The Analysis Of Transitivity In Three Selected Brothers Grimm’s Short Stories

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THE ANALYSIS OF TRANSITIVITY IN THREE SELECTED

BROTHERS GRIMM’S SHORT STORIES

A THESIS

By:

JULIADMAN ADLY RITONGA

REG. NO. 050705067

FACULTY OF LETTERS ENGLISH DEPARTMENT

UNIVERSITY OF NORTH SUMATERA MEDAN

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Approved by the English Literature Department of Faculty Letters University of Sumatera Utara (USU) Medan as thesis for the Sarjana Examination

Head, Secretary,

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THE ANALYSIS OF TRANSITIVITY IN THREE SELECTED

BROTHERS GRIMM’S SHORT STORIES

A Thesis

By:

Juliadman Adly Ritonga Reg. No. 050705067

Supervisor, Co. Supervisor,

Dr. Eddy Setia, M.Ed TESP Dra. Roma Ayuni Lubis, M.A NIP. 131417230 NIP. 132207809

Submitted to Faculty of Letters University of Sumatera Utara in partial fulfillment of the requirements for the degree of Sarjana Sastra in English Literature

UNIVERSITY OF SUMATERA UTARA FACULTY OF LETTERS

ENGLISH DEPARTMENT MEDAN

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AUTHOR’S DECLARATION

The writer, Juliadman Adly Ritonga, declares that the writer is the sole author of this thesis. Except where reference is made in the text of this thesis, this thesis contains no material

published else where or extracted in whole or in part of a thesis by which the writer has qualified for award another degree.

No other person’s work has been used without due acknowledgement in the main text of this thesis. This thesis has not been submitted for the award of another degree in any tertiary

education.

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COPYRIGHT DECLARATION

Name : Juliadman Adly Ritonga

Title of Thesis : The Analysis of Transitivity in Three Selected Brothers Grimm’s Short

Stories.

Qualifications : S-1/ Sarjana Sastra

Department : English Literature

The writer is willing that the writer’s thesis should be available for reproduction at the

desertation of the librarian of the University of Sumatera Utara, Faculty of Letters, English

Literature Department on the understanding that users are made aware of their obligation

under law of the Republic of Indonesia.

Signed :

Date :

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ACKNOWLEDGEMENTS

Alhamdulillah, in the name of Allah SWT, the writer would like to thank God, the almighty for his blessing on me. For the guidance and the grace power and chance that had

given the writer to accomplish this thesis.

The writer sincere gratitude also goes to the Dean Of Faculty of Letters, University of North Sumatera, Dr. Syahron Lubis, MA, the Head and the Secretary of English Department,

Dra. Swesana Loebis, M.hum and Drs. Parlindungan Purba, M.Hum and all the facilities and opportunities given to the writer during the study.

First and foremost, the writer would like to thank the writer supervisor and co-supervisor, Dr. Eddy Setia, M,Ed. TESP and Dra. Roma A Loebis, MA for the guidance, support, advice, and constructive comments during the writing of this thesis.

The writer special thanks are expressed to the writer beloved parents, Drs. Parlaungan Ritonga, M.Hum and Imawaty Siregar, and also beloved sister Rezekiana Sari Ritonga for

giving the writer support and attention.

Big thanks are addressed to the writer best friends Julkahairi Nasution, Muhammad Rizki, Sri Hidayati Rangkuti, Afrizal Nisfandy, Yuhendra, and also to all my friends year

2005 and year 2006.

Finally, the writer has to admit that thesis is far from being perfect. Thus any

comments, suggestions, and criticism will be humbly accepted. May Allah SWT bless us. Amin.

Medan

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ABSTRACT

Skripsi yang berjudul “ The Analysis of Transitivity in Three Selected Brothers Grimm’s Short Stories” merupakan suatu kajian Linguistik Fungsional Sistemik yakni kajian tentang proses transitivitas yang tercermin pada beberapa cerita pendek Brothers Grimm. Untuk mendapatkan proses yang paling dominan digunakan formula yang dikembangkan oleh Bungin (2005, 171-172). Analisis proses transitivitas di dalam skripsi ini menerapkan teori Linguistik Fungsional Sistemik (Linguistic Functional Systemic) yang dipelopori oleh Halliday. Proses ini dapat diidentifikasi melalui kata kerja di dalam beberapa cerita pendek Brothers Grimm sebagai refleksi dari apa yang terjadi dalam kehidupan sehari-hari yang dikomunikasikan melalui penggunaan bahasa.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS AUTHOR’S DECLARATION COPYRIGHT DECLARATION ABSTRACT

TABLE OF CONTENT

CHAPTER I INTRODUCTION………. 1

1.1 The Background of The Analysis……….. 1

1.2 The Scope of The Analysis……… 3

1.3 The Problems of The Analysis……….. 3

1.4 The Objectives of The Analysis……… 3

1.5 The Significances of The Analysis……… 4

CHAPTER II PREVIEW OF RELATED LITERATURE……… 5

2.1 Theoretical Framework……….. 5

2.1.1 An Overview of Discourse Analysis……….. 5

2.1.2 Systemic Functional Linguistic (SFL)……… 6

2.1.3 Metafunctions of Language……… 8

2.1.3.1 The Ideational Function………….. 8

2.1.3.2 The Interpersonal Function………. 9

2.1.3.3 The Textual Function……….. 11

2.2 Transitivity Process………... 12

2.2.1 Material Process………. 16

2.2.2 Mental Process……… 17

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2.2.4 Verbal Process……….. 23

2.2.5 Behavioural Process………. 24

2.2.6 Existential Process……… 25

2.3 Review of Related Literature……….. 26

CHAPTER III METHODOLOGY………. 28

3.1 Research Method………. 28

3.2 Data Collecting Method……….. 28

3.3 Data Analysis Method……… 28

CHAPTER IV ANALYSIS………. 31

4.1 Analysis of Transitivity in Brothers Grimm’s Three Selected Short Stories……… 31

4.1.1 Analysis of Transitivity in Brothers Grimm’s Short Story Clever Gretel……….. 31

4.1.2 Analysis of Transitivity in Brothers Grimm’s Short Story Clever Hans……… 63

4.1.3 Analysis of Transitivity in Brothers Grimm’s Short Story Fundevogel………. 84

4.2 Discussion………. 113

CHAPTER V CONCLUSIONS AND SUGGESTIONS……….. 115

5.1 Conclusions……… 115

5.2 Suggestions………. 115

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ABSTRACT

Skripsi yang berjudul “ The Analysis of Transitivity in Three Selected Brothers Grimm’s Short Stories” merupakan suatu kajian Linguistik Fungsional Sistemik yakni kajian tentang proses transitivitas yang tercermin pada beberapa cerita pendek Brothers Grimm. Untuk mendapatkan proses yang paling dominan digunakan formula yang dikembangkan oleh Bungin (2005, 171-172). Analisis proses transitivitas di dalam skripsi ini menerapkan teori Linguistik Fungsional Sistemik (Linguistic Functional Systemic) yang dipelopori oleh Halliday. Proses ini dapat diidentifikasi melalui kata kerja di dalam beberapa cerita pendek Brothers Grimm sebagai refleksi dari apa yang terjadi dalam kehidupan sehari-hari yang dikomunikasikan melalui penggunaan bahasa.

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CHAPTER I INTRODUCTION

1.1 The Background of Analysis

Nobody can deny the importance of language. Language is purely important as tools of communication. As human being, we need it to express our emotions, ideas, feelings, and thought to other people by using sound, gestures, and signals. Language also indicates the

existence of human being. Communication exists because of language, that’s why human being cannot be separated from language. Language in discourse is primarily a social

interactional phenomenon, so discourse analysis studies the language of utterances in relation to it’s function in social interaction.

When people speak or write, they produce text, the term ‘text’ refer to any instance of

language (Halliday, 2004: 3).Human in society need to interact, to communicate or to show their ideas to the other. Every language has some rank scale of phonological constituents, but

with considerable variation in how the constituency is organized (Halliday, 2004: 5). From those, its known that language plays a vital role in human life and it also has many advantages of many various aspect of human life. Human has to stay along with language

because human cannot interrelate without using language. By using language, human is able to interact and communicate to each other in doing activities.

The ideational function consist of logical and experiential function. The experiential function is realized by transitivity system. Transitivity is structure of English clauses. Clauses can be seen to select for a process type (Eggins, 2004: 57).

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The process of doings and happening, in which a participant, i.e. ‘a thing’, is engaged in a process of doings, which may involve some other participant.

2. Mental Process

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.

3. Relational Process

The process of being, whose central meaning is something is (attribute, identity) 4. Behavioural Process

The process of behaving, which may be exemplified by the process of breathing, dreaming, smiling, etc.

5. Verbal Process

The process of saying. 6. Existential Process

The process of expressing that something exits or happens.

In the concept of transitivity found in Halliday (1994: 107) there are three components of what Halliday calls a transitivity process:

 The process itself (realized by a verbal group)

 Participants involved in the process (realized by a nominal group)

 Circumstances associated with the process (realized by adverbial group or

prepositional phrase)

Jakob Grimm (born January 4, 1785) and Wilhelm Grimm (born February 24, 1786),

they were the oldest surviving sons of Philip Grimm, a lawyer who served as Hanau’s town clerk. The brothers first attended school in Kassel, Germany and then they began legal studies

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Westphalia in Wilhemshole, Germany. In 1816, he became librarian in Kassel where Wilhelm had been employed since 1814. They were to remain there until 1830 when they

obtained positions at the University of Gottingen. There are around 210 short stories of Brothers Grimm but in this thesis I only use 3 of them because I assume they are represented

enough.

This thesis only concerns with one component of the metafunction functions that is the ideational meaning. Ideational meaning consist of a system which called the Transitivity.

The system of transitivity is a presentation of meaning in a clause.

1.2 The Scope of The Analysis

The analysis only focuses on the process in the systems of Transitivity on three Brothers Grimm’s short stories which consists of material process, mental process, verbal

process, relational process ,behavioural process, and existential process found in the Brothers Grimm’s short stories. They are “Clever Gretel”, “Clever Hans”, and “Fundevogel”.

1.3 The Problem of The Analysis

In this thesis, there are two problems that appeared. And this problems need to be

answered. The problems are:

1. What are types of Transitivity Process occurred in Brothers Grimm’s short stories?

2. What is the dominant process found in three Brothers Grimm’s short stories?

1.4 The Objectives of The Analysis

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1. To find out the types of Transitivity Process occurred in Brothers Grimm’s short

stories.

2. To find out the most dominant process found in three Brothers Grimm’s short stories.

1.5 The Significance of The Analysis

The findings of this thesis are expected to help the learners of Discourse Analysis to understand about the application of transitivity in short stories. Also to find out the six types

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 THEORETICAL FRAMEWORK 2.1.1 An Overview of Discourse Analysis

Concerning with discourse there are many linguistics and educators who have defined

about discourse. Some of them are mentioned below:

1. Kress (1985: 27) says, “Discourse is a category that belongs to and derives from the

social domain, and text is a category that belongs to and derives from the linguistics

domain”. What Kress mean here is that discourse and text are different.When one discuss about discourse it is not a product of language is text.

2. Stubbs (1983: 10) says, “Discourse is language above the sentence or above clause”.

From the definitions of discourse above, we may conclude that discourse is a study related to text and language. The scope of discourse analysis is wide because discourse analyze units of

languages not only in text but also in spoken for example speech, interview, conversation, etc. We as listener and readers try to understands every single meaning of the word. In

reaching these, the speaker or the writer will try to find the best way in choosing words to link them each other so that the reader or listener easy to understand.

According to McCarthy (1992 : 12) discourse analysis is not only concerned with the

description and analysis of spoken interaction. In addition to all our verbal encounters we daily consume hundreds of written and printed words : newspapers articles, letters, stories,

recipes, instruction, notices, comics, billboards, leaflets pushed through the door, and so on. We usually expect them to be coherent, meaningful communications in which the words and/or sentences are linked to one another in a fashion that corresponds to conventional

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2.1.2 Systemic Functional Linguistics (SFL)

Systemic Functional Linguistic (SFL) is a theory about language as a resource for

making meaning based on a context of situation and a context of culture. SFL was developed by Halliday (1985) a professor of linguistics from university of Sidney, Australia. This theory

is based on Firth’s system structure theory. Firth (1935) developed Malinowski’s concepts of context of situation and context of culture. His works were subsequently developed by Halliday, whose theory of language-in- context is generally known as systemic functional

linguistic (SFL). The interesting development of systemic functional linguistics theory in Malinowski and Firth’s time was the attention paid to the study of the inter-relatedness of

language and context in theory and practice. Modeling language-in- context theoretically, describing and applying the model in question in various areas of human activity have been the trademark of Systemic Functional Linguistics Theory (SFLT). Sinar (2007 : 44-45)

SFLT works on language-in- context are available in a great variety of forms such as books and journals. It is also used to explore different ways of interpreting things

theoretically such as text, cohesion, coherence, discourse, context, situation, culture and other phenomena. In General Systemic Functional Grammar Theory (GSFLT), the ‘S’ for ‘Systemic’ implies that the theory pays attention to the systemic relations and their

probabilities in a system network of relations and choices starting from general to specific features which are paradigmatic in nature. It also implies that the system of meaning that are

interrelated to the phenomena under study. The ‘F’ for ‘Functional’ implies that it is concerned with the functional realizations of the system in structures. It also implies the semiotic functions or meanings that operate in various semiotic levels and dimensions. The

‘L’ for ‘Linguistics’ implies that the theory derives from a discipline called “Linguistics”. It is a language-based on theory which is used to investigate the phenomena of language. Sinar

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SFLT can be used for analyzing text as a form of discourse. Halliday (1994) says, “The aim has been to construct a grammar for purposes of text analysis : one that would

make it possible to say sensible and useful things about any text, spoken and written in modern English” The text that is analyzed, including literary, ethnographic, educational,

pedagogical and so on.

It is obvious that when analyzed text, the grammar becomes prominent thing to describe how language works. Therefore, grammar and meaning are closely related.

Grammar becomes a study of how meanings are built up through the use of words when language acts are performed as the expression of meaning. The way how language works

involves the idea that a language consists of a set of systems, each of which offers the speakers ( or writer ) a choice of ways expressing meanings because the forms of the language that is used by a speaker represents meanings.

In using language to express meaning, a speaker has a linguistic choice that allows him/her to change the order of groups of words or in other words, the speaker is given

allowance to use many ways of language use, for example: when a speaker intents to know the time, she/he may use his/her own expressions the language offers such as:

1. What’s the time? 2. What time is it, please?

3. Would you mind telling the time, please?

4. Tell me the time, please 5. I’d like to know the time

Those are different form of expressions. The first and second one are interrogative

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Most of linguistics choices a speaker makes are unconscious. He/she never makes a conscious choice among the available language forms. He/she had chosen the best form to

express or to convey the meaning.

It is clear that grammar and meaning (semantic) are related each other either in

spoken or written language. SFLT believes that such a kind of relation is one of realization. Therefore, the linguistic analysis of texts can help us to find out why some texts are more effective than other texts at communicating information. Text analysis is advantageous in

giving us a better understanding of the nature of language use in English in many fields. SFLT puts a great interest in the relation between language and context. If a text can

be understood by the speakers or writers, there is a great deal about the context in which the text occurs can be revealed. Therefore, SFLT has been described as a functional semantic approach to language which explores how people use language in different context, and how

language is structured for use as a semiotic system.

2.1.3 Metafunctions of language

Systemic Functional Linguistics (SFL) describes that language is functional. In general, metafunctions of language is major function of language to give the message which

has good formulation. Metafunctions of language consist of three major functional components, they are : The Ideational Function, The Interpersonal Function, and The Textual

Function. Sinar (2007 : 55-57)

2.1.3.1 The Ideational Function

The ideational function relates to the inner and outer worlds of reality, it is “language about something”. According to Halliday (1978: 112), whenever one reflects on the external

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

i. Experential Meaning

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

representation. Clause as a representation means that one function of the clause is as representation of experience of both external realities (i.e. reality outside oneself) and internal reality (reality inside oneself). The experiential or representational function of language

(clause) is realized by the transitivity system of language. The outer world of reality that is brought into the inner world of reality in one’s consciousness, which is encoded in the

transitivity system of language, is interpreted as a what-is-going-on process, which is related to material actions, events, states, and relations.

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

encoding processes of the realities under discussion, and he has also linguistically (grammatically) classified the various process types : (1) material, (2) mental, (3) relational,

and he classified other processes into three subsidiary process types : (1) behavioral, (2) verbal, and (3) existential (Halliday 1985).

2.1.3.2 The Interpersonal Function

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 an action. This meaning represents 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).

At the grammatical level of interpretation with respect to the clause function, it is

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writer, and audience (listener or reader). Clauses of the interpersonal function as clauses of exchange, which represent speech role relationship. As Halliday (1985d : 68-71) 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 (Halliday, 1994: 68-69).

The interpersonal meaning 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 relationship, is realized by the mood system of language (clause). The mood system of the clause is represented by the mood structured of the clause, which comprises

two major elements: (1) mood and (2) residue. A mood element of an English clause typically consists of a subject and a finite, whereas a residue element of a predicator, one or more complement(s), and any number of different types of adjuncts.

An act of speaking is in interact, i.e. an exchange, in which there is something either given, which implies there is something received, or else demanded, which implies there is

something given. If not, there is no interaction. In other words, in an interaction involving speaker and listener, the speaker is either giving something, which implies the listener is giving something in response. What is exchange (demanded/given or given/received) is a

kind of commodity exchanged falls into two principle types: (1) good & services, and (2) information. These two variables or types of commodity exchanged defined the four

primaries speech function of (1) offer, (2) command, (3) statement, and (4) question. For example:

1. May I help you? (offer) 2. Shut up! (command)

3. John can type 45 words per minute (statement)

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The interpersonal meaning of the clause can be observed on two levels. On the first level,

the speaker/writer as the producer of the clause can speaker or write from a position carrying the authority of a discipline or an institution. In this, the way the interpersonal meaning is

delivered is determined by the knowledge or power relationship exiting between the speaker/write and the listener/reader. On the other level, the speaker/writer may choose to communicate with the listener/reader from a positions as a person, with no authority of a

discipline, an institution, or the like. For example: The lecturer says, “Submit our homework next Wednesday!” (first level)

My friend said to me, “will you join with us tonight?”

2.1.3.3 The Textual Function

The textual function of language is an interpretation of language is its function as a message, which is text forming function of language. This is interpreted as a function that is

intrinsic to language itself, but is it 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. At the clause level, the textual function is concerned with how inter-clausal

elements are organized to form unified whole texts that make 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 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.

In an analysis of a thematic of a thematic structure of a thematic structure of a text, it is possible to examine language in terms of Halliday’s three metafunctions; the textual, and the

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For example:

Right student today we Learn

grammar

Textual Interpersonal Topical

Theme Rheme

As the above clause represents, the theme choices is the language may be of three kinds:

(1) textual, (2) interpersonal, and (3) topical. The topical theme creates the topic that the speaker (we) chooses to make the point of departure of the message. The interpersonal theme occurs at the beginning of a clause when a constituent is assigned a mood label (we as seen in

the example). The textual theme gives thematic prominence to the textual elements and has the function of linking one clause or clause element are related to each other as such that they

form a unifwhole text within contexts (see right the example). The rheme is learn grammar, which is the part of the message to which the theme is developed.

2.2 TRANSITIVITY PROCESS

Transitivity system belongs to experiential metafunctions. When we look at the

experiential metafunctions, we are looking at the grammar of the clause as representation. It is called so because the clause in its experiential function is a way of representing pattern of experience. Through the system of transitivity, we can explore the clause in its aspects such

is:

Who = does = what = to = whom, when, where, why or how function

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analysis offers a description of one of the structural strands of the clause. Transitivity specifies the different types of process that are recognized in the language, and the structures

by which they are expressed.

There are three semantic categories which explain in general way. How phenomena of

the real world are represented as linguistic structures. These are : 1. The process it self

2. Participants in the process

3. Circumstance associated with the process

These provide the frame of reference for interpreting experience of what goes on.

We use term process and participant in analyzing what is represent through the use of language. Processes are central to transitivity. They center on the part of the clause which are realized by the verbal group. They are also regarded as what “goings-on” and suggest many

different kinds of goings-on which necessarily involve different kinds of participant in varying circumstances. While participants and circumstances are incumbent upon the doings,

happenings feeling and beings.

Processes can be subdivided into different types. There are six different process types identified by Halliday:

1. Material doing bodily, physically, materially

2. Mental sensing emotionally, intellectually, sensorilly

3. Relational being equal to, or some attribute of 4. Verbal saying lingually, signaling

5. Behavioral behaving physiologically and psychologically

6. Existential existing there exist

Those kinds of processes are realized by verbs. Traditionally, verbs have been defined

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words at all, but rather express states of being or having the process types differentiate kinds goings-on, for example:

Gina gave some blood (Material) Gina through she should gave give blood (Mental)

Gina said that giving blood is easy (Verbal) Gina dreamt of giving blood (Behavioral) There is a reward for giving blood (Existential)

Gina is a blood donor (Relational)

The process type system is what underlies the differences between those kinds of paradigm.

Furthermore, in analyzing transitivity structure in a clause, we have to be concern with describing three aspects of the clause:

1. The selection of process: the process choice will be realized in the verbal group of the

clause:

Last year Gina gave blood.

2. The selection or participants: participants will be realized in the nominal groups:

Last year Gina gave blood.

3. The selection of circumstances: circumstantial meanings which are expressed through

adverbial group or prepositional phrase. Last year

The transitivity of a clause is its process type. Each process type has associated with it certain

functional participant roles. Any process type can have circumstantial elements in it. Gina gave blood.

The circumstantial system is what underlies differences between a simple clause, such

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voluntarily and without pain with her sister at the clinic. Circumstances answer such question as when, where, why, how….. many and as what. They represent meanings about:

Time (temporal) : tells when and is probed by when? How often? How long? E.g. : She goes to theater every Saturday night

Place (spatial) : tells where and is probed by where? How far? E. g : She goes to theater every Saturday night. Manner : tells how

- Means : tells by what means and is probed by what with? E.g.: She goes there by bus

- Quality : tells how and is probed by how?

E.g.: She loved his boy truly, madly, deeply. - Comparison : tells like what and is probed by what like?

E.g.: She was jumping around like a monkey on a zoo Cause : why

- Reason : tells what causes the process and is probed by why? how? E.g. : The sheep died of thirst.

- Purpose : tells the purpose and is probed by what for

E.g. : She want to the shop for cigarettes

Accompaniment : tells with (out) who or what and is probed by who or what else? e. g : I left work without my briefcase.

Matter : tells about what or with reference to what and is probed by what about ?

e.g.: This movie is talking about friendship. Role : tells what as and is probed by as what ?

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. Various circumstances are involved in the clauses and associated with the process which are going to be realized through transitivity system.

2.2.1 Material Process

Material process is process doing, that some entity does something and undertakes some action which may be done to some other entity. Clauses with a material process obligatorily have a doing (process) and a does (participant). Actions involve actors of

participants.

The dog barked

participant process

The fuel ignites

participant process

The entity who or which does something is the

There optionally is an entity to which the process is extended or directed this entity which may be done to is

Actor.

Goal

The dog

. Because some processes also have a second participant for

example:

barked the stranger

participant process participant

As an actor As the goal

The police arrested arrested

participant process participant

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The term “ Goal” implies meaning of “directed at”. Goal is that participant at whom the process is directed or to whom the action is extended. Another term that has been used for

this function is patient which means one that suffers or undergoes the process. Nevertheless, the writer will keep familiar term goal in the present analysis. The Goal is most like the

traditional direct object which is known as transitive verb may take. There are two variables of material processes:

1. Creative (a ‘bringing about’) 2. Dispositive (a ‘doing to’)

In the creative type of material process, the Goal brought about by the process:

Frederick Douglas wrote a narrative story

actor material Process goal

In dispositive type, we have doings and happenings.

He Dismissed The secretary

actor material process goal

Material process reflects a ‘ doing to’ action.

The gun discharged

actor material

Material process reflects a happening.

2.2.2 Mental Process

Mental process is process of sensing: feeling, thinking, perceiving. Some processes

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Halliday calls processes which encode meaning of thinking or feeling as mental processes. These processes tend to be realized through the use of verbs like think, believe,

understand, know, feel, smell, hear, see, want, like, please, admire, repel, enjoy, fear, frighten.

There are three types of mental process:

1. Affective or reactive (feeling)→ which is recognize through the use of verbs

of liking, fearing.

2. Cognitive (thinking)→ which is recognized through the use of verbs of

thinking, knowing, understanding.

3. Perceptive (perceiving through the fives senses)→ which is recognize through

the use of verbs of seeing, hearing.

Mental process is mental, covert kinds of goings-on, and the participant involved

within it, is not so much acting or acting upon in a doing sense, as sensing – having feelings, perceiving or thinking. We can recognize that mental process is different from material

process because it no longer makes sense to ask“what did X do to Y?”

What did you do to the injection? I hate it. I hate injections

What did she do to his excuses? She believed them. She believe his excuses

With these clauses, it makes more sense to ask : “what do you think or feel or know about X?

- what do you think about injections? I hate them

- what did she think about his excuses? She believed them

What makes mental process looks different from material one is that we probe them

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tangible, physical sense; but it’s about mental reaction; related to a through, feeling or perception.

The participant role in mental process are “senser” and “phenomena” associated with any mental process. Even if one participant is apparently absent. It will need to be retrieved

from the context for the clause to make sense.

She believed → always implies she believed something or someone. One participant in the mental process clause must be a conscious human participant

Because only a conscious human being can perform a mental process this participant is called

.

the senser.

Must either be human or an anthropomorphized non-human. It must be a conscious being: The senser who fells, think or perceives.

She believed his excuses

senser mental process

I hate injections

senser mental process

It is important to consider what label to apply to the second participant in a mental

process clause. Halliday labels the second participant as the phenomenon. The phenomenon is that which is sensed: felt, through or seen by the conscious sense:

She believed his excuses

senser mental process phenomenon

Do you want more soup?

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Halliday also identifies two types of embedded phenomena : acts and facts.

1. Phenomenon : Acts

Acts occur with mental processes of perception: seeing, hearing, noticing etc. an act is realized by an imperfective non-finite clause acting as if it were a simple noun.

I saw the operation taking place

senser mental Process phenomenon: Fact

2. Phenomenon : Facts

A fact is an embedded clause is, usually finite and usually finite and usually

introduced by a “that”, functioning as if it were a simple noun.

She didn’t realize that is was a bomb

sense mental process phenomenon: Fact

2.2.3 Relational Process

Relational process involves states of being, including having. Relational process is typically realized by he verb be or some verb of the same class (known as Copular verbs): for

example, appear, become, seem or sometimes by verb such as have, own, process. Relational process can be classified according to whether is being used to identify something or to

assign quality to something.

Process which establish an identity is called Identifying Process while process which assign a quality is called Attributive Process.

1. Identifying process

Each has its own characteristic participant roles.

An identifying clause is not about ascribing or classifying, but defining. The meaning

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You are the tallest one here

Token Identifying process Value

You is identified as the “holder” or “occupant” of the identity or laber of

Grammatically, the defining involves two participants:

the tallest one.

1. Token → which stands for what is being defined. 2. Value → which defines

All identifying clauses are reversible, they can form passives

The tallest one here is you

value identifying token

The reversibility of identifying clauses raises the question of determining which

“side” of the clause is the token, and which one is the value. This can be determined both semantically and grammatically.

Halliday (1985:115) points out that semantically, the token will be a “sign”. Name, form, holder or occupant of a value which gives the “meaning referent, function, status or role” of the token. While, the token is the nominal group which contains the “name” which

gives the classification.

- Token will always be subject in an active clause - Value will always be subject in a passive clause 2. Attribute process

In the attributive sub-type, a quality, classification or descriptive ephitet (Attribute) is

assigned to a participant (carrier) which is realized by a noun or nominal group. Attribute is a quality or epithet ascribed to the carrier (means that “X carries the attribute a”) while carrier (

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You are very tall

token identifying process value

I won’t be a liar

carrier attributive attribute

She is a talkative person

carrier attributive attribute

On the contrary to identifying clauses, the essential characteristic of the attributive clauses is that they are not reversible. In the other words, there is no passive form of the

clause: the subject can never conflate with the role of attribute, but it will always conflate with the role of carrier.

Relational process can be further sub-classified according to whether they are: intensive

(quality), possessive and circumstantial.

The option available of relational process can be shown as the following :

Relational Process : → Attribute : carrier, attribute → Identifying : token, value → Intensive

→ Possessive → Circumstantial Examples:

Cytoplasm is sort of a jelly like material

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Plants cells have a cell well

Carrier Attribute : possesive attribute

The yolk is Inside the albumen

Carrier Attribute : circumstantial attribute

The nucleus is the brain of the cell

Token Identifying : intensive value

The transducer is Dr Buick’s

Token Identifying : possessive Value

Tuesday was the deadline

Token Identifying : circumstantial value

2.2.4 Verbal Process

Verbal process is process of saying or of symbolically signaling. A verbal process

typically three participants. 1. Sayer

2. Receiver 3. Verbiage

The sayer is the participant responsible for the verbal process, who encodes a signal

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The receiver is the one whom the verbal process is directed. Or the one to whom the verbalization is addressed.

The verbiage is nominalzed statement of the verbal process, a noun expressing some kind of verbal behaviour, a name for the verbalization itself.

(statement, answer, question, story).

I asked my teacher a question

sayer verbal receiver verbiage

(Human participant)

She told me a rude joke

sayer verbal receiver verbiage

(Human participant)

The sayer (signal source) needs not to be a conscious being.

The sign says “no smoking”

sayer verbal

(Signal participant)

The alarm clock screamed

sayer verbal

(Signal participant)

2.2.5 Behavioural Process

Behavioral process is process of physiological and psychological behavioral, like breathing, dreaming, snoring, smiling, hiccupping, looking, listening, watching, and

pondering.

Halliday describes the process semantically as a “half way hour” between mental and

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the one hand and metals on the other. They are in part about action that has to be experienced by conscious being.

There is one obligatory participant: the behaver, and is typically a conscious being (like a senser in the mental process clause). But, the process is one of doing, not sensing, such

as:

She lives in a big city

behaver behavioral Process Circumstance: Place

Behavioral process often occur with circumstantial elements, particularly of manner and clause.

He coughed loudly

behaver behavioral Process Circumstance: manner

Behavioral process may contain a second participant that is called as behavior.

He smiled a broad smile

behaver behavioral behavior

2.2.6 Existential Process

Existential process is process of existence. It represents that something exists or happens. It also represent5 experience by positing that “ there is something”.

There is a gateway in the garden

Existential Process Existent Circumstance: place

There was snow on the roof

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On the wall There hangs a picture of me

Circumstantial:

place

existential

process

existent

There were two of us

Existential process existent

It is easy to identify a clause contains existential process, as the structure involves the use of the word there. “There” has no representational function, it clause merely because all

English clauses require a subject. The word “There” is left unanalyzed for transitivity. Existential process typically employ the verb “be” or synonyms such as exist, arise, occur the only obligatory participant in an existential process is called the existent.

This participant which usually follows the “there is/ there are” sequence, may be a phenomenon of any kind and is often in fact an event (nominalized action). Circumstantial

elements (particularly of location). Are common in existential process.

2.3 Review of Related Literature

In writing this thesis, I consult some thesis and books to support my analysis base on the transitivity system in Brother Grimm’s short stories. The following are some books and

thesis that I use to support my analysis.

An Analysis of Transitivity Clause in Headline of “The Jakarta Post” A Systemic Functional Approach. Written by Indah Fahreni (1999) in her thesis, she analyzed the transitivity clause based on Systemic Functional Approach in the headlines of The Jakarta Post (edited on April 2003) to find the six types of process. In her research, she states that

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analysis gave the contribution for me in doing the analysis because her thesis using the same theory as mine and I can refer to her steps in analyzing the data.

An Analysis of Transitivity Process in Kangguru Radio English Script. Written by Rahma Mandasari (2005) in her thesis, she analyzed the English script of Kangguru radio to

find the six types of transitivity process. She concludes that material process occur predominantly in the broadcasting scripts followed by relational process, material process, verbal process, existential process, and behavioural process as the lowest number of all

process types. Her thesis contributes the valuable idea such giving me a slight idea to be guide in analyzing my data and as the comparison to my thesis so I can use it as my reference

because her analysis is similar with this thesis.

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CHAPTER III METHODOLOGY

3.1 Research Method

In this thesis, library research applied that was by collecting some theories and formation about Transitivity process from books, thesis, internet, and other sources which support the writing.

3.2 Data Collecting Method

The data are collected by using purposive sample (Arikunto, 2006: 139) says that sample bertujuan dilakukan dengan cara mengambil subjek bukan didasarkan atas strata, random, atau daerah tetapi didasarkan atas tujuan tertentu. (Purposive sampling is done by taking the subject, not based on strata, random, or the place otherwise based on specific purpose).

I choose the three Brothers Grimm’s short stories as the primary source of the analysis. They are Clever Gretel, Clever Hans, and Fundevogel.

3.3 Data Analysis Method

The data are analyzed by using descriptive qualitative method is used as a proposed

by (Umar, 2003: 36-37 ) says:

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(Qualitative research is commonly hard to examine mathematically, it is focused on presenting feeling or knowledge of data took based on the samples. Even so, qualitative

research can provide important information which could explore further through quantitative, it uses unscale ratio, but in the lower ratio scale, they are: nominal scale, ordinal or all

categorize interval, so it is absolutely clear what will be the same and what will be different from those that are compared in answering the problem being proposed in the research).

After I collected the short stories from the internet, then I analysis the short stories

used several stages. Firstly, I divided them into clauses then classified them into process. For example:

Taken from Brothers Grimm’s short story: “Clever Gretel” He wore shoes with red heals, and she walked out with them on. This sentence consist of two clauses, they are:

1. He wore shoes with red heals 2. She walked out with them on.

After I divided them into clauses, I classified those sentences into process. Example:

1. He wore shoes with red heals.

He wore shoes with red heals

Actor Material Process Goal Circumstances: accompaniment

2. She walked out with them on.

She walked out with them on

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Secondly, when I had classified them, I selected the dominant process in the Brothers Grimm’s short stories.

In order to get the dominated and the frequency using of the process, I used the following formula (Bungin, 2005: 171-172).

n = fx

N

x 100 %

where: n = percentage of types

fx = total types frequency of the sub-category

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CHAPTER IV

ANALYSIS

4. 1 Analysis of Transitivity in Jacob and Wilhelm Grimm’s Three Selected

Short Stories

4.1.1 Analysis of Transitivity Verbs in Jacob and Wilhelm Grimm’s Clever

Gretel

In Jacob and Wilhelm Grimm’s first selected short story, Clever and Gretel, there are

only 5 (five) types of process found in this short story. They are: Material process, Mental process, Relational process, and Verbal process. The material process gained 104 clauses, mental process gained 23 clauses, relational process gained 17 clauses, verbal process gained

17 clauses, and existential process gained 1 clauses.

A. Analysis of Material Process

Table 1: List of Material process in Clever Gretel.

NO. MATERIAL PROCESS FREQUENCY

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1. Verb: Wore

He wore shoes with red heels.

He wore shoes with red heels

Actor Material process Goal Circ: accompaniment

2. Verb: Walked

She walked out with them on

Actor Material process Circ: accompaniment

3. Verb: Turned

She turned herself this way and that

Actor Material process Goal Cicr: manner

The master had turned his back

Actor Material process Goal

They have turned in somewhere

Actore Material process Circ: Location, place

4. Verb: Came

She came home

Actor Material process Circ: location

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It came to pass that the master one day said: ‘Gretel, there is a guest coming this evening

Actor Material process Material process Goal

Her master came

Actor Material process

Presently the quest came

Presently the guest came

Circ: manner Actor Material process

5. Verb: Drank

She drank, in her gladness of heart, a draught of wine

She drank in her gladness of

heart

a draught of wine

Actor Material process Circ: manner Goal.

6. Verb: Excites

Wine excites a desire to eat

Actor Material process goal

7. Verb: Cooking

She was cooking

8. Verb: Follow

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She let the second chicken

follow the first

Goal Material

process

Goal

9. Verb: Serve

I will soon serve up

Actor Circ: manner,

quality

Material process

10. Verb: Was

He was to give up one of his ears

11. Verb: Coming

The master was not coming with his guest

The master was not coming with his quest

Actor Material process Circ: Accompaniment

They are perhaps not coming at all

Actor Material

process

Circ: manner

The guest is coming directly after me

Actor Material process Circ: manner Circ: extent

12. Verb: Prepare

Prepare me two fowls very daintily

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Material process Goal Goal Circ: manner

13. Verb: Killed

She killed two fowls

14. Verb: Scalded

She scalded them

15. Verb: Plucked

She plucked them

16. Verb: Put

She put them on the spit

Actor Material process Goal Circ: location

She put the fowls down again to the fire

Goal Circ: manner Circ: location

She put her finger to his lips

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17. Verb: Set

Towards evening set them on the fire

Circ: location Material process Goal Circ: location

She set a jug

18. Verb: Making

She was making the most of it

19. Verb: Going

He was going to carve the chickens

20. Verb: Hurried

He hurried down the steps again as fast as he could

He hurried down the steps again as fast as he

could Actor Material

process

Goal Circ: manner Circ: Manner

21. Verb: Lamented

The master lamented the fine chickens

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22. Verb: Meaning

It is meaning that the guest should leave him just one chicken It is meaning that the guest should

Goal Goal

23. Verb: Began

The fowls began to turn brown

Actor Material process Material process Circ: manner

24. Verb: Arrived

The guest had not yet arrived

The guest had not yet arrived Actor Material process

25. Verb: Come

If the guest does not come, I must take the fowls away from the fire

If the Actor Material

process

Goal Circ:

location

Her master did not come

Her master did not come Actor Material process

26. Verb: Take

If the guest does not come, I must take the fowls away from the fire

If the Actor Material

process

Goal Circ:

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I take a drink

I had better take it off

You take another drink

I were to take another draught

27. Verb: Eaten

If they are not eaten the moment they are at their juiciest

If they are not Actor Material

process

Cir: Location

Carrier Relational process

Attribute

They are not eaten at the right time

They are not eaten at the right time Goal Material process Circ: location

The two things were eaten The two things were eaten Goal Material process

When it is eaten you will have some peace

Goal Material process

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28. Verb: Run

He has run away with them

Actor Material process Circ: accompaniment

I will run myself

I will run my self

I will run into the cellar

Actor Material process Goal 29. Verb: Fetch

I will fetch the guest

30. Verb: Sharpened

He sharpened the chickens on the steps

Actor Material process Goal Circ: location

31. Verb: Taken

He has taken the chickens which I was just going to serve up

He has taken the chickens which I was just going to serve up Actor Material process Goal

32. Verb: Left

He had but left me one

Actor Material

process

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33. Verb: Leave

It is meaning that the guest should leave him just one chicken

It is meaning that the guest should

Goal Goal

34. Verb: Laid

Gretel laid the spit with the fowls on one side

Gretel laid the spit with the fowls on one side Actor Material

process

Goal Circ:

accompaniment

Circ: location

Meantime the master looked to see what the table was properly laid Meantime the

It makes one sweat and thirsty

It makes one sweet and thirsty

Actor Material process Goal Circ: manner

36. Verb: Standing

Standing so long by the fire there, makes one sweat and thirsty

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She ran to the window

She ran into the cellar again

Acotr Material process Goal Circ: extent

Gretel ran

Acto Material process

She ran screaming to her master

Actor Material process Verbal process Goal

Then he ran after him with the knife still in his hand

Then he ran after him with the knife still in his hand Actor Material

process

Goal Circ:

accompaniment

Circ: location

He ran as if fire were burning under him

He ran as if fire were burning under

him

Actor Material process Circ: manner

38. Verb: Bless

God bless it for you

Actor Material process Goal Circ: cause

39. Verb: Took

She took a good drink

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She took yet another hearty draught

She took an enormous drink

Acotr Material process Goal

She took another hearty drink

The master took the great knife

40. Verb: Flow

She thought that wine should flow on

She thought that wine should

flow on Senser Mental

process

41. Verb: Went

Then she went and put the fowls down again to the fire

Then she went and put the

She went back to the fowls

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42. Verb: Knocked

They knocked politely and courteously at the house-door

They knocked politely and

courteously

at the house-door

Actor Material process Circ: manner Goal

43. Verb: Catches

If my master catches you it will be the worse for you

If my

master

catches you it will be the worse

for you

Goal Carries Relational process

Attribute Circ: purpose

44. Verb: Screaming

She ran screaming to her master

Actor Material process Verbal process Goal

45. Verb: Going

He has taken the chickens which I was just going to serve up

He has taken the

Goal Actor Material

process

Material process

46. Verb: Remained

If he had but left me one, so that something remained for me to eat

If he had but left me one

Actor Material

process

Goal

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Circ: cause Material process 47. Verb: Basted

She basted them

48. Verb: Drove

She drove the spit merrily round

49. Verb: Touched

She touched it with her finger

50. Verb: Went

She went back to the fowls

51. Verb: Burning

He ran as if fire were burning under him

He run as if fire were

burning

under him

Circ: manner

Circ: location

52. Verb: Eat

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She eat it

She eat it up entirely

Actor Material

process

Goal Circ: manner

53. Verb: Cut

She cut it off

One fowl has been cut into

54. Verb: Ate

She ate it

She ate up the one chicken in great glee

55. Verb: Sharpening

Just listen how he is sharpening the knife for it

Just listen how he is

sharpening

the knife for it

Mental process

Goal Circ: cause

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You have invited a fine guest

57. Verb: Pretended

The guest pretended not to hear

58. Verb: Done

When she had done, she thought: 'The other must go down too, or else master will

observe that something is missing

When she had done she thought ‘the other Actor Material

process

Senser Mental process

Phenomenon

59. Verb: Go

The two go together

Actor Material process Circ: manner

Go away as quickly as you can

Material process Circ: manner Actor Material process

60. Verb: Missing

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Else master will observe that something is missing Actor Material

process

Actor Material

process

61. Verb: Occurred

It suddenly occurred to her

Actor Circ: manner Material process Goal

62. Verb: Swallowed

One of the chickens was swallowed down

63. Verb: do

It would do me no harm

Actor Material process Goal Material process

64. Verb: Let

She let the second chicken follow the first

She let the second chicken follow

the first

65. Interrupted

The wine should not be interrupted

The wine should not be interrupted Goal Material process

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Table 2: List of Mental process in Clever Gretel.

NO. MENTAL PROCESS FREQUENCY

1. thought 7

She thought 'You certainly are a pretty girl!'

She thought ‘You certainly are a pretty

girl’

Senser Mental process Phenomenon

He thought: 'Standing so long by the fire there, makes one sweat and thirsty; who knows when they will come? Meanwhile, I will run into the cellar, and take a drink.'

He thought 'Standing so long by the fire

there, makes one sweat and thirsty; who knows when they will come? Meanwhile, I will run into the cellar, and take a drink.'

She thought that wine should flow on, and should not be interrupted, and took yet another hearty draught.

She thought that wine should flow on,

and should not be interrupted, and took yet another hearty draught

Gretel thought: 'Something might be wrong, it ought to be tasted!'

Gretel thought 'Something might be

wrong, it ought to be tasted!'

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She thought: 'One of the wings is burning! I had better take it off and eat it.'

She thought 'One of the wings is burning!

I had better take it off and eat it.'

She thought: 'The other must go down too, or else master will observe that something is missing.'

She thought 'The other must go down

too, or else master will observe that something is missing.'

Senser Mental process phenomenon

The guest, however, thought no otherwise than that he was to give up one of his ears

The guest however thought no otherwise than

that he was to give up one of his ears

2. Verb: Tasted

She tasted the best of whatever she was cooking until she was satisfied

She tasted The best of whatever she

was cooking until she was satisfied

3. Verb: Know

The cook must know what the food is like

Token Relational process

value

4. Verb: See

I will see to it

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She did not see him

5. Verb: Saw

She saw no one

She saw the guest

6. Verb: Enjoyed

She enjoyed it

Sense Mental process Phenomenon

7. Verb: Think

I think if I were to take another draught it would do me no harm

I think if I were to take another

draught it would do me no harm

8. Verb: Listen

Just listen how he is sharpening the knife for it

Just listen how he is

sharpening

the knife for it

Mental process

Goal Circ: cause

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The guest heard the sharpening

10. Verb: Looked

Gretel looked at the other

The master looked to see what the table was properly laid The

master

looked to see what the table was properly laid

Gretel looked to see who was there

Senser Mental process Mental process phenomenon

She looked for her master

11. Verb: Enjoy

You enjoy yourself

12. Verb: Observe

Else master will observe that something is missing.'

Else master will observe that something is missing Senser Mental process Phenomenon

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Table 3: List of Relational process in Clever Gretel.

NO. RELATIONAL PROCESS FREQUENCY

1. name 1

2. was 2

3. are 2

4. is 5

5. were 1

6. be 5

1. Verb: Name

There was once a cook named Gretel

There was once a cook named gretel

Existential process

Existence Token Relational process

Value

2. Verb: Was

Gretel was not idle

Carrier Relational process Attribute

She was quite happy

Carrier Relational process Attribute

3. Verb: Are

You certainly are a pretty girl

Carrier Circ: manner Relational process Attribute