined as circumstantial manner quality in
respect to what has been asserted by the experts in advance.
4.1.3.3.3. Comparison
This type of circumstantial element has 55 occurrences or 2.77% of the
total occurrences. The example of this circumstantial element is presented in the
following table.
Table 4.45. The Example of Circumstantial Manner Comparison (taken from
text 23:46)
we
Actor
Were shopping
Pro:material
foods
goal
Like chips, pie, etc
Circ.manner.comparison
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The table in advance shows that the phrase ‘Like chips, pie, etc’ is labeled
as circumstantial manner comparison. It is relevant to what Halliday and
Matthiessen’s statement (2014:319) asserting that comparison is typically
expressed by a prepositional phrase with like or unlike, or an adverbial group of
similarity or difference. The word ‘like’ is the key in that clause showing
comparison.
4.1.3.3.4. Degree
This type of circumstantial element has 153 occurrences or 7.69%. The
sample of this circumstantial element is presented in the following table.
Table 4.46. The Example of Circumstantial Manner Degree (taken from text
8:34)
we
senser
Can feel
Nice and fresh air
really
Pro:mental.perceptive Circ.man.degree phenomenon
The word really is labeled as circumstantial manner degree. Halliday and
Matthiessen (2014:320) assert that degree is typically expressed by an adverbial
group with a general indication of degree such as much, a good deal, a lot, or with
a collocationally more restricted adverb of degree such as deeply, profoundly,
completely, heavily, badly. In the example, really has the same meaning with
much to indicate a degree.
4.1.3.4. Cause
The circumstantial element of Cause construes the reason why the process
is actualized (Halliday and Matthiessen, 2014:320). This is divided into 3 namely:
reason, purpose, and behalf. Those three parts of cause appeared in the data.
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4.1.3.4.1. Reason
This circumstantial element has 23 occurrences or 1.16% of the total
occurrences. The sample of this circumstantial element is illustrated in the
following table.
Table 4.47. The Example of Circumstantial Cause Reason (taken from text
59:47)
and
we
Can’t saw
the sunrise
senser
Pro:mental.perceptive phenomenon
also
Because of the
fog
Circ.cause.reason
The phrase ‘because of the fog’ is labeled in the data as circumstantial
cause reason. This circumstantial element is to give a reason why they couldn’t
see the sunrise. This is relevant to Halliday and Matthiessen’s statement asserting
that this circumstantial element represents the reason for which a process takes
place – what causes it; they have the sense of ‘because’. It is typically expressed
by a prepositional phrase with through, from, for or a complex preposition such as
because of, as a result of, thanks to, due to; also the negative for want of. The
phrase ‘because of’ in the data represents the circumstantial cause reason.
4.1.3.4.2. Purpose
Circumstantial cause purpose has also appeared in the data. It has 46
occurrences or 2.31% of the total occurrences. The example of this circumstantial
element is illustrated in the following table.
Table 4.48. The Example of Circumstantial Cause Purpose (taken from text
6:48)
we
actor
stopped
Pro:material
a while
Circ.loc.time
in Tebing Tinggi
for lunch
Circ.cause.purpose Circ.loc.place
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In the previous table, it is illustrated that the phrase ‘for lunch’ is
categorized as circumstantial cause purpose. It gives an explanation of the purpose
why they stopped in Tebing Tinggi. They stopped in order to have lunch. Halliday
and Matthiessen (2014:321) gives a vivid explanation that Circumstantial of
Purpose represent the purpose for which an action takes place – the intention
behind it; they have the sense of ‘in order that’. They are typically expressed by a
prepositional phrase with for or with a complex preposition such as in the hope of,
for the purpose of, and for the sake of. The word ‘for’ in the data shown above
indicates that it is grouped in the circumstantial cause purpose.
4.1.3.4.3. Behalf
This circumstantial element has 27 occurrences or 1.36% of the total
occurrences. The example of the occurrences in the data is presented in the
following table.
Table 4.49. The Example of Circumstantial Cause Behalf (taken from text
26:25)
To talk
Pro:verbal
About the For my mom
plan
circ.matter Circ.cause.behalf
Expressions of Behalf represent the entity, typically a person, on whose
behalf or for whose sake the action is undertaken – who it is for (Halliday and
Matthiessen, 2014:322). They are stated by a prepositional phrase with for or with
a complex preposition such as for the sake of, in favour of (negative: against),
and on behalf of. In the data, the phrase ‘for my mom’ is labeled as the
circumstantial because the action ‘to talk about the plan’ is done for the sake of
mom.
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4.1.3.5. Accompaniment
Halliday and Matthiessen (2014:324) assert that Accompaniment is a form
of joint participation in the process and represents the meanings ‘and’, ‘or’, ‘not’
as circumstantials; it corresponds to the interrogatives and who/what else?, but not
who/what?. It is stated by prepositional phrases with prepositions such as with,
without, besides, instead of. It is divided into two subcategories namely:
comitative and additive. In the data, those two subcategories occurred.
4.1.3.5.1. Comitative
This circumstantial element appeared in the data with 98 occurrences or
4.93% of the total occurrences of circumstantial element. The example of this
circumstantial element is presented in the following table.
Table 4.50. The Example of Circumstantial Accompaniment Comitative
(taken from text 2:39)
that
has
Pro:relational
attributive possessive
Same interest
possessed
With you
Circ.accomp.com
The comitative represents the process as a single instance of a process,
although one in which two entities are involved (Halliday and Matthiessen,
2014:324). It is usually stated by ‘with’ or ‘without’. It is also relevant to the data
clarifying that, the phrase ‘with you’ is categorized as circumstantial
accompaniment comitative.
4.1.3.5.2. Additive
This circumstantial element has 3 occurrences or 0.15% of the total
circumstantial element occurrences. The example of this circumstantial is given in
the following table.
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Table 4.51. The Example of Circumstantial Accompaniment Additive (taken
from text 32:8)
In the other hand,
we
Circ.accomp.adtv
senser
would taste
the food
in
every
region
Pro.ment.perceptive phenomenon Circ.loc.place
The additive represents the process as two instances; here both entities
clearly share the same participant function, but one of them is represented
circumstantially for the purpose of contrast (Halliday and Matthiessen, 2014:325).
The phrase ‘in the other hand’ is relevant to be labeled circumstantial
accompaniment additive because it indicates the purpose of contrast.
4.1.3.6. Role
Halliday and Matthiessen (2014:326) assert that this category construes the
meanings ‘be’ and ‘become’ circumstantially; the Role corresponds to the
Attribute or Value of an ‘intensive relational’ clause. Role includes the
subcategories of Guise (‘be’) and Product (‘become’). Those two subcategories
occurred in the data.
4.1.3.6.1. Guise
In the data, Guise appeared 6 times or 0.30%. The example of this type of
circumstantial element is illustrated in the following table.
Table 4.52. The Example of Circumstantial Role Guise (taken from text
60:42)
Because
I
possessor
have
Pro: Relational Attributive
Possessive
them
possessed
As my family
Circ.Role.Guise
The clause illustrated in advance contains circumstantial role guise
because of the phrase ‘as my family’. It is in line with what Halliday and
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Matthiessen’s statement clarifying that guise corresponds to the interrogative what
as? and construes the meaning of ‘be’ (attribute or identity) in the form of a
circumstance; e.g. example she was installed as chancellor, I come here as a friend
(i.e. ‘she is the chancellor’, ‘I am friendly’) (Halliday and Matthiessen, 2014:326).
That clause gives explanation that them is placed as family.
4.1.3.6.2. Product
This circumstantial element only occurred once in text 35 clauses number
32. This has 0.05 % of the total occurrences of circumstantial element. The
example of this circumstance is illustrated in the table below.
Table 4.53. The Example of Circumstantial Role Product (taken from text
35:32)
He
Actor
suddenly
Circ.loc.time
bursted
Pro: material
into tears
Circ.Role.Product
The phrase ‘into tears’ is labeled as circumstantial role product. Halliday
and Matthiessen (2014:326) define that product corresponds to the interrogative
what into?, with the meaning of ‘become’, likewise as attribute or identity; e.g.
aren’t you growing into a big girl? (‘becoming a big girl’), he moulded the army
into a disciplined fighting force. The word ‘into’ in the clause is the keyword
indicating that it is regarded as circumstantial role product.
4.1.3.7. Matter
Matter is related to verbal processes; it is the circumstantial equivalent of
the Verbiage, ‘that which is described, referred to, narrated, etc.’. The
interrogative is what about?. Matter is expressed by prepositions such as about,
concerning, with reference to and sometimes simply of (Halliday and Matthiessen,
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2014:328). The frequency of this circumstantial element is 21 occurrences or
1.06%. The example of Matter is given in the following table.
Table 4.54. The Example of Circumstantial Matter (taken from text 26:25)
About the For my mom
plan
circ.matter Circ.cause.behalf
To talk
Pro:verbal
The table above gives a clear picture for us to define the circumstantial
element which is indicated by ‘about’. It means that the phrase ‘about the plan’ is
labeled as circumstantial matter.
4.1.3.8. Angle
Angle is related either to (i) the Sayer of a ‘verbal’ clause, with the sense
of ‘as ... says’ or (ii) to the Senser of a ‘mental’ clause, with the sense of ‘as ...
thinks’ (Halliday and Matthiessen, 2014:328). This is subcategorized into two
namely source and viewpoint. But, the circumstantial Angle Source is not found
in the data.
4.1.3.8.1. Viewpoint
This type occurred 4 times or 0.20%. The example of this type is
illustrated in the following table.
Table 4.55. The Example of Circumstantial Angle Viewpoint (taken from text
20:49)
In visitor’s mind, A guideman
Circ.Angle.Viewp Senser
had to know
Pro:
mental.cognitive
all of the things
phenomenon
there
Circ.loc.place
‘Viewpoint’ since it is used to represent the information given by the
clause from somebody’s viewpoint (as is illustrated by the following natural
example and I think that’s important, that’s been really important to me) (Halliday
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and Matthiessen, 2014:328). Additionally, this type is stated by the simple
preposition to or by complex prepositions such as in the view/opinion of, from the
standpoint of. Related to the table in advance, the phrase in visitor’s mind is
clearly labeled as circumstantial Angle Viewpoint.
4.2. Findings
Based on the data