EXPERIENTIAL MEANING IN WINDOWS 8 HELP TEXTS.

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EXPERIENTIAL MEANING IN WINDOWS 8 HELP TEXTS

A Thesis

By:

SUBONO HUTAGALUNG Registration Number: 8126111041

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

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EXPERIENTIAL MEANING IN WINDOWS 8 HELP TEXTS

A Thesis

By:

SUBONO HUTAGALUNG Registration Number: 8126111041

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

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ABSTRACT

Subono Hutagalung. Registration Number: 8126111041 Experiential Meaning in Windows 8 Help Texts. Thesis English Applied Linguistics Study Program, Postgraduate School State University of Medan. 2014.

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ABSTRAK

Subono Hutagalung. Nomor Registrasi: 8126111041 Arti Ekspressi teks-teks bantuan yang ada di Windows 8. Tesis program studi linguistik terapan bahasa Inggris, Sekolah Pasca Sarjana Universitas Negeri Medan. 2014.

Tujuan dari penelitian ini adalah untuk memahami arti ekspressi pada teks bantuan yang ada di Windows 8, dengan menggunakan pendekatan metode kualitatif. Kemudian, data yang dimaksud pada kualitatif tersebut adalah data yang bersumber dari teks. Instrument yang digunakan adalah arsip atau fail yang berasal dari teks bantuan windows 8. Oleh sebab itu, data dalam penelitian ini berupa teks-teks instruksi. Data dikumpulkan dari berbagai koneksi dari bantuan dan dukungan windows 8. Setelah itu, data tersebut dianalisis dengan menggunakan teori taksonomik yang didasarkan pada teori SFL. Temuan mengindikasikan bahwa dengan menggunakan teori taksonomik akan mempermudah dalam membaca teks instruksi. Dan selanjutnya, semua arti expresi yang didasarkan pada teori taksonomik pada teori SFL ditemukan ada pada teks bantuan windows 8. Yang akhirnya, penelitian ini sesuai untuk para instruktur dan praktisi yang sedang maupun yang akan mempelajari teks instruksi yang ada pada windows 8 dengan menggunakan bahasa Inggris sebagai bahasa pengantarnya.

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ACKNOWLEDGEMENTS

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

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

(Rospita Marbun), dad (M. Hutagalung) who had been inspiring him to keep on

fighting for the existence given next for those writer’s loves. And Prof. Dr. H.M.

Dachnel Kamars, M.A., as my adviser in academic life.

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

Ph.D., being the First Adviser and Dr. Siti Aisyah Ginting, M.Pd., being the

Second Adviser who advisers during the writing this thesis. Expression of

gratitude is extended to the reviewers and examiners, namely Prof. Dr. Busmin

Gurning, M.Pd., Dr. Anni Holila Pulungan, M.Hum., and Dr. Sri Minda Murni,

M.S., for the valuable input and suggestions for the completion of the study.

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

Linguistics Study Program for knowledge and valuable information the writer has

had during the study, to all my friends Lim A Sui, Elvida, Mahfudz, Isma, Indri,

Raisa, Marina, Raden, Rahma, Khadijah, Reza, Hiskia, Saddam, Dewi, Novi,

Mahya, Lila, Rica, and Rossi who have supported him. A lot assistance given by

Mr. Parid was like stream in melody, thus the writer thanks for sustain, and any

other contribution in planning, implementing and writing this thesis.

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

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Yuda Pratama, Bebi Caneiz, Yulia Rahmi, Nurul Amanda, and Muhammad Irfan,

who can always keep the writer standing tall and strong when they’re help him.

Medan, 19 Februari 2014 The Writer,

Subono Hutagalung

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2.1.2 Grammatical semantics ... 9

2.1.3 Position of the meaning ... 10

2.1.4 Presentational, orientational, and organizational meaning ... 11

2.1.5 Making meaning with multiple semiotics ... 12

2.1.6 Distillation of technical meaning ... 12

2.1.7 Word meaning and expression ... 14

2.2 Text and Context ... 15

2.2.1 Text... 15

2.2.2 Context ... 16

2.3 Ideational Function ... 18

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2.3.2 Vernacular lexis... 20

2.3.3 Classifying and explaining experiential meaning ... 21

2.3.4 Logical meaning ... 22

2.3.5 Taxonomic relation (between elements from clause to clause) 22 2.3.6 Nuclear relations (configurations of elements within clause) ... 26

2.3.7 Activity sequence (from process to process in a series of clause) .. 26

2.4 Artificial Intelligence ... 27

2.5 Windows 8 Help Texts ... 29

2.6 Relevant Studies ... 30

2.7 Conceptual Framework ... 31

CHAPTER III. RESEARCH METHOD ... 33

3.1 Research Design ... 33

3.2 Data and Sources of the Data ... 34

3.3 Technique in Collecting Data ... 35

3.4 Instrument of Research ... 36

3.5 Technique of Analyzing Data ... 36

3.6 Trustworthiness of the Study... 37

CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSION ... 38

4.1 Data Analysis ... 38

4.1.1 Types of experiential meaning in windows 8 help texts ... 38

4.1.2 Experiential meaning ways are encoded in windows 8 help - texts ... 43

4.1.3 Contextualization of windows 8 help texts are encoded ... 44

4.2 Findings ... 45

4.2.2 Contextstualization of windows 8 help texts are encoded ... 45

4.2.3 Windows 8 help texts way are encoded ... 46

4.3 Discussion ... 46

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4.3.3 Windows 8 help texts way are encoded ... 48

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 50

5.1 Conclusions ... 50

5.2 Suggestions... 51

REFERENCES ... 52

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LIST OF FIGURES

Page

Figure 3.2 Windows 8 Help and Support screen lay out ... 33

Figure 1.1 Start screen: your favorite things analysis ... 38

Figure 2.1 Connecting to the Internet analysis... 39

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LIST OF APPENDICES

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Currently, many learners are used technology for easier to do their

research on. Most area of sciences and arts there are increasing interest to do the

research on a computer. In other words, it has changed many activities like typing,

editing, exploring and communicating. For the reason that, now learner uses

computers more than the past, where in the past to do it with manual. Moreover,

from the information or the technology function are assumed that everyone should

know to organize, to move and manipulate a text as experiential meaning at hand.

As a teacher, computer technology helps in working. For the learner

slightly knows a system, Muir-Herzig (2003: 119) on his research mentions that

the current teacher proficiency of technology equipment and application such as

“Computer, Digital Camera, Scanner, Projector, Distance Education, Word

Processing, Database, Spreadsheet, Drawing, Website Development, Electronic

References, Discussion Groups, Instructional Software, Presentation Software,

Hypermedia, Email, Internet, Assistive Technologies and Instructional Methods

for Integrating Technology.” Thus, the instructional texts are found in operating

system or software should be mastered by instructors. And, the competency itself

would be related by the writer to artificial intelligence that encodes with strings

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The learner can use the text as experiment on their work. With the

technology writer’s assumes that the meaning of the text would become found

well, their work will be more focus. Therefore, with mastering the experiential

meaning in texts operation, the brainware would be more understood of the new

interface, speed of boot, speed of resume from sleep, of the system which are all

the learners are usually connect with the technology. Then, user’s understanding

of the experiential meaning will help them on taps or clicks each instruction in

every program which is opening on a screen of the computer.

In accepting the text, idea of language will help brainwares or users to

understand what is experiential. Majority of the users have difficulties for

understanding a text. Even though, they past from the text on is operated in the

operating system several times. It is need to pay attention in getting the idea from

the text. There are so many factors that influence to understand them. For

instance, has limited ability to reduce them. As a result, become reduce speed in

getting the idea from information on the text. Then, developing the idea in reading

is in fact not easy as some people think. Generally of the people work without

giving much thought on how they do it since to assume that reading in working

with a program is not very important. To operate at the same time reading texts

are only an activity to read some words or sentences, thus to less concentrations to

the result of the reading experiential meaning in windows 8 help texts.

Instructional windows 8 help texts are as information which have new

interface. Hence, as information, it applies with its understanding; it gives an

explanation or guidance to the brainware on operating or takes action that they are

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of science and technology have brought many changes. People can access

information from windows help at the same time as addition on their knowledge.

That’s why the instructor and practitioner who studies English can enlarge their

knowledge by reading the instructional texts which serves with English.

Choosing experiential meaning in windows 8 help texts are based on the

interesting and curiosity of the writer on his supporting knowledge about the

subject, since this era are also nearly all of the reality implementation, and

habitual action connects with them, as far as writer’s experience has seen that

most of people just apply them without know to read and understand the

experiential meaning, with lexical string all of them are going to involved and

deserve through are sophisticated of relation.

Experiential meanings of the study are very important to be discussed

because they have a part structure that can be described functionally in terms

ideation. Furthermore, in the ideation the experiential meaning concerns with the

clauses and lexical strings which have appearances as the way of representing

patterns of experience through the process of taxonomic relation.

For instance, start screen data.

There are lots of ways to get to start, but here are a few quick ones:

o _{With touch, swipe in from the right edge of your screen and tap the Start}

charm.

o _{With a mouse, click in the bottom-left corner of the screen.}

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From the data are found, the experiential meaning in the text applied by

using lexical strings, here are their description:

1) With touch, swipe in from the right edge of your screen and tap the Start

charm.

2) With a mouse, click in the bottom-left corner of the screen.

3) On a keyboard, use the Windows logo key .

The strings show the experiential in the text, there are three strings. As

readers are immediately underlined, circled, highlighted, bulleted, colored,

bolded, italicized, strikethrough, double strikethrough, shadowed, superscripted,

subscripted, outlined, embossed, engraved, small caps cased, all uppercased,

toggle cased, aligned, indented, spaced, sized, and font styled texts to value of the

style their reading on. But, now they should try other innovation by using strings.

Thus, the writer is very interested on searching closely about experiential meaning

as found in windows 8 help texts which is directed to the importance

understanding and comprehend the texts. And the designation is “Experiential

Meaning in Windows 8 Help Texts.”

1.2 Scope of the Study

Scope of the study is experiential meanings. The experiential meanings are

related to ideational (Halliday, 2007), the ideational is theory of systemic

functional linguistics (SFL). Ideational meanings between clauses, the clause of

windows 8 help texts, and categories of ideational meanings, Saragih (2013) in his

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1.3 Problems of the Study

The problems of the study are formulated as the following:

1) What types of experiential meanings are used in windows 8 help texts?

2) What contexts of experiential meanings are encoded the way in windows 8

help texts?

3) How are experiential meanings encoded in windows 8 help texts?

1.4 Objectives of the Study

The objectives of the study with reference to the problems are to:

1) find out the experiential meanings in windows 8 help texts.

2) locate out the context experiential meanings the way they are encoded in

windows 8 help texts.

3) investigate the experiential meanings encoded in windows 8 help texts.

1.5 Significance of the Study

Findings of study are assumed as theoretically and practically as follow:

1) Theoretically, the readers can enlarge their knowledge on theories of

experiential meaning in order to get some information easily.

2) Practically, the readers and writers realize their understanding in applying

the technology with accepting its text. In addition, to another researcher

who would like to conduct an in-depth study the experiential meaning.

3) In English language education and art the experiential meanings in

windows 8 help texts found can be used as additional of teaching materials

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Problems are addressed on study namely investigations on types of

experiential meaning in windows 8 help texts; ways are encoded the windows 8

help texts; explanation of them. As a result, their conclusions are:

1) Types of experiential meanings in the Windows 8 help texts are the

interaction of the brainware to gain understanding of the instructional text

that express ideational on the text.

2) Contextualization features refer to; field in windows 8 help texts are on the

computer layer, on a desktop or on screen in a laptop or a PC and the

language figures were instructional language; tenor was brainware; mode

in written language with lines.

3) Experiential meaning in windows 8 help texts were encoded by the

concept of taxonomic on SFL theory as assumption to find out the lexical

items in the windows 8 help texts were by using lexical strings with

vertical line, they point to each item, and then the relation of the items

were as assumption of the meaning in the texts. To achieve them serves by

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5.2 Suggestions

In relation to the findings of the study it is suggested that:

1) The writer should apply the findings of the study “types experiential meaning” to operate the operating systems windows 8 on deeply

understanding of the instructional items from clauses of the operating

system windows 8 help texts.

2) The writer also should make to assume in applying possible other concept

to make classification beside the lexical strings other possible

classification to reduce texts such as on tables fixed list categorization, on

chart lexical strings and on SmartArt lexical strings.

3) The reader should be rendered to an exact machine (linguistic computation

or linguistic machine) that can reduce texts for gaining access to lexical

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