INDONESIAN-ENGLISH FABLE CHARACTERS’ REPRESENTATION AND AUTHORS’ WORLDVIEW.

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Terra Patriana,2013

Indonesian-_{English Fable Characters’ Representation and Authors’ Worldview}

Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu

Indonesian-English Fable Characters

’

Representation and Authors’ Worldview

A Research Paper

Submitted to the English Education Department of the Faculty of Languages and Arts Education of the Indonesia University of Education as Partial Fulfillment of the

Requirements for Sarjana Sastra Degree

By:

TERRA PATRIANA (0806398)

English Education Department

Faculty of Language and Arts Education

Indonesia University of Education

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Indonesian-

English Fable Characters’

Representation and Authors’

Worldview

Oleh Terra Patriana

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

April 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

Indonesian-English Fable Characters’ Representation and Authors’ Worldview

A Research Paper By

Terra Patriana 0806398

Approved by

Main Supervisor

Dadang Sudana, M.A., Ph.D. NIP. 19600919190031001

Co-Supervisor

Budi Hermawan, M.P.C. NIP. 197308072002121002

Head of Department of English Education Faculty of Languages and Arts Education

Indonesia University of Education

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Indonesian-English Fable Characters’ Representation and Authors’ Worldview

Abstrak

Riset ini membahas mengenai bagaimana binatang sebagai karakter

direpresentasikan dalam fabel berbahasa Indonesia dan Inggris, juga pandangan

seperti apa yang penulis sampaikan melalui fabel yang mereka tulis. Riset ini

deskriptif dengan elemen kuantitatif berupa persentase. Teori yang dipakai dalam

riset ini adalah Transitivity dan Theme-rheme yang dikembangkan oleh Halliday

dan para pengikutnya. “Si Kancil dan Siput” dan “The Tortoise and The Hare”

yang diunduh pada Oktober 2012 dari childhoodreading.com dan

www.ceritaanak.org adalah sumber data riset ini. Dalam riset ini, ditemukan bahwa penulis Indonesia memandang binatang sebagai pembicara (dilihat dari

proses verbal), dan biasanya melakukan sesuatu tanpa terlalu banyak

pertimbangan, sementara penulis Inggris memandang binatang sebagai makhluk

hidup (dilihat dari proses behavioural), yang mana, selain melakukan aksi,

binatang juga memahami itu. Terlebih lagi, fabel berbahasa Inggris melihat

partisipan dalam klausa sebagai aspek penting dalam cerita, juga sebagai titik

tolak dari kejadian-kejadian dalam cerita, lebih dari fabel berbahasa Indonesia.

Kata Kunci: SFL, transitivity, theme-rheme, thematic progression, fabel, ,

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Abstract

The present research investigates how animals as characters are represented in

Indonesian and English fables and the authors’ worldview through the fable they

rewrite. It is descriptive with the element of quantitative in the form of

percentages. The main theoretical framework of the research is transitivity and

theme-rheme as proposed by Halliday and his followers. “Si Kancil dan Siput”

and “The Tortoise and The Hare” which were downloaded October 2012 from

childhoodreading.com and www.ceritaanak.org have been used as the source of

the data. The research finds that Indonesian author sees animals as the sayer

(verbal process), and usually do things without too much considerations, while

English author sees animals as the being (behavioural process), in which besides

doing actions, animals also sense it. Furthermore, English fable considers

participants of the events as the important aspect in the story, and as the

departure of events more than Indonesian fable does.

Keywords: SFL, transitivity, theme-rheme, thematic progression, fables,

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TABLE OF CONTENTS

STATEMENT……… i

PREFACE………. ii

ACKNOWLEDGEMENT……… iii

ABSTRACT……….. iv THEORITICAL FOUNDATIONS……… 10

2.1. Narrative……… 10

2.2. Representation………13

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2.3.1. Hallidayan Functional Grammar………16

2.3.2. The strands of meanings……… 18

2.3.3. Transitivity………. 19

2.3.3.1. Clause as Representation…………... 19

2.3.3.2. Types of Process……… 20

2.3.3.2.1. Material Clauses……….23

2.3.3.2.2. Mental clauses..………...24

2.3.3.2.3. Relational Clauses…………. 26

2.3.3.2.4. Behavioural Clauses……….. 28

2.3.3.2.5. Existential Clauses…………. 31

2.3.3.3. Range………. 32

2.3.3.4. Circumstantial elements………. 33

2.3.4. Theme-Rheme..………...35

2.3.4.1 Ideational………36

2.3.4.2 Textual………... 36

2.3.4.3 Interpersonal Theme……….. 37

2.3.4.3.1 Modal adjunct..………...37

2.3.4.3.2 Vocatives………37

2.3.4.4 Thematic Progression..………...38

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3.1. Research Method………... 41

3.2. Data Collection……….. 42

3.2.1 Summary of The Stories……… 42

3.3. Data Analysis………. 43

3.4. Research Procedure……… 43

3.5. The Presentation of Data Analysis………. 44

CHAPTER IV FINDINGS AND DISCUSSION……….. 46

4.1. Findings………. 46

4.1.1. The transitivity analysis of Indonesian fable entitled ‘Si Kancil dan Siput’……….. 46

4.1.1.1. Material Process………. 47

4.1.1.2. Verbal Process………... 49

4.1.1.3. Attributive Process………. 50

4.1.1.4. Behavioural Process……….. 52

4.1.1.5. Mental Process………... 52

4.1.1.6. Identifying Process……….53

4.1.2. The transitivity analysis of English fable entitled ‘The Tortoise and The Hare’……….. 55

4.1.2.1. Material Process………. 56

4.1.2.2. Behavioural Process……….. 57

4.1.2.3. Attributive Process………. 59

4.1.2.4. Mental Process………... 60

4.1.2.5. Verbal Process………... 61

4.1.2.6. Existential Process………. 63

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4.1.3. The theme-rheme analysis of Indonesian fable entitled ‘Si

Kancil dan Siput’………. 64

4.1.3.1. Participants as theme………. 65

4.1.3.2. Process as theme……… 66

4.1.3.3. Conjunction structural as theme…… 67

4.1.3.4. Thematic Progression of Indonesian Fable entitled ‘Si Kancil dan Siput’………... 67

4.1.4. The theme-rheme analysis of English fable entitled ‘The Tortoise and The Hare’……….. 68

4.1.4.1. Participants as theme………..70

4.1.4.2. Conjunction structural as theme……. 70

4.1.4.3. Process as theme……… 71

4.1.4.4. Thematic Progression of English fable entitled ‘The Tortoise and The Hare’………. 71

4.2 Discussions……….. 73

CHAPTER V CONCLUSIONS………... 76

5.1. Conclusions……… 76

5.2. Suggestions for future research………. 77

BIBLIOGRAPHY……….. 78

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LIST OF TABLES

Table 2. 1 Grammars perspective………... 17

Table 2. 2 Relationship between context, meanings, and wordings (Gerot and

Wignell: 1994)………... 18

Table 2. 3 Process types, their meanings and characteristic participants (Halliday and Matthiessen: 2004)……….. 32

Table 4. 1 Distribution of Process Types in Indonesian fable………... 46

Table 4. 2 Distribution of Material Process in Indonesian fable…………... 48

Table 4. 3 Distribution of Verbal Process in Indonesian fable……….. 50

Table 4. 4 Distribution of Attributive Process in Indonesian fable………... 51

Table 4. 5 Distribution of Identifying Process in Indonesian fable………... 54

Table 4. 6 Distribution of Process Types in English fable……… 55

Table 4. 7 Distribution of Material Process in English fable………. 57

Table 4. 8 Distribution of Behavioural Process in English fable………….. 58

Table 4. 9 Distribution of Attributive Process in Tortoise fable……… 60

Table 4. 10 Distribution of Mental Process in Indonesian fable……… 61

Table 4. 11 Distribution of Verbal Process in Indonesian fable……… 62

Table 4. 12 Distribution of Types of Theme in Indonesian fable………….. 64

Table 4. 13 The Rank of Distribution of Types of Theme in Indonesian

fable………65

Table 4. 14 The Measurement of Pattern of Thematic Development Occurences in

Indonesian Fable……… 68

Table 4. 15 Distribution of Types of Theme in English fable………... 69

Table 4. 16 The Rank of Distribution of Types of Theme in English fable.. 69

Table 4. 17 The Measurement of Pattern of Thematic Development Occurences in

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LIST OF FIGURES

Figure 2. 1 Types of theme……… 36

Figure 2. 2 The zig-zag pattern of thematic development (Eggins

2004:324)……….. 38

Figure 2. 3 The Multiple Rheme pattern of thematic development (Eggins

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1 CHAPTER I

INTRODUCTION

This chapter presents the background of this research, research questions,

the scope and the aims of research, research method, and the organization of the

research.

1.1. Background

Languages, like that used in literature written for children, are often used as a

vehicle to show an author‟s intended message, and to unearth the message

requires an in-depth analysis. Knowles and Malmkjær (1996) state that the study

of literature written for children from a linguistic perspective is considered as a

comparatively new field of study. In relation to this, Shavit says “Children‟s

literature evolved from the convergence of and interaction among several cultural

fields or systems” (cited in Knowles and Malmkjær, 1996). Knowles and

Malmkjær (1996) further state that children‟s books are written for a special

readership that is children, but normally they are written by adults. After all,

children‟s books are written and then controlled by adults in which they determine

what the children read.

Children's books are often presented in text and images. A text itself was

traditionally referred to written words. However, Halliday and Hasan (cited in

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2 as they form a unified whole. Moreover, Barker (cited in Hermawan, 2012) states

that text can be further understood as "all practices that signify".

Related to text, and specifically to children's books, according to

Hermawan (2012), the message sent in the story is actually a belief of how 'reality'

should or should not be, a worldview or ideology. Children‟s story, which has

been mentioned before, is created and controlled by adults who have their own

worldview or ideology. Similarly, Nikolajeva (2008) mentions that writers have

usually read books by other writers, or are at least aware of them. Specifically, the

writers of children's literature are most likely to have read the major children's

classics, but they have probably also read mainstream literature. It can be said that

writers, consciously or not, are affected by what they read and even by what they

have not read, but only heard about. Thus, children‟s literature can be said to be

„shaped‟ by the culture that the writers live in, and it contains ideology of the

writers.

Using transitivity and theme-rheme analyses, the present research attempts

to reveal how characters in children fables are represented, and the worldview of

Indonesian and English authors as evidenced in their use of language. Transitivity

analysis can be used to see clauses used to represent the worldview in the stories.

The system of transitivity is used to explore the clause in its „who

-does-what-to-whom‟, „who/what-is-what/who‟, when, where, why, or how function (Gerot and

Wignell: 1994). Meanwhile theme-rheme analysis is done to reveal the textual

meanings, whether it is contextually and co-textually relevant. Those analyses can

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3 Transitivity analysis has been used to analyze texts in many studies, for

example Hopper and Thompson (1980) stress that, although the implicational

interrelationships among the elements of the transitivity continuum have a certain

validity at the sentence level, there are the explanation for the salience of the

particular features in discourse. Martin (1996) proposed a reinterpretation of

Tagalog case relations within the framework of systemic functional linguistics

which starts with the notion of process type and establishes distinct case frames

for each of the different types of experiental meaning. In Indonesian context,

Lukmana, et al (cited in Hermawan, 2012) investigated the thematic progression

of Kakawihan Barudak Sunda (Sundanese Children Nursery Rhymes). Hermawan

(2012) also conducted the study of theme-rheme and transitivity analyses in Carita

Berbahasa Sunda (Sundanese Children Story), to reveal the worldview of

Sundanese. In conclusion of his journal, he suggests that stories may be a site to

store an ideology, and also a media to spread it. Further, his analysis shows that,

by looking at the selected process type in the clauses of Carita Berbahasa Sunda,

Sundanese tends to consider time as something flexible.

The present research focuses on how characters in children fables are

represented, and the worldview of Indonesian and English authors as evidenced in

their use of language, from the point of view of transitivity and theme-rheme, as

proposed by Halliday (1994), which is further developed by Halliday and

Matthiessen (2004), Gerot and Wignell (1994), Eggins (2004), and Martin and

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4 1.2.Research Questions

The present research attempts to answer the following questions:

1. How animals are represented in the selected English and Indonesian

fables?

2. What is the worldview of Indonesian and English fable authors as

evidenced in their use of language, from the point of view of three strands

of meanings of Functional Grammar?

1.3.The Scope of the Research

The present research is limited to only investigate how characters in

children fables are represented, and the worldview of Indonesian and English

authors as evidenced in their use of language, from the point of view of

transitivity and theme-rheme.

1.4.Aims of the research

The present research is aimed at revealing the worldview of Indonesian

author and English author based on the analysis of children‟s stories that are

produced by adults, and consumed by children. The research is expected to:

1. Identify how characters in children fables are represented.

2. Identify the worldview of Indonesian and English authors as evidenced in

their use of language, from the point of view of three strands of meanings

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5 1.5. Research Method

This present research is descriptive with the element of quantitative in the

form of percentage. The present research identifies transitivity and theme-rheme

system of Indonesian fable entitled “Si Kancil dan Siput” and English fable

entitled “The Tortoise and The Hare”. By analyzing the transitivity and

theme-rheme system of the texts, the representation of the characters and the worldview

of Indonesian and English as it is evidenced in the texts can be revealed.

1.5.1. Data Collection

The data used in this research are in the form of clauses taken from

Indonesian and English fables. The fables are “The Tortoise and The Hare”

rewritten by Arthur Rackham for English fable and “Si Kancil dan Siput”

rewritten by Ghulam Pramudiana for Indonesian fable, which are downloaded on

October 2012 from several sites, such as childhoodreading.com, and

ceritaanak.org.

1.5.2. Data Analysis

The collected data are then broken down into clauses and analyzed using

transitivity and theme-rheme proposed by Halliday (1994), which is further

developed by Halliday and Matthiessen (2004), Gerot and Wignell (1994), Eggins

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6 1.6.Clarification of terms

1 Narrative

Narrative is a piece of text which tells a story to inform and entertain the

reader and listener

2 Fable

Fable is a short tale to teach a moral lesson, often with animal or inanimate

objects as characters

3 Children‟s literature

Children‟s literature is a form of literature which provides the interesting

and entertaining works, and especially designed for children.

4 Representation

Representation is an essential part of the process by which meaning is

produced and exchanged between members of a culture

5 Clause

A clause is considered to be the largest grammatical unit, and a clause

complex is two or more clauses that are logically connected.

6 Minor clause

A minor clause is a clause that has no predicator.

7 Major clause

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7

Dependent clause is a clause that cannot stand alone.

10 Non-elliptical clauses

Non-elliptical clauses are the complete clauses. There is nothing ellipsed.

11 Elliptical clauses

Elliptical clauses are ellipsed and left out. However, the information is

recoverable from the accompanying text.

12 Embedded clauses

Embedded clauses are the clauses in which the element comes to function

within the structure of a group, which itself is a constituent if a clause.

13 Non-embedded clauses

It is the complete clauses that have nothing being embedded.

14 Circumstances

It is a semantic category that answer such questions as when, where, why,

how, how many, and as what.

15 Process

It is the central to transitivity which suggests that there are different kinds

of goings on, which necessarily involve different kinds of participants in

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8 16 Theme

It is the beginning of a clause that is a topic of a clause and containing the

given information.

17 Rheme

It is the end of a clause that contains the new information of a clause.

18 Theme Reiteration

The pattern of thematic development where the same element occurs

regularly as theme

19 The Zig-zag Pattern

The pattern of thematic development in which the element introduced in

the rheme in clause 1 gets promoted to become the theme of clause 2

20 Multiple Rheme

The pattern of thematic development in which the theme of one clause

introduces a number of different pieces of information, each of which is

then picked up and made theme in subsequent clauses

1.7.Organization of the research

This research is arranged into five chapters. The first chapter is

introduction which contains the background of the research, research questions,

aims of research, research method, and organization of the paper. The second

chapter is theoretical framework which can help the researcher to answer the

research questions. It is about transitivity and theme rheme from Systemic

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9 The third chapter is research method which discusses the methodology

used in this research. It also introduces the tool and describes the reason for

choosing the methodology. The fourth chapter is finding and discussion of the

research which describes the result of the research and answers the research

questions according to the finding. The fifth chapter is conclusion which discusses

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41 RESEARCH METHOD

This chapter presents the research method, the data collection, the data

analysis, research procedure, and the presentation of data analysis.

3.1. Research Method

This present research is descriptive with the element of quantitative in the form of

percentage. The present research identifies transitivity and theme-rheme system of

Indonesian fable and English fable. By analyzing the transitivity and theme-rheme

system of the texts, the representation of characters and the worldview of

Indonesian and English as it is evidenced in the texts can be revealed.

After analyzing the data using transitivity and theme-rheme, the analyses

were interpreted qualitatively. It is because the present research attempts to

investigate how characters in children fables are represented, and the worldview

of Indonesian and English authors as evidenced in their use of language, from the

point of view of transitivity and theme-rheme. Such interpretative knowledge does

not need numerical display. Hall (1997:42) asserted that:

Meaning and representation seem to belong irrevocably to the

interpretative side of the human and cultural science, whose subject matter….is not amenable to a positivistic approach

In the present research, the text analysis was done in two stages; first, the

selected English and Indonesian fables were analyzed using transitivity and

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42 Matthiessen (2004), Gerot and Wignell (1994), Eggins (2004), and Martin and

Rose (2003), and second, the interpretation of the those analyses was made to

reveal the representations of each fables.

3.2. Data Collection

The data for this research are in the form of clauses, which are Indonesian and

English fables. The data were downloaded on October 2012 from several sites,

such as childhoodreading.com and www.ceritaanak.org.

There are 2 fables selected, which are “The Tortoise and The Hare”

rewritten by Arthur Rackham for English fable, and “Si Kancil dan Siput”

rewritten by Ghulam Pramudiana for Indonesian fable. They are selected as the

data in the present research because they have the similar plot and characters. So,

they are considered to be the representation of the author‟s view of the world, or

generally, a culture they live in.

3.2.1 Summary of The Stories

The selected fables which are entitled „Si Kancil dan Siput‟ for Indonesian fable

and „The Tortoise and The Hare‟ for English fable have the similar plot. In

Indonesian fable, there is „Si Kancil‟ which thinks that he is the only clever

animal in the jungle. To prove its statement, „Siput‟ challenges „Si Kancil‟ to race.

To win the race, „Siput‟ asks for help to its friends. In the end of the story, „Siput‟

wins. Meanwhile, in English fable, there is „The Hare‟ which is boastfully telling

others that it can run faster than anyone else. „The Tortoise‟ cannot accept it and

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43 too much, it decides to sleep during the race. In the end of the story, „The

Tortoise‟ wins the race.

3.3. Data Analysis

The stories which become the data for this research were broken into clauses and

analyzed using transitivity and theme-rheme analyses proposed by Halliday

(1994), which is further developed by Halliday and Matthiessen (2004), Gerot and

Wignell (1994), Eggins (2004), and Martin and Rose (2003).

When the analyses of transitivity and them-rheme were done, the analysis

was continued to interpret it using the critical analysis. Critical here means doing

the evaluation carefully and closely of the findings, looking at the relationship

between the findings and signification of the findings to produce a conclusion

about the representations, or the way authors represent their view by fables they

rewrite.

3.4. Research Procedure

The present research applies several stages in fulfilling the aims of the research.

The stages are:

1. Deciding on the source of data to be analyzed

2. Formulating research questions

3. Analyzing the texts in transitivity frameworks

4. Analyzing the texts in theme-rheme frameworks

5. Identifying and analyzing the transitivity and theme-rheme analyses, so the

view of Indonesian and English authors can be revealed

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44 3.5. The Presentation of Data Analysis

The present research was conducted using transitivity and theme-rheme analysis

which are proposed by Halliday, and further developed by Halliday and

Matthiessen (2004), Gerot and Wignell (1994), Eggins (2004), and Martin and

Rose (2003).

First of all, the data which are in the form of stories are broken down into

clauses as follows:

Annoyed by such bragging, the tortoise accepted the challenge. A course

was planned, and the next day at dawn they stood at the starting line. (The

Tortoise and The Hare, rewritten by Arthur Rackham)

The texts are then broken down into clauses:

- Annoyed by such bragging, the tortoise accepted the challenge.

- A course was planned,

- and the next day at dawn they stood at the starting line.

The clauses are then analyzed using transitivity and theme-rheme analysis as

folllows.

‘and the next day at dawn they stood at the starting line.’

and the next day at dawn They stood at the starting line. Circ. Time Actor material Circ. place

Transitivity analysis

and the next day at dawn they stood at the starting line.

Conj. structural Topical rheme

Theme

Theme-rheme analysis

The analyses are then continued by interpreting it. For example, from the

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45

stood at the starting line‟ uses material process, which means the author considers

„they‟ (animals) as the actor of the event. Further, the theme-rheme analysis

shows that the clause uses circumstantial of time as the topical theme of the

clause. It can be said that the author considers the time as the most important thing

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76 CHAPTER V

CONCLUSIONS

This chapter presents the conclusions of the research and suggestions for

further research. In addition, this chapter also shows the main points of the

research, which is by showing the answer to the research questions of the

research.

5.1. Conclusions

The discussion in the present research is concerned with how characters in

children fables are represented, and the worldview of Indonesian and English

authors as evidenced in their use of language, from the point of view of

transitivity and theme-rheme.

The results of the analysis reveal several conclusions. In regards to the

characters representation of the fables, Indonesian fable considers animals as

actor, sayer and carrier, in which ‘Si Kancil’ as the agent of most of events in the

story, while English fable considers animals as actor, behaver and carrier, in

which ‘The Hare’ as the agent of most of events in the story.

Indonesian author sees animals as the things that usually deliver their lots

of ideas through language as the sayer. In contrast, English fable sees animals as

the being by attaching lots of behavioural processes to them. Further, the

difference of the using of mental process in which English fable uses mental

process much more than Indonesian fable indicates that Indonesian author creates

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77 considerations, while English author creates the events in the story, in which

besides doing actions, animals also sense it (feeling, thinking, perceiving).

Furthermore, English fable considers participants of the events as the

important aspect in the story, more than Indonesian fable does. It can be also

concluded that English fable considers participants the starting point of the

message or point of departure of the events or clauses more than Indonesian fable

does.

And the last, the using of theme reiteration for most of thematic

progression of identifiable clauses shows that the stories try to keep the texts

consistent and cohesive, yet boring to read because the stories usually leave from

the same spot. Further, the number clauses that consist of the patterns of thematic

development shows that both fables are not really cohesive, but comparatively,

English fable is less cohesive than Indonesian fable.

5.2.Suggestions for future research

The present research only discusses the representation of characters and the

worldview of the author from the point of view of transitivity and theme-rheme.

However, it will be more challenging if further research includes other aspects of

the story, such as analyzing the pictures or illustrations that are usually attached in

the fable. So that, the representation and the worldview as evidenced in the story

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