Experiential Function in EFL Students’ Recount Texts in Medan

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EXPERIENTIAL FUNCTION IN EFL STUDENTS’ RECOUNT

TEXTS IN MEDAN

A THESIS

By

MUHAMMAD YUSUF

147052004/MBE

FACULTY OF CULTURAL SCIENCES

UNIVERSITY OF SUMATERA UTARA

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EXPERIENTIAL FUNCTION IN EFL STUDENTS’ RECOUNT

TEXTS IN MEDAN

A THESIS

Submitted as the Partial Fulfillment of Requirement for the Degree of Master of Arts (M.A.) in English Postgraduate Study Program, Faculty of

Cultural Sciences, University of Sumatera Utara

By

MUHAMMAD YUSUF

147052004/MBE

FACULTY OF CULTURAL SCIENCES

UNIVERSITY OF SUMATERA UTARA

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Title of Thesis : Experiential Function in EFL Students’ Recount Texts in Medan

Name : Muhammad Yusuf Reg. Number : 147052004

Study Program : English Postgraduate

Approved by Adviser Commission

(Prof. T. Silvana Sinar, M.A., Ph.D.) (Dr. Nurlela, M.Hum.) Adviser I Adviser II

Head of Dean of

English Postgraduate Program Faculty of Cultural Sciences

(Dr. Ridwan Hanafiah, S.H., M.A.) (Dr. Budi Agustono, M.S.)

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Has been examined on Date : 18th August 2016

Board of Examiners :

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DECLARATION

EXPERIENTIAL FUNCTION IN EFL STUDENTS’ RECOUNT TEXTS IN MEDAN

I certify that the thesis I wrote as one of the requirements to obtain the

degree of Master of Arts from English Postgraduate Study Program, Faculty of

Cultural Sciences, University of Sumatera Utara, is exactly my own work.

I certify that I clearly mentioned the reference of the citations I used in

some specific parts of this thesis based on norm, rule, and etiquette of the

technique of a scientific writing.

I certify, in the future, that I am willing to accept the sanction of the

renovation of my academic degree which I receive and other sanction in

accordance with the prevailing laws and regulations, provided some parts or all

parts of this thesis are invented not to be my own work or to commit plagiarism.

Medan, August 2016 The writer

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EXPERIENTIAL FUNCTION IN EFL STUDENTS’ RECOUNT

TEXTS IN MEDAN

ABSTRACT

This study attempts to investigate the experiential function as proposed by Halliday and Matthiessen (2014) in EFL students’ recount text in Medan. This study is aimed to discover and to explain the process types, the participant types and functions, and circumstantial element which characterize EFL Students’ recount text in Medan. Qualitative content analysis proposed by Cohen, Manion and Morrison (2007) is employed in this study. The data are clauses taken from 60 recount texts. The trustworthiness of the data is gained by using credibility and dependability. Based on the data analysis, it is found that there are 2833 occurrences of process types, 3876 occurrences of participant functions, 3876 occurrences of participant type, and 1989 occurrences of circumstantial type in EFL Students’ Recount Text in Medan. In terms of process type, on the whole, there are seven process types that occur in the data and material process characterizes the recount text with 51.80% from the total of occurrences. Then, there are 18 types of participant function occurred in the data in which the most dominant participant function is actor with the total percentage 26.71%, and the dominant participant type is non-human participant (NH) with 52.86%. Furthermore, there are 17 circumstantial elements found in the data and the dominant circumstantial element which characterizes the texts is circumstantial locative with the total occurrences 711 occurrences or 35.75%. In conclusion, the realization of dominant material process, actor, non-human participant, and circumstantial locative place characterize EFL students’ recount text in Medan. It means that the students tend to write what practically happens and what they do and how they do it out there because the topic given is about going to somewhere to describe what happens or what is done. Then, in terms of participant type, non-human participant realizes as the dominant one because the students use it to describe the place or the location that they have visited. Then, the actor as the participant function characterizes EFL students’ recount text in Medan because the actor is the participant involved in material process or the doer of the deed. The realization of circumstantial locative place as the dominant circumstantial element in the text happens because the topic discussed is about going to somewhere and it must be stated the place they have visited or the location where the action happened.

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FUNGSI PENGALAMAN DALAM TEKS RECOUNT SISWA EFL

DI MEDAN

ABSTRAK

Penelitian ini mencoba untuk menginvestigasi fungsi pengalaman sebagaimana yang di usulkan oleh Halliday dan Matthiessen (2014) pada teks recount siswa EFL di Medan. Penelitian ini bertujuan untuk mengetahui dan menjelaskan jenis proses, jenis dan fungsi partisipan, dan elemen sirkumstans yang mencirikan teks recount siswa EFL di Medan. Metode Analisis isi kualitatif yang dikemukakan oleh Cohen, Manion dan Morrison (2007) digunakan dalam penelitian ini. Data dalam penelitian ini adalah klausa yang diambil dari 60 teks recount.

Keterpercayaan data didapat dengan menggunakan kredibilitas dan

dependabilitas. Berdasarkan analisis data, ditemukan bahwa ada 2834 kemunculan jenis proses, 3876 kemunculan fungsi dan jenis partisipan, dan 1989 kemunculan tipe sirkumstan dalam teks recount siswa EFL di Medan. Berkenaan dengan tipe proses, secara keseluruhan, ada tujuh tipe proses yang muncul dalam data dan proses material menjadi ciri dari teks recount dengan 51.80% dari total kemunculan. Selanjutnya, ada 18 fungsi partisipan yang muncul dalam data dimana fungsi partisipan yang paling dominan adalah aktor dengan total persentase 26.71% dan tipe partisipan yang paling dominan adalah partisipan bukan manusia dengan 52.86%. Lebih jauh lagi, ada 17 tipe sirkumstan ditemukan dalam data dan tipe sirkumstan yang dominan yang member ciri teks adalah sirkumstan lokasi tempat dengan total kemunculan 711 atau 35.75%. Sebagai kesimpulan, realisasi dari dominan material proses, atktor, partisipan bukan manusia, dan sirkumstan lokasi tempat memberikan ciri kepada teks recount siswa EFL di Medan. Hal itu berarti bahwa siswa cenderung untuk menulis apa yang secara prakteknya terjadi dan apa yang mereka kerjakan dan bagaimana mereka melakukannya karena topik yang diberikan adalah tentang pergi ke suatu tempat untuk mendeskripsikan apa yang terjadi dan apa yang dilakukan. Selanjutnya, dalam hal tipe partisipan, partisipan bukan manusia muncul sebagai yang dominan karena siswa menggunakannya untuk mendeskripsikan tempat atau lokasi yang telah mereka kunjungi. Lalu, aktor sebagai fungsi partisipan memberikan ciri pada teks recount siswa EFL di Medan karena aktor adalah partisipan yang terlibat dalam material proses atau pelaku dari kegiatan. Realisasi dari sirkumstan lokasi tempat sebagai elemen sirkumstan yang dominan dalam teks terjadi karena topik yang di diskusikan tentang pergi ke suatu tempat dan harus di sebutkan tempat yang mereka kunjungi atau lokasi dimana kejadian itu terjadi.

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ACKNOWLEDGEMENT

First and foremost, the writer would like to express his deepest gratitude to

Allah SWT, the Almighty God and the Most Beneficial for His Blessing, Grace,

Guidance, and Mercy that have made this thesis come to its completion. This

thesis has been written in partial fulfillment of the requirements for the degree of

Master of Arts (M.A.) in English Postgraduate Study Program, Faculty of Cultural

Sciences, University of Sumatera Utara.

Many people have involved in the process of completion of this thesis.

Therefore, the writer would like to express his gratitude and special thanks to:

1. Prof. Dr. Runtung, Rector of University of Sumatera Utara

2. Dr. Budi Agustono, M.S. The Dean of Faculty of Cultural Sciences

3. Dr. Ridwan Hanafiah, S.H., M.A. and Dr. Umar Mono, Dipl. Trans.,

M.Hum. as the thesis examiners and the chief and the secretary of English

Postgraduate Study program with all lecturers.

4. Prof. T. Silvana Sinar, M.A., Ph.D. and Dr. Nurlela, M.Hum. as advisers.

I owe an incredible debt of gratitude to them who have given brilliant

supervision, generous guidance, advice, encouragement and patience to

shape the ideas into the thesis and to skim my transitivity analysis. The

writer couldn’t accomplish this thesis without them. They are also my

inspiration to take a deep insight on discourse analysis and Systemic

Functional Linguistics.

5. Prof. Dr. Syahron Lubis, M.A. as the academic advisor and also the

examiner of this thesis who also gave the time and valuable enlightenment

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6. Ayahanda Khairuddin, Ibunda Heriani and my brother Zulkifli who always

devote their endless love, patience, encouragement, advice and support to

the writer to pursue a higher level degree of education and to contribute for

human beings. My special feeling of gratefulness is forwarded to them.

Their existence gave me strength, spirit and dignity to overcome the

obstacles and not to surrender in any condition.

7. Prof. Amrin Saragih, M.A., Ph.D. my lecturer and my former supervisor. I

am so thankful to him for giving me a vivid way to explore the

phenomenon in language through the theory of systemic functional

linguistics.

8. Dr. Anni Holila Pulungan, Dr. I Wayan Dirgeyasa, Firman Ginting,

M.Hum., Al Fitriani, M.Ed. and also Rusdi Noor Roosa, M.Hum for all

their help to the writer in collecting the data from their writing classes. I

am sincerely also grateful to them.

9. Regular A 2014 and Extension A 2014 classes from English and Literature

department Unimed, Regular C Class 2014 of English Literature

University of Sumatera Utara, and also Afternoon B and Evening class A

2014 of English Department, UMSU for their cooperation, and sincere in

helping the during the data collection. Their participation is one of the

keys to accomplish this thesis.

10.Bu Adry Wiyani Ridwan, the administration staff of English Postgraduate

Study program, for all her help during my study.

11.My love, Aprilza Aswani, for her care, patient, support, help,

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12.Dedi Saputra Kesogihin, S.Pd., Anni Marhamah, S.Pd. and Atika Sri

Rahma for all their assistance in the process of data analysis and data

tabulation. My thankfulness is forwarded to them. May Allah ease them in

their life.

13.Pak Manalu, Liza, Kak Elita, Soraya, Maridha, Bu Elliyati, Wina, Bang

Sahat, and Bu Yani, my classmates and compatriots, for their

encouragement, togetherness, shared moments and ideas during study in

University of Sumatera Utara

14.Abangda Budi Yanto, S.Pd., Hambali, S.Pd., Rizky Ramadhansyah, Supra

Cipto, S.Pd., Bang Faisal Hakim, S.Pd., Bang Amar Dalimunthe, S.Pd.I.,

Bu Yus, Habibah, Bang Andi, and Latifah, my family and friends during

the stay in Medan. I do appreciate them for every spirit, motivation, and

bitter-sweet memories.

15.Abangda Dedi Sanjaya, M.A., Abangda Azhar Aziz Lubis, M.Pd., Irwan

Saputra, S.S., Ali Muis Dongoran, S.S., Rahmad Husein Nasution, S.Pd.,

my best friends, for their support and motivation.

Medan, August 2016

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CURRICULUM VITAE

Personal Data

Name : Muhammad Yusuf

Place, Date of Birth : Tandem Hilir, 4th May 1992

Sex : Male

Religion : Islam

Nationality : Indonesia

Address : Jl. Tandem Hilir I Pasar III Kec. H. Perak, D.

Serdang

Phone Number : 085664077978 / 081260680508

Email : yusufelmahbub@gmail.com

Academic Background

1. 1998-2004 : SD Negeri 106152 Tandem Hilir I

2. 2004 -2007 : MTsS Al Abraar

3. 2007 -2010 : MAN Binjai

4. 2010-2014 : Bachelor of Education (S.Pd.) of English

Education in State University of Medan

5. 2014-2016 : Master of Arts in English (M.A) Faculty of

Cultural Sciences University of Sumatera Utara

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LIST OF TABLES

Page

Table 2.1. The Example of Material Process ………. 17

Table 2.2. Verbs Serving as Material Process in Different Material Clauses 17 Table 2.3. The Example of Material Clause with Recipient ……….. 20

Table 2.4. The Example of Material Clause with Client ………... 20

Table 2.5. The Example of Material Clause with Scope ………... 21

Table 2.6. The Example of Mental Process ………... 21

Table 2.7. Verb Serving as Process in Mental Clauses (Halliday and Matthiessen, 2014:257) ……… 22 Table 2.8. Basic Categories of Relational Clause ……….. 23

Table 2.9. The Example of Intensive Attributive Relational Process ……… 23

Table 2.10. The Example of Intensive Identifying Relational Process ……. 24

Table 2.11. The Example of Possessive Attributive Clauses ……… 24

Table 2.12. The Example of Behavioral Process ………... 25

Table 2.13. Verbs Serving as Process in the Behavioural Clauses ………… 25

Table 2.14. Verbs Serving as Process in the Verbal Clauses ……… 26

Table 2.15. The Example of Verbal Process ………. 26

Table 2.16. The Example of Existential Process ………... 27

Table 2.17. The Examples of Verbs Serving as Process in Existential Clause ……….. 27 Table 2.18. The Examples of Meteorological Process ………. 27

Table 2.19. Process Types, Their Meanings and Characteristics Participants ……… 28

Table 2.20. Types of Circumstantial Elements ……….. 30

Table 2.21. The Example of Recount Text (National Exam for Nautical Deck Department, 1997 im Dirgeyasa, 2014:232) ………. 37

Table 3.1. Data Sheets of Types of Process ………... 44

Table 3.2. Data Sheets of Types of Participant and its Function …………... 44

Table 3.3. Data Sheet of Types of Circumstantial Elements……….. 44

Table 4.1. The Frequency Distribution of Process Types in EFL Students’ Recount Text in Medan ……… 49

Table 4.2. The Example of Material Process (taken from text 1:9) ………... 50

Table 4.3. The Example of Relational Attributive Intensive Process (taken from text 5:3) ……….. 51

Table 4.4. The Example of Relational Identifying Intensive Process (taken from text 2:19) ……… 51

Table 4.5. The Example of Relational Attributive Circumstantial Process (taken from text 21:38) ………... 51

Table 4.6. The Example of Relational Identifying Circumstantial Process (taken from text 45:10) ………... 51

Table 4.7. The Example of Relational Attributive Possessive Process (taken from text 6:1) ………... 52

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Table 4.10. The Example of Desiderative Mental Process (taken from text

46:23) ……….. 53

Table 4.11. The Example of Emotive Mental Process (taken from text

46:23) ……….. 53

Table 4.12. The Example of Verbal Process (taken from text 9:10) ………. 53 Table 4.13. The Example of Behavioral Process (taken from text 32:24)….. 54 Table 4.14. The Example of Existential Process (taken from text 2:15) ….. 54 Table 4.15. The Example of Meteorological Process (taken from text 2:15) 54 Table 4.16. The Frequency Distribution of Participant Types in EFL

Students’ Recount Text in Medan ……….. 55

Table 4.17. The Frequency Distribution of Participant Function in Material

Process ……… 56

Table 4.18. The Example of Actor and Goal as Participant Function (taken

from text 1:9) ………. 57

Table 4.19. The Example of Recipient as Participant Function (taken from

text 2:25) ………. 57

Table 4.20. The Example of Client as Participant Function (taken from text

1:49) ……… 57

Table 4.21. The Example of Range as Participant Function (taken from text

36:6) ……… 57

Table 4.22. The Frequency Distribution of Participant Function in

Relational Process ……….. 58

Table 4.23. The Example of Carrier and Attribute in as Participant Function Relational Attributive Intensive Process (taken from text 5:3)

………. 59

Table 4.24. The Example of Identifier and Identified as Participant Function in Relational Identifying Intensive Process (taken from text 2:19)

……….. 59

Table 4.25. The Example of Carrier and Attribute as Participant Function in Relational Attributive Circumstantial Process (taken from text 21:38)

………... 59

Table 4.26. The Example of Identifier and Identified as Participant Function in Relational Identifying Circumstantial Process (taken from text

45:10) ……….. 59

Table 4.27. The Example of Possessor and Possessed as Participant Function in Relational Attributive Possessive Process (taken from text 6:1)

……….. 59

Table 4.28. The Frequency Distribution of Participant Function in Mental

Table 4.29. The Example of Senser and Phenomenon in Mental Process

(taken from text 60:12) ……….. 60

Table 4.30. The Frequency Distribution of Participant Function in Verbal

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Process (taken from text 40:29)………..

Table 4.34. The Example of Existential Process (taken from text 2:15)…… 62 Table 4.35. The Example of Behavioral Process (taken from text 32:24) … 62 Table 4.36. The Example of Non-Human Participant (NHP) (taken from

text 5:3) ……… 63

Table 4.37. The Example of Human Participant (HP) (taken from text

9:10) ……… 63

Table 4.38. The Frequency Distribution of Circumstantial Element ………. 64 Table 4.39. The Example of Distance (taken from text 29:21) ………. 65 Table 4.40. The Example of Duration (taken from text 7:14) ………... 66 Table 4.41. The Example of Circumstantial Locative Place (taken from text

1:9) ……….. 66

Table 4.42. The Example of Circumstantial Locative Time (taken from text

13:1) ……… 67

Table 4.43. The Example of Circumstantial Manner Means (taken from

text 52:13) ………... 67

Table 4.44. The Example of Circumstantial Manner Quality (taken from

text 47:13) ………. 68

Table 4.45. The Example of Circumstantial Manner Comparison (taken

from text 23:46) ……….. 68

Table 4.46. The Example of Circumstantial Manner Degree (taken from

text 8:34) ………. 69

Table 4.47. The Example of Circumstantial Cause Reason (taken from text

59:47) ……….. 70

Table 4.48. The Example of Circumstantial Cause Purpose (taken from text

6:46) ……….. 70

Table 4.49. The Example of Circumstantial Cause Behalf (taken from text

26:25) ……….. 71

Table 4.50. The Example of Circumstantial Accompaniment Comitative

(taken from text 2:39) ………. 72

Table 4.51. The Example of Circumstantial Accompaniment Additive

(taken from text 32:8) ………. 73

Table 4.52. The Example of Circumstantial Role Guise (taken from text

60:42) ……….. 73

Table 4.53. The Example of Circumstantial Role Product (taken from text

35:32) ……….. 74

Table 4.54. The Example of Circumstantial Matter (taken from text 26:25) 75 Table 4.55. The Example of Circumstantial Angle Viewpoint (taken from

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LIST OF FIGURES

Page Figure 2.1. A System of Rank ……… 12 Figure 2.2. Rank Reflected in Syntagmatic Organization ……… 13 Figure 2.3. Transitivity: Process Type Represented as System Network 15 Figure 2.4. The grammar of experience: types of process in English

(Halliday and Matthiessen, 2014:216) ……… 16 Figure 2.5. The Analytical Construction of “Experiential Function in EFL

Students’ Writing in Medan” ……… 39

Figure 3.1. The Procedure in Content Analysis ………. 46 Figure 4.1. The Frequency Distribution of Process Types in EFL Students’

Recount Text in Medan ………. 49

Figure 4.2. The Frequency Distribution of Participant Functions in EFL

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LIST OF APPENDICES

Page Appendix 1.The Analysis of Process Types in EFL Students’ Recount

Texts in Medan ……… 91

Appendix 2. The Analysis of Participant Types and Functions in EFL

Students’ Recount Texts in Medan ……… 110

Appendix 3. The Analysis of Circumstantial Elements in EFL Students’

Recount Texts in Medan ……… 136

Appendix 4. The Total Process Type of in EFL Students’ Recount Texts in

Medan ………. 158

Appendix 5.The Total Participant Types and Functions in EFL Students’

Recount Texts in Medan ……….… 161

Appendix 6. The Total Circumstantial Elements in EFL Students’ Recount

Texts in Medan ………. 165

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LIST OF ABBREVIATIONS

Codes Process Types Codes Participant Types and

Functions

Mat Material Process H Human Participant

Perc Perceptive Mental Process NH Non-Human Participant

Cog Cognitive Mental Process Act Actor

Desid Desiderative Mental Process Goal Goal

RAI Relational Attributive Intensive Rec Recipient

RII Relational Identifying Intensive Cli Client

RAC Relational Attributive

Behl Behavioral Process Attr Attributive

Exi Existential Process Id Identified

Met Meteorological Process Ir Identifier

Codes Circumstantial Types Posr Possessor

Dis Distance Posd Possessed

Dur Duration Say Sayer

Comp Comparison Ind Inducer

Experiential Function in EFL Students’ Recount Texts in Medan

EXPERIENTIAL FUNCTION IN EFL STUDENTS’ RECOUNT

TEXTS IN MEDAN

A THESIS

By

MUHAMMAD YUSUF

147052004/MBE

FACULTY OF CULTURAL SCIENCES

UNIVERSITY OF SUMATERA UTARA

EXPERIENTIAL FUNCTION IN EFL STUDENTS’ RECOUNT

TEXTS IN MEDAN

A THESIS

By

MUHAMMAD YUSUF

147052004/MBE

FACULTY OF CULTURAL SCIENCES

UNIVERSITY OF SUMATERA UTARA

DECLARATION

EXPERIENTIAL FUNCTION IN EFL STUDENTS’ RECOUNT

TEXTS IN MEDAN

FUNGSI PENGALAMAN DALAM TEKS RECOUNT SISWA EFL

DI MEDAN

CURRICULUM VITAE

Personal Data

Academic Background

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

LIST OF ABBREVIATIONS