STUDENTS DIFFICULTIES IN ANALYZING EXPERIENTIAL FUNCTIONS OF ENGLISH TEXTS.

:Pmgrali:1

it!

J!,1rtial

tiu; i)ewrf:-e ,eJ o~' '.1

ENGLISH APPLffiD LIN'GUIST!CS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF IviEDAN

A Thesis

STUDENTS' DIFFICULTIES IN ANALYZING

EXPERIENTIAL FUNCTIONS OF ENGLISH TEXTS

Muhammad Reza

Registration Number: 072188330034

E nglish Applied Linguistics Study Program State University of Medan

This thesis was examined on July l5tb, 2009 by the Board of Examiners

Adviser I

Approved by

Approval

This Thesis was examined on 15th July 2009 by the Board of Examiners.

Board of Examinel'S

Prof. Amrin Saragih, M.A., Ph.D.

Prof. Tina Mariany Arifin, M.A., Ph.D.

Prof. M. Silitonga, Ph.D.

Prof. Dr. Lince Sihom bing, M.Pd.

D r. Busmin Guming, M.Pd.

Approved By

ACKNOWLEDGEMENTS

The deepest gratitude is expressed to Allah SWf for all blessings before,

after and during the writing of this thesis dedicated to the writer's beloved mom,

the late Yasnetty, who had been inspiring him to keep on fighting for the life given

and fur those be loves.

A wholehearted thank you is reserved for Prof Amrin Saragih, M .A. ,

PaD., being the First Adviser and Prof. Tina Mariany Arifin, M.A. , Ph.D., being

the Second Adviser who stayed on top of everything and remained unflappable as

his advisers during the writing of this thesis. Expression of gratitude is extended

to the reviewers and examiners, namely Prof M . Sditonga, M.A., Ph.D., Prof

Dr.

Lince Sihotnbing MPd, and Dr. Bnsmin Guming, MPd for the valuable input

and suggestions for the completion of the study.

The writer is truly indebted to all lecturers of the English Applied

Linguistics Study Program for the knowledge and valuable information he has had

during the study, to Zoel, the former administration staff and Siti Rohana, S. Pd.,

the new administration staff for their full assistance in the administration

procedures and a ll his mends Akmal, Titien, Maslatif, Bang Soleh, Bang Irsyad,

Bang Very, K.ak:: Lina, Salmah, Yanti, Wiki, Yo and Nani who have supported him.

A lot of assistance given by brother Kusnin was like water. in the dessert, thus the

writer thanks for the critic, support and any other contributions in planning,

the research activities,

At last, the writer is vecy truly grateful for love, affections, supports and

patience ·from his brothers and sister Rony, Rini, Ihsan and Dedek, his beloved

father Syafril St Sinaro, his beloved wife, Novia Ardiany, and his little handsome

son, Hafizh Ahmad Al-AbroT, who can always keep the writer standing tall and

strong when they're

beside

him.

Medan, 6 June 2009

The Writer,

Muhammad Reza

Registration Number: 072188330034

CRAYfERS

CONCLUSIONS AND SUGGESTIONS

5 ~ 1 CONCLUSIONS

Fmm the findings of the study, conclusions are drawn as the following.

1. Analyzing the experiential meaning of a text is the description of pmcesses

involved in the text. Thus, the way of analyzing the text should be based on the

process-ceDtered analysis so that the clauses could be separated from the rext

rorrectly and the clausal units could be labeled well

In separating the clauses from the

texts.

process which isreali.red by verb is not

the only focus, but the students should also pay attention to the role it plays in the

clause.

Labeling the process and other units should be on the basis of their meaning in

that clause which means that the analysis should .always be dependent on the

context where the clause or linguistic units work.

Since the students tended to mix up the concept of analysis in Functional

Grammar with another one, some more understanding on the basis concern of

systemic functiOnal linguistics analysis are needed by the students, namely

semantics or meaning system based-analysis which is dependent on the context

where the linguistic units are used.

5..2 SUGGESTIONS

In relation to the conclusions, suggestions are staged for

the

fuUowing.

L The Functional Grammar lecturers

53

b. The stucknts' motivation in learning the concept of a clause in fimctional

.grammar especially in the experiential functions of the text should be well

improved by the lecturas since the knowledge of transitivity will be very

helpful not only in analyzing the specific chatacteristic of linguistic

features in a genre but, in making up such kind of text in that kind of

genre.

c. The lecturers should explain more clearly about the way fim.ctional

grammar analyzes the experiential fimctions o f clauses (those in simple

sentence) as the direction and guide to draw the analysis and to avoid

over-generalization with any formal analyses.

There should be additional time allocation for Functional Grammar or any

subjects concerning with Functional Grammar at FKIP UNA Kisaran to

intensitY

the students' understanding on the grammar analyses.

2. The students

a. Tbe students should improve their understanding on how this

Functional Grammar defines a language :from its own point of view

by clearly distinguishing the way of Functional and Fonnal Grammar

in analyzing a language.

b. The students should learn more about Functional Grammar

to

understand well the basic concept of Functional Grammar analysis

namely on the basis ofmeaning system.

3.

Other

Researchers

Other

researches

are in

need

of

impiememation

to explain

any other

aspects in Functional Gmmmar since the

study

focused only on the

54

REFERENCES

Alwasilah, A. Ch.

1985.

Beberapa Madhab dan Dikotomi Teori Linguistik.

Bandung: Angkasa.

_ _ _ _ _ _ _ . 1983.

Linguistik Suatu Pengantar.

Bandung: Angkasa.

Anderson, M.

&

Anderson,

K. 1997.

Text Types in English.

South Yarra:

McMillan Education.

Ardiany, N. 2004.

Etrot Analysis on Drawing Tree Diagram of English

Sentences Using Adjectival Modifiers.

Unpublished Undergraduate

Thesis. Medan:

FKIP

UMSU.

Chomsky, N.

1965.

Aspect of the Theory of Syntax.

theM.

I. T.

press.

Corder,

S.

P.

1982.

Error Analysis and Interlanguage.

Oxford University

Press.

Creswell,

J.

W.

1994.

Research Design: Qualitative

&

Quantitative Approach.

California: SAGE Publication, Inc .

. -=---·

2008.

Educational Research: Planning, Conducting, and

Evaluating Quantitative and Qualitative Research

(3•d

Ed). New

Jersey: Pearson Education, Inc.

Downing, A

&

Locke, P.

2002.

A University Course in English Grammar.

London

&

New York: Routledge.

Eggin, S. 1994.

An Introduction to Systemic Functional Linguistics.

London:

Pinter.

Gay,

L. R. 2000.

Education Research:

Competences for Analysis and

55

Halliday, M.A.K. 1994.

An Introduction to functional Grammar

(2nd

Ed).

London: Edward Arnold

Hartman,

R. R.

K.

&

Stork,

F.

C. 1976.

Dictionary of Language and Linguistics.

London: Applied Science Publishers, Ltd.

Ibrahim, A. S. 1987.

Model Linguistik Dewasa Ini.

Surabaya: Usaha Nasional.

Krohn,

R.

1986.

English Sentence Structure.

The University of Michigan.

Krida,

L.

1993.

Kamus Linguistik.

Jakarta: Gramedia Pustaka Urnurn.

Matthews, P. H. 1981.

Syntax.

Great Britain: Cambrid ge University Press.

Parera, J. D. 1991.

Sintaksis

2. Jakarta: Grarnedia Pustaka Urnurn.

Parrot, M. 2000.

Grammar for English Language Teachers.

Cambridge

University Press.

Poerwadarrninta, W. J. S. 1976.

Kamus Umum Bahasa Indonesia.

Jakarta: PN

Balai Pustaka.

Saragih,

A.

2004.

Functional Grammar,

Unpublished Lectur-irtg Material.

Medan: UNIMED.

L _ _- .:._._ _ _ _ .

2006,

Discourse Analysis.

Unpublished Lecturing Material.

Me<;ian: UNIMED.

Soepamo, 1993.

Dasar-dasar Linguistik.

Yogyakarta: Mitra Gama Widya.

-= ~~ --·

1981.

Buku Pegangan Paper, Skripsi,

Thesis,

Disertasi.

Bandung: Tarsito.

Tompkins, G. E. 1994.

Teaching Writing: Balancing Process and Product

(2nd

Ed). New York: Mac Millan.

Webster's New World Dictionary.

1996. New York: Sim.ort

&

Schuster Irtc.

Wilkins.

1918. Linguistics in Language Teaching.

London: Edward Arnold.