CHAPTER III
RESEARCH METHOD
3.1. The Research Design
This study was conducted in a qualitative content analysis. Scott and
Morrison (2006:182) hold that qualitative research is a research approaches that
are underpinned by a set of assumptions about the way he social world operates.
Qualitative research is an approach to explore observable social phenomenon.
Ezzy (2002:85) states that content analysis can be useful as a stage of data
analysis as it allows the relevance of preexisting theory to be tested, and itcan be
used as a way of assessing the applicability of a theory that emerges during
thematic or content analysis. Additionally, Cohen, Manion and Morrison (2007)
argue that qualitative content analysis is the process of summarizing and reporting
written data – the main contents of data and their messages. Another expert, Singh
(2006:150) states that content analysis, sometimes known as document analysis
deals with the systematic examination of current records or documents as sources
of data. In documentary analysis, the following may be used as sources of data:
official records and reports, printed forms, text-books, reference books, letters,
autobiographies diaries, pictures, films and cartoons etc. So, content analysis is a
method used to analyze the data in the written forms (documents) which is the
focus of the analysis is the content of it.
This research has a purpose to describe the process types in Transitivity
systems which are involved in the recount text written by EFL Students in Medan,
so that’s why qualitative content analysis is suitable to be used as a research
3.2. The Data and Source of Data
Singh (2006:212) asserts that the data provides a definite direction and
definite answer to a research inquiry. Whatever inquiry, it has to give a definite
answer to an investigation. Data are very essential for a scientific research.
This study used purposive sampling technique. In qualitative research,
purposive sampling technique is believed to be appropriate in providing maximum
insight and understanding of what they are studying and there is no general rule
about the number of participants to include in qualitative study (Ary, Jacobs and
Razavieh, 2002: 428). Homogenous sampling was used in this study. It selects a
sub-group that is considered homogenous in attitudes, experiences and so on.
In line with the theory, the reason of choosing the sample was based on the
following criteria namely: they should have the same approaches in learning
writing namely genre-based approach. If they use different approaches, they will
not be taken as sample (see appendix 7 for the syllabus of teaching writing). And
then, at least they have 2 semesters in learning writing as every university has
their own syllabus to teach recount text. In Medan, there are 12 universities
having English department, on the whole, English department students from 4
universities fulfilled the requirement. Because of the limitation of the time, the
writer chose English department students from 3 universities. And in line with the
syllabus of teaching writing that they have studied recount text in the first year,
that’s why the samples were second-year students at the English department,
faculty of cultural sciences, university of North Sumatera, English and Literature
department, Faculty of Languages and Arts-State University of Medan and
Sumatera Utara. For each of universities, the number of participants taken as
sample was 20 students. The source of the data was collected from recount text
totaling to 60 texts. The length of the text is 250-350 words. And the data for
research questions 1-3 (type of processes, participants, and circumstances) were
taken from the clauses in the recount text written by EFL students in Medan.
3.3. The Instruments of the Research
The main instrument in this research was the researcher himself. He acted
as the planner, data collector, analyst, and finally the reporter of the research
findings. The secondary instrument will be the writing sheets written by 60
students which were analyzed by using transitivity system in order to find the
dominant process, participant and circumstantial elements to draw the inferences
and conclusions.
3.4. The Procedures of the Research
In this study, the qualitative content analysis technique is used to analyze
the data. Cohen, Manion, and Morrison (2007:476) argue that content analysis
takes texts and analyses, reduces and interrogates them into summary form
through the use of both pre-existing categories and emergent themes in order to
generate or test a theory. The content analysis that is carried out follows the
following procedures. The first procedure is data collection. The second procedure
is data analysis which concerns the more conventional processes of identification
and representation of patterns that are significant to the results of the analysis.
3.4.1. Data collection
a. Collecting the data by gathering 60 recount texts written by second-year
students at the English department, faculty of cultural sciences, university
of North Sumatera, English and Literature department, Faculty of
Languages and Arts-State University of Medan and English department,
Faculty of Teacher Training, University of Muhammadiyah Sumatera
Utara. And 20 students participated from each of universities.
b. Separating the text into unit of clauses as the data to be analyzed
c. Coding the data. The examples of coding the data are for example, in
process types ‘mat’ for material process and ‘ver’ for verbal process, in
circumstantial types ‘dis’ for distance and ‘comp’ for comparison, in
participant function ‘act’ for actor, ‘sns’ for senser, and participant type
‘H’ for human participant and ‘NH’ for non-human participant. The
coding of data can be seen from the following tables (adapted from Sinar,
Table 3.1. Data Sheets of Types of Process
No Clause Expression Process Type
Mat Perc Cog desid emot RAI RII RAC RIC RAP RIP Ver Behl Exi Meteo
Table 3.2. Data Sheets of Types of Participant and its Function
No Clause Expression
Participant types
Participant Functions
H NHP Act Goal Rec Cli Rg Ben Snsr Phe Car Attr Id Ir posr posd sayer Rcv Vb bhv target Bho Exist Ind Init Att Assi
Table 3.3. Data Sheet of Types of Circumstantial Elements No Clause
Expression
Circumstantial Elements
Extent Location Manner Cause Contingency Accomp Matter Angle
3.4.2. Data Analysis
The data used in this research were clauses in recount text written by EFL
Students in Medan. Because the data were taken from document, a suitable
method of analysis data is by using content analysis. Rice and Ezzy (1999) in
Ezzy (2002:83) clarify that content analysis, as with any other form of data
analysis, begins with the identification of the population from which units are
sampled. Not all the clauses were used as the data. Data reduction was also used
in this study as Miles and Huberman (1994:11) clarify that data reduction is a
form of analysis that sharpens, focuses, discards, and organizes data in such a way
that “final” conclusion can be drawn and verified. Here are the procedures of
content analysis used in this study:
a. Data making: It consists of unitizing, sampling, and documenting
b. Data reduction: statistically and simply omission of irrelevant data
c. The analysis: concerning with the more conventional process of
identification and representation of patterns that are statistically
significant namely writing down the frequency of occurrence of each
type of processes, participants, and circumstances in the data sheets, and
counting the the frequencies of each types.
d. Inferences making: The direct evidence about the inferred phenomena is
characterized by the results of analysis and validation efforts. In this
study, the types of process, and circumstance that were in the highest
frequency were considered as types that characterize recount texts
3.1.
Theories and Knowledge about the types of processes, participants, and circumstances Unitising Sampling Documenting
Scheme Plan Instruction
Unitising Sampling Documenting Data Inference Analysis Reduction
Direct evidence about the inferred phenomena Validation
The procedure of content analysis is illustrated in the figure below as
adapted from Sinar (2007:114).
Figure 3.1. The Procedure in Content Analysis
3.5. The Trustworthiness of the Data
The trustworthiness of the data covers credibility, dependability, and
transferability. In this research, the trustworthiness of the data was gained by
using credibility and dependability.
Credibility as noted by Kvale (1989) in Miles and Huberman (1994:279)
is stated as the process of checking, questioning, and theorizing, not as strategy
for rule-based correspondence between our findings and the real world. The deep
and detail observation on the data analysis was carried out in order to achieve the
credibility of the data analysis. Thus, the data analysis can be regarded as credible.
The data analysis was read and reread carefully and comprehensively until they
was certainly in accordance with the research questions.
The triangulation techniques, which utilized sources outside the data verify
the data analysis. Consultants’ judgments and sources were significantly
important and practical in this study. Judgment from Prof. T. Silvana Sinar, M.A.,
Ph.D and Dr. Nurlela, M.Hum. as the thesis consultants were needed to verify the
research data. The data analysis was discussed and consulted with the consultants.
Moreover, sources from books and other researches which were related to
CHAPTER IV
DATA ANALYSIS, FINDINGS AND DISCUSSION
This chapter comprises of three main sections: data analysis, findings and
discussion. The data analysis is focused on the description of the analysis of
clauses in terms of transitivity representation in recount text written by EFL
students in Medan. The findings are concerned with the summaries of the process
types, the participant functions and types, and the circumstantial elements found
in EFL Students’ Recount Text in Medan. The discussion is concerned with some
interpretations that are made based on the research findings.
4.1. Data Analysis
The data in this study were the clauses in EFL students’ recount text in
Medan totaling to 2834 clauses from 60 recount texts written by EFL Students in
Medan. The clauses were analyzed by applying transitivity system namely:
process types, participant types and functions, and circumstantial elements.
4.1.1. Types of Process
Based on the data analysis, it was found that there are 2834 occurrences of
process types in EFL Students’ Recount Text in Medan. There are seven process
types that occur in the 60 texts of EFL Students’ Recount Text in Medan. They
are the material, the relational, the mental, the behavioral, the verbal, the
existential, and the meteorological. On the whole, the all recount texts written by
EFL Students in Medan are characterized by the material process. It is strongly
supported by Halliday and Matthiessen statement (2014:215) asserting that
material, relational, and mental processes are the main types of English transitivity
play, go, love, remember, look, watch, argue, laugh, etc.The number of
occurrences of process types is shown in table 4.1.
Table 4.1. The Frequency Distribution of Process Types in EFL Students’ Recount Text in Medan
No Process Type Frequency Percentage (%)
1 Material 1468 51.80
Figure 4.1. The Frequency Distribution of Process Types in EFL Students’ Recount Text in Medan
The Frequency Distribution of Process Types in EFL Students’ Recount Text in Medan
4.1.1.1. Material Process
In table 4.1 the prominent process type is material process. It has 1468 or
51.80% of the total number of process types. The occurrence of material process
type is significantly far above the occurrence of each process type. This process is
represented by the verbs such as: made, went, bought, rode, drove, visited,
entered, met, and etc. The sample of material process in the text can be seen as the
following:
Table 4.2. The Example of Material Process (taken from text 1:9)
First, We bought The tickets At the cinema
Circ.Loc.time Actor Pro:material goal Circ.loc.place
The table above illustrates a clause containing material process. The word
‘bought’ is an action done by actor or the actor does an activity. An inference can
be drawn from the analysis that the students tend to write what practically happens
and what they do and how they do it out there. It happens because the students
wrote about what they have done and how they have done that action. To explain
the activity, they used material process. It is relevant to what Halliday and
Matthiessen (2014:224) have pointed out that this type of process brings out the
meaning of actions or some entity “does” something, which may have some
influences on other entity.
4.1.1.2. Relational Process
Subsequently, material process is followed by relational process which has
710 occurrences or 25.05% (relational attributive intensive 430 occurrences or
identifying intensive 84 occurrences or 2.96%, relational attributive circumstance
78 occurrences 2.75%, relational intensive circumstance 19 occurrences or
0.67%). Relational intensive possessive didn’t occur in the text. The students used
this process to talk about what things are, what they are alike, and what they
possess. These processes were expressed by the verbs such as be (is, am, are,
was, were), have, had, and etc. The example of each types of relational process
can be seen as the following.
Table 4.3. The Example of Relational Attributive Intensive Process (taken from text 5:3)
It Was a fantastic experience
carrier Pro: relational attributive intensive attribute
Table 4.4. The Example of Relational Identifying Intensive Process (taken from text 2:19)
The next thing Was Painting in a bug canvas
Identifier Pro: relational identfying intensive
identified
Table 4.5. The Example of Relational Attributive Circumstantial Process (taken from text 21:38)
Since we Were In TigaBinanga
carrier Pro: relational attributive circumstance Attributive/circumstance
Table 4.6. The Example of Relational Identifying Circumstantial Process (taken from text 45:10)
The destination Is CemaraAsri
Identifier Pro: relational identifying intensive
Table 4.7. The Example of Relational Attributive Possessive Process (taken from text 6:1)
I Had a trip To the zoo About a few
months ago possessor Pro: relational attributive
possessive
identified Circ.loc.place Circ.loc.time
Based on the result of the analysis, relational attributive intensive process
has higher occurrences than other relational process types. It means that student
tends to use relational attributive intensive process in their writing to ascribe or
attribute an entity. Sinar (2007:64) gives this explanation that in the attributive
mode, an entity has some quality ascribed or attributed to it.
4.1.1.3. Mental Process
Relational process is then followed by mental process. This process has 4
types namely perceptive, cognitive, desiderative, and emotive (Halliday and
Matthiessen, 2014). Those processes appeared in the analysis totaling to 351
occurrences or 12.39% of all process occurrences (perceptive has 108 occurrences
or 3.81%, desiderative 104 occurrences or 3.67%, cognitive 86 occurrences or
3.03% and emotive 53 occurrences 1.87%). It means that students use mental
process to construe a quantum of change in the flow of events taking place in their
own consciousness. For example they use the mental process to share what they
feel, think, or wish. The next tables present the example of each type of material
process appeared in EFL students’ recount text in Medan.
Table 4.8. The Example of Perceptive Mental Process (taken from text 60:12)
Because At island, you Can feel Cozy, free, and calm
Table 4.9. The Example of Cognitive Mental Process (taken from text 50:7)
And We Didn’t forget
Senser Pro: cognitive mental
Table 4.10. The Example of Desiderative Mental Process (taken from text 46:23)
And Finally, We decided
Circ.loc.time Senser Pro: desiderative mental
Table 4.11. The Example of Emotive Mental Process (taken from text 37:19)
I like The games
Senser Pro: emotive mental phenomenon
4.1.1.4. Verbal Process
The fourth rank of processes in EFL students’ recount text in Medan goes
to verbal process. Verbal process has 119 occurrences or 4.20%. This process
occurred in the data to show the process of saying (Sinar, 2007:66). This process
is represented by verbs such as: told, said, explained, promised, asked, begged,
and etc. The example of verbal process is given in the following table.
Table 4.12. The Example of Verbal Process (taken from text 9:10)
The lecturer asked us sayer Pro: verbal receiver
4.1.1.5. Behavioral Process
Behavioral process is in the fifth rank of the process occurrences in EFL
Students’ recount text in Medan. It has 87 occurrences or 3.07%. This process is
used to describe (typically human) physiological and psychological behavior
verbs such as: looked, watched, argued, smiled, laughed, sang, slept, vomited, and
etc. The example of behavioral process is presented in the next table.
Table 4.13. The Example of Behavioral Process (taken from text 32:24)
when we were going to sleep
behaver Pro: behavioral
4.1.1.6. Existential Process
The existential process also appeared in the data. It has the total
occurrences 58 or 2.05%. This process is used by students in order to describe that
something is exist or something happens (Halliday and Matthiessen, 2014:307).
The example of the existential process appeared in the text is as the following:
Table 4.14. The Example of Existential Process (taken from text 2:15)
and then there was A band
Pro: existential existent
4.1.1.7. Meteorological Process
This process is special category of process which is in the borderline
between the ‘existential’ and the ‘material’ dealing with the weather (Halliday and
Matthiessen, 2014:309). This process occurred in the text totaling to 41
occurrences or 1.45%. The example of meteorological process can be seen in the
following table.
Table 4.15. The Example of Meteorological Process (taken from text 2:15)
it was noon
4.1.2. Participant Functions and Type
4.1.2.1. Participant Functions
In a clause, besides the process, there are participants and circumstances
involved in the process. There are participant types and functions arose in the
clause. In terms of participant function, there are 18 types of participant occurred
in the 60 texts of EFL students’ recount text in Medan namely actor, goal,
recipient, client, range, senser, phenomenon, carrier, attributive, identified,
identifier, possessor, possessed, sayer, receiver, verbiage, target, behavior, and
existent. In addition, inducer, initiator, attributor, assigner, and beneficiary didn’t
appear in the text. The domination of actor as the participant function seems to be
very clear since the dominant process found in the 60 recount texts written by
EFL students in Medan is material process. It can also be analyzed that actor
characterizes recount texts written by EFL students in Medan. The table below
illustrates and showsthe participant function involved in the transitivity process
types found in the data.
Table 4.16. The Frequency Distribution of Participant Types in EFL Students’ Recount Text in Medan
No Participant Function Frequency Percentage (%)
1 Participant Functions of Material Process 1802 46.49
2 Participant Functions of Relational Process 1297 33.46
3 Participant Functions of Mental Process 489 12.62
4 Participant Functions of Verbal Process 176 4.54
5 Participant Functions of Existential Process 64 1.65
6 Participant Functions of Behavioral Process 48 1.24
Figure 4.2. The Frequency Distribution of Participant Functions in EFL Students’ Recount Text in Medan
4.1.2.1.1. Participant Function of Material Process
From the table displayed in advance, the participant function of material
process becomes the most dominant one. It has 1807 occurrences or 46.49%. It is
in line with the dominant process type which is material process. The details of
the participant function of material process are displayed in the table 4.3.
Table 4.17. The Frequency Distribution of Participant Function in Material Process
No Participant Function Frequency Percentage (%)
1 Actor 1035 57.44
2 Goal 688 38.18
3 Range 40 2.22
4 Recipient 21 1.17
5 Client 18 1.00
TOTAL 1802 100
Sinar (2007:61) clarifies that there can be one or more participant(s)
inherent in a material process. In line with the previous statement, the table above P.F. material Process P.F. Relational Process P.F. Mental Process
displays us that actor dominates the total of occurrences of the participant function
in material process. It has 1035 occurrences or 57.44%. Subsequently, it is
followed by goal with 688 occurrences or 38.18%, range with 40 occurrences or
2.22%, recipient with 21 occurrences or 1.17% and client with 18 occurrences or
1.00%. The example for each type of participant function can be seen as the
following:
Table 4.18. The Example of Actor and Goal as Participant Function (taken from text 1:9)
First, We bought The tickets At the cinema
Circ.Loc.time Actor Pro:material goal Circ.loc.place
Table 4.19. The Example of Recipient as Participant Function (taken from text 2:25)
My friend also Buy me A pin
Actor Pro:material client goal
Table 4.20. The Example of Client as Participant Function (taken from text 1:49)
to drive me home
Pro:material recipient goal
Table 4.21. The Example of Range as Participant Function (taken from text 36:6)
And then took A rest
4.1.2.1.2. Participant Function of Relational Process
Participant function of relational process is in the second prominent
participant types. It is because of its occurrences totaling to 1297 occurrences or
33.46%. The specific number of participant types of relational process is shown in
the following table. For whole details of the participant function can be seen in
appendix VI.
Table 4.22. The Frequency Distribution of Participant Function in Relational Process
No Participant Function Frequency Percentage (%)
1 Attribute 472 36.39
2 Carrier 461 35.54
3 Possessed 103 7.94
4 Identifier 92 7.09
5 Possessor 85 6.55
6. Identified 84 6.48
TOTAL 1297 100
The table above shows us that attribute dominates the participant function
in relational process with 473 total occurrences or 36.47%. Successively, it is
followed by carrier with 462 occurrences or 35.62%, possessed with 103
occurrences or 7.94%, identifier with 91 occurrences or 7.02% and possessor with
85 occurrences or 6.55%. In the last position, identified has 83 occurrences or
6.40%. The example of every participant type in relational process is shown in the
Table 4.23. The Example of Carrier and Attribute in as Participant Function Relational Attributive Intensive Process (taken from text 5:3)
It Was a fantastic experience
carrier Pro: relational attributive intensive attribute
Table 4.24. The Example of Identifier and Identified as Participant Function in Relational Identifying Intensive Process (taken from text 2:19)
The next thing Was Painting in a bug canvas
Identifier Pro: relational identfying
intensive
identified
Table 4.25. The Example of Carrier and Attribute as Participant Function in Relational Attributive Circumstantial Process (taken from text
21:38)
Since we Were In TigaBinanga
carrier Pro: relational attributive circumstance Attributive/circumstance
Table 4.26. The Example of Identifier and Identified as Participant Function in Relational Identifying Circumstantial Process (taken from text 45:10)
The destination Is CemaraAsri
Identifier/circumstance Pro: relational identifying
intensive
identified
Table 4.27. The Example of Possessor and Possessed as Participant Function in Relational Attributive Possessive Process (taken from text 6:1)
I Had a trip To the zoo About a few
months ago
possessor Pro: relational attributive possessive possessed Circ.loc.place Circ.loc.time
4.1.2.1.3. Participant Functions of Mental Process
The third prominent participant function goes to participant function in
appeared in the data. They are senser and phenomenon. The distribution detail is
presented through the following table.
Table 4.28. The Frequency Distribution of Participant Function in Mental Process
No Participant Function Frequency Percentage (%)
1 Senser 296 60.53
2 Phenomenon 193 39.47
TOTAL 489 100
The previous table shows the domination of senser in the participant
function in mental process with 296 occurrences or 60.53. And the total
occurrences of phenomenon is 193 or 39.47%. It is relevant to Halliday and
Matthiessen’s statement (2014:249-251) clarifying that in a clause of ‘mental’
process, there is always one participant who is human; this is the Senser, the one
that ‘senses’ – feels, thinks, wants or perceives and with regard to the other main
element in a clause of mental process, namely the Phenomenon – that which is
felt, thought, wanted or perceived, the position is in a sense reversed. The example
of senser and phenomenon as participant function is illustrated in the following
table.
Table 4.29. The Example of Senser and Phenomenon in Mental Process (taken from text 60:12)
Because At island, you Can feel Cozy, free, and calm
Circ.loc.place senser Pro: perceptive mental phenomenon
4.1.2.1.4. Participant Functions of Verbal Process
The participant function of verbal process becomes the fourth prominent
three further participant functions in addition to the Sayer: (1) Receiver, (2)
Verbiage, (3) Target (Halliday and Matthiessen, 2014:306). Those 4 kinds
participant function appeared in the data. The specific distribution of each
participant function in verbal process is given in the following table.
Table 4.30. The Frequency Distribution of Participant Function in Verbal Process
No Participant Function Frequency Percentage (%)
1 Sayer 73 41.48
verbiage follows with 45 occurrences or 25.00% and target with only 1 occurrence
or 0.57%. The example of the participant functions involved in verbal process is
presented in the following table.
Table 4.31. The Example of Sayer and Receiver as Participant Function in Verbal Process (taken from text 9:10)
The lecturer asked us
sayer Pro: verbal receiver
Table 4.32. The Example of Verbiage as Participant Function in Verbal Process (taken from text 10:23)
I told My grandaunt About this
Table 4.33. The Example of Target as Participant Function in Verbal Process (taken from text 40:29)
Next The family replied Our speech
sayer Pro: verbal Target
4.1.2.1.5. Participant Functions of Existential Process
The existent, participant function in existential process, takes the fifth
position of prominent participant function. It has 64 occurrences or 1.65% of the
total participant functions. The examples of the existent can be seen in the
following table
Table 4.34. The Example of Existential Process (taken from text 2:15)
and then there was A band
Pro: existential existent
4.1.2.1.6. Participant Functions of Behavioral Process
Behaver, participant function in behavioral process, becomes the last
participant function appeared in the text. It has 48 occurrences or 1.24% of the
total participant functions. The example of behaver can be observed in the
following table.
Table 4.35. The Example of Behavioral Process (taken from text 32:24)
when we were going to sleep
behaver Pro: behavioral
4.1.2.2. Participant Type
As participant function can be observed more specifically based on its
type, there are two types of participant function i.e. human participant (HP) on
mostly found that non-human participant (NHP) is more dominant than human
participant (HP). The details of the occurrences can be seen in appendix VI.
4.1.2.2.1. Non-Human Participant
There are 2049 occurrences of NHP or 52.86% from the total participant
type. It can be inferred that non-human participant characterizes the type of
participant in EFL students’ recount text in Medan. Non-human participant in
EFL students’ recount text in Medan is expressed in the words such as: the movie,
the café, popcorn, the thing, Lake Toba, the island, tickets, and etc. The example
of the non-human participant can be seen in the following table.
Table 4.36. The Example of Non-Human Participant (NHP) (taken from text 5:3)
It Was a fantastic experience
Carrier (NHP)
Pro: relational attributive intensive Attribute (NHP)
4.1.2.2.2. Human Participant
Human participant is the participant which is related to human. Human
participant (HP) has 1827 or 47.14% of the total occurrences. This participant
type is expressed by word/phrase such as: I, me, she, her, He, him, They, them,
We, us, my friend, my parents, my boyfriend, the lecturer etc. The example of the
human participant is illustrated in the following table.
Table 4.37. The Example of Human Participant (HP) (taken from text 9:10)
The lecturer asked us
4.1.3. Circumstantial Elements
Besides the participant, circumstantial element is also involved in the
process. From the circumstantial elements as cited in Halliday and Matthiessen
(2014), frequency of extent, condition of contingency, default of contingency,
concession of contingency, and source of Angel didn’t appear in the 60 recount
texts of EFL Students in Medan. The dominant circumstantial element which
characterizes the texts is circumstantial locative place (circumstantial locative
spatial) with the total occurrences 711 occurrences or 35.75% from the total
occurrences. Table 4.38 gives the summary of the total occurrences of
circumstantial elements in the texts.
Table 4.38. The Frequency Distribution of Circumstantial Element
No Type of Circumstantial
extending 6 Accompaniment comitative 98 4.93
The table displayed above shows that circumstantial locative place is the
dominant circumstantial element It significantly gives a range with other
circumstantial elements. Those two circumstantial elements characterize EFL
students’ recount text in Medan. The details of circumstantial element can be seen
in appendix VII.
4.1.3.1. Extent
Halliday and Matthiessen (2014:315) assert that extent construes the extent
of the unfolding of the process in space-time: the distance in space over which the
process unfolds or the duration in time during which the process unfolds. The
interrogative forms for Extent are how far?, how long?, how many [measure
units]?, how many times? There are 3 types of extent namely: distance, duration,
and frequency.
4.1.3.1.1. Distance
This circumstantial element occurred in the data with 1 total number of
occurrences or 0.05%. This type of circumstance is illustrated in the following
table.
Table 4.39. The Example of Distance (taken from text 29:21)
We Have to walk Around 4 km
Behaver Pro: behavioral Circ.Extent.Distance
4.1.3.1.2. Duration
This type of circumstance tells about how long an action happens. In the
data, there are 43 occurrences of this circumstance with the total percentage
2.16%. The example of the circumstantial extent duration can be seen in the next
Table 4.40. The Example of Duration (taken from text 7:14)
We spend More than 2 hours In the bus
Actor Pro: material Circ.Extent.Duration Circ.loc.place
4.1.3.2. Location
This type of circumstance construes the location of the unfolding of the
process in space-time: the place where it unfolds or the time when it unfolds. The
general interrogatives of Location are where?, when?. Place includes not only
static location in space, but also the source, path and destination of movement.
(Halliday and Matthiessen, 2014:316). There are two types of locative
circumstance namely: place and time.
4.1.3.2.1. Place
From the analysis, it can be inferred that circumstantial locative place is
the dominant circumstantial element found in the text with 35.75% or 711
occurrences. The circumstantial elements such as at the movie, the studio, from
the island, at Medan, to the hotel, and etc are common to occur in the text. This
happens because the topic discussed is about going to somewhere and it must be
stated the place they have visited or the location where the action happened.
That’s why circumstantial locative place dominates the occurrences of all the
circumstantial elements. The examples of circumstantial locative place can be
seen in the next table.
Table 4.41. The Example of Circumstantial Locative Place (taken from text 1:9)
First, We bought The tickets At the cinema
4.1.3.2.2. Time
The next prominent is circumstantial locative time which is in the second
rank with 34.59% of the total percentage or 688 occurrences. This indicates that in
the text the use of last week, then, finally, and etc are also common found in the
text. The student describe the time when they went to somewhere by using
circumstantial locative time or temporal. The examples of circumstantial locative
place can be seen in the following table.
Table 4.42. The Example of Circumstantial Locative Time (taken from text 13:1)
Last year I Went To Aceh
Circ.loc.time Actor Pro:material Goal
4.1.3.3. Manner
The circumstantial element of Manner construes the way in which the
process is actualized (Halliday and Matthiessen, 2014:318). Manner consists of
four subcategories: Means, Quality, Comparison, and Degree.
4.1.3.3.1. Means
This type of circumstantial element occurred 42 times or 2.11%. The
example of the clause containing means as circumstantial element can be seen in
the following table
Table 4.43. The Example of Circumstantial Manner Means (taken from text 52:13)
On the next day we Went there By motorcycle
Circ.loc.time Actor Pro:material Goal Circ.manner.means
The phrase ‘by motorcycle’ is functioned as circumstantial elements and
Matthiessen’s statement (2014:318) clarifying that this circumstantial element
refers to the means whereby a process takes place; it is typically expressed by a
prepositional phrase with the preposition by or with.
4.1.3.3.2. Quality
This type of circumstantial element, quality, has 67 occurrences or 3.37%
of the total occurrences. The example of this circumstantial element is illustrated
in the following table.
Table 4.44. The Example of Circumstantial Manner Quality (taken from text 47:13)
because we Went together
Actor Pro:material Circ.manner.quality
Halliday and Matthiessen (2014:319) state that quality is typically
expressed by an adverbial group, with -ly adverb as Head; the interrogative is
how? or how ... ? plus appropriate adverb. Less commonly, Quality is realized by
a prepositional phrase. The word ‘together’ in the clause can answer the question
how do they go? So, that word is defined as circumstantial manner quality in
respect to what has been asserted by the experts in advance.
4.1.3.3.3. Comparison
This type of circumstantial element has 55 occurrences or 2.77% of the
total occurrences. The example of this circumstantial element is presented in the
following table.
Table 4.45. The Example of Circumstantial Manner Comparison (taken from text 23:46)
The table in advance shows that the phrase ‘Like chips, pie, etc’ is labeled
as circumstantial manner comparison. It is relevant to what Halliday and
Matthiessen’s statement (2014:319) asserting that comparison is typically
expressed by a prepositional phrase with like or unlike, or an adverbial group of
similarity or difference. The word ‘like’ is the key in that clause showing
comparison.
4.1.3.3.4. Degree
This type of circumstantial element has 153 occurrences or 7.69%. The
sample of this circumstantial element is presented in the following table.
Table 4.46. The Example of Circumstantial Manner Degree (taken from text 8:34)
we Can feel really Nice and fresh air
senser Pro:mental.perceptive Circ.man.degree phenomenon
The word really is labeled as circumstantial manner degree. Halliday and
Matthiessen (2014:320) assert that degree is typically expressed by an adverbial
group with a general indication of degree such as much, a good deal, a lot, or with
a collocationally more restricted adverb of degree such as deeply, profoundly,
completely, heavily, badly. In the example, really has the same meaning with
much to indicate a degree.
4.1.3.4. Cause
The circumstantial element of Cause construes the reason why the process
is actualized (Halliday and Matthiessen, 2014:320). This is divided into 3 namely:
4.1.3.4.1. Reason
This circumstantial element has 23 occurrences or 1.16% of the total
occurrences. The sample of this circumstantial element is illustrated in the
following table.
Table 4.47. The Example of Circumstantial Cause Reason (taken from text 59:47)
and we Can’t saw the sunrise also Because of the
fog
senser Pro:mental.perceptive phenomenon Circ.cause.reason
The phrase ‘because of the fog’ is labeled in the data as circumstantial
cause reason. This circumstantial element is to give a reason why they couldn’t
see the sunrise. This is relevant to Halliday and Matthiessen’s statement asserting
that this circumstantial element represents the reason for which a process takes
place – what causes it; they have the sense of ‘because’. It is typically expressed
by a prepositional phrase with through, from, for or a complex preposition such as
because of, as a result of, thanks to, due to; also the negative for want of. The
phrase ‘because of’ in the data represents the circumstantial cause reason.
4.1.3.4.2. Purpose
Circumstantial cause purpose has also appeared in the data. It has 46
occurrences or 2.31% of the total occurrences. The example of this circumstantial
element is illustrated in the following table.
Table 4.48. The Example of Circumstantial Cause Purpose (taken from text 6:48)
we stopped a while for lunch in Tebing Tinggi
In the previous table, it is illustrated that the phrase ‘for lunch’ is
categorized as circumstantial cause purpose. It gives an explanation of the purpose
why they stopped in Tebing Tinggi. They stopped in order to have lunch. Halliday
and Matthiessen (2014:321) gives a vivid explanation that Circumstantial of
Purpose represent the purpose for which an action takes place – the intention
behind it; they have the sense of ‘in order that’. They are typically expressed by a
prepositional phrase with for or with a complex preposition such as in the hope of,
for the purpose of, and for the sake of. The word ‘for’ in the data shown above
indicates that it is grouped in the circumstantial cause purpose.
4.1.3.4.3. Behalf
This circumstantial element has 27 occurrences or 1.36% of the total
occurrences. The example of the occurrences in the data is presented in the
following table.
Table 4.49. The Example of Circumstantial Cause Behalf (taken from text 26:25)
Matthiessen, 2014:322). They are stated by a prepositional phrase with for or with
a complex preposition such as for the sake of, in favour of (negative: against),
and on behalf of. In the data, the phrase ‘for my mom’ is labeled as the
circumstantial because the action ‘to talk about the plan’ is done for the sake of
4.1.3.5. Accompaniment
Halliday and Matthiessen (2014:324) assert that Accompaniment is a form
of joint participation in the process and represents the meanings ‘and’, ‘or’, ‘not’
as circumstantials; it corresponds to the interrogatives and who/what else?, but not
who/what?. It is stated by prepositional phrases with prepositions such as with,
without, besides, instead of. It is divided into two subcategories namely:
comitative and additive. In the data, those two subcategories occurred.
4.1.3.5.1. Comitative
This circumstantial element appeared in the data with 98 occurrences or
4.93% of the total occurrences of circumstantial element. The example of this
circumstantial element is presented in the following table.
Table 4.50. The Example of Circumstantial Accompaniment Comitative (taken from text 2:39)
2014:324). It is usually stated by ‘with’ or ‘without’. It is also relevant to the data
clarifying that, the phrase ‘with you’ is categorized as circumstantial
accompaniment comitative.
4.1.3.5.2. Additive
This circumstantial element has 3 occurrences or 0.15% of the total
circumstantial element occurrences. The example of this circumstantial is given in
Table 4.51. The Example of Circumstantial Accompaniment Additive (taken from text 32:8)
In the other hand, we would taste the food in every
region
Circ.accomp.adtv senser Pro.ment.perceptive phenomenon Circ.loc.place
The additive represents the process as two instances; here both entities
clearly share the same participant function, but one of them is represented
circumstantially for the purpose of contrast (Halliday and Matthiessen, 2014:325).
The phrase ‘in the other hand’ is relevant to be labeled circumstantial
accompaniment additive because it indicates the purpose of contrast.
4.1.3.6. Role
Halliday and Matthiessen (2014:326) assert that this category construes the
meanings ‘be’ and ‘become’ circumstantially; the Role corresponds to the
Attribute or Value of an ‘intensive relational’ clause. Role includes the
subcategories of Guise (‘be’) and Product (‘become’). Those two subcategories
occurred in the data.
4.1.3.6.1. Guise
In the data, Guise appeared 6 times or 0.30%. The example of this type of
circumstantial element is illustrated in the following table.
Table 4.52. The Example of Circumstantial Role Guise (taken from text 60:42)
Because I have them As my family
possessor Pro: Relational Attributive Possessive
possessed Circ.Role.Guise
The clause illustrated in advance contains circumstantial role guise
Matthiessen’s statement clarifying that guise corresponds to the interrogative what
as? and construes the meaning of ‘be’ (attribute or identity) in the form of a
circumstance; e.g. example she was installed as chancellor, I come here as a friend
(i.e. ‘she is the chancellor’, ‘I am friendly’) (Halliday and Matthiessen, 2014:326).
That clause gives explanation that them is placed as family.
4.1.3.6.2. Product
This circumstantial element only occurred once in text 35 clauses number
32. This has 0.05 % of the total occurrences of circumstantial element. The
example of this circumstance is illustrated in the table below.
Table 4.53. The Example of Circumstantial Role Product (taken from text 35:32)
He suddenly bursted into tears
Actor Circ.loc.time Pro: material Circ.Role.Product
The phrase ‘into tears’ is labeled as circumstantial role product. Halliday
and Matthiessen (2014:326) define that product corresponds to the interrogative
what into?, with the meaning of ‘become’, likewise as attribute or identity; e.g.
aren’t you growing into a big girl? (‘becoming a big girl’), he moulded the army
into a disciplined fighting force. The word ‘into’ in the clause is the keyword
indicating that it is regarded as circumstantial role product.
4.1.3.7. Matter
Matter is related to verbal processes; it is the circumstantial equivalent of
the Verbiage, ‘that which is described, referred to, narrated, etc.’. The
interrogative is what about?. Matter is expressed by prepositions such as about,
2014:328). The frequency of this circumstantial element is 21 occurrences or
1.06%. The example of Matter is given in the following table.
Table 4.54. The Example of Circumstantial Matter (taken from text 26:25)
To talk About the
plan
For my mom
Pro:verbal circ.matter Circ.cause.behalf
The table above gives a clear picture for us to define the circumstantial
element which is indicated by ‘about’. It means that the phrase ‘about the plan’ is
labeled as circumstantial matter.
4.1.3.8. Angle
Angle is related either to (i) the Sayer of a ‘verbal’ clause, with the sense
of ‘as ... says’ or (ii) to the Senser of a ‘mental’ clause, with the sense of ‘as ...
thinks’ (Halliday and Matthiessen, 2014:328). This is subcategorized into two
namely source and viewpoint. But, the circumstantial Angle Source is not found
in the data.
4.1.3.8.1. Viewpoint
This type occurred 4 times or 0.20%. The example of this type is
illustrated in the following table.
Table 4.55. The Example of Circumstantial Angle Viewpoint (taken from text 20:49)
and Matthiessen, 2014:328). Additionally, this type is stated by the simple
preposition to or by complex prepositions such as in the view/opinion of, from the
standpoint of. Related to the table in advance, the phrase in visitor’s mind is
clearly labeled as circumstantial Angle Viewpoint.
4.2. Findings
Based on the data analysis, it was found that there are 2834 occurrences of
process types, 3876 occurrences of participant functions, 3876 occurrences of
participant type, and 1989 occurrences of circumstantial type in EFL Students’
Recount Text in Medan. The findings obtained can be seen in the following
points.
1. In terms of process type, on the whole, there are seven process types that
occur in the 60 texts of EFL Students’ Recount Text in Medan. They are
the material, the relational, the mental, the behavioral, the verbal, the
existential, and the meteorological. Those processes are expressed by
verbs such as is, have, be, become, do, play, go, love, remember, look,
watch, argue, laugh, etc. The occurrence of material process type is
significantly far above the occurrence of each process type. It takes
51.80% from the total of occurrences. The details can be seen in appendix
IV.
2. There are 18 types of participant function occurred in EFL Students’
recount text in Medan namely actor, goal, recipient, client, range, senser,
phenomenon, carrier, attributive, identified, identifier, possessor,
possessed, sayer, receiver, verbiage, target, behavior, and existent. The
26.71%. It is in line with the dominant process type which is material
process. From the perspective of participant type, non-human participant
(NHP) is more dominant than human participant (HP). The percentage for
non-human participant is 52.86% and human participant (HP) is 47.14%.
The details can be seen in appendix V.
3. There are 17 circumstantial elements found in the text namely extent
(distance, and duration), location (place and time), manner (means,
quality, comparison, degree), cause (reason, purpose, behalf),
accompaniment (comitative, additive), Role (guise and product), matter,
and angle (viewpoint). The dominant circumstantial element which
characterizes the texts is circumstantial locative place (circumstantial
locative spatial) with the total occurrences 711 occurrences or 35.75%
from the total occurrences. The details can be seen in appendix VI.
4. The realization of material process, actor, non-human participant, and
circumstantial locative place characterize EFL students’ recount text in
Medan. In terms of process type, material process characterizes the
process of occurred in the text. It means that the students tend to write
what practically happens and what they do and how they do it out there
because the topic given is about going to somewhere to describe what
happens or what is done. Then, in terms of participant type, non-human
participant realizes as the dominant one because the students use it to
describe the place or the location that they have visited. Then, the actor as
the participant function characterizes EFL students’ recount text in Medan
It happens because the actor is the participant involved in material process
or the doer of the deed. The realization of circumstantial locative place as
the dominant circumstantial element in the text because the topic discussed
is about going to somewhere and it must be stated the place they have
visited or the location where the action happened.
4.3. Discussion
The experiential description has been provided which is focused on the
identification and description of the occurrences of the dominant process types,
participant function and types, and circumstantial elements in particular. To
present a vivid picture, this part is divided into three parts; the result concerning
the process types, the result concerning the participant type and function and the
result concerning circumstantial elements.
As the findings present, in terms of the transitivity process, material
process represents the dominant process appearing in each text. The occurrence of
material process type is significantly far above the occurrence of each process
type. It takes 51.80% from the total of occurrences.
An inference can be drawn from the analysis that the students tend to write
what practically happens and what they do and how they do it out there. This
happens because they wrote about their activity in going to somewhere. As
Halliday and Matthiessen (2014:224) point out, this type of process brings out the
meaning of actions or some entity “does” something, which may have some
influences on other entity. The material processes predominantly realize and
occurrences and percentage of each process type in every text, it can be referred to
appendix IV.
Next, the second rank in the overall scale refers to the transitivity process
of relational type. This type of process takes a fourth of percentage of the total
process occurrences or 25.05%. Sinar (2007:63) states that this process has the
central meaning ‘something is (attribute, identity). The students wrote the clause
which talks about what the things are, what they are alike, and what they possess.
From six types of relational processes, relational intensive possessive process
didn’t appear in the text. The example of each types of relational process can be
seen as the following.
Based on the result of the analysis, relational attributive intensive process
has higher occurrences than other relational process types. It means that student
tends to use relational attributive intensive process in their writing to ascribe or
attribute an entity. Sinar (2007:64) gives this explanation that in the attributive
mode, an entity has some quality ascribed or attributed to it.
The third rank in the overall scale goes to mental process with 12.39% or
350 occurrences. This process has 4 types namely perceptive, cognitive,
desiderative, and emotive (Halliday and Matthiessen, 2014). Those appeared in
the analysis. It means that students use mental process to construe a quantum of
change in the flow of events taking place in their own consciousness. For example
they use the mental process to share what they feel, think, or wish. The minor
processes appeared in the analysis are successively verbal, behavioral, existential,
On the whole, the all recount texts written by EFL Students in Medan are
characterized by the material process. It is strongly supported by Halliday and
Matthiessen statement (2014:215) asserting that material, relational, and mental
processes are the main types of English transitivity system. Additionally, the
dominance of the material processes over the other process types in the texts has
also been triggered by the occurrences of the other process types themselves. In
this case, Gerot and Wignell (1994) and Dirgeyasa (2014:30) have clarified that
material process is commonly used in the recount text genre. It is also relevant to
the findings of previous research conducted by Andaruli (2015). It means that the
use of material process in recount texts written by EFL students in Medan is in
line with the experts’ statement above and the previous research and those texts
deals with what they have done in the past as we can see that the verb used in the
previous example is ‘bought’ which is the past verb of ‘buy’ as presented in table
4.2.
There are participants and circumstances involved in the process. There
are participant types and functions arose in the clause. Participant type is specified
into two: human and non-human participant. Based on the data analysis and
findings, non-human participant (NHP) is more dominant than human participant
(HP). Subsequently, the percentage for each of participant type is 52.86% and
47.14%.
It means that students tend to use non-human participant in their writing
such as: the movie, the café, popcorn, the thing, Lake Toba, the island, tickets,
impersonal ‘it’ and etc. The findings is also relevant to what Gerot and Wignell
specific participant type and function is focused based on the topic discussed.
Because the topic is about going to somewhere, those words such as island, Lake
Toba, and ticket are common to appear in the text. From the findings, it can be
inferred as the conclusion that non-human participants characterize the participant
type of recount texts written by EFL students in Medan.
In terms of participant function, there are 18 types of participant function
occurred in the 60 texts of EFL Students’ Recount Text in Medan namely actor,
goal, recipient, client, range, senser, phenomenon, carrier, attributive, identified,
identifier, possessor, possessed, sayer, receiver, verbiage, target, behavior, and
existent. Overall, the most dominant participant function is actor with the total
percentage 26.71%. Goal is in the second rank with the total percentage 17.73%.
In the third and fourth rank, successively, attribute and carrier take that position
with the percentage 12.2% and 11.9%.
The other participant functions, recipient, client, range, senser,
phenomenon, identified, identifier, possessor, possessed, sayer, receiver, verbiage,
target, behavior, and existent don’t have significant percentage of occurrence in
the text. In addition, inducer, initiator, attributor, assigner, and beneficiary didn’t
appear in the text. The examples of four major dominant participant functions can
be seen in the following table. And for the details of participant type can be seen
in appendix V.
The domination of actor as the participant function seems to be very clear
since the dominant process found in the 60 recount texts written by EFL students
in Medan is material process. And the participant functions involved in material
the characteristic or linguistic feature of recount text which is dominantly focused
on the specific participant (Gerot and Wignell (1994), Dirgeyasa (2014:30 and the
findings of previous research conducted by Andaruli (2015). So, it can be inferred
that actor as the most dominant participant function which characterizes the
recount texts written by EFL students in Medan.
Except the participant function and type, there is circumstantial element
involved in the process. From the analysis, it can be inferred that circumstantial
locative place is the dominant circumstantial element found in the text with 711
occurrences or 35.75%. The circumstantial elements such as at the movie, the
studio, from the island, at Medan, to the hotel, and etc are common to occur in the
text.
This happens because the topic discussed is about going to somewhere and
it must be stated the place they have visited or the location where the action
happened. That’s why circumstantial locative place dominates the occurrences of
all the circumstantial elements.
The next prominent is circumstantial locative time which is in the second
rank with 34.59% of the total percentage or 688 occurrences. This indicates that in
the text the use of last week, then, finally, and etc are also common found in the
text. The student describe the time when they went to somewhere by using
circumstantial locative time or temporal.
From the findings, it is found that circumstantial locative place is the
dominant circumstantial element found in the text because it appears in all texts. It
significantly gives a range with other circumstantial elements. Then, there are
condition of contingency, default of contingency, concession of contingency, and
source of Angel. This finding is also relevant to what Gerot and Wignell (1994),
and Dirgeyasa (2014:30) statement clarifying that in general, recount text use
circumstantial place and time and the findings of previous research conducted by
Andaruli (2015). It means that circumstantial locative place characterizes
circumstantial elements in EFL students’ recount text in Medan. The details of
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the findings and discussion, the conclusion can be drawn as the
followings:
1. There are seven types of process used in the EFL students’ recount text in
Medan namely material, mental, relational, verbal, behavioral, existential,
and meteorological processes. The occurrence of material process type is
significantly far above the occurrence of each process type. It takes
51.80% from the total of occurrences or 1468 occurrences. It can be
concluded that material process characterizes the process of occurred in
the text. It means that the students tend to write what practically happens
and what they do and how they do it out there.
2. There are 18 types of participant function occurred in EFL Students’
recount text in Medan namely actor, goal, recipient, client, range, senser,
phenomenon, carrier, attributive, identified, identifier, possessor,
possessed, sayer, receiver, verbiage, target, behavior, and existent. The
most dominant participant function is actor with the total percentage
26.71%. It is in line with the dominant process type which is material
process. That’s why actor is regarded as the participant function
characterizing EFL Students’ recount text in Medan. From the perspective
of participant type, non-human participant (NHP) is more dominant than
52.86% and it characterizes participant type in EFL Students’ Recount
Text in Medan.
3. There are 17 circumstantial elements found in the text namely extent
(distance, and duration), location (place and time), manner (means,
quality, comparison, degree), cause (reason, purpose, behalf),
accompaniment (comitative, additive), Role (guise and product), matter,
and angle (viewpoint). The dominant circumstantial element which
characterizes the texts is circumstantial locative place (circumstantial
locative spatial) with the total occurrences 711 occurrences or 35.75%
from the total occurrences. It can be inferred that circumstantial locative
place characterizes the EFL Students’ recount text in Medan.
4. The realization of material process, actor, non-human participant, and
circumstantial locative place characterize EFL students’ recount text in
Medan. In terms of process type, material process characterizes the
process occurred in the text. It means that the students tend to write what
practically happens and what they do and how they do it out there because
the topic given is about going to somewhere to describe what happens or
what is done. Then, in terms of participant type, non-human participant
realizes as the dominant one because the students use it to describe the
place or the location that they have visited. Then, the actor as the
participant function characterizes EFL students’ recount text in Medan
because it is relevant to material process as the dominant process realized.
It happens because the actor is the participant involved in material process
the dominant circumstantial element in the text because the topic discussed
is about going to somewhere and it must be stated the place they have
visited or the location where the action happened.
5.2. Suggestion
In relation to the conclusion, the suggestions are staged as the following:
1. Teachers should understand the lexicogrammatical features of a text in
order to teach it effectively and efficiently because the linguistic features
of a certain genre is specific and has their own distinction.
2. Further research, there is a need to extend the scope of research that
involves lexical grammatical components such as logical, interpersonal,
and textual function. Then, the other genres can also be observed in terms
