The Mood Types Analysis Of Informal Language Found In “Kids With Guns”

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THE MOOD TYPES ANALYSIS OF INFORMAL LANGUAGE FOUND IN “KIDS WITH GUNS”

A THESIS BY

ULI A SIMANUNGKALIT REG NO. 100705023

DEPARTMENT OF ENGLISH

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Approved by Department of English, Faculty of Cultural studies University of Sumatera Utara (USU) Medan as thesis for the Sarjana Sastra Examination.

Head, Secretary,

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THE MOOD TYPES ANALYSIS OF INFORMAL LANGUAGE FOUND IN “KIDS WITH GUNS”

A THESIS By:

ULI A SIMANUNGKALIT REG NO. 100705023

Supervisor, Co- Supervisor,

Prof. T. Silvana Sinar, M.A., Ph.D Drs. Chairul Husni, M.Ed. TESOL NIP. 195409161980032003 NIP. 195703081984031004

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

DEPARTMENT OF ENGLISH

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Accepted by the Board of Examineers in partial fulfillment of requirements for the degree of Sarjana Sastra from the Department of English, Faculty of Cultural Studies University of Sumatera Utara, Medan.

The examination is held in Department of English Faculty of Cultural Studies University of Sumatera Utara on April, 10th 2014.

Dean of Faculty of Cultural Studies University of Sumatera Utara

Dr.H. Syahron Lubis,MA NIP.19511013 197603 1 001

Board of Examineers

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AUTHOR’S DECLARATION

I, ULI A SIMANUNGKALIT DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGMENTS 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 : ULI A SIMANUNGKALIT

TITLE OF THESIS :THE MOOD TYPES ANALYSIS OF INFORMAL LANGUAGE FOUND IN “KIDS WITH GUNS”

QUALIFICATION : S-1/ SARJANA SASTRA

DEPATMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER LAW OF THE REPUBLIC OF INDONESIA.

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ACKNOWLEDGEMENT

Allein Gott in der Hoeh sei Ehr. ..

All what is going through is known by my faithful Saviour, Jesus Christ. His presence in my weakness and trial always give me strength in doing all my efforts. I humbly thank You for the great confidence in the present and great hope for the future. I also say my gratitude to Jesus especially in the process of completing this thesis.

Thank you very much to Dean of Faculty of Letters USU, Dr. H. Syahron Lubis, M.A, the Head of English Department, Dr. H. Muhizar Muchtar, M.S, and the Secretary of English Department, Rahmadsyah Rangkuti, MA. Ph.D, and all of my lecturers in Department of English for the guidance and knowledge given to me during in my study. Furthermore, I give my gratitude to my supervisors to Prof. T. Silvana Sinar, M.A., Ph.D and Drs. Chairul Husni, M.Ed. TESOL for the patience, and guidance during the process of completing this thesis.

To my father Harry Simanungkalit and my mother Luminar Simanjuntak, I give to them my uncountable gratitude. You are the people whom I have to thank the most. I will always give them my best though I will not be able to response all their unconditional sincerities. I also gratitude to my mother for her affection and her ceaseless pray. I dedicate this graduation for them! I would like to say my thankful to my brothers and sisters Pagiel, Yohana, Ditha, and Gunawan. They are some of the reasons why I have to finish this degree.

The last but not the least, I give my gratitude to all of my classmates in class “A” of English Literature Department. We had been together in more or less than 4 years. We had been in all the struggle, happiness, and barrier. I wish u good luck.

Vielen dank fuer unsere schoene Erfahrung! Was macht Ihr da?

Medan, April 25th 2014

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ABSTRAK

Skripsi ini berjudul THE MOOD TYPES ANALYSIS OF INFORMAL LANGUAGE FOUND IN “KIDS WITH GUNS”, yang menganalisis tentang penggunaan struktur Mood dalam bahasa informal. Data yang digunakan dalam analisi ini diambil dari sebuah artikel berjudul “Kids With Guns”. Artikel tersebut merupakan salah satu dari banyak artikel yang terdapat di dalam buku “Our Times” oleh Robert Atwan.Tujuan dari analisis ini adalah untuk mengetahui serta mangamati struktur Mood dalam bahasa informal serta tipe Mood yang paling dominan dipakai.

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ABSTRACT

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TABLE OF CONTENTS

1.5 Significance of the Study 5

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Theoretical Framework 6

2.1.1. An Overview of Discourse Analysis 6

2.1.2 Systemic Functional Linguistics (SFL) 7

2.1.3 Interpersonal Function 8

2.2 Mood System 9

2.2.1 Mood Types 10

2.2.1.1 Declarative 10

2.2.1.2 Polar Interrogative 11

2.2.1.3 Tagged Declarative 11

2.2.1.4 W-h Interrogative 11

2.2.1.5 Imperative 12

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2.2.1.7 Elliptical Clause 13

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2.2.1.7.2 Elliptical Polar Interrogative 13

2.2.1.7.3 Elliptical wh- Interrogative 13

2.2.1.7.4 Elliptical Imperative 14

2.2.1.7.5 Elliptical Exclamative 14

2.2.1.8 Minor Clause 14

2.2.1.9Non-Finite Clause 15

2.3 The Informal Language and Some Rules of Its Grammar 16

2.3.1 Tag Controlled Deletion 16

2.3.2 Deletion of Be 17

2.3.3 Deletion and Recovery of Information 17

2.4 Relevant Studies 19

CHAPTER III: METHODOLOGY

3.1 Method of the Study 21

3.2 Data and Source 21

3.3 Techniques of Data Analysis 21

CHAPTER IV : THE ANALYSIS AND FINDINGS

4.1 The Analysis of the Data 23

4.1.1 The Analysis Of The Informal Clauses in the text

“Kids with Guns” 23

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CHAPTER V: CONCLUSION AND SUGGESTION

5.1 Conclusions 85

5.2 Suggestions 85

REFERENCE 86

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Table of Abbreviation

S = Subject

M = Mood

C = Complement

CA1 = Circumstantial Adjunct

CA2 = Conjunctive Adjunct

CA3 =Continuity Adjunct

IA1 = Interpersonal Adjunct

IA2 = Intensity Adjunct

WC =Wh Complement

WA =Wh Adjunct

F = Finite

R = Residue

MA = Mood Adjunct

P = Predicator

PA = Polarity Adjunct

HA = Holding Adjunct

TA = Temporally Adjunct

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ABSTRAK

Skripsi ini berjudul THE MOOD TYPES ANALYSIS OF INFORMAL LANGUAGE FOUND IN “KIDS WITH GUNS”, yang menganalisis tentang penggunaan struktur Mood dalam bahasa informal. Data yang digunakan dalam analisi ini diambil dari sebuah artikel berjudul “Kids With Guns”. Artikel tersebut merupakan salah satu dari banyak artikel yang terdapat di dalam buku “Our Times” oleh Robert Atwan.Tujuan dari analisis ini adalah untuk mengetahui serta mangamati struktur Mood dalam bahasa informal serta tipe Mood yang paling dominan dipakai.

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ABSTRACT

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CHAPTER I

INTRODUCTION

1.1Background of the Study

Language can not be used similarly in the all situations. We have many ways

to say a thing. It depends on where you are, who you are talking to, and how you

feel. According to the formality of language, language can be classified into two

categories they are formal and informal language varieties (Jendra, 2010:28). The

informal language is one of the language varieties.The informal language or casual

conversation takes occasional liberties with grammar. The informal language is

different from the formal language. The informal language is the language which we

tend to use when people talk in supermarket, hospital, or bus station. While the

formal language is referred to the variety used in writing official letters, research

reports, academic seminars, writing condolence letters, etc. (Jendra 2010:42).In

conversation, people tend to use the informal language rather than the formal one

because they have the interpersonal goal that is “to kill the time”. On another hand,

the formal language is usually used by the speakers in such kind of ways, for

instance like in the legal affair.

Sometimes, people are still unable to differ the occasion of using the formal

or the informal language. They also think that grammar in language is all about

tenses, punctuations, etc. The informal language which is used in the informal

occasion can also be identified grammatically by looking into its role relation.Role

relation is the grammar of casual conversation (Eggins and Slade 1997:67). The

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concept is prescriptive. The informal language has the different concept. It is

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functional, descriptive, and happening. Conrad and Leech (2002:7) in their

book say that prescriptive grammar dictate how people “should” use the language.

However, speakers do tend to be aware of some aspects of disputed usage and

sometimes have strong opinions about what forms are “correct”.

The informal language can also be analyzed by using the mood systems as the

grammar of systematic system. We can not deny that nowadays people tend to use

the informal language in communication due to its simplicity and efficiency.

Language is developed and we can see this case in the society. The informal

language which is spoken by the speakers in the casual situation also has the

grammatical features in role relation. The grammatical categories of, e.g., tense,

aspect, mood, voice and case can only be understood in depth if they are investigated

in relation to texts. The role relation deals with the mood analysis. It is not only the

formal but also the informal one. In English, the difference between the formal and

informal variety can be seen in the use of forms and vocabularies.

The informal language found in one of the articles in “Our Time” book is

analyzed by looking into the grammatical features focused into the role relations. In

this study, the major focuses deal with the role relation that is mood. The formal and

informal language which is uttered by the speakers in the interactive conversation

can be constructed through the contributions of each speaker. Through their

grammatical choices interactants take up roles in the language used in their

conversation.

People give more attention to the pattern and the structure of the formal

language. The English learners are also more focused on it. Thus, in this study, the

writer gives an obvious description of the roles, structures, and the patterns of the

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Usually, people are more interested in studying and describing how the

language used rather than how actually the speakers use the language to convey the

meanings to the listeners. The informal language which is effective to kill the time

with many variations also has its own systems of construction. That grammatical

system can be analyzed by using the interpersonal meaning based on the theory of

Halliday. The analysis of those perspectives are expected to describe the aspects of

how talk works.

For example, there are some variations we can find in the mood system in

English. Are they normal? Are they understandable? Can they be said as English?

Let’s consider the following examples.

a. You ain’t my friend

b.

(informal)

You are not my friend

Both informal and formal languages do not affect the Mood systems. What

about the following examples?

(formal)

c. Want some coffee

d.

?(informal)

Do you want some coffee

In this case, the mood structure is different. Want is a predicate whereas Do is

a finite. The sentence “Want some coffee?” has no finite as it is an informal language

which has liberties with grammar.

? (formal)

Let us look at some more clauses below:

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The components of each informal clauses above are considered as Mood feature.

The informal language can be seen by looking into the use of forms and

vocabularies.Role relation is the grammar of casual conversation. The major pattern

which enacts role relation is mood. Mood refers to pattern of clause type, such as

interrogative, imperative, and declarative (Eggins and Slade 1997:74).The study is

referred to the theory of Halliday (1985, 1994, 2004) in the scopes of role relation in

approach to interpersonal meanings.

In this study, the analysis is focused on the informal English in “Kids with

Guns “article by looking into the mood types. The informal language is interesting to

be analyzed because of its liberties with grammar. Therefore, it is interesting to find

the Mood system of the informal one because mostly people are concerned only to

the formal one.

1.2. Problems of the Study

Based on the description above, questions can be formulated as follows:

a. What types of mood are occurring in the informal language found in “Kids

with Guns” article?

b. What are the dominant types of mood used in informal language found in

“Kids with Guns” article?

1.3. Objectives of the Study

The purposes of the study can be summarized as below:

a. To describe the types of mood occurred in the informal language found in the

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b. To describe the dominant types of mood used in informal language found in

“Kids with Guns” article.

1.4. Scope of the Study

The scope of this study is the grammatical analysis focused on the role

relations of informal English found in one of the articles found in “Our Time” book.

The title of the article is “Kids with Guns”, edited by Robert Atwan. The article is

analyzed by using a descriptive qualitative method.

1.5. Significance of the Study

This study is expected to show the readers about the varieties of language. It

is also aimed to show that the informal language can also be analyzed by using role

relation theory. It aims to broaden the knowledge of the readers about the informal

language in usage and the role relation focused on the mood types’ analysis.

Hopefully, it can make us perceive about the phenomenon of language found in the

society. It is also expected that the students of English Literature Department will be

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 THEORETICAL FRAMEWORK 2.1.1 An Overview of Discourse Analysis

Discourse analysis has a wide scope. It is not only applied in the spoken but

also in the written text. Discourse analysis can also be applied in many different

social languages included in the informal language found in “Kids with Guns”

article. Discourse always involves more than language. Discourse analysis aims to

achieve the exact meaning intended by the writer to the reader. There are some

functions which are aimed to be gained related to discourse analysis:

a. Enable us to understand the text meaning in order that we can understand the

text well.

b. Enable us to understand what social languages are involved in order that we

can understand the social situated identities.

Gee (1999:18) says that discourses are always embedded in a medley of

social institutions, and often involve various ‘props” like books and magazines,

classroom, laboratories, and the other objects.

The discourse analysis which is analyzed in the study has a correlation with

the informal language. It is one of the different styles of language that we use to

enact. The language which is used represents the identity of somebody. Through the

discourse analysis of the informal language used in “Kids with Guns” article, we can

see that it is not only the formal English that could be analyzed but also the informal

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2.1.2 Systemic Functional Linguistics (SFL)

Systemic Functional Linguistics (SFL) is a study which is used in the

approach of discourse analysis. The term Systemic Functional Linguistics is used by

someone in order to recognize the goals. The goals are achieved by implementing the

theory based on the context of situation and the context of culture. Gerot and Wignel

in Making Sense of Functional Linguistics (1994:6) say that functional grammars

view language as a resource for making meaning. These grammars attempt to

describe language in actual use and so focus on text and the context. They are

concerned not only with the structures but also with how those structures construct

the meaning. Functional grammars start with the question, “How are the meanings of

this text realized?”

We are particularly concerned with the relational relationship between

language and context. The aspects of Systemic Functional Linguistics can be

identified in linguistic units of all sizes: in the word, phrase, clause, sentence and

text.

In the units of text, we also find three types of meanings in the systemic model.

According to Eggins and Slade (1997:49), there are three types of meaning, they are:

a. Ideational meaning: meanings about the world, representation of reality

(examples: topics or the subject matter). This involves looking at what topics get

talked about, when, by whom, and how topic transition and closure is achieved,

etc.

b. Interpersonal meaning: meanings about roles and relationships (examples: status,

intimacy, contact, sharedness between interacants). This involves looking at what

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express to and about each other, what kinds of things they find funny, and how

they negotiate to take turn, etc.

c. Textual meaning: meanings about the message (examples: foregrounding and

types of cohesion). This involves looking at different types of cohesion used to tie

chunks of the talk together, different patterns of salience and foregrounding, etc.

In this study, the focus is only for the interpersonal meaning.

2.1.3 Interpersonal Function

The interpersonal function is commonly found in informal language. The

interpersonal language involves designing your sentences as to shape how your

hearers or readers can interact with your over meaning. In interpersonal function the

speaker is using language as the means of his own intrusion into the speech: the

expression of his comments, his attitudes, and evaluations, and also of the

relationship that he sets up with the listeners. In particular, the communication role

that he adopts, of informing, questioning, greeting, persuading, and the like. The set

of communication roles is unique among social relations in that it is brought into

being and maintained solely through language. The interpersonal function in

language is both interactional and personal; there is in another word, a component in

language which serves at one and the same time to express both the inner and the

outer surfaces of individual, as a single undifferentiated area of meaning potential

that is personal in the broadest sense (Halliday, 2002:56).

At the clause level, the major patterns which enact roles and role relations are

those of mood. Mood refers to patterns of clause type, such as interrogative,

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configuration of certain “negotiable” elements of clause structure (Eggins & Slade,

1997: 74).

The interpersonal meaning that functions as clauses as exchange represents

the speech’s role relationship. The mood system of language is represented by the

mood structure of the clause. It has two major elements they are: (1) mood and (2)

residue. A mood element of an English clause typically consists of a subject and a

finite, while a residue element of predicator consists of one or more complements or

any number of different types of adjuncts.

2.2. MOOD SYSTEMS

The interpersonal meanings are realized in the lexicogrammar through

selectionfrom the system of mood. The mood element consists of two parts:

• The subject, which is realized by a nominal group

• The finite element, which is part of the verbal group

Halliday (1985:76) in his book says”The Subject when it first appear, may be any

nominal group. If it is a personal personal pronoun, it is simply repeated each time

replaced by the personal pronoun correspondence to it. The finite element is one of

the small number of verbal operators expressing tense or modality. However, that in

some instances the Finite element and the lexical verbs are fused into a single word

e.g loves. The reminder of the clause we shall call the Residue. The Residue consists

of functional elements of three kinds: predicator, complement, and adjunct”.

Here are some descriptions of the basic mood classes according to Eggins and

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Mood types Examples

Look at that man walking up

Imperative: elliptical

there

Wh- interrogative: full

Look

When are you gonna do…all your odds‘n

Polar interrogative: full

subjects?

Yeah but what is

Polar interrogative: elliptical

it?

Does he

Exclamative: full

?

What rubbish you talk, Brad

Exclamative: elliptical

!

What rubbish

Full English clauses that are clauses which have not any elements left out ellipsed

generally consist of two pivotal constituents: a subject and a finite. !

2.2.1 Mood Types

Gerot and Wignel in Making Sense of Functional Grammar (2001:38) say

that mood in English is realized by the position in the clause of the subject and finite.

These are the description of each mood types:

2.2.1.1 Declarative

Declarative clauses can be identified as clauses in which the structural

element of subject occurs before the finite element of the clause. Declarative presents

both factual information and attitudinal option. However, declaratives are also used

to query prior talk, to challenge, and to counter-challenge.

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2.2.1.2 Polar Interogatives

Polar interrogatives also known as yes-no interrogatives can be identified as

clauses where the finite element occurs before the subject. Full polar interrogatives

are typically used to initiate an exchange by requesting information from others. It is

not usual in casual or informal situation.

Example: Are you a student?

2.2.1.3. Tagged Declarative

This clause type falls midway between the declarative and polar interrogative.

Structurally, it has the sequence of a declarative, with the subject occurring before

the finite element. However, unlike the simple declarative, the tagged declarative has

what is called a “mood tag” added to it. The mood tag consists of:

• The finite element: if finite was merged with the predicator in the main

clause.

• The subject of the main clause, expressed in pronoun form.

The functions of the tagged declarative are to claim the status role of the

informant and at the same time recognizes the role of other interactants to confirm or

refute the information.

Example: “Yo, you got money?”

2.2.1.4. Wh- Interrogative

W-h interrogative consist of a wh-question word , e.g wh, what, which, when,

where, in what way, in what reason, how, etc. the purpose of the wh-word is to probe

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circumstantial adjunct; who probes for the subject; and what probes for either the

subject or the complement of a clause. The order depends on which element of clause

structure is being probed. The function of a W-h interrogative is to elicit additional

circumstantial information. It is also used to challenge prior talk and to achieve

commands.

Example : Yo-whatchoo doin’ with my bitch?

2.2.1.5. Imperative

Imperative typically does not contain the elements of subject or finite but

consists of only a predicator, plus any of the participants of complement and adjunct.

The omission of the subject in an imperative occurs because all imperatives are

implicitly addressed to the addressee. Imperative often function to make command

and to demand that someone does something. However, in informal talk, imperatives

are often used to encode advice.

Example: “G’head, set it off!”

2.2.1.6.Exclamative

An exclamative clause is not merely a word or clause produced with an

emphatic or surprised intonation. Exclamative clauses have a specific structure. The

order is: first the wh- elements, followed by the subject, and the finite, predicator and

other constituents. The function of exclamative is to encode a judgement.

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2.2.1.7. Elliptical Clauses 2.2.1.7.1. Elliptical Declaratives

When a speaker produces a declarative as a respond, they will frequently omit

all but the informationally significant components of the structure. One common

context for elliptical declarative is when a second speaker responds to a first speaker

by co-operatively adding some information to the first speaker’s clause.

Example: Everybody doesn’t know how to go there….um….except you

2.2.1.7.2.Elliptical polar interrogative

If a speaker wishes to initiate a sequence of talk by finding out a yes/no

answer, then they will need to package into the interrogative all the information

necessary for the respondent to formulate a response, e.g. Are you a student of

USU?. However, if a speaker is reacting to prior talk and simply needs, for example

to make a confirmation, they can abbreviate the interrogative structure, e.g. Do you?

Example: Is he?

2.2.1.7.3.Elliptical Wh-interrogative

All elements except the key question word may be ellipsed from a

wh-interrogative, provided the ellipsed elements can be clearly retrieved from the

context.

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2.2.1.7.4. Elliptical Imperatives

All elements in an imperative except the predicator can be ellipsed. Ellipsed

in imperative is often due to the fact that the ellipsed constituents can be retrieved

from physical context.

Example: Take!

2.2.1.7.5 Elliptical Exclamative

Elliptical exclamative must retrain the wh-elements which are the keys to

their exclamative import. Thus where the wh-element was attached to either the

subject or the complement, typically both subject and all verbal elements are

ellipsed.

Example: What a lucky!

2.2.1.8. Minor Clauses

One very important category of clauses in informal situation is that of minor

clauses. These are clauses which have no mood structure at all. Minor clauses tend to

be very brief, and are often formulaic. They do not consist of elements of subject,

finite, etc. It can not be ambiguously retrieved. It also can not be negated. A minor

clause can not be made to take a negative polarity. The functions of the minor clause

are as preludes to negotiation as in the typically reciprocated use of minor clauses in

greetings or as closures.

There are three common types of minor clauses in informal language:

a. Lexicalized minor clauses

These are minor clauses which are full lexical items which operate in other

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evaluative dimensions. Swearing when expressed as an autonomous expression fits

into this category. These types of minor clauses typically as a responding.

Example: Exactly true

b. Formulaic expression

!

These are typically of greeting and thanks.

Example: G’day

c. Non-lexical items

!

The functions are as conventionalized feedback and backchannel indicators.

Such items tend to have no standardized written form. They also have no experiential

content, but play a very important interpersonal role in interactive discourse.

Example: Uhuuuh

2.2.1.9. Non-Finite Clauses

….

A non-finite clause is a clause in which there is no finite element present.

Typically they consist only of a predicator, plus any of a complements or adjuncts.

They also have no subject. However in the informal language non-finite clauses are

rare.

Example: She comes

2.3. THE INFORMAL LANGUAGE AND SOME RULES OF ITS

GRAMMAR

Based on the descriptive language, it can be perceived that language is based

on how actually language functions in the social contexts and how those contexts can

actually constraint the structure and the use of language. Dillard (1972) says, “Some

speakers of English, notably self-styled educated speakers, often equate the formal

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dubbed a form of sloppy speech or even slang, especially in language classes in

public schools. But on closer investigation of the investigation of the actual details of

informal language, it turns out that the informal style, far from being merely a sloppy

form of language , is governed by rules every bit as precise, logical, and rigorous as

the rules governing formal language.”

A well-known difference between formal and informal language styles in

English (and indeed in many other languages) is that the formal style has a greater

amount of abbreviation, shortening, contraction, and deletion. The informal

languages are strict to the point. Let us compare the examples below:

a. Do you feel so tired

The informal style is brief compared with the formal one. The two important

grammatical features of the informal language are:

a. The dropping of the subject of the sentence

b. The dropping of the auxiliary verb

Below are the descriptions of the grammatical styles in informal language based on

Conrad and Leech (2007):

2.3.1 Tag Controlled Deletion

In a tagged sentence, there are two important properties of a sentence: (1) the

tag contains the auxiliary verb found in the sentence, or (in the case of do) the

auxiliary verb found in the min sentence, and (2) the pronoun in the tag agrees with

the subject of the sentence. The tag question thus contains, in part, a repetition of

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rule of the abbreviated style in informal language. Even though the subjects and the

auxiliaries are missing from the main clauses, the information can easily be

recovered from the tag.

Examples: Been waiting for so long time again, haven’t you?

2.3.2 Deletion of Be

Another informal style of English involves abbreviated questions. Want some

coffee? is an example of one type of abbreviated question; another type, the one we

will be examining here, involves the deletion of the verb be.

Examples: Gonna leave soon?

2.3.3 Deletion and Recovery of Information

We have seen that the abbreviated questions are formed by deleting elements. It

is important to realize that apparent abbreviations also occur in the informal style in

English example, in a situation where we might use the abbreviated question Want

some coffee? We might also be able to ask simply, Coffee?. To take another

example, suppose you see a friend wearing shoes you haven’t seen before. You

might point them and ask, New? These single word utterances are quite common in

casual styles and are perfectly appropriate and comprehensible.

The deletion of subjects and contractible verbs in, for example, abbreviated

questions is governed by a systematic rule, with strict conditions. Not just any kind

of deletion of subject and verb is possible, even if the context would make the

abbreviation perfectly clear.

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Besides by looking at the forms of the language, we can also caracterize the informal

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2.4 RELEVANT STUDIES

Suksiroji, Amarapa. 2009. A study of Informal English Language Used in the Movie

‘‘The Holiday’’.Unpublished thesis. Thailand: Faculty of Liberal Arts. In his thesis,

he aims to divide the sang, idiom, and comparison between informal and formal

sentence with Standard English Grammar. After collecting all the data, he finds that

there are totally 28 slangs and 42 idiom. The characters in the movie communicate

by using informal in order to have a comfort way, naturalization and promptness.

Ikhwal, 2012. The Analysis of Mood Types in Debate Contest of Festival Pendidikan

at Muria Kudus University on 14th June, 2012.

u

npublished thesis. Kudus:

Universitas Muria Kudus. In his thesis, he analyses about the types of Mood and the

Process types by using the descriptive qualitative method. He analyses the debate

skill because it can sharpen the critical thinking, communication, listening,

persuasion,etc. After analysing the data, he finally finds that most of the type which

is used in the debate is declarative (2,88 %), imperative (95,24%), and interrogative

is only (2,88%). Then, the percentage of process types is 19,55%, material 3,63%,

mental 65,41%, relational 0,50, behaviour 0,50%verbal 8,62%, existential 2,26%,

and meteorological 0%.

Nasution, Fazdilah, Dian. 2010. An Analysis of Mood Types in William

Shakespeare’s Play “Romeo and Juliet”: A Systemic Functional Linguistics

Approach. Medan: Universitas Sumatera Utara. In her thesis, she analyses about the

most dominant Mood types by applying the theory of M.A.K Halliday. By studying

some books and some related literature, she finally finds that the most dominant

(37)

Kholifah, Nor. 2013. Mood Types Analysis in the Script of Barrack Obama’s Victory

Speech 2012 On Election Night.Unpublished thesis. Kudus:Universitas Muria Kudus.

In her thesis, she analyses the Mood types used in the script of Barrack Obama’s

victory speech 2012 on election night by finding the mostly used type of Mood in his

speech. So, by using the descriptive qualitative method, she finds that the declarative

(38)

CHAPTER III METHODOLOGY 3.1 Method of the Study

This study uses descriptive qualitative method which is applied by giving a

description of the mood types in the article Kids with Guns. Abdurrahmat (2006)

says that descriptive qualitative method is a method of research which aims to serve

the information accurately and precisely about the characteristics of a population. It

is also applied to answer the question “how” and “why”.

3.2 Data and Source Data

The data are collected from Robert Atwan’s book. “Our Time” book is edited

by Robert Atwan. It was published in 1995 by Bedford Books of St. Martin’s Press.

This book was manufactured in USA. The book consists of 15 chapters with 63

subchapters. The subchapter 11 from the fifth chapter is analyzed. The title of the

article found in this subchapter is Kids with Guns. This article is written by Eric

Pooley. This article was ever published on August 5, 1991 in New York Times

Magazine. Specifically, the writer would like to analyze this article by using Mood

types theory. The data consists of the clauses that are found in the data source.

3.3 Techniques of Data Analysis

There are some techniques will be used in the analysis such as the followings:

a. To read the article Kids with Guns

b. To select the clauses which have informal language by looking into the forms and

vocabularies

(39)

d. To analyze the clauses by using role relation theory

e. To describe the analysis

(40)

CHAPTER IV

THE ANALYSIS AND FINDINGS

4.1 Data Analysis

In this chapter, the writer analyzes an article entitled “Kids with Guns”

written by Eric Pooley, which is taken from “Our Time” book edited by Robert

Atwan. This article is once published in New York magazine on August, 5th 1991.

The writer focuses the analysis on the mood types of the informal language found in

the article. The mood types of the informal language is consisted of declarative, polar

interrogative, tagged declarative, wh-interrogative, imperative, exclamative, elliptical

clauses, minor clauses, and non-finite clauses.

In order to carry out a mood analysis, the text must first be divided into

clauses. The clauses are labeled as C for complement, CA1 for Circumstantial

Adjunct, CA2 for Conjunctive Adjunct, CA3 for Continuity Adjunct, F for Finite,

HA for Holding Adjunct, IA1 for Interpersonal Adjunct, IA2 for Intensity Adjunct,

M for Mood, MA for Mood Adjunct, P for Predicator, PA For Polarity Adjunct, R

for Residue, S for Subject, SW for Subject Wh, TA for Temporality Adjunct, WA for

Wh Adjunct and the last one is WC for Wh Complement. The analysis can be seen as

follows:

(41)

(2.) He is a good

S

kid

F C

M R

Finite clause declarative

(3.) His mother and father have to tried to shield him from the

S

crack

F P C CA1

M R

(4.) Be

Nonfinite clause declarative

(7.) His eyes too big for his

S

head

C CA1

R

Nonfinite clause declarative F C

(42)

(8.) He can’t remember a

S

time

F P C

M R

(9.) When he hasn’t heard gunfire in the night

A/Wh S F P C CA1

R M R

(10.) He has watched teenager

S F P C

M R

(11.) He knows spray 9-mm slugs into the face of another local kid

S P C P CA1

M R

(12.) Raymond doesn’t deal,

S F P

M R

(13.) But he doesn’t make him safe

CA1 S F P C

R M R

(43)

(14.) It’s rough around here

S F CA1

M R

(15.) Especially if you haven’t done all your growing yet

MA CA2 S F P S TA

R M R

(16.) It’ s always shorty do this do that

S F IA IA P C P C

M R R

(17.) And I ’m like naw-naw

CA2 S F CA2 C

R M R

(18.) Tired of running to the deli for the dealers

P CA1

R

(19.) How he’d been bullied

WA S F P

R M R

(44)

(20.) I don’t want to get in with those people

S F P CA2 C

M R

(21.) I ain’t want to have my father back up all my battles

S F P C P C

M R

(22.) When Raymond’s father gave him a bike

WC S P C C

R M R

(23.) Yo, Lemme ride

CA3 P C P

R

Nonfinite clause imperative

(24.) And didn’t bring it back

CA2 F P C CA1

R

(25.) That’s when I started not caring

S F CA S P

(45)

(26.) The kid that took my bike came back to” house” me

S P C P CA1 C

M R

(27.) Yo, You got money?

CA3 S P C

R M R

Nonfinite clause polar interrogative

(28.) He ain’t going to be able to do that

S F P C

M R

(29.) Cause either he gonna get hurt

CA2 S F P C

R M R

Finite clause declarative ;

(30.) Or I’m gonna get hurt

CA1 S F P C

R M R

(31.) As he rode away on raymond’s bike

S P CA1

(46)

(32.) Raymond told him he needed his bike back

S P C S P C

M R M R

(33.) Three kids opened their down coats

(35.) The thief gave back the bike

S P C

M R

(36.) You’re gonna have to protect yourself

S F P C

M R

(37.) I wasn’t ready for the kick

S F C

(47)

(38.) Raymond’s father doesn’t let him take the gun outside

S F P C P C CA1

M R

(39.) When his parents aren’t home

WA S F CA1

R M R

(40.) And Raymond wasn’t the only kid suddenly carrying

CA2 S F C P

R M R

(41.) All the young ones runnin’ with guns now

(43.) Can’t be dissin’ ‘em

F P C

(48)

(44.) He a bigger nigger now

S C CA1

R

(45.) He hasn’t yet fired thing in anger

(47.) I’m still thinking about it

(49)

(52.) If people know you’re strapped

CA3 S P C F P

(50)

(56.) And buck them

CA2 P C

R

(57.) Or mess with any one of my family

(59.) They’re justgoing to have to get it

S F MA F P C

M R

(60.) That’sthat it’s about

S F CA2 S F CA2

M R M R

(61.) Two boys pumped five slugs into a fifteen year old

S P C CA1

(51)

(62.) While they stole his bike

CA2 S P C

R M R

(63.) Teenagers die over less

S P CA1

M R

(64.) There’s nothing unusual

S F IA1 C

M R

(65.) What’s received fat less attention

SW F P C CA2 C

M R

(66.) Some of them good kids

S C

R

(52)

(67.) The gluts of guns being

S P

R

(68.) When one was nabbed for doing so in east Harlem

WA S F P CA1

S M R

Finite clause declarative (full)

(69.) But the high-powered slugs also find babies in their cribs or strollers

CA2 S P C C2

R M R

Nonfinite clause declarative (full)

(70.) Grandmas on their couches

S CA1

R

Nonfinite clause declarative (ellipt)

(71.) It didn’t even make the papers

S F CA2 P C

M R

(72.) Isn’t confined to New York

F P CA1

R

(53)

(73.) A “dis” that leads to a “beef’

S P C

M R

(74.) And we haven’t even hit the deep water yet

CA2 S F CA2 P C TA

R M R

(75.) We’re just skimming the surface

S F MA P C

M R

(76.) Now, I’m into guns

TA S F CA1

R M R

(77.) Fifty kids from thrteen to eighteen

S CA1

R

(78.) From frightened child to gangster

CA1

R

(54)

(79.) What’s abnormal

SW F C

M R

Finite clause polar interrogative

(80.) A friend who’s strapped

S WA F P

M R

(81.) An older brother who’s got a “swammie”

S WA F P C

M R

(82.) More kids carry guns in winter

S P C CA1

M R

(83.) If he’s not

CA2 S F IA1

R M R

(84.) This man is down

S F C

(55)

(85.) He’s getting paid

S F P C

M R

(86.) A lot was younger kids emulating drug dealers

S P C

M R

(87.) He can’t copy that

(89.) Other crack crews didn’t dissolve

S F P

M R

(90.) If they don’t want to become dealers

CA2 S F P C

R M R

(56)

(91.) But many youngster don’t even have to buy their first gun

CA1 S F CA1 F P C

R M R

(92.) If you ’re playing baseball

CA1 S F P C

(94.) You’ve got to have a gun

(95.) It’s scary

S F C

M R

(96.) It ’s the way kids are thinking

S F C S F P

M R M R

Finite clause declarative S F P F C

(57)

(97.) It’s impossible to understand

S F C P

M R

(98.) I didn’t mean to step on your toe

S F IA1 P C

M R

(99.) I didn’t mean to say that

S F IA1 P C

M R

(100.) He ’s ready to finish with this guns

S F P CA1

M R

(101.) There are just too many ways to get beef and die

CA1 F MA S P C

R M R

Finite clause declrative

(102.) And yaow-got beef

CA2 S P C

R M R

(58)

(103.) Friends have beef and shoot each other over nothing

S P C CA2 P C CA1

M R

(104.) Yo -what choo doin’ with my bitch?

CA3 WA F S P C

R M R

Finite clause polar interrogative

(105.) Pow, and it’s over

CA3 CA2 S F C

R M R

(106.) Then the guy be beatin’

CA2 S F P

R M R

(107.) The kid layin’ there bleedin’

S P CA P

R

(108.) This thing?

C

R

(59)

(109.) It aint got much kick

(110.) But it’s a good summer gun

CA2 S F C

R M R

(111.) You can’t be hiding much under your T-shirt

S F P C

M R

(112.) I’ve only had ita week

(114.) He doesn’t sell drugs or rob

S F P C CA2 C

M R

S F P C

(60)

(115.) I ain’t interested in that

S F P CA1

M R

(116.) That don’t mean we’re criminals

S F P S F C

M R M R

(117.) Bug’s gun isn’t a tool yet

S F C TA

M R

(118.) It’s time to kill

S F C CA1

M R

(119.) Maybe they won’t mess

(61)

(121.) A schoolteacher doesn’t know he has it

S F P S F C

M R M R

(122.) She’d probably kill me

S F IA1 P C

M R

(123.) He hasn’t had to use it

S F P C

M P

(124.) I’ve never shot at someone

S F IA1 P CA1`

M R

(125.) I don’t think about it

S F P CA1

M R

(126.) The gun want to get blood on itself

S P C CA1

M R

(62)

(127.) It want to get body on it

S P C CA1

M R

(128.) Having a gun isn’t enough

P C F C

R

(129.) You’ve got to use it

(63)

(133.) I seen a gun

S P C

M R

(134.) But he didn’tpop the teacher after all

CA2 S F P C CA1

R M R

(135.) Y, look what got

IA1 P SW P

R M

Nonfinite clause imperative

(136.) I held it crazy tight in both hands and shot

S P C CA1

M R

(137.) I didn’t know it would kick so

S F P S F P PA

M M

(138.) Made me see why they call it buckin’

P C P WA S P C

R M R

(64)

(139.) In less than a month

CA1 C

R

(140.) The kid I was with had a ring and change

C S F P C

R M R

(141.) But these kids still beat him

CA2 S TA P C

R M R

(142.) I saw the kids that done it

S P C P C

M R

(143.) Malcom wasn’t much of a shot

(65)

(145.) He didn’t hit his targets

S F P C

M R

(146.) I’m behind acar shooting

S F CA1 C P

M R

(147.) We was out of there

(149.) I didn’t want to stop shooting

S F P C

M R

(150.) The brothers don’t think about consequences

S F P CA1

M R

(66)

(151.) Then wised up and went to college

CA2 P CA2 P CA1

R

(152.) Because he can’t die

CA2 S F P

R M

(153.) I don’t care

S F P

M R

(154.) You can’t catch thirty bullets

S F P C

M R

(155.) And stick up a white person

CA2 P C

R

(156.) That ’s a ritual

S F C

M R

(67)

(157.) You’re a nobody a wannabe

S F C C

M R

(158.) You’re a man

S F C

M R

(159.) You want to be seen as cold crazy

S P F P CA1

M R

(160.) You get that rep

(68)

(163.) They was tight themselves

S F P C

M R

(164.) David don’t pay Ernest for five dollars

S F P C CA1

(167.) I don’t think people realize

S F P C P

M R

(168.) It too damn easy

S C

R

(69)

(169.) A slug entered the back of Joe’s left leg

S P CA1

M R

(170.) They be goin around

S F C

M R

(171.) They tryin’

S P

M

(172.) They just can’t dead me

S MA F P C

M R

(173.) It ain’t hurt too bad

S F P C

M R

(174.) If I was shot in the head or something

CA2 S F P CA2 CA2 C

(70)

(175.) Hurt like a bitch

P C

R

(176.) It’s almost midnight

S F C

M R

(177.) That’s firecrackers

S F C

M R

(178.) That’ s a nine-millimeter

S F C

M R

(71)

(181.) This one’s a twelve-gauge shortie

S F C

M R

(182.) ‘Cause you’re always reloading

CA2 S F IA P

R M R

(183.) That’s why mostly we like to have automatics

S F CA1 IA1 S P O

M R M R

(184.) Something that’s gonna hold a lot of bullets

S CA2 F P C

M R

(185.) Know what I’m sayin’

P WC S F P

R M R

(186.) Something that’s gonna spit

S CA2 F P

M R

(72)

(187.) Something that says pawpawpaw

S P C

M R

(188.) Know’m sayin’

P F P

R

(189.) If the man you got beef with got a 380

CA2 C S P C CA1

R M R

(190.) Cause you reloadin’

CA2 S P

R M

(191.) And he on you

CA2 S CA1

R

(192.) You ain’t goin’ nowhere

S F P CA1

(73)

(193.) Gus wasn’t allowed to play with toy guns or water pistols

S F P C

M R

(194.) His mother, a nurse, wouldn’t let him

S S F P C

M R

(195.) Moms don’t like ‘em

S F P C

M R

(196.) We was just kids having fun

S F MA C P C

M R

(197.) Gus liked being a TV cop

S P F C

M R

(198.) He was running with a crew of kids from around central park

S F P C CA1

M R

(74)

(199.) We was going all out for each other

S F P CA1

M R

(200.) You my man

S C

R

(201.) So, I’m all out for you

CA2 S F IA1 C

R M R

(202.) Jumping other kids

P C

R

(203.) It’s like this period

S F CA2 C

M R

(204.) You runnin’ around

S P CA1

(75)

(205.) Doing little kid shit

P C

R

(206.) That’s how it starts

(208.) It wasn’t about protection

S F CA2 C

M R

(209.) But you can only front for so long

CA2 S F MA P CA1

R M R

(210.) Before you have to prove something’s behind

S F P IA F CA1

M R

(76)

(211.) You’re among your peers

S F CA1 C

M R

(212.) While you’ re still in the game room

(214.) He driving around in the Benz

S P CA1

M R

(215.) Other people comin’ by with the fresh sneakers on

S P CA1

M R

(216.) Damn! got to got me some

CA3 F P C

R

(77)

(217.) Even if I wasn’t

CA1 S F

R M

(218.) Gus and his crew became stick up kids

S P C

M R

(219.) You survivin’ in the street

S P CA1

M R

(220.) That’s your way of life

S F CA1

M R

(221.) You’re this rabbit gangster

S F C

M R

(222.) I’m bad

S F C

(78)

(223.) I’ll do anything

S F P C

M R

(224.) But you’re a little so

(226.) Like you’re getting paid

CA2 S F P C

R F R

(227.) The stereotype is that moms is on drugs

S F C F CA1

M R

(228.) So, the kids run wild

PA S P C

(79)

(229.) But it wasn’t like that

CA2 S F CA2 C

R M R

(230.) She wasn’t

(232.) Doing no hard time

P PA C

R

(233.) All the kids are in crew now

S F CA1 CA1

M R

(234.) A lot of kids that never were wild got cold wild real fast

S PA F C CA1

M R

(80)

(235.) Then he do boom

(238.) It knock him out

S P C

M R

(239.) He didn’t want to see nothing

S F P C

M R

(240.) You handling drug

S P C

M R

(81)

(241.) Handlin’ money

P C

R

(242.) You Aladdin now

(244.) You’re making a little money

S F P C

M R

(245.) You got to watch your back

S F P C

M R

(246.) People be comin’ back at you

S F P CA1

M R

(82)

(247.) Tryin’ to smoke you

(249.) Gets to the point where you’re tired of watching back

P C CA2 S F P C

R M R

Finite clause imperative

(250.) I don’t actually really think about it

S F IA2 P CA2 C

M R

(251.) I won’t do

S F P

M R

(252.) What’s got to be done

SW F P

R M

(83)

(253.) You can’t be thinking about it

S F P C

M R

(254.) Don’t forget

F P

R

Finite clause imperative

(255.) Some kids went beeefin’ with us

S P C CA1

(257.) Pap,pap, start shooting

S P C

(84)

(259.) And bucks him in face, pap,pap,D.O.A

(261.) Police looking for him

S P C

M R

(262.) The people of the kid who get killed

(264.) So we looking over our shoulders

CA2 S P C

R M R

(85)

(265.) Wonderin’ what’s next

P WA F C

R

(266.) If it’s fun

CA2 S F C

R M R

(267.) That’s not fun, man

S F IA2 C IA

M R

(268.) It’s fun

S F C

M R

(269.) While the shit goin’ on

WA S P CA1

R M R

(270.) Ain’t nothing fun

F C

R

(86)

(271.) You hidin’ behind wall

S P CA1

(273.) The bulletscomin’ from

S P CA1

M R

(274.) Don’t know who’s who

F P WA F C

R

(275.) You dodgin’ and buckin’

S P CA2 P

M R

(276.) And lookin’ out for your crew

CA2 P CA1

(87)

(277.) Your blood’s pumpin’

S F C

M R

(278.) But got to stay calm

CA2 F P C

R

(279.) There’s fun aspects to it

S F C CA1

M R

(280.) But it’s some deadly serious shit

CA2 S F C MA C

R M R

(281.) Me personally?

S CA1

R

(282.) That’s hard to say

S F P

(88)

(283.) Cause it’s very seldom one on one

CA2 S F IA1 C CA1

R M R

(284.) It’s usually a bunch of us buckin them

S F IA1 CA1 P C

(286.) These wasn’t citizens in midtown

S F C CA1

M R

(287.) If we hadn’t inflicted pain

CA2 S F P C

R M R

(288.) I’m sorry they shot

S F P S P

(89)

(289.) But glad it ain’t me

CA2 P S F C

R M R

(290.) Evenso,He’s cutting the brakes on

CA3 S F P C CA1

M R

(291.) It’s time to slow down

S F C P CA1

M R

(292.) It isn’t always about running wild

S F IA CA2 P C

M R

(293.) If you don’t slow down

CA2 S F C

R M R

(294.) Cause you get people watching you

CA2 S P C P C

(90)

(297.) He’s still not sure

S F TA PA P

M R

(298.) I’m tryin’ to stash a little money away

S F P C

M R

(299.) This ain’t gonna be here forever

S F P CA1

M R

(300.) I ain’t gonna be here forever

S F P CA1

(91)

(301.) So I’mtryin’ to get paid

PA S F P C

R M R

(302.) But I’ll tell you

CA2 S F P C

R M R

(303.) Once it’ s in you

Nonfinite clause wh interrogative

(92)

(307.) That’s what you see father’s doin’

S F WA S P S F P

M R M M

(308.) When you’re little

WA S F C

R M R

(309.) That’s what you start doin’ soon

S F WA S P C TA

M R M R

(310.) When you’re livin’ in the projects

WA S F P CA1

R M R

(311.) You can’t live without a weapon

S F P C

M R

(312.) It’s goddam hard to live in the projects

S F C P CA1