The Translation Of Verbal Shifts Of Djenar Maesa Ayu’s Short Story Namanya…, Into Her Name By Michael Nieto Garcia: An Approach To Systemic Functional Linguistics

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THE TRANSLATION OF VERBAL SHIFTS OF DJENAR MAESA

AYU’S SHORT STORY NAMANYA…, INTO HER NAME BY

MICHAEL NIETO GARCIA: AN APPROACH TO SYSTEMIC

FUNCTIONAL LINGUISTICS

A THESIS

BY

MAITRI RAHMADHANI

040705007

UNIVERSITY OF SUMATERA UTARA

FACULTY OF LETTERS

ENGLISH LITERATURE DEPARTMENT

MEDAN

2008

Maitri Rahmadhani : The Translation Of Verbal Shifts Of Djenar Maesa Ayu’s Short Story Namanya…, Into Her Name By Michael Nieto Garcia: An Approach To Systemic Functional Linguistics, 2008.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim.

First of all, I thank Allah SWT for the entire blessing I got, such as health and opportunity so that I can study and finish my study in the English Literature Department, Faculty of Letters-University of Sumatera Utara and also finish this thesis entitled “ The Translation of Verbal Shifts of Djenar Maesa Ayu’s Short Story Namanya Into Her Name By Michael Nieto Garcia: An Approach to Systemic

Functional Linguistics.”

I would like to thank to the Dean of Faculty of Letters, Drs. Syaifuddin, M.A, Ph.D, also to Dra. Swesana Mardia Lubis, M.Hum and Drs. Yulianus Harefa, M.ed, TESOL as the Head and the secretary of English Literature Department for the facilities and their attention in all academic affairs that have been given to me during my study

I would like to thank Dra. Masdiana Lubis, M.Hum as my supervisor and Drs. Umar mono, M.Hum as my co-supervisor for having shared their valuable ideas, time, and guidance in finishing this thesis.

I would like to thank to Prof. Bahren Umar Siregar, Ph.D as my academic advisor and to all of the lecturers in English Literature Department who have thought me and contributed their knowledge and idea during the academic years.

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Special thank is dedicated to Ahmad Fauzi Tanjung for the lovely time and the great affection, the advise and the idea in conducting this thesis. I also thank Isbedi, Sri Ramadhani and Zahara Hijraini Rahmi for helping me conduct this thesis.

Medan, June 2008 The writer,

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4 ABSTRAK

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ABBREVIATION

* : The end of the paragraph

N : Noun

P : Paragraph R : Reduplication

SBY : Susilo Bambang Yudhoyono SFL : Systemic Functional Linguistics SFLT : Systemic Functional Linguistic Theory SL : Source Language

ST : Source Text TL : Target Language TT : Target Text

V : Verb

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TABLE OF CONTENT

ACKNOWLEDGEMENT i

ABSTRAK iii

ABBREVIATION iv

TABLE OF CONTENT v

CHAPTER I INTRODUCTION

1.1 Background of the Analysis 1

1.2 Scope of the Analysis 4

1.3 Problem of the Analysis 4

1.4 Objective of the Analysis 5

1.5 Significance of the Analysis 5 CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Conceptual Framework 6

2.1.1 Translation 6

2.1.2 Description of Verb 11

2.1.2.1 Classification of Verbs in Bahasa Indonesia 12 2.1.2.2 Classification of Verbs in English 17 2.1.3 A Brief description of Systemic Functional Linguistics 20 2.1.4 Metafunction of Language 22

2.2 Transitivity System 28

2.2.1 Material Process 30

2.2.2 Mental Process 31

2.2.3 Relational Process 32

2.2.4 Behavioural Process 35 2.2.5 Existential Process 36

2.2.6 Verbal Process 36

2.3 Related Study 37

CHAPTER III METHODOLOGY

3.1 Research Method 40

3.2 Population and Sample 40

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CHAPTER IV ANALYSIS OF THE TRANSLATION OF THE VERBAL SHIFTS IN SFL APPROACH

4.1 Verbal Shifts Process 42

4.1.1 Verbal Shifts from Material Process to another Processes 42 4.1.2 Verbal Shifts from Mental Process to another Processes 49 4.1.3 Verbal Shifts from Relational Process to another Processes 53 4.1.4 Verbal Shifts from Behavioural Process to another

Processes 56

4.1.5 Verbal Shifts from Existential Process to another Processes 59 4.1.6 Verbal Shifts from Verbal Process to another Processes 61

4.2 Verbal Shifts from One Process to None Process and

Vice Versa 63

4.2.1 Verbal Shifts from One Process to None Process 63 4.2.2 Verbal Shifts from None Process to One Process 64

4.3 Verbal Shifts from Word to Group and Vice Versa 68 4.3.1 Verbal Shifts from Word to Group 68 4.3.2 Verbal Shifts from Group to Word 72 CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 75

5.2 Suggestion 77

BIBLIOGRAPHY 78

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8 CHAPTER I INTRODUCTION 1.1 Background of The Analysis

Every year many books of knowledge, science and technology are published. They are released as the replacement or the additional information of the old books. All of them are published in different languages, not only in English but also in another languages. We need to know this new information but no one master all languages in the world. That is why translation is needed to ease people in getting information from texts that are not written in their mother languages.

The Specialist Dictionary of Translation – Shuttleworth and Cowie (1999:181) said that translation is an incredibly broad notion which can be understood in many different ways. For example, one may talk of Translation as a process or a product, and identify such sub-types as literary translation, technical translation, subtitling and machine translation; moreover, while more typically it just refers to the transfer of written texts, the term sometimes also includes interpreting.

A translation (Hatim and Munday, 2004: 10) can consist of changing form from Source Language (SL) to the Target Language (TL) because every language has different structure. Besides, every language also includes culture, where the language is, in it. Thing that cannot be changed is the meaning of the SL, because the structure of the language can be changed but it is emphasized that the contain (meaning) of the TL should be loyal to the SL.

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According to Halliday (1985: XIV), Systemic Theory is a theory of meaning as a choice, by which a language or any other linguistics system is interpreted as networks of interlocking options: ‘either this or that, or the other,’ ‘either more like the one or more like the other,’ and so on. In addition, Gerot and Wignell (1994: 82) also stated that Systemic Functional Grammar talks about clauses and clause complexes other than sentences.

In Systemic Functional Linguistics, there is a theory of Transitivity. Transitivity (Halliday, 1985: 102) is a relation of experiential meaning of a language. It is concerned with the representation of meaning in the clause. It is consists of six processes i.e., Material, Mental, Behavioural, Verbal, Existential And Relational Process. Further more, Processes (Gerot and Wignell, 1994: 54) are central to Transitivity and realized by verbs.

It means that verb is an important element in process that found in clauses. Some verbs are not doing words at all, but rather express states of being or having. Moreover, there are different orders of doings and beings. For example, “to write a funny story,” the word write is verb and belongs to material process. This verb orders

of doing. Another example is “my brother is a pilot,” the word is is verb that belongs to relational process and it states of being.

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impossible if there is no shift in doing translation. So, the Verbal Shifts concerns with the changing process in Source Text (ST) into another process in Target Text (TT). For instance,

Indonesian version (ST) English version (TT) ST (230):

Untuk mencerna arti: Material Process

TT (233):

to understand the meaning: Mental Process

So, there is verbal shift from material process in ST into mental process in TT. Djenar Maesa Ayu is a modern Indonesian writer that was born on January 14th 1973 in Jakarta. She has written two short-story collections and a novel, all of which both have been short-listed for the Khatulistiwa Literary Award- the Indonesia’s most prestigious literary competition, and published in some newspapers and magazines, such as Kompas, Horison, Media Indonesia, Republika, Lampung Post and Majalah A+. Mereka Bilang, Saya Monyet! Is her first short stories collection where a short story entitled Namanya…, that talks about the urban Jakarta life and the inner lives of the city’s inhabitants about sex, includes in it.

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That is why I choose the translation of the verbal shifts of Djenar Maesa Ayu’s short story Namanya… into Her Name By Michael Nieto Garcia based on SFL becomes the topic of my thesis.

The analysis of this thesis is expected to be able to enrich the translation field, to give a general understanding towards the reader that there will always shifts in translating ST into TT such as the verbal shift process from ST into TT, and also to give a general understanding towards the reader that ST will not always translated word-for-word but also word-to-group in TT.

1.2 Scope of The Analysis

There are a lot of shifts in translation. Realizing that it is hard for me to represents all of the translation shifts in my thesis, I just focus my analysis on the translation of the verbal shift process in the Namanya…by Djenar Maesa Ayu as the Source Text (ST) into Her Name by Michael Nieto Garcia as the Target Text (TT) based on the Systemic Functional Linguistics especially the Transitivity process.

1.3 Problem of The Analysis

There are three questions to be raised that motivate me to do this analysis as stated below:

1. What are the verbal shift processes in translating short story Namanya into Her Name?

2. Are there many verbal shifts from one process in the ST into none process in TT or vice versa?

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12 1.4 Objective of The Analysis

This thesis is written both to fulfill one of the requirements to get the Under Graduate in English Department, Faculty of Letters, University of Sumatera Utara, and to give some objectives as follows:

1. To analyze the verbal shift processes in translating Namanya… into Her Name.

2. To find out whether there are verbal shifts from one process in the ST into none process in TT and vice versa.

3. To find out whether there are verbal shifts from word in one process in ST into group in another process in TT.

1.5 Significance of The Analysis

This thesis is expected to be able to give some significance both practically and theoretically. It is expected that this thesis will be able to give a general understanding of the verbal shift occur in reading Djenar Maesa Ayu’s short story Namanya…that translated into Her Name by Michael Nieto Garcia through Systemic

Functional Linguistics especially the Transitivity process, to give a general understanding towards the reader that there will always occur shifts in translating ST into TT such as the verbal shift process from ST into TT, and also to give a general understanding towards the reader that ST will not always be translated word-for-word but also word-to-group in TT.

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13 CHAPTER II

REVIEW OF RELATED LITERATURE 2.1 Conceptual Framework

2.1.1 Translation

Translation is a phenomenon that has a huge effect on everyday life. Many theories have been proposed and described what translation is. Those theories are differs one and another though the idea of translation are almost the same. It is because a translation is acceptable in one period and is often quite unacceptable in other period.

The theory of translation is concerned with a certain type of relation between languages and is consequently a branch of Comparative Linguistics. From the point of view of translation theory the distinction between synchronic and diachronic comparison is irrelevant. Translation equivalence may be set up, and translations performed, between any pair of languages or dialects-‘related’ or ‘unrelated’ and with any kind of spatial, temporal, social or other relationship between them (Catford, 1965: 20)

Catford (1965: 20) in his book A Linguistic Theory of Translation defines translation as the replacement of textual material in one language (SL) by equivalent textual material in another language (TL).

Nida and Taber (1974: 12) in their book The Theory and Practice of Translation said that translating consists in the producing in the receptor language the

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The Specialist Dictionary of Translation- Shuttleworth and Cowie (1999: 181) defines: ”Translation An incredibly broad notion which can be understood in many different ways. For example, one may talk of translation as a process or a product, and identify such sub-types as literary translation, technical translation, subtitling and machine translation; moreover, while more typically it just refers to the transfer of written texts, the term sometimes also includes interpreting.”

In addition, Hatim and Munday (2000: 4) wrote that this definition introduces further variables, first the ‘sub-types,’ which include not only typically written products such as literary and technical translation, but also translation forms that have been created in recent decades, such as audiovisual translation, a written product which is read in conjunction with an image on screen (cinema, television, DVD or computer game). Moreover, the reference to machine translation reveals that translation is now no longer the preserve of human translators but, in a professional context, increasingly a process and product that combines computing power and the computerized analysis of language to the human’s ability to analyze sense and determine appropriate forms in the other language.

Jakobson, in his seminar paper ‘ On Linguistic Aspects of Translation’ (in Hatim and Jeremy, 2000:5) makes a very important distinction between three types of written translation:

1. Intralingual Translation-translation within the same language, which can involverewording or paraphrase. For instance, pepaya (Medan) = betik (Makasar) = kates (Jawa)

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3. Intersemiotic Translation-translation of the verbal sign by a non-verbal sign. For example music or image.

Only the second category, interlingual translation, is deemed ‘translation proper’ by Jakobson.

In translating the Source Text (ST) into Target Text (TT), shifts must be occur. Shift is known as the small linguistic changes that occur between ST and TT. John Catford was the first scholar to use the term Shifts in his A Linguistic Theory of Translation. His definition of shifts is ‘departures from formal correspondence in the

process of going from the SL to the TL’ (Catford, 1965: 73). The distinction drawn between formal correspondence and textual equivalence will be crucial.

A Formal Correspondent (Catford, 1965: 27), on the other hand, is any TL category (unit, class, structure, element of structure, etc.) which can be said to occupy, as nearly as possible, the same place in the ‘economy’ of the TL as the given SL category occupies in the SL. In simplified terms, this means a TL piece of language which plays the same role in TL system as an SL piece of language plays in the SL system. Formal correspondence therefore involves a comparison and description of the language systems but not a comparison of specific ST-TT pairs.

Textual Equivalent (Catford, 1965: 27) is any TL text or portion of text which is observed on a particular occasion, by methods described below, to be the equivalent of a given SL text or portion of text. Whereas Formal Correspondence has to do with the general, non-specific, relationship between elements in two languages, Textual Equivalence focuses on the relations that exist between elements in a specific ST-TT

pair.

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a) Level Shifts. By a shift of level we (Catford, 1965: 73) mean that a SL item at

one linguistic level has a TL translation equivalent at a different level.

b) Category Shift. We (Catford, 1965: 75) referred to unbounded and

rank-bounded translation: the first being approximately ‘normal’ or ‘free’ translation in

which SL-TL equivalences are set up at whatever rank is appropriate. We use the term ‘rank-bound’ translation only to refer to those special cases where equivalence is deliberately limited to ranks below sentence, thus leading to ‘bad translation’ = i.e.,

translation in which TL text is either not a normal TL form at all, or is not relatable to the same situational substance as the SL text.

Category-Shifts (Catford, 1965: 76) are departures from formal correspondence in translation. Category-Shifts consist of Structure-Shifts, Class-Shifts, Unit-Shifts (rank changes), Intra-System-Shifts.

a) Structure-Shifts. These are the amongst the most frequent category shifts at all ranks in translation; they occur in Phonological and Graphological translation as well as in total translation. In grammar, structure-shifts can occur at all ranks (Catford, 1965: 77). The following English-Gaelic instance is an example of clause structure shift.

SL text John loves Mary = SPC TL text Tha gradh aig lain air Mairi =PSCA

(A rank-bound word-word back –translation of the Gaelic TL text gives us: Is love at John on Mary).

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PSCA structure as translation equivalent of English SPC represents a structure-shift insofar as it contains different elements.

b) Class-Shifts. Following Halliday, we (Catford, 1965: 78) define a class as ‘that

grouping of members of a given unit which is defined by operation in the structure of the unit next above’. Class-Shift, then, occurs when the translation equivalent of a SL item as a member of a different class from the original item. Because of the logical dependence of class on structureit is clear that structure-shift usually entail class-shifts, though this may be demonstrable only at a secondary degree of delicacy.

For example, Eng. a medical student = Fr. un étudiant en médecine. Here the translation equivalent of the adjective medical in English (SL) is the adverbial phrase en médecine in French (TL), and the lexical equivalent of the adjective medical is the

noun médecine.

c) Unit-Shift. By unit-shift we (Catford, 1965: 78) mean changes of rank—that is, departures from formal correspondence in which the translation equivalent of a unit at one rank in the SL is a unit at a different rank in the TL.

Changes of rank (unit-shifts) are by no means the only changes of this type which occur in translation; there are also changes of structure, changes of class, changes of term in system, etc.

d) Intra-System-Shift. We (Catford, 1965: 80) use the term intra-system-shift for

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It may, for example, be said that English and French possess formally corresponding systems of number. In each language, the system operates in nominal groups, and is characterized by concord between the exponents of S and P in clauses

and so on. Moreover, in each language, the system is one of two terms-singular and plural- and these terms may also be regarded as formally corresponding. The

exponents of the terms are differently distributed in the two languages e.g. Eng. The case/the cases = Fr. Le cas/ les cas- but the as terms in a number system singular and

plural correspond formally at least to the extent that in both languages it is the term

plural which is generally regarded as morphologically marked.

A shift is said to be occur if, in a given TT, a translation equivalent other than the formal correspondent occurs for a specific SL element (Hatim and Munday, 2000: 28). The Translation Shifts also can occur in related areas of text, genre and discourse (Hatim and Munday, 2000: 33).

2.1.2 Description of Verb

Oxford Advanced Learner’s Dictionary (1995: 1323) defines that Verb is a word or phrase indicating an action, an event or state, e.g bring, happen, exist, etc. In addition, Gerot and Wignell (1994: 54) says:

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In this thesis, I classify the verbs in Bahasa Indonesia and English. The classification of verbs in Bahasa Indonesia based on Kridalaksana’s theory and he verbs in English based on House standard English verb.

2.1.2.1 The Classification Of Verbs In SL System (Bahasa Indonesia)

Verbs in Bahasa Indonesia can be classified into four parts: based on the form, the argument, the relationship between verb and noun and the interaction between nouns (Kridalaksana, 1990: 49).

a. Based on the form

In this classification, verbs in English are divided into two parts: verba dasar verba turunan (derivative verb). Verba dasar (base verb) is verb that is built from free

morpheme, such as, makan (eat), tidur(sleep), and minum ( drink). Verba turunan (derivative verb) is verb that has some processes. The verb gets affixation, reduplication, and combining process.

There are twenty affixes (Kridalaksana, 1996: 40-61) can be added to the word to build the derivative verbs:

• Ber-

Ber- + untung = beruntung

For example: ia beruntung dalam menjual barang-barang antik. • Me-

Me- + nyanyi = menyanyi

For example: murid-murid menyanyi dengan merdu. • Per-

Per- + bagus = perbagus

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20 • Ter-

Ter- + duduk = terduduk

For example: ia tertawa hingga jatuh terduduk. • Ke-

Ke- + baca = kebaca

For example: surat itu kebaca oleh adiknya. • Simulfix N-

N- + rusak = ngerusak

For example: hobinya ngerusak barang orang lain. • Suffix –in

Satu + -in = satuin

For example: satuin buku-buku yang berserakan di lantai. • Confix ber-an

Ber-an + salam = bersalaman

For example: kedua kandidat itu bersalaman. • Confix ke-an

Ke-an + hilang = kehilangan

For example: ia kehilangan kunci rumahnya, • Affix combination me-i

Me-i + luka = melukai

For example: ia melukai hatiku. • Affix combiation di-i

di-i + teman = ditemani

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21 Me-kan + lebih = melebihkan

For example: ibu melebihkan masakan hari ini karena ada tamu. • Affix combination memper-

Mem-per + indah

For example: kami memperindah taman rumah bersama-sama. • Affix combination diper-

Diper- + tegas = dipertegas

For example: himbauan menteri itu dipertegas lagi dengan pidatonya hari ini. • Affix combination memper-kan

Memper-kan + boleh = memperbolehkan

For example: petugas itu memperbolehkan saya masuk. • Affix combination diper-kan

Diper-kan + main = dipermainkan

For example: dia seperti dipermainkan nasib. • Affix combination N-i

N-in + rasa = ngerasain

For example: akhirnya dia ngerasain akibat perbuatannya. • Affix combination per-kan

Per-kan + lihat = perlihatkan

For example: coba perlihatkan rapormu pada ibu! • Affix combination per-i

• Per-i + baik = perbaiki

For example: tolong perbaiki jawaban yang salah itu.

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meaning ‘intensively’, for example: “sebaiknyaberes-beres dari sekarang”, verb to verb that has a meaning ‘deintensively’, for example: “jangan bawa-bawa saya dalam masalah ini”, and from noun to verb that has a meaning ‘iteratively’, for example: “kami Cuma keliling-keliling di kebun the”.

There are nine combination processes to build the derivative verbs. They are: • Me-+ R

Me- + cakar-cakar = mencakar-cakar

For example: kucing itu mencakar-cakar pintu rumah kita. • Di- + R

Di- + angkat-angkat = diangkat-angkat

For example: jangan diangkat-angkat lagi barang itu. • Ber- + R

Ber- + pindah-pindah = berpindah-pindah

For example: hidup manusia prasejarah adalah berpindah-pindah. • Ter-+ R

Ter- + tawa-tawa = tertawa-tawa

For example: mereka tertawa-tawa mendengar berita itu. • R + -an

Cubit-cubit + -an = cubit-cubitan

For example: dua kakak beradik itu senang bermain cubit-cubitan. • R + me-

Kunjung-kunjung + me- = kunjung-mengunjungi

For example: ketika Lebaran tiba, banyak orang kunjung-mengunjungi. • Me- + R + -kan

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For example: jangan mengharap-harapkan impian yang muluk itu menjadi

kenyataan.

• Di- + R + -kan

Di- + ada-ada + -kan = diada-adakan

For example: cerita itu hanya diada-adakan saja. • Ber- + R + -an

• Ber- + pukul-pukul +-an = berpukul-pukulan

For example: kedua anak itu berpukul-pukulan di depan kelas.

b. Based on the argument

Verbs in Bahasa Indonesia can be divided into two parts by argument: verba transitif (transitive verb) verba intransitif (intransitive verb). Transitive verb is verb

that takes a direct object. Fro example: ibu membelikan minuman.Intransitive verb is verb that does not require an object directly. For example: adik pergi kemarin sore.

c. Based on the relationship between verb and noun

Verbs in Bahasa Indonesia are divided into four parts based on the relationship between the verb and noun. They are:

• By Verba aktif (active verb) is a verb that has a subject as the doer of the

action. It is usually begins with prefix me-, ber-, or without prefix. Fro example: Andi minum teh. In this sentence, Andi is the subject that does the action.

• Verba pasif (passive verb) is a verb that has a subject as the aimed action. It is

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happened in contrary. It can be done by changing the position of the subject and by changing the affixes.

• Verba anti aktif (anti-active verb) is a passive verb that cannot be changed into

active verb. For example: kakiku terbakar api. This sentence does not come from api membakar kakiku. So, the passive cannot be changed into active.

• Verba anti pasif (anti passive verb) is active verb that cannot be changed into

passive verb. For example: saya benci terhadap Lintah. This sentence cannot be changed into Lintah membenci saya.

d. Based on the interaction between nouns

Verbs in Bahasa Indonesia are divided into two parts based on the interaction between nouns. They are: Verba resiprokal (reciprocal verb) is a verb that is done by two actors and they reciprocate each other. For example: kedua kandidat itu bersalaman. While Verba non-resiprokal (non-reciprocal verb) is the opposite of the

reciprocal verb.

2.1.2.2 The Classification Of Verbs In TL System (English)

Verbs in English can be classified into three parts: based on the object, the form and the subject (House, 1950: 94), which also called as the Standard English.

a. Based on the object

In this classification, verbs in English are divided into three parts: transitive verb, intransitive verb and phrasal verb.

Transitive verb is verb that takes a direct object. For instance, Ray tousled Mike’s head. The verb tousled needs the object (mike’s head) to complete the

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Intransitive verb is verb that does not require an object directly. For instance, She started to pull the street. The verb started does not need the object, while to pull

the street is the complement.

Phrasal verbs are verbs that consist of two, or sometimes three, words. The first word is a verb and it followed by an adverb or preposition or both. These adverbs or prepositions are sometimes called particles. Phrasal verb can be transitive or intransitive. For instance, for heaven’s sake shut her up (transitive)

He told me to shut up (intransitive) b. Based on the form

In this classification, verbs in English are divided into two parts: regular and irregular verbs.

Regular verbs are verbs that may be formed by adding –s to original verb or – es in the present tense when the subject is She, He, It, or anymore person or thing, -d

or –ed in the past tense and past participle, -ing in the present participle. For instance,

Original Verb

Present Tense Past Tense Past Participle Present Participle

Smile Kiss

Smile kiss

Smiled Kissed

Smiled kissed

Smiling kissing

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Original Verb Past Tense Past Participle Sing

Drink Speak

Steal Know

Blow

Sang Drank Spoke Stole Knew Blew

Sung Drunk Spoken

Stolen Known

Blown

c. Based on the subject

In this classification, verbs in English are divided into two parts: auxiliary and linking verbs.

Auxiliary verbs are divided into two: auxiliary and modal. An auxiliary helps to form a sense or an expression. It consists of to be, to have, and to do. It combines with present and past participle or with infinitives to form the tenses ordinary verbs. For instance, they were sitting at three round tables. The auxiliary were helps to form past continuous tense.

Modal helps to make special semantic compounds, such as permission, obligation, and ability. For instance, you may go when you have finished. The modal may helps to make permission.

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2.1.3 A Brief Description of Systemic Functional Linguistics

Systemic Functional Linguistics is a theory of language rooted in anthropology (Malinowski 1935). The earliest formulation of SFL as a linguistic theory dates back to Firth (1957), and it has been developed further, notably by Halliday (e.g. Halliday (1961, 1963, 1967, 1968, 1973, 1978)).

Systemic Functional Linguistics (SFL) grew out from the work of Malinowski about context of situation and context of culture that, later, provide an interesting starting point for the study of social man, since they encourage us to look language as a form of behaviour potential. According to him, the context of culture is the environment for the some set of options in behaviour, while context of situation is the environment of any particular selection that is made from within them.

Later, this theory developed by Michael Alexander Kirkwood Halliday (M.A.K Halliday) and he proposed a theory that we call today as the Systemic Functional Linguistic Theory (SFLT). Systemic Theory (1985: XIV) is a theory of meaning as a choice, by which a language or any other linguistics system is interpreted as networks of interlocking options: ‘either this or that, or the other,’ ‘either more like this one or more like the other,’ and so on. In addition, Gerot and Wignell (1994: 82) also stated that Systemic Functional Grammar talks about clauses and clause complexes other than sentences.

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refer to the orthographic unit that is contained between full stop. This will avoid ambiguity: a sentence is a constituent of writing, while a clause complex is a constituent of grammar (Halliday, 1994: 216). Clause is the constituent unit in the grammar. The term ‘clause’ is still fairly technical, although it is quite widely known – more familiarly perhaps in its related sense of a clause in a contract (Halliday, 1994: 23)

In using language to express meaning, a speaker has a linguistic choice that allows him to use any kinds of expression. For example, to know about the time, he ca use either request form, question form, commend from, etc. that he thinks more suitable because each of those expressions will construct different meaning. There must be a great deal about the context in which occurs if the listener or the hearer can understand a text. From the description, it can be said that SFLT puts a great interest in the relation between the language and the context. Therefore, SFLT has been described as a functional semantic approach to language which explores how people use language in different context, and how language is constructed for the use as a semiotic system.

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Halliday…professes, as the central objective of his theory of language, to help answer the question: ‘why is language as it is?’ (Robins, 1967:245).

The crucial characteristic of SFL is its orientation outside linguistics towards sociology. This orientation brings with it a view of language as a social semiotic (Halliday 1978): we can only learn about how language works if we consider the way it is used in particular contexts, both cultural and situational. Essentially, SFL advocates a view of language as a means of doing. In this sense, language provides a (linguistic) behaviour potential, which ultimately defined by the context of culture. Using language is choice among the linguistic possibilities determined by the context of culture in a particular context of situation. Language is thus considered primarily as a social resource with which speakers and hearers can act meaningfully.

The major theoretical concepts that follow from SFL’s view on language and from the central question governing all linguistic investigation are:

• Language is a behaviour potential;

• Language construes meaning;

• Language is multifunctional;

• Using language is choice in the potential and ultimately actualization of the

potential.

2.1.4 Metafunction of Language

Systemic Functional Theory brings forth two convictions about language that build the thematic thread along which the research presented here organized:

• Language varies as its function varies;

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We can conceive of metalanguage, i.e. of the representational categories set up to express our linguistic findings, in the same way. Metalanguage also varies according to use, giving rise to ‘metaregisters’, as it were, and metalanguage is a semiotic system and a semiotic process that goes through cycles of semiosis.

The central question linguistic investigation is concerned with in SFL is: how is language organized to convey meaning? ‘Meaning’ in the Systemic Functional sense is considered to be construed by the linguistic behaviour potential, i.e. by language itself:

‘Semantics is what he [the speaker] CAN mean and we are looking at this as the realization of what he DOES.’ (Halliday 1973: 74)

And, crucially, meaning derives from function in use or function in context: ‘It is a general feature of semiotic systems that they develop and function in a context, and that meaning is a product of the relationship between the system and its environment’. (Halliday 1985b: 10)

Function, in turn, has various aspects that are simultaneously fulfilled whenever language is used:

‘Whatever we are using language for, we need to make some reference to the categories of our experience; we need to take on some role of the interpersonal situation; and we need to embody these in the form of text.’ (Halliday 1974: 49-50).

All of these three functions, called metafunctions, are simultaneously relevant. They are of equal status:

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The functional diversity of language is acknowledged in SFL by metafunctional hypothesis:

When we examine the meaning potential of the language itself, we find that the vast number of options embodied in it combine into a very few relatively independent ‘networks’; and these networks of option correspond to certain basic functions of language. (Halliday 1970: 142)

These ‘certain basic functions’ arte the three metafunctions: the ideational, the interpersonal, and the textual.

The Ideational Metafunction is concerned with the ‘speaker’s experience of

the real world ( Halliday 1970: 143). The Ideational metafunction is defined in reference to grammar as follows:

‘that part of the grammar concerned with the expression of experience, including both the processes within and beyond the self- the phenomena of the external world and those of consciousness- and the logical relations deducible from them’. (Halliday 1973: 91).

Within the Ideational (Halliday, 1970: 143), there is a subdivision into experiential and logical. The Experiential refers to propositional content encoded as processes, events, the participants therein and the accompanying circumstances, the types of objects referred to and their qualities. The Logical refers to some general organizing relations expressed, for instance, by dependencies between elements in structure (e.g. hypotactic versus paratactic organization).

The logical part of the ideational metafunction represents what is encoded in the grammar as complex units that are hypotactically and paratactically related.

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content. At clause level, the experiential metafunction is most notably reflected in configurations of processes and the participants therein, called the system of TRANSITIVITY (Halliday, 1970: 21).

The Interpersonal Metafunction ‘serves to establish and maintain social

relations’ (Halliday 1970: 143), including a speaker’s assessment of the probability and relevance of a message.

The interpersonal metafunction encodes speaker’s attitudes and evaluations and relates to the contextual parameter of tenor. One of Halliday’s definitions of the interpersonal metafunction in relation to grammar is the following:

‘The grammar of personal participation; it expresses the speaker’s role in the speech situation, his personal commitment and his interaction with others’ (Halliday 1973: 91).

One of the typical characteristics of the interpersonal metafunction is that it relates to choices that repeatedly and at different places affect the structure of a grammatical unit. An example of this kind of grammatical patterning is Subject-Finite agreement. The major grammatical systems reflecting interpersonal information are Mood and Modality.

Halliday (1994 68-69) sets out two most fundamental types of speech role or function whenever people use language to interact: (1) giving and (2) demanding. What is exchanged (demanded or given) is a kind of commodity, which falls into two principal types: (1) goods and services, and (2) information. These commodities will define the four primary speech function of offer, command, statement, and question.

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which comprises two major elements: mood and residue. A mood element of English clause typically consists of a subject and a finite, whereas a residue element consists of predicator, complement(s), and any number of different types of adjunct, for example:

Declarative

The students will face Final examination Next wek Subject Finite Predicator Complement Adjunct

Mood Residue

Interrogative

Should I be using unleaded petrol in my car?

Finite Subject Predicator Complement Circumstance Adjunct

Mood Residue

Imperative

Don’t you touch the bottom

Finite Subject Predicator Complement

Mood Residue

The Textual Metafunction ‘enables the speaker or writer to construct texts’

(Halliday 1970: 143). Finally, correlating with the situational-contextual parameter of mode, the textual metafunction encodes the textual aspects of grammar, such as themes, given-new information, etc., which have their realization in English most notably in word order, focus and intonation. The realization of choices in the textual metafunction typically cuts across constituent boundaries as they are associated with the experiential metafunction.

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The textual meaning of language (clause) in its function as a message is realized by the theme system. The theme system of the clause is represented by the thematic structure of the clause, which comprises two major elements: (1) theme and (2) rheme. Theme is defined as the element, which serve as the point of departure of the message and always exist in initial position of a clause. The rest of the message is called rheme. Nominal groups, adverbial groups, or prepositional phrases normally realize theme.

For examples:

Jack went up the hill

Theme Rheme

Mary decided to wait until next week

Theme Rheme

Did we decide to wait?

Theme Rheme

Context Text

Semantics Lexicogrammar

(meanings) (Wordings)

Field Ideational Transitivity

(What’s going on) (processes, participants, circumstance) Tenor Interpersonal Mood and Modality (Social relations) (speech roles, attitudes)

Mode textual Theme, Cohesion

(Contextual Coherence)

Figure 1.1 the relationship between context, meanings and wordings (Gerot and Wignell 1994: 15).

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2.2 Transitivity System

The experiential part of grammar ultimately reflects the field parameter of the situational context. Semantically, the experiential encodes a language’s prepositional content. At clause level, the experiential metafunction is most notably reflected in configurations of processes and the participants therein, called the system of TRANSITIVITY. So, Transitivity is concerned with the process type encoded in a clause and the participants involved.

Agency Effective

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Middle

TRANSITIVITY Material

Mental

Process Verbal

Type Relational

Existential Behavoural

Figure 1.2 The experiential system of TRANSITIVITY in English

The parallel classification in AGENCY and PROCESS TYPE above reflects two models of grammatical patterning of the English transitivity system. AGENCY cuts across all process types and is concerned with external causation (effective = externally caused; middle = not externally caused). This provides for the ergative view of English transitivity. The process type view essentially reflects the option of a process of extending to a Goal, accounting for the transitive model of English transitivity.

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for circumstantials (adjuncts), for tense, for noun-type (e.g. common noun versus proper noun), for types of prepositional phrase (expressing, for example, location in time or space), etc., it describes the experiential part of the ideational metafunction.

Processes are central to transitivity. Participants and Circumstances are incumbent upon doings, happenings, feelings and beings. This suggests that there are different kinds of goings on, which necessarily involve different kinds of participants in varying Circumstances (Gerot and Wignell 2000: 54).

Processes are realized by verbs. Traditionally, verbs have been defined as ‘doing words’. But in SFL, we considered that some verbs are not doing words at all, but rather express states of being or having. Moreover, there are different orders of doings and beings.

Material doing bodily, physically and materially. Behavioural behaving physiological and psychological

Mental sensing emotionally,intellectually, sensorily Verbal saying lingually, signaling

Relational being equal to, or some attribute of Existential existing there exists

Figure 1.3 process types (Gerot and Wignell, 1994: 54)

Material, Mental and Relational are the tree main types of process in the English transitivity system. But, there are also the others. On the borderline between Material and Mental are the Behavioural processes. On the borderline of Mental and Relational is the category of Verbal processes. And on the borderline between the Relational and the Material are the processes concerns with existence, the Existential. This closes the circle (Halliday, 1994: 107)

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Relational

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Existing relating relating

Attributive identifying

Happening [being created]

creating changing

doing that acting

Behaving Seeing Feeling

World of abstract relations (Being)

(Doing) physical world

(Sensing) World of consciousness

Existential

symbolizing

Verbal

Saying

Thinking

Material

mental

Figure 1.4 the grammar experience: types of process in English (Halliday 1994: 108)

2.2.1 Material Process

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The boy run

Participant Material process

Participant realized by nominal groups. The participant who does something or performs the action is called the Actor, while the participant at whom the process is directed is Goal. In traditional grammar, Goal is treated as the direct object. For example,

Tom kicks the ball

Participant Material process Goal

Material processes (Halliday 1994: 111) are not necessarily concrete, physical events; they may be abstract doings and happenings, such as resigned, dissolved, etc. for example:

The major resigned Actor Material process

And

The major Dissolved The committee

Actor Material process Goal

2.2.2 Mental process

Mental processes are ones of sensing: perceiving, feeling, thinking. Halliday categories Mental process into three principal subtypes:

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b. Cognition (realized by such stative verbs), such as: know, understand, think, realize, forget, consider, believe, etc.

c. Affection (dealing with our feeling or heart), such as: like, hate, love, feel, want, amuse, please, etc.

The two participants involve in this process are labeled, by Halliday, as Senser and Phenomenon. Senser is typically conscious being can perform a mental process (feeling, thinking, seeing). The other participant, Phenomenon, is something or someone that is sensed (thought, felt, or perceived) by the senser.

The show amused the king

Phenomenon Mental Process Senser

She didn’t realize the difficulties Senser Mental Process phenomenon

2.2.3 Relational process

Relational processes (Halliday 1994: 119) are processes of being whose central meaning is ‘somehing is sttribute or identity of another’. The English system operates with three main types:

1) Intensive ‘x is a’ 2) Circumstancial ‘x is at a’ 3) Possessive ‘x has a’

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40 1. Intensive

In the Attributive mode, an entity has some quality ascribed or attribute to it. This quality is structurally labeled attribute, and the entity to which it is ascribed is called carrier (halliday 1994: 120).

There are four characteristics of Attributive clauses (Halliday, 1965: 123), which distinguish them from identifying ones:

a) The nominal group functioning as Attributive is typically indefinite: it has either an adjective or a common noun as Head and, if appropriate, as indefinite article (e.g.is/are wise, is a poet, are poets). It cannot be a proper noun or pronoun.

b) The verb realizing the Process is one of the ‘ascriptive’ classes: [phase: inceptive] become, turn (into), grow (into); get, go

[phase: durative] remain, stay (as),; keep

[phase, appearance] seem, appear, qualify as, turn out, end up (as) [phase, sense-perception ] look, sound, smell, feel, taste (like) c) The probe for such clauses is what?, how?, or what…like?

d) These clauses are not reversible: there are no passive forms, such as complete nonsense is sounded by your story.

2. Circumstancial

In the Attributive mode, the circumstantialelement is an attribute that is being ascribed to some entity.

3. Possessive

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41 Identifying

1. Intensive

In the Identifying mode, some thing has an identity assigned to it. The characteristics of identifying clauses that contrast with those of Attributive clauses lited above:

a) The nominal group realizing the function Identifier is typically definite: it has a common noun as Head, with the or other specific determiner or else a proper noun or pronoun. The only form with adjective as Head is the superlative.

b) The verb realizing the Process is one from the ‘equative’ classes: [role] play, act as, function as, serve as

[sign] mean, indicate, suggest, imply, show, betoken, mark, reflect, [equation] equal, add up to, make

[kind/part] comprise, feature, include [significance] represent, constitute, form [example] exemplify, illustrate

[symbol]express, signify, realize, spell, stand for, mean [neutral] be, become, remain

c) The probe for such clauses is which?, who, which/who…as?

d) These clauses are reversible. All verbs except the neutral be, become, remain have passive forms

2. Circumstancial

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3. Possessive

In the Identifying mode, the possession takes the form of relationship between two entities; and again this may be organized in two ways, with the relationship being expressed either as a feature of the participant or of a process.

Mode: Type:

Attributive Identifying

42 1. Intensive

2. Circumstantial

3. Possessive

Sarah is wise

The fair is on a Tuesday

Peter has a piano

Tom is the leader The leader is Tom Tomorrow is the 10th: The 10th is tomorow The piano is peter’s Peter’s is the piano; The six categories of Relational Process (Halliday, 1994: 119) 2.2.4 Behavioural process

Behavioural processes (Halliday 1994: 139) are processes of physiological and psychological behaviour, like breathing, coughing, smiling, dreaming, staring, snoring, hiccupping, looking, watching, listening, pondering, etc. in addition, those that represent outer manifestations of inner workings, the acting out of processes of consciousness and physiological states. The participant who is ‘behaving’ labeled Behaver, is typically a conscious being. For example (in Gerot and Wignell 1994: 61):

He snores loudly

Behaver Behavioural Process Circumstance:manner

She lives in the fast lane

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43 2.2.5 Existential process

Existential processes (Halliday 1994: 142) are processes of expressing that something exists or happens. It is by which phenomena of all kinds are simply recognized to ‘be’— to exist, or to happen. Frequently an existential clause contains a distinct circumstantial elementof time or place. It also represents experience by positing that “there was/is something.” In addition, Gerot and Wignell (1994: 72) said that the Existential Processes are expressed by the verbs of existing: ‘be’, ‘exist’, ‘arise’, and the Existent (the single participant in this process) can be a phenomenon of any kind.

For example:

There was a blood-stain on the matinee jacket Existential Process Existent Circumstance-Place

There ‘s a man at the door

Existential Process Existent Circumstance-Place

2.2.6 Verbal process

Verbal processes (Halliday 1994: 140) are processes of saying. It is the symbolic relationships constructed in human consciousness and enacted in the form of language, like saying and meaning. Very often these are realized by two distinct clauses: the projecting clause encodes a signal source (Sayer) and a signaling (Verbal Process) and the other (projected clause) realizes what was said. The Sayer can be

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is the entity that is targeted by the process of saying, such as him in ‘She always praised him to her friends’.

There are three other participants (Gerot andWignell 1994: 62) that may be incumbent upon verbal processes:

• Receiver : the one to whom the verbalization is addressed. • Target : one acted upon verbally (insulted, complimented, etc)

• Range/Verbiage : a name for the verbalization itself.

For example:

John told Jenny a rude joke

Sayer Verbal Process Receiver Verbiage

Keating slurred Howard

Sayer Verbal Process Target

2.3 Related Study

There are researchers that have done analysis about translation shift and the Systemic Functional Linguistics; especially the Transitivity process. So, in conducting this analysis, I have consulted the previous thesis and research findings. They are:

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verbal shifts occur from verb to verb or from verb into another word class based on Catford’s theory of Translation Shift.

Rahmadhani (2007) in her thesis entitled “ The Equivalence Of Prepositional Phrase In The Translation Of J.K. Rowling’s Harry Potter And The Order Of The Phoenix Into Listiana Srisusanti’s Harry Potter Dan Orde Phoenix,” she used the descriptive method which analyzed the data by using the formula to collect the random sample and as the result, the frequency table appeared. She also used the simple statistical analysis in percentage by using Educational Statistic by Christopher Butler. In her work, she analyzed the equivalence in a translation product between the English (SL) and Indonesia (TL), especially in the prepositional phrase by using Nida’s theory of equivalence. She found the prepositional phrase of English (ST) and Indonesia (TT) can be translated in part of Nida’s type of equivalence, i.e., Formal Equivalence and Dynamic Equivalence, and the most dominant type in the translation product she analyzed is the Formal Equivalence.

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CHAPTER III METHODOLOGY

3.1 Research Method

In conducting this thesis, I do the library research i.e., by reading and studying some books and the previous research findings concerned with the topic of my thesis. All I have to do is only finding, reading and studying those sources behind my table without having to go the some places to make any surveys in order to get the data.

I tend to use the qualitative method, that is, by using the data stated in written explanation and argument from some books and the previous findings in which I found by doing the library research.

3.2 Population and Sample

The ST (Indonesia) is consists of 37 paragraphs and 371 clauses. It means that the population of the ST is 371 clauses. The TT (English) is consists of 33 paragraphs and 372 clauses. It means that the population of TT is 372 clauses.

To decide the number of the sample in this analysis, I use the purposive sample (Hadi 2000: 91) i.e. “pemilihan sekelompok objek didasarkan atas ciri-ciri atau sifat-sifat tertentu yang dipandang mempunyai sangkut paut yang erat dengan

ciri-ciri atau sifat-sifat populasi yang sudah diketahui sebelumnya” (choosing a group

of object based on the certain characteristics that the writer thinks it linked to the characteristics of the population that has been known before). This Purposive Sample is based on the previous knowledge about the population and this information must not be doubted anymore.

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48 3.3 Data Analysis Method

In doing the analysis, I use Philipp Mayring’s Qualitative Content Analysis (MAYRING 1983; 7th edition 2000). Qualitative content analysis defines itself within this framework as an approach of empirical, methodological controlled analysis of texts within their context of communication, following content analytical rules and step by step models, without rash quantification.

The procedures of this qualitative content analysis are: a. Analyzing the data

b. Categorizing the data

c. Checking reliability and validity d. Conclusion

I do some steps in analyzing the data. They are:

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CHAPTER IV

THE ANALYSIS OF THE TRANSLATION OF VERBAL SHIFTS IN SYSTEMIC FUNCTIONAL LINGUISTIC APPROACH

4.1 Verbal Shifts Process

4.1.1 Verbal Shifts from Material Process to another Processes

There are some verbal shifts from material process in ST into another processes in TT, they are:

1.

Indonesian version (ST) English version (TT) ST (9):

Apalagi nama Memek disandangkan langsung dengan nama bapaknya, Memek Sumarno. : Material Process

ST (10):

Her name was just like Her father’s : Relational Process

The word disandangkan is a derivative verb because it has a process of affixation diper-kan based on the form in the classification of verb in SL system (Bahasa Indonesia) that means make something. It is also regarded as a transitive verb because it does not have a direct object based on the argument in the classification of verb in SL system (Bahasa Indonesia). In SFL it is known as Material Process because it has a goal of the process (nama bapaknya) as well as an actor (nama memek)though the representation is in the passive form.