AN ANALYSIS OF EXPERIENTIAL FUNCTIONS IN READER’S
DIGEST MAGAZINE’S SELECTED ARTICLES
A THESIS
By
DUMA SARI LUBIS
Reg. No. 050705011
UNIVERSITY OF NORTH SUMATRA
FACULTY OF LETTERS
ENGLISH DEPARTMENT
MEDAN
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim,
Alhamdulillah, all Praise to ALLAH SWT who always gives me blessing, power, strength and love in my entire life and in terms of my study, especially in completing this thesis.
I would like to express my gratitude and appreciation to the Dean of Faculty of Letters, University of North Sumatera, Drs. Syaifuddin, M.A., Ph.D, the Head of English Department, Dra. Swesana Mardia Lubis, M.Hum and the Secretary of English Department, Drs. Yulianus Harefa, M.Ed. TESOL and to all the lecturers of English Department for all the assistances, valuable knowledge and facilities during my academic years. As your students, I truly appreciate for all you have done to me.
I would like to express my special feeling of gratefulness to my supervisor, Prof. Dra. T. Silvana Sinar, M.A. Ph.D., and my Co-Supervisor Drs. Yulianus Harefa, M.Ed. TESOL for their willingness to spend much time to give me guidance and encouragement in writing this thesis.
My special thanks to all my beloved friends Mira, Ira, Hanida, Ratih, Novie, Mona, Rina, Nina, Debora, Dj, Novie D3, Dini D3 & bang Samsul, bang Nasution in PPIA, Anta and all my comrades (the students of 2005 English Department), being with you make me find a better life. Also thanks to “Angel Computer Rent”, especially Kak Sondang, bang Umar, bang Ali. The last I would like to say deep thank to my fiancé Lettu. Inf. AFC, for giving me support, cares, and love. I do love you maz!!. I can’t be without you in this life. And also to my beloved relatives in Jember. I love you all.
May ALLAH SWT bless us all. Amin.
Medan, January 2009 The Writer,
AUTHOR’S DECLARATION
I, DUMA SARI LUBIS 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 paper from a paper by which I have qualified for or awarded another degree.
No other person’s work has been used without due acknowledgement in the main text of the thesis. This thesis has not been submitted in any tertiary education.
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Name : DUMA SARI LUBIS
Title Thesis : An Analysis of Experiential Functions in Reader’s Digest Magazine’s Selected Articles
Qualification : S1/Sarjana Sastra Department : English
I am willing that my thesis should be available for reproduction at the discretion of the Librarian of English Department Faculty of Letters, University of North Sumatra on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.
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ABSTRACT
Skripsi ini berjudul “An Analysis of Experiential Functions in Reader’s Digest Magazine’s Selected Articles” yaitu suatu analisis mengenai enam fungsi eksperiensial yang dikaji berdasarkan Teori Halliday (Teori Linguistik Fungsional). Teori ini memiliki perhatian yang besar melalui hubungan antara bahasa dengan konteks. Berdasarkan Teori Linguistik Fungsional seperti Kress, Halliday, Stillar menyebutkan bahwa wacana merupakan domein sosial dan teks termasuk domein linguistik. Keduanya tentu saja memiliki domein yang terpisah, meskipun hubungan antara teks dan wacana adalah realisasi. Wacana sangat erat kaitannya dengan konteks, baik konteks situasi, konteks budaya, maupun konteks ideologi.
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ... i
AUTHOR’S DECLARATION ... iii
COPYRIGHT DECLARATION ... iv
2.2 Systemic Functional Linguistics Theory ... 10
2.2.1 Textual Framework ... 12
2.3.1.1 The Six Types of Experiential Function ... 25
2.3.2 Interpersonal Function ... 34
CHAPTER III METHODOLOGY 3.1 Research Method ... 42
3.2 Data Collecting Method ... 42
3.3 Data Analysis Method... 43
3.4 Data Analysis Procedures ... 44
CHAPTER IV ANALYSIS OF EXPERIENTIAL FUNCTIONS IN READER’S DIGEST MAGAZINE’S SELECTED ARTICLES 4.1 The Data Analysis ... 45
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 109
CHAPTER I INTRODUCTION
1.1 Background of the Analysis
Human being as social figure needs the means of communication which is commonly named language. It is a theory of Halliday (in Sinar 2003: 56) “Language as a resource for making meaning which is situated in a context of situation and a context of culture”. In other words, it concerns with the study of relationship between language and contexts in which is used. “A language is a ‘metastable’ system; it persists because it is constantly in flux” Halliday (in Sinar 2003: 47). It is also called Systemic Functional Linguistics, Halliday (in Sinar 2003: 56), there are 3 major functions of language:
1. The Ideational Function
It is language as representation or reflection in which the speaker as an observer of reality construes “natural” reality. There are 2 sub functions in the Ideational Function:
a.) The Experiential Function
It uses language as representation then; it is realized by the transitivity system.
b.) The Logical Function
2. The Interpersonal Function
It is language as exchange or action, in which the speaker as an intruder of reality construes intersubjective reality. It is realized by the mood system.
3. The Textual Function
It is as message or relevance in which the speaker construes semiotic reality by realities to the contexts within which meanings are made. It is realized by the theme system.
Based on the theory of Systemic, Sinar (2003: 55), language is a social phenomenon, that is to say that language tends to be the means of doing something than knowing something. Language is a system that consists of the choices of meaning. Some of the important main points of Systemic Functional Language Theory and how one relates to the other in forming basis of discourse analysis that will be divided into 3 main explanations, they are:
1. Language is Functional
Language has evolved to serve human needs and then as such that one needs to focus on how people use language in order to understand it. The way language is
organized is functional with respect to the human needs; it is not arbitrary by Halliday (in Sinar 2003: 55).
2. The Function of Language is to Make Meanings
learning, Halliday (in Sinar 2003: 56) views language learning as “learning how to mean”, that is, learning how to make meanings.
3. Language Use is Contextual
Language use is contextual, particularly in the sense that it is contextually bound or motivated. The contextualization of language proposed by Malinowski (in Sinar 2003: 58) is extended by Firth, in which he argues that linguistics should be linked to cultural context because the meaning of linguistic item is dependent on cultural context (in Sinar 2003: 58). General Systemic-functional Linguistic Theory views that language is an expression of social behaviour in contexts. In Malinowski’s frequently quoted words (in Sinar 2003: 58), “the meaning of any single word is to a very high degree dependent on its context”.
Halliday (in Sinar 2003: 60) says that there are six Experiential Functions, they are:
1. Material Function
The process of doings and happenings, in which a participant, i.e. ‘a thing’, is engaged in a process of doing, which may involve some other participant(s).
2. Mental Function
3. Relational Function
The process of being, whose central meaning is something is (attribute, identity).
4. Behavioural Function
The process of behaving, which may be exemplified by the processes of breathing, dreaming, smiling, etc.
5. Verbal Function
The process of saying. 6. Existential Function
The process of expressing that something exists or happens.
According to Halliday (in Sinar 2003: 60), the framework of the process status, as set up in the clause grammar is that a process consists, in principle, of three components:
1.) The process itself
It is typically realized by a verb or a verbal group. 2.) Participants in the process
It is typically realized by a noun or nominal group. 3.) Circumstances associated with the process
It is typically by an adverbial group or prepositional group/phrase.
Hornby (1974: 43) states that Article is a piece of writing, complete in oneself, in a newspaper or the other periodical.
Reader’s Digest Magazine is a monthly magazine. It was founded in 1922
by Lila Bell Wallace and Dewitt Wallace. It is in New York. Although its circulation has defined in recent years, the Audit Bureau of Circulation says Reader’s Digest Magazine is still the best selling consumer magazine in the USA, with a circulation of
over 10 million copies in the United States, and a readership of 38 million as measured by Mediamark Research (MRI). According to MRI, Reader’s Digest Magazine reaches more readers with household incomes of $100.000 than other
magazines. The Magazine is compact, with its pages roughly half the size of most American magazines. Accessed at http//www.wikipedia.com/ August 23, 2008; 20.15 pm.
In this thesis, I am going to analyze, to find out if there are any the experiential functions or not in Reader’s Digest Magazine’s Selected Articles. I choose Reader’s Digest Magazine of the 2003’s edition since I knew that this compact – size magazine looks so unique and full of various texts for research purposes.
1.2 Problems of the Analysis
In accordance with the title of this thesis, there are two questions to be raised that motivate me to do this analysis:
2. Which function is the most frequent in Reader’s Digest Magazine’s Selected Articles?
1.3 Objectives of the Analysis
The objectives of the thesis are:
1. To find out the experiential functions occurred in Reader’s Digest Magazine’s Selected Articles.
2. To identify the most frequent function occurred in Reader’s Digest Magazine’s Selected Articles.
1.4 Scope of the Analysis
The analysis only focuses in the experiential functions in Reader’s Digest Magazine’s Selected Articles.
1.5 Significances of the Analysis
It is expected that this thesis contribute something fruitful for the readers as follows:
1. Assisting the learners of Discourse Analysis to find out the most frequent function type in the other magazine.
2. Being as one of the references in analyzing function type using experiential function in the article.
CHAPTER II
REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK
2.1 An Overview of Discourse Analysis
Discourse analysis is not a simple field of study. It covers the use of language, spoken and written, in the real communication. Discourse analysis in its everyday practice deals with texts as heterogeneous as advertisements, biological research articles, police interviews, newspaper editorials, and life stories.
In order not to be wrong in the usage of discourse and text, there are some definitions by the experts of linguistics:
Halliday & Hasan (in Sinar 2008: 7) say that text is the unit of the language usage. It’s not the grammatical unit like clause and sentence; and it’s not defined by following its length”. In discourse analysis, the word text generally, refers to the record of situation process (discoursal according to Gregory (in Sinar 2008: 7) involved without any limitation on language systems.
which is called as Cohesion and Coherence in an expressed meaning , it’s not only in CONTENT/FORM, but the WHOLE choice of the source of language semantics.
Sinar (2008: 7) cites as a language unit, a text consists of signals and representing the actions undergone by the human beings or meaningful objects and situations, the symbols which construct THE CONTENT/FORM and produce the structure and have the unity of texture. The texture of the text produces a cohesive and coherence message. The aspect of cohesion and textual coherence plays on important role which show the unity of discourse in language and mark the relation of the text simultaneously as a potential which is used by the speaker and discourse writer.
Stillar, G (in Sinar 2008: 8) says that text shows a kind of unity or texture which gives the capability to the text which is noticed socially as something intact. Text is bound and tied up and as a means produced. The function is bringing together the separated parts. Text has the meaningful unit, and it is the authority of the source of meaning maker included the source of “material” which has a quality, such as voice quality for an oral text or draft of a written text. The identification of text can be accomplished through the togetherness of text substance which is associated by the social agents in various situations.
forward relation; any on text may be the expression or realization of a number of sometimes competing and contradictory discourses”.
Sinar (2008: 8) says that text is just like a live thing on language level and text is also as a semantic unit that is the source of meaning maker, it can realize the meaning which is controlled by the discourse meaning. As a matter of fact, morpheme, word, phrase, and clause realize a wording which is controlled by the grammar and lexicon. Phoneme realizes the sound (phonology) and realizes grapheme/a letter (graphology). The analysis of text can be done in the level below text that is investigating some aspects, such as: grapheme/phoneme, morpheme, word, phrase, clause that is vertically to the bottom that is analyzing the linguistic variables. Next, we can analyze the text vertically to the top by investigating the context variables that is contexts of situation, culture, and ideology. The variable that still exists above the text interacts or influences each other with the text. All the variables of contexts are found in the text, the variables of linguistics are also found in the text and globally all the potentials are analyzed depending on the needs or aim which is intended by the researcher and how far the relevance or the involvement of variable in which will be searched.
the social life. The discourse is closely related to the contexts of situation, culture, and ideology.
2.2 Systemic Functional Linguistics Theory
socio-cultural change, analysis of discourse in different field of sciences, and critical language awareness. The latest development is under the influence of Norman Fairclough (in Refnaldy, dkk, 2006: 6.22).
Systemic Functional Theory has a big notice through the relation between language and context. For some ten years, Systemic Functional Theory has a view that an activity of using language can be illustrated in a way that relates to the relation one discourse with other discourse, until it becomes a discourse which has a composition of grammar, afterwards, the whole of the discourse is stated in by rhythm and intonation.
adverb group or adverb phrase (very beautiful). On the contrary, a phrase is a decreasing of clause, such as: preposition phrase (at home).
Picture 1.1 Unit of Language Grammar Clause
Group/Phrase
Word
Morpheme
2.2.1 Textual Framework
a. Spoken texts
The problems encountered with the notion of text as the verbal record of a communicative act become a good deal more complex when we consider what is meant by spoken text. The simplest view to assume is that a tape-recording of a communicative act will preserve the ‘text’ as well as the extraneous to the text (coughing, chairs creaking, buses going past, lighting a cigarette). In general, discourse analyst works with a tape recording of an event from which she then makes a written transcription, annotated according to her interest on a particular occasion. She has to determine what constitutes the verbal event, and what form will transcribe it in. However, it must be further noticed that, however objective the notion of ‘text’ may appear as we have defined it, the perception and interpretation of each text is essentially subjective. Different individuals pay attention to different aspects of text. However, in discussing texts we idealize away from this variability of the experiencing of the text and assume that readers of a text or listener to a text share the same experience. A text frequently has a much wider variety of interpretations imposed upon it by analysts studying it. Once the analyst has created a written transcription from a recorded spoken version, the written text is available to her in just the way the literary text is available to the literary critic. When we discuss spoken text, it is important to remember the transitoriness of the original.
presented for discussion may in part consists of a prior analysis or interpretation of a fragment of discourse and features of the original production of the language.
b. Written Texts
A text may be differently presented in different editions, with different type-face, on different sixes of paper, in one or two columns. It is important to consider just what it is that is ‘the same’. Minimally the words should be the same words, presented in the same order.
The differences between spoken and written text:
a. The syntax of spoken language is typically much less structured than that of written language: spoken language contains many incomplete sentences, often simply sequences of phrases, spoken language typically contains rather little subordination, in conversational speech, active declarative forms are normally found.
b. In written language an extensive set of metalingual markers exists to mark relationships between clauses (logical connectors). The speaker is less explicit than a writer.
c. In written language, rather heavily premodified noun phrases are quite common – it is rare in spoken language.
f. In chat about the immediate environment, the speaker may relay on gaze direction to supply a referent.
g. The speaker may replace or refine expression as she goes along.
h. The speaker typically uses a good deal of rather generalized vocabulary. i. The speaker frequently repeats the same syntactic form several times.
j. The speaker may produce a large number of prefabricated filler: well, erm, I think, you know, if you see what I mean, of course, and so on.
Discourse analysis in its everyday practice deals with texts as heterogeneous as advertisements, biological research articles, police interview, newspaper editorials, and life stories.
2.2.2 Contextual Framework
At the level of context (i.e. systems of higher-level meaning), in view of this study there are stratally four broad contextual (connotative) semiotic systems: religious, ideological, cultural and situational. Any aspects of higher-level meaning and systems of higher-level meaning within the contextual stratification dimension under discussion are in principle relevant and potentially critical for investigation, extrinsically and functionally, at the level of context, the different modes of meaning can be diversified into four broad contextual modes of meaning: religious, ideological, cultural and situational. Following the SFLT framework, the situational mode of meanings can be diversified into two major dimensions: the dialectal and the diatypic, aspects of the latter being identifiable through the situational (discoursal) variables of field, tenor and mode. Moving downwards, these variables lead to the phasal mode of meaning. Any aspects of diversified contextual modes of meaning and systems of diversified contextual modes of meaning within the contextual diversification dimension under discussion are in principle relevant and potentially critical for investigation, (Sinar 2003: 9).
SFLT works on ‘language-in-context’ are available in a great variety of forms (books, congress/conference proceedings, journals, computerized and internet programs, etc.). To explore different ways of interpreting things theoretically such as text, texture, cohesion, coherence, discourse, register, genre, context, situation, culture, ideology and other relevant phenomena and to specify the theoretical significance they derive from the location in the overall SFLT references on the notions of such terms are traceable through those sources. Which are circulated worldwide. Matthiessen (in Sinar 2003: 25).
SFLT views that the study of language always means a study of overall language related to its study of overall context in which language is used. Consequently, it studies not only language as such but also many other things that are around, above and beyond language but they have relevance to it, (Sinar 2003: 45).
find Halliday’s register (in Sinar 2003: 48) that he sees as something linguistic being understood as something contextual (i.e. situational) by others.
In the global and general modelling of language and context, all the existing models of GSFLT generally share the same conceptual views. For example, they would share the same views as expressed in statements such as these : (1) language does not live in isolation but it lives in environments, social environments (i.e. social contexts), (2) to understand language is to see how and why language means what it does in social contexts, (3) to understand language is to relate language to the social contexts in which it lives, (4) to understand language is to see how language users use language to talk to each other, (5) the relationship between language and social contexts is one of mutual engendering: language construes the social contexts in which language users live, and it is at the same time construed by the social contexts, and (6) the relationship is one of realisation: language as a semiotic system realises social context as a social system, (Sinar 2003: 49).
2.2.2.1 Context of Situation
The social context system is at the level of the language connotative semiotics which consists of the contexts of situation, culture and ideology so that, in investigating the language, an interpretation which is focused on the text, has to notice its social domain that is contexts of situation (register), culture (genre) and ideology. The whole contexts relates to the characteristic of text linguistics (language). Halliday (in Sinar 2008: 53) connects the contexts of situation to 3 functions of language – determine the speaker’s relation, elaborates the experience of the speaker in social activity, combine the agreement process, and analyzes all contexts as a significant discourse.
In the context of situation’s perspective, the term situational and “discoursal” can be understood and interpretated by the expert of systemic with a different way. For example: The noun for situational term, such as: “situation”, is used to represent Systemic-Functional Linguistic Theory’ space of concept semiotics “context of situation” or register as a variety in language or register.
Whereas the dimension of diatipic, consists of ‘language-in context based on the usage’, or as a way conveying the language. The language variety is seen from semantics knowledge’s and realized through the lexicogrammatica, there is a conceptual category ‘field of discourse’, tenor of discourse, and mode of discourse.
In register discussion, component placement of functional tenor of discourse and the mode of discourse. Gregory (in Sinar 2008: 54) discusses functional tenor of discourse that refers to phatic, exposition, didactic, persuasive, order and narration. Thus, Halliday and Hasan (in Sinar 2008: 54) discuss the component of a rhetorical mode that refers to the aim which will be reached by the text that can be different, but it depends on the characteristics of text (persuasive, exposition, didactic, and others). By following Systemic Functional Linguistics, the function of language organization intrinsic interacts with the function of language organization extrinsic of context of situation. The field of discourse has a close relationship with Ideational Function, the tenor of discourse with Interpersonal Function, and the mode of discourse with Textual Function. The division of register as a semiotics system of context of situation with genre as the semiotics system of context of culture brings an important discovery in the development of Systemic Functional Theory.
2.2.2.2 Context of Culture
Martin (in Sinar 2008: 64) says:
Genre are referred to as social processes because members of a culture interact with each other to achieve them; as goal oriented because they have evolved to get things does; and as staged because it usually takes more than one step for participants to achieve their goals.
According to Martin (in Sinar 2008: 66), language is a part of society culture and genre is a language harmony as a product of the society culture. In other words, a writer or a speaker from the group of culture uses a language, sets up the interaction socially and becomes the producer of genre.
Martin and Hasan (in Sinar 2008: 68) say that the division of register as a semiotics system of context of situation with genre as the semiotics system of context of culture brings an important discovery in the development of Systemic Functional Theory.
field will no doubt give us a better understanding of notions like variability, indeterminacy and ambivalence.
Sinar (2008: 84) says that in the context of culture of discourse, the schematic structure has the harmony although the basic system is the background, the content, and the closing. The harmony of schematic structure is as the aim that is suitable with the kinds of genre. The writer or the speaker of genre is pleased to be understood the discourse schematic structure to fulfill their needs before the process of discourse writing begins. So that, the writing of discourse is suitable with the needs that can reach the target.
2.2.2.3 Context of Ideology
Ideology is a belief, the value that is obeyed by the society, such as: Ideology of Pancasila, Marxism, others. Ideology also becomes a social concept which determines the value in a society. In other words, Ideology is controlled by a power of group which dominates the society in positive meaning. It is said as positive because the idea or a set of value becomes the ways of society in managing and justifying their life as the representation in relationship with the condition of their existence in the society.
Max (in Sinar 2008: 83) says that Ideology is a system which misleads purposely.
Besides that, Hasan (in Sinar 2008: 83) cites that Ideology is as a live thing through the daily habit action of a social group either a verbal or a nonverbal which is far from their conscious mind to the things.
Kress and Hodge (in Sinar 2008: 84) say that a study of ideology talks the relationship between language with the society and culture because there is an influence of the politic social guidance. The influence of power towards the history, politics, the society system, the value, the literature and culture formed a view society, so that believe a concept as the right truth. For example: The view that becomes “a knowledge” or “a theory” which is believed by the world west that is “the Middle East people is a terrorist”, or “Malayan is lazy”. This concept is founded by the ruler who is dominant informing a view of society towards the object, so that the society properly entrusts the view or “knowledge”. The naturalness represents the process that becomes valid and be trusted.
Sinar (2008: 84) says that in the context of ideology, there is a relationship between language with the society and the ruler. The power can form the view of society towards the object, so that the society believes the view becomes the truth.
2.3 Metafunctions of Language
language and another language. The metafunctions as the theoretical concept give someone the capability to understand the language and another language, also as a meeting which has formed shape of grammar. In other words, the metafunction concept which connects the forms of language internal and its function to the social context semiotics. The system of social semiotics is the system of linguistic meaning is Semantics that is a form of realization from social semiotics (Sinar 2008: 28).
The metafunction has an implication either the relationship of paradigmatic or sintagmatic. Paradigmatically, they arrange the system of the chain of the selection group that relies on each other, with the internal dependence which is extremely in the metafunctions but a little relationship of metafunctions. Sintagmatically, metafunction is related to the kinds of structure, Halliday (in Sinar 2008: 28).
The metafunction of language has 3 components: Ideational, Interpersonal, and Textual Functions, Halliday (in Sinar 2008: 28).
2.3.1 Ideational Function
Halliday (in Sinar 2003: 56) cites that Ideational Function is language as representation or reflection in which the speaker as an observer of reality construes “natural” reality.
This form of content is called the Experiential Function, which stores information about the way in which one situation is related to the other.
Halliday (in Sinar 2003: 60), the framework of the process status, as set up in the clause grammar, is that a process consists, in principle, of three components: 1) The process itself
It is typically realized by a verb or a verbal group.
For example: Yesterday, the waiter of the restaurant did not serve us well. 2) Participants in the process
It is typically realized by a noun nominal group.
For example: Yesterday, the waiter of the restaurant did not serve us well. 3) Circumstances associated with the process
It is typically by an adverbial group or prepositional group/phrase. For example: Yesterday, the waiter of the restaurant did not serve us well.
2.3.1.1 The Six Types of Experiential Function
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-an process falls into various process. Halliday (in Sinar 2003: 60) has identified the encoding processes of the realities under discussion, and he has also linguistically (grammatically) classified the various processes in question into various process types, particularly the process types in the transitivity system of the English clause. In this, Halliday categorizes the processes into three principal process types: (1) Material, (2) Mental, (3) Relational; and he classifies other processes into three subsidiary process types: (1) Behavioural, (2) Verbal, and (3) Existential.
2.3.1.1.1 Material Function
Material function the process of doings and happenings, in which a participant, i.e. ‘a thing’, is engaged in a process of doing, which may involve some other participant(s). For example:
He overcame the problem
He overcame the problem
Actor Material Goal
does the deed, whereas the goal is the one to which the process is extended, or the one being affected by the process.
2.3.1.1.2 Mental Function
Mental Function is the process of sensing, in which a participant, i.e. a conscious being or thing, is engaged in a process of seeing, feeling or thinking, which may involve some other participant(s). In the case of a mental process having two participants, the second participant may be a thing or a fact. The first participant as the conscious being or thing is the one that senses-perceives, feels or thinks. This sensing (perceiving, feeling, thinking) participant is typically human, or else human-like, and is referred to as senser. The second participant, i.e. the sensed (perceived, felt or thought) participant, is called phenomenon, Halliday (in Sinar 2003: 61-62).
1. Mental: cognition
I believe you
Senser Process : Mental, cognition
Phenomenon : fact
2. Mental: Perception
I hear your voice
Senser Process : Mental, perception
Phenomenon : act
3. Mental: Affection
I love you
Senser Process : Mental, affection Phenomenon
Phenomena may be realized in embedded clauses. There are tow types of embedded phenomena: acts and facts. An act phenomenon typically occurs in a mental process of perception (seeing, hearing, noticing, etc), and it may be realized by a non-finite participle clause acting as if it were a simple noun. On the other hand, a fact phenomenon may be realized by a finite embedded clause and is usually introduced by a that functioning as if it were a simple noun.
2.3.1.1.3 Verbal Function
Halliday (in Sinar 2003: 66) cites that verbal function is the process of saying. In verbal function, there may be 2 participants involved: the participant that says, which is structurally labelled sayer, and the said, which is referred to as Verbiage. Apart from the Sayer and the Verbiage as participants, there are two other participants, which are labelled Receiver and Target. A receiver is a participant to whom the saying is addressed, where as a Target is an entity or object.
For example:
Virna speaks Arabic slowly Sayer Verbal Verbiage Circumstance 1).
2). The government did not tell the people the truth
Sayer Verbal Receiver Verbiage
The stundent criticised the teacher’s way of studying Sayer Verbal Target
3).
2.3.1.1.4 Behavioural Function
etc. These processes relate to physiological and psychological behaviours, putting themselves in between material and mental processes. The only inherent participant in the process is Behaver, which is typically a conscious being which functions like a Senser, but the process itself functions more like a doing process. From the point of
view of material process, a Behaver may also be treated as an Actor, in which case the second participant would be a goal; or it can function as a circumstance.
For example:
Mila smiles a broad smile Behaver Behavioural Phenomenon 1.
2.3.1.1.5 Existential Function
According to Halliday, Existential Function is the process of expressing that something exists or happens. In English, the processes are typically realized by be verbs (am, is, are, was, were, be, been, being) and other verbs such as exist, arise or some other.Verbs representing existence which, together with nouns or nominal groups, represent the participant function Existent.
For example:
2.3.1.1.6 Relational Function
Relational function is the process of being; whose central meaning is something is (attribute, identity). English relational functions are categorized into
three principal types: (1) Intensive, (2) Circumstantial, and (3) Possessive. Each of these comes in two modes: (a) attributive, and (b) identifying, thus extending the English relational functions into six types, Halliday (in Sinar 2003: 63)
1) Intensive: Attributive
Mila is beautiful
Carrier Process: Intensive Attribute
2) Intensive: Identifying
Jason Is the leader
Identified Process: Intensive Identifier
3) Circumstantial: Attributive
The meeting Is on a Friday
Carrier Process: Intensive Attribute/Circumstance
4). Circumstantial: Identifying
5). Possessive: Attribute
The king has a queen
Carrier/possessor Process : possession Attribute/possessed
6). Possessive: Identifying
The king owns the queen
Identified Process : possessive Identifier
In the attribute mode, an entity has some quality ascribed or attributed to it. This quality is structurally labeled Attribute, and the entity to which is ascribed is called Carrier. The Attribute may be a quality (intensive), a circumstance of time, place, etc. circumstantial, or a possession (possessive).
In the identifying mode, an entity is used to identify another entity, their relationship being one of token and value (intensive), of phenomenon and circumstance of time, place, etc. (circumstantial), or of ownership and possession (possessive). The concepts of Token and Value may be generalized among all the three major types of relational processes of the identifying mode. The two structural functions in this mode are called Identified and Identifier.
Other than be, there are some intensive verbs like stay, become, turn, go, grow, keep, feel, appear, equal, play, act as, call, mean, define, signify, etc., verbs of
etc. These verbs may occur in either identifying or attribute clauses, Halliday (in Sinar 2003: 64).
Bunga is known as the actress Token Process : intensive Value 7).
She accompanies me
Identified Token Process : circumstantial Identifier/value 8).
I have some money
Identified/Token Process : Possessive Identifier/value 9).
GSFLT
stands for
General systemic-functional Linguistic Theory Identified/ Token Process : intensive Identifier/value
10).
Logical Function
uses language as natural logic. It is realized by the clause complexity system of language from the language system, logico-semantic and interdependency relations. For example:
Last week, the lecturer explained about Atlantic Ocean and the lecturer explained about Hindi Ocean, too.
Lost week The lecturer explained about Atlantic Ocean
And the lecturer explained about Hindi ocean, too.
Halliday (in Sinar 2003: 75-76) says that the interpersonal function is an interpretation of language in its function as an exchange, which is a doing function of language; it is concerned with language as action. This meaning represent the speaker’s meaning potential as an intruder that takes into account the interactive nature of relations between the addresser (speaker/ writer) and the addressee (listener/ reader).
(listener or reader). Clauses of the interpersonal meaning function as clauses of exchange, which represent speech role relationships.
Halliday (in Sinar 2003: 76) suggests, whenever two people use language to interact, one of the things they do with it is establishing a relationship between them. In this, he sets out two most fundamental types of speech role or function: (1) giving, and (2) demanding. These meanings are realized in wordings through the Mood systems and Modality.
2.3.2.1 Mood and Modality
The interpersonal function of language (clause) in its function as an exchange, in which clauses of the interpersonal meaning that function as clauses of exchange representing the speech role relationships, is realized by the mood system of language (clause). The mood system of the clause is represented by the mood structure of the clause, which comprises two major elements: (1) mood, and (2) residue. In this respect, the functional constituents that are involved in an exchange typically have mood-residue structures. A mood element of an English clause typically consists of a
subject and a finite, where as a residue element consists of a predicator, one or more
complement(s), and any number of different types of adjuncts.
According to Gerot (1994: 77) Modality indicates the speaker’s judgment of the probabilities or the obligations involved in what he or she is saying.
She is talking about mood and Residue Subject Finite Predicator Adjunct
Mood Residue
The mood element represents that part of the clause that is made up of the Subject she and the Finite element is, whereas the residue consists of the Predicator talking and the Adjunct about mood and residue. In this case of exchange of
information, the focus is on the maintenance of a proposition. In other words, the clause takes on the form of a proposition. The semantic function of the mood element is in its role of maintaining the interactive value of the clause as exchange. When the mood element remains constant, so will the proposition. When the proposition in question is changed, then this will involve changing one of the features in mood. The role of the subject is to provide some reference point by which to affirm or deny such analysis (Sinar 2003: 80).
define the four primary speech functions of (1) offer, (2) command, (3) statement, (4) question.
For example:
1. Would you like to drink some coffee? (Offer) 2. Close the door! (Command)
3. Virna makes us laughing out loud (Statement) 4. When will you have your graduation? (Question)
2.3.3 Textual Function
Textual function of language is an interpretation of language in its function as a message, which is a text-forming function of language. This is interpreted as a function that is intrinsic to language itself, but it is at the same time a function that is extrinsic to language, in the sense that it is linked with the situational (contextual) domain in which language (text) is embedded. In other words, it is a relevance function, an interfacing function that makes language (text) relevant internally (i.e. to itself) as well as externally (i.e. to the situation (context) in which language or text is used). This is an enabling function that enables one to distinguish a text as a functional or contextually motivated language on the one hand, from a context as a language in vaccua on the other.
inter clausal elements are organized to form a unified whole text that makes meanings. In this, the textual function indicates the way the text is organized or structured. The textual function of language (clause) in its function as a message is realized by the theme system of language (clause). 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, Halliday (inSinar 2003: 80).
2.3.3.1 Theme
At the clause level, the theme is realized as the departure point of the clause for the message, Halliday (in Sinar 2003: 81):
“The Theme is one element in a particular structural configuration which,
According to Halliday (in Sinar 2003: 82) the rheme is look at morphology and morphophonemic, which is part the message to which the theme is developed.
constituent is assigned a Mood label (the unfused Finite, Modal adjuncts: Mood, Polarity, Vocative and Comment). The textual theme give thematic prominence to textual elements and has the function of linking one clause or clause element to another clause or clause element, whereby all clauses or clause elements are related to each other as such that they form a unified whole text within contexts. For the ideational (topical), interpersonal and textual themes related to the grammatical functions and classes and their realizations in clauses, Matthiessen (in Sinar 2003: 83).
For example:
Right, Students, today we learn
vocabulary Textual Interpersonal Topical _ T H E M E R H E M E
2.3.3.2 Cohesion
2.3.4 Review of Related Literature
Some researchers have done analysis about Transitivity system; so this analysis is only a verification of the earlier research findings. Because of that, in conducting this analysis, I have consulted some thesis and previous research findings to help me finish this thesis.They are:
Teori & Analisis Wacana Pendekatan Sistemik – Fungsional by Sinar (2008).
Sinar says that Analisis Wacana adalah aktivitas semiotik yang melibatkan diri seseorang dalam penganalisisan wacana untuk mendeskripsikan wacana – wacana sebagai suatu karya interpretasi, yaitu karya teoritis. Teori Linguistik Sistemik Fungsional (TLSF) yang dapat digunakan sebagai kerangka teori dalam menganalisis wacana.
The first study was done by Sinar (2003) in her thesis Phasal and Experiential Realizations of Lecture Discourse: A Systemic - Functional Analysis. Sinar introduces
general systemic functional linguistic theory (GSFLT) as a theoretical framework that accommodates certain aspects and dimensions of interpretation that will in turn enable analysts to make appropriate choices whereby the target direction and goal can be achieved efficiently and effectively as an end of a discourse analysis.
Another work about SFL was done by Sofina (2002), in her thesis An Analysis of Transitivity Process Types on President Susilo Bambang Yudhoyono’s Selected
Speeches. In this work, she analyzes President Susilo Bambang Yudhoyono’s
In addition in the two mentioned studies, Inanda (2004), in her thesis An Analysis of Lexical Cohesion In the Cover Story of Tempo. In this work, she analyzes
the 5 lexical cohesions in the cover story as a discourse. They are: repetition, synonym, antonym, meronymy, hyponymy. She finds the most dominant lexical cohesion; it is Repetition (69, 19%).
Martinez (2001), also analyzed text on the transitivity system. The study focuses on the transitivity structure in the corpus of 21 experimental Research Articles (RAs) in the field of Physical, Biological, and Social Science. He concluded the material and relational process dominated the Research Articles (45% and 35%) and very low percentage of behavioural process (0, 2%). That is to say, it appears that academic writing does not use behavioural process frequently.
CHAPTER III METHODOLOGY
3.1 Research Method
In carrying out this analysis, I do the library research. Regarding to this method, Syafri (2001: 74) says:
“Penelitian perpustakaan hanya mengumpulkan informasi dari berbagai
jurnal, artikel, buku, monograf yang ada di perpustakaan”.
3.2 Data Collecting Method
I choose the Reader’s Digest Magazine as the primary source of the analysis. In addition, I also use some books, theses, written materials that related to the topic of the analysis. The data are collected by using simple random sampling (Rakhmat, 1991: 79). Firstly, there are 12 Reader’s Digest Magazines as the data of population. They are 2003’s editions. Then, I take a piece of paper. Afterwards, I cut a piece of paper into 12 little pieces. Then, I number them one by one. After that, I draw them to get the samples. It is called “Gambling System”. After drawing the 12 Reader’s Digest Magazines as the population, I only take 4 Reader’s Digest
Magazines as the sample. So, only 4 Reader’s Digest Magazines will be chosen and
1. Reader’s Digest on January, 127-129. 2003. “A PONY TALE”
2. Reader’s Digest on May, 97-99. 2003. “THE KING OF CARDS”
3. Reader’s Digest on July, 97-99. 2003. “YOU BE THE JUDGE”
(A Stray bottle rocket blinds a child. Who’s to blame?) 4. Reader’s Digest on October, 117-119. 2003.
“YOU BE THE JUDGE”
(A grandmother wants the right to see her grandson. The mother says no. Who
wins?)
For each Reader’s Digest Magazines above, I only take 1 selected article. The selected articles are chosen by using “Purposive Sampling” (Umar, 2003: 92) says:
“Pemilihan sampel berdasarkan pada karakteristik tertentu yang
dianggap mempunyai sangkut paut dengan karakteristik populasi yang sudah diketahui sebelumnya”.
In conclusion, I pick up the selected articles as the representatives of the whole data here.
3.3 Data Analysis Method
It is a qualitative analysis method (Umar, 2003: 36-37) says:
menyediakan informasi penting yang kemudian bisa dijelajahi lebih lanjut melalui penelitian kuantitatif. Penelitian kualitatif menggunakan data yang bukan dalam bentuk skala rasio, tetapi dalam bentuk skala yang lebih rendah yaitu skala nominal, ordinal ataupun interval yang kesemuanya dapat dikategorikan, sehingga jelas apa yang akan disamakan dan dibedakan dari apa yang akan diperbandingkan dalam rangka menjawab permasalahan yang telah dirumuskan dalam penelitian”.
In order to gain the most frequent function type in the selected article, the following formula from Nawawi (1991: 127) will be used:
N
N : Percentage of experiential function X : Number of each of experiential function
3.4 Data Analysis Procedures
In analyzing the data, the applied procedures are: 1. Reading the chosen selected articles.
2. Identifying and selecting the data that belongs to the experiential function.
3. Categorizing and underlining the experiential function. 4. Analyzing the data that belongs to the experiential function. 5. Listing and recapitulating the most frequent function type.
CHAPTER IV
AN ANALYSIS OF EXPERIENTIAL FUNCTIONS
IN READER’S DIGEST MAGAZINE’S SELECTED ARTICLES
4.1. The Data Analysis
These are the data analysis of each function or the experiential functions in READER’S DIGEST MAGAZINE’S SELECTED ARTICLES that I have analyzed.
4.1.1 Material Function
1. Berg who lives outside Santa Fe
Berg who lives Outside Santa Fe Actor - Material Cir : Location
2. It was okay for him
It was Okay for him
3. He gets shaved with listerine (the antiseptic eliminates his natural horsey smell)
He gets shaved with listerine (the antiseptic eliminates his natural horsey smell)
Actor Material Cir : Commitative/Positive
4. He gets sprayed with listerine (the antiseptic eliminates his natural horsey smell
He gets sprayed with listerine (the antiseptic eliminates his natural horsey smell)
Actor Material Cir : Commitative/Positive
5. He gets shampooed with listerine (the antiseptic eliminates his natural horsey smell
He gets shampooed with listerine (the antiseptic eliminates his natural horsey smell)
Actor Material Cir : Commitative/Positive
6. The far side of the thick hedgerow lined the petersons’ driveway The far side of the thick
hedgerow
lined the petersons’ driveway
7. He didn’t keep
He didn’t keep
Actor Material
8. For these sick children, petie rides to the rescue
For these sick children petie rides to the rescue Client Actor Material Cir: Location
9. Everyday, Petie makes his rounds
Everyday petie makes his rounds Cir: Time Actor Material Goal
10.Petie walks up to the bed
Petie walks up to the bed
Actor Material Goal
11.Petie can enter a hospital
Petie can enter a hospital
12. His hoofs and tail are covered with bandages
His hoofs and tail are covered with bandages
Goal Material Cir: Comitative/positive
13. He walks through the revolving doors
He walks through the revolving doors Actor Material Cir : Location
14. The process takes his handler, Richard Miller about an hour
The process takes his handler, Richard Miller about an hour Actor Material Goal Cir: Extent
15. He’s not working
He ‘S not working
Actor Material
16. Petie hangs out on the Victory Gallop farm
17. Kids from the riding program help groom him
Kids from the riding program help groom him
Actor Material Goal
18. He gets through the fence
He gets through the fence Actor Material Cir : Location
19. He doesn’t go anywhere
He doesn’t go anywhere
Actor Material Cir” Location
20. A kid lets him
A kid lets him
Actor Material Goal
21. For a moment, we’ve done something good
22. Tyler carter gets a big kick out of the little horse at his bedside
Tyler carter gets a big kick out of the little horse at his bedside Actor Material Goal Cir: Purpose Cir: Location
23. They have something to share
They have something to share
Actor Ma- Goal Terial
24. A Horse came to my room today
A horse came to my room to day Actor Material Cir: Location Cir: Time
25. Each child gets a photo
Each child gets a photo
Actor Material Goal
26. He can prove it
He can prove it
27. A miniature stuffed petie
A miniature stuffed petie
Actor Material Goal
28. When it comes to stacking the deck
When it comes to stacking the deck Cir: Time Actor Material Goal
29. No one trumps
No one trumps
Actor Material
30. It took more than 30 years
It took more than 30 years
Actor Material Cir: Time
31. To build the capital building in washington, D.C
32. Bryan Berg did it in three days
Bryan Berg did it in three days Actor Material Goal Cir: Time
33. He used playing cards
He used playing cards
Actor Material Goal
34. Berg was inspired to re-create the iconic building exclusively for reader’s digest because its rounded dome
Berg was inspired to re-create
the iconic building
exclusively for reader’s digest
because its rounded dome
Actor Material Goal Cir: Manner Recipient Cir: Cause
35. Square façade and myriad, columns posed enough
Square façade and myriad columns posed enough
36. It challenges to fire up this Guinness world Record holder
It challenges to fire up this guinness world record holder Actor Material Goal
37. To build the capitol
To build the capitol
Material Goal
38. He used 450 decks of low gloss Pla-Mor Card from the U.S playing cards company.
He Used 450 decks of low gloss pla-mor cards
from the u.s playing cards company
Actor Material Goal Cir: Location
39. It can hold 660 pounds per square feet
It can hold 660 pounds per square feet Actor Material Goal Cir: extent, Spatial
40. That strength came in handy
That strength came in handy
41. Berg built the world’s largest house of cards
Berg built the world’s largest house of cards Actor Material Goal
42. In bed after a long day of work, he received the phone call
In bed after a long day of work he received the phone call Cir: Location Cir: Time Actor Material Goal
43. A Squirrel’s loose in the room
A Squirrel’s loose in the room Actor Material Cir: Location
44. It’s throwing it self a party inside the castle walls
It ‘S throwing itself a party inside the castle walls Actor Material Receiver Goal Cir: Location
45. By the time, he returned
46. The guard entry had been toppled
The guard entry Had been toppled
Actor Material
47. But the castle stood
But the castle stood
- Actor Material
48. A stray bottle rocket blinds a child
A stray bottle rocket Blinds a child
Actor Material Goal
49. For years, Kennon threw a party at their house in Picayune, Mississippi, on New Year’s Eve
50. For years, Betty Peterson threw a party at their house in Picayune, Mississippi on New Year’s Eve
For years Betty Peterson threw a party at their house in Picayune, Mississippi on New Year’s Eve
Cir: Time Actor Material Goal Cir: Location
51. That tradition would end in tragedy
That tradition would end in tragedy Actor Material Cir: Matter
52. Before the bash one year, Kennon bought a large supply of firecrackers from nearby Joey’s fireworks
Before the bash one year
kennon bought a large of supply firecrackers
from nearby Joey’s fireworks
53. Before the bash one year, Kennon bought bottle rockets from nearby Joey’s
54. Before the bash one year, Kennon bought Roman Candles from nearby Joey’s fireworks
55. Before the bash one year, Kennon bought aerial sparklers from nearby Joey’s fireworks
56. The Petersons asked to supply extra fireworks for the night’s finale
57. Mary Mc Millen lived across the street
Mary Mc Millen lived across the street Actor Material Cir: Location
58. Mary Mc Millen was invited
Mary Mc Millen was invited
Actor Material
59. She brought Brandon Keith
She brought Brandon Keith Actor Material Goal
60. Brandon Keith was visiting from New Orleans
Brandon Keith was visiting From New Orleans
Actor Material Goal
61. By the time, everyone had arrived
62. The Peterson’s traditional bonfire was beginning in the front yard The Peterson’s traditional bonfire was beginning in the front yard Actor Material Cir: Location
63. The Peterson’s traditional bonfire was to blaze in the front yard
The Peterson’s traditional bonfire was to blaze in the front yard Actor Material Cir: Location
64. Later that evening, the younger kids waved sparklers
Later that evening the younger kids waved sparklers Cir: Time Actor Material Goal
65. The high light of the bash came
The high light of the bash came
Actor Material
66. Every body included
Every body included
67. Children Included
Children included
Actor Material
68. Everybody set off the fireworks
Everybody Set off The fireworks
Actor Material Goal
69. Children set off the fireworks
Children set off the fir
Actor Material Goal
70. The fun lasted until shortly after midnight
The fun lasted until shortly after midnight Actor Material Cir: Time
71. The party came to a close
The Party came to a close
72. The next Morning, trash covered the Peterson’s yard
The next morning trash covered the Peterson’s yard Cir: Time Actor Material Goal
73. The revelers had dropped unused fireworks
The revelers had dropped unused fireworks Actor Material Goal
74. The revelers had dropped spent fireworks
The revelers had dropped spent fireworks
Actor Material Goal
75. The revelers had dropped all over the property
The revelers had dropped all over the property
Actor Material Goal
76. Betty’s sister, Mae langston helped Kenno
Betty sister, Mae langston helpd kennon
77. Betty’s sister, Mae Langston get rid of the mess
Betty’s sister, Mae Langston get rid of the mess
Actor Material Goal
78. Betty’s sister, Mae Langston Helped throwing trash
Betty’s sister, mae langston helped throwing trash
Actor Material Goal
79. Betty’s sister, Mae langston helped throwing some fireworks Betty’s sister, Mae Langston helped throwing some fireworks
Actor Material Goal
80. Some fireworks had never been lit
Some fireworks had never been lit
Actor Material
81. Luckily, none of them ignited
82. In the meantime, two of the Peterson’s sons, ages eight and seven
In the meantime two of the Peterson’s sons ages eight and seven Cir: Time Actor Material Goal
83. Two of the Peterson’s Son played in the yard
Two of the Peterson’s Son played in the yard Actor Material Cir: Location
84. Betty took care of their one year old son inside the house
Betty took care of their one year old son inside the house Actor Material Goal Cir: Location
85. Brandon Keith had stayed overnight at his grandmother’s
Brandon Keith had stayed overnight at his grandmother’s Actor Material Cir: Time Cir: Location
86. He could go to the Peterson’s house
87. He could go
He could go
Actor Material
88. It was to play in her yard
It was to play in her yard Actor Material Cir: Location
89. He Joined the Peterson boys in their game of hide and seeks
He Joined the Peterson boys in their game of hide and seek Actor Material Goal Cir: Location
90. Betty Peterson testified
Betty Peterson testified
Actor Material
91. Brandon was playing in the yard
92. Brandon had joined his sons
Brandon had joined his sons
Actor Material Goal
93. When it was to hide his turn
When it was to hide his turn Cir: Time Actor Material Range
94. Brandon ran to the far side of the thick hedgerow
Brandon ran to the far side of the thick hedgerow Actor Material Cir: Location
95. Moments later, Kennon happened to fooling around with the unused bottle rockets
Moments later
Kennon happened to fooling around
with the unused bottle rockets
Cir: Time Actor Material Cir: Manner
96. She picked up one
97. She lit it high in the air
She lit it high in the air Actor Material Goal Cir: manner Cir: Location
98. She tossed it high in the air
She tossed it high in the air Actor Material Goal Cir: Manner Cir: Location
99. The rocket flew up the driveway
The rocket flew up the driveway Actor Material Cir: Location
100. The rocket was falling behind the bushes
The rocket was falling behind the bushes Actor Material Cir: Location
101. Brandon was hiding
Brandon was hiding
102. One of the children had been hiding behind the shrubbery
One of the children had been hiding behind the shrubbery Actor Material Cir: Location
103. The bottle rocket had hit Brandon in his right eye
The bottle rocket had hit Brandon in his right eye Actor Material Goal Cir: Location
104. Betty rushed Brandon and his grandmother to a hospital in Picayune Betty rushed Brandon and his grandmother to a hospital in picayune Actor Material Goal Cir: Location
105. They were unable to get help
They Were unable to get Help
Actor Material Range
106. After Picking up Brandon’s mother, Michelle, they drove to children’s Hospital in New Orleans
After picking up Brandon’s mother, Michelle
They Drove to Children’s hospital in New Orleans
107. Eye doctor referred them to nearby charity Hospital
Eye doctor Referred Them To nearby charity Hospital Actor Material Goal Cir: Location
108. Doctors finally operated on the boy
Doctors Finally Operated On the boy Actor Cir: Manner Material Cir: Location
109. Brandon lost sight in the eye permanently
Brandon Lost Sight In the eye Permanently Actor Material Goal Cir: Location Cir: Manner
110. Michelle Keith took the Petersons to court
111. The party throwers should have been more cautious with the dangerous fireworks on the property
The party
112. The children and fireworks don’t Mix
The children and fireworks don’t mix
Actor Material
113. He’d asked to play her permission there
He ‘d asked to play her permission there
Actor Material Goal Cir: Location
114. Fireworks were scattered around the property
115. The other adults were looking for them
The other adults were looking for them
Actor Material Goal
116. This volatile combination should have put on notice the couple This volatile combination should have put on notice the couple
Actor Material Goal
117. An accident could happen
An accident could happen
Actor Material
118. Petersons will fully engaged in dangerous behaviour
Petersons will fully engaged in dangerous behaviour Actor Cir: Manner Material Cir: Manner
119. She found fireworks in the yard
120. Brandon did nothing
Brandon did nothing
Actor Material Goal
121. Brandon takes part game of hide and seeks
Brandon takes part in a game of hide and seek Actor Material Cir: Location
122. He lost half his sight forever because of the Peterson’s negligence He lost Half his
sight
forever because of the Peterson’s negligence
Actor Material Goal Cir: Time Cir: Cause
123. Mae Langston would set off a rocket
Mae Langston would set off a rocket
Actor Material Goal
124. Brandon was hiding
Brandon was hiding
125. They had exercised
They had exercised
Actor Material
126. They search for the fireworks
They search for the fireworks
Actor Material Goal
127. A grandmother wants the right to see her grandson
A grandmother wants the right to see her grandson Actor Ma- Goal Terial Goal
128. All Cindy Flynn wanted to spend time with her grandson
All Cindy Flynn wanted to spend time with her grandson
Actor Material Range Cir: Commitative/ Positive
129. Elias was born in May 2003
130. Alice wasn’t married to Elias’s father
Alice wasn’t married to Elias’s father Actor Material Cir: Recipient
131. Cindy’s son Cory was serving time in an Illinois state Prison
Cindy’s son Cory was serving time in an Illinois state Prison Actor Material Range Cir: Location
132. Alice and her newborn had moved into her mother’s home
Alice and her newborn had moved into her mother’s home Actor Material Cir: Location
133. Before her grandson’s birth, Cindy had sent items for the baby to Alice Before her grandson’s
birth
Cindy had sent items for the baby to Alice
Cir: Matter Actor Material Goal Recipient
134. She sent Alice a card
She sent Alice a card
