TRANSITIVITY REPRESENTATIONS OF READING
PASSAGE IN ENGLISH TEXTBOOK GRADE 9 OF JUNIOR
HIGH SCHOOL PUBLISHED BY ERLANGGA
A THESIS
Submitted in Partial Fulfillment of the Requirement for Degree of Sarjana Pendidikan
BY:
DEDISAPUTRA KESOGIHIN
Registration Number: 2123321013
ENGLISH AND LITERATURE DEPARTMENT
LANGUAGES AND ARTS FACULTY
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity. Except where
appropriately acknowledge, this thesis is my own work, has been expresses in my own words, and has not been previously submitted for assessment.
I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, Juli 2016
i
ABSTRACT
Kesogihin, Dedisaputra, Registration Number: 2123321013. Transitivity Representations of Reading Passage in English Textbook Grade 9 of Junior High School Published by Erlangga. A Thesis. English and Literature Department, Faculty Languages and Arts, State University of Medan, 2016.
This study is intended to analyze the experiential function of Reading Passage in English Textbook Grade 9 of Junior High School Published by Erlangga. This aspect of meaning can be investigated grammatically through the concept of transitivity. This study is aimed to identify and to describe the process types, the participant functions, and the circumstantial elements characterizing Reading Passage in English Textbook Grade 9 of Junior High School Published by Erlangga. The research employed a descriptive-qualitative method. The unit of analysis is the clauses in Reading Passage in English Textbook Grade 9 of Junior High School Published by Erlangga. The main instrument in this study was the researcher herself who completed the data into the data sheet, classified and analyzed them in terms of transitivity representations. The data analysis found that the Material process type is the dominant frequently in process types of Reading Passage in English Textbook Grade 9 of Junior High School Published by Erlangga with the highest frequency of occurrences (49.55%). In accordance with the participant functions, Actor and Goal that are the participant functions of Relational process are the most two prominent participant functions (59.02%). In regard to the circumstantial elements, the circumstance of Location of Place dominates the circumstantial elements (31.33%). In conclusion, it can be said that Reading Passage in English Textbook Grade 9 of Junior High School Published by Erlangga are talk much of imperatives, the things that are to be actor and goal, and also talk much about the place where take process.
ACKNOWLEDGEMENT
First of all, the writer would like to express his deepest gratitude to Almighty God, Allah SWT for the amazing grace, uncountable blessing, loves, opportunity and strength given to the writer during his study and in completing this thesis which entitled: Transitivity Representations of Reading Passage in English Textbook Grade 9 of Junior High School Published by Erlangga. The thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan og the English Department, Languages and Arts Faculty, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced some problems and he had received the academic guidance, suggestions, comment and get a lot of assistance and moral support from many people. Therefore, the writer would like to express his gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and as his Thesis Advisor, who have given their valuable advice, guidance, and spent their precious time in the process of completing this thesis. Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of English Education Study Program.
Tiarnita M.S. br Siregar, S.Pd., M.Hum., as his Thesis Advisor, who have
given their valuable advice, guidance, and spent their precious time in the process of completing this thesis, and as his Academic Advisor, who has supported his throughout the academic years.
Dr. Rahmah, M.Hum., and Rika, S.Pd., M.Hum., as his Reviewer and
Examiner, who had given their precious time, guidance, suggestins, and comments.
All the Lecturer of English Department who had thought, guided, and
advised his throughout the academic years.
Eis Sri Wahyuningsih, M.Pd., as the Administration Staff of English
Department, for her attention, assistance, and information for completing this thesis.
His special sincere gratitude goes to his beloved parents, Madin Kesogihin
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his brother in law Hendra Karno Solin and all families for their endless love, pray, inspiration, motivation, mental, and everything that they had given to the writer.
Muhammad Yusuf, S.Pd., and Budi Yanto, S.Pd., as his friend boarding
house in Medan who always give their support, motivation, and remind the writer.
His lovely best friends, Sidik Eka Hermawan, Mhd. Sayiful Amri, Nisha
Titha Mutiarni, Anni Marhamah, and also all of alumni of Students’
Council of English and Literature Department, as the great organization for the love and togetherness throughout four years.
Sri M. Sinabutar, Novri Z. Nasution, Prihastiningtyas Sastrawita, Wulan Junita, and all of his friends and classmates in Extension A and B 2012 that
can not be mentioned one by one.
The writer realized that this thesis still has the paucity, he conveniently welcomes and any suggestions, comments, and advices that will improve the quality of this thesis. He hopes that this thesis would be useful for those who are read and interested in the field of this study.
Medan, Juli 2016 The Writer
TABLE OF CONTENTS
CHAPTER II REVIEW OF LITERATURE……… 8
A. Theoretical Framework ……….. 8
1. Systemic Functional Linguistic ……… 8
a. The Language System ……… 9
b. The Language Function (Metafunction) ……… 12
2. Transitivity ……….. 14
a. Transitivity: Experiential at Clause Rank ………. 14
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CHAPTER IV DATA, DATA ANALYSIS FINDING AND DISCUSSION A. Data ………. 41
B. Data Analysis ……….. 44
C. Findings ……… 51
D. Discussion ……… 51
1. The Result Concerning the Process Types ……….. 51
2. The Result Concerning the Participant Functions …………... 52
3. The Result Concerning the Circumstantial Elements ……….. 52
CHAPTER V CONCLUSION, IMPLICATIONS, AND SUGGESTIONS A. Conclusion ………... 54
B. Implications ………. 56
C. Suggestions ……….. 56
REFERENCES ………. 57
LIST OF TABLES
Table 2.1 : Type of process ……… 16
Table 2.2 : The Example of Goal ……….. 17
Table 2.3 : The Example of Range ..……….. 18
Table 2.4 : The Example of Beneficiary..…... 19
Table 2.5 : Examples of Verb Serving as Process in Mental Process ……… 20
Table 2.6 : The Example of Mental Process ………. 21
Table 2.7 : The Example of Intensive Attributive Process …... 22
Table 2.8 : The Example of Intensive Identifying Process ………... 23
Table 2.9 : Examples of behavioral Process ………. 25
Table 2.10 : Examples of Verbal Process ………... 26
Table 2.11 : Examples of Existential Process ………... 27
Table 2.12 : Type of process and participant ………... 28
Table 2.13 : Extent and Location ……… 29
Table 4.1 : The Number of Occurrences of Process Types in Transitivity Representation of Reading Passage in English Textbook Grade 9 of Junior High School Published by Erlangga. ……... 44
Table 4.2 : Relational Process Types ……… 45
Table 4.3 : The Number of Occurrences of Participant Functions in Transitivity Representation of Reading Passage in English Textbook Grade 9 of Junior High School Published by Erlangga ………... 46
Table 4.4 : Participant Functions of Material Process ……….. 46
Table 4.5 : Participant Functions of Relational Process ………... 47
Table 4.6 : Participant Functions of Mental Process ……… 48
Table 4.7 : Participant Functions of Existential Process …………. 48
Table 4.8 : Participant Functions of Verbal Process ………... 48
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LIST OF ABBREVIATIONS 1. Process Types:
Mat : Material Men : Mental
RAI : Relational Attributive Intensive RII : Relational Identifying Intensive RAC : Relational Attributive Circumstantial RIC : Relational Identifying Circumstantial RAP : Relational Attributive Possessive RIP : Relational Identifying Possessive Ver : Verbal
Bh : Behavioural Ext : Existential
2. Participant Function
Id : Identified Ir : Identifier Sy : Sayer Rcv : Reveicer Vb : Verbiage Tg : Target Bhv : Behaver Bho : Behaviour Ex : Existent
3. Circumstantial Elements
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LIST OF APPENDICES
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CHAPTER I
INTRODUCTION
A. Background of the Study
English is a language widely adopted for communication between two speakers whose native languages are different from each other’s (Harmer, 2001: 1). As an international language, English is considered as a very important language to be taught in Indonesia. The ultimate goal of teaching it is to set high school graduates to be ready to communicate both written and oral. Then, the capability of mastering English would be potentially beneficial for participating in the international-level of communication. Language, no matter how it is analyzed and assessed, is still produced due to human needs. Therefore, its structure and components are functional with respect to those needs (Halliday, 1994:154). Johnson (2001:2) states that people in this world today learning English as foreign language and it continues to spread, not only as the global language but also as the language of science, technology, and advanced research. It shows that English is so important now days, especially for students. They are expected to study English more.
In teaching-learning English process, English teacher should be able to decide whether one of the requirements in textbooks is suitable with the current curriculum or not. Textbook is important for students to prepare and fulfill experiences in the good process. It means that textbook is functioned as guidance for teacher and student. Ferris and Hedgcock as cited in Solihatun
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world. Indeed, textbooks provide the backbone for the courses that many
educators teach”. It means that the materials in the textbook should help the
teacher in conducting teaching and learning processes, so it is important for the teacher to select and to analyze the contents of textbook. An appropriate book will lead a better understanding. By understanding the process, the teacher will be better prepared to teach the students.
Additionally, Saragih (2016:56) classifies that there are three categories of learning English in Indonesia. First, the contents of the textbook should deal with the current curriculum; it might be from the genre with should be available in the textbook. Besides that, the contents of the textbook also go with the level of study. The second category is a textbook should have an interesting display because it can give motivation for readers to read the textbook. And the third, the language of the textbook should correct in context and situation. It means that the language does not enclose ambiguous, so the reader can understand easily.
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process is dominantly used than relational process in descriptive text, she concludes that textbook not compatible with the latest curriculum, School-Based Curriculum. It showed the fact that there was English textbook that
didn’t fulfill categories of good textbook.
Based on this fact, the writer is interested in analyzing the transitivity representation of reading passage found in English on Sky textbook for 9th Junior High School published by Erlangga. There are several reasons why the writer chooses the book; First, English on Sky textbook is one of book that suitable with the curriculum. Second English on Sky textbook is used for teaching English to ninth year’s students, it is important to know whether the textbooks are appropriate with the students’ need. Third, the writer will use this book to know the transitivity representation of reading passage in English
textbook grade 9 of Junior High School published by Erlangga.
This leads to the fact that no language item is separate, each piece of it is evolved to the functions which are decided by humans in communication, and grammar is not an exception. However, it seems that the process of teaching and learning the language tends to make a clear distinction between
grammar and other linguistics areas, as in structuralism’s perspectives.
Functionalists, on the other hand, hold the belief that “Grammar should be seen as facilitating communication in all modes, not as an isolated area of
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The study of analyzing transitivity system in textbook has been done by some researches, Panjaitan (2010) who conducted research about five texts in Senior High School textbook by randomly selected, found that the most dominant type of process used in that texts is Relational process, because most of the texts were descriptive texts and theory. And also Babai and Ansary (2003) who conducted research about transitivity system in three textbooks (Physics, Sociology, and Literature) found that, the material process is dominant.
The writer hopes that this study can give its useful contribution for the teachers to select the textbook which is most suitable in teaching learning process and as a guidance when they teach the material about reading passages, they can give explanation for their students about kind of process which is contained in that reading passage, in order to make the students know all the process in a language, and also they can know exactly how human beings state their experience in the world. And also it is useful contribution for many people, and students to enrich their knowledge.
A. The Problem of the Study
Based on the background stated in advance can be formulated as the followings:
1 What are the process types of transitivity system used in Reading passages in English on Sky grade 9th textbook published by Erlangga?
2 What are the participant functions used in Reading passages in English on
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3 What are the circumstantial elements that used in Reading passages in
English on Sky grade 9th textbook published by Erlangga?
4 What are the dominant process, participant, and circumstance found in Reading passage in English on Sky grade 9th textbook published by Erlangga?
B. The Objective of the Study
In accordance with the delimitation of the study, the objectives of the study are to identify and to describe the transitivity process types, the participant functions and types, and the circumstantial elements that characterized reading passage in English Textbook Grade 9 of Junior High
School published by Erlangga.
In relation to the problem of the study, the objectives of the study are: 1. To identify and to describe the process types of transitivity system
used in reading passage in English on Sky grade 9th textbook published by Erlangga.
2. To identify and to describe the participant functions and types used in Reading passages in English on Sky grade 9th textbook published by Erlangga.
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4. To discover the dominant process, participant, and circumstance found in Reading passage in English on Sky grade 9th textbook published by Erlangga.
C. The Scope of the Study
Based on the background and identification of the problem, this study focuses on materials. Here, the researcher wants to describe the characteristics of English texts in the level of lexicogrammatical aspect in order to see the
grammatical complexity of them by using Halliday’s functional grammar
approach; that is transitivity. Transitivity is defined as the structural configuration of a clause which has a functional element such as the process, the participant involved in the process and the attendant circumstances. Therefore, transitivity catches the characteristics of texts from clause structures.
The writers will focus on analyzing transitivity system in reading passage in English on Sky grade 9th textbook published by Erlangga. There are 17 reading passages in English on Sky grade 9th textbook published by Erlangga, but the writer analyzed 10 reading passages from English on Sky grade 9th textbook published by Erlangga. They are Bamboo Resto and Café,
Eight Glasses of Water a Day Keep the Doctor Away, “Snow Owls, Large
Prey Bird”, Durian, Coconuts, The Nile River, The Bengawan Solo, The
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D. The Significant of the Study
The results of the study are expected to give contribution both theoretically and practically.
1. Theoretically, the result of this research can be used to enrich the horizon on analyzing texts using transitivity.
2. Practically, the result of this research will be beneficial for the following parties. They are:
a. Students of English Department
They can use the result of the research as the sample of the grammatical complexity analysis of the texts and as their supplies to determine kinds of texts which are appropriate for the students based on their level competency.
b. Other researchers
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CHAPTER V
CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
A. Conclusion
Based on the findings and discussion, it can be concluded three important points:
1. The process type which has the highest frequency of occurrence and hence is regarded as typical process characterizing transitivity representation of reading passage in English textbook grade 9 of Junior High School published by Erlangga is Material process (49.55%). This means that the text construes a quantum of change in the flow of events as taking place through some input of energy. Material process expresses the notion that
some entity ‘does’ something –which may be done ‘to’ some other entity.
Material process in English texts is much found in the forms of imperatives. It is reasonable since the texts which are taken to be analyzed are the exercises in English Textbook Grade 9 of Junior High School published by Erlangga. Imperatives refer to the special forms used to express command, request or instruction. The basic message of an imperative clause is either I want you to do something (Halliday, 1994: 47). This indicates that the students are asked to do something. They are commanded to do the instruction in the exercises.
It is followed by, Relational, Mental, Verbal, Behavioral, and Existential processes respectively.
2. From the point of the participant functions, every process type is followed by participant functions. These participant functions are specified based on
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their type. Related to the participant functions characterizing English Textbook Grade 9 of Junior High School published by Erlangga, it is found that the participant functions of Material process are the most prominent participant functions. Actor and Goal dominate in occurrences (59.02%). This shows that the texts talk much about the things/ the ones that are to be actor or the things/the ones that are the purpose of text to be goal. They are followed by participant functions of Relational process, Mental process, Verbal process, Behavioral process, and Existential process respectively.
3. In accordance with the circumstantial elements, the circumstance of Location of Place dominates the circumstantial elements (31.33%). This means that the texts talk much about the place where the process unfolds. The texts show the place where the students should do the exercises. They cannot do the exercise in another area except what has been determined. This happens because English problem solving is suffused with showing on where the students do the instruction. It is followed by the circumstances of Manner (Means, Quality, and Comparison), Cause (Purpose, Reason, and Behalf), Accompaniment (Commitive, and Addition), Extent (Distance, and Duration), Location (Time), Role, and Matter respectively. Location of place is dominant in occurrences
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From the findings of this study, it can be found the characteristics of transitivity representation of reading passage in English textbook grade 9 of Junior High School published by Erlangga. These characteristics of English texts can be explained as follow:
English texts expresses the notion that some entity ‘does’ something –
which may be done ‘to’ some other entity. In English texts is much found in
the forms of imperatives. It is reasonable since the texts which are taken to be analyzed are the exercises in English Textbook Grade 9 of Junior High School published by Erlangga. Imperatives refer to the special forms used to express command, request or instruction.
C. Suggestions
The result of this research can lead to the suggestion to some parties as follows:
1. Teachers
Teachers should understand the texts carefully in order to determine types of texts which are appropriate for the students based on the level of difficulties of the texts and based on the students’ level competency.
2. Other researchers
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