TAXIS AND LOGICO-SEMANTIC RELATION CONSISTING IN CLAUSE COMPLEX IN BUSINESS ARTICLES ON THE NEW YORK
TIMES NEWSPAPER:
A STUDY OF FUNCTIONAL GRAMMAR
SKRIPSI
Submitted to fulfill one of the requirements of Sarjana Sastra Degree
FERRA MARCHELINA 63709019
ENGLISH DEPARTMENT FACULTY OF LETTERS
INDONESIA COMPUTER UNIVERSITY BANDUNG
x CONTENTS
DEDICATION v
ABSTRACT vi
ABSTRAK vii
ACKNOWLEDGEMENT viii
CONTENTS x
LIST OF FIGURE xiii
LIST OF APPENDICES xiv
CHAPTER I: INTRODUCTION
1.1 Background to The Study 1
1.2 Research Questions 5
1.3 Objectives 5
1.4 Significance to Knowledge 5
1.5 The Framework of the Theory 6
CHAPTER II: THEORITICAL REVIEW
2.1 Functional Grammar 8
2.1.1 Clause as an Exchange 9
2.1.2 Clause as a Representation 9
2.1.3 Clause as a Message 10
2.2 Clause and Clause Complex 11
2.2.1 Taxis Relation 11
xi
2.2.1.1 Hypotaxis 12
2.2.2 Logico-semantic Relation 13
2.2.2.1 Projection 14
2.2.2.2 Expansion 17
2.2.2.2.1 Elaborating 18
2.2.2.2.2 Extending 20
2.2.2.2.3 Enhancing 22
CHAPTER III: RESEARCH METHOD
3.1 Research Object 26
3.2 Research Method 26
3.2.1 Data Collection 27
3.2.2 Data Analysis 27
CHAPTER IV: FINDINGS ANDDISCUSSION
4.1 Expansion 30
4.1.1 Four Clauses 30
4.1.2 Five Clauses 44
4.1.3 Six Clauses 52
4.2 Projection 55
4.2.1 Locution 55
4.2.2 Idea 61
CHAPTER V: CONCLUSION AND SUGGESTION
xii
5.2 Suggestion 66
REFERENCES 68
APPENDICES 69
68 REFERENCES
Bloor, Thomas., and Meriel Bloor. 2004. The Functional Analysis Of English, 2nd ed. Hodder Education: UK
Fraenkel, Jack. R., Norman. E. wallen and Helen H. Hyun. 2012. How to Design and Evaluate Research in Education, 8th ed. San Francisco.
Haliday, MAK. 1985. An Introduction to Functional Grammar. Great Britain: Edward Arnold (Publisher) Ltd.
Maryam, Ernawati. 2007. Clause Complex Analysis in “No Greater Love”. English Department, University of Computer: Bandung
viii
The writer wants to express her gratitude andappreciation for the contribution of the following people:
1. Dean of Faculty of Letters, Mr.Prof. Dr. H. Moh. Tadjudin, MA..
2. Mr. Dr Juanda, Head of English Department.
3. Mrs. RetnoPurwani Sari, M. Hum as coordinator of skripsi, for giving the updated
information to those who conducted skripsi.
4. Mrs. Asih Prihandini, M. Hum, for giving the writer support and patience in
checking and guiding this skripsi.
5. Mr. Rayhan Bustam, M. Hum as my second advisor helping and encouraging the
writer to finish this skripsi. He also gives the writer supports, advices, and patience
during the process of conducting the writer’s skripsi, thanks a billion times for
hisattention. The writer really appreciates his kindness. And the writer would like
to say thank to him for being the writer’s ‘dosen wali’. He also gives the writer
ix
for his kindness. Sorry for making him mad or angry during the process of making
this research.
6. All lecturers in English Department, for giving all knowledge that they gave to the
writer.
7. Administration of staff, Mbak Nita, for always helping and facilitating the writer
in the process of educational.
Bandung, 6 July 2014
91
CURRICULUM VITAE
1. Personal Identity
a. Name : Ferra Marchelina
b. Address : Komp. Bumi Asri, Jl. Dirgantara VI
No. 16 RT/RW 05/07 Kel. Gempol Sari Kec. Bandung Kulon, West Java 40215
c. Place and date of birth: Bandung, 18th March 1991
d. Sex : Female
e. Religion : Islam
f. Languages : English, Indonesia g. Phone / Mobile : (+62) 85603006747
h. E-mail : pepey_chubby@yahoo.com marchelinaferra@gmail.com
2. Educational Background a. Formal Education
Year Institution
2009-2014 Universitas Komputer Indonesia
92
2003-2006 SMP Angkasa Bandung
1997-2003 SD Budhi Luhur Cimahi
b. Informal Education
Year Name of Education Certification
2014 Participant of Talk Show “Menulis Bersama Risa Saraswati”
Certified
2013 Seminar Public Speaking “Building
Confidence in Delivering Public Speech” Certified
2013 Seminar IT “Merakit dan Instalasi PC” Certified 2012 Seminar “Reaktualisasi Nilai-Nilai Pancasila
di Kalangan Generasi Muda” Certified
2011 Workshop Translating & Interpreting Certified 2011 Participant of Seminar and Workshop:
Creating A Writing Course: Utilizing Class and Student’ Blogs
Certified
2011 Participant of Kegiatan Evaluasi Belajar Mengajar
Certified
2011 Committee of Copywriting Linguistics on Media
Certified
2010 Participant of Diskusi Internal Sastra Inggris Certified 2010 Participant of Latihan Dasar Kepemimpinan Certified 2010 Copy Writing and Consumer Behaviour
Seminar
2010 Seminar and Workshop Copywriting as a Creative Thinking
Certified
2009 English Leadership Internal Training of Education (ELITE)
Certified
2008 Lembaga Bahasa & Pendidikan Profesional LIA
Certified
3. Organizational and Work Experiences a. Work Experience
Year Institution
2012 Dago Wisata Tours and Travels (apprentice)
b. Organizational Experiences
2010-2011 Member of HIMA of English Department 2008-2009 Member of OSIS
4. Competency
Program Microsoft Office: Microsoft Word, Excel, Power Point
1 CHAPTER I INTRODUCTION
1.1Background to the Study
A paragraph can be composed by several units, such as a word, a phrase, a clause or a sentence. When people want to compose a good paragraph, they must know how to produce the sentences correctly by understanding the grammar well. Beside that, in composing the paragraph, they must know the structure of each sentence because a good paragraph can be seen from the structure of sentences.
Sometimes, when people compose sentences, they are concerned not only with the structure but also the meaning; how the structure constructs meaning. On the other hand, the sentences would produce the structure and the structure of meaning based on the largest unit. According to Gerot and Wignell (1994: 82), “people speak in messages, which are realized grammatically in clauses and
clause complexes”. They stated that “a clause is the largest unit the systemic functional grammar and a clause complex is two or more clauses that have
logically connected”. It means that people can compose the messages in clauses or clause complexes grammatically and people can analyze the sentences based on the clauses or the clause complexes. Thus, people can decide to analyze the clauses or the clause complexes grammatically and semantically.
the process of how the structure constructs the meaning. Hence, the clauses have a close relationship grammatically and semantically. On the other hand, the clauses have logically connected to connect the clauses each other where it would produce a logic relation. Beside that, Halliday (1985: 193) argued that the interpretation of the relations between the clauses makes up the logic meaning. The logic meaning of the clauses connects each clause. On the other hand, the clauses can be formed based on the interpretation. There are two interpretations, namely interdependency and logico-semantic system. The first is interdependency or also known as taxis system. The taxis system, usually, is called member of complex that separates the clauses. Those are usually known as parataxis and hypotaxis (Halliday, 1985: 195). Hypotaxis is the relation between a dependent and its dominant. Those are often called two elements that are in unequal status, whereas parataxis is the relation between initiating and continuing. Those are two elements of equal status. There is an example of the interdependency that mentioned above, she is not a show cat, I do not want to buy her as a show cat. That example shows that the
first clause is she is not a show cat is the initiating clause and the second clause I do not want to buy her as a show cat is the continuing clause. Those clauses are
the clause complex of parataxis because those have two equals status.
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projection. They have general types that are labeled by subtypes of those relationships; three types of expansion and two types of projection. In analyzing the logico-semantic relation, it is really interesting to discuss about the clause complexes that have logico-semantic relation because the data will show a process of meaning form that explains about how the clause complex produces the logico-semantic relation. There is an example of the logico-logico-semantic relation that produces a subtype of projection: "Polly! Don't be a fool!" he shouted. "Don't touch them." That is an example of projection, especially the locution. That is an
explanation of the data: "Polly! Don't be a fool!" is first clause and serves as the continuing clause. Then, he shouted is second clause and serves as the initiating clause. "Don't touch them." is third clause and serves as the continuing clause because it is a continued clause of the first clause. The second clause could be called by the projecting clause and the first and third clause are the projected clause. The projected clause is projected by the projecting clause because the projected clause is wording which is spoken out by the projecting clause. It tells us that the projecting clause of he shouted gives information about a clause that projects the projected clause. The clause he shouted interrupts the quoted of “Polly! Don’t be fool. Don’t touch them”. That means that the quoted clause is
Related to the topic, there is a previous research that is conducted by Ernawati Maryam as her skripsi entitled Clause Complex Analysis in “No Greater Love” (Ernawati: 2007). The research described about the relation of
logico-semantic in the novel text. In the research, she only described about expansion that linked a process of the logico-semantic by explaining the logic connection is in the clause complexes. The process which is explained through the logic connection can be found in the clause complex that consists of two until three clauses. Beside that, Ernawati analyzed the data which could be inserted into several classifications that certainly had been sorted by her. Meanwhile, there are two reasons which are taken by the writer to take up the research of Ernawati’s. First, the writer analyzes the expansion relation that consists of more than three clauses. Second, the writer also analyzes data that have projection relation. Therefore, the writer chooses the data source from several business articles. The articles are chosen because there are various data that indicate the taxis relation and the logico-semantic relation. Beside that, in analyzing and giving some explanations of taxis relation and the form of logico-semantic relation, it is obviously seen that the data have such of diverse relationship in these articles. Therefore, the writer wants to take up the previous research so that this research would be more completely comprehensive rather than the previous research. Thus, based on the background above, the writer entitles this skripsi “Taxis and Logico-Semantic Relation Consisting in Clause Complex in Business Articles on the New
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1.2Research Questions
To limit the problem and the discussion in this research, the writer attempts to formulate them in the following questions:
1. What types of taxis relation are found in Business Section Articles on the New York Times Newspaper?
2. What types of logico-semantic relation are expressed in the taxis in Business Section Articles on the New York Times Newspaper?
1.3Objectives
This research attempts to answer those research questions above, which are:
1. To analyze types of taxis relation in Business Section Articles on the New York Times Newspaper.
2. To analyze types of logico-semantic relation in the taxis relation in Business Section Articles on the New York Times Newspaper.
1.4Significance to Knowledge
provide a lot of information about functional grammar, especially in the case of clause complex.
1.5 The Framework of Theory
This research is analyzed as seen in the following framework based on Functional Grammar. Firstly, in the theory of Functional Grammar; Halliday stated that clause complexes have relation between one clause with other clauses in term of logical component (1985: 193). It means that the clause complexes will produce meaning which make up by the structure of clauses.
Related to statement above, the clause complexes are analyzed based on the taxis and logico-semantic relation (1985: 195). Based on the theory, the taxis relation are divided into two types. They are parataxis and hypotaxis whereas the logico-semantic relation are divided into two general relationships. Those are expansion and projection. Within these two general relationships, there are three of expansion and two of projection. Three of expansion are elaborating, extending, enhancing. Then two of projection are locution and idea.
In this research, the writer uses some theories for helping the analysis. The writer uses the theory from M.A.K. Halliday (1985) as the grand theory, and Thomas Bloor and Meriel Bloor (2004), Linda Gerot and Peter Wignell (1994) as
the supporting theories.
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information α, β, … then, the logico-semantic symbol: there is expansion and symbolized by elaborating ‘=’, extending ‘+’, and then enhancing ‘x, and the last, there is projection and symbolized by double quotes (“) for locution, and single quote (‘) for idea. The processes above will be explained in the following
[image:17.595.121.515.301.537.2]framework:
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This chapter consists of several theories that support this research. In this research, the writer uses the theory of Halliday (1985), Thomas Bloor and Meriel Bloor (2004), and Gerot and Wignel (1994).
2.1 Functional Grammar
According to Halliday (1985: xiii):
Functional grammar is essentially a natural grammar, in the sense that everything in it can be explained, ultimately by the reference to how language is used.
The quotation means language can be expressed by the meaning called by a semantic system that constructs grammar perfectly. Halliday proved (1985:xvii) the meaning are encoded in wordings. Wordings are abstract pieces of code; you cannot see or hear them. This means language that uses grammar as well can be expressed by indicating how we produce the meaning itself.
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2.1.1 Clause as an exchange
Clause as an exchange is clause that explains about a meaning which is shown by speech role. Halliday particularly stated (1985:68) the clause is also organized as an interactive event involving speaker, or writer, and audience. That means there is an exchange between speaker and listener that give interrelation in speaking. In other word, the speaker not only does something by himself, but also requires something of the listener. The example about it is presented in the table below:
Speaker Listener
Verbal When did you last see your
father?(Halliday, 1985:68)
Last week I meet him.
Non-verbal
For the example, the listener says something to the speaker with the purpose of getting the speaker to do something for the listener.
Kiss me!(1985:68)
2.1.2 Clause as a representation
saidthat “clause as a representation is meaning in the sense of content“(1985:103). He adds that the clause is the largest grammatical unit that
functions as representation process. The representation process is a process that is shown by human beings to figure out their feeling, happening, and being to create a sense of experience. Those three elements and an example of these elements are given in the table below: (1985:102)
Process Participant Circumstance
Verbal process Nominal group Adverbial group or prepositional phrase
The lion chased the tourist lazily through the
bush.
Participant process Participant circumstance circumstance
Nominal group
Verbal group Nominal group
Adverbial group
Adverbial group
2.1.3 Clause as a message
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that is resulted in any structure of clause called as clause complex. In this part, the writer discuses about clause and clause complex and all things related to it.
2.2 Clause and Clause Complexes According to Halliday(1985:21):
The mode of interpretation adopted here is functional one, in which the grammatical structure is being explained by reference to the meaning; and there is general participle in language whereby it is the largest unit that functions more directly in the realization of higher-level patterns.
The statement above tells that the clause is the largest grammatical unit that has its function and there is meaning in every structure of clause. In the functional grammar, in explaining the meaning in the structure of clauses, it provides information where a clause complex is one type of complex structure that has main clause and sub clause. In other word, the clause complex is a combination of clauses that are related to the relation of clauses. The relation of clauses is called the interpretation where it has two dimensions in the interpretation, namely interdependency or also known as taxis system and logico-semantic system. The explanation of those is described in the next part.
2.2.1 Taxis Relation
2.2.1.1 Parataxis
As mentioned above, the clause complex has two features in complex structure. There are parataxis and hypotaxis. Parataxis is a combination of initiating clause and continuing clause. The parataxis structure is symbolized by ‘1’ for the initiating clause, and ‘2’ for the continuing clause. The examples are
given in this table below:
She was not a show dog; I did not buy her as a show dog.
(Halliday, 2004:398)
She was not a show dog; I did not buy her as a show dog.
The initiating clause: 1 The continuing clause: 2 John said: “I am running away”. (2004:380)
John said: I am running away.
The initiating clause: 1 The continuing clause: 2
2.2.2 Hypotaxis
Halliday (1985:198) stated that “hypotaxis is the binding elements of unequal status. The dominant element is free, but the dependent element is not“.
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When the gap is correct, the feeler blade should just fall by its own weight.
(Thomas and Mariel Bloor, 2004:178)
When the gap is correct, the feeler blade should just fall by its own
weight.
The dependent clause: β The dominant clause: α
Haeckel thought that the Origin had one grave defect. (Thomas and Mariel
Bloor, 2004:196)
Haeckel thought that the Origin had one grave defect.
The dominant clause: α The dependent clause: β
2.2.2 Logico-Semantic Relation
There is logico-semantic relation in the clause complex relation. As stated before, in the clause complex relation, they have two features; parataxis and hypotaxis. Those refer to the members of complex that related as primary and secondary. The primary is the initiating clause and continuing clause is the secondary clause. In parataxis clause, the primary is independent clause and the secondary is independent clause. It is similar to the hypotaxis clause complex. The primary is dominant clause and the secondary is dependent clause. For further information, Halliday proves (1985:196):
On the information above, it is explained that the logico-semantic relation is a relation that is related to the primary and secondary clause and the logico-semantic relations have two general types, expansion and projection. Those two general types will be more explained in the sub-chapter below:
2.2.2.1 Projection
Halliday proved (1985:196) “Projection is the secondary clause is projected through the primary clause, which instates it as a locution and an
idea”. It means that projection have one process is projected through another by
quoting (locution) or reporting (idea). The example of projection is below:
Haeckel thought that the Origin had one grave defect. (Thomas and Mariel
Bloor, 2004:196)
Haeckel thought that the Origin had one grave defect.
The primary clause: α
The dominant clause The projecting clause
The secondary clause: β
The dependent clause The projected clause α^β
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Recognizing the small types of projection, like mentioned above, projection has two categories. They are locution and idea. These two categories will be further explained below:
a. Locution
Halliday (1985:197) generally proved “locution is one clause is projected through another, which presents it a locution, a construction of wording”. He mentioned that locution has another name that is usually called by ‘says’. As mentioned before, says is in this term regularly called with verbal process; process of saying. Thomas and Meriel bloor (2004:122) literally said that inner speech is a kind of verbalization of thoughts. Thus, the meaning of this type that comes out from verbal process is called by locution or says. To describe this type, locution is always symbolized by double quotes (“) and will be given an example as in table
below:
John said: “I am running away”. (2004:380)
John said: “I am running away”.
The primary clause: “1 The projecting clause
The secondary clause: 2 The projected clause 1^“2
form what John was said. So, the word is said is a verbal process that represents the locution projection clause.
b. Idea
Thomas and Meriel bloor said that thing that comes out from a process of mind or one of cognition, is called by mental process. In addition, Halliday (1985:197) assumed “idea is one clause is projected through another, which presents it as an idea, a construction of meaning”. The idea is similar to thinks – the things that related to process of mind, for the examples, feel, felt, believed, think, and hope.
In the projection idea, the secondary clause is projected by the primary clause where the projecting clause produces an idea and the projected clause produces a construction of meaning. Generally, the idea is symbolized by single quote (‘). This is the example of locution of projection
Dr Singleman always believed that his patient would recover. (Halliday, 1985:
230)
Dr Singleman always believed that his patient would recover
The primary clause – the dominant clause
The secondary clause – the dependent clause
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The example above tells that the projecting clause produces a mental process. The projecting clause projects the projected clause. It means that the projected clause is reported by Dr Singleman or the projecting clause. In other word, the projecting clause can be called as reporting speech or Dr Singleman reported something.
2.2.2.2 Expansion
Expansion is “secondary clause increases primary clause, by elaborating, extending, and enhancing” (Halliday, 2004: 377). Those are specifically types of expansion. When the data show up some conjunctives, it refers to the logico-semantic relation of expansion. In combining the clause complex, it could be easily recognized by showing the conjunctives. The example of expansion is in the table below:
I went to school in New York City and then we lived up on the Hudson for a
while, then moved to Connecticut. (Halliday, 2004:378)
I went to school in
New York City
and then we lived up on the
Hudson for a while,
then moved to
Connecticut.
1 x2 x3
1^x2^x3
clause complex. To identify the conjunctions more specific, these are the types of expansion.
2.2.2.2.1 Elaborating
Elaborating is to elaborate the meaning in one clause to another by specifying or describing the clause. In combining the clause complex of elaborating, there are three types of it, exposition, exemplification, and clarification. These types of elaborating are symbolized by ‘=’.
a. Exposition
Exposition is a clause that restates the secondary clause through the primary clause to present it from another point of view, or reinforce the message. These are several examples of exposition that are in the table below:
She was not a show dog; I did not buy her as a show dog. (Halliday,
2004:398)
She was not a show dog; I did not buy her as a show dog.
1 =2
1^=2
The second clause repeats the first clause by using the repetition or synonymy to reinforce the message. The word of a show cat in the first clause is reused in the second clause to reinforce the message. That is because in this example one uses the repetition. It means that the second clause is functioned to give specifying in great detail through the primary clause.
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I probably need that; it was very healthy.
1 =2
1^=2
In this data, the second clause repeats the primary clause through the synonymy words. The word of need links to the word of healthy. It means that the second clause gives a message through the primary clause. It is concluded, thus, that I really need it to become healthy. The information in greater detail is given by the second clause.
b. Exemplification
Exemplification is the primary clause that is developed by the secondary clause to become more specific about it, or referring to a definite example. The example of exemplification is in the table below:
You are too old for that game; for instance you could not bend over.
Halliday (2004: 398)
You are too old for that game; for instance you could not bend over.
The initiating clause The continuing clause The primary clause The secondary clause
1 =2
1^=2
the continuing clause. In other word, this clause is called by parataxis. In the data, there is conjunctive in the continuing clause – for instance that gives information about the real example of someone who is too old for a game, and finally he could not bend over. The secondary clause, thus gives a real
example by becoming more specific through the primary clause.
c. Clarification
Clarification is the second clause clarifies the primary clause by giving the information or comment. The example of clarification is in the table below:
They used to work over here; that is how we met. (Halliday, 1985: 398)
They used to work over
here;
that is how they met.
1 2 =3
1^2^=3
The second clause in this data explains about the primary clause by giving the comment that is, where the third clause refers to the primary clause. Therefore, the speaker is supposed to give the comment for clarifying the primary clause.
2.2.2.2.2 Extending
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conjunctives that connect the clause complex and what is added might be an addition – one process usually adjoins to another. Hence, there is usually the conjunctives such as additive positive (and), additive negative (nor), and adversative (but – and conversely); replacement – there is a clause is presented in total replacement of another. Conjunctive variationsfall into two sub-types: replacive (instead) and subtractive (except), or the last is an alternative – one clause is linked to another alternative one. The conjunctives include conversely, alternatively, on the other hand. Beside that, not only the meaning of one clause by adding something new to it, but also the symbol that always uses to present its extending. In fact, extending is symbolized by ‘+’.
There are some examples of clauses that are linked by the meaning of extending as can be seen in the table below:
He is not only good at math and history but also stands out in sports.
(ffyl.uncu.edu.ar)
He is not only good in
math and history
but also stands out in
sports. Addition
1 +2
The second clause adds something new to give the additional information about the primary clause. It explains that ‘he’ is not good in math and history, but also
he stands out in sports. That is why the clause is called by addition. 1^+2
I will watch movie this
evening,
instead of seeing him at
my home. Replacement
α +β
The secondary clause presents a replacement in the primary clause.
1^+2
Besides doing embroider and playing tennis, she sings in choir. (ffyl.uncu.edu.ar)
Besides doing embroider and playing tennis, she sings in choir.
Alternation
+β α
+β^α
In this clause, the second clause gives the alternation of the primary clause. In other word, she has another skill, not only good in doing embroider and playing tennis, but also good in singing.
2.2.2.2.3 Enhancing
According to Halliday (2004: 410), enhancing is:
One clause enhances the meaning of another by qualifying it in one of a number of possible ways: by reference to time, place, manner, cause or condition.
The quotation means enhancing usually describes about the meaning of another is enhanced by one clause. Besides, the conjunctives that always represent this relation are time, place, manner, cause or condition. Furthermore, this relation has principal categories and these categories are always symbolized by ‘x’. It indicates that there is enhancing relation in the clause.
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a. Temporal
I went to the saloon after doing the assignment all day.
I went to the saloon after doing the assignment all day.
α xβ
After
Temporal – different time : later - after α^xβ
I did the assignment all day and then went to the saloon.
I did the assignment all day and then went to the saloon
1 x2
and then
Temporal – different time: later – (and) then
1^x2
b. Spatial
She was welcome wherever we went. (ffyl.uncu.edu.ar)
She was welcome wherever we went.
α xβ
Wherever
α^xβ
c. Manner
I am developing a more pleasing sound by changing my embouchure.
(ffyl.uncu.edu.ar)
I am developing a more pleasing sound by changing my embouchure.
α xβ
by
Means – by
d. Causal-conditional
a. Cause: reason/purpose
She studied hard so that her parents would be proud of her. She studied hard so that her parents would be proud of her.
α xβ
so that
Cause: purpose – so that α^xβ
He had worked all day long, so he was very tired. He had worked all day long, so he was very tired.
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So
Cause: reason – so 1^x2
b. Condition: concessive
If I had different view, then perhaps I would write more novels. (ffyl.uncu.edu.ar)
If I had different view, then perhaps I would write more novels.
x1 2
If
Condition: positive – if
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method that includes techniques and processes of collecting and analyzing the data.
3.1Research Object
The object of this research is clause complex that consists of more than three clauses. The data are taken from Business Section Articles on the New York Times Newspaper edition from Friday, 21st March 2014.
The writer chooses business articles because there are data that indicate the clause complexes, especially the clauses that consist of more than three clauses.
3.2Research Method
In this research, the writer attempts to use qualitative method. According to Fraenkel (1993:427):
Qualitative method is describing the type of samples that are used in qualitative research, and give someexamples of these types and tend to analyze their data inductively.
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3.2.1 Data Collection
The writer tries to collect the data with some processes as follows: 1. Choosing Data Source
New York Times Business Articles is chosen by the writer as the data source
because the writer finds data that relate to the taxis and logico-semantic relation. 2. Collecting The Data
After the writer reads the articles to indentify the data, then, the writer analyzes the whole data. Moreover, the writer only focuses on the data that consist of more than three clauses.
3. Separating The Data
After collecting the data, the writer separates the data based on the number of clauses and separates the data that show the projection relation.
4. Analyzing The Data
Finally, after the data are selected based on the separation, the data are analyzed to identify the taxis relation consist of parataxis and hypotaxis and the logico-semantic relation based on the number of clauses for the expansion relation and the projection relation.
3.2.2 Data Analysis
determining the whole symbols, then the writer defines the taxis relation. After that, the writer analyzes the logico-semantic based on the taxis relation.
This process is made up to describe the relation of taxis and to show the meaning of logico-semantic. There is an example analysis of projection: parataxis locution
Data 1
“I say," said Polly, "I've still got the remains of that bag of toffee in my
jacket. It'll be better than nothing." (The Magician’s Nephew: 129)
“I say," said Polly, "I've still got the remains of
that bag of toffee in my jacket.
It'll be better than nothing."
“1 2 “3
The data above consist of three clauses and included of the clause complex of parataxis. It can be seen by the three of clauses are symbolized by the numerical information “1, 2, 3“ where the symbol “1“ signs the initiating clause and “2“ signs the continuing clause. Not only that, the meaning of its projection is
symbolized by quotation marks “ ” “. If the data are stated by the double quotation, it means that the data are the locution projection clause. Thus, the symbol that shown by the data above is “1^2^“3,
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something, says about the quoted, “I say," "I've still got the remains of that bag of toffee in my jacket. It'll be better than nothing."
In this data, there are four clauses. First clause is I say, second clause is said Polly, third clause is I've still got the remains of that bag of toffee in my jacket; fourth clause is It'll be better than nothing. The fourth clause is a part of
the third clause, where the third clause has a combination of the second clause. It is because of those clauses are an independent clause, so that clause complex is a clause complex of parataxis
In the data above show that the data have a relation of logico-semantic which are represented a projection, especially locution of projection that shown by parataxis projection. The data can be proven with the presence of quotation marks in “I say,” and “I’ve still got the remains of that bag of toffee in my jacket. It'll be better than nothing.", and the clause said Polly is projected by someone who is
talking about or it can be called with direct speech. Therefore, the data above show a projection that determine locution meaning or verbal process, where the clause of said Polly interrupts the quoted of “ I say“ and continued by the next clause is "I've still got the remains of that bag of toffee in my jacket. It'll be better than nothing."
65 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter explains about the conclusion and suggestion of the research. Based on the result of the data analysis which have been done in Chapter IV, the conclusions are composed well. Furthermore, the suggestions are composed for the next researchers who are interested to make further research in analyzing clause complexes based on Functional Grammar.
5.1Conclusions
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types in each data. Data 1, there are elaborating-extending-elaborating. Data 2, there are elaborating-elaborating-projection idea-enhancing. Data 3, there are enhancing-projection idea-enhancing. Data 4, there are extending-extending-extending-enhancing. Then, there are five clauses and showed enhancing-elaborating-elaborating in Data 5. Data 6, there are enhancing and elaborating. Data 7, there are elaborating-enhancing-elaborating-elaborating. Data 8, there are extending-extending-elaborating-elaborating. Those data represented Expansion. The last type in the logico-semantic relation, there is projection. The projection data found four data. Data 9, there is enhancing-extending-extending. Data 10, there is locution projection that was formed by the hypotaxis relation. Data 11, locution projection is formed by the parataxis relation. Data 12, locution projection-elaborating are formed of the hypotaxis relation. Data 13, idea projection-elaborating-ehancing-elaborating-extending are found of hypotaxis.
5.2Suggestion
There are several suggestions based on the conclusions:
1. This research analyzes the clause complex based on the taxis relation and the logico-semantic relation. The writer expects that there are other researchers who are interested in analyzing the tone relation in the logico-semantic relation.
