Novita Diana, 2016
Mood Structure in Students’ Recount Texts
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CONTENTS
TABLE OF CONTENT ... i
ABSTRACT ... iii
CHAPTER I ... 1
INTRODUCTION ... 1
1.1 The Background of the study ... 1
1.2 Research Questions ... 3
1.3 Purpose of the study ... 3
1.4 Significance of the study ... 3
1.5 Operational definition of key terms ... 4
1.6 Organization of the paper ... 5
CHAPTER II ... 6
REVIEW OF LITERATURE ... 6
2.1 Systemic functional linguistic theory ... 6
2.1.1 Basic principlesof Systemic Functional Linguistics ... 9
2.1.2 Basic Notions of Systemic Functional Linguistics ... 10
2.2 Mood System ... 21
2.2.1 Speech function... 22
2.2.2 Mood types ... 23
2.2.3 Mood structure ... 25
2.2.3.1 Subject...30
2.2.3.1.1 Personal Pronoun...31
2.2.3.1.2 Proper Noun...34
2.2.3.1.3 Common Noun...35
2.2.3.1.4 Nominalization...36
2.2.3.2 Finite...36
2.2.3.2.1 Tense Operator...36
2.2.3.2.2 Modal Operator...38
2.2.3.2.3 Polarity...45
2.2.3.3 Residue...45
Novita Diana, 2016
Mood Structure in Students’ Recount Texts
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.2.3.3.2 Complement...46
2.2.3.3.3 Adjunct...47
2.3 Genre ... 49
2.4 Recount Text ... 52
2.5 Implication for language teaching ... 58
2.6 Previous related research ... 59
2.7 Concluding Remarks ... 62
CHAPTER III ... 57
RESEARCH METHODOLOGY ... 63
3.1 Research Design ... 63
3.2 Data collection ... 64
3.3 Data analysis ... 64
3.3.1 Parsing the texts into clauses ... 64
3.3.2 Identification and Classification of Mood structure ... 65
3.3.3 Interpretation of the Use of Mood Structure ... 65
3.4 Concluding Remarks ... 66
CHAPTER IV ... 67
FINDINGS AND DISCUSSIONS ... 67
4.1 The Mood structure in students’ Recount Texts ... 67
4.2 The Mood structure contribution to the fulfillment of its social purpose of Recount text ... 88
4.3 The implication of mood structure in teaching learning process ... 92
4.4 Concluding remarks ... 95
CHAPTER V ... 96
CONCLUSIONS AND RECOMMENDATIONS ... 96
5.1 Conclusions ... 96
5.2 Recommendations ... 97
