2.1 Theoritical Concepts
This study will analyze the speech text by Nelson Mandela entitle “I’m Prepared to Die” by using the Systemic Functional Linguistic Theory. The framework used in this study is SFL pioneered by JR Firth, a British linguist of the 30s, 40s, and 50s, but was mainly developed by his student MAK Halliday. He developed the theory in the early sixties (seminar paper, Halliday 1961), based in England, and moved to Australia in the Seventies, establishing the department of linguistics at the University of Sydney. Through his teaching there, SFL has spread to a number of institutions throughout Australia, and around the world.
Saragih (2003:1) said “Dalam perspektif linguistik fungsional sistemik (LFS), bahasa adalah sistem arti dan sistem lain (yaitu sistem bentuk dan ekspresi) untuk merealisasikan
arti tersebut” (In perspective of systemic functional linguistic, the language is system of meaning and other systems (ie systems of form and expression) to realize it). It bases on two concepts, language is a social phenomenon that existed as a social semiotic and language is a linguistic text that constructually (define and reference each other) with social context. Both of these things which make the LFS differ from other linguistic theory.
2.1.1 Interpersonal Meaning
When a language is spoken, it delivers a message or a meaning between language users. It means that there is one person who acts demands the message and other person who gives the message. Either the speaker is giving something to the listeners (a piece of information) or listeners demand something from the speaker (also information) it depends on the context of the ongoing. Act of giving and demanding is called interpersonal meaning.
Interpersonal meaning is needed because human beings cannot live alone and provide their needs by themselves. It is due to some reasons; first human being is a social product or socially produced and cannot live isolated. Second, human being cannot fulfill his/her own needs by his/herself. Third, only human beings are born with the competence to transmit and store information. Those reasons are extremely needed as the consideration of human beings existence as the social product who need to fulfill their needs (Saragih, 2006: 9).
According to Saragih (2003: 62), Makna interpersonal merupakan aksi yang dilakukan pemakai bahasa dalam saling bertukar pengalaman linguistik yang
The most fundamental types of speech role, which are behind all the more specific types that we may eventually be able to recognize, are just two: (1) giving, and (2) demanding. Either the speaker is giving something to the listener, or he is demanding something from him. In giving and demanding activities, there are two kind of commodity exchanged, they are (a) information and (b) goods and services. Combining these two variables together and it will define four kinds of action (in this thesis, the action has same definition with speech functions or speech acts and the realization is the same with moods). The four actions are given in table 1
Table 1.1: Giving or Demanding, goods-&-services or information. Halliday (2004:107)
Based on systematic linguistic theories developed by Halliday (1994:58), the four actions are summarized as follows:
(1) Giving + Information = Statement
(2) Demanding + Information = Question
(3) Giving + Goods&Services = Offer
(4) Demanding + Goods&Services = Command
From the statement above, we can see the types of actions, the actions are clauses which are used in this research. The writer will divide the clauses into four speech function;
Role in exchange
Commodity exchanged
(a) goods-&-services (b) information
they are statement, offer, question, and command. So, we can conclude that statement, offer, question, and command are now called action. “Statement” and “question” actions are differ with “offer” and “command” actions because the commodity exchanged. “Offer” and “command” are grouped as proposal because they are exchanged goods and services and “statement” and “question” actions are grouped as proposition since they exchanged information.
Interpersonal meanings encoded in various aspects of language such as mode, modality, and vocative, in this thesis it is called realization. The meaning is encoded by the exchange of experiences like mode, modality, and vocative. They are called a common coding or un-mark but when they are done with the mark (or is not uncommon), it is called a metaphor
2.1.2 Action and Its Realization
Action term used in this study is based on Saragih (2003:64) who says, “digunakan istilah aksi karena bahasa digunakan untuk melakukan sesuatu perbuatan atau aksi, seperti
Sometimes in applying the interpersonal meaning in social context, all of the actions have marked form too and it may change and take one of the three realizations above. For example, here “command” action in normally/marked would realized into imperative, but it became interrogative or declarative is based on social context of a teacher who was teaching in a hot and noisy classroom, and the teacher asks the students to open the door so that air can come.
In the text below number (1.a) will show as prevalent that “command” action realize by imperative. The (1.b) will realize the unusual realize by interrogative and (1.c) unusual realize by declarative:
(1.a) A: Son, open the door! (Imperative)
B: Good sir
(1.b) A: Son, do you not feel the heat because the door was closed? (Interrogative)
B: I will open the doors
(1.c) A: son, door was closed it would hot. (Declarative)
B: well, I will open the doors
of semantics can be realized in more than one action. Instead, a clause in the interrogative mode can be a realization of a lot of action.
Action is built of 5 (five) elements, namely Subject, Finite, Predicator, Complement, and Adjunct as the realization of the lexicogrammar. Subject and Finite named Mood and three other elements: Predicator, Complement and Adjunct named Residue. The 5 (five) elements are used in SFL with characteristics below:
1. Subject is element that could be the basis for an argument or subject is an element which is used as an argument (or responsibility) for the statement, question, offer and command.
2. Finite is element forming (by subject) into mode declarative, interrogative and imperative. Finite is also known as a maker of (verbal operator) realization. In the English language, there are two elements in each (group) verbs, which finite is a decisive finite tense (group) the verb and the main verb (event). So finite is operator along with the subject or the realization that determines its realization. 3. Predicator is an element of finite verb after it is separated from the group.
4. Complement is a potential element of a subject after clauses. This means that it can be a subject complement in certain cases especially passive clause.
5. Adjunct is other element outside the four elements mentioned above and which cannot be a subject.
This study uses clause because SFL considers the clause as a unit of grammar that has three components: (1) process, (2) participants, and (3) circumstance. Clause is the smallest grammatical unit that can express a complete proposition. A typical clause consists of a subject and a predicate, where the predicate is typically a verb phrase – a verb together with any objects and other modifiers. (https://en.wikipedia.org/wiki/Clause 14/06/13 21:43)
Clauses come in four types: main (or independent), subordinate (or dependent), adjective (or relative), and noun. Every clause has at least a subject and a verb. These characteristics below will help distinguish one type of clause from another.
a. Main Clauses
The important is that every sentence must have at least one main clause. Every main clause has pattern:
SUBJECT + VERB = complete thought.
For examples:
1. Lazy students whine.
Students = subject; whine = verb.
2. Cola spilled over the glass and splashed onto the counter.
Cola = subject; spilled, splashed = verbs.
b. Subordinate Clauses
The important about subordinate clauses is that they can never stand alone as complete sentences. To complete the thought, each subordinate clause must attach to a main clause. A subordinate clause will have pattern:
For examples:
1. Whenever lazy students whine
Whenever = subordinate conjunction; students = subject; whine = verb.
2. As cola spilled over the glass and splashed onto the counter
As = subordinate conjunction; cola = subject; spilled, splashed = verbs.
Check revisions to the subordinate clauses above:
1. Whenever lazy students whine, Mrs. Russell throws chalk erasers at their head.
2. Anthony ran for the paper towel as cola spilled over the glass and splashed onto the counter.
c. Relative Clauses
Like subordinate clauses, relative clauses cannot stand alone as complete sentences. It must connect to main clauses to finish the thought. A relative clause will begin with a relative pronoun such as who, whom, whose, which, or that or a relative adverb such as when, where, or why.
The patterns:
RELATIVE PRONOUN or ADVERB + SUBJECT + VERB RELATIVE PRONOUN AS SUBJECT + VERB
For examples:
1. Whom Mrs. Russell hit in the head with a chalk eraser
2. That had spilled over the glass and splashed onto the counter
That = relative pronoun; had spilled, splashed = verbs.
Check revisions of the relative clauses above:
1. The lazy students whom Mrs. Russell hit in the head with a chalk eraser soon learned to keep their complaints to themselves.
2. Anthony ran to get paper towels for the cola that had spilled over the glass and splashed onto the counter.
Punctuating relative clauses can be hard to deciding sometimes. Deciding the relative clause is essential or nonessential and then uses commas accordingly. Essential relative clauses do not require commas. A relative clause is essential when you need the information it provides.
For example:
1. A dog that eats too much pizza will soon develop pepperoni breath.
Dog is nonspecific. To know which dog we are talking about, we must have the information in the relative clause. Thus, the relative clause is essential and requires no commas. If, however, we revise dog and choose more specific words instead, the relative clause becomes nonessential and does require commas to separate it from the rest of the sentence. Check this revision:
2. My dog Floyd, who eats too much pizza, has developed pepperoni breath.
d. Noun Clauses
For example:
1. You really do not want to know the ingredients in Aunt Nancy's stew.
Ingredients = noun.
If we replace the noun ingredients with a clause, we have a noun clause:
1. You really do not want to know what Aunt Nancy adds to her stew.
What Aunt Nancy adds to her stew = noun clause.
This study is about how to interpret action and its realization in speech by Nelson Mandela’s speech. As explained above, the action and its realization would be found from the clauses in the speech.
2.2 Classification Text
2.2.1 Nelson Mandela
Mandela was born on 18 July 1918 in the village of Mvezo in Umtatu, a part of South Africa's Eastern Cape. He born with his father named Gadla Henry Mphakanyiswa, who was a local chief and councillor to the monarch and his mother Nosekeni Fanny, Gadla's third wife. Mandela is doing well in Catholic School until his father died and he was being taken care by his ucle Jongintaba. With Jongintaba's backing, Mandela continud his study to get Bachelor of Arts (BA) degree at the University of Fort Hare but he cannot finish it because he run to avoid marriage arranged by his uncle.
Mandela attended University of Witwatersrand, studying law. In this moment, he met friends and decided to join ANC in 1943, an organization peace and be one of founder of the controversial Umkhomto We Sizwe for fighting against apartheid. He was arrested and sentenced to life imprisonment in 1964, serving most of his sentence in Robben Island and then Pollsmoor Prison. An international campaign lobbied for his release after 27 years in prison. He was released in 1990 as South Africa began to move away from strict racial segregation – a process completed by the first multi-racial.
Mandela and his partner De Klerk were elected South Africa’s first black president in 1993. It has been mention in previous chapter that Mandela became the president of South Africa for 1994 to 1999. He had rarely been seen in public since officially retiring in 2004. He made his last public appearance in 2010, at the football World Cup in South Africa.
Houghton suburb of Johannesburg in September, where he continued to receive intensive care. Nelson Mandela died at the age 95 because of lung infection on 6th December 2013 while the finishing of this study.
Mandela received international acclaim for his anti-colonial and anti-apartheid stance, having received over 250 awards, including the 1993 Nobel Peace Prize, the U.S. Presidential Medal of Freedom and the Soviet Order of Lenin. In November 2009, the United Nations General Assembly announced that Mandela's birthday, 18 July, is to be known as "Mandela Day" to mark his contribution to world freedom. Individuals, communities and organizations are asked to donate 67 minutes to done something for others, commemorating the 67 years that Nelson Mandela gave to the struggle for social justice.
2.3 Relevant Studies
As a guideline in doing this study the writer collect some works, thesis, journals, and other scientific writings about the interpersonal meaning problems that have been done before. From those works, the writer who done in different perspectives, such as the theory, the methodology and the way they analyze the data.Some works that relate to this study and give some contribution to this study are listed below.
1) Tengku Winona Emelia (2001) with the thesis entitle “Makna Antarpersona Dalam Iklan Lisan Dan Tulisan”, Linguistic Postgraduate Study, University of Sumatera Utara, Medan.
a. The main problems of the thesis are:
2. Fungsi ujar apakah yang dominan dalam iklan lisan (sensitif dan non sensitif) dan tulisan (sensitif dan non sensitif)? (Which speech function is dominant in oral advertisement and written advertisement?)
3. Bagaimanakah fungsi ujar direalisasikan dalam modus pada iklan lisan (sensitif dan non sensitif) dan tulisan (sensitif dan non sensitif)? (How is speech function realized in MOOD on oral advertisement and written advertisement?)
4. Apakah ada perbedaan metafora antarpersona yang digunakan dalam produk iklan sensitif dan non sensitive? (Are there any differences between interpersonal metaphor used in sensitive and non sensitive advertisement products?)
b. The theory used in the thesis is Halliday’s theory.
c. The method of research is the library research (qualitative method).
d. The result of the thesis is the analysis of speech function in oral advertisement and written advertisement (sensitive and non sensitive) are using speech function and the dominant speech function is statement and the difference between interpersonal metaphor used in sensitive and non sensitive advertisement product are found. e. The contribution from this thesis to the writer’s is that this thesis helps the writer to
find some theories dealing with Systemic Functional Linguistic, it is Halliday’s theory.
2). Herlina with thesis entitled “Makna Antarpersona Dalam Teks Upacara Perkawinan Pada Masyarakat Karo”, Linguistic Postgraduate Study, University of Sumatera Utara, Medan.
a. The main problems of the thesis are:
1. Makna antarpersona apakah yang terdapat dalam teks upacara perkawinan pada masyarakat Karo? (What kinds of interpersonal meaning are found in Karonese wedding ceremony text?)
2. Modus apakah yang digunakan untuk merealisasikan makna antarpersona?
(What kinds of MOOD are used to realize the interpersonal meaning?)
3. Dalam konteks sosial apakah yang mendukung penggunaan makna antarpersona? (Which social context is supporting the use of interpersonal meaning?)
b. The theory used in the thesis is Halliday’s theory.
c. The method of research is descriptive qualitative method.
d. The result of the thesis is the analysis of interpersonal meaning wedding ceremonial Karonese text are using speech function and the MOOD are declarative, interrogative and imperative.
e. The contribution from this thesis to the writer’s is that this thesis helps the writer to find some theories dealing with Systemic Functional Linguistic, it is Halliday’s theory.
f. And the difference of the thesis to the writer’s is that this thesis contains the analysis of the interpersonal meaning in wedding ceremony text, while the writer’s contains the analysis of the interpersonal meaning in speech text.
a. The main problems of the thesis are:
1. What experiential functions are in Reader’s Digest Magazine’s Selected Articles?
2. Which function is the most frequent in Reader’s Digest Magazine’s Selected Articles?
b. The theory used in the thesis is Halliday and Hasan’s theory and Kress’s and Stillar’s theory.
c. The method of research is the library research (qualitative method).
d. The result of the thesis is the writer found six function of experiential in the monthly American magazine, Reader’s Digest edition 2007. She found that material function is the most existed in the analysis and dominates with percentage 57,04%, the relational function follows with percentage 16,55%, then other functions with the same percentage 11,97%, they are verbal function and mental function.
e. The contribution from this thesis to the writer is that this thesis helps the writer to find some theories dealing with Systemic Functional Linguistic, it is Halliday’s theory.
f. The difference of the thesis to the writer’s thesis is that this thesis contains the analysis of experiential functions, while the writer’s contains the analysis of the interpersonal meaning.
