Beruflich Dokumente
Kultur Dokumente
A THESIS
By
DUMA SARI LUBIS
Reg. No. 050705011
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ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim,
power, strength and love in my entire life and in terms of my study, especially in
of Letters, University of North Sumatera, Drs. Syaifuddin, M.A., Ph.D, the Head of
English Department, Dra. Swesana Mardia Lubis, M.Hum and the Secretary of
English Department, Drs. Yulianus Harefa, M.Ed. TESOL and to all the lecturers of
English Department for all the assistances, valuable knowledge and facilities during
my academic years. As your students, I truly appreciate for all you have done to me.
Prof. Dra. T. Silvana Sinar, M.A. Ph.D., and my Co-Supervisor Drs. Yulianus Harefa,
M.Ed. TESOL for their willingness to spend much time to give me guidance and
My beloved father, Baharuddin Lubis and my mother, Hj. Adja Syafinat and
Hanum. Thank you for your support, suggestions and especially for your
unconditional love, prayers, cares until the end of my study. My only beloved little
sister, Mila Sari Lubis, thank you for your cares, love and being my inspiration for
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My special thanks to all my beloved friends Mira, Ira, Hanida, Ratih, Novie,
Mona, Rina, Nina, Debora, Dj, Novie D3, Dini D3 & bang Samsul, bang Nasution in
PPIA, Anta and all my comrades (the students of 2005 English Department), being
with you make me find a better life. Also thanks to Angel Computer Rent,
especially Kak Sondang, bang Umar, bang Ali. The last I would like to say deep
thank to my fianc Lettu. Inf. AFC, for giving me support, cares, and love. I do love
you maz!!. I cant be without you in this life. And also to my beloved relatives in
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AUTHORS DECLARATION
I, DUMA SARI LUBIS declare that I am the sole author of this thesis. Except where
reference is made in the text of this thesis. This thesis contains no material published
elsewhere or extracted in whole or in part from a paper from a paper by which I have
No other persons work has been used without due acknowledgement in the main text
of the thesis. This thesis has not been submitted in any tertiary education.
Signed :
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COPYRIGHT DECLARATION
Department : English
on the understanding that users are made aware of their obligation under law of the
Republic of Indonesia.
Signed :
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ABSTRACT
Duma Sari Lubis : An Analysis Of Experiential Functions In Readers Digest Magazines Selected Articles, 2008
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS ................................................................................... i
AUTHORS DECLARATION .............................................................................. iii
COPYRIGHT DECLARATION .......................................................................... iv
ABSTRACT ............................................................................................................ v
TABLE OF CONTENTS ....................................................................................... vi
CHAPTER I INTRODUCTION
1.1 The Background of the Analysis ............................................. 1
1.2 The Problems of the Analysis ................................................ 5
1.3 The Objectives of the Analysis .............................................. 6
1.4 The Scope of the Analysis ...................................................... 6
1.5 The Significances of the Analysis ........................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE AND
THEORETICAL FRAMEWORK
2.1 An Overview of Discourse Analysis ................................... 7
2.2 Systemic Functional Linguistics Theory .............................. 10
2.2.1 Textual Framework .................................................. 12
2.2.2 Contextual Framework ............................................. 16
2.2.2.1 Context of Situation ..................................... 18
2.2.2.2 Context of Culture ........................................ 21
2.2.2.3 Context of Ideology ...................................... 22
2.3 Metafunctions of Language .................................................. 23
2.3.1 Ideational Function ................................................. 24
2.3.1.1 The Six Types of Experiential Function ...... 25
2.3.1.1.1 Material Function .......................... 26
2.3.1.1.2 Mental Function ............................ 27
2.3.1.1.3 Verbal Function ............................. 29
2.3.1.1.4 Behavioural Function .................... 29
2.3.1.1.5 Existential Function ...................... 30
2.3.1.1.6 Relational Function ........................ 31
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2.3.2 Interpersonal Function ............................................ 34
2.3.2.1 Mood and Modality ...................................... 35
2.3.3 Textual Function ...................................................... 37
2.3.3.1 Theme .......................................................... 38
2.3.3.2 Cohesion ....................................................... 39
2.3.4 Review of Related Literature .................................... 40
CHAPTER III METHODOLOGY
3.1 Research Method ................................................................. 42
3.2 Data Collecting Method ....................................................... 42
3.3 Data Analysis Method........................................................... 43
3.4 Data Analysis Procedures ................................................... 44
CHAPTER IV ANALYSIS OF EXPERIENTIAL FUNCTIONS IN READERS
DIGEST MAGAZINES SELECTED ARTICLES
4.1 The Data Analysis ................................................................ 45
4.1.1 Material Function ..................................................... 45
4.1.2 Mental Function ....................................................... 80
4.1.3 Verbal Function......................................................... 87
4.1.4 Behavioural Function ............................................... 95
4.1.5 Existential Function ................................................. 96
4.1.6 Relational Function ................................................. 97
4.2 The Findings ....................................................................... 107
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ....................................................................... 109
5.2 Suggestions ....................................................................... 109
BIBLIOGRAPHY .................................................................................................. 111
APPENDICES ........................................................................................................ 112
Appendix 1: A Pony Tale (January 2007) ............................................................. 112
Appendix 2: The King of Cards (May 2007) ......................................................... 114
Appendix 3: A Stray Bottle Rocket Blinds a Child. Whos to Blame? (July 2007) 115
Appendix 4: You Be The Judge. A Grandmother Wants The Right to See Her
Grandson. The Mother says no. Who wins? (October 2007) 118
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CHAPTER I
INTRODUCTION
commonly named language. It is a theory of Halliday (in Sinar 2003: 56) Language
context of culture. In other words, it concerns with the study of relationship between
persists because it is constantly in flux Halliday (in Sinar 2003: 47). It is also called
Systemic Functional Linguistics, Halliday (in Sinar 2003: 56), there are 3 major
functions of language:
observer of reality construes natural reality. There are 2 sub functions in the
Ideational Function:
system.
system of language.
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2. The Interpersonal Function
by realities to the contexts within which meanings are made. It is realized by the
theme system.
phenomenon, that is to say that language tends to be the means of doing something
Theory and how one relates to the other in forming basis of discourse analysis that
1. Language is Functional
Language has evolved to serve human needs and then as such that one needs
to focus on how people use language in order to understand it. The way language is
When human beings express their needs through language, they are making
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learning, Halliday (in Sinar 2003: 56) views language learning as learning how to
(in Sinar 2003: 58) is extended by Firth, in which he argues that linguistics should be
cultural context (in Sinar 2003: 58). General Systemic-functional Linguistic Theory
frequently quoted words (in Sinar 2003: 58), the meaning of any single word is to a
Halliday (in Sinar 2003: 60) says that there are six Experiential Functions,
they are:
1. Material Function
2. Mental Function
thing, is engaged in a process of seeing, feeling, or thinking, which may involve some
other participant(s).
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3. Relational Function
(attribute, identity).
4. Behavioural Function
5. Verbal Function
6. Existential Function
According to Halliday (in Sinar 2003: 60), the framework of the process
status, as set up in the clause grammar is that a process consists, in principle, of three
components:
(usually weekly or monthly, and illustrated) periodical, with stories, articles, etc by
various writers.
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Hornby (1974: 43) states that Article is a piece of writing, complete in
by Lila Bell Wallace and Dewitt Wallace. It is in New York. Although its circulation
has defined in recent years, the Audit Bureau of Circulation says Readers Digest
Magazine is still the best selling consumer magazine in the USA, with a circulation of
Magazine reaches more readers with household incomes of $100.000 than other
magazines. The Magazine is compact, with its pages roughly half the size of most
pm.
In this thesis, I am going to analyze, to find out if there are any the
choose Readers Digest Magazine of the 2003s edition since I knew that this
compact size magazine looks so unique and full of various texts for research
purposes.
In accordance with the title of this thesis, there are two questions to be
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2. Which function is the most frequent in Readers Digest Magazines Selected
Articles?
Selected Articles.
Selected Articles.
It is expected that this thesis contribute something fruitful for the readers as
follows:
1. Assisting the learners of Discourse Analysis to find out the most frequent function
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CHAPTER II
Discourse analysis is not a simple field of study. It covers the use of language,
spoken and written, in the real communication. Discourse analysis in its everyday
In order not to be wrong in the usage of discourse and text, there are some
Halliday & Hasan (in Sinar 2008: 7) say that text is the unit of the
language usage. Its not the grammatical unit like clause and sentence; and its not
defined by following its length. In discourse analysis, the word text generally, refers
to the record of situation process (discoursal according to Gregory (in Sinar 2008: 7)
Hallidays view (in Sinar 2008: 7) show that a text uses language where its
source is from oral and written medias without any limitations, which forms the
whole units, the unit of language usage; not grammatical unit like clause and
sentence; and is not defined based on its length; has a unity or texture which differs it
from the one which is not a text and it involves the semantic relation referred to
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which is called as Cohesion and Coherence in an expressed meaning , its not only in
representing the actions undergone by the human beings or meaningful objects and
situations, the symbols which construct THE CONTENT/FORM and produce the
structure and have the unity of texture. The texture of the text produces a cohesive
and coherence message. The aspect of cohesion and textual coherence plays on
important role which show the unity of discourse in language and mark the relation of
the text simultaneously as a potential which is used by the speaker and discourse
writer.
Stillar, G (in Sinar 2008: 8) says that text shows a kind of unity or texture
which gives the capability to the text which is noticed socially as something intact.
Text is bound and tied up and as a means produced. The function is bringing together
the separated parts. Text has the meaningful unit, and it is the authority of the source
of meaning maker included the source of material which has a quality, such as
voice quality for an oral text or draft of a written text. The identification of text can
Kress (in Sinar 2003: 23) says that Discourse is a category that belongs to
and derives from the Linguistic domain. The relation between the two is one of
realization: Discourse finds its expression in text. However, this is never a straight
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forward relation; any on text may be the expression or realization of a number of
Sinar (2008: 8) says that text is just like a live thing on language level and text
is also as a semantic unit that is the source of meaning maker, it can realize the meaning
phrase, and clause realize a wording which is controlled by the grammar and lexicon.
Phoneme realizes the sound (phonology) and realizes grapheme/a letter (graphology).
The analysis of text can be done in the level below text that is investigating some
aspects, such as: grapheme/phoneme, morpheme, word, phrase, clause that is vertically
to the bottom that is analyzing the linguistic variables. Next, we can analyze the text
vertically to the top by investigating the context variables that is contexts of situation,
culture, and ideology. The variable that still exists above the text interacts or influences
each other with the text. All the variables of contexts are found in the text, the variables
of linguistics are also found in the text and globally all the potentials are analyzed
depending on the needs or aim which is intended by the researcher and how far the
From those definitions of discourse and text, I agree with the experts of the
Systemic Linguistic Theory like Kress, Halliday, and Stillar as emphasized (in Sinar
2008: 8) who mentioned that discourse is a social domain and text belongs to
linguistic domain. The discourse and text, of course, have separated domains;
discourse moves actively and can do something in the real context which determines
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the social life. The discourse is closely related to the contexts of situation, culture,
and ideology.
theories spread fast and become more sophisticated in its development in society.
Theory of Systemic Linguistic Functional then stands for SFLT is one of a linguistic
theory where its philogenetic development in language as the phenomenon since Firth
age in 20th century who has led his people called linguistic people. The fact shows
that for many years, SFLT focus its research and academic activities towards
and to explain the theories for the various needs and purposes. Inferred from this
relationship between language and the contexts in which it is used. It grew out of
work in different disciplines in the 1960s and early 1970s, including linguistics,
language in use, written text of all kinds, and spoken data, from conversation to
highly institutionalized forms of talk. Discourse analysis has grown into a wide
ranging and heterogeneous discipline which finds its unity in the description of
language above the sentence and an interest in the contexts and cultural influences
which affect language in use. It concerns with wider context, analyzing language
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cultural change, analysis of discourse in different field of sciences, and critical
Systemic Functional Theory has a big notice through the relation between
language and context. For some ten years, Systemic Functional Theory has a view
that an activity of using language can be illustrated in a way that relates to the relation
one discourse with other discourse, until it becomes a discourse which has a
Each clause has a function and meaningful, they are: meanings or functions of
ideational, interpersonal, and textual. In a clause, there are some units, they are group
or phrase. They are lower than the clause. In Systemic Functional Theory, a term
phrase builder and a morpheme is a unit of grammar which builds a word. Then,
based on Systemic Functional Theory, a sentence is not the unit of language but, it is
the unit of written language that it is started with a capital letter and ended with a full
stop. For instance, she gets angry with you (Sinar, 2003: 13-18), for instance: noun
group or noun phrase (the ugly girl) verb group or verb phrase (has come, will come),
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adverb group or adverb phrase (very beautiful). On the contrary, a phrase is a
Clause
Group/Phrase
Word
Morpheme
broader conception has become common within discourse analysis where a text may
be either written or spoken discourse. In cultural analysis, by contrast, text does not
need to be language at all: any cultural artifact picture, a building, music can be
whose primary semiotic form is language increasingly combines language with other
semiotic form. There are 2 kinds of text (Refnaldy, dkk, 2006: 6.24-6.25):
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a. Spoken texts
The problems encountered with the notion of text as the verbal record of a
communicative act become a good deal more complex when we consider what is
communicative act will preserve the text as well as the extraneous to the text
discourse analyst works with a tape recording of an event from which she then makes
She has to determine what constitutes the verbal event, and what form will transcribe
it in. However, it must be further noticed that, however objective the notion of text
may appear as we have defined it, the perception and interpretation of each text is
experiencing of the text and assume that readers of a text or listener to a text share the
imposed upon it by analysts studying it. Once the analyst has created a written
transcription from a recorded spoken version, the written text is available to her in
just the way the literary text is available to the literary critic. When we discuss spoken
It must be clear that our simple definition of text as the verbal record of
communicative act requires at least two hedges: the representation of a text which is
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presented for discussion may in part consists of a prior analysis or interpretation of a
b. Written Texts
just what it is that is the same. Minimally the words should be the same words,
a. The syntax of spoken language is typically much less structured than that of
found.
than a writer.
c. In written language, rather heavily premodified noun phrases are quite common
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f. In chat about the immediate environment, the speaker may relay on gaze direction
to supply a referent.
i. The speaker frequently repeats the same syntactic form several times.
j. The speaker may produce a large number of prefabricated filler: well, erm, I think,
Furthermore, size is not principle in excluding texts from analysis since text
may have varies in length. There are, of course, theoretical and practical
considerations related to size. First of all, there is the issue of limits of text as a unit;
conception of text and redefine its limit. From a practical point of view, there are
difficulties in the analysis and presentation of results related to very large texts. As a
result, most applications have been limited to rather small text although there is a
whole range of very small text that have not been studied: answering-machine talk,
e-mail massages, headlines and captions, small ads, etc, (Refnaldy, dkk 2006: 6.24-
6.28).
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2.2.2 Contextual Framework
study there are stratally four broad contextual (connotative) semiotic systems: religious,
ideological, cultural and situational. Any aspects of higher-level meaning and systems of
higher-level meaning within the contextual stratification dimension under discussion are
functionally, at the level of context, the different modes of meaning can be diversified
into four broad contextual modes of meaning: religious, ideological, cultural and
situational. Following the SFLT framework, the situational mode of meanings can be
diversified into two major dimensions: the dialectal and the diatypic, aspects of the latter
being identifiable through the situational (discoursal) variables of field, tenor and mode.
Moving downwards, these variables lead to the phasal mode of meaning. Any aspects of
meaning within the contextual diversification dimension under discussion are in principle
The researcher has tried to show globally the various aspects and dimensions of
the overall semiotic space of language-in context in an attempt to set the lecture
one that takes into account all the contextual and linguistic aspects and dimensions of the
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SFLT works on language-in-context are available in a great variety of forms
culture, ideology and other relevant phenomena and to specify the theoretical
significance they derive from the location in the overall SFLT references on the
notions of such terms are traceable through those sources. Which are circulated
SFLT views that the study of language always means a study of overall
Consequently, it studies not only language as such but also many other things that are
around, above and beyond language but they have relevance to it, (Sinar 2003: 45).
In general terms, the models develop as ways of critically understanding
language and context (including the concepts of so-called text, discourse, register,
etc.), the nature of their relationship, and the aspects, features and dimensions that are
involved therein. While one needs to relate language to context in order to understand
how and why language means what it does. In this context there will never be any
clear-cut boundaries between whether one is in fact still talking about language as a
system and process or one is already talking about context (situation, culture,
ideology, etc.) as a system and process. Despite the fact that attempts to relate
language to context when Malinowski (in Sinar 2003: 48) introduced the terms so-
called context of situation and context of culture. In this respect, it is not surprising to
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find Hallidays register (in Sinar 2003: 48) that he sees as something linguistic being
In the global and general modelling of language and context, all the existing
models of GSFLT generally share the same conceptual views. For example, they
would share the same views as expressed in statements such as these : (1) language
does not live in isolation but it lives in environments, social environments (i.e. social
contexts), (2) to understand language is to see how and why language means what it
does in social contexts, (3) to understand language is to relate language to the social
contexts in which it lives, (4) to understand language is to see how language users use
language to talk to each other, (5) the relationship between language and social
which language users live, and it is at the same time construed by the social contexts,
and (6) the relationship is one of realisation: language as a semiotic system realises
system, language socializes with other semiotics system and borrows them, such as
context of situation. The relationship between language and the context is a language
realization as the social semiotics system. In other words, language is the existence of
something in the context and there is no language without the social context (in Sinar
2008: 53).
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The social context system is at the level of the language connotative
semiotics which consists of the contexts of situation, culture and ideology so that, in
notice its social domain that is contexts of situation (register), culture (genre) and
(language). Halliday (in Sinar 2008: 53) connects the contexts of situation to 3
the speaker in social activity, combine the agreement process, and analyzes all
can be understood and interpretated by the expert of systemic with a different way.
For example: The noun for situational term, such as: situation, is used to represent
According to Halliday and Gregory (in Sinar 2008: 53) register has 2 main
dimensions, that is (1) semiotics dimension dialectical, and (2) semiotics dimension
based on the user or which has a conceptual category, such as: dialects of social,
variable (caste, social class, age, sex, etc) which includes in sociolinguistics
discussion.
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Whereas the dimension of diatipic, consists of language-in context based
on the usage, or as a way conveying the language. The language variety is seen from
and the mode of discourse. Gregory (in Sinar 2008: 54) discusses functional tenor of
discourse that refers to phatic, exposition, didactic, persuasive, order and narration.
Thus, Halliday and Hasan (in Sinar 2008: 54) discuss the component of a rhetorical
mode that refers to the aim which will be reached by the text that can be different, but
situation. The field of discourse has a close relationship with Ideational Function, the
tenor of discourse with Interpersonal Function, and the mode of discourse with
situation with genre as the semiotics system of context of culture brings an important
Halliday (in Sinar 2003: 40) uses the same term register to refer to functional
language.
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2.2.2.2 Context of Culture
According to Martin (in Sinar 2008: 66), language is a part of society culture
and genre is a language harmony as a product of the society culture. In other words, a
writer or a speaker from the group of culture uses a language, sets up the interaction
Martin and Hasan (in Sinar 2008: 68) say that the division of register as a
semiotics system of context of situation with genre as the semiotics system of context
Theory.
Refnaldy, dkk (2006: 643) argues that culture does not exist without
In this view, discourse analysis becomes an umbrella concept not only for text
studies, but for language and interaction studies in general. The impacts of addressing
agree that context is one of the most crucial concepts in pragmatics. However, in
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field will no doubt give us a better understanding of notions like variability,
Sinar (2008: 84) says that in the context of culture of discourse, the
schematic structure has the harmony although the basic system is the background, the
content, and the closing. The harmony of schematic structure is as the aim that is
suitable with the kinds of genre. The writer or the speaker of genre is pleased to be
understood the discourse schematic structure to fulfill their needs before the process
of discourse writing begins. So that, the writing of discourse is suitable with the needs
Ideology is a belief, the value that is obeyed by the society, such as: Ideology
group which dominates the society in positive meaning. It is said as positive because
the idea or a set of value becomes the ways of society in managing and justifying
their life as the representation in relationship with the condition of their existence in
the society.
Kress (in Sinar 2008: 83) says that Ideology can be created by the influence of
power towards the history of politics, the society system, the value, literature and
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Max (in Sinar 2008: 83) says that Ideology is a system which misleads
purposely.
Besides that, Hasan (in Sinar 2008: 83) cites that Ideology is as a live thing
through the daily habit action of a social group either a verbal or a nonverbal which is
Kress and Hodge (in Sinar 2008: 84) say that a study of ideology talks the
relationship between language with the society and culture because there is an
influence of the politic social guidance. The influence of power towards the history,
politics, the society system, the value, the literature and culture formed a view
society, so that believe a concept as the right truth. For example: The view that
becomes a knowledge or a theory which is believed by the world west that is the
the ruler who is dominant informing a view of society towards the object, so that the
society properly entrusts the view or knowledge. The naturalness represents the
Sinar (2008: 84) says that in the context of ideology, there is a relationship
between language with the society and the ruler. The power can form the view of
society towards the object, so that the society believes the view becomes the truth.
language that is present to explain 2 things that influences each other between the
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language and another language. The metafunctions as the theoretical concept give
someone the capability to understand the language and another language, also as a
meeting which has formed shape of grammar. In other words, the metafunction
concept which connects the forms of language internal and its function to the social
context semiotics. The system of social semiotics is the system of linguistic meaning
is Semantics that is a form of realization from social semiotics (Sinar 2008: 28).
sintagmatic. Paradigmatically, they arrange the system of the chain of the selection
group that relies on each other, with the internal dependence which is extremely in
metafunction is related to the kinds of structure, Halliday (in Sinar 2008: 28).
Halliday (in Sinar 2003: 56) cites that Ideational Function is language as
natural reality.
Halliday (in Sinar 2003: 59) says that the Ideational Function relates to the
inner and outer words of reality, it is language about something. Whenever one
consciousness, the representation of that reflection would take the form of content.
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This form of content is called the Experiential Function, which stores information
Halliday (in Sinar 2003: 60), the framework of the process status, as set up in
For example: Yesterday, the waiter of the restaurant did not serve us well.
For example: Yesterday, the waiter of the restaurant did not serve us well.
For example: Yesterday, the waiter of the restaurant did not serve us well.
Halliday (in Sinar 2003: 60) says that focusing language on the clause level
external reality (i.e. reality outside oneself) and internal reality. (reality inside
by the transitivity system of language (clause). The outer world of reality that is
brought into the inner world of reality in ones consciousness, which is encoded in
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the transitivity system of language, is interpreted as a what-is-going-on process,
which is related to material actions, events, states and relations. The what-is-going-an
process falls into various process. Halliday (in Sinar 2003: 60) has identified the
encoding processes of the realities under discussion, and he has also linguistically
types, particularly the process types in the transitivity system of the English clause. In
this, Halliday categorizes the processes into three principal process types: (1)
Material, (2) Mental, (3) Relational; and he classifies other processes into three
subsidiary process types: (1) Behavioural, (2) Verbal, and (3) Existential.
participant, i.e. a thing, is engaged in a process of doing, which may involve some
According to Halliday (in Sinar 2003: 61) says that there are 2 participants
inherent in the process, i.e. He overcame the problem. He as the actor and the
problem as the goal. The actor is the active participant in the process or the one that
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does the deed, whereas the goal is the one to which the process is extended, or the one
may involve some other participant(s). In the case of a mental process having two
participants, the second participant may be a thing or a fact. The first participant as
the conscious being or thing is the one that senses-perceives, feels or thinks. This
like, and is referred to as senser. The second participant, i.e. the sensed (perceived,
felt or thought) participant, is called phenomenon, Halliday (in Sinar 2003: 61-62).
Halliday (in Sinar 2003: 62) categorizes mental processes into three principal
subtypes: (1) perception, (2) affection, and (3) cognition. As has been stated, in a
mental process there should be one participant that is human or human-like, i.e. the
one that senses-perceives, feels or thinks. In order to function as the one capable of
human being is a conscious. It is possible that a non-human being can be the sensing
participant if it is endowed with consciousness. This being the case, the sensing
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1. Mental: cognition
I believe you
2. Mental: Perception
3. Mental: Affection
I love you
mental process of perception (seeing, hearing, noticing, etc), and it may be realized
by a non-finite participle clause acting as if it were a simple noun. On the other hand,
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2.3.1.1.3 Verbal Function
Halliday (in Sinar 2003: 66) cites that verbal function is the process of saying.
In verbal function, there may be 2 participants involved: the participant that says,
which is structurally labelled sayer, and the said, which is referred to as Verbiage.
Apart from the Sayer and the Verbiage as participants, there are two other
For example:
2). The government did not tell the people the truth
According to Halliday (in Sinar, 2003: 65) behavioural function is the process
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etc. These processes relate to physiological and psychological behaviours, putting
themselves in between material and mental processes. The only inherent participant
in the process is Behaver, which is typically a conscious being which functions like a
Senser, but the process itself functions more like a doing process. From the point of
view of material process, a Behaver may also be treated as an Actor, in which case
For example:
verbs (am, is, are, was, were, be, been, being) and other verbs such as exist, arise or
For example:
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2.3.1.1.6 Relational Function
three principal types: (1) Intensive, (2) Circumstantial, and (3) Possessive. Each of
these comes in two modes: (a) attributive, and (b) identifying, thus extending the
English relational functions into six types, Halliday (in Sinar 2003: 63)
1) Intensive: Attributive
Mila is beautiful
2) Intensive: Identifying
3) Circumstantial: Attributive
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5). Possessive: Attribute
In the attribute mode, an entity has some quality ascribed or attributed to it.
This quality is structurally labeled Attribute, and the entity to which is ascribed is
(possessive). The concepts of Token and Value may be generalized among all the
three major types of relational processes of the identifying mode. The two structural
Other than be, there are some intensive verbs like stay, become, turn, go,
grow, keep, feel, appear, equal, play, act as, call, mean, define, signify, etc., verbs of
possession or ownership such as have, own, belong to, involve, contain, comprise,
provide, etc., and circumstantial verbs like takes up, follow, accompany, cost, last,
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etc. These verbs may occur in either identifying or attribute clauses,
She accompanies me
8).
Identified Token Process : circumstantial Identifier/value
General systemic-functional
10). stands for
GSFLT Linguistic Theory
Logical Function
Halliday (in Sinar 2003: 56) says that Experiential function uses language as
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uses language as natural logic. It is realized by the clause complexity system of
For example:
Last week, the lecturer explained about Atlantic Ocean and the lecturer explained
Lost week The lecturer explained about And the lecturer explained about
(Primary) (secondary)
Halliday (in Sinar 2003: 75-76) says that the interpersonal function is an
speakers meaning potential as an intruder that takes into account the interactive
nature of relations between the addresser (speaker/ writer) and the addressee (listener/
reader).
Halliday (in Sinar 2003: 76) says that at the grammatical level of
interpretation with respect to the clause function, it is interpreted that the clause is
also organized as an interactive event that involves speaker, or writer, and audience
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(listener or reader). Clauses of the interpersonal meaning function as clauses of
Halliday (in Sinar 2003: 76) suggests, whenever two people use language to
interact, one of the things they do with it is establishing a relationship between them.
In this, he sets out two most fundamental types of speech role or function: (1) giving,
and (2) demanding. These meanings are realized in wordings through the Mood
representing the speech role relationships, is realized by the mood system of language
(clause). The mood system of the clause is represented by the mood structure of the
clause, which comprises two major elements: (1) mood, and (2) residue. In this
respect, the functional constituents that are involved in an exchange typically have
subject and a finite, where as a residue element consists of a predicator, one or more
For example:
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She is talking about mood and
Residue
Mood Residue
The mood element represents that part of the clause that is made up of the
Subject she and the Finite element is, whereas the residue consists of the Predicator
talking and the Adjunct about mood and residue. In this case of exchange of
clause takes on the form of a proposition. The semantic function of the mood element
is in its role of maintaining the interactive value of the clause as exchange. When the
mood element remains constant, so will the proposition. When the proposition in
question is changed, then this will involve changing one of the features in mood. The
role of the subject is to provide some reference point by which to affirm or deny such
Halliday (in Sinar 2003: 77) cites that an act of speaking is an interact, i.e.
other words, in an interaction involving speaker and listener, the speaker is either
giving something, which implies that the listener is giving something in response.
exchanged and the commodity exchanged falls into two principal types: (1) goods-&
services, and (2) information. These two variables or types of commodity exchanged
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define the four primary speech functions of (1) offer, (2) command, (3) statement,
(4) question.
For example:
function that is intrinsic to language itself, but it is at the same time a function that is
extrinsic to language, in the sense that it is linked with the situational (contextual)
function, an interfacing function that makes language (text) relevant internally (i.e. to
itself) as well as externally (i.e. to the situation (context) in which language or text is
At the clause level, the textual meaning is concerned with how intra clausal
elements are organized to make meanings. At the text level, it is concerned with how
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inter clausal elements are organized to form a unified whole text that makes
meanings. In this, the textual function indicates the way the text is organized or
realized by the theme system of language (clause). The theme system of the clause is
represented by the thematic structure of the clause, which comprises two major
elements: (1) theme, and (2) rheme, Halliday (inSinar 2003: 80).
2.3.3.1 Theme
At the clause level, the theme is realized as the departure point of the clause
According to Halliday (in Sinar 2003: 82) the rheme is look at morphology
and morphophonemic, which is part the message to which the theme is developed.
and the ideational. The theme choices in the language may be of three kinds: (1)
textual, (2) interpersonal and (3) topical. The topical theme creates the topic that the
speaker chooses to make the point of departure of the message. The interpersonal
theme, Eggins (in Sinar 2003: 82) occurs at the beginning of a clause when a
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constituent is assigned a Mood label (the unfused Finite, Modal adjuncts: Mood,
Polarity, Vocative and Comment). The textual theme give thematic prominence to
textual elements and has the function of linking one clause or clause element to
another clause or clause element, whereby all clauses or clause elements are related to
each other as such that they form a unified whole text within contexts. For the
functions and classes and their realizations in clauses, Matthiessen (in Sinar
2003: 83).
For example:
vocabulary
T H E M E RHEME
2.3.3.2 Cohesion
text, over and above that provided by clause structure and clause complexes. Hence,
cohesive relations are non-structural relations which work to help a text hang
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2.3.4 Review of Related Literature
conducting this analysis, I have consulted some thesis and previous research findings
Sinar says that Analisis Wacana adalah aktivitas semiotik yang melibatkan diri
sebagai suatu karya interpretasi, yaitu karya teoritis. Teori Linguistik Sistemik
Fungsional (TLSF) yang dapat digunakan sebagai kerangka teori dalam menganalisis
wacana.
The first study was done by Sinar (2003) in her thesis Phasal and Experiential
enable analysts to make appropriate choices whereby the target direction and goal can
Another work about SFL was done by Sofina (2002), in her thesis An Analysis
selected speeches to find the transitivity process that occurred. In her final analysis,
she finds the material process (50, 92%) as the most dominant process that occurred.
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In addition in the two mentioned studies, Inanda (2004), in her thesis An
Analysis of Lexical Cohesion In the Cover Story of Tempo. In this work, she analyzes
the 5 lexical cohesions in the cover story as a discourse. They are: repetition,
synonym, antonym, meronymy, hyponymy. She finds the most dominant lexical
Martinez (2001), also analyzed text on the transitivity system. The study
Articles (RAs) in the field of Physical, Biological, and Social Science. He concluded
the material and relational process dominated the Research Articles (45% and 35%)
and very low percentage of behavioural process (0, 2%). That is to say, it appears that
Esmat Babaii and Hasan Ansary (2005) from Islamic Azad University,
Transitivity; the case of Academic Book Reviews. They analyze the 90 books
Reviews (BRs) from various Disciplines (Physics, Sociology, and Literature) in terms
Eggins et.al (1993) were used as the analytical frameworks for the study of BRs texts.
The conclusion of their analysis shows the dominant frequency of material process
(37, 9%). While Existential and Behavioural processes in texts appeared quite
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CHAPTER III
METHODOLOGY
analysis. In addition, I also use some books, theses, written materials that related to
the topic of the analysis. The data are collected by using simple random sampling
(Rakhmat, 1991: 79). Firstly, there are 12 Readers Digest Magazines as the data of
population. They are 2003s editions. Then, I take a piece of paper. Afterwards, I cut
a piece of paper into 12 little pieces. Then, I number them one by one. After that, I
draw them to get the samples. It is called Gambling System. After drawing the 12
Magazines as the sample. So, only 4 Readers Digest Magazines will be chosen and
analyzed. The 4 Readers Digest Magazines that have been chosen by gambling
system are:
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1. Readers Digest on January, 127-129. 2003.
A PONY TALE
(A grandmother wants the right to see her grandson. The mother says no. Who
wins?)
For each Readers Digest Magazines above, I only take 1 selected article. The
selected articles are chosen by using Purposive Sampling (Umar, 2003: 92) says:
In conclusion, I pick up the selected articles as the representatives of the whole data
here.
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menyediakan informasi penting yang kemudian bisa dijelajahi lebih lanjut
melalui penelitian kuantitatif. Penelitian kualitatif menggunakan data yang
bukan dalam bentuk skala rasio, tetapi dalam bentuk skala yang lebih
rendah yaitu skala nominal, ordinal ataupun interval yang kesemuanya
dapat dikategorikan, sehingga jelas apa yang akan disamakan dan
dibedakan dari apa yang akan diperbandingkan dalam rangka menjawab
permasalahan yang telah dirumuskan dalam penelitian.
In order to gain the most frequent function type in the selected article, the following
X
x 100% = N
Y
Y : Total number of all data
function.
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CHAPTER IV
These are the data analysis of each function or the experiential functions in
Material
Actor
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3. He gets shaved with listerine (the antiseptic eliminates his natural horsey smell)
4. He gets sprayed with listerine (the antiseptic eliminates his natural horsey smell
5. He gets shampooed with listerine (the antiseptic eliminates his natural horsey
smell
6. The far side of the thick hedgerow lined the petersons driveway
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7. He didnt keep
He didnt keep
Actor Material
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12. His hoofs and tail are covered with bandages
14. The process takes his handler, Richard Miller about an hour
He S not working
Actor Material
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17. Kids from the riding program help groom him
He doesnt go anywhere
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22. Tyler carter gets a big kick out of the little horse at his bedside
Tyler carter gets a big kick out of the little horse at his bedside
He can prove it
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27. A miniature stuffed petie
No one trumps
Actor Material
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32. Bryan Berg did it in three days
34. Berg was inspired to re-create the iconic building exclusively for readers digest
digest
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36. It challenges to fire up this Guinness world Record holder
Material Goal
38. He used 450 decks of low gloss Pla-Mor Card from the U.S playing cards
company.
He Used 450 decks of low gloss from the u.s playing cards
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41. Berg built the worlds largest house of cards
42. In bed after a long day of work, he received the phone call
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46. The guard entry had been toppled
Actor Material
- Actor Material
49. For years, Kennon threw a party at their house in Picayune, Mississippi, on New
Years Eve
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50. For years, Betty Peterson threw a party at their house in Picayune, Mississippi
Eve
52. Before the bash one year, Kennon bought a large supply of firecrackers from
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53. Before the bash one year, Kennon bought bottle rockets from nearby Joeys
fireworks
Before the bash kennon bought bottle rockets from nearby Joeys
54. Before the bash one year, Kennon bought Roman Candles from nearby Joeys
fireworks
55. Before the bash one year, Kennon bought aerial sparklers from nearby Joeys
fireworks
56. The Petersons asked to supply extra fireworks for the nights finale
The Petersons asked to supply extra fireworks for the nights finale
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57. Mary Mc Millen lived across the street
Actor Material
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62. The Petersons traditional bonfire was beginning in the front yard
63. The Petersons traditional bonfire was to blaze in the front yard
Actor Material
Actor Material
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67. Children Included
Children included
Actor Material
Actor Material
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72. The next Morning, trash covered the Petersons yard
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77. Bettys sister, Mae Langston get rid of the mess
Actor Material
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82. In the meantime, two of the Petersons sons, ages eight and seven
In the meantime two of the Petersons sons ages eight and seven
84. Betty took care of their one year old son inside the house
Betty took care of their one year old son inside the house
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87. He could go
He could go
Actor Material
89. He Joined the Peterson boys in their game of hide and seeks
Actor Material
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92. Brandon had joined his sons
95. Moments later, Kennon happened to fooling around with the unused bottle
rockets
later around
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97. She lit it high in the air
Actor Material
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102. One of the children had been hiding behind the shrubbery
103. The bottle rocket had hit Brandon in his right eye
106. After Picking up Brandons mother, Michelle, they drove to childrens Hospital
in New Orleans
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107. Eye doctor referred them to nearby charity Hospital
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111. The party throwers should have been more cautious with the dangerous
The party should have more cautious with the on their property
fireworks
Comparative
Actor Material
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115. The other adults were looking for them
116. This volatile combination should have put on notice the couple
Actor Material
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120. Brandon did nothing
122. He lost half his sight forever because of the Petersons negligence
sight negligence
Actor Material
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125. They had exercised
Actor Material
128. All Cindy Flynn wanted to spend time with her grandson
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130. Alice wasnt married to Eliass father
131. Cindys son Cory was serving time in an Illinois state Prison
132. Alice and her newborn had moved into her mothers home
Alice and her newborn had moved into her mothers home
133. Before her grandsons birth, Cindy had sent items for the baby to Alice
Before her grandsons Cindy had sent items for the baby to Alice
birth
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135. A month went by before
137. Cindy and her husband, Mike began visiting Elias once a week
Cindy and her husband, Mike began visiting Elias once a week
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140. In June, Cindy and Mike Joined the Henkel family at the babys Catholic
baptism
In June Cindy and Mike Joined the Henkel at the babys catholic
family baptism
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144. Cory is for visiting privileges with his son
positive
life
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149. The space allocated for the visits
152. She didnt want to deal with the growing tension between her and Alice
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153. Cindy asked to have an hour each month each month with Elias
each
Cindy asked to have an hour with Elias
month
positive
154. Finally, the two women found themselves before a judge in the county circuit
court
155. Cindy had chosen not to attend all the allowed supervised visits with her son
Positive
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157. Cindy started serving the lord
by questioning
Cindy had undermined her as a parent
her decision
160. Cindy had to have placed tuber in Eliass ears because of chronic ear infections
because of
infections
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161. The feel good effects last a long time
From all the tables above, there are sometimes only participant in a clause. It
can be Actor and goal. Every clause has different meaning and sometimes they have
different circumstances.
Alice felt
Carrier Mental
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165. She ignored her wishes
Senser - Mental
169. He deserves it
He deserves it
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170. She had to see her grandson
It bothered Alice
Senser Mental
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175. I saw the doctor
Senser Mental
Senser Mental
Kennon knew
Senser Mental
Senser - Mental
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180. They looked around in confusion
Nobody realized
Senser Mental
Senser Mental
Senser - Mental
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185. The children should have been kept a safe distance from any unexploded
fireworks
Senser - Mental
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189. Cindy heard about Eliass birth
Alice disagreed
Senser Mental
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194. She didnt see
Senser Mental
Senser Mental
Senser Mental
on the meaning of the clause. We can find that in a clause has one participant, senser
or phenomenon.
Sue explains
Sayer Verbal
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198. She was refused
Verbiage Verbal
Sayer Verbal
Verbal Verbiage
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203. No horsing around if you ask the young patients in two Ohio childrens
hospitals.
Sue says
Sayer Verbal
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208. They can say
Sayer Verbal
She Said
Sayer Verbal
He asked Betty
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212. Brandon said Michelle Keith is arguing
Brandon said
Sayer Verbal
Sayer Verbal
She said
Sayer Verbal
She said
Sayer Verbal
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216. Alice requested
Alice requested
Sayer Verbal
Cindy argued
Sayer Verbal
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221. She said She pointed out
She said
Sayer Verbal
Sayer Verbal
Alice added
Sayer Verbal
Sayer Verbal
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225. She claimed
She Claimed
Sayer Verbal
Sayer Verbal
Sayer Verbal
Sayer Verbal
They Argued
Sayer Verbal
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230. The court refused
Sayer Verbal
In verbal Functions, the participants that are used are Sayer, Verbiage, and
Receiver. Every clause may have different participant and circumstance. We can find
Behaver Behavioural
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234. Petie nuzzles them
They ll giggle
Behaver Behavioural
He s laughed in weeks
They smile
Behaver Behavioural
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4.1.6 Relational Function
a unique approach to
It s
equine therapy from Victory Gallop
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242. Alice also had a problem with Cindys nondenominational christian beliefs
with Cindys
Alice also had a problem nondenominational christian
beliefs.
Carrier Relational Attribute Cir : Commitative/positive
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247. Elias would benefit from the visits
248. Cindy got permission for four visits with her grandson over a two-month period
Commitative/
positive
room
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251. He got older
He got older
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256. When he got her permission
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261. Professional card stacker, Berg is 34
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266. A house of cards is by its nature impermanent
It s torn down
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271. It was too late
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276. Alice wasnt happy about the arrangement
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281. Initially, visits were a nearby behavioural health-care facility at sinnissippi
a nearby behavioural
Initially visits were at sinnissippi
health-care facility
Cir : Manner Carrier Relational Attribute Cir : Location
It was important
From the tables above, there is only one clause which uses the participants as
Token and Value. The other clauses use the participants Carrier and Attribute. Every
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4.2. The Findings
are some different total clauses and its function. There are 162 clauses as Material
Function.
After analyzing all the data of the experiential Functions in Readers Digest
Magazines Selected Articles, I would like to give the findings by following the
formula of Nawawi (1991: 127) to gain the most frequent function type in the
162
1) Material Function x 100% = 57,04%
284
34
2) Mental Function x 100% = 11,97%
284
34
3) Verbal Function x 100% =11,97%
284
7
4) Behavioural Function x 100% = 2,46%
284
0
5) Existential Function x 100% = 0%
286
47
6) Relational Function x 100% = 16,55%
284
From the percentages above, it shows that the most frequent function type in
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(16,55%), then Verbal Function and Mental Function have the same percentages
selected articles in Readers Digest Magazine that contains about the interesting
personal experiences of American people. It means that the meaning showed in that
text consists of action verbs realized through process of doings and happenings. In the
that the meaning in the 4 selected articles in Readers Digest Magazine showed about
close relation among the American people. Its also the reason why the relational
The third position, the verbal and mental functions, predominated only
(11, 97%) in the clause. This happens because the meaning of the 4 selected articles
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CHAPTER V
5.1. Conclusions
After analyzing all the data of the experiential functions in Readers Digest
Magazines Selected Articles, I would like to provide some conclusions, they are:
1. Material Function is as the most Frequent Function type in the selected Article
(162 clauses = 57, 04%) followed by Relational Function (47 clauses = 16, 55%),
Verbal Function (34 clauses = 11, 97%), Mental Function (34 clauses = 11, 97%),
(0 clause = 0%).
5.2. Suggestions
There are some suggestions to the readers or students who are interested in
1) The students who are interested in the analysis of experiential Functions to make
the analysis in the literary works or in their kinds of discourse, either spoken or
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2) The students who are interested in analyzing the experiential Functions to do
Linguistics (SFL).
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BIBLIOGRAPHY
Gerot, Linda and Wignell, P. 1994. Making Sense of Functional Grammar. Sidney:
Gerd Stabler.
Inanda, Yoan. 2004. An Analysis of Lexical Cohesion in the Cover Story of TEMPO.
Thesis. Medan.
Nawawi, Hadari. 1991. Metode Penelitian Bidang Sosial. Yogyakarta: Gajah Mada
University Press.
Silvana, Sinar T. 2008. Teori & Analisis Wacana Pendekatan Sistemik Fungsional.
Medan: Pustaka Bangsa Press.
Syafri, Harahap Sofyan. 2001. Tips Menulis Skripsi & Menghadapi Ujian
Komprehensif. Jakarta: Pustaka Quantum.
Umar, Husein. 2003. Metode Penelitian Untuk Skripsi dan Tesis Bisnis. Jakarta: Raja
Grafindo Persada.
Wallace, Lila Bell & Dewitt Wallace. 2003. Readers Digest Magazine. USA:
The Readers Digest Association, Inc, 1 Readers Digest Rd., Pleasantville,
N.Y.
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Appendix 1: A PONY TALE (January 2007)
No horsing around if you ask the young patients in two Ohio childrens
hospital, theyll tell you: Petie the Pony is just what the doctor ordered. Every Friday,
Petie makes his rounds all three feet, 400 pounds of him visiting kids like tearues
Merritt, 17 (shown), who has cerebral palsy, its a unique approach to equine therapy
from Victory Gallop, a riding program in Bath, Ohio, At first the kids are shocked,
says cofounder Sue Miller. And then when Petie walks up to the bed and nuzzles
them, theyll usually giggle. Sometimes a parent will tell us, This is the first time
The MANE Event before Petie can enter a hospital, he gets shaved,
shampooed and sprayed with listerine (the antiseptic eliminates his natural horsey
smell). His hoofs and tail are covered with bandages, which come off before he walks
through the revolving doors (yes, he fits!). The process takes his handler, Richard
PONY Up When hes not working, Petie hangs out on the Victory Gallop
farm. Kids from the riding program help groom him. His favorite snacks are popcorn
and peppermints. His favorite activity? Escaping says Sue Miller. Which is funny
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BEDSIDE MANNER Petie will stay close as long as a kid lets him. He just
seems to know when people need him, explains sue. These kids are in the hospital
for a reason, so if they smile, even for a moment, weve done something good Six
year old TYLER Carter, who had pneumonia, gets a big kick out of the little horse at
his bedside. And the feel good effects last a long time. When they call home, they
have something to share besides I saw the doctor, says Sue, They can say,A horse
came to my room today. Each child gets a photo, so he can prove it, and miniature
stuffed Petie.
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Appendix 2: THE KING OF CARDS (May 2007)
It took more than 30 years to build the Capitol building in Washington, D.C.,
but Bryan Berg did it in three days. Okay, he used playing cards but still. Professional
card stacker Berg, 34, was inspired to re create the iconic building exclusively for
Readers Digest because its rounded dome, square faade and myriad columns posed
To build the Capitol, Berg, a Harvard - educated architect who lives outside
Santa Fe, used 450 decks of low-gloss Pla-Mor cards from the U.S. Playing Card
Company (and no glue, tape or anything else- his structures are free standing). Thought
they may look flimsy, Bergs buildings are quite strong, thanks to a honeycomb design
that can hold 660 pounds per square foot. That strength came in handy when Berg built
the worlds largest house of cards a replica of Cinderella Castle for Disney World in
2004. In bed after a long day of work, he received the phone call every card stacker
dreads: A squirrels loose in the room, and its throwing it self a party inside the castle
walls By the time he returned, the guard entry had been toppled, but the castle stood.
his amazing creations goodbye. The art form is not complete until its torn down, he
says.
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Appendix 3: A Stray bottle rocket blinds a child Whos to Blame?
For years, Kennon and Betty Peterson threw a party at their house in
Picayune, Mississippi, on New Years Eve. But that tradition would end in tragedy.
Before the bash one year, Kennon bought a large supply of firecrackers, bottle
rockets, Roman candles and aerial sparklers from nearby Joeys Fireworks. The
Petersons also asked their guests to supply extra fireworks for the nights finale.
Among the neighbors invited was Mary McMillen, who lived across the
street. She brought along her seven year old grandson, Brandon Keith, who was
By the time every one had arrived, the Petersons traditional bonfire was
beginning to blaze in the front yard. Later that evening, the younger kids waved
sparklers. But the highlight of the bash came when everybody, children included, set
off the fireworks. The fun lasted until shortly after midnight, when the party came to
a close.
The next morning, trash covered the Petersons yard. The revelers had also
dropped unused and spent fireworks all over the property. Bettys sister, Mae
Langston, helped Kennon get rid the mess, throwing trash and some fireworks that
had never been lit-into the still smoldering bonfire. Luckily, none of them ignited.
In the mean time, two of the Petersons sons, ages eight and seven, played in
the yard while Betty took care of their one-year old son inside the house.
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Brandon Keith, who had stayed overnight at his grandmothers asked her if he
could go to the Petersons house. She said he could, so, said Brandon, he asked Betty
if it was okay for him to play in her yard. Brandon said that when he got her
permission, he joined the Peterson boys in their game of hide and seeks.
Betty Peterson testified that she didnt know Brandon was playing in the yard.
Kennon knew that his sons were in the yard, but he didnt keep track of where they
were. He also didnt know that Brandon had joined his sons.
When it was his turn to hide, Brandon ran to the far side of the thick
hedgerow that lined the Petersons driveway. Moments later, Kennon happened to see
Mae fooling around with the unused bottle rockets. She picked one up, lit it and
tossed it high in the air. The rocket flew up and across the driveway, falling behind
Within seconds, the adults heard a child scream, and they looked around in
confusion. No body realized that one of the children had been hiding behind the
shrubbery. The bottle rocket had hit Brandon in his right eye.
they were unable to get help. After picking up Brandons mother, Michelle, they then
drove to Childrens Hospital in New Orleans, where an eye doctor referred them to
nearby Charity Hospital. Doctors there finally operated on the boy. But it was too
Michelle Keith took the Petersons to court, arguing that the party throwers
should have been more cautious with the dangerous fireworks on their property. She
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claimed the Petersons should have known that children and fireworks dont mix.
Betty Peterson was aware that brandon was in the yard, after all, the little boy said
hed asked her permission to play there. She also knew that fireworks were scattered
around the property and that the other adults were looking for them.
This volatile combination should have put the couple on notice that an
accident could happen, Michelle Keith claimed, and that the children should have
been kept a safe distance from any unexploded fireworks. She also said the Petersons
smoldering fire, and by failing to warn Mae Langston to safely dispose of any fire
works she found in the yard. Brandon did nothing other than take part in a game of
hide and seek, but because of the Petersons negligence, he lost half his sight forever.
The Petersons argued that Brandons injury was a tragic but unforeseeable
accident. Neither Kennon nor Betty had any idea that Mae Langston would set off a
rocket. They also didnt know where Brandon was hiding nor did Mae, for that
matter. They argued they had exercised due care by having adults, not the children,
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Appendix 4: YOU BE THE JUDGE (October 2007)
A grandmother wants the right to see her grandson. The mother says
All Cindy Flynn wanted was to spend time with her grandson. But the babys mother,
The focus of their battle was Alices young son, Elias, born in May 2003.
Alice wasnt married to Eliass father, Cindys son Cory, who was serving time in an
Illinois state prison for the second time on a drug-related charge. Alice and her
Before her grandsons birth, Cindy had sent items for the baby to Alice and
tried to contact her, but Alice never responded. When Cindy heard about Eliass birth,
she sent Alice a card. A month went by before Cindy got a call from Alices mom,
inviting her over to see the baby. Aftar that, Cindy and her husband, Mike, began
Alice wasnt happy about the arrangement. She claimed to find Cindy very
intimidating and said she ignored her wishes. It bothered Alice, for instance, that
Cindy once referred to herself as Nana, a name she used with her goddaughter. Alice
requested that she be called Grandma Cindy, and she felt disrespected when her
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In June, Cindy and Mike joined the Henkel family at the babys Catholic
baptism. But the situation deteriorated that summer, when Cory, who had been
released from prison, filed a petition in family court for visiting privileges with his
son. Alice felt Cory wasnt the kind of person. Elias could respect when he got older
and wanted him out of the babys life entirely. Upset by Corys court filing, she
decided to call Cindy and tell her she couldnt visit Elias anymore.
When the child was barely seven months old, Alice got a court order requiring
supervision anytime Cory saw his son. Cindy asked the court if she could be the
After that, Cindy could see Elias only when Cory was present. Initially, visits
present in the fourby-four-foot room, the space allocated for the visits. Cory resented
having to see his son there, and when the venue was switched to Alices mothers
house, Cindy stopped accompanying him. She didnt want to deal with the growing
It wasnt until January 2006, when Elias was two and a half, that Cindy got
permission for four visits with her grandson over a two-month period. Cindy then
asked to have an hour each month with Elias but she was refused.
Finally, the two women found themselves before a judge in the county circuit
court. Cindy argued that she had a right to see her grandson and that Elias would
benefit from the visits. I just want to be part of Eliass life. Cindy told the circuit
court. He deserves it. Alice disagreed. She said she didnt see why it was important
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for Cindy to be involved in Eliass life. She pointed out that Cindy had chosen not to
attend all the allowed supervised visits with her son. Alice also had a problem with
Alice added that Cindy tried to take over during visits and that Cindy had
Eliass ears because of chronic ear infections. Finally, Alice said she didnt see how
Should Cindy have the right to see her grandson? You Be the Judge.
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