Transitivity System Inlancarberbahasa Indonesia 2 Textbook For Elementary School Grade Four

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i

TRANSITIVITY SYSTEM INLANCARBERBAHASA INDONESIA 2

TEXTBOOK FOR ELEMENTARY SCHOOL GRADE FOUR

A THESIS BY

KHAIRUNNISA NASUTION REG. NO. 100705026

DEPARTMENT OF ENGLISH

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ii TRANSITIVITY SYSTEM IN LANCAR BERBAHASA INDONESIA 2 TEXTBOOK FOR ELEMENTARY SCHOOL GRADE FOUR

A THESIS BY

KHAIRUNNISA NASUTION REG. NO. 100705026

SUPERVISOR CO-SUPERVISOR

Dr. Eddy Setia, M. Ed. TESP Rahmadsyah Rangkuti, M.A., Ph.D NIP. 19570412 198403 1 001 NIP. 19750209 200812 1 002

Submitted to Faculty of Cultural Studies University of Sumatera Utara Medan in partial fulfillment of the requirements for the degree of Sarjana Sastra from Department of English

DEPARTMENT OF ENGLISH

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iii Approved by the Department of English, Faculty of Cultural Studies University of Sumatera Utara (USU) Medan as thesis for The Sarjana Sastra Examination.

Head, Secretary,

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iv The examination is held in Department of English Faculty of Cultural Studies University of Sumatera Utara on Saturday, April 25, 2015

Dean of Faculty of Cultural Studies University of Sumatera Utara

Dr. H. Syahron Lubis, M.A. NIP. 19511013 197603 1 001

Board of Examiners

Dr. H. Muhizar Muchtar, MS ……….

Rahmadsyah Rangkuti, M.A., Ph.D. ……….

Dr. H. Syahron Lubis, M.A. ………. Dr. Eddy Setia, M. Ed. TESP. ……….

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v AUTHOR’S DECLARATION

I, KHAIRUNNISA NASUTION, DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.

Signed :

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vi COPYRIGHT DECLARATION

NAME : KHAIRUNNISA NASUTION

TITLE OF THESIS : TRANSITIVITY SYSTEM IN LANCAR

BERBAHASA INDONESIA 2_{TEXTBOOK FOR} ELEMENTARY SCHOOL GRADE FOUR

QUALIFICATION : S-1/SARJANA SASTRA

DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.

Signed :

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vii ABSTRAK

Skripsi yang berjudul “Transitivity System in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four” merupakan suatu kajian Linguistik Fungsional Sistemik yakni kajian tentang komponen transitivitas yang tercermin dalam buku teks Lancar Berbahasa Indonesia 2 untuk kelas 4. Untuk mendapatkan proses transitivitas yang paling dominan digunakan formula yang dikembangkan oleh Bungin (2005, 182). Analisis komponen transitivitas di dalam skripsi ini menerapkan teori Linguistik Fungsional Sistemik (Systemic Functional Linguistic Theory) yang dipelopori oleh Halliday. Proses dapat diidentifikasi melalui kata kerja (verb) dalam klausa sebagai refleksi dari apa yang terjadi dalam kehidupan sehari-hari (realita) yang dikomunikasikan melalui penggunaan bahasa (language). Partisipan dapat diidentifikasi melalui kata benda (noun) yang terlibat di dalam setiap proses. Sirkumstan dapat diidentifikasi melalui kata keterangan (adverb). Dari analisis data ditemukan total sebanyak 566 klausa, yang mana proses material adalah yang paling dominan dalam buku teks Lancar Berbahasa Indonesia 2 untuk kelas 4, yakni sebanyak 357 proses (63,07%), yang diikuti oleh proses verbal sebanyak 83 proses (14,66%), proses relational sebanyak 57 proses (10,07%), proses mental sebanyak 54 proses (9,54%), proses existential sebanyak 12 proses (2,1%) dan terakhir dengan jumlah persentase paling kecil yaitu proses behavioral sebanyak 3 proses (0,53%).

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viii ABSTRACT

This thesis entitled “Transitivity System in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four” is an analysis of Systemic Functional Linguistic that discusses about the components of transitivity realized in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four. Bungin’s formula (2005, 182) is used to get the most dominant type of transitivity process. The analysis of components of transitivity in this thesis used the Systemic Functional Linguistic Theory by Halliday. The process is realized by a verb or verbal group. The participant is realized by a noun or nominal group. The circumstance is realized by an adverbial group or a prepositional group or phrase. From analysis of data, 566 clauses are found, in which material process is the most dominant process inLancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four. It gained 357 clauses (63,07%), followed by verbal process, gained 83 clauses (14,66%), relational process gained 57 clauses (10,07%), mental process 54 clauses (9,54%), existential process 12 clauses (2,1%), and behaviourial process gained 3 clauses (0,53%).

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ix ACKNOWLEDGMENT

Alhamdulillah, in the name of Allah SWT, I would like to thank God, for

every day, every time, every hour, every minute, every second, He blesses and

guides me, gives me grace, power, and chance to accomplish this thesis. Writing this

thesis has been a difficult thing I have done, and I could only do it thanks to the

amazing support, love, guidance and encouragement from several people, and so I

would like to extend my gratitude to all of them.

First and foremost, I would like to thank my amazing supervisor and

co-supervisor, Dr. Eddy Setia, M. Ed. TESP. and Rahmadsyah Rangkuti, M.A., Ph.D for

their guidance, support, advice, and constructive comments and suggestions during

the writing of this thesis. They were there from beginning to end and I feel really

lucky to have them.

My gratitude also extends to the Dean of Faculty of Cultural Studies,

University of Sumatera Utara, the Head and the Secretary of English Department,

and all of the lectures and the staffs of English Department for the facilities and

opportunities given to me during my study in this faculty.

Thanks to kak Tika made great contribution for giving the information and

managing the documents from the registration until the proposal seminar and for

helping me by giving the information of the requirements for final examination and

the registration for graduation ceremony.

My very special thanks to is expressed to my beloved parents H. Safaruddin

Nasution, S.H. and Seriwati Rangkuti, S.Pd. my superb sister Siti Aisyah Nasution,

S.E. and brotherAhmad Fawzi Nasution, S.E.. I will never finish thanking them for

their passionate and vigorous support, thank you for always picking me up and

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x My deepest gratitude goes to my best and true friends Julisa Masita Rangkuti,

S.S., Fira Mauliani Shanti, S.S., Nisti Findriani Utami, S.S, Ryani Junisha Ayulin,

S.H., and Reza Fahlevi. Thank you very much for giving and showing me “that’s

what friends are for”, support, and attention. I do really appreciate and enjoy every

moment we spent together.

I would also like to thank all of my friends in English Department, especially

the students of 2010 (class B): Fandu, Rini, Mori, Mariam, Yosi, Kania, Wina,

Krista, Hanny, Apri, Elsye, Hetty, Tami, Cindy, Eka, Devi, Yati, Putri, Septi, Ulan,

Eby, Novita, Yudi, Petrus, Denny, Dicky, Boy, Agus, Aldy, and all of you whom I

can’t mentioned one by one. Thank you for your crucial helping in terms of

inspiration, attention, and support. Thanks for the friendship, time, and memory that

we spent and shared together.

May Allah SWT bless all of us. Amin.

Medan, April 2015

KHAIRUNNISA NASUTION

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xi TABLE OF CONTENTS

AUTHOR’S DECLARATION……… v

COPYRIGHT DECLARATION……… vi

ABSTRAK……… vii

ABSTRACT………. viii

ACKNOWLEDGEMENT………... ix

TABLE OF CONTENTS……… xi

CHAPTER I INTRODUCTION 1.1.Background of the Study……… 1

1.2.Problems of the Study……… 5

1.3.Objectives of the Study……….. 5

1.4.Scope of the Study……….. 6

1.5.Significance of the Study……… 6

CHAPTER II REVIEW OF RELATED LITERATURE 2.1. Theoretical Framework...…………... 7

2.1.1. An Overview of Systemic Functional Linguistics... 7

2.1.2. Metafunctions... 8

2.2. Transitivity Processes... 10

2.2.1. Processes...……….. 11

2.2.1.1. Material Process...………... 12

2.2.1.2. Mental Process...……….. 14

2.2.1.3. Relational Process...………….... 17

2.2.1.4. Behavioural Process...……….. 20

2.2.1.5. Verbal Process...………….. 22

2.2.1.6. Existential Process...……… 24

2.2.2. Circumstances...……….. 25

2.2.2.1. Time (Temporal)...………... 25

2.2.2.2. Place (Spatial)...………... 26

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2.2.2.4. Cause...……….. 26

2.2.2.5. Accompaniment...……….. 27

2.2.2.6. Matter...……….... 27

2.2.2.7. Role...………... 28

2.3. Previous Related Research...………... 29

CHAPTER III METHOD OF RESEARCH 3.1. Nature of Research...…….. 31

3.2. Research of Design...…………. 32

3.3.Data and Source of Data...…… 32

3.4. Data Collecting Procedure...…..32

3.5. Technique of Analysing Data... 33

CHAPTER IV ANALYSIS AND FINDING 4.1. Analysis of Data………...35

4.1.1. Material Process……… 35

4.1.2. Mental Process………...43

4.1.3. Relational Process……….51

4.1.4. Verbal Process………..59

4.1.5. Behaviouraal Process……….68

4.1.6. Existential Process……….69

4.2. Findings………74

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions……… 81

5.2. Suggestions………82

REFERENCES………. 83

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vii ABSTRAK

Skripsi yang berjudul “Transitivity System in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four” merupakan suatu kajian Linguistik Fungsional Sistemik yakni kajian tentang komponen transitivitas yang tercermin dalam buku teks Lancar Berbahasa Indonesia 2 untuk kelas 4. Untuk mendapatkan proses transitivitas yang paling dominan digunakan formula yang dikembangkan oleh Bungin (2005, 182). Analisis komponen transitivitas di dalam skripsi ini menerapkan teori Linguistik Fungsional Sistemik (Systemic Functional Linguistic Theory) yang dipelopori oleh Halliday. Proses dapat diidentifikasi melalui kata kerja (verb) dalam klausa sebagai refleksi dari apa yang terjadi dalam kehidupan sehari-hari (realita) yang dikomunikasikan melalui penggunaan bahasa (language). Partisipan dapat diidentifikasi melalui kata benda (noun) yang terlibat di dalam setiap proses. Sirkumstan dapat diidentifikasi melalui kata keterangan (adverb). Dari analisis data ditemukan total sebanyak 566 klausa, yang mana proses material adalah yang paling dominan dalam buku teks Lancar Berbahasa Indonesia 2 untuk kelas 4, yakni sebanyak 357 proses (63,07%), yang diikuti oleh proses verbal sebanyak 83 proses (14,66%), proses relational sebanyak 57 proses (10,07%), proses mental sebanyak 54 proses (9,54%), proses existential sebanyak 12 proses (2,1%) dan terakhir dengan jumlah persentase paling kecil yaitu proses behavioral sebanyak 3 proses (0,53%).

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viii ABSTRACT

This thesis entitled “Transitivity System in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four” is an analysis of Systemic Functional Linguistic that discusses about the components of transitivity realized in Lancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four. Bungin’s formula (2005, 182) is used to get the most dominant type of transitivity process. The analysis of components of transitivity in this thesis used the Systemic Functional Linguistic Theory by Halliday. The process is realized by a verb or verbal group. The participant is realized by a noun or nominal group. The circumstance is realized by an adverbial group or a prepositional group or phrase. From analysis of data, 566 clauses are found, in which material process is the most dominant process inLancar Berbahasa Indonesia 2 textbook for Elementary School Grade Four. It gained 357 clauses (63,07%), followed by verbal process, gained 83 clauses (14,66%), relational process gained 57 clauses (10,07%), mental process 54 clauses (9,54%), existential process 12 clauses (2,1%), and behaviourial process gained 3 clauses (0,53%).

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1 CHAPTER I

INTRODUCTION

1.1. Background of the Study

Humans need a language to talk to others, listening to others, reading, and

writing. Language enables people to describe events in the past and plan for the

future. Language makes humans can pass information from one generation to the

next and create a rich cultural heritage.

Santrock (2007:530) states:

“Bahasa adalah suatu bentuk komunikasi-entah itu lisan, tertulis atau isyarat yang berdasarkan pada suatu sistem dari simbol-simbol. Bahasa terdiri dari kata-kata yang digunakan oleh masyarakat beserta aturan-aturan untuk menyusun berbagai variasi dan mengkombinasikannya.” (‘language is a form of communication-whether it could be spoken, written or gesture that is based on a system of symbols. Language consists of words used by society and the rules to compose different variations and combine them’).

According to Gerrot (1994:158), there are two types of language, they are

Spoken and Written Language. Spoken and written language differ in a number of

ways. Written language is not simply speech written down. Speaking and writting are

manifestations of the some linguistic system but in general they encode meaning in

different ways because they have evolved to serve different puposes. Spoken

language is coded in or realized by sounds (phonemes) and that written language is

coded in scripts (grapheme), but also in grammatical aspects. Spoken language has

high grammatical intricacy and low lexical density whereas written language has low

grammatical intricacy and high lexical density. Spoken language is related to general

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2 plays and films. Written language is related to the language of science and tecnology,

such as instant message, email, essay, article or book.

In appropriate with the title of this thesis “Transitivity System in Lancar

Berbahasa Indonesia 2 Textbook for Elementary School Grade Four”, the writer

analyzes a textbook and finds out the most dominant typeof transitivity process in a

texbook for child aged 9 years.The writer herself has some reasons why she chooses

a textbook as her main object which is going to be analyzed. First, it is because

textbook is the main media that is used in children's learning in school. Second, it is

because the textbook contains many stories and insights that are worth or not to be

studied children aged 9 years. Third, it is because textbook consists of the level of

meaning, saying or wording, and sounding or writing. So, a textbook can be analyzed

based on the system of transitivity.

Furthermore, the writer chooses Lancar Berbahasa Indonesia 2 Textbook for

Elementary School Grade Four by Dendy Sugono which is going to be analyzed. The

reasons choosing the textbook which is arranged by Dendy Sugonoinstead of others

are first it is because there are many stories in those textbook which are learned by

children aged 9 years. Dendy Sugono was born on May 7, 1949, in Banyuwangi,

East Java. He has served as a Chief of Language Centre of Departement of National

Education since 2001 to 2008. Besides, he is also remembered asChairman of the

Assembly Language Brunei Darussalam-Indonesia-Malaysia (Mabbim) Indonesia,

since 2001 to 2008, Linguistic Cooperation Committee Chairman since 2001 to

2008, Member of Indonesian Linguistics Society since 1978, and Member Film

Censorship Board since 2006 to 2008. For those reason, the writer chooses his work

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3 The reason why the writer chooses Transitivity system as the topic of this

research because the writer wants to find or know the meaning which is contained in

the stories of 9 chapters in Lancar Berbahasa Indonesia 2 textbook for Elementary

School Grade Four through transitivity.

Languages involve three generalized meanings or functions, called

Metafunctions; ideational, textual, and interpersonal.The ideational function relates

to the inner and outer worlds of reality; it is “language about something". According

to Halliday in Sinar (2002:42), whenever one reflects on the external world of

phenomena or the internal world of one’s consciousness, the representation of that

reflection would take the form of ‘content’. This form of content is called the

experiential function. Within the notion of ideational function there is logical

function, which stores information about the way in which one situation is related to

the other.

Focussing language on the clause level with respect to the notion of clause as

representation, clause as a representation means that one function of the clause is as a

representation of experience of both external reality (reality outside oneself) and

internal reality (reality inside oneself). The experiential or representational function

of language (clause) is realised by the transitivity system of langauge (clause). The

outer world of reality that is brought into the inner world of reality in one’s

conciousness, which is encoded in the transitivity system of language, is interpreted

as a what-is-going-on process, which is related to material actions, events, states and

relations.

The what-is-going-on process falls into various process. Halliday has

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4 linguistically (grammatically) classified the various processes. He classified the

process into six principal process types: (1) Material Process(process of material

doing), (2)Mental Process(process of sensing), (3)Relational Process(process of

being and having), (4)Verbal Process(process of saying), (5) Behavioral

Process(process of psychological and physiological behavior), and (6)Existential

Process(process of existence).

According to Halliday in Sinar (2002:43), the framework of the process

status, as set up in the clause grammar, is that a process consists, in priciple, of three

components:

(1) the process itself, typically realised by a verb or a verbal group.

(2) participants in the process, typically realised by a noun or nominal group.

(3) circumstances associated with the process , typically realised by an adverbial

group or a prepositional group/phrase.

This tripartite interpretation of processes is what lies behind the grammatical

distinction of word classes into verbs, nouns, and the rest, a pattern that in some form

or other is probably universal among human languages.

For example:

Before I was born.

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5 The concepts of process, participant and circumstance are semantic categories

which explain in the most general way how phenomena of the real world are

represented as linguistic structures.

1.2.Problems of the Study

According to the title of this proposal “Transitivity System in Lancar

Berbahasa Indonesia 2 Textbook for Elementary School Grade Four”, the writer try

to clarify the problem into some questions, they are :

1. What is the most dominant type of transitivity process found in nine

chapters of Lancar Berbahasa Indonesia 2 Textbook for Elementary

School Grade Four?

2. What is the meaning of the most dominant type of transitivity process

found in nine chapters of Lancar Berbahasa Indonesia 2 Textbook for

Elementary School Grade Four?

1.3.Objectives of the Study

Dealing with the,the objectives of the analysis of this proposal are:

1. To explainthe most dominant type oftransitivity process found innine

chapters of Lancar Berbahasa Indonesia 2 Textbook for Elementary

School Grade Four.

2. To explain the meaning of the most dominant type of transitivity process

found in nine chapters of Lancar Berbahasa Indonesia 2 Textbook for

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6 1.4.Scope of the Study

In research, it is very important to limit the analysis on specific data that has

been chosen so that over complicating and unfocused issues and analysis do not

exist. As long as we know, Discourse Analysis is not only concerned with the

description and analysis of written text but it is also concerned with spoken

interaction. Therefore, the analysis is only focused on the analysis of the Ideational

function, focusing on the transitivity system (participant, process, and

circumstance)found in nine chapters ofLancar Berbahasa Indonesia 2 Textbook for

Elementary School Grade Four, they are chapter 1 page 1- 3 and 11 -15, chapter 3

page 39 – 42, chapter 5 page 52 – 54, chapter 7 page 78- 80, chapter 9 page 104 -105

and 109 -110, chapter 11 page 129 -130 and 131 – 134, chapter 13 page 152 -152,

chapter 15 page 178 -181, chapter 17 page 199 -202. The writer choos every even

chapters because there are some chapters which have same theme.

1.5.Significances of the Study

Through this research, the writer figures that the significance of this research

is hopefully can give contribution in Discourse Analysis. Besides, the writer also

hopes that this research can be useful for the students of English Department,

especially for students who are interested in the same subject. And finally, this

research can be additionalreference in analyzing Transitivity system used in a written

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7 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1. Theoretical Framework

2.1.1. An Overview of Systemic Functional Linguistics

The language needs an approach to understanding, analysisng, describing,

interpreting and explaining language or a text work to make meaning. Functional

grammar answer this problem. Systemic functional linguistics (SFL) is an approach

to

by

descriptive and interpretive framework for viewing language as a making meaning

resource. Systemic functional Linguistics concerns to understand the nature and

functions of language.

Sinar (2002:31) says that in SFLT, the “S” for “systemic” implies that the

theory pays attention to (1) the system(ic) relations and their choices in probabilities

in a system network of relations and choices starting from general to specific

features, which are vertical or paradigmatic in nature, (2) the systems of meaning that

are involved and interrelated with respect to the phenomena under study, and (3) the

systems of meaning that lie behind, below, around, above, or beyond the phenomena

in question. The “F” for “functional” implies that it pays attention to (1) the

functional realizations of the systems in structures and patterns, which are

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8 meanings that are at work or in operation, and (3) the semiotic functions or meanings

that operate in various semiotic levels and dimensions. The “L” for “linguistics”

implies that (1) the theory derives from and belongs to a ‘discipline’ called

“linguistics”, as SFL would define what linguistics is all about, and (2) it is a

language-based theory whose approach to investigating the phenomena is

socio-semiotic, thematic, and trans-disciplinary in nature. And the “T” for the “theory” in

SFLT’s sense always means “theory and applications”, for the value of a theory lies

on its applications.

Systemic Functional Linguistics focus on the purposes and uses of language.

They derive from examination of spoken and written language and the contexts of

their used. They investigated how language is used, and its effect. Their aims

include:

1. Revealing many of the choices language users have in interaction.

2. Show how meaning is made.

2.1.2. Metafunction

Halliday developed a theory of the fundamental functions of language, in

which he analysed lexicogrammar into three broad metafunctions: ideational,

interpersonal and textual. Each of the three metafunctions is about a different aspect

of the world, and is concerned with a different mode of meaning of clauses.

First is ideational function. According to Halliday in Christie (2002:12), the

ideational function refers to the aspects of the grammar which are most directly

involved in representation of the world and its experiences, both those of the ‘outer

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9 imagination. The ideational function actually consists of two metafunctions: the

experiential and the logical. The logical function is of a rather different order, for it is

involved, not directly in the building of the meanings within the clause, but rather in

the matter of building connectedness between the meanings of clauses. The resources

of transitivity and of lexis are involved in representing experience, and these are

indeed the resources most directly involved in realizing the experiential function.

The experiential or representational function of language (clause) is realised by the

transitivity system of language (clause).

Second is Interpersonal function. According to Matthiessen & Halliday

(1997), the interpersonal function is concerned with the interaction between speaker

and addressee. It is about how people communicate their experience. It is about

clause as exchange. The interpersonal function in its function as an exchange, in

which clauses of the interpersonal function that function as clause of exchange

representing the speech role relationship, is realised by the mood system.

Third is Textual function. Textual function refers to the aspects of the

grammar that assist in organizing language as a message. It is about clause as a

message. According to Matthiessen & Halliday (1997), the textual function is

concerned with the creation of text, with the presentation of ideational and

interpersonal meanings as information that can be shared by speaker and listener in

text unfolding in context. The textual function in its function as a message is realised

by theme system of the clause. The theme system of the clause is represented by the

thematic structure of the clause, which consists of two major elements: (1) theme,

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10 2.2. Transitivity Processes

Clause is the smallest unit of experience. It is used to exchange human

experience. It represents the experience. It enables human to build a mental picture of

reality. It makes sense of what goes on around them and inside them.

The model of experience consists of what-is-going-on. It is happening. In

addition to that, it can also be doing. Beside, it can also be meaning, and being and

becoming. In the view point of functional grammar, all of these what-is-going-on are

sorted in the grammar of the clause.

The rules of producing and interpreting the clause reflect the type of human

experience. Whether the experience is happening, or a doing, or meaning, or being or

becoming is determined by the grammar of the clause. This grammatical system by

which this experience is construed is called transitivity. According to Halliday

(1985), transitivity is a part of the ideational function of language and is a

fundamental and powerful semantic concept. It is an essential tool in the analysis of

representation. The representational function of language (clause) is realized by the

transitivity system of language.

The transitivity system interprets human experience into a set of process

types. The classification of these types are made according to the location of

what-is-going-on occurence. Material process refers to the type of the process which occurs

outside the human body. Mental process refers to the type which occurs inside the

human body. The relational process refers to the relation of one experience to

another one. The classification of the process in English includes the types that exist

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11 behavioral process. Another type is the one between the mental and the relational. It

is called the verbal process. The last type is the one between the relational and the

material process. It is called the existential process.

The transitivity system interprets a world of experience as a process system

into the grammar of a clause. In this system, a process system consists of three

components. It includes the process itself, the participants in the process, and the

circumastances associated with the process. The following present the working

definition of each process type above.

2.2.1. Processes

Processes are central to transitivity. Participants and Circumstances are

incumbent upon the 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. There are indeed seven different process types

identified by Halliday:

• Material doing bodily, physically, materially

• Mental sensing emotionally,

intellectuallysensorily

• Behavioural behaving physiologically and

psychologically

• Verbal saying lingually, signalling

• Relational being equal to, or some attribute of

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12 Processes are realised by verbs. Traditionally verbs have been defined as

‘doing words’. But as the above list indicates, some verbs are not doing words at all,

but rather express states of being or having.

2.2.1.1. Material Processes

Material Processes are processes of doing, usually concrete, real actions. The

basic meaning of material processes is that some entitty does something, doing some

actions. This is semantic definition of material processes. One identification criterion

for material processes is that they can be probed by asking: ‘what did x do?’

For examples:

What did George do ?

George fixed

Material processes are processes about doing, about action. Actions involve

actors, or participants. Participants are realized by nominal groups. There are two

participants involved in this process. The first participant is called ‘Actor’. The actor

is the constituent of the clause who does the deed or performs the action. When the

clause only has one participant and is active, the participant will be actor. the door

For examples:

George Goes to London

Participant: Actor Process: material Circ.: location

You Left at 3 p.m.

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13 The second participant is ‘Goal’. The goal is that participant at whom the process is directed, to whom the action is extended. It is the participant treated in traditional grammar as the direct object. The goal is usually what becomes subject in the passive.

For examples:

He offered an expensive car

Participant: Actor Process: material Goal

They gave their lunch

Particpant: Actor Process: material Goal

There can only be one goal per clause. In the passive, the goal becomes the subject and the actor may be omitted.

For examples:

Active

She Borrowed The book

Particpant: Actor Process: material Participant: Goal

Passive

The book was borrowed by her

Particpant: Goal Process: material Participant: Actor

Halliday in Enggins (2004:217) makes an important distinction between a Goal and a related participant called a Range. Consider the following clauses:

They did the transfusion.

(28)

14 These are processes of doing, and so are classified them as Material processes. Each involves two participants, but the second participant the transfusion and the blood can’t be called Goals because they are not probed using the Goal probe of ‘What did x do to y’?. It makes no sense to ask ‘What did they do to transfusion?’, because the answer ‘They did it’ is redundant. Similarly, if the second example is probed with: ‘What did they transfuse?’. the answer must most certainly be ‘the blood’ , because that is about the only thing that can be transfused. Halliday calls these less independent participants Ranges, and he suggests that a range specifies one of two things:

1. Either it is a restatement or continuation of the process itself or 2. It express the extent or ‘range’ of the process.

For examples:

They Ran The race

Particpant: Actor Process: material Range

Where race is really a restatement of the process run. They cannot have races unless they run it. The participants are saying the same thing. The second type of Range is not cognate, but expresses the domain or extent of the process.

For example:

They were playing Bridge/tennis/a game

Participant: Actor Process: material Range/Range/Range

2.2.1.2. Mental Processes

Mental proceses are processes of sensing: feeling, thinking, perceiving.

Mental processes about mental reactions: about thoughts, feeling, perceptions.

(29)

15 For examples:

What you think about injections ? I hate them.

What she think about his excuses? She believed them.

Halliday in Enggins (2004:225) divides mental process verbs into three classes:

1. Cognition (verbs of thinking, knowing, understanding)

For example : I don’t know

2. Affection (verbs of liking, fearing, e.g.) her name.

For example : I hate

3. Perception (verbs of seeing, hearing, e.g.) injection.

For example : Simon heard

There are participants role in mental processes, they are ‘Senser’ and

‘Phenomenon’. The Senser is the conscious that is feeling, thinking, or seeing. The

Phenomenon is that which is sensed: felt, thought, or seen. it on the news.

For examples:

She Believed his excuses

Participant: Senser Process: mental Participant: Phenomenon

I don’t like It

Participant: Senser Process: mental Participant: Phenomenon

Halliday in Enggins (2004:227-229) identifies two types of Phenomena: Acts and

(30)

16 1. Phenomenon: Acts

Acts occur with mental processes of perception: seeing, hearing,

noticing, etc. An act is realized by an imperfective non-finite clause acting as

if it were a simple noun.

For examples:

I Saw The operation taking place

Participant: Senser Process: mental Particpant: Phenomenon ( act)

He Felt The needle going in

Participant: Senser Process: mental Particpant: Phenomenon (act)

2. Phenomenon: Facts

A fact is embedded clause, usually finite and introduced by a ‘that’,

functioning as if it were a simple noun. It can be identified as a

Fact-embedding because a Fact-noun can be inserted before the ( explicit or

implicit) that which introduces it.

For examples:

She didn’t realize that it was a bomb

She didn’t realize the fact that it was a bomb

Participant: Senser Process: mental Participant: Phenomenon

She Regretted that they hadn’t watched the operation

She Regretted the fact that they hadn’t watched the

operation Participant:

Senser

(31)

17 2.2.1.3. Relational Processes

Relational processes are process about of being. They can be classified

according to whether they are being used. There are two processes in relational

processes, they are Attributive processes and Identifying Processes. Each of them has

their own characteristics participant roles.

1. Attributive Process

Atirbutive process is assigned to a ‘carrier’, the meaning is ‘x is a

member of the class a’.

For examples:

Sarah is wise means ‘Sarah is the member of the class of wise ones’.

John is a poet means John is a member of the class of poets’.

There are two participants who involved in this process, they are

Attribute and Carrier. The Attribute is realized as a nominal group typically

an indefinite nominal. The Carrier is realized by a noun or nominal group.

For examples:

George Is a pilot

Participant: Carrier Process: relational (attributive)

Participant: Attribute

It sounds uncommon nonsense

Participant: Carrier Process: relational (attributive)

(32)

18 Attributive clauses are not reversible. This means that attributive clause can’t

change into passive form or passive voice. The Subject can never conflate with the

role of Attribute, but will always conflate with the role of Carrier.

2. Identifying Process

Identifying process is used to identify another, the meaning is ‘a

serves to definite the identify of x’. Here a and x are two distinct entities, one

that is to be identified, and another that identifies it. There are two

participants in this process, they are Token and Value. Both Token and Value

are realized by nominal groups. Typically, the nominal groups in Identifying

Processes are defined. Token is which stands for what is being defined,

whereas Value is which defines. In any identifying clause, one element will

be the Value (meaning, referent, function, status, role) and the other will be

the Token (sign, name, form, holder, occupant). These functions are then

conflated with those of Identified and Identifier.These participants then

conflated with those of identified and Identifier.

For examples:

Active

Mr. Pitt may be the most handsome man

Identified/Token Process: Relational (identifying)

Identifier/Value

Mr. George was playing Hamlet

Identified/Token Process: Relational (identifying)

(33)

19 Passive

The most handsome man may be Mr. Pitt

Identified/Value Process: Relational (identifying)

Identifier/Token

Hamlet was played by Mr. George

Identified/Value Process: Realtional (identifying Identifier/Token

Identifying clauses are reversible. This means that identifying clause can

change into active form or passive form. Token will always be Subject in an active

clause. Value will always be Subject in a passive clause.

Relational Pocesses can be further sub-classified according to wether they

are: intensive, possesive or circumstantial. It can be concluded that there are six

possibilities for the type of relational processes, they are:

• Attributive Intensive

Cyptoplasm Is sort of a jelly-like

material Participant:

Carrier

Process: relational (attributive intensive)

Participant: Attribute

• Attributive Possesive

Plant cells Have a cell wall

Participant: Carrier

Process: relational (attributive possesive)

(34)

20

• Attributive Circumstantial

The shell Appears transparent

Participant: Carrier

Process: relational (attributive circumstantial)

Participant:Attribute

• Identifying Intensive

The nucleus Is the brain of the

cell Participant: Token Process: relational (identifying

intensive)

Participant: Value

• Identifying Possesive

All cells Contain cyptoplasm

Participant: Token Process: relational (identifying possesive)

• Identifying Circumstantials

Tuesday Was the deadline

Participant: Token

Process: relational (identifying circumstantials)

2.2.1.4. Behavioural Processes

Behavioural process are processes of physiological and psychological

behaviour, like breathing, dreaming, snoring, smiling, hiccuping, looking, watching,

listening. Behaviourals express a form of doing that does not usually extend to

another participant. There is one obligatory participant in this process which is called

the Behaver. Like a Senser, the Behaver is conscious being. But the process is one of

(35)

21 For examples:

He Talks loudly

Participant: Behaver Process: behavioural Circ.: manner

She Sighed with despair

Participant: Behaver Process: behavioural Circ.: manner

Behaviourals can contain a second participant that is like a Range: a

restatement of the process. This participant is called the Behaviour

For example:

He smiled a broad smile

Participant: Behaver Process: behavioural Participant: Behaviour

If there is another participant which is not a restatement of the process, it is

called a Phenomenon.

For example:

George sniffed the soup

(36)

22 2.2.1.5. Verbal Processes

Verbal processes are processes of saying, or more accurately, of symbolic

signalling. Unlike mental processes, verbal processes do not require a conscious

participant. The Sayer, one of the participant in this processes, can be anything that

puts out a signal. For this reason verbal processes might more appropriately be called

‘symbolic’ processes. There are three participants in this processes, they are Sayer,

Receiver, and Verbiage. The Sayer, the participant responsible for the verbal

processs, does not have to be a conscious participant, but anything capable of putting

out a signal. The Receiver is the one to whom the verbal process is directed; the

Beneficiary of a verbal message, occuring with or without a preposition depending

on position in the clause. The Verbiage is a nominalized statement of the verbal

process: a noun expressing somekind of verbal behaviour.

For examples:

I Told Him about the news

Participant: Sayer

Process: verbal

Participant: Receiver

Participant: Verbiage

They Asked Her A question

Particpant:Sayer Process: verbal

Participant: Receiver

Particpant: Verbiage

Although many verbal processes occur with a nominal element, a Verbiage, it

(37)

23 complex, projecting a second clause by either quoting or reporting. Verbal processes

quote or report speech. A relationship of interdependence between the two clauses

gives quoting or direct speech, whereas a relationship of dependency between

projected and projecting clause gives indirect or reported speech. The projecting

clause may occur as first or second in the sequence.

(38)

24 Indirect/Reported Speech

I Asked them To avoid The scar

tissue

Participant: Sayer

Process: verbal Participant: Receiver

Process: material

Partcipant: Goal

2.2.1.6. Existential Processes

Existential processes are processes of existence. Existential processes

represent experience by positing that ‘there was/is something’. Existential processes

typically employ te verb be or synonyms such as exist, arise, occur, followed by a

nominal group functioning as Existent. There is one obligatory participant in this

process which receives functional label is called the existent.

For examples:

There Was Snow on the garden

Process: existential Participant: Existent Circ.: location

There Were a beautiful young girl

Process: existential Participant: Existent

The word there in this clauses has no representational function . It is required

because of the need for a Subject. The existent may be a phenomenon of any kind,

(39)

25 If in an Existential clause containing a Circumstantial element. The

Circumstantial element is Thematic, the word ‘there’ may be omitted.

For example:

On the matinee jacket was a blood-stain

Circumstance: place Process: Existential Participant: existent

There was a blood-stain on the matinee jacket

Process: Existential

Participant: Existent

Circumstance: place

2.2.2. Circumstances

Circumstances can occur not only with material processes, but with all

process types. Circumstantials are realized by adverbial groups or prepositional

phrases. The principal types of circumstances are time (temporal), place (spatial),

manner (means, quality, and comparison), cause (reason, purpose, and behalf),

accompaniment, matter, and role.

2.2.2.1. Time (temporal)

This element tells when and the interrogative forms of this element are how

often?, how long?, how far?, how many?, how many times?. The typical structure is a

nominal group with quantifier, either definite or indefinte. This occurs either with or

without preposition.

(40)

26 2.2.2.2. Place (Spatial)

This element tells where and the interrogative forms of this element are

where?, when?. The typical structure is an adverbial group or prepositional phrase.

For example: I bring him to the hospital where he was.

2.2.2.3. Manner

The circumstantial element of Manner consists of three subcategories: Means,

Quality, Comparison.

Means refers to the means whereby a process takes place; it is typically expressed by

a prepositional phrase with the preposition by or with. The interrogative forms are

how? and what with?.

For example: I go

(a) Quality is typically expressed by an adverbial group, with –ly adverb as Head; the

interrogative is how? or how...? plus appropriate adverb. Quality expressions

characterize the process in respect of any variable that makes sense. by train.

For example: It was snowing heavily

(b) Comparison is typically expressed by a prepositional phrase with like or unlike,

an adverbial group of similarity or difference. .

For example: It went through my head like an earthquake.

2.2.2.4. Cause

The circumstantial element of Cause also consists of three subcategories:

Reason, Purpose and Behalf.

(a) A circumstantial expression of Reason represents the reason for which a process

(41)

27 with through or a complex preposition such as because of, as a result of, thanks

to, etc. There is also one class of expression with of. The corresponding WH-

forms are why? or how?.

For example: Die of

(b) Circumstantials of Purpose represent the purpose for which an action takes

place-the intention behind it. 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,

etc. The interrogative corresponding is what for?. starvation.

For example: for the sake of

(c) Expressions of Behalf represent the entity, typically a person, on whose behalf or

for whose sake the action is undertaken-who it is for. They are expressed by a

prepositional phrase with for or with a complex preposition such as for the sake

of, on behalf of, etc. The usual interrogative is who for?. peace and quiet.

For example: I’m writing on behalf of Aunt Jane.

2.2.2.5. Accompaniment

This element represents the meanings ‘and’,’or’,’not’ as circumstantials; it

corresponds to the interrogatives and who/what else?. It is expressed by prepositional

phrases with prepositions such as with, without, besides, instead of.

For example: I got to the concert with my boyfriend.

2.2.2.6. Matter

This element corresponds to the interrogative what about? and is expressed

by prepositional phrases with prepositions such as about, concerning, with reference

(42)

28 For example: I worry about your health.

2.2.2.7. Role

This element corresponds to the interrogative what as?. The usual preposition

is as; other complex preposition with this function are by way of, in the

role/shape/guise/form of.

(43)

29 2.3. Previous Related Research

The research about transitivity has been done before by some people, e.g.

“An Analysis of Steve Jobs’ Speech Observed from The Perspective of Transitivity

System” (Masita, 2014). It analyzes the speech of Steve Jobs. The writer found six

types of transitivity process and Material process are the most dominant types of

process in that research.

“Transitivity Process in Worldviews Articles of Newsweek” (Andriyani,

2010). It analyzes the article of news magazine. The writer of that thesis takes the

Worldview’s article of Newsweek to find the six types of transitivity process and get

the most dominant process which characterizes the article. In analyzing the data, she

uses the Systemic Functional Linguistic Approach Theory (SFLT) of Halliday as the

bases of analysis.

“An Analysis of Transitivity Time Magazine: A Case Study of Arts Rubrics”

(Winda, 2010). The writer of that thesis chooses the articles of magazine to be

analyzed. The writer takes “Arts” articles of Time Magazine to find the transitivity

process and get the most dominant process which characterizes the article. These two

thesis are related to the research that is going to be done by the writer.

Besides, there is “An Analysis of Transitivity Processes of Inauguration

Speeches of Two Prime Ministers of Australia John Howard and Julia Gillard”

(Rahmadiana, 2011). In this thesis, the writer explores the six types of transitivity

process found in the two president inaugural speeches, e.g. material, mental,

relational, behavioral, verbal, and existential processes. This thesis also relates to the

(44)

30 Another work is “A Transitivity Analysis In Selected Articles of Time

Magazine” (Suranta, 2009). In this work, the writer analyzed the transitivity process

which consists of Material Process, Mental Process, Verbal Process, Relational

Process, Behavioural Process, and Existential Process found in “Politic” articles of

Time Magazine in October 2008 The Temperament Factor: Who’s Best Suited to the

Job written by Nancy Gibbs, and in November 2008 Thailand’s Political Crisis

Becomes a Global One written by Hannah Beech. In this thesis, the writer found that

(45)

31 CHAPTER III

METHOD OF RESEARCH

According to Azwar (1999:5), research can be classified in some ways and

point of views. Based on the approach of its analysis, research can be done by two

ways, quantitative research and qualitative research. Research based on the

quantitative approach emphasizes the analysis of numerical data (numbers) that are

processed by using statistical methods. Research based on the qualitative approach

emphasizes the analysis of the process of deductive and inductive inference as well

as the analysis of the dynamics of the relationship between the phenomena that are

observed by using scientific logic.

In writing this research, research based on qualitative approach is applied by

collecting some theories and information about transitivity system from books,

thesis, internet, and other sources to support the writing.

3.1. Nature of Research

Qualitative research is research which is not using statistical but through data

collection, analysis, and interpretation. At least, there are 8 nature of qualitative

research, the ethnographic, case studies, studies of document/text, natural

observation, focused interviews, phenomenology, grounded theory and historical

research.

In this research, the writer used qualitative research methods - the studies of

document/text. Document studies are studies that focused on the analysis or

interpretation of the written material in context. Materials can include published

notes, textbooks, newspapers, magazines, papers, films, diaries, manuscripts,

(46)

32 the texts were authentic. This kind of research could be to dig one's thoughts

contained in books or manuscripts are published.

This research is a document study to analyze Lancar Berbahasa Indonesia 2

Textbook for grade four. The book was analyzed using transitivity system.

3.2. Research Design

Hasan (2002:10) states that Research Design is a framework within a

particular study, in order to collecting, measuring, and analyzing the data, so that

it can answer the research questions. Research Design provides the glue that

holds the researcher project together. It is used to structure the research, to show

how all of the major parts of the research project. In this research, the writer

divides research design into two sections, they are Data Collecting Procedure and

Technique of Analysing Data. Each section has an important role and function in

the research that the writer did.

3.3.Data and Source of Data

The data of this research are the clauses which are found in Lancar Berbahasa

Indonesia 2 Textbook for Elementary School Grade Four by Dendy Sugono. The

source of data itself is the stories in nine chapters of Lancar Berbahasa Indonesia 2

Textbook for Elementary School Grade Four by Dendy Sugono. This textbook was

arranged by Dendy Sugono in1996.

3.4. Data Collecting Procedure

According to Arikunto (2005:101), there are five kinds of method in

collecting data, they are: questionnaire, interview, observation, test, and

documentation. Based on this statement, the writer chooses one of data collecting

method to apply in this research, that is documentation method. The source of data is

(47)

33 Documentation method is applied because it is considered as the suitable method in

collecting the source of data of this research because the main object based on the

written text. The writer tries to look for, read, and study some books from the library

related to the topic as the references and collected the important things from the

books concerning with the transitivity

3.5. Technique of Analysing Data

After collecting the data from the data source, the analysis then continue to

the analyzing the data. According to Miles & Huberman (1994: 10-11), there are

three concurrent flows of activity: data reduction, data display, and conclusion

drawing/ verification.

The first step is reducing the data by the process of selecting, focusing,

simplifying, and transforming the data that appear in written up-filed notes or

transcriptions. Data reduction is a form of analysis that sharpens, shorts, focuses,

discards, and organizes data in such a way that “final” conclusions can be drawn and

verified.

The second step is data display. After reducing the data, the analyst has to

display the data whether in tables, matrices, graphs, charts, and networks. All are

designed to assemble, compact form so that the analyst can see what is happening

and either draw justified conclusions or move on to the next step of analysis the

display suggests may be useful.

The third step is conclusion drawing and verification. Conclusions are also

verified as the analyst proceeds. Verification may be as brief as a fleeting second

thought crossing the analyst’s mind during writing. Final conclusion may not appear

(48)

34 The systematic procedures in this research namely:

1. Reading the selected stories in nine chapters of Lancar Berbahasa Indoneisa 2

Textbook for Elementary School Grade Four.

2. Identifying the transitivity process existed in the selected stories in nine chapters

of Lancar Berbahasa Indoneisa 2 Textbook for Elementary School Grade Four.

3. Categorizing the clauses found in the selected stories into the types of transitivity

process.

4. Identifying the most dominant types of transitivity process that is found inin nine

chapters of Lancar Berbahasa Indoneisa 2 Textbook for Elementary School Grade

Four by Dendy Sugono, the writer applies the following formula (Bungin,

2005:182):

Where: N = percentage of types

fx = total types frequency of the sub category

n = total types of all categories

5. Determining the meaning of the most dominant type of transitivity process by

using Halliday’s Theory.

6. Making summary of the analysis and draw a conclusion based on the findings of

the analysis.

fx

(49)

35 CHAPTER IV

ANALYSIS

4.1. Analysis of data

The following data is the data in which transitivity system really exists. The

data is the clauses which are found in Lancar Berbahasa Indonesia 2 textbook. To

describe how the components of transitivity realized in the clauses of Lancar

Berbahasa Indonesia 2 textbook and also to answer the first problem, here is the

detail explanation of the analysis of transitivity system in Lancar Berbahasa

Indonesia 2 textbook:

4.1.1. Material Processes

Material process is process of doing. It involves actor and goal as the

participants. Below is the detail explanation of material processes:

1. Pagi-pagi Inu berangkat ke sekolah.

(Inu goes to school in the morning.)

Components of transitivity found in this clause are: process = material; participant =

actor; circumstance = place and time.

Pagi-pagi Inu berangkat ke sekolah

In the morning Inu go to school Circ. time Partc.: actor Process: Material Circ. place

2. Dia menghampiri Ani, teman sekelasnya

(50)

36 Components of transitivity found in this clause are: process = material; participant =

actor and goal.

Dia menghampiri Ani,teman sekelasnya

He went to Ani, his classmate

Part.: actor Process: material Part.: goal

3. “Ani, ayo berangkat!”

("Ani, let's go!")

goal.

“Ani, ayo berangkat!”

“Ani, let’s go!”

Part.: goal Process: material

4. Tak lama kemudian, Ani berlari keluar dari rumahnya.

(Soon after that, Ani runs out of her home.)

actor; circumstance = place and time.

Tak lama kemudian,

Ani berlari keluar dari rumahnya

Soon after that, Ani runs out of her home Circ. time Part.: actor Process: material Circ. place

5. Dia menyandang tas di bahu sebelah kiri.

(51)

actor and goal; circumstance = place.

Dia menyandang tas di bahu sebelah kiri

she holds the bag on the left shoulder Part.: actor Process: material Part.: goal Circ. place

6. “Ini kan hari pertama kita masuk sekolah, Nu.

("It's the first day of us to come to school, Nu.)

actor and goal; circumstance = place and time..

“Ini kan hari pertama

kita masuk sekolah, Nu

“It’s first day of

us to come to school, Nu

Circ. time Part.: actor Process: material

Circ. place Part.: goal

7. Kita baru saja berlibur sebulan lebih.

(We have just taken a vacation for a month more.)

actor; circumstance = time.

kita baru saja berlibur sebulan lebih

(52)

38 8. Sekarang kita akan kembali bersama teman-teman kita.”

(Now we are going back with our friends. ")

actor; circumstance = time and accompaniment.

Sekarang kita akan kembali bersama teman-teman

kita

now we are going back with our friends

Circ. time Part.: actor Process: material Circ. Accompaniment

9. “Tapi, apakah dia masih mengajar kita, Nu?”

("But, is she still teaching us, Nu?")

actor and goal.

“Tapi, apakah dia masih mengajar kita, Nu?”

“But, is she still teaching us, Nu?” Adverbial

(conjunction)

Part.: actor

Part.: goal

10. tapi apa iya kamu mau kembali ke kelas tiga

(but do you want to go back to the third grade)

(53)

39

tapi apa iya kamu mau kembali ke kelas tiga

but do you want to go back to the third grade Adverbial

(conjunction)

Part.: goal Process: material Circ. Time

11. Kalau dia mengajar kita,

(If she teaches us,)

actor and goal.

Kalau dia mengajar kita

If she teaches us

Adverbial (conjunction)

12. Tiba-tiba mereka telah sampai di depan rumah Ita.

(Suddenly they have arrived in front of Ita’s home.)

actor; circumstance = place and manner (quality).

Tiba-tiba mereka telah sampai di depan rumah Ita

suddenly they have arrived in front of Ita’s home

Circ. Manner (quality)

Part.: actor Process: material Circ. Place

13. Mereka berdua membelok ke rumah Ita.

(54)

actor; circumstance = place.

Mereka berdua membelok ke rumah Ita

They both turned to Ita’ home Part.: actor Process: material Circ. Place

14. Bel berbunyi.

(The bell rings.)

goal.

bel berbunyi

The bell rings

Part.: goal Process: material

15. Anak-anak masuk kelas.

(Children enter the classroom.)

Anak-anak masuk kelas

Children enter The classroom Part.: actor Process: material Circ. Place

16. Bu Nurhayati masuk dan berdiri di depan kelas.

(55)

Bu Nurhayati masuk dan berdiri di depan kelas

Miss Nurhayati enters and stands in front of the class Part.: actor Process: material Circ. Place

17. Setelah diperkenalkan, kedua anak itu duduk kembali di tempatnya.

(After introduced, the two boys sat back in their place.)

goal; circumstance = place and time.

setelah diperkenalkan, kedua anak itu duduk kembali di tempatnya

after introduced, the two boys sat back in their place Circ. time Process:

material

Part.: goal Process: material

Circ. place

18. “Anak-anak, sekarang ruang ini menjadi tempat belajar kamu semua.

(“Children, now this room become the study room of you all.)

goal; circumstance = place and time.

“Anak-anak, sekarang ruang ini menjadi tempat

belajar

kamu semua “Children, now this room becomes the study

room

of you all

Part.: goal Circ. time Circ. place Process: material

(56)

42 19. Ani mengacungkan tangan.

(Ani raised her hand.)

actor and goal.

Ani mengacungkan tangan Tangan

Ani raised her hand

20. Bagaimana kalau ruang ini kita sesuaikan dengan keinginan kita?”

(How about this room we adjust according to our inclination? ")

actor and range; circumstance = place.

Bagaimana kalau ruang ini kita sesuaikan dengan keinginan

kita?”

how about if this room we adjust to our inclination?” Adverbial

(conjunction)

Circ. place

Part.: actor

Part.: range

From 357 clauses, the material or action verbs which are found: berangkat

(go), menyandang (hold), masuk (come), berlibur (take vacation), mengajar (teach),

sampai (arrived), membelok (turned), berbunyi (rings), berdiri (stands), duduk (sat),

sesuaikan (adjust), disesuaikan (modified), atur (set), diiringi (accompanied), terbit

(rises), dikelilingi (surrounded), dihuni (inhabited), bergerak (moved), memperistri