TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS.

(1)

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

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

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS

FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

THESIS

Submitted in partial fulfillment of the requirements for Master’s Degree in

English Education

By

Wida Mulyanti

1201327

ENGLISH EDUCATION PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

(2)

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu 2015

DECLARATION

I hereby certify that this thesis entitled “Transitivity System in Exposition Texts for Senior High School National Examinations” is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources; all quotations have been acknowledged properly.

Bandung, July 2015

(3)

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu PAGE OF APPROVAL

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH

SCHOOL NATIONAL EXAMINATIONS

By

WIDA MULYANTI 1201327

Approved by

Supervisor I

Iwa Lukmana, M.A., Ph.D NIP. 196611271993031002

Supervisor II

Wawan Gunawan, M.Ed., Ph.D NIP. 197209162000031001

Acknowledged by

Head of English Education Program of Post Graduate Studies Indonesia University of Education

(4)

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu ABSTRAK

Penelitian ini menganalisis sistem transitivitas dalam teks eksposisi untuk Ujian Nasional tingkat SMA. Hal ini bertujuan untuk menganalisis jenis proses yang umum digunakan dalam teks eksposisi untuk Ujian Nasional dari tahun 2006 sampai 2014. Hal ini juga bertujuan untuk mengeksplorasi bagaimana pemahaman jenis proses dalam teks eksposisi menginformasikan praktek pedagogis. Studi kasus kualitatif diterapkan sebagai metode penelitian. Data diperoleh dengan mengumpulkan semua teks eksposisi yang termasuk dalam Ujian Nasional dari tahun 2006 sampai 2014. Analisis data dilakukan dengan menganalisis sistem transitivitas dalam teks. Temuan menunjukkan bahwa jenis proses yang sering digunakan dalam teks-teks eksposisi adalah proses material, relasional-atributif, dan mental. Analisis transitivitas dilakukan dalam penelitian ini menunjukkan bahwa realisasi transitivitas dalam teks sesuai dengan prinsip dasar transitivitas dalam teks-teks eksposisi. Penelitian ini juga menyimpulkan bahwa pemahaman jenis proses dalam teks eksposisi memiliki beberapa manfaat untuk pendidikan, yaitu 1) mengarahkan siswa agar sadar akan tujuan penulisan teks 2) meningkatkan kemampuan siswa dalam memahami pertanyaan menyelidik dalam butir-butir soal yang berkaitan dengan teks, dan 3) mempertajam kemampuan siswa dalam berpikir kritis. Oleh karena itu, dianjurkan bahwa siswa mengenali fitur teks dengan bantuan teori sistemik fungsional linguistik dan pendekatan berbasis genre dalam proses pembelajaran. Juga dianjurkan agar guru mengikuti teori sistemik fungsional linguistik dengan pendekatan berbasis genre dalam proses pembelajaran agar siswa dapat mempelajari fitur teks eksposisi sehingga akan membantu mereka belajar membaca dan menulis teks eksposisi.

Kata kunci: sistemik fungsional linguistik (SFL), pendekatan berbasis genre (GBA),

(5)

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu ABSTRACT

This study analyzes the transitivity system in the exposition texts for Senior High School National Examinations. It aims to analyze the types of processes commonly used in the expositions as included in the National Examinations from 2006 to 2014. It also aims to explore how the understanding of process types in expositions informs pedagogical practices. A qualitative case study is applied as the method of the study. The data were attained by collecting all of the exposition texts included in the National Examinations from 2006 to 2014. The data analysis was done by analyzing the transitivity system in the texts. The findings show that the types of processes frequently used in exposition texts are material, relational-attributive, and mental processes. The transitivity analysis carried out in this study shows that the realization of transitivity in the texts corresponds to the basic prescription of transitivity in exposition texts. This study also concludes that the understanding of process types in expositions has some benefits for education, i.e. 1) leading students to the awareness of the purpose of text writer, 2) enhancing students’ ability in understanding the probing questions in the questions related to the text, and 3) sharpening students’ critical thinking. Therefore, it is recommended that students recognize the features of the texts with the help of systemic functional linguistics and genre-based approach to teaching and learning. Also it is recommended that teachers follow systemic functional linguistics genre based-approach to teaching to get students to learn the features of expositions, so that this will help them learn to read and write exposition texts.

(6)

Wida Mulyanti, 2015

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu C

COONNTTEENNTTSS

Page of Approval

Declaration ... i

Acknowledgments ... ii

Abstract ... iii

Contents ... vi

CHAPTER I INTRODUCTION ... 1

1.1 Background ... 1

1.2 Research Questions ... 3

1.3 Aims of the Study ... 4

1.4 Scope of the Study ... 4

1.5 Significance of the Study ... 4

1.6 Clarification of the Main Terms ... 5

1.7 Organization of the Paper ... 6

CHAPTER II THEORETICAL FOUNDATION ... 7

2.1 Systemic Functional Linguistics ... 7

2.2 Metafunctions of language ... 9

2.2.1 Ideational Metafunction and Its Realization ... 11

2.2.1.1 Experiential Meaning ... 12

2.2.1.2 Logical Meaning ... 14

2.2.2 Interpersonal Metafunction and Its Realization ... 16

2.2.3 Textual Metafunction and Its Realization ... 18

2.3 Transitivity System: The Grammar of Experiential Meaning ... 20

2.4 Processes, Participants and Circumstances ... 21

2.4.1 Material Process and Its Participants ... 23

2.4.2 Mental Process and Its Participants ... 27

(7)

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

2.4.4 Verbal Process and Its Participants ... 34

2.4.5 Behavioural Process and Its Participants ... 36

2.4.6 Existential Process and Its Participants ... 37

2.5 Circumstances ... 38

2.6 Genre ... 44

2.7 Text ... 45

2.8 Definition of Exposition ... 45

2.9 Types of Exposition ... 46

2.9.1 Analytical Exposition ... 46

2.9.1.1 The Purpose of Analytical Exposition ... 46

2.9.1.2 The Schematic Structures of Analytical Exposition ... 46

2.9.1.3 The Lexicogrammatical Features of Analytical Exposition .... 47

2.9.1.4 An Example of Analytical Exposition ... 48

2.9.2 Hortatory Exposition ... 49

2.9.2.1 The Purpose of Hortatory Exposition ... 49

2.9.2.2 The Schematic Structures of Hortatory Exposition ... 50

2.9.2.3 The Lexicogrammatical Features of Hortatory Exposition... 50

2.9.2.4 An Example of Hortatory Exposition ... 51

2.10 Review of Previous Studies ... 51

2.11 Concluding Remarks ... 54

CHAPTER III RESEARCH METHOD ... 55

3.1 Research Direction ... 55

3.2 Research Design ... 55

3.3 Data Collection ... 56

3.4 Data Analysis ... 56

3.4.1 Validating the Data ... 56

3.4.2 Analyzing the Transitivity System ... 57

(8)

Wida Mulyanti, 2015

CHAPTER IV FINDINGS AND DISCUSSION ... 59

4.1 Transitivity in Exposition Texts ... 59

4.1.1 The Exposition Texts ... 59

4.1.1.1 The Analytical Exposition Texts... 60

4.1.1.2 The Hortatory Exposition Texts ... 65

4.1.2 The Processes ... 71

4.1.2.1 General Findings ... 72

4.1.2.2 Material Processes ... 73

4.1.2.3 Relational-Attributive Processes ... 75

4.1.2.4 Relational-Identifying Processes ... 76

4.1.2.5 Mental Processes ... 78

4.1.2.6 Verbal Processes ... 80

4.1.2.7 Behavioural Processes ... 81

4.1.2.8 Existential Processes ... 83

4.1.3 The Pedagogical Implications of the Analysis ... 84

4.1.2.1 Leading Students to the Awareness of the Purpose of Text Writer ... 84

4.1.2.2 Probing Questions in the Questions Related to the Text ... 86

4.1.2.3 Sharpening Students’ Critical Thinking ... 90

CHAPTER V CONCLUSION AND RECOMMENDATION ... 92

5.1 Conclusion ... 92

5.2 Recommendation ... 94

(9)

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu APPENDICES

Appendix 1 Analytical Exposition 1

Boarding School Education ... 101 Appendix 2 Analytical Exposition 2

Address to the Jury ... 104 Appendix 3 Analytical Exposition 3

Should Children be Allowed to Stay in at Break Time? ... 108 Appendix 4 Hortatory Exposition 1

On School Discipline ... 113 Appendix 5 Hortatory Exposition 2

Faster Planes and Cheaper Flights ... 117 Appendix 6 Hortatory Exposition 3

Agriculture ... 122 Appendix 7 Hortatory Exposition 4

Tourism Benefit on Local People ... 125 Appendix 8 Hortatory Exposition 5

Skate Parks for Skateboarders ... 129 Appendix 9 Hortatory Exposition 6

Let’s Make the City Clean and Fresh ... 133 Appendix 10 Hortatory Exposition 7

Higher Education for Women ... 137 Appendix 11 Hortatory Exposition 8

(10)

1

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This study aims at analyzing expositions using transitivity system of SFL

related to its schematic structure and linguistic features. This chapter gives a brief

description of the whole content of the study. The information included in this

chapter covers: 1) Background, 2) Research Questions, 3) Aims of the Study, 4)

Scope of the Study, 5) Significance of the Study, 6) Clarification of the Main Terms,

and 7) Organization of the Paper.

1.1Background

The National Examination is held for all final year students in Indonesia. This

examination is held every year at the end of the school year. In Senior High School

level, English is one of the subject matters tested in the National Examination.

English language examination assesses listening and reading ability. Reading section

comprises some texts of various genres. This reading section test requires students the

ability to understand how text works in making meaning. Therefore, there are

required to have knowledge of the text types which is also called genre. As stated by

Gerot and Wignell (1995, p. 17), “a genre is defined as a culturally specific text-type

which results from using language (written or spoken) to help accomplish something”. With regards to the definition above, students should have knowledge about purposes, schematic structures, and lexicogrammatical choices of texts in order

to succeed in the examination.

One of the genres to be tested in the examination is exposition. Exposition is

one of the difficult texts to understand. Flood (1986, p. 784) emphasizes the difficulty

of expositions by saying that expositions are difficult task for students to

(11)

2

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

they are lack of verbal process which makes the ownership of the arguments clear

(Emilia, 2005, p. 238). Meanwhile, the verbal process is important in strengthening

the opinion of the writer.

Exposition is important to master since it has the potential to improve students’ academic skills because exposition can stimulate students’ curiosity and critical thinking. It can help students to develop their knowledge and way of thinking

in postsecondary education as the university students (Departemen Pendidikan

Nasional [Depdiknas], 2003, 2006; Beck & Jeffrey, 2009). Further, expositions

belong to genre of arguing which is crucial in gaining students’ critical thinking. As

supported by Bizzel (1992), the ability of composing Expositions will enhance students’ critical thinking so that they are ready to compete in the real world, i.e. the expositions are an influential text to prepare students to be able to deal with many

aspects of life, such as the ability of reasoning, evaluating, and persuading. These abilities will enhance students’ participation in social life (Knapp & Watkins, 2005).

Considering the benefits of learning language of exposition, text should be

analyzed to provide students with the concepts of text structure and its language

features. One of the tools to analyze texts is using SFL in order to investigate

transitivity system. It examines the structure of clauses which are represented by

processes, the participants involved in these processes, and the circumstances in

which processes and participants are involved (Nguyen, 2012). Using transitivity

analysis, researchers have tried to reveal that language structures can produce certain

meanings and ideology which are not always explicit for readers. In other words, the

task of functional analysis, particularly transitivity analysis, is to discover the relation

between meanings and wordings that account for the organization of

lexicogrammatical features in a text. Therefore, the concept of transitivity has been

used by a number of linguists to shed more light on the use of language in texts.

Many studies concerning transitivity system have been carried out. Some

studies focus on analyzing the transitivity system itself as a tool of analysis (Yuli &

(12)

3

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

(e.g. writing, advertisement, textbooks etc.) (Zheng, Yang & Ge, 2014; Song, 2013;

Afrianto, Indrayani, Seomantri, 2014; Brooks, 2010; Bustam, 2011; Caili, 2005;

Opara, 2012; Naz, 2012; Nguyen, 2012; Ginting, 2015). For example, Yuli and

Yushan (2012) compare the transitivity system in English and Chinese. On the other

hand, Zheng, Yang, and Ge, (2014)analyze transitivity in English-medium medical

research articles. The studies which focus on analyzing products can be categorized

into two: 1) the analysis of texts written for public consumptions, e.g. the texts which

derived from the newspapers, novels, the speech of the leaders, etc. and 2) the

analysis of texts written for or used in educational environment.

This study is intended to provide an insight to the transitivity system of the

texts used in educational environment, i.e. exposition texts included in the National

Examinations. Its purpose is to give contribution to the development of education in

Indonesia. This study attempts to contribute to students’ learning in preparing for the

National Examination since there are no studies specifically analyzing exposition

texts included in the National Examinations. However, it is important for teachers to

recognize the lexicogrammatical features of exposition texts, more prominently

transitivity system. Teaching transitivity system helps students understand and use in

writing effective verbs to achieve the purpose of the texts, i.e. expositions.

1.2Research Questions

The present study probes the following research questions:

1. What types of processes are dominant in exposition texts included in the 2006

to 2014 Senior High School National Examinations?

2. What are the pedagogical implications of the transitivity analysis undertaken

in this study?

1.3Aims of the Study

(13)

4

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

1. To analyze the types of processes commonly used in the exposition texts as

included in the National Examinations from 2006 to 2014.

2. To explore how the understanding of process types in exposition texts has

some pedagogical implications.

1.4Scope of the Study

With regards to the problems and objectives of the study, the writer has to

limit the scope of the study. Therefore, this study concentrates on the analysis of

process types (transitivity system) in the exposition texts included in the Senior High

School National Examinations from 2006 to 2014. The reason the data taken started

from 2006 is because the implementation of genre-based approach in the National

Examination started from that year until recently (Budairi, 2015, p. 33). Meanwhile,

the reason why the data from the 2015 National Examination are not included is

simply because the scripts of the recent examination are not available for public yet.

1.5 Significance of the Study

This study is expected to offer some theoretical and practical contributions. In

term of theory, this study can hopefully enrich the literature about transitivity system

in exposition texts and also hopefully be useful for the readers who are interested in

studying the transitivity system in which it can help them to master English and to

understand the system itself. In addition, this study can hopefully be used as a

reference in the analysis of transitivity system.

Practically, the result of this study is expected to provide information for the

readers, especially teachers regarding the quality of the texts used in the National

Examinations so that teachers are able to select proper texts as examples. In addition,

this study will help teachers enhance their ability to analyze texts using transitivity

system. Thus, teachers will be able to help students gain their ability to create

(14)

5

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu 1.6Clarification of the Main Terms

To avoid misunderstanding, below are some terms clarified:

1. Systemic functional linguistics

Systemic functional linguistics (SFL) is a theory in linguistics which perceive

language not as a set of rules, but as a meaning-making resource (Halliday,

1994, p. 15; Eggins, 2004, p. 2; Emilia, 2005, p. 87).

2. Transitivity system

The concept of transitivity in Halliday’s grammatical system is a powerful

tool for the analysis of meanings expressed in clauses. Transitivity system

consists of various types of processes together with its structures that realize

these processes. Eggins (2004, p. 206) informs that transitivity system is used

to express experiential meaning in texts by selecting the process that is related

to participant roles and configurations. In this study, transitivity system is

referred to as the system of participants, processes, and circumstances within

analytical and hortatory expositions as included in the National Examinations.

3. Genre

Genre in systemic functional linguistics is explained as the recurrent

configuration of meanings that occurs and represents the social practices of a

culture (Martin & Rose, 2008, p. 6). The texts being studied, i. e. Expositions,

belong to the genre of arguing.

4. Expositions

Exposition is one of the genres in genre-based approach whose content has

purpose explain, analyze, interpret, speculate, evaluate, persuade, or reflect

(15)

6

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

hortatory which are different slightly in the way they deliver the last stage of

generic structure. In this study, expositions refer to both analytical and

hortatory expositions included in the Senior High School National

Examinations from 2006 to 2014.

1.7 Organization of the Paper

This study pictures an exploratory case study which encompasses five

chapters. Chapter 1 elaborates the background of the study. The chapter also contains

research questions, aims of the study, scope of the study, significance of the study,

clarification of the main terms, and the organization of the paper. Chapter 2 discusses

the underlying theories of this study. The discussion goes through the literature of

systemic functional linguistics, expositions, and process types (transitivity system).

Chapter 3 gives a clear exposure about how the study is undertaken. It describes a

conceptual framework consisting research direction, research design, data collection,

and data analysis techniques. Chapter 4 presents the findings of the analysis and

discussion of the findings. The findings and discussion are adjoined and formed three

sections, i.e. the expositions, the processes, and the pedagogical implications. Chapter

5 presents the conclusion and recommendation based on the findings in Chapter 4.

The conclusion states the answer to the research questions regarding the transitivity

system in the exposition texts. Meanwhile, the recommendation states several

suggestions based on the findings of the analysis for both methodological and

(16)

55

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu CHAPTER III

RESEARCH METHOD

This chapter elaborates the method employed in this study. The chapter

comprises 1) Research Direction, 2) Research Design, 3) Data Collection Method,

and 4) Data Analysis Techniques. The research direction explains specifically what

this study attempts to learn or understand. The research design discusses the design

and approach used in this study. The data collection presents the data type and the

data collection technique. The data analysis techniques elaborate the procedure of

analyzing the data.

3.1Research Direction

This study was conducted to analyze the types of processes commonly used in

the Exposition texts as included in the Senior High School National Examinations

from 2006 to 2014. Generally, it reveals the dominant processes used in the texts

being studied. Specifically, it discusses the analysis of each processes. Moreover, this

study also explores how the understanding of process types in Expositions has some

pedagogical implications.

3.2 Research Design

The descriptive design is utilized in the study since this study is intended to

describe the transitivity system in the data being analyzed. According to Heigham

and Crocker (2009) and Creswell (2012), the descriptive design is intended to collect,

examine, analyze, describe and categorize textual data using interpretative analysis.

Moreover, the study uses a case-study design since the analysis provides detailed

description of a defined entity, i.e. the National Examination’s texts. As has been stated by Mackey and Gass (2005), that case study tends to provide detailed

(17)

56

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

In terms of analysis, SFG textual analysis method is used in this study. SFG

textual analysis is used to examine a small scale and single case phenomenon,

generate a qualitative data, and provide an interpretive analysis of that data (Emilia,

2008).

3.3 Data Collection

The Senior High School’s National Examination scripts from 2006 to 2014

are the documents used in this study. All of the exposition texts included in the scripts

are taken as the data. There are eleven exposition texts, three of them are analytical

exposition texts and eight of them are hortatory exposition texts. These two type of

texts learned by students in the eleventh grade. The analytical exposition is taught in

the odd semester, while the hortatory exposition is taught in the even semester.

The reason why the scripts used as the data started from the 2006 National

Examination is because the genre-based approach in Indonesia is started that year.

According to Budairi (2015, p. 33), the use of genre-based approach has been placed

in Indonesia’s curriculum since 2004, nonetheless, the National Examination at that

time comes in a different format that it does not fully test what has been learnt

through the genre-based approach. Not until the implementation of the 2006 School

Level Curriculum that this adoption of the genre-based approach has fully integrated

including in the National Examination.

3.4Data Analysis

As mentioned earlier, the data are the documents of the Senior High School

National Examinations from 2006 to 2014. The processes of data analysis are:

3.4.1 Validating the Data

All the texts available in the scripts are validated before they are analyzed

using transitivity system. The texts are analyzed in terms of their schematic structure

(18)

57

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

collected, the texts are categorized based on their exposition types. The texts that fit

the characteristics of analytical exposition are separated with the texts that fit the

characteristics of hortatory exposition since the schematic structure and

lexicogrammatical features of these two Expositions are slightly different.

This data validation analysis is exemplified in Chapter 4. The analysis of this

identification follows Gerot and Wignell (1995), Knapp and Watkins (2005), and

Emilia (2005; 2011; 2014).

3.4.2Analyzing the Transitivity System

The data are analyzed using Halliday’s Transitivity system. The aim of the

analysis is to find out the dominant processes used in the texts. The data are analyzed

by following the procedures below.

1. Breaking up each text into clauses.

2. Breaking up each clause into phrases or words which have one type of

experience: participants, processes, and circumstances. The categorization is

[image:18.612.147.528.422.608.2]

shown in Table 3.1 below.

Table 3.1 Types of Experience

Process types Participant types Circumstance types

Material Mental Relational Verbal Existential Behavioural

Actor, Goal, beneficiary, Range,

Senser, Phenomenon,

Carrier, Attribute (not exactly a participant), Identified, Identifier,

Sayer, Receiver, Quoted/Reported (one or the other), Verbiage, Target

Existent, Behaver. Extent Location Manner Cause Accompaniment Matter Role

(Adapted from Melrose, 1995; Bloor & Bloor, 1995)

(19)

58

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

[3.1] The manners and social skills will help them Actor Pr:material Goal

3. Naming the clause based on its experiential process. The process in the clause

is the main element that determines the type of clause in terms of its

Transitivity. For instance, the process in clause [3.1] is material process. Thus,

the clause is called the material clause.

4. Stating the findings of the analysis by showing the numbers of the processes

found in the data including the percentages.

5. Discussing the findings generally and specifically.

a. In general, the discussion relates the findings of the processes with the

processes which include in the texts’ features.

b. In detail, each process is discussed separately.

3.4.3 Analyzing the Pedagogical Implications of the Analysis

The knowledge of this transitivity analysis has many benefits. The benefits or

the values of the use of each aspect of experiential grammar has been discussed by

the experts such as Butt et al. (2000), Droga and Humphrey (2003), Derewianka

(2011), Fang and Scleppegrell (2008) and Emilia (2014).

In this study, the values of the use of the analysis are discussed based on the

viewpoints of the scholars mentioned above by considering their view on the

importance of experiential grammar to lead students to be aware of the writers’

purpose, to be able to use and answer the probing questions, and to be able to think

critically.

(20)

92

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents 1) Conclusion and 2) Recommendation. The conclusion

concludes the findings. The findings can be divided into two, the findings of

processes and the findings of the pedagogical implications of the analysis. The

recommendation offers some recommendation for methodological and practical

purposes.

5.1Conclusion

As stated in Chapter 1, the analysis focus on using transitivity system of SFL

in exposition texts included in the Senior High School National Examinations from

2006 to 2014 and exploring how the understanding of process types in expositions

have some pedagogical implications.

The transitivity system in the texts being studied encompasses all six

processes brought forward by Halliday and Matthiessen (2014). Among the

processes, the most frequent process being used is material process with 201

occurrences (56%), followed by relational process with 88 occurrences (25%), 76

occurrences for attributive process (21%) and 12 occurrences for

relational-identifying process (4%), continued by mental process with 47 occurrences (13%),

existential process with 10 occurrences (3%), behavioural process with 9 occurrences

(2%), and verbal process with 4 occurrences (1%).

In analytical expositions, the findings show that the material, relational and

mental processes are the three processes frequently used. The same findings are

shown in hortatory expositions, i.e. the material, relational and mental processes are

the processes frequently used. The material process represents the evidence of the

argument, relational-attributive process represents the description or the explanation

(21)

93

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

occurrence of these three processes shows that the exposition texts included in the

National Examinations are considered as „simple expositions‟.

However, the use of „simple expositions‟ in the National Examinations needs

to be criticized because „simple expositions‟ do not challenge students to think

critically. For students to be critical thinkers, they should learn the „mature

expositions‟. Thus, the texts included in the National Examinations should be

„mature‟ or well-written.

For the expositions to be considered well-written, it should contain not only

material, relational, and mental processes, but also verbal process. The use of verbal

process in the exposition texts included in the National Examinations is still limited.

Most of the texts do not use verbal process. Verbal process is crucial to be used in

exposition texts because it presents the reference. Without the reference, the readers

can easily deny the writers‟ argument. Thus, it can be concluded that the texts in

Senior High School National Examinations need to be improved, especially in the use

of verbal process (indicated by the present of the proper name). In addition to that,

the other reasons the texts are not considered well-written texts are the text writers are

not written in the texts and some texts still lack of nominalization. The

nominalization in exposition texs is crucial to show that the texts are “written like”

(Emilia, 2011) and to make the arguments in the text undeniable.

Moreover, the pedagogical implications of the analysis are 1) leading students

to the awareness of the purpose of text writer, 2) enhancing students‟ ability in

understanding the probing questions in the questions related to the text, and 3)

sharpening students‟ critical thinking.

5.2 Recommendation

Based on the conclusion above, some methodological and practical purposes

are recommended as follows.

The methodological purposes concern the delimitation of the recent study and

(22)

94

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

systemic functional grammar, i.e. experiential grammar (transitivity analysis of

exposition texts). Thus, it needs further research in other aspects of systemic

functional grammar, the logical grammar (the analysis of Taxis) is highly

recommended because the logical grammar and experiential grammar belong to the

same metafunction, i.e. ideational metafunction.

Furthermore, in terms of the data, it is highly recommended to use the other

texts included in the National Examinations as the data because the texts are usually

used as the materials in teaching activities.

Practical purposes are intended to teachers. For teachers, the knowledge of

experiential grammar helps them to teach students to respond to texts. In other words,

the transitivity system can be used as a practical source for students to gain their

ability to create well-written texts.

Moreover, this study is also expected to provide information for teachers

regarding the quality of the texts used in the National Examinations so that teachers

are able to select proper texts to be used as the materials. Thus, it is recommended for

teachers to select exposition texts which use not only material, relational, and mental

processes, but also mental process since the texts which belong to the argumentative

(23)

95

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu REFERENCES

Afrianto., Indrayani, L., & Seomantri, S. (2014). Transitivity analysis on

Shakespeare‟s sonnets. IOSR Journal of Humanities and Social Science.

19(1). 78-85. Retrieved from www.iosrjournals.org. on June 15th, 2015 at 08.30.

Al-Massri, I. (2013). Text, linguistics and translation: English-Arabic Machine

Translation Assessment. 1st Ed. CreateSpace Independent Publishing Platform. (ISBN-10: 1482352133; ISBN-13: 978-1482352139).

Anderson, M., & Anderson, K. (1997). Text types in English 2. Macmillan: South Yarra.

Andriyani, N. (2008). Transitivity process in worldview’s articles of Newsweek.

Unpublished thesis at University of North Sumatera. Retrieved from repository.usu.ac.id. on June 6th, 2015 at 11.00.

Arancón, P. R. (2013). The use of SFL genre theory for the analysis of students‟ writing skills in ESP. Volumen Monográfico. 245-252. Universidad Nacional de Educación a Distancia (UNED).

Bizzell, P. (1992). Academic discourse and critical consciousness. Pittsburgh: University of Pitsburgh Press.

Beck, S. W., & Jeffery, J. V. (2009). Genre and thinking in academic writing tasks.

Journal of Literacy Research, 41, 228-272. http://dx.doi.org/10.1080/1086296

0902908483.

Bloor, T., & Bloor, M. (1995). The functional analysis of English. 3rd Ed. Abingdon: Routledge.

Bloor, T. & Bloor, M., (2013). The Functional Analysis of English (Third Edition). London and New York: Routledge.

Brooks, J. (2009-2010). The growing absurdity of the South African apartheid:

transitivity in Christopher Van Wyk‟s „In Detention‟. Innervate Leading

Undergraduate Work in Studies, 2, 26-34.

Budairi, A. (2015). Revisiting the 2006 school level curriculum and the genre-based approach in the context of EFL curriculum development in Indonesia. Ahmad

(24)

96

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Butt, D., Fahey, R, S., Feez, S., Spinks, S., & Yallop, C. (2000). Using functional

grammar: an explorer’s guide. 2nd Ed. Sydney: National Centre for English Teaching and Research. Macquarie University.

Butt, D., Fahey, R, S., Feez, S., Spinks, S., & Yallop, C. (2003). 3rd Ed. Using

functional grammar: an explorer’s guide. Sydney: National Centre for English Teaching and Research. Macquarie University.

Bustam, M. (2011). Analyzing clause by Halliday‟s transitivity system. Jurnal Ilmu

Sastra. 6(1). 22-34.

Caffarel, A., Martin, J. R., & Matthiessen, M. I. M. (2004). Language typology: a

functional perspective. Amsterdam: Benjamins.

Caili, W. (2005). The process of transitivity in “weeping for my smoking daughter”.

Celea Journal. 28(1). 111-115.

Coffin, C. (2001). Theoretical approaches to written language: TESOL perspective. In A. Burns and C. Coffin (eds), Analysing English in a global context: A reader (pp. 93-122). London: Routledge.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating

quantitative and qualitative research. Boston: Pearson Education, Inc.

Depdiknas. (2003). Kurikulum 2004. Standar kompetensi. Mata pelajaran bahasa

Inggris. Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta: Depdiknas.

Depdiknas. (2006). Standar isi. Mata pelajaran bahasa Inggris. Sekolah Menengah

Atas dan Madrasah Aliyah. Jakarta: Depdiknas. Retrieved from Badan standar

nasional pendidikan Indonesia. Retrieved from http://bsnp-indonesia.org/id/? page_id=103/ on June 17th, 2015, at 09.45.

Derewianka, B. M. (2011). A new grammar companion for teachers. (2nd ed.). Sydney: Primary English Teaching Association.

Derewianka, B. M. & Jones, P. (2013). Teaching language in context. Melbourne: Oxford University Press.

Droga L., & Humphrey, S. (2003) Grammar and Meaning: An Introduction for

(25)

97

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Dymock, S., & Nicholson, T. (2010). High 5! Strategy to enhance comprehending of expository text. The Reading Teacher. 64(3). 166-178. http://dx.doi.org/10. 1598/RT.64.3.2.

Eggins, S. (1994). An introduction to systemic functional linguistics. London: Printer Publishers, Ltd.

Eggins, S. (2004). An introduction to systemic functional linguistics. 2nd Ed. London: Printer Publishers, Ltd.

Emilia, E. (2005). A critical genre-based approach to teaching academic writing in a

tertiary EFL context in Indonesia. Volume 1. A PhD thesis submitted to the

Department of Language, Literacy and Arts Education, Faculty of Education, The University of Melbourne.

Emilia, E. (2011). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris:

Petunjuk Untuk Guru. Bandung: Rizqi Press.

Emilia, E. (2014). Introducing functional grammar. Bandung: Dunia Pustaka Jaya.

Fairclough, N. (2003). Analysing discourse. Textual analysis for social research. London: Routledge.

Fang, Z. & Schleppegrell, M. J. (2008). Reading in secondary content areas. A

language-based pedagogy. Ann Arbor: The University of Michigan Press.

Flood, J. (1986). The text, the student, and the teacher: learning from exposition in middle schools. The Reading Teacher. 39(8), 784-791.

Frawley, J. (2003). International Encyclopedia of Linguistics, Volume 3. Oxford University Press, New York: Alan McKee. http://dx.doi.org/10.4135/9780 857020017.

Fowler, W. S. (1985). New froficiency English. Book Three. Edinburg: Nelson.

Gerot, L., & Wignell, P. (1995). Making sense of functional grammar. Cammeray, NSW: Antipodean Educational Enterprises.

(26)

98

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Halliday, M.A.K. (1971). Linguistic function and literary style: an enquiry into the language of William Golding's 'The Inheritors'. In Seymor Chatman (ed),

Literary style: A symposium, 330-65. London: Oxford University Press.

Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longman.

Halliday, M. A. K. (1977). Text as semantic choice in social context. In T. A. Van Dyck & J. Petrofi (Eds.). Grammars and descriptions. Berlin: de Gruyter.

Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of

Language and Meaning. London: Edward Arnold.

Halliday, M. A. K. (1979) Modes of meaning and modes of expression: types of grammatical structure, and their determination by different semantic functions. In D. J. Allerton, E. Carney, and D. Holdcroft (eds.), Function and

Context in Linguistic Analysis: a Festschrift for William Haas. London:

Cambridge University Press, 57-79.

Halliday, M. A. K., & Hasan, R. (1985). Language, context, and text: aspects of

language in a social-semiotic perspective. Geelong, Victoria: Deakin

University Press. [Republished by Oxford University Press 1989].

Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Edward Arnold.

Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional

grammar. 3th Ed. London: Arnold.

Halliday, M. A. K. (2006). The language of science: collected works of M. A. K.

Halliday (Volume 5). London & New York: Continuum.

Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). An introduction to functional

grammar. 4th Ed. London: Routledge.

Heigham, J., & Crocker, R. A. (2009). Qualitative research in applied linguistics: A

practical introduction. New York: Palgrave Macmillan.

Huang, S. C. (2006). Semiotic view of information: semiotics as a foundation of LIS research in information behavior. In Grove, Andrew, Ed. Proceedings of the

(27)

99

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Knapp, P., & Watkins, M. (2005). Genre, text, grammar: technologies for teaching and assessing writing. New South Wales: University of New South Wales Press, Ltd.

Lipson, M. (2006) Exploring functional grammar. Bologna: Centro di Studi Linguistico-Culturali (CeSLiC), p. 138. DOI 10.6092/unibo/amsacta/871.

Machin, D., & Mayr. (2012) How to do critical discourse analysis: a multimodal

introduction. London: Sage Publication. Ltd.

Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and

design. New Jersey: Lawrence Erlbaum Associates.

Mandasari, R. W. (2005). An Analysis of six types of transitivity process in Kangguru

radio English script. Unpublished thesis at University of North Sumatera.

Retrieved from repository. usu.ac.id. on June 15th, 2015 at 08.30.

Martin, J.R. (1985). Factual writing: Exploring and challenging social reality. Geelong: Deakin University Press.

Martin, J.R., Christian M.I.M. Matthiessen & C. Painter. (1997). Working with

Functional Grammar. London: Edward Arnold.

Martin, J.R. (1992) English text: system and structure. Philadelphia and Amsterdam: John Benjamins.

Martin, J. R. (1993). Genre and literacy: Modeling context in educational linguistics.

Annual Review of Applied Linguistics, 13, 141-172.

Martin, J.R., (1997). Analysing genre: functional parameters. In F. Christie & J. R. Martin (1997). (EDS). Genre and Institions. London: Continuum.

Martin, J.R. (2000). 'Beyond Exchange: APPRAISAL Systems in English', in

Evaluation in Text, Hunston, S. & Thompson, G. (eds), Oxford, Oxford

University Press.

Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning beyond the

clause. London: Continuum.

Martin, J. R., & Rose, D. (2008). Genre Relations. Mapping Culture. London: Equinox. Martin, J.R., Christian M.I.M. Matthiessen & C. Painter. (1997).

Working with functional grammar. London: Edward Arnold.

(28)

100

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Melrose, R. (1995). The communicative syllabus: A system functional approach to

language teaching. London: Cassell.

Knapp, P., & Watkins, M. (2005). Genre, text, and grammar: Technologies for

teaching and assessing writing. Sydney: UNSW Press.

Naz, S. (2012). Political language of Benazir Bhutto: A transitivity analysis of her

speech „Democratization in Pakistan‟. Interdisciplinary Journal of

Contemporary Research in Business. 4(6). 125-141. Institute of Inter

disciplinary Business Research. Retrieved from ijcrb.webs.com. on May 25th, 2015 at 03.34.

Nguyen, H. (2012). Transitivity analysis of “Heroic Mother” by Hoa Pham.

International Journal of English Linguistics. 2(4). 85-100. Canadian Center of

Science and Education. http://dx.doi.org/10.5539/ijel.v2n4p85.

Olson, C. B. (2003). The reading/writing connection: Strategies for teaching and

learning in the secondary classroom. New York: Pearson Allyn & Bacon.

Opara, S. (2012). Transitivity systems in selected narrative discourse International

Journal of Arts and Commerce. 1(7). 109-121.

Painter, C. (2001). Understanding genre and register: Implications for language teaching. In A. Burns & C. Coffin, Analysing English in a global context: A

reader (pp. 167-180). London: Routledge.

Sasongko. (2011). Application of transitivity as discourse analysis instrument.

Orbith. 7(3). 349-354.

Sidabutar, H. E. (2014). An analysis of transitivity process and schematic structure of

news genre in’ Time’ online magazine. Unpublished thesis at English Literature Department, Faculty of Letters, University of North Sumatera. Retrieved from repository.usu.ac.id. on May 19th, 2015 at 06.30.

Song, Z. (2013). Transitivity analysis of a rose for Emily. Theory and Practice in

Language Studies. 3(12). 2291-2295. Academy Publisher. http://dx.doi.org /1

0.4304/ tpls.3.12.2291-2295.

Susanto, A. N. (2007). An analysis of material and mental process of three selected

George W. Bush's speeches. (Unpublished thesis). University of North

(29)

101

Wida Mulyanti, 2015

TRANSITIVITY SYSTEM IN EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL NATIONAL EXAMINATIONS

Thompson, G. (1996). Introducing functional grammar. London: Arnold.

Yuli, S., & Yushan, Z. (2012). A comparison of transitivity system in English and Chinese. Cross-Cultural Communication. 8(4). 75-80. http//dx.doi.org/0.3968/ j.ccc.1923670020120804.2411.

Zheng, Shuyuan., Yang, An., & Ge, G. (2014). Functional stylistic analysis: transitivity in English-medium medical research articles. International

Journal of English Linguistics. 4(2). 12-18. Canadian Center of Science and