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CHAPTER 1

INTRODUCTION

Entitled “A Systemic Functional Linguistic Investigation of Interpersonal Meanings in Malay

Help-seeking and Help-providing Texts”, the current study intends to explore how

interpersonal meanings are realised in Malay advice columns.

The chapter starts with the background of the current study in which the research area

is described and related to the rationale of the study. Then, the chapter is continued with the

problem statement explaining how the current study is noteworthy. This is followed by

research questions underlining the study, the significance of the study and delimitations.

1.1 Background of The Study

1.1.1 Research Area

The current study is an investigation of Interpersonal meanings in Malay advice

columns from the perspective of Halliday‟s Systemic Functional Linguistics (henceforth

SFL). Texts from Malay advice columns taken from a local health magazine, Rapi, are

investigated.

Following Systemic Functional Linguistics, meanings can be grouped into three

types or functions; textual, interpersonal and ideational (Halliday, 1994; Thompson, 1996;

Bloor & Bloor, 2004; Eggins, 2004). While the textual metafunction and ideational

metafunction are concerned with the use of the clause as message and clause as

representation respectively, the interpersonal metafunction deals with the clause as exchange

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(Halliday, 1994; Halliday & Matthiessen, 1997; Halliday & Matthiessen, 2004). Through the

system of Mood and Modality that are the main sources of clause as exchange, language

users are enabled to institute interpersonal relations with one another. Since the Interpersonal

metafunction is about reader-writer or speaker-listener relationships, judgment and attitude

(Halliday, 1994; Halliday & Matthiessen, 1997; Halliday & Matthiessen, 2004), out of the

three metafunctions, Interpersonal metafunction is made the focus of the current study.

Advice columns are the written medium of advice giving session or what is referred

to as “helping” in the field of counselling and therapy. Since the element of helping is

prominent in these columns, they may be viewed as rich sources for Interpersonal meanings.

In this study, letters that are written by the readers to the magazine are called “help-seeking”

texts and the replies from the experts are “help-providing” texts. The interaction between the

readers and the experts is explored to unearth the way the Interpersonal relationship is built

between these interlocutors.

1.2 Statement of Problem

1.2.1 Advice Column As A Form of Helping

“Helping” is the term widely used in counselling and therapy which loosely refers

to advice, suggestions and solutions offered by another person (Cormier & Nurius, 2003;

Okun & Kantrowitz, 2014). The person who seeks for help in the form of advice is referred

to as the “helpee” and the person who offers the advice is referred to as the “helper”. In

dealing with life challenges, seeking for help from others is a normal occurrence. Concurrent

with seeking for help, offering help in the form of advice is also a regular activity in

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everyday conversations. Together, both seeking for help and providing for help build a kind

of relationship described as helping process.

This process may occur in informal settings between close companions and it may

also be in institutional settings with the involvement of professional helpers.

Helping process in the informal setting is what Locher (2006) termed as everyday

advising which involves helpees asking for advice and non-professional helpers offering the

advice. In her study, intimacy is fundamental in everyday advising in which help-seeking is

not necessarily meant to seek advice only but to establish affinity also. Helpers in this setting

are normally close friends or acquaintances. Contrary to Locher‟s (2006) view, Okun and

Kantrowitz (2014) describe non-professional helpers as those who are not merely close to the

helpees. According to Okun and Kantrowitz (2014), non-professional helpers are those who

do not have formal training as helpers but develop their skills through seminars and

meetings. These helpers include supervisors, teachers and volunteers.

As for the institutionalized settings, helpers are certified psychological experts,

counsellors and those who have received formal training in the field of psychology (Okun &

Kantrowitz, 2014). Interestingly, Okun and Kantrowitz add another group that is also

regarded as professional helpers called as generalist human services workers. Helpers from

this group include probation officers, substance abuse counsellors, youth street workers,

hospice workers and psychiatric technicians (Okun & Kantrowitz, 2014).

Aside from these settings, the helping process also occurs in face-to-face and non-

face-to-face settings (Locher, 2006). While the face-to-face helping process can generally be

understood as having both the help-seeker and help-provider sit together throughout the

session, non-face-to-face helping process is the more atypical one where the help-seeker and

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help-provider do not meet or see each other. Examples for this are radio advice programs and

advice columns in written form.

Much attention has been given to the face-to-face helping process. Such studies

include the implementation of the client-centered approach in handling school teenagers‟

emotional issues (Mohammed, Jamaludin & Zainudin, 2004), the investigation of client

resistance in couples counselling (Muntigl, 2013), the study of approaching men-related

health issues (Neukrug, Britton & Crews, 2013), the investigation of resilience level among

the survivors of hurricanes Katrina and Rita (Lambert & Lawson, 2013), the study of

techniques and strategies in multicultural counselling (Hanna & Cardona, 2013) and the

study of helpee‟s account of hope during the early helping session (Larsen & Stege, 2012).

Similarly, past studies focusing on the non-face-to-face helping process, particularly

the help-seeking and help-providing in advice columns, have been growing as well.

Despite the growing popularity of careers related to psychology, Locher (2006)

stated that many are still reluctant to ask for help in the form of advice from therapist,

counsellors or psychiatrist. This situation rings true in many Asian countries too. Thus, to

compensate for the dreaded face-to-face helping session, advice columns receive more

attention. Besides that, anonymity is maintained in advice columns which puts the helpees at

ease in revealing sensitive matters related to health and psychology. This maintenance of

anonymity is made possible through the use of pseudonyms either by the helpee or helper or

both (Locher, 2006). This can be observed in the column “Lucy Answers” used by Locher

(2006) in which the helper is referred to as Lucy and the helpees may use other pseudonyms

of their choice to protect their identity.

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Another factor that makes advice column a more appealing form of help to people

is the public nature of the exchange. Although letters to the advice columns are naturally

personal interactions between the helpee and helper, the letters are then published for larger

audience (Locher, 2006; Hoffmann & Locher, 2006). The advantage of this is that the other

readers can relate to the same problem raised by the helpee without having to reveal any

information. This turns the readers to be indirect helpees who also benefit from the help

given by the experts. In addition to that, although readers do not make connection with the

problem raised, they are still interested to read to know what difficulties others are facing.

This is in line with Locher‟s (2006) claim that people are naturally curious.

As a form of help, advice columns are different than the face-to-face helping

process. Since helpees and helpers interact using letters, advice columns are presented in a

„dyadic nature‟ in which both the helpees and helpers have only one turn of exchange

(Locher, 2006). Consequently, this makes advice columns a fuss-free resource for help. In

advice columns also, helpees are the one who initiate the helping process which means

advice from the helpers is foreseen. The anticipation of advice coming from the helpers

makes the helping process a less threatening one (Shaidatul, 2012).

1.2.2 Advice Column As A Form of Media Discourse

The first English advice column was introduced centuries ago by John Dunton in The

Athenian Mercury newspaper (Kippist, 2010). Since then, numerous research has been

carried out on advice columns. The many studies conducted show that for decades, advice

columns have been accepted and used as a form of media discourses These studies explore

many features of advice columns including the content and issues, construction of roles,

transitioning to electronic advice columns and linguistic features.

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Among the studies, some have been done to explore the content and issues discussed

(McCabe, 2005; Asera, Bagarukayo, Shuey &Barton, 1997), human psychological aspect of

advice columns (Kistnasamy, 2006), the construction of sexualities (Jackson, 2005),

professionalism and help-seeking processes (Sumpter, 2010; Joyce & Weibelzahl, 2006) as

well as the nature and role of legal advice given (Gies, 2004).

Based on the literature, most of the content and issues in advice columns are

concerning sexual issues and appearance as well as health concerns. McCabe (2005)

explored advice columns in four teenage magazines and found that sexual issues and

appearance are the main concerns raised in the columns. Since the audience for these

magazines are teenagers, it is assumed that the help-seekers are also teenagers. In her study,

McCabe concluded that these issues are common concerns among teenagers since they are

transitioning from childhood to adulthood and hence, the concern for sexual issues like

protection, menstruation and body image.

The other study by Molnar et.al (1999) found that medical columns in newspapers are

possibly hazardous despite the popular assumption that they a good source of health advice.

The data were from 50 random medical advice columns catered for the elderly and these

were analyzed using a scoring system by five geriatricians. In addition to that, an earlier

study by Dibner (1974) reported that newspaper advice columns serve primarily as

psychological health resources and also an avenue for the help-seekers to state opinions and

shift the blame to others for their problems.

The other feature studied in advice columns is the construction of roles by the advice

provider. Gies (2004) did a study on the subject of divorce and the data were obtained from

both printed women magazine and online advice column for divorce-related issues. In the

study, it was found that the distinction between the experts and the website users is hardly

present in online advice column. This is due to the tendency of web users to rely heavily on

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another user‟s experiences of divorce. These help-providers are coined as “DIY lawyers” in

cyberspace by Gies (2004). Aside from that, Locher and Hoffmann (2006) also carried out a

research using an American online advice column called “Lucy Answers”. Interestingly,

behind the constructed identity of a fictional advisor, Lucy, there are a group of actual health

experts that use seven strategies in offering advice to the readers. Using the pseudonym

“Lucy”, these health experts respond to the various problems posted by the readers.

Traditionally, advice columns are presented in printed form in newspapers and

magazines but along with modernity, electronic advice columns are used extensively also.

This led to a few studies on online advice columns done by Gies (2004), Locher (2006) as

well as Harvey, Locher and Mullany (2013). As mentioned earlier, Gies (2004) conducted a

study comparing the kinds of legal advice in printed advice columns and electronic device

columns. It was found that the legal advice provided in advice columns may soon be replaced

by online advice experts despite the uncertainty of the effectiveness of advice offered by

“DIY lawyers”. Meanwhile, Harvey, Locher and Mullany (2013) carried out a study using

two internet advice columns concerning the issue of sexual health among youths. In contrast

to Gies (2004), the findings of this study show that medical advice from online advice

columns are reliable since the columns are run by a group of medical experts. As claimed by

Harvey, Locher and Mullany (2013), this has introduced a new means for the new generation

who are reluctant to seek professional health in a face-to-face setting.

The other feature investigated in studies on advice columns is the choice of linguistic

features either by help-seekers or help-providers or both. These include the use of directives

in advice columns (Shaidatul, 2012), the use of different advice moves and modal verbs by

advice writers and its implications on the readers (Liao & Liao 2009). Aside from these

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studies, there are also studies on advice columns done from the lens of SFL (Wong, 2009;

Zeng, 2009).

It is mentioned in the previous section that “helpee” is the one who needs advice and

“helper” is the one who offers advice. However, since the current study focuses on non-face-

to-face helping process, specifically, advice columns, the terms proposed by Wong (2009)

are deemed more fitting. Wong (2009) refers to the letters written by the readers as “help-

seeking texts” and the replies from the experts or the columnists as “help-providing texts”.

Therefore, the current study replaces the term helpees and helpers with the terms derived

from Wong‟s (2009) work namely the “help-seeker” referring to readers who write to the

advice column and the “help-provider” referring to columnists who write for the advice

column.

1.2.3 Interpersonal Meanings in Advice Columns

Wong (2009) has worked with Interpersonal meanings realised in English advice

columns and found that there are shared patterns of mood choice and modality realisations

that compose help-seeking and help-providing texts while Zeng (2009) conducted her study

on English online advice column by looking at the Interpersonal metafunction and its

extension which is Appraisal theory. Meanwhile, a study of advice moves and modal verbs

has been carried out by Liao & Liao (2009). This study is not grounded in SFL but the modal

verbs analyzed are similar to Halliday‟s modal finites which are the resource of modality

realisation in SFL (Droga & Humphrey, 2002, p.73). It was also found in Liao & Liao (2009)

that these modal verbs carry interpersonal meaning; a display of writer‟s attitudes towards

their message.

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Of all the works mentioned, none was done using the Malay advice column as a genre

of media discourse. Therefore, the current study intends to fill the gap by studying Malay

linguistic forms in helper-hepee communication. Many studies investigating English advice

column have been found but the ones grounded in SFL are still few whereas the study of

advice columns in the Malay language using SFL has not been found. Wong‟s (2009) work is

closely related to the proposed study but the data used were in English. This shows that

studying interpersonal meanings in advice columns in Malay from the perspective of SFL is

relatively new and deserves studies on its own. Therefore, the proposed study will investigate

how Interpersonal meanings are realised in Malay help-seeking and help-providing texts by

borrowing the same terms used by Wong (2009) but the data are obtained from advice

columns written in the Malay language.

1.2.4 SFL in Malay Language

The need to study Malay texts from the perspective of SFL is derived from a few

prominent studies investigating meanings in non-English languages. Although SFL has been

frequently claimed as English-centred (Banks, 2010), it has started to give attention to studies

of other languages since the last few decades. One of the earliest studies is SFL in Tagalog

(Martin, 1981) and the trend is continued in Pitjantjatjara (Rose, 2006), Brazilian Portuguese

(Vian Jr, 2008), Portuguese (Monteiro, 2008), Japanese (Naganuma, 2008), Spanish

(Ignatieva, 2008), French (Banks, 2010), Javanese (Adawi, 2011), Indonesian (Susanto,

2009; Sujatna, 2012) and Malay (Idris, 2000; Idris, 2008). Despite these works, SFL in other

languages other than English is still at its infancy especially in Malay. Among the works

mentioned, Idris‟ works in Malay are closely related to the proposed study. In addition,

Martin‟s work on Tagalog (1981) as well as Susanto (2009a, 2009b, 2009c, 2011) and

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Sujatna‟s (2012) studies on Indonesian are also closely related since these two languages are

in the same language family (Austronesian) as Malay.

In relation to Interpersonal realisations through modality use in the Malay language,

Asmah‟s (2008, pp.200-216) description of Malay grammar is closely related to Droga and

Humphrey‟s (2002, p. 73) description but Asmah‟s (2008) proposed modality realisations in

Malay or Kata Kerja Modalitas are not ranked. This might pose a problem to identify the

speakers‟ power relationships and affective involvement (Eggins, 2004, p 185). Hence, the

current study will draw on the findings of Asmah and attempt to outline modality in Malay in

terms of degree of probability, usuality, obligation and inclination (Eggins, 2006, p. 173;

Droga & Humphrey, 2002, p. 73). Therefore, the noteworthiness of this study is in terms of

sorting Kata Kerja Modalitas into different ranks (high, median, low) in order to substantiate

Asmah‟s model of mood choice and modality realisations in Malay language. This

subsequently, will further support the trend of studying non-English languages from the

viewpoint of SFL. Specifically, the current study also establishes more ground for the study

of Malay language from the lens of SFL.

1.3 Significance of The study

The significance of the current study is to contribute to the improvement of

effective communication between help seeker and help provider through the system of

mood and modality in the Malay language. Since an advice column is a form of help-

seeking and help-providing process with the absence of non-verbal features, help-

providers need to use the appropriate linguistics features to suit the delicate nature of

help-seeking and help-providing interaction. Specifically, the findings may be of

significance to professionals who are involved in advice seeking and advice providing

settings such as teachers, consultants, counsellors and doctors.

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1.4 Research Questions

The main purpose of this study is to investigate the way Interpersonal meanings

are realized in Malay advice columns manipulating both help-seeking and help-

providing texts. The aim of the study is to look into the way the Malay language

expresses Interpersonal features namely Mood and Modality. Based on the aim, the

following questions are formulated:

Q1 What are the Mood choices realised in the Malay help-seeking and

Malay help-providing texts?

Q2 What are the Modality features realised in the Malay help-seeking and


Q3 How do mood choices and modality features describe interpersonal

meanings in the Malay help-seeking and Malay help-providing texts?

1.5 Delimitations

The proposed study draws on data from the section entitled “Tanya Pakar”

which is labelled as “Motivasi” (motivation) out of four themes including “kecantikan”

(beauty), “pemakanan” (diet) and “apa sahaja” (general matters). This study uses a small

corpus under the theme of motivation. Hence, Modality and the Mood choices that are the

sources of Interpersonal meanings might be different from the ones used in the other

three themes. Further studies may look at these other themes.

Other than that, the gender factor is not taken into consideration in this study.

Since women and men have distinct ways of using linguistic resources (Talbot, 2010),

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Interpersonal meanings in the Malay help-seeking and help-providing texts might be

realised differently as well. Therefore, future researchers may also look at the role of

gender in realizing Interpersonal meanings in advice columns.

1.6 Chapter Summary

The first chapter has given the introduction of the current study. First, the background of

the study is presented and this is followed by the rationale of conducting the current

study. Then, the chapter also justifies the noteworthiness of the study through problem

statement and significance of the study before closing it with delimitations and

suggestions for further research.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

In this chapter, a body of literature is formed by highlighting the earlier works done from

the lens of SFL. The chapter starts with a brief introduction of the development to the

framework of SFL. Then, the chapter is continued with the application of the framework

to various text analyses in various fields and languages. This is followed by a look into

past studies using the framework of Mood and Modality across different languages which

is related to the current study. Finally, the chapter ends with a chapter summary.

2.1 Halliday’s SFL

The history of language studies goes back to as far as the Ancient Greece but it

began to be given an academic importance by J. R. Firth (Sampson, 1980). Firth began

his works on language with phonetic and phonology and then he started to draw

principles on meanings. Subsequently, his principles were applied to syntax by a few of

his followers including prominently, Michael Halliday, which was then developed into

„systemic grammar‟ (Sampson, 1980, p.227).

Throughout the history, there have been two differing perspectives of theories in

grammar. One treats language as a set of rules and the other, as a resource (Sampson,

1980). The latter is adopted by Halliday with the introduction of Systemic Functional

Grammar in 1985 (Mohammad & Firooz, 2008). According to Halliday and Mathiessen

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(1997), the limitation of traditional grammar is that it considers language as a set of rules,

making the sentence as the basic unit and therefore, studied in isolation without taking

context into account (Halliday & Matthiessen, 1997). In addition to that, it is rigid and

highly influenced by European languages (Halliday & Matthiessen, 1997, p.1).

Responding to this issue, the SFL theory was first started on the grammar of Chinese as a

response to the need of a theory that is applicable to non-European languages which is

then continued to be applied in many fields (Halliday & Matthiessen, 1997, p.3).

The SFL theory focuses on making meaning based on context. It is believed that

people are constantly making meanings through the systematic organization of thoughts

and ideas. Similarly, Halliday theorizes that there are three kinds of meanings, namely

interpersonal, ideational and textual, that occur simultaneously and these meanings are

referred to as Interpersonal metafunction, Ideational metafuntion and Textual

metafunction respectively (Halliday & Matthiessen, 1997; Halliday & Matthiessen, 2004;

Thompson, 2014). To illustrate this relationship, Figure 2.1 and Table 2.1 are shown

below:

Figure 2.1: Dimension of The SFL Model (Rose, 2006)

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Table 2.1: The Kinds of Meanings in A Clause (Thompson, 2014, p.34)

Type of

structure

Did you take her calculator just now

Experiential Actor Process Goal Circumstance

Interpersonal Finite Subject Predicater Complement Adjunct

Textual Theme Rheme

In Figure 2.1, it can be seen that Interpersonal, Ideational and Textual

metafunctions occur in a synchronous manner. Therefore, when ideas are formed, they

are organized with these three kinds of meanings embedded in them. Table 2.1 shows a

further depiction of this phenomenon by using a sample of a clause. It can be seen that

one clause elicits three kinds of meaning which are experiential, interpersonal and

textual.

Despite the simultaneous occurrence, text analysis can also be conducted to

analyze the metafunctions separately. The current study intends to do the same by

focusing on the Interpersonal meanings in texts. This is shown in Figure 2.3 below:

Figure 2.2 A System Network of Mood Choices (Thompson. 2014, p.38)

When the purpose of the analysis is to explore a particular kind of meaning in

depth, a clause is looked into independently. In the current study, the analysis focuses on

the Interpersonal meaning, following the system network of Mood choice as shown in

Figure 2.2. Halliday and Matthiessen (1997) state that Interpersonal analysis is concerned

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with the mood choices that uncover the speech functions for individual clauses depending

on features shown in Figure 2.2. One of the features, Finite, is a rich element of

Interpersonal meaning. “Any Finite is inherently positive or negative in polarity,”

(Thompson, 2014, p. 68). “However, semantically there are also immediate stages –

points between „yes‟ and „no‟ such as „maybe‟ or „sometimes‟ or „supposedly‟ – that are

expressed by modality” (Thompson, 2014, p. 69). The Finite shows polarity in indicating

whether a message is positive or negative but there is also a realm between positive and

negative which is realised by the Modality. The Modality features that reside this realm

are a rich source to uncover the interpersonal meanings in judgment, attitude and

interpersonal relationship between interlocutors. Since interpersonal meanings are

concurrent in advice giving phenomenon, exploring the Mood and Modality system in

help-seeking and help-providing texts has the potential to provide richer understanding of

the said phenomenon.

2.1.1 SFL Research in English

Based on the literature, a few studies have been carried out to analyze

educational texts. Among the studies is the analysis of Transitivity on a chemistry

text to bring out the construction of knowledge in scientific texts through clause

complexing (Sriniwass, 2006). The findings show that Paratactic Extension and

Hypotactic Enhancement are highly significant in knowledge construction while

Finite Hypotactic Elaboration was significant for the element of Elaboration

(Sriniwass, 2006). According to Sriniwass (2006) also, understanding the

grammatical patterns and strategies in the construction of knowledge is not only

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valuable for linguists but also for learners in comprehending the complicated

content of chemistry texts.

Continuing this trend of analyzing chemistry text from the functional

perspective, Ahmad (2013) also carried out a multilayered analysis of interpersonal,

ideational and textual metafunctions. The findings of Transitivity investigation

show that material processes are used the most in the chemistry text. This is

complementary with the “practical” and “technical” features of general scientific

texts (Ahmad, 2013). As for the Mood and Modality analysis, the chemistry text is

concluded as objective with the slight use of modality expressions, indicating that

the text contains less personal judgment (Ahmad, 2013). In addition to that,

cohesion devices are used extensively, highlighting the academic nature of the text

and making the information more complete (Ahmad, 2013). Another finding worthy

of note in Ahmad (2013) is that the dominating number of clauses compared to the

number of sentences used in the text shows high grammatical intricacy index. This

implies that the information conveyed in the text is more complete due to the high

use of clauses (Ahmad, 2013).

Another study in the same field was carried out to analyze Asian EFL

(English as a Foreign Language) and ESL (English as a Second Language)

students‟ writings Lu (2013). 60 English essays by 30 Singaporean students with

English-speaking background, 17 Singaporean Chinese-speaking background and

30 Republic of China students are analyzed using the SFL framework and

prominent features of English writing are observed. The analysis of Mode, Field

and Tenor show that the difficulties faced by the students include the inability to

integrate formal features of academic essay (Lu, 2013). Lu (2013) has also raised

some pedagogical considerations based on SFL framework which include the

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teaching of appropriate thematisation, personal pronouns and modality features,

nominalization as well as clausal relations.

Aside from educational texts, SFL framework has also been used to analyze

narrative texts. One study of such nature was conducted by Kittrell (2013) on four

English short stories to draw out the meaning of pronoun “You” as used in the texts.

One unique feature of this study is that the texts are written in second-person

narrative mode in which the pronoun “you” in the texts is used to refer to the

audience of the texts. Consequently, the audience is made as the protagonist of the

story. Based on the Transitivity analysis of the narratives, it was found that the

pronoun “you” plays several roles including hero, antihero, emotional being,

speaker and decider (Kittrell, 2013). It is generally known that readers are made to

participate in the storyline of second-person narratives. Therefore, it is believed that

Kittrell‟s (2013) study would yield interesting findings also if Mood and Modality

analysis had been carried out since pronouns carry substantial meanings

interpersonally.

Interestingly, SFL has also been used to study religious texts. One of the

studies found is an investigation of the relationship between text and context in

biblical texts, the gospels of Matthew, Mark and Luke (Graber, 2001). In his study,

Graber (2001) looks into the three kinds of meanings, namely the Experiential,

Interpersonal and Textual meanings, by exploring the realization of grammatical

structures in the narrative texts. It was found that the Field of the three texts are

different in which Matthew is an explanation as to why Jesus‟ words are understood

and accepted but at times not (Graber, 2001). Whereas, the Field of Mark and Luke

is particularly Jesus‟ teaching and instruction which in turn, requires for further

teaching (Graber, 2001). As for the Tenor, Mark is the least formal with the highest

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degree of contact, lessening the social distance between the evangelist and the

audience (Graber, 2001). This is followed by Matthew and lastly Luke (Graber,

2001). As for the Mode, the variations are related to the Tenor. It was found that

Luke‟s text is the most compact and the least interactive of the three while

Matthew‟s text is the median and Mark‟s is the most interactive text with more

spoken characteristics (Graber, 2001).

Aside from Christianity, an SFL analysis for Hindu narrative text has also

been carried out. The analysis on two retold versions of Mahabharata by Sriniwass

(2014) was conducted ideationally and it results in rich and intricate findings. From

the analysis, Sriniwass (2014) found that ideationally, meanings are presented

congruently and metaphorically. Lexicogrammatically, catenative verbs are

deployed in presenting a series of events, whereas mood and comment adjuncts are

used in the text bring out the appraisal and judgment meanings (Sriniwass, 2014). In

addition to that, textual adjuncts are used for coherence while circumstantial

adjuncts of time, place and manner amplify the meanings realized by process types

and participants (Sriniwass, 2014). Another notable finding from the analysis is that

certain actions result in symbolic meanings through which cultural, religious and

spiritual ideologies are understood.

In addition to religious texts, there is also a study done on political texts.

This study is a Transitivity investigation on two magazine editorials from different

publications (Ruddick, 2008). Both political texts are addressed to the prominent

politicians of higher power status at the time the texts were published. The two texts

are analyzed in the aspects of process types, Actor and Participants (Ruddick,

2008). The noteworthiness of this research is that it shows the Transitivity

framework as an effective tool to draw out the writers‟ strategies in either

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manipulating or convincing the readers to their ideology. In addition to that, the

analysis of process types uncovers the way the readers are driven to take either a

positive or a negative outlook of the ideas conveyed by the writers (Ruddick, 2008).

2.1.2 SFL Research in European Languages

A few studies have been found using SFL framework on French and

Spanish. Among the earliest studies conducted using the SFL framework on French

is by Caffarel in 2004 (Banks, 2010). Caffarel attempts to carry out a

metafunctional analysis to French and the results show that textual and ideational

metafunctions are existent in French but Interpersonal metafunction is not

observable. In her later works, she introduces an approach to analyze the

interpersonal meanings in French with the Negotiator and Remainder framework

(Caffarel, 2007 as found in Banks, 2010). Although this varies from the usual

Subject and Finite framework used in English, her method of exploring

Interpersonal meanings in French is in line with Matthiessen and Halliday‟s (2009,

p.13) account that is “...no system is functionally similar enough to suggest that it

should be called by the same name.”

Responding to Caffarel‟s works, Banks (2010) conducted an analysis

using the Negotiator and Reminder framework on French. According to Banks

(2010), this framework contradicts the Subject and Finite framework because

Caffarel (2007) suggests that Negotiator is made of Subject, Finite and Residue. In

English interpersonal analysis, there are two elements in a clause that are Mood

Block, that contains Subject and Finite, and Residue that houses the other elements

in the clause that are not Subject and Finite (Thompson, 2014). Despite this

contradiction, Banks (2010) found that both frameworks are applicable to English

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and French interchangeably. This conclusion is essential to the current study since

Banks‟ (2010) analysis has encouraged a new prospect of looking at Interpersonal

metafunction in non-English languages.

As for Spanish, a metafunctional study has been carried out by Ignatieva

(2008). The study was done on two sets of texts of question-answer (QA) and essay

genres written in Spanish by two Spanish college students to uncover the functional

components of the two genres (Ignatieva, 2008). Based on the SFL analysis,

Ignatieva (2008) found that the QA texts were produced with structural simplicity

with very minimal use of complex Themes. This genre also employs the impersonal

style with the scarcity of Interpersonal meanings. As for the process type, this genre

dominantly employs Verbal Processes which results in the colloquial style of

writing. Meanwhile, the opposite is observed in the essay genre. The frequent use of

interpersonal resources, complex Themes, multiple Themes, grammatical

metaphors and Relational Processes indicate a more complex style of writing in

Spanish. This genre also has a more interactive tone, elaborate and abstract style

compared to the QA genre (Ignatieva, 2008).

Substantiating her earlier findings, Ignatieva (2012) carried out another

SFL analysis on Spanish to classify academic texts according to three groups

namely poor, good and these two types of texts are compared with the model texts.

Similar to her earlier findings, the results from the analysis show that successful

academic texts have the high tendency of using complex Themes and grammatical

metaphors as well as high lexical density (Ignatieva, 2008). Her findings for both

analyses are important to be weighed in developing pedagogical considerations.

22

2.1.3 SFL Research in Asian Languages

As for Asian languages text, research on Japanese and Indonesian has been

found. For the application of SFL framework on Japanese, a study has been

conducted on an English narrative text and the Japanese translated version

(Naganuma, 2008). Aiming to emphasize the similarities and differences of the

language for the source text and the target text, Naganuma (2008) focuses this study

on the translation of personal pronouns. According to her, literal translation of

Japanese pronouns might be feasible to be carried out but this becomes a problem

later due to the differences in context. Based on her findings, it can be concluded

that Japanese textual resources for reference of participants do not depend highly on

personal pronouns (Naganuma, 2008). In her analysis, there is a considerable

amount of pronouns reduction due to ellipsis. This shows that even with the similar

grammatical resources in the source text as well as the target text, both English and

Japanese have distinct way of employing these resources (Naganuma, 2008).

A few studies have been done to study the functional aspects of Indonesian.

Among the studies found, Susanto (2009) has provided a description of verbal

groups in Indonesian based on the three metafunctions. According to Susanto

(2009), the experiential and logical structures exist in Indonesian verbal groups but

the interpersonal structure is non-existent due to the absence of Finite element. He

added that with the absence of Finite concept, clause as exchange cannot be applied

in the Indonesian verbal group. Since Indonesian in the same language family with

Malay, it is expected that these two languages share grammatical elements.

However, this description of Indonesian verbal group is different than Asmah‟s

(2008) description of Malay grammar. In Asmah (2008), Interpersonal metafunction

23

is still applicable on Malay language since Mood type are determined by the

position of Subject and Predicator, unlike Subject and Finite in English as well as

Indonesian.

Another attempt of applying the three metafunctions on Indonesian was

done by Sujatna (2012). According to her, only clause as message and clause as

representation are applicable to Indonesian. Sujatna‟s (2008) claim here with the

justification that there is an absence of Finiteness in Indonesian resonates Susanto

(2009). To substantiate Susanto (2009), Sujatna adds that the word “there” in

English has similar function as “ada” in Indonesian. Both words have no

representational meaning but they are used due to the need of a subject in a clause.

Interestingly, this concept is also similar to Malay word “ada” which is positioned

as subject but without semantic content (Asmah, 2008).

2.2 Research into The Mood and Modality

2.2.1 Analysis of English Text

A considerable amount of literature has been found, indicating that

conducting text analysis in English from the lens of Interpersonal metafunction is

an established practice. Kristianto and Wulandari (2014) studied the realization of

modality and its influence on power relation in several English Indonesian

editorials. This media discourse analysis produces numerous findings. Based on the

findings, the common use of low and medium obligation by the editors in insisting

demands to the ruling political bodies shows the different power status between the

editors and the ruling government (Kristianto & Wulandari, 2014). According to the

24

researchers, suggestions are still made firm by using low and medium obligation,

even without using high modality resources (Kristianto & Wulandari, 2014). As for

the commoners, the most obvious modality resources used are of high probability

and obligation which suggest that the editors‟ propositions have a considerable

amount of truth and higher authority compared to the commoners (Kristianto &

Wulandari, 2014). These two ways indicate the deployment of different modality

resources for the audience of differing power status.

In addition to that, another study of linguistic choices on media discourse

has also been found. Utilising a multidisciplinary approach, Sindoni (2014) used the

English translated blog posts belonging to the Nobel Prize winner, Malala

Yousafzai as her data. Although Sindoni (2014) researches the linguistic and

multimodal choices of the texts, this review however, only focuses on the Modality

realisations of her analysis. Sindoni (2014) found that the posts have low

modulation and modalization. High modal finite “must” and “should” only once

whereas “would” and “will” are used most but as temporal operator, not showing

median value of modal finite. The use of low modality markers indicates that the

blogger is inclined to provide information and narrate a sequence of events without

attempting to manipulate the content (Sindoni, 2014). Sindoni also added that the

pattern of low modulation and modalization indicates the speech of a child. This

can be compared to the current study in which the interactants are adults and

teenagers.

Another use of Mood and Modality text analysis is in the realm of politic

that is exhibited by Ye (2010) who carried out an Interpersonal investigation of a

presidential speech. There are three notable findings based on the analysis of Mood

choices and Modality realisations. Firstly, Ye (2010) claimed that there is a frequent

25

use of declarative clauses of positive polarity when the purpose is to deliver

information and to be convincing. Secondly, the high use modal finites like “will”

and “must” show determination and to exert authority (Ye, 2010). Thirdly,

pronouns “we” and “you” are used in a specific pattern to establish an intimate

dialogic interaction and to increase persuasiveness through the inclusivity of the

speaker (Ye, 2010). This makes the president more appealing to the audience. It is

expected that the same findings are yielded for the current study, considering power

exertion, persuasiveness and intimacy are important elements in advice giving.

The next study is done on the interpersonal meanings through the Mood and

Modality system in two English translated texts of Sun Tzu‟s The Art of War (Fang,

Song & Wu (2008). This comparative analysis focuses on the effect of translator‟s

cultural background and purpose of translating the texts. Following the framework

of Halliday and Matthiessen (2004), the results show that there is a huge difference

in the mood type and modality expressions used in both texts. The

lexicogrammatical choices in the two texts also show the intentions of the

translation; one is to be more appealing to the readers and the other one is to be as

close as possible to the source text (Fang, Song & Wu, 2008). However, Fang, Song

and Wu (2008) concluded that this difference in choices should be the determinant

of the quality of translation.

In the educational field, a study has been carried out by Meiristiani (2011) to

explore the tenor in spoken texts in an English Textbook used in Indonesian

schools. Concerned with the appropriateness of model texts used in developing the

students‟ communicative competence, Meiristiani (2011) conducted a Mood and

Modality investigation on the spoken texts to explore the tenor of the interactants in

the textbook. Employing the descriptive qualitative method, the results yielded

26

show that there is a variety of equal and unequal power status between the

interactants. The varied social distances are also indicated by frequency of contacts,

affective involvement as well as the language formality (Meiristiani, 2011).

Another finding worth mentioning is the evidence of inappropriate interpersonal

realization in the analyzed texts. According to Meristiani (2011), the discovery of

the inappropriate tenor is observed through the analysis of mood choice and lexical

items used which are not suitable considering the formality and affective

involvement between the interactants.

2.2.2 Analysis of European Languages Text

Based on the literature stockpiled, not many studies have been found for

European languages. One of the two studies is the analysis of Mood in Portuguese

translated e-mails between customers and the staff of a mould company (Monteiro,

2008). In the company, e-mails containing instructions of product corrections by

customers in English are translated in Portuguese for the company staff but this has

resulted in some idiosyncrasies due to the changes in mood type (Monteiro, 2008).

The e-mails which have been translated in Portuguese were analyzed to investigate

the interpersonal communication between the interactants and the role of the

mediator who is responsible for the translation and to what extent it influences the

demand of goods and services. From the findings, although the target texts contain

more commands compared to the source text, the target texts actually use less

imperative mood type and more polite forms compared to the source texts

(Monteiro, 2008). It shows that the mediator is assumed to take the role of the

customers with more politeness but at the same time, the mediator exerts his or her

power, assuming the role of a superior by indicating more commands than

27

originally done by the customers (Monteiro, 2008). It is notable that power is

established regardless of the amount of politeness used.

Another study is found on the extension of Interpersonal metafunction that

is the Appraisal theory in Brazilian Portuguese (Vian Jr, 2008). Focusing on the

resources of Graduation, Vian Jr (2008) uses a narrative text in Brazilian

Portuguese to explore the evaluative stances in the language through

lexicogrammatical items. He concludes the findings by proposing an Appraisal

System which is based on the interrelation of several elements which are Subject,

Context, Appraised Item and Other (Vian Jr, 2008). In comparison to the Appraisal

theory proposed by Martin and White (2005), Vian Jr (2008) claims that all

categories of the theory are applicable to Brazilian Portuguese with some addition

of lexical aspects and inflections that are not observed in English.

2.2.3 Analysis of Asian and Middle Eastern Languages Text

In a couple of decades, there has been an increasing amount considerable

amount of literature on Interpersonal meanings in Indonesian. Among the works

found, Priyanto (2008) conducted an analysis of the tenor maintenance in a

translated presidential speech. The study used the script of President Obama‟s

speech which was delivered orally at Cairo University as the source text and its

translation in Indonesian which was uploaded on the website of United State

Embassy as the target text. In his study, Priyanto focused on the three resources of

appraisal namely affect, judgment and appreciation. It was found in the study that

there are shifts in lexicogrammar but these shifts do not affect the maintenance of

tenor (Priyanto, 2008). Drawing a finding from the affect resource, the attributive

relational process used in the source text is shifted to mental process in the target

28

text (Priyanto, 2008). However, this shift is considered minor and does not

significantly influence the tenor since the shift is due to the grammar of Indonesian

that does not signify the difference in processes in certain clauses (Priyanto, 2008).

Another minor shift in Priyanto (2008) which is the omission of modalities in

the translated text was also noted but interestingly, the omission does very little

change to the tenor. This investigation is noteworthy since it explores the effect of

different mood and modality realization in translation. Although the current study

does not use translated text, Priyanto‟s (2008) work is still highly related since the

mood and modality resources in Indonesia are close to the ones in Malay.

Nonetheless, his work does not indicate whether the different cultural background

of the audience of the two speeches would result in different tenor.

Another work that uses the Mood and Modality framework is the one done

by Ranny (2012) which resembles Priyanto (2008). This descriptive-qualitative

study used an English movie text as the source text and its translated version as the

target text. In this study, modulation and modalization in both the source and the

target texts are explored and subsequently, compared. The findings show that

modality expressions of the modulation category are used the most in both texts but

the number of modality occurrences is not similar. In addition to that, modality

expressions in the Indonesian texts are of the same type but with varying degrees.

Similar to Priyanto (2008), a shift was also found in Ranny (2012) in which some of

the modality expressions in the English texts are omitted in the Indonesian texts.

Another work on Asian language is Adawi‟s (2011) description of Mood and

Modality in Javanese which is another language used in Indonesia. According to

Adawi (2011), Javanese has a more extensive mood system which is different than

English and Malay which have three mood types only. In Javanese, there are six

29

mood types namely Indikatif, Subjungtif, Optatif, Imperatif, Infinitif and Partisip

(loosely translated as indicative, subjunctive, optative, imperative, infinitive and

participative respectively). As for modality, there are three aspects of modality

realization in Javanese which are intentional, deontic and dynamic (Adawi, 2011).

Rabiah based her description of modality on earlier works on Javanese grammar

including Alwi (1992) and Kridalaksana (1993). Furthermore, Adawi (2011) also

includes several lexical items that are used to express modality but there is no

categorisation of modulation and modalization in her description of modality

system. Just like Asmah‟s (2008) description of modality system in Malay, Adawi‟s

(2011) modality expressions are not ranked.

In Malay, the Modality use in a Malay pronunciation guide book was looked

into by Idris (2000) to explore the degree of affinity in the text. His findings show

that modality “hendaklah”, loosely translated as “should”, is highly used to indicate

the writer‟s demand for the Malay words to be pronounced in a certain way. This

high modal is used with the intention that the readers would comply to the demand

(Idris 2000). Interestingly, the particle “-lah” is used together with modality

“hendak” which consequently, softens the demand (Idris 2000). A subsequent study

by Idris (2008) was conducted to explore the relations between Modality meanings

and power attainment. The manifesto texts of Barisan Nasional, the Malaysian

governing political party at the time, was analyzed that the results show that active

clauses were used predominantly and modality that shows time contribute to the

winning factors of the party (Idris, 2008). It is expected that Idris‟ findings in both

analyses would be related to the current study.

Moving on to Middle Eastern languages, an analysis of the expression of

modulation expressions in the Persian advertising and press texts was found.

30

According to Mohammad and Zahra (2013), the persuasiveness of language that is

vital in advertising can be observed through the Interpersonal analysis. They added

that it is so since the analysis of modality realizations offers the exploration of

massive language functions, not only the persuasiveness of texts (Mohammad &

Zahra, 2013). This is demonstrated through their investigation of the modulation

expressions in the Persian advertising and press texts. Although the study focuses

on only one aspect of modality, the study yields noteworthy findings inclusive of

the sources of modulation in Persian. To name a few, the sources are the modal

verbs, lexical verbs as well as adverbs indicating obligation and inclination

(Mohammad & Zahra, 2013). Another significant finding is that modulation

elevates politeness in proposals, offering the right of making decision to the readers

which is actually a form of subtle manipulation (Mohammad & Zahra, 2013). This

is how persuasiveness is forced on the readers. In comparison to the current study,

Mohammad and Zahra (2013) is a reference of how a study investigating

interpersonal meanings using printed media as discourse is done.

2.3 Chapter Summary

The second chapter has reviewed research done in the past and highlighted the

practicality of applying the SFL and specifically the Mood and Modality framework to

text analysis. Therefore, it can be said that the literature supports the feasibility of using

the Mood and Modality framework on other non-English languages. Thus, the current

study attempts to continue the growing trend which is still relatively new in Malay

language.

31

CHAPTER 3

METHODOLOGY

3.0 Introduction

Chapter three includes the elaboration of theoretical framework, research

methodology, data description, research design and report of sample analysis.

The chapter starts by explaining the theoretical framework of the study which is

based on Halliday‟s model of Mood and Modality investigation (Halliday & Matthiessen,

2004) under the section 3.1. Subsequently, the chapter is continued by rationalizing the

utilization of qualitative method with qualitative and quantitative findings under the section

3.2. The report of sample analysis from the pilot study using the integrated framework is

reported in the section 3.3 and the chapter ends with conclusion in the section 3.4.

3.1 Theoretical Framework

The current study is based on Halliday and Matthiessen‟s (2004) model of the Mood and

Modality in English which is explained under the sub-section 3.1.1. This study also utilizes

Asmah‟s descriptions of Mood and Modality in the Malay language (Asmah, 2008) which

can be found under the sub-section 3.1.2. Next, the elaboration of the integrated framework

drawn on the work of Halliday and Matthiessen (2004) and Asmah‟s (2008) descriptions can

be found under sub-heading 3.1.3.

32

3.1.1 Mood and Modality - English

Out of the three metafunctions, the study focuses on Interpersonal metafunction

which is concerned with negotiation, establishment and assumption of social relationships by

language users (Halliday & Matthiessen, 2004).

Under the Interpersonal strand, Halliday and Matthiessen (2004, p.107) categorise

interactions into four basic speech roles; giving information, demanding information, giving

goods and services as well as demanding goods and services as shown in Table 3.1:

Table 3.1 Four Basic Speech Roles (2004, p. 107)

Role in exchange Commodity exchanged

(a) goods & services (b) information

(i) Giving Offer

Would you like this

teapot?

Statement

He‟s giving her the

teapot

(ii) Demanding Command

Give me that teapot! Question

What is he giving her?

Each speech role differs in meaning and addresser-addressee relationship depending on the

context. Such relationship and meaning can be studied by looking at the system of mood and

modality under Interpersonal metafunction. Therefore, employing this investigation suits the

intention of this paper that is to explore how the help-seeker and help-provider position

themselves to take up roles in communication.

33

3.1.1.1 Elements in Clause Structure - SFPCA

In Systemic Functional Linguistics, statements and questions are expressed using a

certain grammatical variation that extends to only a part of the clause while the rest of

the clause is unaffected (Halliday & Matthiessen, 2004). This one part is made of

Subject and Finite operator which form the Mood element. As for the unaffected part,

it is called Residue.

Subject is the nominal group whereas Finite is the verbal operator expressing

tense or modality. As an illustration Example 3.1 is given below:

Example 3.1: Mood and Residue ( Halliday and Matthiessen, 2004, p. 115)

The duke has given that teapot away

Subject Finite Residue

Mood

In other situations, Finite might also be „fused‟ into a single word when the

verb is expressed in simple present tense or simple past tense and positive polarity

(Halliday & Matthiessen, 2004). Drawing from the same example, this can be seen in

Example 3.2 below:

Example 3.2: Mood and Residue with Fused Finite ( Halliday and Matthiessen, 2004, p. 115)

The duke gave that teapot away


Mood

As for the remaining parts, the structure of Residue is made of three functional

elements namely Predicator, Complement and Adjunct (Halliday & Matthiessen,

2004). Predicator is fused with Finite when the verb is in simple present tense or

simple past tense and positive polarity. Otherwise, Predicator is the remaining of the

verbal group. Besides Predicator, the other part that is treated as Residue is

Complement which is any nominal group that does not function as Subject. Another

34

element is Adjunct which is realized by either an adverbial phrase or prepositional

phrase (Halliday & Matthiessen, 2004). A full analysis of the whole structure can be

seen in Example 3.3 below:

Example 3.3: Full SFPCA Analysis (2004, p. 115)

The duke has given that teapot away

Subject Finite Predicator Complement Adjunct

Mood Residue

As for the fused Finite and Predicator, the analysis is as shown in Example 3.4 below:

Example 3.4: Analysis of Fused Finite ( Halliday and Matthiessen, 2004, p. 115)

The duke gave that teapot away

Subject Finite Predicator Complement Adjunct

Mood Residue

3.1.1.2 Mood Type Identification

In SFL, mood type generally consists of Indicative Mood and Imperative Mood.

Indicative Mood type is used for exchanging information whereas Imperative Mood

type is for exchanging goods and services. Under the indicative category, there are

Declarative which carries the expression of a statement and Interrogative which carries

the expression of a question (Halliday & Matthiessen, 2004). The general mood type in

SFL can be illustrated as below:

Figure 3.1: Mood Type in SFL( Halliday and Matthiessen, 2004, p. 23)

Mood Type

Indicative

Imperative

Interrogative

Declarative

35

The identification of Mood type is based on the positioning of Subject and Finite for

Indicative and the absence of Finite for Imperative. When the Subject is precedes the

Finite, the Mood type of the clause is Declarative and when the Finite precedes the

Subject, the Mood type of the clause is Interrogative. If there is an absence of Finite,

the Mood type of the clause is determined as Imperative. This is shown in Table 3.2

below:

Table 3.2: Mood Identification (Halliday and Matthiessen 2004, p. 115)

No Clause Grammatical

feature

Mood type

1 The duke gives the teapot away Subject ^ Finite Declarative


2 Does The Duke give the teapot away Finite ^ Subject Interrogative

Finite Subject Residue

3 X Give the teapot away Absence of

Finite

Imperative

Finite Residue

Key: “^” stands for “followed by”

3.1.1.3 Modality Identification

In Halliday and Matthiessen (2004), modality is realised by three means which are

modal finites, mood adjuncts and metaphors of modality. The English modality

system can be illustrated in the Figure 3.2:

Figure 3.2: System Network of Modality (Halliday and Matthiessen, 2004, p. 150)

Modality

Modality Type

Value

Modulation

Modalisation

Outer

Median

Usuality

Probability

Inclination

High

Low

Obligation

36

Figure 3.2 shows that there are two types of Modality namely Modulation and

Modalisation. The former refers to Proposal or an utterance in which the commodity

being exchanged is goods and services whereas the latter refers to Proposition or an

Utterance in which the commodity being exchanged is information. The Modality for

Proposal is associated with the degree of Obligation on the addressee to carry out the

command and the degree of Inclination on the addresser to fulfill the offer.

Meanwhile, Proposition is associated with the Probability that is the degree of

likeliness of the information to be true and Usuality that is the frequency of the truth

in the information. Listed below are the examples for each of the four which are

drawn from Halliday and Matthiessen (2004):

1. [obligation] The roads should pay for themselves, like the railways

2. [inclination] Voters won‟t pay taxes any more

3. [probability] There can‟t be many candlestick-makers left

4. [usuality] It‟ll change right there in front of your eyes

In investigating modality realisations in English, the focus is on the degrees of

certainty, probability, or obligation in modal operators respectively. They are called

values, and these can be classified into high, median, and low values, as shown in the

following table of modal operators.

Table 3.3: Modal Operators According to Ranks (Halliday and Matthiessen, 2004, p. 116)

High value must, should, ought to, need to, has to, is to

Median value will, would, shall

Low value may, might, can, could

37

In brief, modality is another source of interpersonal meaning which expresses the

intermediate degree between yes and no or between positive polarity and negative

polarity.

3.1.2 Mood and Modality – Malay

3.1.2.1 Subject-Predicate (Subjek-Predikat) Identification

In this study, Malay help-seeking and help-providing texts are studied by breaking

them into the smallest unit of text analysis which is a clause. In Malay language,

Subject and Predicate are the basic elements where their absence or existence

determines the Modus (Mood) of a clause (Asmah, 2008). A sample of a sentence

broken into two clauses with Subject and Predicate is shown in Example 3.5 below:

Example 3.5: The Subject and Predicate of A Sentence (Asmah, 2008, p. 183)

Original clause:

Gaya bahasanya sederhana dan penyampaiannya jelas.

(His language style is moderate and his delivery is clear).

No Subject Predicate

1 Gaya bahasanya

(his language style)

sederhana

( moderate)

2 Penyampaiannya

(His delivery)

jelas

( clear)

In the Malay language, Subject can be understood as a constituent of a proposition

that is being described by the other part of the proposition (Asmah, 2008). It is a

constituent that is made of either a word or a string of words that function as a

phrasal noun. This means that any words or phrases that do not function as a noun

phrase cannot be categorised as Subject. A few examples are taken from Nik, Farid,

Hashim & Abdul (2008, p.342) as stated in Table 3.4 below:

38

Table 3.4 Phrases That Do Not Function As A Subject (Nik, Farid, Hashim & Abdul, 2008, p.342)


1 Gemuk

(Fat)

sekali pergi ke sekolah

(very go to school)

Adjectival phrase Ungrammatical phrase

2 Tertidur

(Fall asleep)

menjadi kegemarannya

(become his favourite)

Verbal phrase Ungrammatical phrase

As for Predicate, any words in the same proposition that carry information of the

Subject are a Predicate (Asmah, 2008). A Predicate can be formed of a verbal

phrase, a noun phrase, an adjectival phrase and a prepositional phrase. This can be

seen in the table 3.5 below which is taken from Nik, Farid, Hashim & Abdul (2008,

p.342):

Table 3.5: Predicate formed by A Verbal Phrase, Noun Phrase, Adjectival Phrase and Prepositional

Phrase (Nik, Farid, Hashim & Abdul, 2008, p.345)


1 Ali

(Ali) Guru

(teacher)

Noun phrase Noun phrase

2 Adikku

(My brother) sedang tidur

(is sleeping)

Noun phrase Verbal phrase

3 Pegawai itu

(That officer) amat rajin

(very hardworking)

Noun phrase Adjectival phrase

4 Rumahnya

(His house) di Kampung Sungai Penchala

(at Kampung Sungai Penchala)

Noun phrase Prepositional phrase

39

3.1.2.2 Mood Type (Modus) Identification

In relation to Interpersonal realisations in Malay language, Asmah (2008, pp.200-

216) classified mood choice based on Subject and Predicate which is different than

Halliday‟s Mood Block analysis as shown previously. In Halliday‟s model, the order

of Subject and Finite determines its mood type whereas in Asmah‟s model, the

Subject-Predicate arrangement and the addition of the interrogative adverb determine

the mood type. The analysis below is taken from the preliminary study using Asmah‟s

model:

Example 3.6: Subject-Predicate Analysis

No Clause Grammatical

feature

Mood type

1 Anda

(You)

pergi bersama kawan-kawan

(go with your friends)

Subject ^

Predicate

Declarative

Subject Predicate

2 Adakah

(Do)

anda

(you)

pergi bersama

kawan-kawan

(go with your

friends)

Interrogative

adverb

“Adakah”

Interrogative

Interrogative

adverb “Adakah”

Subject Predicate

3 Pergi bersama kawan-kawan

(go with your friends)

Absence of

Subject

Imperative

Predicate


3.1.2.3 Modality (Kata Kerja Modalitas) Identification

In Malay, Kata Kerja Modalitas serve as the element that carries “purpose” or

“intention” (Asmah, 2008, p.127). These Kata Kerja Modalitas are grouped into

several subsystems which can be seen in the Table 3.6 below:

40

Table 3.6: The Subsystems of Kata Kerja Modalitas (Asmah, 2008, pp. 127-131)

No Subsystems Kata Kerja Modalitas

1 Kehendak

(Want)

Mahu, mau, hendak, nak, akan, ingin

2 Keupayaan

(Ability)

Boleh, dapat

3 Keizinan

(consent)

Boleh

4 Kemestian

(Obligation)

Mesti, wajib, harus, kena, hendaklah

5 Kemungkinan

(Probability)

Mungkin, boleh jadi, barangkali

6 Kepastian

(Certainty)

Pasti, tentu

7 Keperluan

(Must)

Perlu

8 Kepatutan

(Should)

Patut

9 Kengganan

(Refusal)

Enggan

On top of that, most if not all of modality realisations in Malay or Kata

Kerja Modalitas listed in Table 3.6 resemble modal finites provided in Droga and

Humphrey (2002, p. 73) which is closely associated with Halliday and

Matthiessen‟s (2004) framework. The current study attempts to determine whether

or not these Kata Kerja Modalitas and modal finites are equivalent in terms of

functions. In addition to that, the subsystems of Kata Kerja Modalitas are not

ranked as compared to Halliday‟s Modality realisations in which modality can be

placed into different ranks namely high, median and low.

41

3.1.3 Adaptation of Halliday and Matthiessen‟s (2004) and Asmah‟s (2008) Models

Halliday and Matthiessen‟s (2004) and Asmah‟s (2008) description of Mood

and Modality are used to study Interpersonal meanings in Malay advice columns.

The integration of the two models is necessary to allow Interpersonal features in

Malay texts to be analyzed using SFL framework which is for English. Adaptation

of SFL model to the current study of the Malay linguistic features can be seen in

two parts; Mood Block analysis and modality analysis.

3.1.3.1 Mood Type Identification

In order to identify the mood type of the clauses in Malay, Subject-

Predicate analysis is utilized instead of SFPCA (Subject, Finite, Predicator,

Complement and Adjunct) analysis. In this adapted framework, Mood type is

identified by the position of Subject and Predicate of the clause. This process is

further described in heading 3.2.2.

Table 3.7 shows the adaptation of Halliday and Matthiessen‟s (2004) mood

type analysis to the Malay language using Asmah‟s (2008) description of Modus

(mood). Table 3.7 is shown below:

42

Table 3.7: Mood Type Based on Subject-Predicate Analysis

Sequence Clause Code Sample of Clause Mood Type Grammatical

Feature(s)

1 HP1C1 anda ^ mengekalkan keperibadian positif

ini,

(anda = you; mengekalkan = maintain;

keperibadian = character; positif =

positive; ini = this)

you ^ maintain this positive character

Declarative Subject^Predicate

2 HP1C1i anda ^ mesti memiliki kekuatan dalaman

(anda = you; mesti = must; memiliki =

own; kekuatan dalaman = internal

strength)

you ^ must have internal strength


3 HP1C1ii [anda] ^ menepis godaan-godaan

(anda = you; menepis = deter; godaan-

godaan = temptations)

[you]^ deter temptations


4 HP1C1iii [anda] ^ melakukan perkara-perkara

negatif

(anda = you; melakukan = do; perkara-

perkara = things; negatif = negative)

[you] ^ do negative things


5 HP1C2i [Ia] ^ Adalah lebih baik

(ia = it; adalah = is; lebih baik = better)

[It] ^ is better


6 HP1C2ii anda ^ menambahkan ilmu agama yang

anda miliki

(anda = you; menambahkan = add; ilmu =

knowledge; agama = religion; yang = that;

anda = you; miliki = own)

you ^ increase religious knowledge that

you have


7 HP1C2iii iman anda ^ bertambah kuat

(iman = faith; anda = you; bertambah =

become more; kuat = strong)

your faith ^ gets stronger


8 HP1C3 Kembangkan pergaulan sosial anda

dengan orang-orang selain kelompok asal

anda

(kembangkan = widen; pergaulan =

socializing; sosial = social; anda = you;

dengan = with; orang-orang = people;

selain = other than; kelompok = group; asal

= original; anda = you)

Widen your social circle with people other

than those who are already in the circle

Imperative Absence of Subject

43

Table 3.7: Continued


Feature(s)

9 HP1C4i godaan ^ datang

(godaan = temptation; datang = come)

Temptations ^ come


10 HP1C4ii anda ^ bersama kawan-kawan

(anda = you; bersama = with; kawan-

kawan = friends)

you ^ are with your friends


11 HP1C5i anda ^ memiliki kelompok kawan-kawan

baru yang juga berpersonaliti positif,

(anda = you; memiliki = own; kelompok =

group; kawan-kawan = friends; baru =

new; yang = that; juga = also;

berpersonaliti = with personality; positif =

positive)

you ^ have a new circle of friends who are

also positive


12 HP1C5ii anda ^ akan berusaha dengan lebih baik

untuk mengekalkan personaliti positif

(anda = you; akan = will; berusaha = to

put effort; dengan = with; lebih baik =

better; untuk = for; mengekalkan =

maintain; personaliti = character; positif =

positive)

you ^ will try harder to maintain positive

character


13 HP1C5iii anda ^ pilih ini

(anda = you; pilih = choose; ini = this)

you ^ choose this


14 HP1C6 Kelompok sosial yang baru juga ^ akan

menghilangkan perasaan “rindu” anda

kepada aktiviti-aktiviti negatif yang

terpaksa anda tinggalkan

(kelompok = group; sosial = social; yang =

that; baru = new; juga = also; akan = will;

menghilangkan = dissolve; perasaan =

feeling; rindu = yearn; anda = you; kepada

= for; aktiviti-aktiviti = activities; negatif =

negative; yang = that; terpaksa = forced;

anda = you; tinggalkan = leave)

The new circle of friends will also

dissolve the yearning for negative activities

that you have to leave


15 HP1C7i [Ia] ^ Adalah lebih baik


[it] ^ is better


16 HP1C7ii anda ^ memiliki seseorang yang positif

sebagai mentor atau teman anda

(anda = you; memiliki = own; seseorang =

someone; yang = that; positif = positive;

sebagai = as; mentor = mentor; atau = or;

teman = friend; anda= you))

you ^ have a positive person as your

mentor or friend


44



Feature(s)

17 HP1C7iii [anda] ^ bercerita

(anda = you; bercerita = tell stories)

[you] ^ talk to


18 HP1C7iv [anda] ^ melepaskan tekanan apabila perlu

(anda = you; melepaskan = release;

tekanan = stress; apabila = when; perlu =

necessary)

[you] ^ release stress when necessary


Total Declarative 17

Interrogative 0

Imperative 1


3.1.3.2 Modality Identification

Modality in Malay texts is identified through three features namely Modal

Finites, Mood Adjuncts and Metaphors of Modality.

A framework for the analysis of Malay Modality features is provided in

Table 3.8. The table draws on the framework for Malay Modality provided by

Asmah in her work (Asmah, 2008, pp.127-131). In this framework, the ranks for

Kata Kerja Modalitas are determined by comparing the functions of Kata Kerja

Modalitas with Halliday and Mathhiessen‟s (2004, p.116) table of modal operators.

Correspondences between Halliday and Mathhiessen‟s (2004, p.116) framework and

Asmah‟s (2008, pp.127 – 131) are provided below.

Kata Kerja Modalitas Rendah consist of Asmah‟s (2008) subsytems of

Keizinan (consent) as well as Keupayaan (ability) while Kata Kerja Modalitas

Sederhana consist of the subsystem of Kehendak (want) and Kata Kerja Modalitas

Tinggi consist of the subsystem of Kemestian (obligation), Keperluan (must) as well

as Kepatutan (should). As for the Mood Adjuncts, Asmah‟s other subsystems are

categorized into several types based on Halliday and Matthiessen‟s (2004) types of

45

Mood Adjuncts. If there are other Mood Adjuncts that do not fit into Halliday and

Matthiessen‟s (2004) model, the adjuncts are categorized by the meanings they

imply. This framework also includes the other feature of Malay modality which is

the Metaphors of Modality.

Since this adapted framework is constructed as an attempt to analyze Malay

modality features and to rank Asmah‟s Kata Kerja Modalitas based on Halliday and

Matthiessen‟s (2004) model for English text analysis, it is expected that there will be

other instances that do not fit the adapted framework.

46

Table 3.8: The Coding of Features to Be Analyzed

NO GRAMMATICAL

MARKERS

SAMPLE SENTENCE HAVING THE

GRAMMATICAL MARKERS

CODING

1 Modal Finite – Low

Kata Kerja Modalitas-

Rendah

Bagaimana saya dapat mengekalkan keperibadian yang

positif dalam diri saya?

(bagaimana = how; saya = I; dapat = can; mengekalkan

= maintain; keperibadian = character; yang = that;

positif = positive; dalam = inside; diri = self; saya = I)

How can I maintain positive character in me?

MF-L

Adakah ia boleh mendatangkan kecederaan atau

kesakitan pada tubuh?

(adakah = does/is; ia = it; boleh = can; mendatangkan =

cause; kecederaan = injury; atau = or; kesakitan = pain;

pada = to; tubuh = body)

Could it cause injury or pain to the body?

2 Modal Finite – Median


Sederhana

anda akan berusaha dengan lebih baik untuk

mengekalkan personaliti positif

(anda = you; akan = will; berusaha = put effort; dengan

= with; lebih baik = better; untuk = for; mengekalkan =

maintain; personaliti = personality; positif = positive)

You will work harder to maintain positivity

MF-M

3 Modal Finite – High


Tinggi

anda mesti memiliki kekuatan dalaman

(anda = you; mesti = must; memiliki = own; kekuatan

dalaman = inner strength)

you must have inner strength

MF-H

Anda perlu berlatih dan berbicara dengan penuh

kematangan dan berkeyakinan

(anda = you; perlu = need to; berlatih = practise; dan =

and; berbicara = talk; dengan = with; penuh = full;

kematangan = maturity; dan = and; berkeyakinan =

confident)

You need to practise and speak with maturity and

confidence

4 Mood Adjuncts –

Intensity

Kata Kerja Modalitas -

Kedalaman

Saya ingin menjadi individu yang bukan sahaja

cemerlang dalam dunia kerjaya tetapi juga cemerlang

sebagai seorang muslim

(saya= I; ingin = want; menjadi = become; individu =

individual; yang = that; bukan = not; sahaja = only;

cemerlang = successful; dalam = in; dunia = world;

kerjaya = career; tetapi = but; juga = also; cemerlang =

successful; sebagai = as; seorang = a person; muslim =

muslim)

I want to be an individual who is not only successful

man but also successful as a Muslim

MA-Int

Mood Adjuncts –

Usuality

Kata Kerja Modalitas –

Kekerapan

Masalah saya ialah kadang-kadang pergaulan dengan

rakan-rakan menyebabkan saya hampir kembali

“tersesat”

(masalah = problem; saya = I; ialah = is; kadang-

kadang = sometimes; pergaulan = socializing; dengan =

with; rakan-rakan = friends; menyebabkan = cause; saya

= I; hampir = almost; kembali = return; tersesat = lost)

My problem is that sometimes going out with my friends

almost makes me “lost”

MA-Usu

47


NO GRAMMATICAL

MARKERS


GRAMMATICAL MARKERS

CODING

Mood Adjuncts – Degree


Darjah

Masalah saya ialah kadang-kadang pergaulan dengan

rakan-rakan menyebabkan saya hampir kembali

“tersesat”

(masalah = problem; saya = I; ialah = is; kadang-kadang

= sometimes; pergaulan = socializing; dengan = with;

rakan-rakan = friends; menyebabkan = cause; saya = I;

hampir = almost; kembali = return; tersesat = lost)

My problem is that sometimes going out with my friends

almost makes me “lost”

MA-Deg

Mood Adjuncts –

Probability


Kemungkinan

Rasa tidak selesa ketika berlari mungkin disebabkan

parut dalaman

(rasa = feeling; tidak = not; selesa = comfortable; ketika

= while; berlari = run; mungkin = probably; disebabkan

= caused by; parut = scar; dalaman = internal)

Discomfort while running is probably caused by internal

scar

MA-Pro

Mood Adjuncts – Time


Tempoh Masa

Ibu masih melebihkan kasih sayangnya kepada abang

dan juga kakak

(ibu = mother; masih = still; melebihkan = set aside

more; kasih sayangnya = her love; kepada = to; abang =

older brother; dan = and; juga = also; kakak = older

sister)

My mother still showers her love to my older brother

and sister more

MA-Tim

5 Metaphors of Modality

Metafora Kata Kerja

Modalitas

[Ia]Adalah lebih baik [jika] anda menambahkan ilmu

agama yang anda miliki

(ia = it; adalah = is; lebih baik = better; jika = if; anda =

you; menambahkan = increase; ilmu = knowledge;

agama = religion; yang = that; anda = you; miliki =

own)

[it] is better [if] you increase religious knowledge that

you have

MetMod

Pada pengalaman saya, sebahagian kecil pesakit akan

merasa ngilu terutama waktu sejuk pada bahagian

tulang yang terlibat

(pada = at; pengalaman = experience; saya = I;

sebahagian = part; kecil = small; pesakit = patient; akan

= will; merasa = feel; ngilu = pain; terutama =

especially; waktu = time; sejuk = cold; pada = at;

bahagian= area; tulang = bone; yang = that; terlibat =

involved)

Based on my experience, some patients will feel pain,

especially when it is cold, around the affected bone area

Umum mengetahui kanak-kanak gemar mencuba

makanan orang dewasa

(umum = general; mengetahui = know; kanak-kanak =

children; gemar = like; mencuba = try; makanan = food;

orang = people; dewasa = adult)

It is generally known that children like to try adults‟

food

48


NO GRAMMATICAL

MARKERS


GRAMMATICAL MARKERS

CODING

Saya pasti adik seorang yang tabah hati dan yakin pada

diri sendiri

(saya= I; pasti = sure; adik = younger brother/sister;

seorang = someone; yang= that; tabah hati = strong;

dan= and; yakin = confident; pada = at; diri sendiri =

oneself)

I am sure that you are a strong person and you believe in

yourself

Tak salah kalau disebut di sini, cair juga si lelaki nanti

(tak = not; salah = wrong; kalau = if; disebut=

mentioned; di = at; sini = here; cair = persuaded; juga =

also; si lelaki = the guy; nanti = soon)

It can be said here that he might also be persuaded soon

49

3.2 Research Methodology

Sub-heading 3.2.1 provides the description of the data used which are the Malay

advice columns taken from a local Malay health magazine entitled Rapi. The next sub-

heading, 3.2.2, further describes the research by detailing the codification of data and the

three stages of data analysis which include the coding stage, mood analysis stage and

modality analysis stage.

3.2.1 Data Description

The data for the study were obtained from 10 advice columns in six issues of Rapi

from January to April 2012. Each contains one help-seeking and one help-providing text,

making it 20 texts altogether. Advice columns are also chosen due to the emphasis on

establishment of helper-helpee relationship (Liao & Liao, 2009), power and authority

(Cormier & Nurius, 2003) and effective communication (Wong, 2009). Hence, analysis

of data will be conducted under the strand of Interpersonal metafunction which centers

around these emphases. In selecting the data based on the pilot study, only help-seeking

texts with at least 7 clauses and help-providing texts with at least 18 clauses are used to

strengthen reliability of the analysis later.

The advice columns were chosen from Rapi which is a local health magazine in

Malay language with the target audience of teenagers and adults due to a few

considerations. This includes the recognition that the advice or help-providing texts come

from certified experts whose expertise is inclusive of psychology, paediatrics, dietetics as

well as obstetrics and gynaecology. As for the help-seeking texts, the writers are readers

who write to the magazine. With two issues published every month, this magazine is also

recognized by Audit Bureau of Circulations (2011) to be the only local health magazine

with a high number of sales. Furthermore, the use of Malay language is the main reason

50

of data selection. In this magazine, there are four advice columns in each issue as listed in

Table 3.9 below:

Table 3.9: Advice Columns According to Themes and Experts

No Advice Column Theme Expert

1 Soal Jawab Kecantikan

(Beauty Q&A)

Beauty Beautician

2 Soal Jawab Diet

(Diet Q&A)

Diet Dietitian

3 Tanya Pakar

(Ask Experts)

Motivation Psychologist

4 Tanya Apa Sahaja

(Ask Anything)

Health Medical

Practitioner

Advice column Soal Jawab Kecantikan (Beauty Q&A) is for those who are

seeking for skincare and make-up advice. Meanwhile, Soal Jawab Diet (Diet Q&A) is

for help-seekers who have concerns regarding diet and weight management. Moving on

to the third advice column, Tanya Pakar (Ask Experts), the help sought after is

regarding motivation and self-improvement. As for the fourth one, Tanya Apa Sahaja

(Ask Anything), this column is open for any concerns that do not fit the other three

themes.

Out of these four columns, only Tanya Pakar (Ask Experts) and Tanya Apa

Sahaja (Ask Anything) are used for this study. This is because the help-seeking and

help-providing texts from the other columns with the other themes – beauty and diet –

have shorter interactions between help-provider and help-seeker. In terms of length, they

are deemed unsuitable for the analysis of Mood and Modality later. The texts from these

columns also do not comply with the minimum number of clauses as mentioned earlier.

51

3.2.2 Research Design

Figure 3.3 illustrates the processes involved in the research design of the current

study.

Figure 3.3: Processes in The Research Design

STEP 1: CODING OF DATA

STEP 2: ANALYSIS OF SUBJECT-PREDICATE

STEP 3: ANALYSIS OF MOOD TYPE

STEP 4: ANALYSIS OF MODALITY

REALISATIONS

52

3.2.2.1 Coding of Data

The data were first electronically transcribed to be prepared for analysis by breaking

the sentences in both help-providing texts and help-seeking texts into clauses. This is

necessary since the main unit of text analysis in SFL is the clause (Bloor & Bloor,

2004, p. 8; Asmah, 2008, p. 182) and in one sentence, there could be more than one

clause. Labelled as Coding Sheet 1, these clauses are then given specific codes for

easier identification during the analysis stage. For the first help-seeking text, all

clauses were coded as “HS1C1, HS1C2, HS1C3...” for “Help-seeking 1 Clause 1,

Help-seeking 1 Clause 2, Help-seeking 1 Clause 3...”. If one sentence contained

more than one clause, roman numeral was used. To illustrate this, sample data from

the preliminary study is shown in Example 3.7 below:

Example 3.7: Coding of Data for Help-Seeking Text

Original text: Dahulu saya seorang lelaki yang gemar bersosial. Kelab-kelab hiburan menjadi tempat

untuk saya melepaskan tekanan bersama rakan-rakan.

No Code Clause

1 HS1C1 Dahulu saya seorang lelaki yang gemar bersosial

(Dahulu=back then; saya= I; seorang lelaki = a guy; yang = that; gemar = love;

bersosial = socialize)

Back then I used to be a party guy.

2 HS1C2i Kelab-kelab hiburan menjadi tempat

(kelab-kelab hiburan = night clubs; menjadi = become; tempat = place)

Night clubs became the places

3 HS1C2ii untuk saya melepaskan tekanan bersama rakan-rakan

(untuk = for; saya = I; melepaskan = release; tekanan = tension; bersama =

with; rakan-rakan = friends)

for me to release tension with friends.

(HS1= Help Seeking text 1, C1= Clause 1, roman numerics= used if one sentence has more than one

clause)

As for the first help-providing text, all clauses were coded as “HP1C1, HP1C2,

HP1C3...” for “Help-providing 1 Clause 1, Help-providing 1 Clause 2, Help-

providing 1 Clause 3...”. Just like the help-seeking texts, if one sentence contained

more than one clause, roman numeral was used as shown in Example 3.8:

53

Example 3.8: Coding of Data for Help-Providing Text

Original text:Untuk memastikan anda mengekalkan keperibadian positif ini, anda mesti memiliki

kekuatan dalaman untuk [anda]menepis godaan-godaan.

No Code Clause

1 HP1C1i Untuk memastikan anda mengekalkan keperibadian positif ini,

(untuk = for; memastikan = ensure; anda = you; mengekalkan = maintain;

keperibadian = character; positif = positive; ini = this )

To ensure that you maintain this positive character

2 HP1C1ii anda mesti memiliki kekuatan dalaman

(anda = you; mesti = must; memiliki = own; kekuatan dalaman = internal strength)

You must have internal strength

3 HP1C1iii untuk [anda]menepis godaan-godaan

(untuk = for; anda = you; menepis = deter; godaan-godaan = temptations)

to stay away from temptations

(HP1= Help Providing text 1, C1= Clause 1, roman numerics= used if one sentence has more than

one clause)

3.2.2.2 Data Analysis

Data analysis includes a few stages of analysis:

i) Stage 1: Analysis of Subject-Predicate

The first stage was labelled as Coding Sheet 2 and this stage was done to analyse the

Mood system of the clauses. As mentioned in Chapter 2, establishing Mood system in

English using Halliday‟s model is done by determining the order of Subject and

Finite. Since this study is integrating Asmah‟s (2008) model, Mood analysis in Malay

clauses is done by determining the order of Subject and Predicate. After the data were

broken into separate clauses as in Coding Sheet 1, Subject-Predicate analysis (Asmah,

2008) was completed and labelled as Coding Sheet 2 as shown below in Example 3.9:

ANALYSIS

OF MOOD

ANALYSIS OF

SUBJECT-

PREDICATE

ANALYSIS OF

MODALITY

REALISATIONS

54

Example 3.9: Coding Sheet 2

HS1C1 Dahulu, saya seorang lelaki yang gemar bersosial

Dahulu

(dahulu = back then)

Back then

saya

(saya = I)

I

seorang lelaki yang gemar bersosial.

(seorang= a person; lelaki = guy; yang = that;

gemar = like; bersosial = socialize)

used to be a party guy

X Subject Predicate

HS1C2i Kelab-kelab hiburan menjadi tempat

Kelab-kelab hiburan

(kelab-kelab hiburan =night clubs)

Night clubs

menjadi tempat

(menjadi = become; tempat = place)

were the places

Subject Predicate

HS1C2ii untuk saya melepaskan tekanan bersama rakan-rakan

Untuk

(untuk = for)

Untuk

saya

(saya = I)

saya

melepaskan tekanan bersama rakan-rakan.

(melepaskan = release; tekanan = tension; bersama = with;

rakan-rakan = friends)

to release tension with friends

X Subject Predicate

ii) Stage 2: Analysis of Mood

Then, the analysis was continued by preparing Coding Sheet 3 to determine the

mood choice of the clauses which answers Research Question 1. According to

Asmah (2008, pp. 200-215), there are two main mood choices in Malay which are

indicative (inclusive of interrogative and declarative) and imperative. Drawing

examples from the sample analysis, this is as shown below in Example 3.10:

55

Example 3.10: Coding Sheet 3

No Clause

Code

Order of Subject and Predicate Mood Type Grammatical

Feature(s)

1 HS1C1 saya ^ seorang lelaki yang gemar bersosial

(seorang= a person; lelaki = guy; yang =

that; gemar = like; bersosial = socialize)

I ^ used to be a party guy

Declarative Subject^ Predicate

2 HS1C2i Kelab-kelab hiburan ^ menjadi tempat

(kelab-kelab hiburan =night clubs; menjadi

= become; tempat = place)

Night clubs ^ are the places

Declarative Subject^ Predicate

7 HS1C6 Bagaimana ^ saya ^dapat mengekalkan

keperibadian yang positif dalam diri saya?

(bagaimana = how; saya = I; dapat = can;

mengekalkan = maintain; keperibadian =

character; yang = that; positif = positive;

dalam = inside; diri = self; saya = I)

How ^ can i maintain the positive character

in me?

Interrogative Interrogative adverb

“Bagaimana”

(How)

8 HS1C7 Bantulah saya

(bantulah = help; saya = I)

Help me

Imperative Absence of Subject


Once Coding Sheet 1, Coding Sheet 2 and Coding Sheet 3 were done, results for the

Mood choices were tabulated and quantified.

iii) Stage 3: Analysis of Modality Realisations

Another analysis to answer Research Question 2 was also carried out to identify

modality realisations in Malay language which are coined as Kata Kerja Modalitas

(Asmah, 2008). Based on Droga and Humphrey (2002, p. 73), modality realisations

can be seen through three properties; modal finites, modal adjuncts and metaphors

of modality. In this study, all usage of modality is identified and bolded to

determine whether or not modality in Malay language is realised in the same

manner. The data are presented in a table as shown in table 3.10 below:

56

Table 3.10: Modality Realisations Analysis

Clause Modality Type of Realisation

HP1C1i Untuk memastikan anda mengekalkan

keperibadian positif ini,

(untuk = for; memastikan = ensure; anda

= you; mengekalkan = maintain;

keperibadian = character; positif =

positive; ini = this)

to ensure that you maintain this positive

character

HP1C1ii anda mesti memiliki kekuatan dalaman

(anda = you; mesti = must; memiliki =

own; kekuatan dalaman = internal

strength)

you must have internal strength

1) mesti

(must)

1)Modal Finite

HP1C1iii untuk [anda]menepis godaan-godaan

(untuk = for; anda = you; menepis =

deter; godaan-godaan = temptations)for

[you] to resist temptations

HP1C1iv untuk [anda]melakukan perkara-perkara

negatif

(untuk = for; anda = you; melakukan =

do; perkara-perkara = things; negatif =

negative)

for [you] to do negative things

HP1C2i [Ia]Adalah lebih baik


[It] is better

2) Adalah

lebih baik

( is better)

1)Metaphors of

Modality

HP1C2ii [jika] anda menambahkan ilmu agama

yang anda miliki

(jika = if; anda = you; menambahkan =

add; ilmu = knowledge; agama =

religion; yang = that; anda = you; miliki

= own)

[if] you increase the amount of religious

knowledge that you have

HP1C2iii supaya iman anda bertambah kuat

(supaya = so that; iman = faith; anda =

you; bertambah = become more; kuat =

strong)

so that your faith is strengthened

Total 2 uses of modality

Finally, to answer Research Question 3, the results for all samples were compared

to investigate how mood choice and modality in the data contribute to the

Interpersonal meanings in Malay help-seeking as well as help-providing texts.

57

3.3 Sample Analysis

A preliminary analysis related to the qualitative approach was carried out earlier to see the

feasibility of the research and the suitability of the data. One advice column from Tanya

Pakar (Ask Experts) which is under the theme of Motivation was used for the preliminary

study. From this, one help-seeking and one help-providing text were studied and the original

texts are as shown below.

Original help-seeking text Dahulu saya seorang lelaki yang gemar bersosial. Kelab-kelab hiburan menjadi tempat untuk

saya melepaskan tekanan bersama rakan-rakan. Namun sejak akhir-akhir ini saya mula

kembali ke pangkal jalan. Saya ingin menjadi individu yang bukan sahaja cemerlang dalam

dunia kerjaya tetapi juga cemerlang sebagai seorang Muslim. Masalah saya ialah kadang-

kadang pergaulan dengan rakan-rakan menyebabkan saya hampir kembali “tersesat”.

Bagaimana saya dapat mengekalkan keperibadian yang positif dalam diri saya? Bantulah saya.

(Back then, i used to be a party guy. Night clubs were the places for me to release tension with

my friends. However, lately I want to go back to the right path. I want to be a person who is not

only successful in career but also a successful Muslim. My problem is that sometimes, my

relationship with my friends makes me almost “lost”. How can I maintain the positive

personality in me? Help me.)

Original help-providing text Untuk memastikan anda mengekalkan keperibadian positif ini, anda mesti memiliki kekuatan

dalaman untuk menepis godaan-godaan untuk melakukan perkara-perkara negatif. Adalah

lebih baik anda menambahkan ilmu agama yang anda miliki supaya iman anda bertambah

kuat. Kembangkan pergaulan sosial anda dengan orang-orang selain kelompok asal anda. Ini

kerana godaan dating apabila anda bersama kawan-kawan. Sekiranya anda memiliki kelompok

kawan-kawan baru yang juga berpersonaliti positif anda akan berusaha dengan lebih baik

untuk mengekalkan personaliti positif yang anda pilih ini. Kelompok sosial yang baru juga

akan menghilangkan perasaan “rindu” anda kepada aktiviti-aktiviti negatif yang terpaksa anda

tinggalkan. Adalah lebih baik sekiranya anda memiliki seseorang yang positif sebagai mentor

atau teman anda untuk bercerita dan melepaskan tekanan apabila perlu.

(To ensure you maintain this positive personality, you must have internal strength to resist

temptations to do negative things. It is better that you increase the religious knowledge that your

faith is strengthened. Widen your social circle with people other than the ones in your original

circle. This is because temptations come when you are with your friends. If you have a new

circle of friends who also have positive personality, you will do better to maintain this positive

personality that you have chosen. The new social circle will also erase the “longing” for

negative things that you have left. It is better if you have someone positive as your mentor or

companion to talk and release tension at times in need.)

58

The results show that there are two kinds of findings – quantitative and qualitative. Based on

the sample analysis, it is found that the mood choice for help-seeking text is highly

declarative (about 78% of the clauses are declarative, 11% are interrogative and 11% are

imperative). As for help-providing, out of 18 clauses, 94 % are declarative and only 6

percent is imperative. In terms of modality, one use of modal finite “dapat” that shows

ability (Asmah, 2008, p. 127) was found in the help-seeking text which implies that the

help-seeker acknowledges his or her ability to take action but he or she is unsure of the way

to do it. This is shown in Example 3.10:

Example 3.10: Modal Finite That Shows Ability

Sequence Code Order of Subject and

Predicate

Mood Type Modality

7 HS1C6 Bagaimana ^ saya

^dapat mengekalkan

keperibadian yang

positif dalam diri saya?

(How ^ can i maintain

the positive personality

in me?)

Interrogative “dapat”

(can)

Grammatical

feature:

Interrogative adverb

“Bagaimana”

(How)

Type of

realisation:

modal finite


There are also modality features realized by Mood Adjuncts which are not

mentioned by Asmah (2008) found in the data; “sahaja” (only), “kadang-kadang”

(sometimes) and “hampir” (almost). In reference to Halliday (1994), these fall under

category of intensity (“sahaja”), usuality (“kadang-kadang”) and degree (“hampir”). This

unique finding substantiates Asmah‟s (2008) description of Kata Kerja Modalitas.

As for help-providing text, out of 18 clauses, 94 % are declarative and only 6

percent is imperative. This may be used as a strategy to lower the helper‟s authority and

sound approachable (Wong, 2009). The high use of the Declarative Mood also shows the

role of help-providers as experts who provide information to assist the help-seekers to take

59

actions. In addition, there are 5 uses of modality and they are realized using modal finites

and metaphors of modality. The use of modal finite “mesti” (must) which is of high rank

(Halliday, 1994, as cited in Droga & Humphrey, 2002, p. 73) urges the help-seeker to take

action as suggested and this modality helps to balance out the help-provider‟s authority in

advice giving. This is shown in Example 3.11:

Example 3.11: Modal Finite of High Rank

Sequence Code Clause Mood Type Modality

2 HP1

C1i

anda ^ mesti memiliki

kekuatan dalaman

(you ^ must have

internal strength)

Declarative

(Grammatical

Feature:

Subject^Predicate)

“mesti” (must)

(type of

realisation: modal

finite)

Keys: “^” stands for “followed by”

Based on the results of the preliminary study, it is concluded that the data of such

nature can be used for the current study.

3.4 Chapter Summary

In brief, the research is under qualitative strand and the unique feature of this study is

that it includes quantitative findings to supplement the qualitative findings. The data

used are advice columns from a local Malay health magazine and the data analysis was

verified by an inter-rater. This chapter is inclusive of the report from an earlier

preliminary study, the three stages of data analysis, description of the data used for the

study as well as the qualitative research methodology employed.

60

CHAPTER 4

DATA ANALYSIS AND DISCUSSION

4.0 Introduction

This study is carried out to answer the three Research Questions presented in Chapter 1.

In this chapter, the data analysis and the discussions of the findings are presented in

response to the research questions.

The chapter starts with Section 4.1 where the distribution of Mood in Help-

Seeking texts and Help-Providing texts are presented and discussed. This section will

answer the first Research Question which is “What mood choices are realised in the

Malay help-seeking and Malay help-providing texts?” The chapter is continued with

Section 4.2 where the distribution of Modality features in both texts are presented and

discussed. This answers the second Research Question that is “What modality features

are realised in the Malay help-seeking and Malay help-providing texts?” Subsequently,

the chapter is resumed with Section 4.3 in which the mood choices and modality features

in both texts are further discussed to answer Research Question 3 that is “How do mood

choices and modality features describe interpersonal meanings in the Malay help-seeking

and Malay help-providing texts?” Finally, the chapter ends with Section 4.4 where a

summary of the findings is provided.

61

4.1 Data Analysis and Dicsussion on Mood Choices

4.1.1 Mood Choice in Help-Seeking Texts

This section answers Research Question 1 that is “What mood choices are realised

in the Malay help-seeking and Malay help-providing texts?”

Ten help-seeking texts have been analysed by determining the Subject and

Predicate elements in each clause in order to determine the mood types used by the

help-seekers. Percentage of each mood type in each help-seeking text was

determined by the formula shown below:

Figure 4.1 shows the distribution of these mood types in percentages:

Figure 4.1 Percentages of Mood Types in Help-Seeking Texts

HS1 HS2 HS3 HS4 HS5 HS6 HS7 HS8 HS9 HS10

Declarative 91.7 81.8 81.8 80 87.5 75 90.9 91.7 88.9 87.5

Interrogative 8.3 9.1 18.2 10 12.5 25 9.1 8.3 11.1 12.5

Imperative 0 0 0 10 0 0 0 0 0 0

Moodless 0 9.1 0 0 0 0 0 0 0 0

0

10

20

30

40

50

60

70

80

90

100

A

_____ x 100 = C %

B

A = Total of mood type in a text

B = Total of clause in a text

C = Percentage

62

Based on Figure 4.1, it can be seen that clauses in the Declarative mood take the highest

percentage in all ten help-seeking texts, ranging from 75% to 91.7%. It can be said that

Declarative clauses have been used the most in the process of asking for help. Meanwhile,

clauses in the Interrogative mood take the second highest in all help-seeking texts, ranging

from 8.3% to 18.3%. Although clauses in the Interrogative mood are the second most used

mood type in these texts, the percentage is still very low compared to clauses in the

Declarative mood. As for the Imperative mood type, the percentage is also very low which is

10% and this mood type is only present in one help-seeking text that is HS4. Aside from the

three mood types, it can be seen that there is one instance of moodless clause (9.1%) which is

used in HS2 only. This clause is marked as such since it is a minimal clause that does not

contain any Subject or Predicate (Asmah, 2008).

4.1.1.1 Declarative

It is shown in Figure 4.1 that the help-seeking texts are highly declarative which

means that the commodity exchanged is information. The high frequency of

Declarative mood used in all ten help-seeking texts is mainly because of the nature of

a help seeker to bring in the conflict faced and to provide further understanding of the

conflict. This is probably done to ensure that the help-provider is provided with

sufficient information before giving help to the help-seekers. Example 4.1 provides

three samples of Declarative clauses across the data.

63

Example 4.1Declarative Clause to Indicate Conflict

Code Clause Grammatical

Feature

Mood Type

HS3C6 Sejak akhir-akhirnya ini ^ saya ^ dapati

hubungan kami semakin hambar.

(sejak = since; akhir-akhirnya = lately; ini

= this; saya = I; dapati = find; hubungan =

relationship; kami = us; semakin = more

and more; hambar = cold)

Lately, I found that our relationship is

getting colder

Predicate ^

Subject ^

Predicate

Declarative

HS5C2i saya ^ selalu merasa rendah diri

(saya = I; selalu = always; merasa = feel;

rendah diri = humble)

I always feel small

Subject ^

Predicate

Declarative

HS7C3i Keadaan ini ^ menimbulkan ketegangan

kepada diri saya

(keadaan = situation; ini = this;

menimbulkan = cause; ketegangan =

tightness; kepada = to; diri = self; saya = I)

This situation ^ makes me tensed

Subject ^

Predicate

Declarative

Key: Symbol “^” means “followed by”

In HS3C6, the help-seeker discloses that her relationship with her husband is

losing its warmth. In HS5C2i, the help-seeker is having a problem with self-esteem

and in HS7C3i, the help-seeker reveals that she feels tensed with her son. These three

Declarative clauses show that the help-seekers are taking the role of the one needing

help by bringing up the problems that they have to encounter. Besides indicating the

conflict that the help-seekers are facing, the other function of the Declarative clauses is

to give further elaboration of the conflict that the help-seekers are facing. Example 4.2

below shows this function:

64

Example 4.2 Declarative Clause to Provide Background to Conflict


Feature

Mood Type

HS3C5 Sebenarnya sudah dua tahun ^ kami ^

hidup berjauhan

(sebenarnya = actually; sudah = already;

dua tahun = two years; kami = we; hidup =

live; berjauhan = apart)

Actually, it has been two years we are far

from each other

Predicate ^

Subject ^

Predicate

Declarative

HS5C2

iii

saya ^ hanyalah seorang suri rumah.

(saya = I; hanyalah = only; seorang = one

person; suri rumah = housewife)

I am only a housewife

Subject ^

Predicate

Declarative

HS7C4 Saya ^ selalu tidak berpuas hati dengan

pencapaian dirinya.

(Saya = I; selalu = always; tidak berpuas

hati = not satisfied; dengan = with;

pencapaian =performance; dirinya = his

self)

I ^ am always dissatisfied with his

performance

Subject ^

Predicate

Declarative


In HS3C5, the help-seeker substantiates the conflict faced by supplying

background information of the state of the physical and emotional distance that the

help-seeker and her husband are going through. By providing this information, the

help-seeker implies that she is in need of help and expects the help-provider to give

advice which is appropriate to her problem. In HS5C2, the help-seeker uses the

Declarative mood to explain that the reason for her low self-esteem is her position as

merely a housewife, compared to her peers. The help-seeker puts herself in a low

social position, reflecting her inability to deal with the conflict faced. As for HS7C4,

the help-seeker uses Declarative mood in this clause to state the reason for the tensed

state of emotional instability is her dissatisfaction with her son‟s performance.

65

Through this clarification which is also a disclosure of discontent, the help-seeker

indirectly shows her readiness to face the risk of being evaluated not only by the help-

provider but also by the other readers. This is in line with Locher (2006), Hoffmann

and Locher (2006) a well as Locher (2010) who stated that letters to the advice

columns are not only a form of personal interactions between the help-seekers and the

help-providers but also an indirect interaction with a larger audience.

4.1.1.2 Interrogative

Besides the Declarative mood, the Interrogative mood is also used in all help-

seeking texts although the percentage is much lower. When an Interrogative clause is

used, it is an act of asking for information in the form of an answer. In Malay, the

Interrogative mood can be divided into two subsystems; open and close (Asmah,

2008). Example 4.3 is drawn to show a sample of clauses of the first subsystem which

is the Open Interrogative mood:

Example 4.3 Open Interrogative Clause


Feature

Mood Type

HS7C5i Apakah yang perlu saya lakukan

(Apakah = what; yang = that; perlu =

need; saya = I; lakukan = do)

What do I need to do

Interrogative

marker

“Apakah”

Interrogative

HS3C9i apakah yang menjadi penyebab

hubungan kami menjadi hambar

(apakah= what; yang = that; menjadi

= become; penyebab = reason;

hubungan = relationship; kami = us;

menjadi = become; hambar = cold)

What is the reason for our cold

relationship

Interrogative

marker

“Apakah”

Interrogative

66

HS5C3i Bagaimana ^ untuk saya

mengembalikan keyakinan diri

(bagaimana = how; untuk = to; saya

= I; mengembalikan = return;

keyakinan diri = self-confidence)

How I get back my self-confidence

Interrogative

Adverb

“Bagaimana”

Interrogative

The use of Interrogative marker “Apakah” and “Bagaimanakah” signifies that the

kind of information to be received should not be restricted to the realm of “yes” and

“no” (Asmah, 2008). By using this subsystem of Interrogative mood, the help-seeker

shows his difficulty to determine the kind of action that should be taken to approach

his situation. The help-seeker also submissively lowers his position as the one who is

facing uncertainty and needing guidance.

As for the second subsystem which is the Close Interrogative mood, there is

only one instance found across the data. Example 4.4 is provided below to show how

this mood is used:

Example 4.4 Close Interrogative Clause


Feature

Mood Type

HS6C4i Adakah sikap ini keterlaluan

(adakah = is it; sikap = attitude; ini=

this; keterlaluan = too much)

Is this attitude too much

Interrogative

marker

“Adakah”

Interrogative

Unlike the Open Interrogative mood, the second subsystem used by the help-

seeker has the effect of offering the help-provider with two kinds of answer, either

“yes” or “no”. This can be seen by the usage of the interrogative marker “Adakah”,

loosely translated as “is it?”. When the help-seeker asks a question in such manner,

the kind of information that is required is either confirmation or denial (Asmah,

67

2008). This means that the help-seeker has already formed an understanding of his

situation in which he acknowledges that his dissatisfaction of his career performance

is unwarranted. This clause shows that the help-seeker is seeking assurance that he

needs to stop being dissatisfied with himself and he is also asking for opinions to

solve the conflict. The Open and Close Interrogative clauses which are placed at the

end of the text change the overall purpose of the text from giving information to

requesting for help.

4.1.1.3 Imperative

The other mood type that is analyzed is the Imperative. This mood type is

used to instigate the speech function of proposals that is to demand goods and

information. Through the use of the Imperative clauses, the addresser insinuates a

command and assigns the addressee with the responsibility of performing the

proposed act (Halliday & Matthiessen, 2004). However, it is found that in Help-

Seeking Text 4 (refer Appendix 9C), the Imperative mood is used to perform a

request for help. Example 4.5 shows the Imperative clause:

Example 4.5 Imperative Clause Performing A Request


Feature

HS4C6 Bantulah saya untuk menghangatkan kembali

hubungan saya dengan ahli keluarga

(bantulah = help; saya = I; untuk = for; menghangatkan

= warm; kembali = back; hubungan = relationship; saya

= I; dengan = with; ahli keluarga = family members)

Help me to reinstate my relationship with the family

members

Absence of

Subject

68

The verb used in this instance is “bantulah”, a combination of the base verb “bantu”

to mean “help” and particle “lah” that carries the function of toning down

instructions. When this particle is placed at the end of a verb requesting for help, it

softens the command (Asmah, 2008). This is in line with Idris (2000) who stated that

when this particle is used together with a modality feature, it has the effect of

softening demands. Since they are used together, the verb “bantulah” indicates that

the help-seeker is in a desperate position and this also puts the help-seeker in a

position of lower status than the help-provider. Consequently, it brings down the

authoritativeness of the addresser as the one insinuating a command, shifting the

power to the help-provider as the one with the ability to offer help instead (Eggins,

2004). Similar to the Interrogative mood, the overall purpose of the text is changed

from providing information to requesting for help by the use of the Imperative mood

which is used at the end of the help-seeking text.

4.1.1.4 Moodless

There is also the use of one instance (9.1%) of Moodless clause in Help-

Seeking Text 2 (HP2). This clause is classified as Moodless due to the presence of

neither Subject nor Predicate, the components that determine Mood type in Malay

(Asmah, 2008). In HP2, this clause is used to express gratitude in advance for the

help that the help-provider is going to receive. It means that the help-provider is

expected to offer help which the help-seeker is ready to accept. Example 4.6 is drawn

to show this type of clause:

69

Example 4.6 Moodless Clause


Features

Mood Type

HS2C6 Terima kasih.

(terima kasih = thank you)

Thank you

- -

Overall, the help-seeking texts are highly Declarative with the slight use of

Interrogative and Imperative. It is also evident that all help-seeking texts use Indicative mood

most of the time but rarely employ Imperative mood. A pattern is seen in the texts in which

when asking for help, help-seeker provides adequate information first and the exact intention

is made obvious towards the end of the text through the use of the Interrogative and the

Imperative mood. The use of the Interrogative and the Imperative clauses at the end of the

text illuminates the purpose of the text that is to request for help with the expectation that the

request will be fulfilled, not merely providing information. Although they are used slightly,

the Interrogative and Imperative clauses are significant in acknowledging help-providers as

the experts and the ones with higher capability and authority. The use of Interrogative mood

and Imperative mood also acknowledges the help-seeker‟s readiness to accept instructions

from the help-provider. Interpersonal relationship is represented through the role

establishment maintained by this acknowledgement.

70

4.1.2 Mood Choice in Help-Providing Texts

In this section, the mood distribution in all ten Help-Providing texts is presented.

Percentage of each mood type in each help-seeking text was determined by the

formula shown below:

Figure 4.3 shows the distribution of mood types in all ten Help-Providing texts in

percentages:

Figure 4.3 Percentages of Mood Choice in Help-Providing Texts

HP1 HP2 HP3 HP4 HP5 HP6 HP7 HP8 HP9 HP10

Declarative 66.7 62.5 78.6 61.9 81.3 78.9 92 91.3 82.1 80

Interrogative 0 0 3.6 0 6.2 0 0 0 0 0

Imperative 33.3 34.4 17.8 38.1 12.5 21.1 18 8.7 17.9 15

Moodless 0 3.1 0 0 0 0 0 0 0 5

0

10

20

30

40

50

60

70

80

90

100

A

_____ x 100 = C %

B

A = Total of mood type in a text

B = Total of clause in a text

C = Percentage

71

Figure 4.3 shows that just like Help-Seeking texts, the Declarative mood is the

most dominating mood type used by help-providers in all Help-Providing Texts,

ranging from 61.9% to 92%. Therefore, it is observed that help-providers employ

Declarative mood the most despite their role as help provider. This will be further

explained in the next section. The other mood type which is the Interrogative is

used very little here with only 3.6% to 6.2% and used in only two texts. As for the

Imperative, the percentages are still low compared to the Declarative mood,

ranging from as low as 8.7% to as high as 38.1%. However, it is noteworthy that

these percentages are generally much higher than the percentages of Imperative

mood in Help-Seeking Texts. This mood type is also used in all Help-Providing

texts, signalling a significant meaning which will be further looked into in the

next section. With the exception of the Declarative mood, it can be said that the

pattern for the Interrogative and Imperative mood are reversed in Help Seeking

and Help-Providing texts. Aside from the three mood types, there is also one

instance (3.1%) of Moodless clause in text HP2 and one instance (5%) of

Moodless clause found in text HP10. These clauses do not contribute to the Mood

choice but they still carry Interpersonal meanings. This will also be explored later.

4.1.2.1 Declarative

It is stated in the section 4.1.2 that Declarative mood is employed the

most in Help-Providing texts, marking a similarity with Help-Seeking texts.

When the Declarative mood is used in a text, the function is mainly to

exchange information from a speaker to a listener or in this context, from a

help-provider to a help-seeker. This can also be seen in Help-Seeking texts.

However, in Help-Providing texts, the function of the Declarative mood

72

goes beyond offering information. It also serves as a command and

provocation.

The first function of the Declarative mood used in Help-Providing

texts is to deliver information to the help-seekers. This can be seen as a

response to the help-seeker‟s question in Help-Seeking Texts. As shown in

Section 4.1.2, a help-seeker is asking for an affirmation if his dissatisfaction

of his already high achievement is improper. This is marked as Example 4.4

in which the help-seeker asks “Adakah sikap ini keterlaluan” loosely

translated as “Is this attitude too much”. In response to this question, the

help-provider uses Declarative clauses to provide the information required

as affirmation. Examples 4.7 and Example 4.8 illustrate this feature:

Example 4.7 Declarative Clause Responding to Interrogative in Help-Seeking Text


Feature

Mood Type

HP6C4 sikap tidak puas hati atas apa yang telah

dicapai setakat ini ^ perlu diperbaiki.

(sikap = attitude; tidak puas hati = not

satisfied; atas = up; apa = what; yang =

that; telah dicapai = have been achieved;

ini = this; perlu = need; diperbaiki = be

improved)

Dissatisfaction of what has been achieved

so far ^ needs to be looked into

Subject ^

Predicate

Declarative


73

Example 4.8 Declarative Clause Responding to Interrogative in Help-Seeking Text


Feature

Mood Type

HP6C8 Mendambakan yang lebih hebat tanpa

menikmati yang telah diberi ^

membuatkan hati jadi kosong dan tidak

seronok.

(mendambakan = yearning; yang = that;

lebih = more; hebat = great; tanpa =

without; menikmati = enjoying; yang =

that; telah diberi = has been given;

membuatkan = make; hati = heart; jadi =

become; kosong = empty; dan = and;

tidak seronok = not fun)

Yearning for greater results without

enjoying what has been given ^ makes

your heart empty and unhappy

Subject ^

Predicate

Declarative


In Example 4.4, the help-seeker uses a Close Interrogative clause to ask for

a confirmation of his undue dissatisfaction of his career performance.

Therefore, the response expected of the help-provider is either “yes” or “no”

(Asmah, 2008). Contradictorily, the help-provider does not conform to this

expectation by giving the type of responses for open-ended questions.

Instead, the help-provider uses the information in her responses to imply

that the answer is a “yes”. This indirectness in interaction is a very typical

practice among the Malays (Asmah, 1997). Here, the help-provider uses the

lengthy information to side-step the bluntness of saying “yes” to the help-

seeker and this lowers the risk of the help-seeker feeling worse about

himself.

74

Besides that, the Declarative mood is also used to replace the

Imperative in giving commands. It is typical that information is delivered

through Declarative mood while command is conveyed by using Imperative

mood. Nonetheless, using a Declarative clause to convey proposal is

common in Help-Providing texts. Examples 4.9 and 4.10 are two of the

many instances that carry this feature:

Example 4.9 Declarative Clause to Convey Proposal


Feature

Mood

Type

HP8C5 Saya ^ ingin mengajak Amirul

mencari keistimewaan diri Amirul di

mata ibu.

(saya = I; ingin = want; mengajak = ask

to follow; Amirul = proper noun;

mencari = find; keistimewaan =

speciality; diri = self; Amirul = proper

noun; di = at; mata = eyes; ibu =

mother)

I ^ want to ask Amirul to find your

strong points in the eyes of your mother

Subject ^

Predicate

Declarative


Example 4.10 Declarative Clause to Convey Proposal


Feature

Mood Type

HP9C9ii cara terbaik ^ ialah dengan

memperbanyakkan hubungan positif

dengan orang sekeliling

(cara = way; terbaik = the best; ialah =

is; dengan = with; memperbanyakkan =

increase; hubungan = relationship;

positif = positive; dengan = with; orang

= human; sekeliling = surrounding)

The best way ^ is to encourage positive

relationship with people around

Subject ^

Predicate

Declarative


75

On the surface, these two instances seem to merely provide intention and

information but when the context is taken into consideration, these two

instances are semantically subtle commands, urging the help-seekers to take

actions. This strategy is employed by the help-providers because unlike the

Imperative mood that has a strong force of demanding an action to be taken,

the Declarative takes the form of a proposition that is something that can be

argued about; affirmed or denied, doubted, contradicted, regretted, insisted

on, tempered and so on (Halliday, 1994; Halliday & Matthiessen, 2004).

This avoidance of Imperatives can also be interpreted as the avoidance of

imbalance power distribution. Since imbalance in power distribution is

likely to create a gap. Thus, the help-providers create a friendly and less

intimidating tenor by substituting the Imperative with the Declarative. The

Declarative mood that functions as an imperative is described by Eggins

(2004, p. 153) as “Non-typical clause Mood”.

The other function of the Declarative mood in Help-Providing texts

is to create provocation. The help-provider also uses a Declarative clause

not to convey information but to provoke the help-seeker to review his

perception about himself by masking an Imperative with a Declarative. This

can be seen in Example 4.11 below:

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Example 4.11 Declarative Clause as Provocation


Feature

Mood Type

HP4C9 Saya ^ pasti adik seorang yang tabah

hati dan yakin pada diri sendiri

(saya = I; pasti = sure; adik = younger

brother or sister; seorang = someone;

yang = that; tabah hati = strong; dan =

and; yakin = confident; pada = at; diri

sendiri = self)

I ^ am sure that you are a strong and

confident person

Subject ^

Predicate

Declarative


Instead of writing “Tabahlah dan yakin pada diri sendiri”, loosely translated

as “Be strong and confident”, the help-provider chooses to provoke the help-

seeker using clause HP4C9 provided above. In this clause, the help-provider

implies that as an expert, the help-provider believes that the help-seeker is

strong and confident. Here, the help-provider uses her position as the expert

to make the help-seeker believe that he is strong and confident. This

concurrently, builds trust and acceptance while preserving the help-

provider‟s position as the expert. Adding to that, the help-seeker might

consider the help-provider as a stranger but this clause is used to restore the

trust by suggesting that the help-provider must have managed a lot of cases

like this to be convinced that the help-seeker is a confident and strong

person. Although the power distribution in this clause is unequal, the tenor

is less authoritative.

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4.1.2.2 Imperative

Besides the Declarative mood, the Imperative mood is also used

quite frequently in Help-Providing texts. The Imperative mood takes the

form of a proposal and is used to sustain the authoritativeness of the speaker

or in this study, the help-provider (Halliday & Matthiessen, 2004). This is

because the use of Imperative mood leaves limited choices to the help-

seeker and the choices are either to refuse or to obey and either to reject or

to accept. Example 4.12 is drawn below to illustrate this feature:

Example 4.12 Imperative Clause to Give Command


Feature

Mood

Type

HP10C7i Pastikan anda tetap menghubungi ibu

dan ayah anda

(pastikan = ensure; anda = you; tetap =

keep; menghubungi = contacting; ibu

dan ayah = father and mother; anda =

you)

Make sure you stay in touch with your

parents

Absence of

Subject

Imperative

Unlike the Imperative used in Help-Seeking texts which has the reversed

effect of upholding the help-seeker‟s authoritativeness, the Imperative mood

type used in Help-Providing texts exhorts the authoritativeness of the help-

provider as the help-provider. The clause in Example 4.12 is a command

urging the help-seeker to take certain action and the help-seeker is expected

to obey it. Even if the help-seeker refuses the command, the help-provider‟s

power status is not distorted entirely. This is because in Imperative clauses,

the help-provider has the power to make the help-seeker respond to the

command and refusal to obey is still considered as response (Asmah, 2008).

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The Imperative mood in Help-Providing texts occurs in isolation as in Example 4.12

and it can also occur in a stretch which brings Interpersonal meanings to the texts. In

Example 4.13 which is taken from Appendix 3C, this feature is observed:

Example 4.13 Imperative Clauses in A Long Stretch of Text


Feature

Mood Type

HP1C7i Biarkan dengan apa

(biarkan = Let it be; dengan = with; apa = what)

Ignore what

Absence of

Subject

Imperative

HP1C7ii dia ^ nak lakukan.

(dia =she; nak = want; lakukan = do)

She ^ wants to do

Subject ^

Predicate

Declarative

HP1C8i Fokus pada apa

(fokus = focus; pada = at; apa = what)

Focus to what

Absence of

Subject

Imperative

HP1C8ii saudari sendiri ^ mahu lakukan.

(saudari = Miss ; sendiri = yourself; mahu = want;

lakukan = do)

You yourself ^ want to do

Subject ^

Predicate

Declarative

HP1C9i Jangan mudah terpedaya dengan sikap jiran yang tak

begitu baik untuk dicontohi

(jangan = do not; mudah = easy; terpedaya = be fooled;

dengan = with; sikap = attitude; jiran = neighbour; yang

= that; tak begitu baik = not so good; untuk = to;

dicontohi = be followed)

Don‟t be fooled easily by your neighbour‟s attitude that

is not good to be followed

Absence of

Subject

Imperative

HP1C9ii cuba perbaiki keadaan.

(cuba = try; perbaiki = make better; keadaan = situation)

Try to improve the situation

Absence of

Subject

Imperative

HP1C10i Sentiasa bersangka baik

(sentiasa = always; bersangka = think; baik = good)

Always think positively

Absence of

Subject

Imperative

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Example 4.13 Continued

HP1C10ii jangan hiraukan apa yang orang lain buat.

(jangan = do not; hiraukan = bother; apa = what; yang =

that; orang lain = others; buat = do)

Don‟t mind what others are doing

Absence of

Subject

Imperative

HP1C11 Elakkan komunikasi yang tiada asas dalam minda

mengenai hal jiran.

(elakkan = avoid; komunikasi = communication; yang =

that; tiada = do not have; asas = base; dalam = inside;

minda = mind; mengenai = about; hal = matters; jiran =

neighbour)

Avoid baseless communication about your neighbour

Absence of

Subject

Imperative

Key: Shaded clauses are Declarative clauses that are subordinate to the Imperative clauses

As shown in Example 4.13, 7 Imperative clauses are used in one long stretch. Although

there are two Declarative clauses in this stretch (clause HP1C7ii and clause HP1C8ii), these

are subordinate clauses to the Imperatives and do not weaken the dominating effect of the

Imperatives. The continuous sequencing of 7 Imperative clauses strengthens the force of the

command, making the text emerge as heavily authoritative. As for the help-provider‟s

power status, it elevates the help-provider‟s position as the expert with authority and creates

distance with the help-seeker (Eggins, 2004).

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4.1.2.3 Interrogative

The other mood type is Interrogative and this has been used minimally in the Help-

Providing texts. It is noteworthy that besides the Imperative mood type which can reflect

unequal power status between the help-provider and help-seeker, the other mood type that is

used to bring about the same effect is the Interrogative mood. In this analysis, the help-

provider who is in a higher power position poses questions to the help-seeker who is less

powerful. This is shown in Example 4.14:

Example 4.14 Interrogative Clause in Help-Providing Text


Feature

Mood Type

HP5C1 Adakah ^ duduk di rumah telah

meletakkan diri puan sebagai terlalu

rendah

(adakah = is it; duduk = sit; di = at;

rumah = house; telah meletakkan = has

put; diri = self; puan = Mrs, sebagai =

as; terlalu = too; rendah = low)

Does ^ staying at home put you in a very

low position

Interrogative

marker

“Adakah”

Interrogative

In this example, the Interrogative clause is used as a rhetoric, not to demand for information

or seek clarification. It is used with the assumption that the help-seeker has already formed a

perception that being a housewife puts her in a low social status and the rhetorical question

is posed to the help-seeker to correct the help-seeker‟s misconception. Here, the help-

provider does not require the answer but she exerts her position as the expert by providing

the answer to the question posed by the help-seeker. This can be seen in Example 4.15

which is the subsequent clause to Example 4.14:

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Example 4.15 Declarative Clause as An Answer


Feature

Mood Type

HP5C2i Salah ^ tanggapan itu,

(salah = wrong; tanggapan = perception;

itu = that)

That perception ^ is wrong

Predicate ^

Subject

Declarative

When the help-provider answers her own rhetorical question, the Interrogative mood is not

used to show the help-provider‟s position as the one needing guidance but she implies that

the help-seeker is actually the one who is confused and needs to be corrected. Therefore, the

help-provider‟s position is again levelled up as the expert who evaluates the help-seeker‟s

misconception.

4.1.2.4 Moodless

In Help-Providing texts, two instances of Moodless clause have been found.

Example 4.16 and Example 4.17 are drawn below to show the different ways of using

this type of clause:

Example 4.16 Moodless Clause 1

Code Clause Grammatical Feature Mood Type

HP2C23 Selamat maju jaya.

Good luck

- -

Example 4.17 Moodless Clause 2

Code Clause Grammatical Feature Mood Type

HP10C9 Wallahualam.

And Allah knows it all

- -

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Example 4.16 is a goodwill message from the help-provider to the help-seeker. Although

there is an absence of Subject and Predicate that determine the mood type (Halliday, 1994),

this clause interestingly is part of Malay grammar and deserves to be interpreted from the

SFL lens. The Interpersonal meaning interpreted from the goodwill message is that the help-

provider establishes her role as the one with the ability to offer help. The help-provider also

asks the help-seeker to take responsibility and take actions. The help-provider also implies

that the help-seeker is likely to overcome her problem if the commands the help-provider

gives are obeyed.

Meanwhile, the moodless clause in Example 4.17 has a different Interpersonal

meaning. The clause which is an Islamic expression in Arabic indicates that the help-

provider lessens her authoritativeness in the help-provider-help-seeker relationship. In this

text, the help-provider uses the Islamic expression to mean that the help offered is based on

her expertise which is limited compared to the boundless knowledge possessed by God. This

fosters a feeling of camaraderie for Muslims as the Muslims belief is that although the

problem can be solved, effort is limited by the power of God. The tenor between the help-

seeker and the help-provider here has the potential to build solidarity where equal power

status is created on the premise of shared common belief as fellow Muslims.

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4.2 Modality Features in Help-Seeking and Help-Providing Texts

4.2.1 Modality Features in Help-Seeking Texts

The use of Modality in the ten help-seeking texts has been analyzed and the

distribution of Modality use together with the frequency of occurences is shown

in Figure 4.3 below:

Figure 4.3 Modality Use in Help-Seeking Texts

The findings in Figure 4.3 show that there are 31 instances of Modality use in all ten

help-seeking texts. In general, the use of Modality in most help-seeking texts is moderate

with 2 – 3 instances in texts that contain 8 – 12 clauses. The moderate use of Modality is

seen here as an indicator that most often than not, help-seekers are certain of their feelings.

Since the texts are largely related to the personal experiences of the help-seekers and the

current difficulties that they are facing, the information is conveyed in a definite manner.

HS1 HS2 HS3 HS4 HS5 HS6 HS7 HS8 HS9 HS10

No. of Clause 12 11 11 10 8 8 11 12 9 8

Modality Occurrence(s) 2 3 5 2 2 1 5 5 2 4

0

2

4

6

8

10

12

14

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Hence, the moderate use of Modality. In addition to that, the moderate use of Modality also

indicates that the meanings in the text are made non-arguable. Thus, it contributes in

establishing the validity of the information given (Eggins, 2004).

Besides that, in comparison to the mood type used in the help-seeking texts, it is

observed that the number of times Modality is used is also related to the commodity

exchanged. Help-Seeking Text 6 (HS6), for example, has only one instance of Modality use

despite having 8 clauses in the text. It is also the text with the least use of Modality.

However, when the analysis of mood type is referred to again, it is notable that this text has

the highest percentage of Interrogative moods. This shows that the help-seeker who wrote

this text does not use a lot of Modality since his purpose of writing is made clear through the

use of Interrogative clauses (Eggins, 2004). The help-seeker also uses the Interrogative

mood to supplement the lack of Modality used in establishing his role as a help seeker and

the help-provider as help provider. Here, the Interrogative mood is used as Interpersonal

resource.

However, there is a difference in Modality use in Help-Seeking Text 3 (HS3), Help-

Seeking Text 7 (HS7), Help-Seeking Text 8 (HS8) and Help-Seeking Text 10 (HS10). The

number of Modality use in the texts reaches almost half of the number of clauses in the

texts. Meanwhile, HS10 makes the most use of Modality in which 4 instances of Modality

were found in only 8 clauses. These findings suggest that the help-seekers are making

negotiations with the propositions made in the texts. The kind of negotiations and

relationships made by the help-seeker through the use of Modality are further explained in

the next section.

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4.2.1.1 Modal Finites

Table 4.1 indicates the frequency with which modality features in Malay are

expressed through modal finites. From the table, it can be seen that there are 6

instances of modal finites which are listed as Kata Kerja Modalitas (Asmah, 2008).

As with Halliday and Matthiessen‟s (2004) theoretical framework for modality in

English, Asmah‟s description of modality in Malay can be ranked as High, Median

and Low. Table 4.1 below illustrates the ranked modality.

Table 4.1 Modality Use in Help-Seeking Texts

Type of Realisation Modality No of Instances

Modal Finite – Low Dapat - (can)

Boleh- (can)

3

Modal Finite – Median Akan - (will) 1

Modal Finite – High Harus – (have to)

Perlu - (need)

3

The first modal finite with high value is used in Help-Seeking Text 8 (refer

Appendix 19C). Example 4.18 below illustrates how it is used:

Example 4.18 High-ranked Kata Kerja Modalitas 1

Code Clause Type of

Realisation

HS8C6i Apakah yang saya perlu lakukan

(apakah = what; yang = that; saya = I; perlu =

need; lakukan = do)

What do I need to do

MF – H

Example 4.19 High-ranked Kata Kerja Modalitas 2

Code Clause Type of

Realisation

HS10C3ii yang saya harus buat

(yang = that; saya = I; harus = have to; buat =

do)

that I have to do

MF – H

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Table 4.1 shows that „perlu’ and „harus’ are considered as high modality. The first

Kata Kerja Modalitas, „perlu” has the same meaning as „mesti’ or „must‟ which is used

mostly to refer to rules (Asmah, 2008). According to Halliday and Matthiessen (2004), the

modal finite “must” has the highest value compared to the other modal finites. This means

that when „perlu’ is used by the help-seeker in clause HS8C6i, the help-seeker realizes that

taking an action to solve her problem is a must and she relies on the help-provider who is an

expert to provide the information to her. As for „harus’, historically, it is used in religious

contexts for actions that can be done and can also be left out but with the influence from the

Indonesian language, this Kata Kerja Modalitas also carries the same weight as “must”

(Asmah, 2008). This puts „harus’ in the same position with „perlu‟ and „mesti‟.

Example 4.20 Median-ranked Kata Kerja Modalitas

Code Clause Type of Realisation

HS1C5ii dia pun sama akan berbuat demikian.

(dia = she; pun = too; akan = will; berbuat =

do; demikian = that way)

she will do the same too

MF – M

Meanwhile, „akan‟ which is equivalent to „will‟ is considered as median and there

are two interpersonal meanings carried by the use of this Kata Kerja Modalitas. Firstly,

when this is used, it describes that the help-seeker is maintaining distance with the help-

provider. This is because “akan” is only used in formal situation or written text (Asmah,

2008). This evidently creates a formal tenor between the help-seeker and the help-provider.

Secondly, it shows the help-seeker‟s median assertion that her neighbour will imitate what

she does.

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Example 4.21 Low-ranked Kata Kerja Modalitas 1

Code Clause Type of

Realisation

HS4C3ii saya dapat rasakan hubungan saya dengan ahli

keluarga yang dulunya rapat semakin renggang.

(saya = I; dapat = can; rasakan = feel; hubungan =

relationship; saya = I; dengan = with; ahli keluarga

= family members; yang = that; dulunya =

previously; rapat = close; semakin = more and

more; renggang = distant)

I can feel that my relationship with my family

members that used to be close is growing distant

MF – L

Example 4.22 Low-ranked Kata Kerja Modalitas 2

Code Clause Type of

Realisation

HS7C5iii sikap saya boleh menyebabkan anak saya stress

(sikap = attitude; saya = I; boleh = can;

meyebabkan = cause; anak = child; saya = I; stress

= stressed)

my attitude can make my son stressed

MF – L

As for the low Kata Kerja Modalitas used in the help-seeking texts, both modal

finites „dapat’ and „boleh’ refer to ability although „boleh’ is also used to show permission

(Asmah, 2008). In this context, „boleh’ is used to refer to the ability of causing something.

In clause HS&C5iii “sikap saya boleh menyebabkan anak saya stress” , this „boleh’ is not

only used to show that the help-seeker is concerned with the effect of her attitude on her son

but it also indicates that she actually knows that her attitude has the effect of making her son

stressed. The other Kata Kerja Modalitas „dapat’ is used in clause HS4C3ii “saya dapat

rasakan hubungan saya dengan ahli keluarga yang dulunya rapat semakin renggang” to show that

the help-seeker is not only able to feel but also cautious of the state of her relationship with

her family members. In this part, „dapat’ maximizes the help-seeker‟s position and this also

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mildly challenges the help-provider‟s authority since the information provided in the

Declarative clause is made non-arguable (Eggins, 2004).

4.2.1.2 Mood Adjuncts

Table 4.2 Distribution of Mood Adjuncts in Help-Seeking texts

Types Instances No of occurence

Mood Adjunct –

Intensity Hanya, hanyalah, sahaja, sebenarnya,

benar-benar

(only, only, only, actually, really)

6

Mood Adjunct –

Usuality Sering, selalu, jarang, adakalanya

(always, always, rarely, sometimes)

8

Mood Adjunct – Degree Agak

(quite)

2

Mood Adjunct –

Probability Tidak mungkin

(impossibly)

1

Mood Adjunct – Time - -

Mood Adjunct – Purpose - -

Mood Adjunct – Refusal Tidak mahu, enggan

(do not want, refuse)

4

Mood Adjunct –

Typicality Terutama

(mainly)

1

Table 4.2 shows distribution of Modality use according to the types of realisation which is

known as „Ajung’ or Adjuncts which also carry Interpersonal meanings. From all the

adjuncts, it is evident that the help-seeking texts make the greatest use of Modality that is

realized by the Mood Adjunct showing usuality. There are 8 instances of Modality of this

kind in the help-seeking texts. Example 4.23 to 4.26 below show how these modalities are

used in the texts.

Example 4.23 High-value Usuality Mood Adjunct 1


HS2C2iii kerana [dia] sering memburuk-burukkan diri saya di

kalangan rakan-rakan sekerja yang lain.

(kerana = because; dia = he; sering = always; memburuk-

burukkan = badmouth; diri = self; saya = I; di kalangan =

among; rakan-rakan sekerja = colleagues; yang = that,

lain = other)

because [he] always badmouth me in front of my

colleagues.

MA – Usu

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In Example 4.23, the clause is taken from Help-Seeking Text 2 which is about a help-

seeker whose colleague cum neighbour keeps badmouthing him at work. The mood of that

clause is Declarative and the verb „memburuk-burukkan’ is modalized by „sering’, a high-

value usuality which means “always” (Halliday & Matthiessen, 2004). In this clause, the

help-seeker is trying to describe that the event happens repeatedly and by using a high-value

usuality, its frequency of occurrence is emphasized. Adding to that, another modality of high-

value usuality is used in the same text, after this clause. Example 4.24 shows the use of

modality showing usuality:

Example 4.24 High-value Usuality Mood Adjunct 2


HS2C3ii menyebabkan dia selalu menjaja cerita-cerita buruk

tentang diri saya.

(menyebabkan = cause; dia = he; selalu = always;

menjaja = sell; cerita-cerita buruk = negative

stories; tentang = about; diri = self; saya = I)

making him always spreading negative stories about

me

MA – Usu

It can be seen in Example 4.24 that the help-seeker uses another modality of high-value

usuality, „selalu‟, which is equivalent to the previous modal adjunct „sering‟. This

intensifies the seriousness of his problem which is also intended to build empathy in the

help-provider.

The next sample is shown in Example 4.25, taken from Help-Seeking Text 7 which

is about a mother who is upset that the high expectation she has for her son is not met.

Example 4.25 Low-value Usuality Mood Adjunct 1


HS7C3iii sehingga adakalanya saya berkasar dengannya.

(sehingga = until; adakalnya = sometimes; saya = I;

berkasar = be harsh; dengannya = with him)

to the point that sometimes I am harsh to him

MA –Usu

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In this example, the Declarative clause is modalized by „adakalanya’ or “sometimes” which

is a low-value usuality (Halliday & Matthiessen, 2004). By using this mood adjunct, the

help-seeker expresses her concern that her expectation has made her treat her son badly.

Although “adakalanya” is not placed in a high rank like the previously explained usuality

mood adjunct, it still carries intensification to the seriousness of her concern. This is because

it shows that from the help-seeker‟s point of view, the harsh treatment is something that

should not have taken place but because the help-seeker is unable to control herself, it has

come to the point that she sometimes acts beyond an acceptable standard of conduct. This

consequently, puts her in a dilemma and thus she seeks help from someone who knows better

to get her out of that situation. In this context, the help-provider is regarded as the one with

the ability to give advice.

The other mood adjunct of low-value in usuality is „jarang‟ which means “rarely”.

Example 4.26 is provided below to show how this modality is used to create interpersonal

meanings.

Example 4.26 Low-value Usuality Mood Adjunct 2


HS4C4 Mungkinkah kerana mereka jarang melawat saya

menyebabkan hubungan kami semakin jauh?

(munkinkah = is it; kerana = because; mereka = they;

jarang = rarely; melawat = visit; saya = I;

menyebabkan = cause; hubungan = relationship; kami

= us; semakin = more and more; jauh = distant)

Is it because they rarely visit me, making our

relationship more and more distant?

MA – Usu

This Interrogative clause is taken from Help-Seeking Text 4 written by a school student

whose problem is about her distant relationship with the family members after she went to

boarding school. As mentioned earlier, „jarang’ is in the same rank as „adakalanya’ but the

former has lower value of usuality than the latter. Unlike “adakalanya” that has an

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intensifying effect despite being a low-value usuality, “jarang” is used not to express the

seriousness of her problem but rather to express her feelings. This indicates that the help-

seeker tries to narrow the gap with the help-provider as the help-seeker believes that the

help-provider is empathetic enough to understand her disappointment in the rarity of her

family‟s visit to her boarding school. Thus, this establishes an intimate tenor between the

help-provider and the help-seeker (Eggins, 2004).

Example 4.27 Intensity Mood Adjunct


HS5C2iii sedangkan saya hanyalah seorang suri rumah.

(sedangkan = when; saya = I; hanyalah = only;

seorang = one; suri rumah = housewife)

when I am only a housewife

MA – Int

The other type of Mood Adjunct is Intensity Mood Adjunct which is illustrated in

Example 4.27. The Mood Adjunct “hanyalah” is made of “hanya” which is equivalent to

„only‟ in English and particle “lah”. Semantically, “hanya” means not more than something

else which refers to the help-seeker‟s perception of her low status as a housewife. When it is

used with particle “lah” which tones down the force of the proposition, this Mood Adjunct

emphasizes the help-seeker‟s reflection that being a housewife is low in society.

Example 4.28 Probability Mood Adjunct


HS3C8 Tidak mungkin dia menduakan saya

(tidak mungkin = impossibly; dia = he;

menduakan = two-timing; saya = I)

It is impossible that he two-times me

MA - Pro

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Example 4.28 is an instance of the use of the negative Probability Mood Adjunct in

Malay Help-Seeking texts which is “tidak mungkin”, loosely translated as „impossible‟. The

help-seeker intends to show the unlikeliness of her husband cheating on her by using “tidak

mungkin”. The use of this adjunct carries certainty in the information delivered by the help-

seeker.

Example 4.29 Refusal Mood Adjunct


HS10C3iii kerana saya tidak mahu melepaskan peluang

keemasan ini

(kerana = because; saya = I; tidak mahu = do

not want; melepaskan = let go; peluang =

chance; keemasan = golden; ini = this)

because I do not want to let go of this golden

opportunity

MA – Ref

The other type of modality realisation found in Help-Seeking texts is Refusal Mood

Adjunct. Example 4.29 is drawn above to show how this is used in the clause. „Tidak mahu’

is used in Malay to show persistence of refusal. In this clause, the help-seeker uses this

modality feature to underline her persistence of not wanting the chance to study abroad slip

of her hand. With the intensity of the refusal, the help-seeker attempts to make the

information in this clause non-arguable to the help-provider. This type of modality

realisation is not included in Halliday and Matthiessen‟s (2004) model but it is described in

Asmah‟s (2008) kata Kerja Modalitas and in this study, it isobserved in the Help-Seeking

texts.

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Example 4.30 Typicality Mood Adjunct


HS1C3 Dia gemar berlawan-lawan dengan saya

terutama dari segi harta benda.

(dia = she; gemar = like; berlawan-lawan =

compete; dengan = with; saya = I; terutama =

mainly; dari segi = from the point of; harta

benda = properties)

She likes to compete against me especially when

it comes to belongings

MA – Typ

Example 4.30 represents another type of modality realisation found in Malay Help-

Seeking texts which is Mood Adjunct of Typicality. “Terutama” can be loosely translated

as „mainly‟ or „especially‟ which shows typicality of a phenomenon. In this clause, the

help-seeker uses „terutama’ to show the typical competition that her neighbour is creating.

It is used to indicate the intensity of the help-seeker‟s discomfort that she has to face.

4.2.1.3 Other Interpersonal Features

A. Personal Pronouns

Example 4.31 Clauses with First Person Pronoun


Features

Mood Type

HS2C1 Saya ^ seorang lelaki yang

bekerjaya.

(saya = I; seorang = one person; lelaki

= man; yang = that; berkerjaya = with

career)

I am a career-man

Subject ^

Predicate

Declarative

HS2C2i Saya ^ suka dengan kerjaya saya

(saya – I; suka = like; dengan = with;

saya = I)

I like my job

Subject ^

Predicate

Declarative

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HS2C2ii saya ^ meluat dengan sikap salah

seorang rakan sekerja di pejabat

(saya = I; meluat = loathe, dengan =

with; sikap = attitude; salah seorang =

one of; rakan sekerja = colleagues; di

= at; pejabat = office)

I loathe the attitude of one of my

colleagues at work

Subject ^

Predicate

Declarative

Example 4.33 shows three instances of first person pronoun used in a stretch. The

first person pronoun „saya’ which is equivalent to „I‟ in English is thematised in all three

clauses. The significance of this is that the help-seeker emphasizes that the problem is about

him and so the focus of the conflict is his predicaments dealing with one of his colleagues.

Besides that, the use of „saya’ instead of „aku’, which is also equivalent to „I‟, signifies the

reduced intimacy in the relationship between the help-seeker and the help-provider.

According to Asmah (2008), „saya’ is used when engaging in formal situations and in

situations where there is a social distance between the interlocutors.

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4.2.2 Modality Features in Help-Providing Texts

The use of Modality in the ten help-seeking texts has been analyzed and the distribution of

Modality use together with the frequency of occurrences is shown in Figure 4.4 below:

Figure 4.4 Distribution of Clause and Modality in Help-Providing Texts

The findings in Figure 4.4 show that there are 126 instances of Modality use in all ten

Help-Providing texts. In general, the use of Modality in all Help-Providing texts is high with

5 - 19 instances in texts that contain 16 – 32 clauses. The high use of Modality is seen here as

an indicator that most often than not, help-providers are making negotiations with their

advice. Since the texts are largely related to suggestions and commands, the information is

conveyed in a negotiated manner. Hence, the high use of Modality. In addition to that, the

HP1 HP2 HP3 HP4 HP5 HP6 HP7 HP8 HP9 HP10

total of Clause 24 32 28 21 16 18 25 23 28 20

Modality Occurences 11 19 15 11 5 11 17 13 14 10

0

5

10

15

20

25

30

35

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high use of Modality also indicates that the help-providers are balancing the authoritative

nature of being the help-provider (Eggins, 2004). Since dealing with personal problems

requires delicate treatment, modalities are used to exert power at one time and to create

friendlier tenor at another time.

Besides that, in comparison to the mood type used in the Help-Providing texts, it is

observed that the number of Modality used is also related to the commodity exchanged.

Help-Providing Text 2 (HP2), for example, has 19 instances of Modality use which is the

highest number among the Help-Providing texts. When the analysis of mood type is referred

to again, it is notable that this text also is one of the texts with the highest percentage of

Imperative mood. This shows that the help-provider who wrote this text uses a lot of

Modality since the high use of Imperative clauses might appear intimidating to the help-

seeker (Eggins, 2004). The help-provider also uses Modality in establishing her role as a help

provider and negotiating her Interpersonal relationship with the help-seeker.

4.2.2.1 Modal Finites

As explained in Chapter 2 and Chapter 3, Asmah‟s (2008) description of the Modality

system in the Malay language consists of nine subsystems of Kata Kerja Modalitas. In this

study, Malay modalities as described by Asmah (2008) are compared with Halliday and

Matthiessen‟s (2004) model and the findings suggest that the subsystems of Kata Kerja

Modalitas are made up of Modal Finites and Mood Adjuncts. In addition to that, the Modal

Finites are also ranked as shown in Table 4.3 below:

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Table 4.3 Ranked Modal Finites in Malay

Type of Realisation Modality No of

Instance

Modal Finite – Low dapat, tidak dapat, boleh, tidak

boleh, mampu

(can, cannot, can, cannot, able to)

16

Modal Finite – Median akan, tidak akan, bakal

(will, will not, will)

20

Modal Finite – High patut, harus, perlu, perlulah ,

kena, kenalah, wajib, mesti

(supposed to, have to, should, must,

must, compulsory, must)

22

Two examples of High Modal Finites are drawn to show how these Malay modalities

are used in the Malay Help-Providing texts. Example 4.34 shows Kata Kerja Modalitas

„mesti’ while Example 4.35 lists Kata Kerja Modalitas „wajib’.

Example 4.32 High-ranked Modal Finite in Help-Providing Text 1

Code Clause Type of

Realisation

HP8C8ii namun Amirul mesti mempunyai kualiti tersendiri

yang ibu hargai dan sanjungi.

(namun=but; mesti = must; mempunyai = have;

kualiti=quality; tersendiri = its own; yang=that;

ibu= mother; hargai = appreciate; sanjungi =

admire)

But Amirul must have your own strengths that your

mother appreciates and admires.

MF – H

In Example 4.34, the help-provider uses „mesti’ to show her certainty that the help-seeker has

certain qualities appreciated by his mother. This Modal Finite is ranked as high due to the

semantic meaning which can be described as “can never be no”, similar to Modal Finite

„must‟ in English (Asmah, 2008).

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Example 4.33 High-ranked Modal Finite in Help-Providing Text 2

Code Clause Type of

Realisation

HP8C3 Namun, setiap anak wajib menghormati ibu bapanya.

(namun= but; setiap=every; anak = child; wajib =

obligatory; menghormati = respect; ibu bapanya= their

parents)

But, it is a must for every child to respect his or her parents.

MF – H

In Example 4.35, the help-provider uses „wajib’ to also emphasizes that the need for a child

to obey the parents is compulsory. Although „wajib’ is ranked as high, just like „mesti,’ they

have different intensity in Malay. Due to the influence of Arabic, „wajib’ should be ranked

higher than „mesti,’ (Asmah, 2008). In Malay, „wajib’ is normally used in religious context

to refer to actions that are compulsory to be performed. When it is used out of religious

context, it carries the same meaning as „mesti’ but with higher force.

Example 4.34 Median-ranked Modal Finite in Help-Providing Text

Code Clause Type of

Realisation

HP6C3ii itulah yang bakal meransang kita untuk terus berusaha

dengan lebih gigih lagi.

(itulah = that is; yang = that; bakal = will; merangsang =

encourage; kita = us; untuk = for; terus = keep; berusaha=

put effort; dengan = with; lebih = more; gigih = work hard;

lagi = more)

that will encourage us to keep working harder

MF – M

Example 4.35 Low-ranked Modal Finite in Help-Providing Text

Code Clause Type of

Realisation

HP7C9ii dan mungkin dia mampu mencapai sesuatu yang hebat

dalam bidang tersebut.

(dan = and; mungkin = maybe; dia = she; mampu =

able; mencapai = reach; sesuatu = something; yang =

that; hebat = great; dalam = inside; bidang = field;

tersebut = the said)

and maybe she can achieve something great in the said

field

MF-L

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The other examples of Modal Finites used the Malay help-providing texts are as shown in

Example 4.34 and Example 4.35 above. Example 4.34 shows a median-ranked Modal Finite

„bakal’ that is used by the help-provider. In this instance, the help-provider is asserting the

help-seeker to see that being ambitious is not necessarily negative. The use of Kata Kerja

Modalitas „bakal’ shows that the help-provider is expecting the big ambition to be the

driving force in making us persistent. This assertion portrays the help-provider‟s assurance of

the truth in his advice.

Meanwhile, in Example 4.35, a low-ranked Kata Kerja Modalitas „mampu’ which is

equivalent to „can‟ is used. By using this modality feature, the help-provider is suggesting the

potential ability of the help-seeker‟s daughter to become successful in the field that the

daughter is interested in. although „mampu’ is not included in Asmah‟s (2008) subsystems of

Kata Kerja Modalitas, „mampu’ is used in this context to show the ability of achieving

something. Therefore, „mampu’ in added to Asmah‟s subsystem of Kata Kerja Modalitas

Keupayaan (ability) and in the current study, it is determined as having low rank.

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4.2.2.2 Mood Adjuncts

Table 4.4 Mood Adjuncts in Help-providing Texts

Mood Adjunct – Intensity hanya, sahaja, sebenarnya, amat,

terlalu, sangat

(just, only, actually, really, very, really)

17

Mood Adjunct – Usuality sentiasa, sering, selalu, kadang-

kadang, sekali-sekala, jarang,

biasanya

(always, usually, always, sometimes,

sometimes, rarely, usually)

17

Mood Adjunct – Degree agak, sedikit

(quite, quite)

2

Mood Adjunct – Probability tidak mungkin, mungkin

(impossibly, maybe)

10

Mood Adjunct – Time nanti

(later)

1

Mood Adjunct – Purpose ingin

(want)

5

Mood Adjunct – Refusal - - -

Mood Adjunct – Typicality terutamanya, khususnya

(especially, specifically)

2

Based on Table 4.4, it can be seen that help-providers tend to use a high number of Mood

Adjuncts in their writing. The Modality features that are used the most include Mood

Adjunct showing Intensity and Mood Adjunct showing Usuality while Mood Adjunct Time

is used the least. There is no instance of Mood Adjunct Refusal in the help-providing texts.

Example 4.36 Intensity Mood Adjunct in Help=Providing Text

Code Clause Type of

Realisation

HP9C4i [yang] Jamilah tidak sukakan sikapnya yang terlalu berterus

terang.

(yang=that; tidak=not; sukakan=like; sikapnya= her attitude;

yang=that; terlalu = too; berterus terang= blunt)

That you do not like her attitude that is too blunt.

MA – Int

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The use of Mood Adjunct “terlalu” here show that the help-provider acknowledges the

information from the help-seeker, which is the help-seeker‟s (Jamilah) friend has a too blunt

personality. The intensity shown here describes the help-provider‟s acknowledgement of the

dilemma faced by the help-seeker .

Example 4.38 Probability and Degree Mood Adjuncts in Help-Providing Text

Code Clause Type of

Realisation

HP9C1v Mungkin dia sedikit terasa kerana ditegur

(mungkin=maybe; dia=she; sedikit= a little;

terasa=offended; kerana=because; ditegur=being

critized)

Maybe she is a little offended by your words.

1. MA – Pro

2. MA – Deg

In Example 4.38, there are two Mood Adjuncts used in close proximity. The use of

Probability Mood Adjucnt and Degree Mood Adjunct together shows a softening effect. The

help-seeker attempts to raise a suggestion that might upset the help-seeker. Realising this

situation, the help-provider uses “Mungkin” (loosely translated as “maybe”) to indicate that

there is possibility that the help-seeker‟s friend is offended by the help-seeker‟s action. This

proposition is further softened with the use of “sedikit” by the help-provider.

Example 4.39 Time Mood Adjunct in Help-Providing Text

Code Clause Type of

Realisation

HP3C13iii [ia] tak salah kalau disebut di sini, cair juga si lelaki

nanti.

(ia=it; tak salah=not wrong; kalau=if; disebut=said; di

sini=here; cair=melt; juga=also; si lelaki=the man;

nanti=later)

It can be said here that the guy might be persuaded also

sooner or later.

MA - Tim

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In Example 4.39, the help-seeker is coating her warning with a Time Mood Adjunct showing

that the help-seeker‟s husband might not cheat now but there is always a possibility that he

will waver in the future. The Mood Adjunct “nanti” shows the possibility that the help-

seeker is right in this matter.

Example 4.40 Purpose Mood Adjunct in Help-Providing Text

Code Clause Type of

Realisation

HP8C5 Saya ingin mengajak Amirul mencari keistimewaan

diri Amirul di mata ibu.

(Saya=I; ingin=want; mengajak=call; mencari=find;

keistimewaan diri=strength; di=at; mata=eye;

ibu=mother)

I want to ask Amirul to find what‟s special about you

from your mother‟s perspective.

MA – Pur

The Purpose Mood Adjunct “ingin” as shown in Example 4.40 is used to show the help-

provider‟s intention to persuade the help-seeker to feel good about himself. Based on the

context of this help-seeking text, HS8, the help-seeker is feeling low about his mother‟s

divided affection. Since this is a sensitive issue, the help-provider resorts to persuasion in

making the help-seeker take action. By doing this, the help-provider also lowers her authority

to increase intimacy with the help-seeker.

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4.2.2.3 Metaphors of Modality

Type of Realisation Modality Translation

Metaphors of Modality dalam konteks ini, , in this context

memang sah, it is confirmed

yang penting most importantly

sebagai seorang Islam, as a Muslim

kalau boleh, if possible

lambat laun, sooner or later

yang lebih penting, most importantly

tak salah kalau disebut di

sini,

it can be said here

saya pasti, I‟m sure

saya yakin, I am confident

tidak salah, it is not wrong

saya rasa, I think

sebagai seorang ibu, as a mother,

saya sarankan I suggest

Example 4.42 Metaphor of Modality in Help-Providing Text

Code Clause Type of

Realisation

HP2C4 Sebagai seorang Islam, mengata orang lain adalah

ibarat memamah daging saudara sendiri.

(sebagai = as; seorang = a human; Islam = Islam;

mengata = badmouthing; orang lain = others; adalah =

is; ibarat = similar to; memamah = chewing; daging =

meat; saudara = relative; sendiri = self)

As a Muslim, badmouthing others is similar to eating a

brother or sister‟s flesh

MetMod

In Example 4.42, the Metaphor of Modality „Sebagai seorang Islam’ is used to

create a sense of solidarity between the help-provider and the help-seeker through

religious context. This metaphor is used to remind the help-seeker of a common

teaching in Islam that prohibits the Muslims from badmouthing others. As a

result, the help-provider protects the proposition as non-arguable due to the

common belief shared with the help-seeker.

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Example 4.43 Double Metaphor of Modality in Help-Providing Text

Code Clause Type of

Realisation

HP8C6i Saya yakin, sebagai seorang ibu,

(saya = I; yakin = confident; sebagai = as, seorang =

one human; ibu = mother)

I‟m sure, as a mother

1. MetMod

2. MetMod

In example 4.43, two Metaphors of Modality are used simultaneously. With the

use of double modality metaphor in this clause, the help-provider intensifies her

position as the expert and help-provider (Eggins, 2004). The help-provider does

not only exercise her expertise to add to the believability of the advice, she also

uses her maternal experience to establish seniority in the clause. Although the

authoritativeness is elevated in this clause, the tenor is maintained as intimate due

to the maternal effect of the second metaphor.

4.2.2.4 Other Interpersonal Features

A. Vocative

There are also other instances in the data where Imperative clauses are

used with Subject. However, this does not change the mood type of the clauses to

Declarative. It is because the Subject in these clauses functions as Vocative and is

not dependent to the positioning of Subject and Predicate in determining the

mood type. Example 4.44 and Example 4.45 are given below to illustrate the use

of the Vocative:

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Example 4.44 Vocative in Imperative 1


Feature

Mood Type

HP2C7 Saudara ^ teruskan buat yang terbaik

bukan sahaja untuk diri sendiri malah

untuk orang lain dan seterusnya untuk

produktiviti tempat kerja.

(saudara = you; teruskan = keep; buat =

do; yang terbaik = the best; bukan = not ;

sahaja = only; untuk = for; diri sendiri =

self; malah = but; untuk = for; orang lain

= others; dan = and; seterusnya = next;

untuk = for; produktiviti = productivity;

tempat kerja = working place)

You ^ keep giving the best not only to

yourself but also to others and

subsequently to the productivity at your

working place

Vocative ^

Predicate

Imperative

Example 4.45 Vocative in Imperative 2


Feature

Mood Type

HP10C2iii anda ^ cari sebanyak mungkin

maklumat tempat

(anda = you; cari = find; sebanyak

mungkin = as much as possible;

maklumat = information; tempat =

place)

you ^ find as much information as

possible about the place

Vocative ^

Predicate

Imperative

The clauses in Example 4.44 and Example 4.45 are not to be misinterpreted as

Declarative. Instead, they are determined as Imperative by considering the

speech role that it plays which is demanding goods and services (Halliday &

matthiessen, 2004, p.107). In these two instances, the use of the Vocative in the

Imperative mood is to make the command milder and lower the force of the

advice. This in return, makes the command more appealing to the help-

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providers and increases the likeliness of the help-seeker to take action as

advised.

B. Personal Pronouns

Several instances of personal pronoun use are found in Help-Providing

texts and they are used in Imperative clauses. Two examples are given below

labelled as Example 4.46 and Example 4.47:

Example 4.46 Personal Pronoun “Saudara”


Feature

Mood Type

HP2C7 Saudara ^ teruskan buat yang terbaik

bukan sahaja untuk diri sendiri malah

untuk orang lain dan seterusnya untuk


(saudara = you; teruskan = keep; buat =

do; yang terbaik = the best; bukan = not ;

sahaja = only; untuk = for; diri sendiri =

self; malah = but; untuk = for; orang lain

= others; dan = and; seterusnya = next;

untuk = for; produktiviti = productivity;

tempat kerja = working place)

You ^ keep giving the best not only to

yourself but also to others and

subsequently to the productivity at your

working place

Vocative ^

Predicate

Imperative

In Example 4.46, the personal pronoun used in the clause is „saudara’

which is equivalent to „you‟ in English. This personal pronoun is classified as

Kata Ganti Nama Diri Terbitan which is loosely translated as „derivational

personal pronoun‟ that is used to refer a male addressee. The use of this

pronoun creates formality between the interactants and shows equality in age

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range (Asmah, 2008). Therefore, by using this pronoun, the help-provider is

creating a formal tenor with equal power status.

Example 4.47 Personal Pronoun “Puan”


Feature

Mood Type

HP3C3i Puan harus kenalpasti dahulu

(puan = Madam; harus = have to;

kenalpasti = identify; dahulu = first)

You have to identify first

Example 4.47 shows another personal pronoun of the same category as

„saudara’ in the previous example. The personal pronoun „puan’ is used to

refer to a woman who is married or a divorcee. The use of this pronoun is to

show that the relationship between the interactants is not yet, or probably will

not be, intimate (Asmah, 2008). By using this personal pronoun, the help-

provider creates a distance with the help-seeker.

C. Proper Noun

Apart from Personal Pronouns, there are also instances of Proper

Noun use in Help-Providing texts. Example 4.48 illustrates how it is used

in the text:

Example 4.48 Proper Noun “Amirul”


Feature

Mood Type

HP8C11 Amirul ^ perlu mengubah persepsi

sendiri terhadap ibu.

(Amirul = proper noun; perlu =

must; mengubah = change; persepsi

Subject ^

Predicate

Declarative

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= perception; sendiri = self;

terhadap = on; ibu = mother)

You must change your perception

on your mother

In this clause, the help-provider uses the help-seeker‟s name,

„Amirul‟ which is Kata Nama Khas or Proper Noun. The third person

pronoun is normally used when addressing a younger person with less

formal relationship. This shows an attempt in creating intimacy. At a

glance, this way of addressing does not seem proper because the tenor is

of a help-provider and help-seeker which is distant. However, when the

context of this text is taken into consideration, it can be seen that the help-

provider is attempting to create an intimate tenor by adding delicacy to the

consolation process since the help-seeker yearns for maternal love.

D. Mini Clauses

The mini clauses found in Help-Providing texts are of two kinds

namely Moodless clauses and Exclamative clauses. The use of Moodless

clauses has been explored in Section 4.1.1.4 and Section 4.1.2.4.

Therefore, the focus of this section is on the discussion of the exclamative

use in Help-Providing texts as shown in Example 4.49 below:

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Example 4.49 Exclamative


Feature

Mood Type

HP9C10 Ingat!

(ingat = remember)

Remember!

Absence of

Subject

Imperative

In this example, the help-provider uses an exclamative to reinforce

prohibition that is made in the subsequent clauses (refer Appendix 23C).

This clause carries the Imperative mood which is used to express a

proposal and establishes high authority. The use of an exclamation mark at

the end of the clause makes the reinforcement stronger which mimicks a

warning so that the help-seeker conforms to the prohibition made in the

subsequent clause in the text.

E. Islamic Expression

There are three instances of Islamic expression used in the Help-

Providing texts and they are “Alhamdulillah”, “Insya Allah” and

“Wallahualam”. They are as shown in the example 4.50 to 4.52:

Example 4.50 Islamic Expression 1

Code Clause Interpersonal

Feature

HP7C1 Alhamdulillah, sekurang-kurangya Puan Mona

memiliki dua orang anak yang berjaya dalam

pelajaran.

(sekurang-kurangnya = at least; Puan Mona = Proper

noun; memiliki = have; dua = two; orang = human;

anak = child; yang = that; Berjaya = successful;

dalam = in; pelajaran = studies)

Alhamdulillah, at least Puan Mona has two children

who are successful in studies

Metaphor

of Modality

110

Example 4.50 shows one of the Islamic expressions which is

„Alhamdulillah’ which means all praise to Allah, the God of Muslims.

The use of this praise is to show gratitude by placing the compliments to

God who has the might to make anything happen. Through the use of this

expression, the help-provider is indirectly reminding the help-seeker that

she still has two sons who are academically competent and to be grateful

for that.



Feature

HP4C13 Insya Allah hubungan akan menjadi seperti

sedia kala.

(hubungan = relationship; akan = will; menjadi =

become; seperti = like; sedia kala = as it was)

Insya Allah, the relationship will be as it was

Metaphor

of Modality

The other expression is „Insya Allah’ which means „if Allah wills‟

and used when making predictions. The use of his expression lowers the

authority of the help-provider and creates a common ground with the help-

seeker as a fellow Muslim. The help-provider shows the limitation of her

help by indicating that her suggestions are effective to the extent that the

Almighty allows it. Therefore, it also tells the help-seeker that if the

suggestion is not working, the help-seeker is not to be blamed since this is

subject to God‟s will.

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Feature

HP10C9 Wallahualam.

And Allah knows it all

Metaphor of

Modality

Example 4.52 shows another Islamic expression used by the help-

provider to create a common ground with the help-seeker. The help-provider

uses „Wallahualam‟ to mean that her knowledge is limited unlike the

Almighty who knows it all. Therefore, it also says that the advice given is

the help-provider‟s best effort which is still confined to the limited

knowledge as a human. Since the conflict faced by the help-seeker involves

making choices and uncertainties (refer Appendix 25A to Appendix 25D),

the help-provider indirectly reminds the help-seeker that the Almighty

knows what lies ahead and so the help-seeker needs to submit herself to this

belief. The help-provider lowers the power status, making herself as helpless

as the help-seeker, but the help-provider gives assurance to the help-seeker

and urges the help-seeker to take actions by surrendering to the Almighty.

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4.3 Discussion of Findings

The previous sections have discussed the interpersonal meanings of mood choices

and modality features used in both Help-Seeking and Help-Providing texts.

It is evident that all ten Help-Seeking texts use Mood choices in similar pattern.

For Help-Seeking texts, the most notable Mood choice used is Declarative with functions

including indication of conflict and substantiation of background of the conflict. As

Declarative is used the most in all Help-Seeking texts, it indicates the help-seeker‟s

position not only as a help-seeker but also as the information provider as to ensure

understanding of the help-seeker‟s predicaments.

The other Mood choice that is noteworthy in the Help-Seeking texts is

Interrogative which is used at least once in all of the texts. Interrogative clauses are used

by the help-seeker to indicate the purpose of writing to the advice column which is to

seek help. By putting the Interrogative clause at the end of the text, the purpose of the

text is shifted from merely providing information to request of help. Even though seeking

help is more directly expressed using Imperative mood, Interrogative is chosen to mask

the need for help in the form of question.

Besides that, the Imperative mood which is used to give command and to

establish power is used minimally in these texts. In addition to that, the use of particle

“lah” diminishes the power that is usually carried by Imperative clauses. This is similar

to Idris‟ (2000) finding. According to Asmah (2008),“Lah” is actually an intensifier and

in the help-seeking text, it is used to intensify the request for help by the help-seeker. All

in all, the varied use of Mood choices in Help-Seeking texts is intended for different

purposes but one similarity is detected that is the help-seeker establishes his or her role as

the one needing guidance and of lower authority.

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The same can be said for Help-Providing as well where a pattern in the Mood

choice employed is apparent. Declarative mood dominates the texts but the functions of

this mood type are slightly different than how it is used in Help-Seeking texts. In Help-

Providing texts, the function of Declarative mood goes beyond providing information.

Declarative clauses are also used to give command and to create provocation. These two

functions have been discussed in Section 4.1.2.1 earlier. The use of Declarative mood

replacing Imperative is related to the tendencies of the Malays to express delicate matters

indirectly (Asmah, 1997). Aside from Declarative mood, the other mood type that is used

in all Help-Providing texts is Imperative but the percentage of this mood type is much

lower compared to Declarative mood type. Imperative clauses are also used more in the

Help-Providing texts compared to Help-Seeking texts. It is noted that the use of

Imperative clauses intends to urge the help-seeker to take action. Aside from that, giving

commands through the use of Imperative clauses is also a way to establish the help-

provider‟s power status as the expert and help-provider. Although the help-provider has

the authority as help-provider and the one with the expertise, Interrogative mood is still

used minimally in the texts. However, the use of Interrogative mood does not shudder the

position of the help-provider as the expert because the Interrogative is used as a rhetoric,

not seek information.

Moving on to Modality features in the texts, Help-Providing texts use more

Modality features than Help-Seeking texts but the purpose of using Modality is similar

that is to negotiate meanings and attitudes. It has been mentioned in the previous

paragraph that the indirectness is a common feature among the Malays and it causes the

decline in authority of the help-provider. Therefore, the help-providers use a considerably

high number of Modality features in Help-Providing texts to compensate for the lack of

authoritativeness caused by the indirectness. Other than that, the help-provider also uses

114

metaphor of modality to negotiate the believability of the help given to the help-seeker

which simultaneously elevates the position of the help-provider as an expert. As for the

Help-Seeking texts, modality is used to indicate the help-seeker‟s familiarity with the

situation faced. This is to also add believability to the information provided.

In Chapter 2 and Chapter 3, it has been mentioned that Asmah‟s Kata Kerja

Modalitas are not ranked. From the findings, it is observed that the modality features in

Malay language can be put in different ranks and types of realisation. According to

Asmah (2008), there are nine subsystems of Kata Kerja Modalitas. However, when these

Kata Kerja Modalitas are analyzed and compared to Halliday and Matthiessen‟s (2004)

model, grouping and ranking are made possible. First of all, five out of nine subsystems,

namely Keupayaan (ability), Keizinan (permission), Kemestian (Obligation), Keperluan

(necessity) and Kepatutan (should) are regrouped as Modal Finites. Meanwhile, the other

four subsystems are made of Ajung which are Mood Adjuncts. As for ranking, the Kata

Kerja Modalitas in the five subsystems are ranked as High, Median and Low as discussed

in Section 4.2.1.1 and Section 4.2.2.1. There are also instances of Modality Metaphors

that are not included in Asmah‟s (2008) description but used in the texts. This unique

feature is found in Help-Providing texts which accentuates the indirectness of Malay

speech especially in dealing with delicate matters (Asmah, 2008).

115

4.4 Chapter Summary

All in all, it is apparent that both help-provider and help-seeker employ strategies in

negotiating their roles and power status. When authoritativeness is lowered through the use

of one Interpersonal feature, it is compensated by the other Interpersonal features.

Interpersonal relationships are made through the use of different Mood types and Modality

features. The other unique finding is the grouping and ranking of Malay Modalities and the

use of Modality Metaphors in Malay.

116

CHAPTER 5

CONCLUSION

5.0 Introduction

In this final chapter, a summary of the main findings of the current study is

presented. Then, it is continued with the implications of the findings. Aside from that,

some suggestions for future research are presented and finally the chapter ends with a

closing remark.

5.1. Summary of The Main Findings

The current study was conducted under the premise of the SFL theory in order to

explore the Interpersonal meanings expressed in help-seeking and help-providing texts

from a Malay magazine. Lexicogrammatical items are analyzed to study the Mood types

and Modality realisations in both texts also. In addition to that, a comparison of the

Mood and Modality system realized in the texts is made to ascertain if the help-seeker

and help-provider employ different Interpersonal resources in delivering their thoughts.

The main findings of the current study are gathered based on the three research

questions underlying the study:

Q1 What Mood choices are realised in the Malay help-seeking and Malay

help-providing texts?

Q2 What Modality features are realised in the Malay help-seeking and


Q3 How do mood choices and modality features describe interpersonal

meanings in the Malay help-seeking and Malay help-providing texts?

117

5.1.1. Mood Choice of Help-Seeking and Help-Providing Texts

This section provides a summary of findings on the mood types used

in the help-seeking as well as help-providing texts. The findings in this section

are obtained based on Research Question 1 and Research Question 2.

It is evident that all ten Help-Seeking texts use Mood choices in a

congruent manner. For Help-Seeking texts, the most notable Mood choice

used is Declarative that is used to indicate conflict and substantiate the

background of the conflict. As the Declarative is used the most in all Help-

Seeking texts, it shows that the help-seeker takes up the role of the

information provider as to ensure his or her predicaments are understood.

The other Mood choice that is noteworthy in the Help-Seeking texts is

the Interrogative which is used at least once in all of the texts. Interrogative

clauses are used by the help-seeker to indicate the purpose of writing to the

advice column which is to seek help. Although seeking help is realised by

using Imperative mood, Interrogative is chosen in help-seeking texts to mask

the need for help in the form of question. In addition to that, by putting the

Interrogative clause at the end of the text, the purpose of the text is shifted

from merely providing information to request of help.

Besides that, the Imperative mood which is used to give command and

to establish power is used minimally by the help-seekers. In addition to that,

the use of particle “lah” in the Imperative clause reduces the power of placing

a demand that is usually conveyed by Imperative clauses. All in all, the varied

use of Mood choices in the Help-Seeking texts is intended for different

118

purposes but one notable similarity is detected that is the help-seeker

establishes his or her role as the one needing guidance and of lower authority.

The same can be said for Help-Providing as well where a pattern in the

Mood choice employed is apparent. Declarative mood dominates the texts but

the functions of this mood type are slightly different than how it is used in

Help-Seeking texts. In Help-Providing texts, the Declarative mood is used

more than just to give information. The Declarative clauses are also used to

give command and to create provocation. The use of Declarative mood

replacing Imperative is related to the tendencies of the Malays to express

delicate matters indirectly (Asmah, 1997).

Aside from Declarative mood, the other mood type that is used in all

Help-Providing texts is Imperative but the occurrence of this mood type is

much lower compared to the Declarative mood type. As expected, the

Imperative clauses are also used more in the Help-Providing texts compared

to the Help-Seeking texts. It is noted that the Imperative clauses are used by

the help-provider to urge the help-seeker to take action. Furthermore, giving

commands through the use of Imperative clauses is also a way to establish the

help-provider‟s power status as the expert and help-provider.

Although the help-provider has the authority as help-provider and the

one with the expertise, the Interrogative mood is still used minimally in the

texts. The noteworthiness of this finding is that, the use of the Interrogative

mood does not diminish the position of the help-provider as the expert

because the Interrogative is used as a rhetoric, not to seek information from

the help-seeker.

119

5.1.2. Modality Features of Help-Seeking and Help-Providing Texts

This section provides a summary of findings on the modality used in

the help-seeking as well as help-providing texts. The findings in this section

are obtained based on Research Question 3.

Based on the findings, Help-Providing texts use more Modality

features than Help-Seeking texts but the purpose of using Modality is similar

that is to negotiate meanings and attitudes. Asmah (2008) describes

indirectness as a common feature among the Malays but in the analysis, it was

found that indirectness causes the decline in authority of the help-provider.

Therefore, the help-providers use a considerably high number of Modality

features in Help-Providing texts to exert his or her authoritativeness which is

caused by the indirectness.

Other than that, the help-provider also uses metaphor of modality to

negotiate the believability of the help given to the help-seeker which

simultaneously elevates the position of the help-provider as an expert. As for

the Help-Seeking texts, modality is used to indicate the help-seeker‟s

familiarity with the situation faced. This is to also add believability to the

information provided.

The intention of this analysis among others is to substantiate Asmah‟s

Kata Kerja Modalitas which are not ranked. From the findings, it is observed

that the modality features in Malay language can be put in different ranks and

types of realisation. According to Asmah (2008), there are nine subsystems of

Kata Kerja Modalitas. However, when these Kata Kerja Modalitas are

analyzed and compared to Halliday and Matthiessen‟s (2004) model, grouping

120

and ranking are made possible. First of all, five out of nine subsystems,

namely Keupayaan (ability), Keizinan (permission), Kemestian (Obligation),

Keperluan (necessity) and Kepatutan (should) are regrouped as Modal Finites.

Meanwhile, the other four subsystems are made of Ajung which are Mood

Adjuncts.

As for ranking, the Kata Kerja Modalitas in the five subsystems are

suggested to be ranked as High, Median and Low. This is shown in Table 5.1

below:

Table 5.1 Suggested Ranks for Malay Modal Operators

Type of Realisation Modality

Modal Finite – Low dapat, tidak dapat, boleh, tidak

boleh, mampu

(can, cannot, can, cannot, able to)

Modal Finite – Median akan, tidak akan, bakal

(will, will not, will)

Modal Finite – High patut, harus, perlu, perlulah ,

kena, kenalah, wajib, mesti

(supposed to, have to, should, must,

must, compulsory, must)

There are also instances of Modality Metaphors that are not included in

Asmah‟s (2008) description but used in the texts. This unique feature is found

in Help-Providing texts which accentuates the indirectness of Malay speech

especially in dealing with delicate matters (Asmah, 2008).

All in all, interpersonal meanings in help-seeking and help-providing

texts are realized through the Mood choice and Modality features used by both

the help-seekers and help-providers. Roles and relationships are maintained

through these two interpersonal resources.

121

5.2. Implications of The Findings

The analysis of the help-seeking and the help-finding texts has resulted in

valuable findings concerning the different Mood choices and Modality features used in

delicate interactions. The knowledge acquired from the analysis may be shared to

improve communicative strategies in general. It will also contribute to the body of

knowledge concerning the interpersonal meanings in asking and providing advice in

Malay.

The findings are of importance to teachers, counsellors, parents and even

doctors who have to deal with delicate matters on a daily basis. The results of this study

can be used and understood in such a way that those who are involved with sensitive

matters can find a way to exert power status and intimacy or to balances the two.

Besides that, the interactant of lower authority like students, children and patients may

also benefit from the knowledge gained in the current study by learning the strategy of

asking for help and asserting dilemma faced.

5.3. Suggestions for Future Research

To keep the study within the research area, the data have been limited to advice

columns under one theme only namely Motivation. Besides that, the limitation is also

due to the short length of the advice columns from other themes (Beauty, Diet and

General) which might not be rich enough to be analyzed. Therefore, recommendations

for future studies include the use of advice columns under other themes which are rich

enough to observe interpersonal resources. This is because help-seekers might employ

122

different interpersonal resources when dealing with both more and less sensitive issues

than Motivation.

It is also recommended that future studies look into gender factor as one of the

variables. It is known that female and male use different linguistic strategies in

communication. Therefore, it is expected that future studies in this matter will yield

unique and valuable findings.

In addition to that, future researchers might want to consider analyzing the

interpersonal meanings in one-on-one counselling sessions which are highly private and

more sensitive.

5.4. Chapter Summary

The final chapter has summarised the main findings from the analysis of both

help-seeking and help-providing texts. Besides that, implications of the research have

also been presented by stating the parties that might benefit from the analysis and

finally, recommendations for future studies have also been raised. It is hoped that this

study has opened a door for more possibility of SFL analysis on Malay language.

123

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APPENDIX 1A: Advice Column Containing Help-Seeking Text 1, Help-Providing 1,

Help- Seeking 2 and Help-Providing 2

129

APPENDIX 1B: Help-Seeking Text 1 written by Asmah Rahim (As shown in Rapi, 15th

Jan, 2012, p.119)

APPENDIX 1C: Help-Providing Text 1 written by Associate Professor Dr Mariani Md

Noor (As shown in Rapi, 15th

Jan, 2012, p.119)

130

APPENDIX 1D: Help-Seeking Text 1 written by Azman Muhammad (As shown in

Rapi, 15th

Jan, 2012, p.119)

131

APPENDIX 1E: Help-Providing Text 1 written by Associate Professor Dr Mariani Md


Jan, 2012, p.119)

132

APPENDIX 2A: Help-Seeking Text 1 in The Form of Clauses

Sequence Code Clause

1 HS1C1 Saya tinggal di sebuah kawasan kejiranan.

2 HS1C2i Hubungan saya dengan jiran-jiran baik

3 HS1C2ii tetapi ada salah seorang jiran yang suka „mencari pasal‟ dengan saya.

4 HS1C3 Dia gemar berlawan-lawan dengan saya terutama dari segi harta

benda.

5 HS1C4i Kalau saya beli sofa baru,

6 HS1C4ii dia beli sofa baru.

7 HS1C5i Kalau saya tukar langsir baru,

8 HS1C5ii dia pun sama akan berbuat demikian.

9 HS1C6i Saya bosan dengan sikapnya

10 HS1C6ii kerana dia juga suka mengambil tahu perihal diri dan keluarga saya.

11 HS1C7i Lalu bagaimanakah caranya

12 HS1C7ii untuk saya menghadapi jiran seperti ini?

Total 12 clauses

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APPENDIX 2B: Help-Seeking Text 1 – Analysis of Subject and Predicate

HS1C1 Saya tinggal di sebuah kawasan kejiranan.

Saya tinggal di sebuah kawasan kejiranan.

Subject Predicate

(HS1C2i) Hubungan saya dengan jiran-jiran baik (HS1C2ii) tetapi ada salah seorang jiran

yang suka „mencari pasal‟ dengan saya.

(HS1C2i) Hubungan saya dengan jiran-jiran baik

Hubungan saya dengan jiran-jiran baik

Subject Predicate

(HS1C2ii) tetapi ada salah seorang jiran yang suka „mencari pasal‟ dengan saya.

tetapi ada salah seorang jiran yang suka „mencari pasal‟ dengan saya.

X Subject Predicate

HS1C3 Dia gemar berlawan-lawan dengan saya terutama dari segi harta benda.

Dia gemar berlawan-lawan dengan saya terutama dari segi harta benda.

Subject Predicate

(HS1C4i) Kalau saya beli sofa baru, (HS1C4ii) dia beli sofa baru.

HS1C4i Kalau saya beli sofa baru,

Kalau Saya beli sofa baru,

X Subject Predicate

HS1C4ii dia beli sofa baru.

dia beli sofa baru.

Subject Predicate

134

(HS1C5i) Kalau saya tukar langsir baru, (HS1C5ii) dia pun sama akan berbuat demikian.

HS1C5i Kalau saya tukar langsir baru,

Kalau Saya tukar langsir baru,

X Subject Predicate

HS1C5ii dia pun sama akan berbuat demikian.

dia pun sama akan berbuat demikian.

Subject Predicate

(HS1C6i) Saya bosan dengan sikapnya (HS1C6ii) kerana dia juga suka mengambil tahu

perihal diri dan keluarga saya.

HS1C6i Saya bosan dengan sikapnya

Saya bosan dengan sikapnya

Subject Predicate

HS1C6ii kerana dia juga suka mengambil tahu perihal diri dan keluarga saya.

kerana dia juga suka mengambil tahu perihal diri dan keluarga saya.

X Subject Predicate

(HS1C7i) Lalu bagaimanakah caranya (HS1C7ii) untuk saya menghadapi jiran seperti ini?

HS1C7i Lalu bagaimanakah caranya

Lalu bagaimanakah caranya

X X Predicate

HS1C7ii untuk saya menghadapi jiran seperti ini?

untuk saya menghadapi jiran seperti ini?

X Subject Predicate

135

APPENDIX 2C: Help-Seeking Text 1 – Analysis of Mood Choice

Sequence Code Clause Grammatical

Feature

Mood Type

1 HS1C1 Saya ^tinggal di sebuah

kawasan kejiranan.

Subject ^

Predicate

Declarative

2 HS1C2i Hubungan saya dengan

jiran-jiran ^ baik

Subject ^

Predicate

Declarative

3 HS1C2ii ada salah seorang jiran ^

yang suka „mencari pasal‟

dengan saya.

Subject ^

Predicate

Declarative

4 HS1C3 Dia ^ gemar berlawan-

lawan dengan saya

terutama dari segi harta

benda.

Subject ^

Predicate

Declarative

5 HS1C4i Saya ^ beli sofa baru, Subject ^

Predicate

Declarative

6 HS1C4ii dia ^ beli sofa baru. Subject ^

Predicate

Declarative

7 HS1C5i saya ^ tukar langsir baru, Subject ^

Predicate

Declarative

8 HS1C5ii dia ^ pun sama akan

berbuat demikian.

Subject ^

Predicate

Declarative

9 HS1C6i Saya ^ bosan dengan

sikapnya

Subject ^

Predicate

Declarative

10 HS1C6ii dia ^ juga suka mengambil

tahu perihal diri dan

keluarga saya.

Subject ^

Predicate

Declarative

11 HS1C7i bagaimanakah ^ caranya Interrogative

adverb

“Bagaimana”

Interrogative

12 HS1C7ii saya ^ menghadapi jiran

seperti ini

Subject ^

Predicate

Declarative


Interrogative 1

Imperative 0


136

APPENDIX 2D: Help-Seeking Text 1 – Analysis of Modality Realisation

Keys:

MF-L = Kata Kerja Modalitas – Rendah (Modal Finite – Low)

MF-M = Kata Kerja Modalitas – Sederhana (Modal Finite – Median)

MF-H = Kata Kerja Modalitas – Tinggi (Modal Finite – High)

MA – Int = Kata Kerja Modalitas – Kedalaman (Mood Adjunct – Intensity)

MA – Usu = Kata Kerja Modalitas – Kekerapan (Mood Adjunct – Usuality)

MA – Deg = Kata Kerja Modalitas – Darjah (Mood Adjunct – Degree)

MA – Pro = Kata Kerja Modalitas – Kemungkinan (Mood Adjunct – Probability)

MA – Tim = Kata Kerja Modalitas – Tempoh Masa (Mood Adjunct – Time)

MA – Typ = Kata Kerja Modalitas – Kebiasaan (Mood Adjunct – Typicality)

MetMod = Metafora Kata Kerja Modalitas (Metaphors of Modality)

Sequence Code Clause Type of Realisation

1 HS1C1 Saya tinggal di sebuah kawasan kejiranan.

2 HS1C2i Hubungan saya dengan jiran-jiran baik

3 HS1C2ii tetapi ada salah seorang jiran yang suka

„mencari pasal‟ dengan saya.

4 HS1C3 Dia gemar berlawan-lawan dengan saya

terutama dari segi harta benda.

MA – Typ

5 HS1C4i Kalau saya beli sofa baru,

6 HS1C4ii dia beli sofa baru.

7 HS1C5i Kalau saya tukar langsir baru,

8 HS1C5ii dia pun sama akan berbuat demikian. MA - Pro

9 HS1C6i Saya bosan dengan sikapnya

10 HS1C6ii kerana dia juga suka mengambil tahu perihal

diri dan keluarga saya.

11 HS1C7i Lalu bagaimanakah caranya

12 HS1C7ii untuk saya menghadapi jiran seperti ini?

Total 2 instances of Modality use

137

APPENDIX 3A: Help-Providing Text 1 in The Form of Clauses


1 HP1C1i Bila saudari membeli barangan rumah,

2 HP1C1ii tujuan adalah untuk menghiaskan rumah

3 HP1C1iii supaya [rumah] nampak lebih kemas, bersih

4 HP1C1iv dan [ia] akan memberi suasana baru serta menyegarkan pandangan

mata.

5 HP1C2 Dalam masa yang sama, ia dapat menenangkan minda.

6 HP1C3i Kalau dilihat pula kepada jiran, tujuan mereka pula agak berbeza

7 HP1C3ii iaitu [ia] lebih nak menunjukkan

8 HP1C3iii bahawa dia juga mampu berbuat demikian.

9 HP1C4 Dalam konteks ini, dia yang mempunya tujuan yang tidak sihat dan

bukannya saudari.

10 HP1C5 Jadi tak perlu nak susah hati atau bosan dengan sikapnya.

11 HP1C6 Ini akan hanya membuatkan saudari berada dalam golongan yang

sama dengan jiran yang memang sah masih mempunyai pemikiran

kelas ketiga dan bukan pertama.

12 HP1C7i Biarkan dengan apa

13 HP1C7ii yang dia nak lakukan.

14 HP1C8i Fokus pada apa

15 HP1C8ii yang saudari sendiri mahu lakukan.

16 HP1C9i Jangan mudah terpedaya dengan sikap jiran yang tak begitu baik

untuk dicontohi

17 HP1C9ii tetapi cuba perbaiki keadaan.

18 HP1C10i Sentiasa bersangka baik

19 HP1C10ii dan jangan hiraukan apa yang orang lain buat.

20 HP1C11 Elakkan komunikasi yang tiada asas dalam minda mengenai hal

jiran.

21 HP1C12i [Apa]Yang penting

22 HP1C12ii saudari tidak mengikut sesiapa

23 HP1C12iii malah [saudari] patut kagum

24 HP1C12iv kerana diri saudari sentiasa jadi perhatian jiran.

Total 24 clauses

Key: Enclosed in [ ] are elliptical Subjects

138

APPENDIX 3B: Help-Providing Text 1 – Analysis of Subject-Predicate

(HP1C1i) Bila saudari membeli barangan rumah, (HP1C1ii) tujuan adalah untuk

menghiaskan rumah (HP1C1iii) supaya [rumah] nampak lebih kemas, bersih (HP1C1iv) dan

[ia] akan memberi suasana baru serta menyegarkan pandangan mata.

HP1C1i Bila saudari membeli barangan rumah,

Bila saudari membeli barangan rumah

X Subject Predicate

HP1C1ii tujuan adalah untuk menghiaskan rumah

tujuan adalah untuk menghiaskan rumah

Subject Predicate

HP1C1iii supaya [rumah] nampak lebih kemas, bersih

supaya [rumah] nampak lebih kemas, bersih

X Subject Predicate

HP1C1iv dan [ia] akan memberi suasana baru serta menyegarkan pandangan mata.

dan [ia] akan memberi suasana baru serta menyegarkan pandangan

mata.

X Subject Predicate

HP1C2 Dalam masa yang sama, ia dapat menenangkan minda.

Dalam masa yang sama ia dapat menenangkan minda

X Subject Predicate

(HP1C3i) Kalau dilihat pula kepada jiran, tujuan mereka pula agak berbeza (HP1C3ii) iaitu

[ia] lebih nak menunjukkan (HP1C3iii) bahawa dia juga mampu berbuat demikian.

HP1C3i Kalau dilihat pula kepada jiran, tujuan mereka pula agak berbeza

Kalau dilihat pula kepada jiran tujuan mereka pula agak berbeza

X Subject Predicate

139

HP1C3ii iaitu [ia] lebih nak menunjukkan

iaitu [ia] lebih nak menunjukkan

X Subject Predicate

HP1C3iii bahawa dia juga mampu berbuat demikian.

bahawa dia juga mampu berbuat demikian.

X Subject Predicate

HP1C4 Dalam konteks ini, dia yang mempunya tujuan yang tidak sihat dan bukannya

saudari.

Dalam konteks

ini,

dia yang mempunya tujuan yang tidak sihat dan bukannya

saudari.

X Subject Predicate

HP1C5 Jadi tak perlu nak susah hati atau bosan dengan sikapnya.

Jadi tak perlu nak susah hati atau bosan dengan sikapnya.

X Predicate

HP1C6 Ini akan hanya membuatkan saudari berada dalam golongan yang sama dengan jiran

yang memang sah masih mempunyai pemikiran kelas ketiga dan bukan pertama.

Ini akan hanya membuatkan saudari berada dalam golongan yang sama dengan jiran

yang memang sah masih mempunyai pemikiran kelas ketiga dan bukan pertama.

Subject Predicate

HP1C7i Biarkan dengan apa HP1C7ii yang dia nak lakukan.

Biarkan dengan apa

Predicate

HP1C7ii yang dia nak lakukan.

yang Dia nak lakukan.

X Subject Predicate

140

(HP1C8i) Fokus pada apa (HP1C8ii) yang saudari sendiri mahu lakukan.

HP1C8i Fokus pada apa

Fokus pada apa

Predicate

HP1C8ii yang saudari sendiri mahu lakukan.

yang saudari sendiri mahu lakukan

X Subject Predicate

(HP1C9i) Jangan mudah terpedaya dengan sikap jiran yang tak begitu baik untuk dicontohi

(HP1C9ii) tetapi cuba perbaiki keadaan.

HP1C9i Jangan mudah terpedaya dengan sikap jiran yang tak begitu baik untuk dicontohi

Jangan mudah terpedaya dengan sikap jiran yang tak begitu baik untuk dicontohi

Predicate

HP1C9ii tetapi cuba perbaiki keadaan.

tetapi cuba perbaiki keadaan

X Predicate

(HP1C10i) Sentiasa bersangka baik (HP1C10ii) dan jangan hiraukan apa yang orang lain

buat.

HP1C10i Sentiasa bersangka baik

Sentiasa bersangka baik

Predicate

141

HP1C10ii dan jangan hiraukan apa yang orang lain buat.

dan jangan hiraukan apa yang orang lain buat

X Predicate

HP1C11 Elakkan komunikasi yang tiada asas dalam minda mengenai hal jiran.

Elakkan komunikasi yang tiada asas dalam minda mengenai hal jiran.

Predicate

(HP1C12i) [Apa] Yang penting (HP1C12ii) saudari tidak mengikut sesiapa (HP1C12iii)

malah [saudari] patut kagum (HP1C12iv) kerana diri saudari sentiasa jadi perhatian jiran.

HP1C12i [Apa] Yang penting

[Apa] Yang penting

Subject Predicate

HP1C12ii saudari tidak mengikut sesiapa

saudari tidak mengikut sesiapa

Subject Predicate

HP1C12iii malah [saudari] patut kagum

malah [saudari] patut kagum

X Subject Predicate

HP1C12iv kerana diri saudari sentiasa jadi perhatian jiran.

kerana diri saudari sentiasa jadi perhatian jiran

X Subject Predicate

142

APPENDIX 3C: Help-Providing Text 1 – Analysis of Mood Choice


Feature

Mood Type

1 HP1C1i Saudari ^ membeli barangan

rumah,

Subject ^ Predicate Declarative

2 HP1C1ii tujuan ^ adalah untuk

menghiaskan rumah


3 HP1C1iii [rumah] ^ nampak lebih kemas,

bersih


4 HP1C1iv [ia] ^ akan memberi suasana

baru serta menyegarkan

pandangan mata.


5 HP1C2 ia ^ dapat menenangkan minda. Subject ^ Predicate Declarative

6 HP1C3i tujuan mereka ^ pula agak

berbeza


7 HP1C3ii [ia] ^ lebih nak menunjukkan Subject ^ Predicate Declarative

8 HP1C3iii dia ^ juga mampu berbuat

demikian.


9 HP1C4 dia ^ yang mempunya tujuan

yang tidak sihat dan bukannya

saudari.


10 HP1C5 Jadi tak perlu nak susah hati

atau bosan dengan sikapnya.

Absence of

Subject

Imperative

11 HP1C6 Ini ^ akan hanya membuatkan

saudari berada dalam golongan

yang sama dengan jiran yang

memang sah masih mempunyai

pemikiran kelas ketiga dan

bukan pertama.


12 HP1C7i Biarkan dengan apa Absence of

Subject

Imperative

13 HP1C7ii dia ^ nak lakukan. Subject ^ Predicate Declarative

14 HP1C8i Fokus pada apa Absence of

Subject

Imperative

15 HP1C8ii saudari sendiri ^ mahu lakukan. Subject ^ Predicate Declarative

16 HP1C9i Jangan mudah terpedaya

dengan sikap jiran yang tak

begitu baik untuk dicontohi

Absence of

Subject

Imperative

17 HP1C9ii cuba perbaiki keadaan. Absence of

Subject

Imperative

18 HP1C10i Sentiasa bersangka baik Absence of

Subject

Imperative

19 HP1C10ii jangan hiraukan apa yang orang

lain buat.

Absence of

Subject

Imperative

143

20 HP1C11 Elakkan komunikasi yang tiada

asas dalam minda mengenai hal

jiran.

Absence of

Subject

Imperative

21 HP1C12i [Apa] ^ Yang penting Subject ^ Predicate Declarative

22 HP1C12ii saudari ^ tidak mengikut

sesiapa


23 HP1C12iii [saudari] ^ patut kagum Subject ^ Predicate Declarative

24 HP1C12iv diri saudari ^ sentiasa jadi

perhatian jiran.



Interrogative 0

Imperative 8

144

APPENDIX 3D: Help-Providing Text 1 – Analysis of Modality Realisation

Keys:










Sequence Code Clause Type of

Realisation

1 HP1C1i Bila saudari membeli barangan rumah,

2 HP1C1ii tujuan adalah untuk menghiaskan rumah

3 HP1C1iii supaya [rumah] nampak lebih kemas, bersih

4 HP1C1iv dan [ia] akan memberi suasana baru serta

menyegarkan pandangan mata.

MF - M

5 HP1C2 Dalam masa yang sama, ia dapat menenangkan

minda.

MF - L

6 HP1C3i Kalau dilihat pula kepada jiran, tujuan mereka

pula agak berbeza

MA-Deg

7 HP1C3ii iaitu [ia] lebih nak menunjukkan

8 HP1C3iii bahawa dia juga mampu berbuat demikian.

9 HP1C4 Dalam konteks ini, dia yang mempunya tujuan

yang tidak sihat dan bukannya saudari.

MetMod

10 HP1C5 Jadi tak perlu nak susah hati atau bosan dengan

sikapnya.

11 HP1C6 Ini akan hanya membuatkan saudari berada

dalam golongan yang sama dengan jiran yang

memang sah masih mempunyai pemikiran kelas

ketiga dan bukan pertama.

i. MA-Int

ii.MetMod

12 HP1C7i Biarkan dengan apa

13 HP1C7ii yang dia nak lakukan.

14 HP1C8i Fokus pada apa

15 HP1C8ii yang saudari sendiri mahu lakukan.

16 HP1C9i Jangan mudah terpedaya dengan sikap jiran yang

tak begitu baik untuk dicontohi

145

17 HP1C9ii tetapi cuba perbaiki keadaan.

18 HP1C10i Sentiasa bersangka baik MA-Usu

19 HP1C10ii dan jangan hiraukan apa yang orang lain buat.

20 HP1C11 Elakkan komunikasi yang tiada asas dalam minda

mengenai hal jiran.

21 HP1C12i [Apa]Yang penting

22 HP1C12ii saudari tidak mengikut sesiapa

23 HP1C12iii malah [saudari] patut kagum MF - H

24 HP1C12iv kerana diri saudari sentiasa jadi perhatian jiran. MA-Usu

Total 10 Instances of Modality Use

146



1 HS2C1 Saya seorang lelaki yang bekerjaya.

2 HS2C2i Saya suka dengan kerjaya saya

3 HS2C2ii namun saya meluat dengan sikap salah seorang rakan sekerja di

pejabat

4 HS2C2iii kerana [dia] sering memburuk-burukkan diri saya di kalangan rakan-

rakan sekerja yang lain.

5 HS2C3i Lebih buruk lagi dia tinggal satu kawasan perumahan dengan saya

6 HS2C3ii menyebabkan dia selalu menjaja cerita-cerita buruk tentang diri saya.

7 HS2C4i Saya bosan dengan keadaan ini

8 HS2C4ii sehingga [saya] pernah terfikir untuk bertukar kerja dan berpindah ke

tempat lain.

9 HS2C5i Saya sudah puas bersabar

10 HS2C5ii lalu apakah penyelesaian masalah saya ini.

11 HS2C6 Terima kasih.

Total 11 Clauses

147


HS2C1 Saya seorang lelaki yang bekerjaya

Saya seorang lelaki yang bekerjaya

Subject Predicate

HS2C2i Saya suka dengan kerjaya saya HS2C2ii namun saya meluat dengan sikap salah

seorang rakan sekerja di pejabat HS2C2iii kerana [dia] sering memburuk-burukkan diri saya

di kalangan rakan-rakan sekerja yang lain

HS2C2i Saya suka dengan kerjaya saya

Saya suka dengan kerjaya saya

Subject Predicate

HS2C2ii namun saya meluat dengan sikap salah seorang rakan sekerja di pejabat

namun Saya meluat dengan sikap salah seorang rakan sekerja di pejabat

x Subject Predicate

HS2C2iii kerana [dia] sering memburuk-burukkan diri saya di kalangan rakan-rakan sekerja

yang lain

kerana [dia] sering memburuk-burukkan diri saya di kalangan rakan-rakan

sekerja yang lain

x Subject Predicate

HS2C3i Lebih buruk lagi dia tinggal satu kawasan perumahan dengan saya HS2C3ii

menyebabkan dia selalu menjaja cerita-cerita buruk tentang diri saya

HS2C3i Lebih buruk lagi dia tinggal satu kawasan perumahan dengan saya

Lebih buruk lagi dia tinggal satu kawasan perumahan dengan saya

x Subject Predicate

148

HS2C3ii menyebabkan dia selalu menjaja cerita-cerita buruk tentang diri saya

menyebabkan dia selalu menjaja cerita-cerita buruk tentang diri saya

x Subject Predicate

HS2C4i Saya bosan dengan keadaan ini HS2C4ii sehingga [saya] pernah terfikir untuk

bertukar kerja dan berpindah ke tempat lain

HS2C4i Saya bosan dengan keadaan ini

Saya bosan dengan keadaan ini

Subject Predicate

HS2C4ii sehingga [saya] pernah terfikir untuk bertukar kerja dan berpindah ke tempat lain

sehingga [saya] pernah terfikir untuk bertukar kerja dan berpindah ke tempat

lain

x Subject Predicate

HS2C5i Saya sudah puas bersabar HS2C5ii lalu apakah penyelesaian masalah saya ini

HS2C5i Saya sudah puas bersabar

Saya sudah puas bersabar

Subject Predicate

HS2C5ii lalu apakah penyelesaian masalah saya ini

lalu apakah penyelesaian masalah saya ini

x Subject Predicate

HS2C6 Terima kasih

Terima kasih

X

149

APPENDIX 4C: Help-SeekingText 2 – Analysis of Mood Choice


Features

Mood Type

1 HS2C1 Saya ^ seorang lelaki

yang bekerjaya.

Subject ^

Predicate

Declarative

2 HS2C2i Saya ^ suka dengan

kerjaya saya

Subject ^

Predicate

Declarative

3 HS2C2ii saya ^ meluat dengan

sikap salah seorang rakan

sekerja di pejabat

Subject ^

Predicate

Declarative

4 HS2C2iii [dia] ^ sering

memburuk-burukkan diri

saya di kalangan rakan-

rakan sekerja yang lain.

Subject ^

Predicate

Declarative

5 HS2C3i dia ^ tinggal satu

kawasan perumahan

dengan saya

Subject ^

Predicate

Declarative

6 HS2C3ii dia ^ selalu menjaja

cerita-cerita buruk

tentang diri saya.

Subject ^

Predicate

Declarative

7 HS2C4i Saya ^ bosan dengan

keadaan ini

Subject ^

Predicate

Declarative

8 HS2C4ii [saya] ^ pernah terfikir

untuk bertukar kerja dan

berpindah ke tempat lain.

Subject ^

Predicate

Declarative

9 HS2C5i Saya ^ sudah puas

bersabar

Subject ^

Predicate

Declarative

10 HS2C5ii apakah ^ penyelesaian

masalah saya ini.

Interrogative

marker “Apakah”

Interrogative

11 HS2C6 Terima kasih. - -

Total Declarative 9

Interrogative 1

Imperative 0

150


Keys:











Realisation

1 HS2C1 Saya seorang lelaki yang bekerjaya.

2 HS2C2i Saya suka dengan kerjaya saya

3 HS2C2ii namun saya meluat dengan sikap salah seorang

rakan sekerja di pejabat

4 HS2C2iii kerana [dia] sering memburuk-burukkan diri

saya di kalangan rakan-rakan sekerja yang lain.

MA – Usu

5 HS2C3i Lebih buruk lagi dia tinggal satu kawasan

perumahan dengan saya

MetMod

6 HS2C3ii menyebabkan dia selalu menjaja cerita-cerita

buruk tentang diri saya.

MA – Usu

7 HS2C4i Saya bosan dengan keadaan ini

8 HS2C4ii sehingga [saya] pernah terfikir untuk bertukar

kerja dan berpindah ke tempat lain.

9 HS2C5i Saya sudah puas bersabar

10 HS2C5ii lalu apakah penyelesaian masalah saya ini.

11 HS2C6 Terima kasih.

Total 3 uses of Modality

151



1 HP2C1 Inilah penyakit hati yang sering berlaku di mana-mana.

2 HP2C2i Ia bukan di tempat saudara sahaja,.

3 HP2C2ii malah selagi ada manusia dalam golongan sikap yang sama,

4 HP2C2iii keadaan ini tidak akan hilang.

5 HP2C3i Mereka yang sering memburuk-burukkan orang lain adalah mereka

yang paling banyak mempunyai kelemahan diri

6 HP2C3ii dan untuk menutupinya, mereka terpaksa mencari perhatian lain.

7 HP2C4 Sebagai seorang Islam, mengata orang lain adalah ibarat memamah

daging saudara sendiri.

8 HP2C5 Kalau boleh saudara jangan pula termasuk dalam golongan sebegitu.

9 HP2C6 Biarkan rakan sekerja tadi dengan hobi dia yang satu ini.

10 HP2C7 Saudara teruskan buat yang terbaik bukan sahaja untuk diri sendiri

malah untuk orang lain dan seterusnya untuk produktiviti tempat

kerja.

11 HP2C8 Lambat laun, majikan sendiri akan nampak siapa kita sebenar

berbanding dengan orang lain.

12 HP2C9i Insya Allah jika saudara menjaga hati semua,

13 HP2C9ii Allah swt sentiasa bersama menjaga kebajikan kita.

14 HP2C10 Biarkan urusan rakan sekerja yang ada penyakit hati tadi diuruskan

oleh Tuhan yang Maha Mengetahui segala-galanya.

15 HP2C11 Usah menjerat diri dengan sikap rakan sekerja yang tidak pernah

professional.

16 HP2C12i [Ia] Tak ke mana sudahnya

17 HP2C12ii malah [ia] akan menyebabkan produktiviti tempat kerja terjejas,

tergugat dan bukan seorang yang akan menerima akibatnya tapi

semua dalam profesion pekerjaan saudara itu.

18 HP2C13i Jangan terburu mengambil keputusan untuk berhenti keja dan

bertukar ke tempat lain

19 HP2C13ii kerana ke mana kita pergi golongan begini sentiasa ada.

20 HP2C14 Kita harus pandai mengawal hati dan perasaan kita sendiri.

21 HP2C14 Jan gan terikut sama dalam golongan mereka yang tak sihat

pemikiran mereka ke arah kebaikan dan kesempurnaan serta

kesejahteraan hidup.

22 HP2C15 Kecerdasan emosi, kecerdasan social dan kecerdasan fikiran harus

saudara tingkatkan dari masa ke semasa.

23 HP2C16i Jangan biarkan susasana mempengaruhi kita atau fikiran kita

24 HP2C16ii tapi biar kita yang mempengaruhi persekitaran yang ada.

25 HP2C17 Yang lebih penting saudara tahu apa saudara mahukan dalam hidup

khusunya di tempat kerja.

26 HP2C18 Jadilah manusia yang berhemah tinggi dan berwawasan walaupun

ada onak dan duri yang harus ditempuh.

27 HP2C19 Insya Allah satu hari kemenangan bekerja dalam keadaan selesa

adalah milik saudara.

152

28 HP2C20 Bekerja untuk kepuasan hati sendiri dan juga orang lain, untuk dunia

dan juga untuk akhirat.

29 HP2C21 Kalau untuk dunia sahaja, mereka tidak akan berfikir untuk sikap

lebih bertamadun.

30 HP2C22i Teruskan kegigihan saudara dalam bidang tugas yang dibawa

31 HP2C22ii dan berserah pada Tuhan untuk mereka yang sentiasa ingin

menyakiti saudara.

32 HP2C23 Selamat maju jaya.

Total 32 Clauses

APPENDIX 5B: Help-Providing Text 2 – Analysis of Subject and Predicate

HP2C1 Inilah penyakit hati yang sering berlaku di mana-mana

Inilah penyakit hati yang sering berlaku di mana-mana

Subject Predicate

HP2C2i Ia bukan di tempat saudara sahaja HP2C2ii malah selagi ada manusia dalam

golongan sikap yang sama keadaan ini tidak akan hilang

HP2C2i Ia bukan di tempat saudara sahaja

Ia bukan di tempat saudara sahaja

Subject Predicate

HP2C2ii malah selagi ada manusia dalam golongan sikap yang sama keadaan ini tidak akan

hilang

malah selagi ada manusia dalam golongan sikap

yang sama

keadaan ini tidak akan hilang

x x Subject Predicate

HP2C3i Mereka yang sering memburuk-burukkan orang lain adalah mereka yang paling

banyak mempunyai kelemahan diri HP2C3ii dan untuk menutupinya, mereka terpaksa

mencari perhatian lain

153

HP2C3i Mereka yang sering memburuk-burukkan orang lain adalah mereka yang paling

banyak mempunyai kelemahan diri

Mereka yang sering memburuk-burukkan

orang lain

adalah mereka yang paling banyak

mempunyai kelemahan diri

Subject Predicate

HP2C3ii dan untuk menutupinya, mereka terpaksa mencari perhatian lain

dan untuk menutupinya mereka terpaksa mencari perhatian lain

x Predicate Subject Predicate

HP2C4 Sebagai seorang Islam, mengata orang lain adalah ibarat memamah daging saudara

sendiri

Sebagai seorang Islam,

mengata orang

lain adalah ibarat

memamah daging saudara sendiri

X Subject Predicate

HP2C5 Kalau boleh saudara jangan pula termasuk dalam golongan sebegitu

Kalau boleh saudara jangan pula termasuk dalam golongan sebegitu

X Subject Predicate

HP2C6 Biarkan rakan sekerja tadi dengan hobi dia yang satu ini

Biarkan rakan sekerja tadi dengan hobi dia yang satu ini

Predicate

HP2C7 Saudara teruskan buat yang terbaik bukan sahaja untuk diri sendiri malah untuk

orang lain dan seterusnya untuk produktiviti tempat kerja

Saudara teruskan buat yang terbaik bukan sahaja untuk diri sendiri malah untuk

orang lain dan seterusnya untuk produktiviti tempat kerja

Subject Predicate

HP2C8 Lambat laun, majikan sendiri akan nampak siapa kita sebenar berbanding dengan

orang lain

Lambat laun majikan sendiri akan nampak siapa kita sebenar berbanding dengan orang

lain

x Subject Predicate

154

HP2C9i Insya Allah jika saudara menjaga hati semua HP2C9ii Allah swt sentiasa bersama

menjaga kebajikan kita

HP2C9i Insya Allah jika saudara menjaga hati semua

Insya Allah jika saudara menjaga hati semua


HP2C9ii Allah swt sentiasa bersama menjaga kebajikan kita

Allah swt sentiasa bersama menjaga kebajikan kita

Subject Predicate

HP2C10 Biarkan urusan rakan sekerja yang ada penyakit hati tadi diuruskan oleh Tuhan

yang Maha Mengetahui segala-galanya

Biarkan urusan rakan sekerja yang ada penyakit hati tadi diuruskan oleh Tuhan yang Maha

Mengetahui segala-galanya

Predicate

HP2C11 Usah menjerat diri dengan sikap rakan sekerja yang tidak pernah professional

Usah menjerat diri dengan sikap rakan sekerja yang tidak pernah professional

Predicate

HP2C12i[Ia] Tak ke mana sudahnya HP2C12ii malah [ia] akan menyebabkan produktiviti

tempat kerja terjejas, tergugat dan bukan seorang yang akan menerima akibatnya tapi semua

dalam profesion pekerjaan saudara itu

HP2C12i[Ia] Tak ke mana sudahnya

[Ia] Tak ke mana sudahnya

Subject Predicate

HP2C12ii malah [ia] akan menyebabkan produktiviti tempat kerja terjejas, tergugat dan

bukan seorang yang akan menerima akibatnya tapi semua dalam profesion pekerjaan saudara

itu

malah [ia] akan menyebabkan produktiviti tempat kerja terjejas, tergugat dan

bukan seorang yang akan menerima akibatnya tapi semua dalam

profesion pekerjaan saudara itu

x Subject Predicate

155

HP2C13i Jangan terburu mengambil keputusan untuk berhenti keja dan bertukar ke tempat

lain HP2C13ii kerana ke mana kita pergi golongan begini sentiasa ada

HP2C13i Jangan terburu mengambil keputusan untuk berhenti keja dan bertukar ke tempat

lain

Jangan terburu mengambil keputusan untuk berhenti keja dan bertukar ke tempat lain

Predicate

HP2C13ii kerana ke mana kita pergi golongan begini sentiasa ada

kerana ke mana kita pergi golongan begini sentiasa ada


HP2C14 Kita harus pandai mengawal hati dan perasaan kita sendiri

Kita harus pandai mengawal hati dan perasaan kita sendiri

Subject Predicate

HP2C15 Jan gan terikut sama dalam golongan mereka yang tak sihat pemikiran mereka ke

arah kebaikan dan kesempurnaan serta kesejahteraan hidup

Jan gan terikut sama dalam golongan mereka yang tak sihat pemikiran mereka ke arah

kebaikan dan kesempurnaan serta kesejahteraan hidup

Predicate

HP2C16 Kecerdasan emosi, kecerdasan social dan kecerdasan fikiran harus saudara

tingkatkan dari masa ke semasa

Kecerdasan emosi, kecerdasan sosial dan

kecerdasan fikiran harus

saudara tingkatkan dari masa ke

semasa

Predicate Subject Predicate

HP2C17i Jangan biarkan susasana mempengaruhi kita atau fikiran kita HP2C17ii tapi biar

kita yang mempengaruhi persekitaran yang ada

156

HP2C17i Jangan biarkan susasana mempengaruhi kita atau fikiran kita

Jangan biarkan susasana mempengaruhi kita atau fikiran kita

Predicate

HP2C17ii tapi biar kita yang mempengaruhi persekitaran yang ada

tapi biar kita yang mempengaruhi persekitaran yang ada

x Predicate

HP2C18 Yang lebih penting saudara tahu apa saudara mahukan dalam hidup khusunya di

tempat kerja

Yang lebih

penting

saudara tahu apa saudara mahukan dalam hidup khusunya di

tempat kerja

x Subject Predicate

HP2C19 Jadilah manusia yang berhemah tinggi dan berwawasan walaupun ada onak dan duri

yang harus ditempuh

Jadilah manusia yang berhemah tinggi dan berwawasan walaupun ada onak dan duri yang

harus ditempuh

Predicate

HP2C20 Insya Allah satu hari kemenangan bekerja dalam keadaan selesa adalah milik

saudara

Insya Allah satu hari kemenangan bekerja dalam keadaan

selesa

adalah milik saudara


HP2C21 Bekerja untuk kepuasan hati sendiri dan juga orang lain, untuk dunia dan juga untuk

akhirat

Bekerja untuk kepuasan hati sendiri dan juga orang lain, untuk dunia dan juga untuk akhirat

Predicate

HP2C22 Kalau untuk dunia sahaja, mereka tidak akan berfikir untuk sikap lebih bertamadun

Kalau untuk dunia

sahaja,

mereka tidak akan berfikir untuk sikap lebih bertamadun

x Subject Predicate

157

HP2C23i Teruskan kegigihan saudara dalam bidang tugas yang dibawa HP2C23ii dan

berserah pada Tuhan untuk mereka yang sentiasa ingin menyakiti saudara

HP2C23i Teruskan kegigihan saudara dalam bidang tugas yang dibawa

Teruskan kegigihan saudara dalam bidang tugas yang dibawa

Predicate

HP2C23ii dan berserah pada Tuhan untuk mereka yang sentiasa ingin menyakiti saudara

dan berserah pada Tuhan untuk mereka yang sentiasa ingin menyakiti saudara

x Predicate

HP2C24 Selamat maju jaya

Selamat maju jaya

X

158



Features

Mood Type

1 HP2C1 Inilah ^ penyakit hati yang

sering berlaku di mana-mana.

Subject ^

Predicate

Declarative

2 HP2C2i Ia ^ bukan di tempat saudara

sahaja,.

Subject ^

Predicate

Declarative

3 HP2C2ii ada ^ manusia dalam golongan

sikap yang sama,

Subject ^

Predicate

Declarative

4 HP2C2iii keadaan ini ^ tidak akan

hilang.

Subject ^

Predicate

Declarative

5 HP2C3i Mereka ^ yang sering

memburuk-burukkan orang

lain adalah mereka yang paling

banyak mempunyai kelemahan

diri

Subject ^

Predicate

Declarative

6 HP2C3ii mereka ^ terpaksa mencari

perhatian lain.

Subject ^

Predicate

Declarative

7 HP2C4 mengata orang lain ^ adalah

ibarat memamah daging

saudara sendiri.

Subject ^

Predicate

Declarative

8 HP2C5 saudara ^ jangan pula

termasuk dalam golongan

sebegitu.

Subject ^

Predicate

Declarative

9 HP2C6 Biarkan rakan sekerja tadi

dengan hobi dia yang satu ini.

Imperative

10 HP2C7 Saudara ^ teruskan buat yang

terbaik bukan sahaja untuk diri

sendiri malah untuk orang lain

dan seterusnya untuk


Subject ^

Predicate

Declarative

11 HP2C8 majikan sendiri ^ akan nampak

siapa kita sebenar berbanding

dengan orang lain.

Subject ^

Predicate

Declarative

12 HP2C9i saudara ^ menjaga hati semua, Subject ^

Predicate

Declarative

13 HP2C9ii Allah swt ^ sentiasa bersama

menjaga kebajikan kita.

Subject ^

Predicate

Declarative

14 HP2C10 Biarkan urusan rakan sekerja

yang ada penyakit hati tadi

diuruskan oleh Tuhan yang

Maha Mengetahui segala-

galanya.

Absence of

Subject

Imperative

159

15 HP2C11 Usah menjerat diri dengan

sikap rakan sekerja yang tidak

pernah professional.

Absence of

Subject

Imperative

16 HP2C12i [Ia] ^ Tak ke mana sudahnya Subject ^

Predicate

Declarative

17 HP2C12ii [ia] ^ akan menyebabkan

produktiviti tempat kerja

terjejas, tergugat dan bukan

seorang yang akan menerima

akibatnya tapi semua dalam

profesion pekerjaan saudara

itu.

Subject ^

Predicate

Declarative

18 HP2C13i Jangan terburu mengambil

keputusan untuk berhenti keja

dan bertukar ke tempat lain

Absence of

Subject

Imperative

19 HP2C13ii ke mana kita pergi ^ golongan

begini ^ sentiasa ada.

Subject ^

Predicate

Declarative

20 HP2C14 Kita ^ harus pandai mengawal

hati dan perasaan kita sendiri.

Subject ^

Predicate

Declarative

21 HP2C14 Jan gan terikut sama dalam

golongan mereka yang tak

sihat pemikiran mereka ke

arah kebaikan dan

kesempurnaan serta


Absence of

Subject

Imperative

22 HP2C15 Kecerdasan emosi, kecerdasan

social dan kecerdasan fikiran ^

harus saudara tingkatkan dari

masa ke semasa.

Subject ^

Predicate

Declarative

23 HP2C16i Jangan biarkan susasana

mempengaruhi kita atau

fikiran kita

Absence of

Subject

Imperative

24 HP2C16ii biar kita yang mempengaruhi

persekitaran yang ada.

Absence of

Subject

Imperative

25 HP2C17 saudara ^ tahu apa saudara

mahukan dalam hidup

khusunya di tempat kerja.

Subject ^

Predicate

Declarative

26 HP2C18 Jadilah manusia yang

berhemah tinggi dan

berwawasan walaupun ada

onak dan duri yang harus

ditempuh.

Absence of

Subject

Imperative

27 HP2C19 Insya Allah satu hari ^

kemenangan bekerja dalam

keadaan selesa ^ adalah milik

saudara.

Subject ^

Predicate

Declarative

160

28 HP2C20 Bekerja untuk kepuasan hati

sendiri dan juga orang lain,

untuk dunia dan juga untuk

akhirat.

Absence of

Subject

Imperative

29 HP2C21 Kalau untuk dunia sahaja ^

mereka ^ tidak akan berfikir

untuk sikap lebih bertamadun.

Subject ^

Predicate

Declarative

30 HP2C22i Teruskan kegigihan saudara

dalam bidang tugas yang

dibawa

Absence of

Subject

Imperative

31 HP2C22ii berserah pada Tuhan untuk

mereka yang sentiasa ingin

menyakiti saudara.

Absence of

Subject

Imperative

32 HP2C23 Selamat maju jaya. - -


Interrogative -

Imperative 11

Moodless 1

161


Keys:











1 HP2C1 Inilah penyakit hati yang sering berlaku di

mana-mana.

MA – Usu

2 HP2C2i Ia bukan di tempat saudara sahaja,. MA – Int

3 HP2C2ii malah selagi ada manusia dalam golongan

sikap yang sama,

4 HP2C2iii keadaan ini tidak akan hilang. MF- M

5 HP2C3i Mereka yang sering memburuk-burukkan

orang lain adalah mereka yang paling banyak

mempunyai kelemahan diri

MA - Usu

6 HP2C3ii dan untuk menutupinya, mereka terpaksa

mencari perhatian lain.

7 HP2C4 Sebagai seorang Islam, mengata orang lain

adalah ibarat memamah daging saudara

sendiri.

MetMod

8 HP2C5 Kalau boleh saudara jangan pula termasuk

dalam golongan sebegitu.

MetMod

9 HP2C6 Biarkan rakan sekerja tadi dengan hobi dia

yang satu ini.

10 HP2C7 Saudara teruskan buat yang terbaik bukan

sahaja untuk diri sendiri malah untuk orang

lain dan seterusnya untuk produktiviti tempat

kerja.

MA – Int

11 HP2C8 Lambat laun, majikan sendiri akan nampak

siapa kita sebenar berbanding dengan orang

lain.

MetMod

12 HP2C9i Insya Allah jika saudara menjaga hati

semua,

MetMOd

162

13 HP2C9ii Allah swt sentiasa bersama menjaga

kebajikan kita.

14 HP2C10 Biarkan urusan rakan sekerja yang ada

penyakit hati tadi diuruskan oleh Tuhan yang

Maha Mengetahui segala-galanya.

15 HP2C11 Usah menjerat diri dengan sikap rakan

sekerja yang tidak pernah professional.

16 HP2C12i [Ia] Tak ke mana sudahnya

17 HP2C12ii malah [ia] akan menyebabkan produktiviti

tempat kerja terjejas, tergugat dan bukan

seorang yang akan menerima akibatnya tapi

semua dalam profesion pekerjaan saudara itu.

i) MF-M

ii) MF-M

18 HP2C13i Jangan terburu mengambil keputusan untuk

berhenti keja dan bertukar ke tempat lain

19 HP2C13ii kerana ke mana kita pergi golongan begini

sentiasa ada.

MA- Usu

20 HP2C14 Kita harus pandai mengawal hati dan

perasaan kita sendiri.

MF- H

21 HP2C14 Jan gan terikut sama dalam golongan mereka

yang tak sihat pemikiran mereka ke arah

kebaikan dan kesempurnaan serta


22 HP2C15 Kecerdasan emosi, kecerdasan social dan

kecerdasan fikiran harus saudara tingkatkan

dari masa ke semasa.

MF –H

23 HP2C16i Jangan biarkan susasana mempengaruhi kita

atau fikiran kita

24 HP2C16ii tapi biar kita yang mempengaruhi

persekitaran yang ada.

25 HP2C17 Yang lebih penting saudara tahu apa saudara

mahukan dalam hidup khususnya di tempat

kerja.

i) MetMod

ii) MA-Typ

26 HP2C18 Jadilah manusia yang berhemah tinggi dan

berwawasan walaupun ada onak dan duri

yang harus ditempuh.

MF-H

27 HP2C19 Insya Allah satu hari kemenangan bekerja

dalam keadaan selesa adalah milik saudara.

MetMod

28 HP2C20 Bekerja untuk kepuasan hati sendiri dan juga

orang lain, untuk dunia dan juga untuk

akhirat.

29 HP2C21 Kalau untuk dunia sahaja, mereka tidak

akan berfikir untuk sikap lebih bertamadun.

i) MA-Int

ii) MF-M

30 HP2C22i Teruskan kegigihan saudara dalam bidang

tugas yang dibawa

31 HP2C22ii dan berserah pada Tuhan untuk mereka yang

sentiasa ingin menyakiti saudara.

MA-Usu

32 HP2C23 Selamat maju jaya.

Total 20 instances of Modality use

163

APPENDIX 6A: Advice Column Containing Help-Seeking Text 3, Help-Providing 3,

Help- Seeking 4 and Help-Providing 4

164

APPENDIX 6B: Help-Seeking Text 3 written by Asmah Rahim (As shown in Rapi, 15th

Jan, 2012, p.119)



Jan, 2012, p.119)

165

APPENDIX 6D: Help-Seeking Text 4 written by Azman Muhammad (As shown in

Rapi, 15th

Jan, 2012, p.119)

166

APPENDIX 6E: Help-Providing Text 4 written by Associate Professor Dr Mariani Md


Jan, 2012, p.119)

167



1 HS3C1 Saya dan suami hidup berjauhan kerana tuntutan tugas.

2 HS3C2i Buat masa ini saya di utara

3 HS3C2ii manakala suami di selatan.

4 HS3C3 Keadaan ini menyebabkan kami hanya berjumpa sebulan dua kali

sahaja.

5 HS3C4 Kami dikurniakan seorang cahaya mata yang kini berusia 6 bulan.

6 HS3C5 Sebenarnya sudah dua tahun kami hidup berjauhan.

7 HS3C6 Sejak akhir-akhirnya ini saya dapati hubungan kami semakin hambar.

8 HS3C7 Saya percaya dengan suami saya.

9 HS3C8 Tidak mungkin dia menduakan saya.

10 HS3C9i Lalu apakah yang menjadi penyebab hubungan kami menjadi hambar

11 HS3C9ii Dan apa yang perlu saya lakukan untuk menyemarakkan kembali

hubungan kami berdua?

Total 7 clauses

168



Feature

Mood Type

1 HS3C1 Saya dan suami ^ hidup

berjauhan kerana tuntutan tugas.

Subject ^ Finite Declarative

2 HS3C2i saya ^ di utara Subject ^ Finite Declarative

3 HS3C2ii suami ^ di selatan. Subject ^ Finite Declarative

4 HS3C3 Keadaan ini ^ menyebabkan

kami hanya berjumpa sebulan

dua kali sahaja.


5 HS3C4 Kami ^ dikurniakan seorang

cahaya mata yang kini berusia 6

bulan.


6 HS3C5 kami ^ hidup berjauhan. Subject ^ Finite Declarative

7 HS3C6 saya ^ dapati hubungan kami

semakin hambar.


8 HS3C7 Saya ^ percaya dengan suami

saya.


9 HS3C8 Tidak mungkin dia ^

menduakan saya.


10 HS3C9i apakah yang menjadi penyebab


Interrogative

adverb “apakah”

Interrogative

11 HS3C9ii apa yang perlu saya lakukan

untuk menyemarakkan kembali

hubungan kami berdua?

Interrogative

adverb “apa”

Interrogative

Total Declarative 9

Interrogative 2

Imperative -

169


Keys:











1 HS3C1 Saya dan suami hidup berjauhan kerana

tuntutan tugas.

2 HS3C2i Buat masa ini saya di utara

3 HS3C2ii Manakala suami di selatan.

4 HS3C3 Keadaan ini menyebabkan kami hanya

berjumpa sebulan dua kali sahaja.

MA-Int

MA-Int

5 HS3C4 Kami dikurniakan seorang cahaya mata yang

kini berusia 6 bulan.

6 HS3C5 Sebenarnya sudah dua tahun kami hidup

berjauhan.

MA-Int

7 HS3C6 Sejak akhir-akhirnya ini saya dapati

hubungan kami semakin hambar.

8 HS3C7 Saya percaya dengan suami saya.

9 HS3C8 Tidak mungkin dia menduakan saya. MA-Pro

10 HS3C9I Lalu apakah yang menjadi penyebab


11 HS3C9II Dan apa yang perlu saya lakukan untuk

menyemarakkan kembali hubungan kami

berdua?

MF-H


170



1 HP3C1 Hubungan hambar boleh disebabkan jarak yang memisahkan antara

kalian berdua.

2 HP3C2i Bagaimanapun, jika kasih sayang itu sejati,

3 HP3C2ii jarak bukan punca segala-galanya.

4 HP3C3i Puan harus kenalpasti dahulu

5 HP3C3ii mengapa keadaan berlaku begitu?

6 HP3C4 Berbincang dengan suami secara terus terang dalam keadaan yang

baik.

7 HP3C5 Komunikasi telus dan dua hala amat penting dalam hubungan suami

isteri.

8 HP3C6 Kesangsian akan membuatkan situasi jadi lebih parah lagi.

9 HP3C7 Jauhkan perasaan sangsi itu dahulu.

10 HP3C8i Jika jarak yang jadi penyebab,

11 HP3C8ii puan tidak dapat bertemu selalu

12 HP3C8iii dan [ia] berakhir dengan kehambaran hubungan ini,

13 HP3C8iv maka puan perlu berbuat sesuatu dengan profesion puan

14 HP3C9 Pengorbanan amat penting untuk kehidupan harmoni berumah

tangga.

15 HP3C10 Kadang-kadang pula apa yang difikirkan itu ada benarnya juga.

16 HP3C11 Tak mungkin dia akan menduakan puan.

17 HP3C12 Ayat itu sentiasa bermain di kotak minda.

18 HP3C13i Dalam keadaan dunia sekarang yang mana wanita lebih ramai dari

lelaki,

19 HP3C13ii dan lelaki pula insan yang sentiasa memerlukan belaian kasih

sayang dari segi fizikal, emosi dan sosial,

20 HP3C13iii [ia] tak salah kalau disebut di sini, cair juga si lelaki nanti.

21 HP3C14i Sebab itu jika jarak adalah punca segala-segalanya,

22 HP3C14ii maka jarak jugalah yang menjadi jalan penyelesaian.

23 HP3C15i Rapatkan semula jarak,

24 HP3C15ii berkorbanlah untuk kerukunan rumah tangga yang dibina atas dasar

cinta.

25 HP3C16 Pandai-pandailah menambat hati suami terutama ketika sekali-kala

berjumpa.

26 HP3C17i Yang penting aspek tanggungjawab perlu wujud pada diri masing-

masing,

27 HP3C17ii Ada perasaan rindu merindui

28 HP3C17iii dan juga ada rasa ghairah apabila bersama pasangan.

Total 28 clauses

171


HP3C1 Hubungan hambar boleh disebabkan jarak yang memisahkan antara kalian berdua.

Hubungan hambar boleh disebabkan jarak yang memisahkan antara kalian berdua

Subject Predicate

HP3C2i Bagaimanapun, jika kasih sayang itu sejati HP3C2ii jarak bukan punca segala-

galanya

HP3C2i Bagaimanapun, jika kasih sayang itu sejati

Bagaimanapun jika kasih sayang itu sejati


HP3C2ii jarak bukan punca segala-galanya

jarak bukan punca segala-galanya

Subject Predicate

HP3C3i Puan harus kenalpasti dahulu HP3C3ii mengapa keadaan berlaku begitu?

HP3C3i Puan harus kenalpasti dahulu

Puan harus kenalpasti dahulu

Subject Predicate

HP3C3ii mengapa keadaan berlaku begitu?

mengapa keadaan berlaku begitu

x Subject Predicate

HP3C4 Berbincang dengan suami secara terus terang dalam keadaan yang baik

Berbincang dengan suami secara terus terang dalam keadaan yang baik

Predicate

172

HP3C5 Komunikasi telus dan dua hala amat penting dalam hubungan suami isteri

Komunikasi telus dan dua hala amat penting dalam hubungan suami isteri

Subject Predicate

HP3C6 Kesangsian akan membuatkan situasi jadi lebih parah lagi

Kesangsian akan membuatkan situasi jadi lebih parah lagi

Subject Predicate

HP3C7 Jauhkan perasaan sangsi itu dahulu

Jauhkan perasaan sangsi itu dahulu

Predicate

HP3C8i Jika jarak yang jadi penyebab HP3C8ii puan tidak dapat bertemu selalu HP3C8iii

dan [ia] berakhir dengan kehambaran hubungan ini HP3C8iv maka puan perlu berbuat

sesuatu dengan profesion puan

HP3C8i Jika jarak yang jadi penyebab

Jika jarak yang jadi penyebab

x Subject Predicate

HP3C8ii puan tidak dapat bertemu selalu

puan tidak dapat bertemu selalu

Subject Predicate

HP3C8iii dan [ia] berakhir dengan kehambaran hubungan ini

dan [ia] berakhir dengan kehambaran hubungan ini

x Subject Predicate

HP3C8iv maka puan perlu berbuat sesuatu dengan profesion puan

maka puan perlu berbuat sesuatu dengan profesion puan

x Subject Predicate

173

HP3C9 Pengorbanan amat penting untuk kehidupan harmoni berumah tangga

Pengorbanan amat penting untuk kehidupan harmoni berumah tangga

Subject Predicate

HP3C10 Kadang-kadang pula apa yang difikirkan itu ada benarnya juga

Kadang-kadang pula apa yang difikirkan itu ada benarnya juga


HP3C11 Tak mungkin dia akan menduakan puan

Tak mungkin dia akan menduakan puan


HP3C12 Ayat itu sentiasa bermain di kotak minda

Ayat itu sentiasa bermain di kotak minda

Subject Predicate

HP3C13i Dalam keadaan dunia sekarang yang mana wanita lebih ramai dari lelaki HP3C13ii

dan lelaki pula insan yang sentiasa memerlukan belaian kasih sayang dari segi fizikal, emosi

dan sosial HP3C13iii[ia] tak salah kalau disebut di sini, cair juga si lelaki nanti

HP3C13i Dalam keadaan dunia sekarang yang mana wanita lebih ramai dari lelaki

Dalam keadaan dunia sekarang yang mana wanita lebih ramai dari

lelaki

Predicate x Subject Predicate

HP3C13ii dan lelaki pula insan yang sentiasa memerlukan belaian kasih sayang dari segi

fizikal, emosi dan sosial

dan lelaki pula insan yang sentiasa memerlukan belaian kasih sayang dari segi fizikal,

emosi dan sosial

x Subject Predicate

HP3C13iii[ia] tak salah kalau disebut di sini, cair juga si lelaki nanti

[ia] tak salah kalau disebut di sini, cair juga si lelaki nanti

Subject Predicate

174

HP3C14i Sebab itu jika jarak adalah punca segala-segalanya HP3C14ii maka jarak jugalah

yang menjadi jalan penyelesaian

HP3C14i Sebab itu jika jarak adalah punca segala-segalanya

Sebab itu jika jarak adalah punca segala-segalanya


HP3C14ii maka jarak jugalah yang menjadi jalan penyelesaian

maka jarak jugalah yang menjadi jalan penyelesaian

x Subject Predicate

HP3C15i Rapatkan semula jarak HP3C15ii berkorbanlah untuk kerukunan rumah tangga

yang dibina atas dasar cinta

HP3C15i Rapatkan semula jarak

Rapatkan semula jarak

Predicate

HP3C15ii berkorbanlah untuk kerukunan rumah tangga yang dibina atas dasar cinta

berkorbanlah untuk kerukunan rumah tangga yang dibina atas dasar cinta

Predicate

HP3C16 Pandai-pandailah menambat hati suami terutama ketika sekali-kala berjumpa

Pandai-pandailah menambat hati suami terutama ketika sekali-kala berjumpa

Predicate

HP3C17i Yang penting aspek tanggungjawab perlu wujud pada diri masing-masing

HP3C17ii Ada perasaan rindu merindui HP3C17iii dan juga ada rasa ghairah apabila

bersama pasangan

HP3C17i Yang penting aspek tanggungjawab perlu wujud pada diri masing-masing

Yang penting aspek tanggungjawab perlu wujud pada diri masing-masing

x Subject Predicate

175

HP3C17ii Ada perasaan rindu merindui

Ada perasaan rindu merindui

Subject Predicate

HP3C17iii dan juga ada rasa ghairah apabila bersama pasangan

dan juga ada rasa ghairah apabila bersama pasangan

x Subject Predicate

176



Feature

Mood Type

1 HP3C1 Hubungan hambar ^ boleh

disebabkan jarak yang

memisahkan antara kalian

berdua.


2 HP3C2i kasih sayang ^ itu sejati, Subject ^ Predicate Declarative

3 HP3C2ii jarak ^ bukan punca segala-

galanya.


4 HP3C3i Puan ^ harus kenalpasti

dahulu


5 HP3C3ii mengapa keadaan berlaku

begitu?

Interrogative

adverb “mengapa”

Interrogative

6 HP3C4 Berbincang dengan suami

secara terus terang dalam

keadaan yang baik.

Absence of Subject Imperative

7 HP3C5 Komunikasi telus dan dua

hala ^ amat penting dalam

hubungan suami isteri.


8 HP3C6 Kesangsian ^ akan

membuatkan situasi jadi

lebih parah lagi.


9 HP3C7 Jauhkan perasaan sangsi itu

dahulu.


10 HP3C8i jarak ^ yang jadi penyebab, Subject ^ Predicate Declarative

11 HP3C8ii puan ^ tidak dapat bertemu

selalu


12 HP3C8iii [ia] ^ berakhir dengan

kehambaran hubungan ini,


13 HP3C8iv puan ^ perlu berbuat sesuatu

dengan profesion puan


14 HP3C9 Pengorbanan ^ amat penting

untuk kehidupan harmoni

berumah tangga.


15 HP3C10 apa yang difikirkan itu ^ ada

benarnya juga.


16 HP3C11 Tak mungkin ^ dia ^ akan

menduakan puan.

Predicate^Subject

^ Predicate

Declarative

17 HP3C12 Ayat itu ^ sentiasa bermain

di kotak minda.


18 HP3C13i Dalam keadaan dunia

sekarang yang mana ^

wanita ^ lebih ramai dari

lelaki,

Predicate^Subject

^ Predicate

Declarative

177

19 HP3C13ii lelaki ^ pula insan yang

sentiasa memerlukan belaian

kasih sayang dari segi

fizikal, emosi dan sosial,


20 HP3C13iii [ia] ^ tak salah kalau disebut

di sini, cair juga si lelaki

nanti.


21 HP3C14i jarak ^ adalah punca segala-

segalanya,


22 HP3C14ii jarak ^ jugalah yang menjadi

jalan penyelesaian.


23 HP3C15i Rapatkan semula jarak, Absence of Subject Imperative

24 HP3C15ii berkorbanlah untuk

kerukunan rumah tangga

yang dibina atas dasar cinta.


25 HP3C16 Pandai-pandailah menambat

hati suami terutama ketika

sekali-kala berjumpa.


26 HP3C17i aspek tanggungjawab ^

perlu wujud pada diri

masing-masing,


27 HP3C17ii Ada ^ perasaan rindu

merindui


28 HP3C17iii ada ^ rasa ghairah apabila

bersama pasangan.



Interrogative 1

Imperative 5

178


Keys:











1 HP3C1 Hubungan hambar boleh disebabkan

jarak yang memisahkan antara kalian

berdua.

MF-L

2 HP3C2i Bagaimanapun, jika kasih sayang itu

sejati,

3 HP3C2ii jarak bukan punca segala-galanya.

4 HP3C3i Puan harus kenalpasti dahulu MF-H

5 HP3C3ii mengapa keadaan berlaku begitu?

6 HP3C4 Berbincang dengan suami secara terus

terang dalam keadaan yang baik.

7 HP3C5 Komunikasi telus dan dua hala amat

penting dalam hubungan suami isteri.

MA-Int

8 HP3C6 Kesangsian akan membuatkan situasi

jadi lebih parah lagi.

MF-M

9 HP3C7 Jauhkan perasaan sangsi itu dahulu.

10 HP3C8i Jika jarak yang jadi penyebab,

11 HP3C8ii puan tidak dapat bertemu selalu dan

berakhir dengan kehambaran hubungan

ini,

12 HP3C8iii maka puan perlu berbuat sesuatu

dengan profesion puan

MF-H

13 HP3C9 Pengorbanan amat penting untuk

kehidupan harmoni berumah tangga.

MA-Int

14 HP3C10 Kadang-kadang pula apa yang

difikirkan itu ada benarnya juga.

MA-Usu

15 HP3C11 Tak mungkin dia akan menduakan MA-Pro

179

puan.

MF-M

16 HP3C12 Ayat itu sentiasa bermain di kotak

minda.

MA_Usu

17 HP3C13i Dalam keadaan dunia sekarang yang

mana wanita lebih ramai dari lelaki,

18 HP3C13ii dan lelaki pula insan yang sentiasa

memerlukan belaian kasih sayang dari

segi fizikal, emosi dan sosial,

MA-Usu

19 HP3C13iii [ia] tak salah kalau disebut di sini,

cair juga si lelaki nanti.

MetMod

MA-Tim

20 HP3C14i Sebab itu jika jarak adalah punca

segala-segalanya,

21 HP3C14ii maka jarak jugalah yang menjadi jalan

penyelesaian.

22 HP3C15i Rapatkan semula jarak,

23 HP3C15ii berkorbanlah untuk kerukunan rumah

tangga yang dibina atas dasar cinta.

24 HP3C16 Pandai-pandailah menambat hati suami

terutama ketika sekali-kala berjumpa.

MA-Usu

25 HP3C17i Yang penting aspek tanggungjawab

perlu wujud pada diri masing-masing,

MF-H

26 HP3C17ii Ada perasaan rindu merindui

27 HP3C17iii dan juga ada rasa ghairah apabila

bersama pasangan.

Total 15 Instances of Modality

180



1 HS4C1i Selepas [saya] mendapat keputusan yang cemerlang dalam

peperiksaan Penilaian Menengah Rendah (PMR)

2 HS4C1ii saya mendapat tawaran di sebuah sekolah berasrama penuh.

3 HS4C2i Ini merupakan kali pertama

4 HS4C2ii saya hidup berasingan dengan kedua ibu bapa dan juga dua orang adik

saya.

5 HS4C3i Sejak saya mula tinggal di asrama,

6 HS4C3ii saya dapat rasakan hubungan saya dengan ahli keluarga yang dulunya

rapat semakin renggang.

7 HS4C4 Mungkinkah kerana mereka jarang melawat saya menyebabkan

hubungan kami semakin jauh?

8 HS4C5i Saya rindukan kemesraan

9 HS4C5ii yang kami lalui dahulu.

10 HS4C6 Bantulah saya untuk menghangatkan kembali hubungan saya dengan

ahli keluarga

Total 10 clauses

181



Feature

Mood Type

1 HS4C1i [saya] ^ mendapat

keputusan yang cemerlang

dalam peperiksaan

Penilaian Menengah

Rendah (PMR)

Subject ^

Predicate

Declarative

2 HS4C1ii saya ^ mendapat tawaran

di sebuah sekolah

berasrama penuh.

Subject ^

Predicate

Declarative

3 HS4C2i Ini ^ merupakan kali

pertama

Subject ^

Predicate

Declarative

4 HS4C2ii saya ^ hidup berasingan

dengan kedua ibu bapa

dan juga dua orang adik

saya.

Subject ^

Predicate

Declarative

5 HS4C3i Saya ^ mula tinggal di

asrama,

Subject ^

Predicate

Declarative

6 HS4C3ii saya ^ dapat rasakan

hubungan saya dengan

ahli keluarga yang

dulunya rapat semakin

renggang.

Subject ^

Predicate

Declarative

7 HS4C4 Mungkinkah kerana

mereka jarang melawat

saya menyebabkan

hubungan kami semakin

jauh?

Interrogative

adverb

“Mungkinkah”

Interrogative

8 HS4C5i Saya ^ rindukan

kemesraan

Subject ^

Predicate

Declarative

9 HS4C5ii kami ^ lalui dahulu. Subject ^

Predicate

Declarative

10 HS4C6 Bantulah saya untuk

menghangatkan kembali

hubungan saya dengan

ahli keluarga

Absence of

Subject

Imperative

Total Declarative 8

Interrogative 1

Imperative 1

182


Keys:











1 HS4C1i Selepas [saya] mendapat keputusan yang

cemerlang dalam peperiksaan Penilaian

Menengah Rendah (PMR)

2 HS4C1ii saya mendapat tawaran di sebuah sekolah

berasrama penuh.

3 HS4C2i Ini merupakan kali pertama

4 HS4C2ii saya hidup berasingan dengan kedua ibu

bapa dan juga dua orang adik saya.

5 HS4C3i Sejak saya mula tinggal di asrama,

6 HS4C3ii saya dapat rasakan hubungan saya dengan

ahli keluarga yang dulunya rapat semakin

renggang.

MF-L

7 HS4C4 Mungkinkah kerana mereka jarang

melawat saya menyebabkan hubungan

kami semakin jauh?

MA-Pro

MA-Usu

8 HS4C5i Saya rindukan kemesraan

9 HS4C5ii yang kami lalui dahulu.

10 HS4C6 Bantulah saya untuk menghangatkan

kembali hubungan saya dengan ahli

keluarga


183



1 HP4C1 Hubungan ibu ayah dan anak sentiasa kekal sehingga bila-bila.

2 HP4C2 Dicincang air itu tidak akan putus.

3 HP4C3i

Perasan hubungan semakin renggang adalah hanya permainan

perasaan yang telah diolah sendiri

4 HP4C3ii memandangkan adik jarang berjumpa dengan mak dan ayah begitu

juga dengan dua adik beradik yang lain.

5 HP4C4 Sedangkan Insya Allah mereka sentiasa memikirkan hal adik di

asrama.

6 HP4C5 Hubungilah ayah dan mak selalu begitu juga dengan dua adik

beradik yang lain.

7 HP4C6 Perlu percaya kepada ahli keluarga.

8 HP4C7 Mereka yang tidak mempercayai kepada apa yang sepatutnya berlaku

ibarat doa yang disebut-sebut secara tersirat.

9 HP4C8 Jadi elakkan berfikir yang bukan-bukan.

10 HP4C9 Saya pasti adik seorang yang tabah hati dan yakin pada diri sendiri.

11 HP4C10i Pada waktu hujung minggu, jemput mereka ke asrama,

12 HP4C10ii gunakan masa tersebut dengan berkualiti.

13 HP4C11 Adakan aktiviti santai, contohnya makan makanan yang dibawa dari

rumah.

14 HP4C12 Sambil makan, bersembang seperti masa makan di rumah.

15 HP4C13 Insya Allah hubungan akan menjadi seperti sedia kala.

16 HP4C14 Jangan terlalu memikirkan yang negative hingga boleh menjejaskan

pembelajaran adik.

17 HP4C15 Ibu dan ayah mana yang tak sayangkan anak.

18 HP4C16i Hubungan dirasakan sedemikian kerana suara tak didengari,

19 HP4C16ii wajah tak ditatapi.

20 HP4C17i Untuk itu kekosongan tu sudah mula wujud

21 HP4C17ii dan macam-macam perkara negatif boleh berhijrah ke minda adik.

Total 21 clauses

184

APPENDIX 10C: Help- Providing Text 4 – Analysis of Mood Choice


Features

Mood Type

1 HP4C1 Hubungan ibu ayah dan

anak ^ sentiasa kekal

sehingga bila-bila.


2 HP4C2 Dicincang ^ air itu ^ tidak

akan putus.

Predicate ^Subject

^ Predicate

Declarative

3 HP4C3i

Perasan hubungan semakin

renggang ^ adalah hanya

permainan perasaan yang

telah diolah sendiri


4 HP4C3ii adik ^ jarang berjumpa

dengan mak dan ayah begitu

juga dengan dua adik

beradik yang lain.


5 HP4C4 Sedangkan Insya Allah ^

mereka ^ sentiasa

memikirkan hal adik di

asrama.

Predicate ^Subject

^ Predicate

Declarative

6 HP4C5 Hubungilah ayah dan mak

selalu begitu juga dengan

dua adik beradik yang lain.


7 HP4C6 Perlu percaya kepada ahli

keluarga.

Imperative

8 HP4C7 Mereka yang tidak

mempercayai kepada apa

yang sepatutnya berlaku ^

ibarat doa yang disebut-

sebut secara tersirat.


9 HP4C8 Jadi elakkan berfikir yang

bukan-bukan.


10 HP4C9 Saya ^ pasti adik seorang

yang tabah hati dan yakin

pada diri sendiri.


11 HP4C10i Pada waktu hujung minggu,

jemput mereka ke asrama,


12 HP4C10ii gunakan masa tersebut

dengan berkualiti.


13 HP4C11 Adakan aktiviti santai,

contohnya makan makanan

yang dibawa dari rumah.


14 HP4C12 Sambil makan, bersembang

seperti masa makan di

rumah.


185

15 HP4C13 hubungan ^ akan menjadi

seperti sedia kala.


16 HP4C14 Jangan terlalu memikirkan

yang negative hingga boleh

menjejaskan pembelajaran

adik.


17 HP4C15 Ibu dan ayah ^ mana yang

tak sayangkan anak.


18 HP4C16i Hubungan dirasakan

sedemikian ^ kerana suara

tak didengari,


19 HP4C16ii wajah ^ tak ditatapi. Subject ^ Predicate Declarative

20 HP4C17i kekosongan ^ sudah mula

wujud


21 HP4C17ii macam-macam perkara

negatif ^ boleh berhijrah ke

minda adik.



Interrogative 0

Imperative 8

186

APPENDIX 10D: Help- Providing Text 4 – Analysis of Modality Realisation

Keys:











1 HP4C1 Hubungan ibu ayah dan anak sentiasa kekal

sehingga bila-bila.

MA-Usu

2 HP4C2 Dicincang air itu tidak akan putus. MF-M

3 HP4C3i

Perasan hubungan semakin renggang adalah

hanya permainan perasaan yang telah diolah

sendiri

4 HP4C3ii memandangkan adik jarang berjumpa

dengan mak dan ayah begitu juga dengan

dua adik beradik yang lain.

MA-Usu

5 HP4C4 Sedangkan Insya Allah mereka sentiasa

memikirkan hal adik di asrama.

MetMod

MA-Usu

6 HP4C5 Hubungilah ayah dan mak selalu begitu juga

dengan dua adik beradik yang lain.

MA-Usu

7 HP4C6 Perlu percaya kepada ahli keluarga. MF-H

8 HP4C7 Mereka yang tidak mempercayai kepada apa

yang sepatutnya berlaku ibarat doa yang

disebut-sebut secara tersirat.

9 HP4C8 Jadi elakkan berfikir yang bukan-bukan.

10 HP4C9 Saya pasti adik seorang yang tabah hati dan

yakin pada diri sendiri.

MetMod

11 HP4C10i Pada waktu hujung minggu, jemput mereka

ke asrama,

12 HP4C10ii gunakan masa tersebut dengan berkualiti.

13 HP4C11 Adakan aktiviti santai, contohnya makan

makanan yang dibawa dari rumah.

14 HP4C12 Sambil makan, bersembang seperti masa

makan di rumah.

187

15 HP4C13 Insya Allah hubungan akan menjadi seperti

sedia kala.

MetMOd

MF-M

16 HP4C14 Jangan terlalu memikirkan yang negatif

hingga boleh menjejaskan pembelajaran

adik.

MA-Int

MF-L

17 HP4C15 Ibu dan ayah mana yang tak sayangkan anak.

18 HP4C16i Hubungan dirasakan sedemikian kerana

suara tak didengari,

19 HP4C16ii wajah tak ditatapi.

20 HP4C17i Untuk itu kekosongan tu sudah mula wujud

21 HP4C17ii dan macam-macam perkara negatif boleh

berhijrah ke minda adik.

MF-L


188

APPENDIX 11A: Advice Column Containing Help-Seeking Text 5 and Help-Providing

5

189

APPENDIX 11B: Help-Seeking Text 5 written by Sarimah Hussin (As shown in Rapi,

15th

Jan, 2012, p.119)


Noor (As in Rapi, 15th

Jan. 2012, p.119)

190

APPENDIX 11D: Advice Column Containing Help-Seeking Text 6, Help-Providing 6,

Help-Seeking Text 7 and Help-Providing 7

191

APPENDIX 11E: Help-Seeking Text 6 written by Ammar Azlan (As shown in Rapi, 1st

Feb 2012, p.125)

192

APPENDIX 11F: Help-Providing Text 6 written by Puan Ida Hartina Ahmad Tharbe

(As shown in Rapi, 1st Feb 2012, p.125)

193

APPENDIX 11G: Help-Seeking Text 7 written by Mona Razak (As shown in Rapi, 1st

Feb 2012, p.125)

194

APPENDIX 11H: Help-Providing Text 7 written by Puan Ida Hartina Ahmad Tharbe

(As shown in Rapi, 1st Feb 2012, p.125)

195



1 HS5C1i Sebelum ini saya pernah bekerja sebagai seorang eksekutif di salah

sebuah syarikat terkemuka

2 HS5C1ii namun [saya] mengambil keputusan untuk meletakkan jawatan

3 HS5C1iii selepas [saya] melahirkan anak ketiga.

4 HS5C2i Sejak itu saya selalu merasa rendah diri

5 HS5C2ii kerana rakan-rakan lain yang sama-sama belajar dengan saya di luar

negara ramai yang bekerja

6 HS5C2iii sedangkan saya hanyalah seorang suri rumah.

7 HS5C3i Bagaimana untuk saya mengembalikan keyakinan diri

8 HS5C3iii agar [saya] tidak terus berasa rendah diri?

Total 8 clauses

196


HS5C1i Sebelum ini saya pernah bekerja sebagai seorang eksekutif di salah sebuah syarikat

terkemuka HS5C1ii namun [saya] mengambil keputusan untuk meletakkan jawatan HS5C1iii

selepas [saya] melahirkan anak ketiga

HS5C1i Sebelum ini saya pernah bekerja sebagai seorang eksekutif di salah sebuah syarikat

terkemuka

Sebelum ini saya pernah bekerja sebagai seorang eksekutif di salah sebuah

syarikat terkemuka

X Subject Predicate

HS5C1ii namun [saya] mengambil keputusan untuk meletakkan jawatan

namun [saya] mengambil keputusan untuk meletakkan jawatan

X Subject Predicate

HS5C1iii selepas [saya] melahirkan anak ketiga

selepas [saya] melahirkan anak ketiga

X Subject Predicate

HS5C2i Sejak itu saya selalu merasa rendah diri HS5C2ii kerana rakan-rakan lain yang

sama-sama belajar dengan saya di luar negara ramai yang bekerja HS5C2iii sedangkan saya

hanyalah seorang suri rumah

HS5C2i Sejak itu saya selalu merasa rendah diri

Sejak itu saya selalu merasa rendah diri

X Subject Predicate

HS5C2ii kerana rakan-rakan lain yang sama-sama belajar dengan saya di luar negara ramai

yang bekerja

kerana rakan-rakan lain yang sama-sama belajar dengan saya di

luar negara

ramai yang bekerja

X Subject Predicate

197

HS5C2iii sedangkan saya hanyalah seorang suri rumah

sedangkan saya hanyalah seorang suri rumah

X Subject Predicate

HS5C3i Bagaimana untuk saya mengembalikan keyakinan diri HS5C3iii agar [saya] tidak

terus berasa rendah diri

HS5C3i Bagaimana untuk saya mengembalikan keyakinan diri

Bagaimana untuk saya mengembalikan keyakinan diri

X Predicate

HS5C3iii agar [saya] tidak terus berasa rendah diri

agar [saya] tidak terus berasa rendah diri

X Subject Predicate

198



Feature

Mood Type

1 HS5C1i saya ^ pernah bekerja

sebagai seorang eksekutif

di salah sebuah syarikat

terkemuka

Subject ^

Predicate

Declarative

2 HS5C1ii [saya] ^ mengambil

keputusan untuk

meletakkan jawatan

Subject ^

Predicate

Declarative

3 HS5C1iii [saya] ^ melahirkan anak

ketiga.

Subject ^

Predicate

Declarative

4 HS5C2i saya ^ selalu merasa

rendah diri

Subject ^

Predicate

Declarative

5 HS5C2ii rakan-rakan lain yang

sama-sama belajar dengan

saya di luar Negara ^

ramai yang bekerja

Subject ^

Predicate

Declarative

6 HS5C2iii saya ^ hanyalah seorang

suri rumah.

Subject ^

Predicate

Declarative

7 HS5C3i Bagaimana ^ untuk saya

mengembalikan keyakinan

diri

Interrogative

Adverb

“Bagaimana”

Interrogative

8 HS5C3iii [saya] ^ tidak terus berasa

rendah diri?

Subject ^

Predicate

Declarative

Total Declarative 6

Interrogative 1

Imperative 0


199


Keys:











Realisation

1 HS5C1i Sebelum ini saya pernah bekerja sebagai seorang

eksekutif di salah sebuah syarikat terkemuka

MA – Time

2 HS5C1ii namun [saya] mengambil keputusan untuk

meletakkan jawatan

3 HS5C1iii selepas [saya] melahirkan anak ketiga.

4 HS5C2i Sejak itu saya selalu merasa rendah diri MA – Usu

5 HS5C2ii kerana rakan-rakan lain yang sama-sama belajar

dengan saya di luar negara ramai yang bekerja

6 HS5C2iii sedangkan saya hanyalah seorang suri rumah. MA-Int

7 HS5C3i Bagaimana untuk saya mengembalikan keyakinan

diri

8 HS5C3iii agar [saya] tidak terus berasa rendah diri?


200



1 HP5C1 Adakah duduk di rumah telah meletakkan diri puan sebagai terlalu

rendah?

2 HP5C2i Salah tanggapan itu,

3 HP5C2ii malah ibu yang bertugas sebagai suri rumahlah yang terhebat.

4 HP5C3i Ini kerana bekerja sebagai suri rumah amat teliti

5 HP5C3ii kerana ia melibatkan faktor fizikal sehinggalah faktor emosi ahli

keluarga.

6 HP5C4i Jangan samakan dengan rakan lain

7 HP5C4ii kerana mereka mungkin telah ada jawatan besar.

8 HP5C5i Dalam masa yang sama, tugas yang puan galas sama berat malah lebih

berat lagi

9 HP5C5ii kerana puan bekerja hampir 24 jam.

10 HP5C6 [Ia] tiada kiraan 8 hingga 5 petang atau sebagainya.

11 HP5C7i Puan perlu ingat

12 HP5C7ii mendidik anak dengan cara sendiri lebih memuaskan hati daripada

memberikan tugasan itu pada orang lain.

13 HP5C8i Bayangkan

14 HP5C8ii jika puan sendiri kurang bersama dengan anak dalam proses

tumbesaran mereka.

15 HP5C9 Keyakinan diri harus dipupuk semula.

16 HP5C20 Puan perlu mengambil fikiran yang positif terhadap tugas baru yang

digalas iaitu sebagai ibu, isteri dan rakan pada ahli lain dalam

keluarga.

Total 16 Clauses

201


HP5C1 Adakah duduk di rumah telah meletakkan diri puan sebagai terlalu rendah

Adakah duduk di rumah telah meletakkan diri puan sebagai terlalu rendah

X Subject Predicate

HP5C2i Salah tanggapan itu HP5C2ii malah ibu yang bertugas sebagai suri rumahlah yang

terhebat

HP5C2i Salah tanggapan itu

Salah tanggapan itu

Predicate Subject

HP5C2ii malah ibu yang bertugas sebagai suri rumahlah yang terhebat

malah ibu yang bertugas sebagai suri rumahlah yang terhebat

X Subject

HP5C3i Ini kerana bekerja sebagai suri rumah amat teliti HP5C3ii kerana ia melibatkan

faktor fizikal sehinggalah faktor emosi ahli keluarga

HP5C3i Ini kerana bekerja sebagai suri rumah amat teliti

Ini kerana bekerja sebagai suri rumah amat teliti

Subject Predicate

HP5C3ii kerana ia melibatkan faktor fizikal sehinggalah faktor emosi ahli keluarga

kerana ia melibatkan faktor fizikal sehinggalah faktor emosi ahli keluarga

X Subject Predicate

202

HP5C4i Jangan samakan dengan rakan lain HP5C4ii kerana mereka mungkin telah ada

jawatan besar

HP5C4i Jangan samakan dengan rakan lain

Jangan samakan dengan rakan lain

Predicate

HP5C4ii kerana mereka mungkin telah ada jawatan besar

kerana mereka mungkin telah ada jawatan besar

X Subject Predicate

HP5C5i Dalam masa yang sama, tugas yang puan galas sama berat malah lebih berat lagi

HP5C5ii kerana puan bekerja hampir 24 jam

HP5C5i Dalam masa yang sama, tugas yang puan galas sama berat malah lebih berat lagi

Dalam masa yang

sama,

tugas yang puan galas sama berat malah lebih berat lagi

X Subject Predicate

HP5C5ii kerana puan bekerja hampir 24 jam

kerana puan bekerja hampir 24 jam

X Subject Predicate

HP5C6 [Ia] tiada kiraan 8 hingga 5 petang atau sebagainya

[Ia] tiada kiraan 8 hingga 5 petang atau sebagainya

Subject Predicate

203

HP5C7i Puan perlu ingat HP5C7ii mendidik anak dengan cara sendiri lebih memuaskan hati

daripada memberikan tugasan itu pada orang lain

HP5C7i Puan perlu ingat

Puan perlu ingat

Subject Predicate

HP5C7ii mendidik anak dengan cara sendiri lebih memuaskan hati daripada memberikan

tugasan itu pada orang lain

mendidik anak dengan cara sendiri lebih memuaskan hati daripada memberikan tugasan

itu pada orang lain

Subject Predicate

HP5C8i Bayangkan HP5C8ii jika puan sendiri kurang bersama dengan anak dalam proses

tumbesaran mereka

HP5C8i Bayangkan

Bayangkan

Predicate

HP5C8ii jika puan sendiri kurang bersama dengan anak dalam proses tumbesaran mereka

jika puan sendiri kurang bersama dengan anak dalam proses tumbesaran mereka

X Subject Predicate

HP5C9 Keyakinan diri harus dipupuk semula

Keyakinan diri harus dipupuk semula

Subject Predicate

HP5C20 Puan perlu mengambil fikiran yang positif terhadap tugas baru yang digalas iaitu

sebagai ibu, isteri dan rakan pada ahli lain dalam keluarga

Puan perlu mengambil fikiran yang positif terhadap tugas baru yang digalas iaitu

sebagai ibu, isteri dan rakan pada ahli lain dalam keluarga

Subject Predicate

204



Feature

Mood Type

1 HP5C1 Adakah ^ duduk di

rumah telah meletakkan

diri puan sebagai terlalu

rendah?

Interrogative

marker “Adakah”

Interrogative

2 HP5C2i Salah ^ tanggapan itu, Predicate ^

Subject

Declarative

3 HP5C2ii ibu yang bertugas

sebagai suri rumahlah ^

yang terhebat.

Subject ^

Predicate

Declarative

4 HP5C3i bekerja sebagai suri

rumah ^ amat teliti

Subject ^

Predicate

Declarative

5 HP5C3ii ia ^ melibatkan faktor

fizikal sehinggalah

faktor emosi ahli

keluarga.

Subject ^

Predicate

Declarative

6 HP5C4i Jangan samakan dengan

rakan lain

Absence of

Subject

Imperative

7 HP5C4ii mereka ^ mungkin telah

ada jawatan besar.

Subject ^

Predicate

Declarative

8 HP5C5i tugas yang puan galas ^

sama berat malah lebih

berat lagi

Subject ^

Predicate

Declarative

9 HP5C5ii puan ^ bekerja hampir

24 jam.

Subject ^

Predicate

Declarative

10 HP5C6 [Ia] ^ tiada kiraan 8

hingga 5 petang atau

sebagainya.

Subject ^

Predicate

Declarative

11 HP5C7i Puan ^ perlu ingat Subject ^

Predicate

Declarative

12 HP5C7ii mendidik anak dengan

cara sendiri ^ lebih

memuaskan hati

daripada memberikan

tugasan itu pada orang

lain.

Subject ^

Predicate

Declarative

13 HP5C8i Bayangkan Absence of

Subject

Imperative

14 HP5C8ii puan sendiri ^ kurang

bersama dengan anak

dalam proses tumbesaran

mereka.

Subject ^

Predicate

Declarative

15 HP5C9 Keyakinan diri ^ harus Subject ^ Declarative

205

dipupuk semula.

Predicate

16 HP5C20 Puan ^ perlu mengambil

fikiran yang positif

terhadap tugas baru yang

digalas iaitu sebagai ibu,

isteri dan rakan pada ahli

lain dalam keluarga.

Subject ^

Predicate

Declarative


Interrogative 1

Imperative 2

206


Keys:











Realisation

1 HP5C1 Adakah duduk di rumah telah meletakkan diri

puan sebagai terlalu rendah?

2 HP5C2i Salah tanggapan itu,

3 HP5C2ii malah ibu yang bertugas sebagai suri rumahlah

yang terhebat.

4 HP5C3i Ini kerana bekerja sebagai suri rumah amat teliti MA – Int

5 HP5C3ii kerana ia melibatkan faktor fizikal sehinggalah

faktor emosi ahli keluarga.

6 HP5C4i Jangan samakan dengan rakan lain

7 HP5C4ii kerana mereka mungkin telah ada jawatan

besar.

MA – Pro

8 HP5C5i Dalam masa yang sama, tugas yang puan galas

sama berat malah lebih berat lagi

9 HP5C5ii kerana puan bekerja hampir 24 jam.

10 HP5C6 [Ia] tiada kiraan 8 hingga 5 petang atau

sebagainya.

11 HP5C7i Puan perlu ingat MF – H

12 HP5C7ii mendidik anak dengan cara sendiri lebih

memuaskan hati daripada memberikan tugasan

itu pada orang lain.

13 HP5C8i Bayangkan

14 HP5C8ii jika puan sendiri kurang bersama dengan anak

dalam proses tumbesaran mereka.

15 HP5C9 Keyakinan diri harus dipupuk semula. MF – H

16 HP5C20 Puan perlu mengambil fikiran yang positif

terhadap tugas baru yang digalas iaitu sebagai

ibu, isteri dan rakan pada ahli lain dalam

keluarga.

MF – H

Total 5 Uses of modality

207



1 HS6C1 Saya bekerja sebagai seorang senior eksekutif di sebuah syarikat

perkapalan.

2 HS6C2i Walau pun banyak pencapaian yang saya perolehi ketika bekerja di

syarikat ini

3 HS6C2ii namun saya masih tidak berpuas hati

4 HS6C2iii kerana [saya] belum mencapai tahap yang seperti diinginkan.

5 HS6C3i Keadaan in imembuatkan saya benar-benar tertekan

6 HS6C3ii meskipun saya lebih cepat naik pangkat berbanding rakan-rakan

sekerja yang lebih lama bekerja berbanding saya.

7 HS6C4i Adakah sikap ini keterlaluan

8 HS6C4ii atau adakah saya mengalami gangguan psikologi?

Total 8 Clauses

208


HS6C1 Saya bekerja sebagai seorang senior eksekutif di sebuah syarikat perkapalan

Saya bekerja sebagai seorang senior eksekutif di sebuah syarikat perkapalan

Predicate

HS6C2i Walau pun banyak pencapaian yang saya perolehi ketika bekerja di syarikat ini

HS6C2ii namun saya masih tidak berpuas hati HS6C2iii kerana [saya] belum mencapai tahap

yang seperti diinginkan

HS6C2i Walau pun banyak pencapaian yang saya perolehi ketika bekerja di syarikat ini

Walau pun banyak pencapaian yang saya perolehi ketika bekerja di syarikat ini

Predicate

HS6C2ii namun saya masih tidak berpuas hati

namun saya masih tidak berpuas hati

Predicate

HS6C2iii kerana [saya] belum mencapai tahap yang seperti diinginkan

kerana [saya] belum mencapai tahap yang seperti diinginkan

Predicate

HS6C3i Keadaan in imembuatkan saya benar-benar tertekan HS6C3ii meskipun saya lebih

cepat naik pangkat berbanding rakan-rakan sekerja yang lebih lama bekerja berbanding saya

HS6C3i Keadaan ini membuatkan saya benar-benar tertekan

Keadaan ini membuatkan saya benar-benar tertekan

Predicate

209

HS6C3ii meskipun saya lebih cepat naik pangkat berbanding rakan-rakan sekerja yang lebih

lama bekerja berbanding saya

meskipun saya lebih cepat naik pangkat berbanding rakan-rakan sekerja yang

lebih lama bekerja berbanding saya

Predicate

HS6C4i Adakah sikap ini keterlaluan HS6C4ii atau adakah saya mengalami gangguan

psikologi

HS6C4i Adakah sikap ini keterlaluan

Adakah sikap ini keterlaluan

Predicate

HS6C4ii atau adakah saya mengalami gangguan psikologi

atau adakah saya mengalami gangguan psikologi

Predicate

210



Feature

Mood Type

1 HS6C1 Saya ^ bekerja sebagai

seorang senior eksekutif

di sebuah syarikat

perkapalan.


2 HS6C2i banyak pencapaian ^

yang saya perolehi ketika

bekerja di syarikat ini


3 HS6C2ii saya ^ masih tidak

berpuas hati


4 HS6C2iii [saya] ^ belum mencapai

tahap yang seperti

diinginkan.


5 HS6C3i Keadaan ini ^

membuatkan saya benar-

benar tertekan


6 HS6C3ii saya ^ lebih cepat naik

pangkat berbanding

rakan-rakan sekerja yang

lebih lama bekerja

berbanding saya.


7 HS6C4i Adakah ^ sikap ini

keterlaluan

Interrogative

marker “Adakah”

Interrogative

8 HS6C4ii adakah ^ saya mengalami

gangguan psikologi?

Interrogative

marker “Adakah”

Interrogative

Total Declarative 6

Interrogative 2

Imperative 0

211


Keys:











1 HS6C1 Saya bekerja sebagai seorang senior eksekutif

di sebuah syarikat perkapalan.

2 HS6C2i Walau pun banyak pencapaian yang saya

perolehi ketika bekerja di syarikat ini

3 HS6C2ii namun saya masih tidak berpuas hati

4 HS6C2iii kerana [saya] belum mencapai tahap yang

seperti diinginkan.

5 HS6C3i Keadaan in imembuatkan saya benar-benar

tertekan

MA – Int

6 HS6C3ii meskipun saya lebih cepat naik pangkat

berbanding rakan-rakan sekerja yang lebih

lama bekerja berbanding saya.

7 HS6C4i Adakah sikap ini keterlaluan

8 HS6C4ii atau adakah saya mengalami gangguan

psikologi?

Total 1 Uses of Modality

212



1 HP6C1 Seorang yang berjaya dalam hidup biasanya orang yang memiliki

tahap motivasi yang tinggi.

2 HP6C2i Saya yakin

3 HP6C2ii tahap motivasi Ammar amat tinggi hingga dapat mendorong Ammar

memperolehi kejayaan yang banyak dalam pekerjaan

4 HP6C2iii dan usaha ini dibalas setimpal oleh pihak majikan.

5 HP6C3i [Ia adalah] tidak salah memiliki impian dan cita-cita yang besar

dalam apa sahaja yang kita usahakan,

6 HP6C3ii malah itulah yang bakal meransang kita untuk terus berusaha dengan

lebih gigih lagi.

7 HP6C4 Namun sikap tidak puas hati atas apa yang telah dicapai setakat ini

perlu diperbaiki.

8 HP6C5i Sebenarnya kita kena „menghargai‟ setiap pencapaian yang telah

dicapai

9 HP6C5ii kerana itu adalah anugerah Allah untuk membalas usaha yang telah

kita lakukan „setakat ini‟.

10 HP6C6 Anda perlulah menikmati dahulu setiap kejayaan walau sekecil

mana dalam hidup ini dalam perjalanan menuju kejayaan yang lebih

besar.

11 HP6C7i Sikap tidak puas hati boleh membayangkan

12 HP6C7ii yang seseorang itu tidak bersyukur atas pemberian Ilahi.

13 HP6C8 Mendambakan yang lebih hebat tanpa menikmati yang telah diberi

membuatkan hati jadi kosong dan tidak seronok.

14 HP6C9 Maka seseorang boleh menjadi amat tertekan kerana meletakkan

target yang terlalu jauh untuk dicapai.

15 HP6C10i Pastikan Ammar „hidup di masa kini‟,

16 HP6C10ii bersyukur

17 HP6C10iii dan nikmatilah setiap apa yang diperolehi

18 HP6C10iv di samping terus berusaha untuk kejayaan yang seterusnya.

19 HP6C11 Dengan cara ini hidup anda akan lebih bermakna dan lebih bahagia.

Total 19 Clauses

213


HP6C1 Seorang yang berjaya dalam hidup biasanya orang yang memiliki tahap motivasi

yang tinggi

Seorang yang berjaya dalam hidup biasanya orang yang memiliki tahap motivasi yang

tinggi

Subject Predicate

HP6C2i Saya yakin HP6C2ii tahap motivasi Ammar amat tinggi hingga dapat mendorong

Ammar memperolehi kejayaan yang banyak dalam pekerjaan HP6C2iii dan usaha ini dibalas

setimpal oleh pihak majikan

HP6C2i Saya yakin

Saya yakin

Subject Predicate

HP6C2ii tahap motivasi Ammar amat tinggi hingga dapat mendorong Ammar memperolehi

kejayaan yang banyak dalam pekerjaan

tahap motivasi Ammar amat tinggi hingga dapat mendorong Ammar memperolehi

kejayaan yang banyak dalam pekerjaan

Subject Predicate

HP6C2iii dan usaha ini dibalas setimpal oleh pihak majikan

dan usaha ini dibalas setimpal oleh pihak majikan

Subject Predicate

214

HP6C3i[Ia adalah] tidak salah memiliki impian dan cita-cita yang besar dalam apa sahaja

yang kita usahakan HP6C3ii malah itulah yang bakal meransang kita untuk terus berusaha

dengan lebih gigih lagi

HP6C3i[Ia adalah] tidak salah memiliki impian dan cita-cita yang besar dalam apa sahaja

yang kita usahakan

[Ia adalah] tidak salah memiliki impian dan cita-cita yang besar dalam apa sahaja

yang kita usahakan

Subject Predicate

HP6C3ii malah itulah yang bakal meransang kita untuk terus berusaha dengan lebih gigih

lagi

malah itulah yang bakal meransang kita untuk terus berusaha dengan lebih gigih

lagi

X Subject Predicate

HP6C4 Namun sikap tidak puas hati atas apa yang telah dicapai setakat ini perlu diperbaiki

Namun sikap tidak puas hati atas apa yang telah dicapai setakat ini perlu diperbaiki

X Subject Predicate

HP6C5i Sebenarnya kita kena „menghargai‟ setiap pencapaian yang telah dicapai HP6C5ii

kerana itu adalah anugerah Allah untuk membalas usaha yang telah kita lakukan „setakat ini‟

HP6C5i Sebenarnya kita kena „menghargai‟ setiap pencapaian yang telah dicapai

Sebenarnya kita kena „menghargai‟ setiap pencapaian yang telah dicapai


HP6C5ii kerana itu adalah anugerah Allah untuk membalas usaha yang telah kita lakukan

„setakat ini‟

kerana itu adalah anugerah Allah untuk membalas usaha yang telah kita lakukan

„setakat ini‟

X Subject Predicate

215

HP6C6 Anda perlulah menikmati dahulu setiap kejayaan walau sekecil mana dalam hidup ini

dalam perjalanan menuju kejayaan yang lebih besar

Anda perlulah menikmati dahulu setiap kejayaan walau sekecil mana dalam hidup ini

dalam perjalanan menuju kejayaan yang lebih besar

Subject Predicate

HP6C7i Sikap tidak puas hati boleh membayangkan HP6C7ii yang seseorang itu tidak

bersyukur atas pemberian Ilahi

HP6C7i Sikap tidak puas hati boleh membayangkan

Sikap tidak puas hati boleh membayangkan

Subject Predicate

HP6C7ii yang seseorang itu tidak bersyukur atas pemberian Ilahi

yang seseorang itu tidak bersyukur atas pemberian Ilahi

X Subject Predicate

HP6C8 Mendambakan yang lebih hebat tanpa menikmati yang telah diberi membuatkan hati

jadi kosong dan tidak seronok

Mendambakan yang lebih hebat tanpa

menikmati yang telah diberi

membuatkan hati jadi kosong dan tidak

seronok

Subject Predicate

HP6C9 Maka seseorang boleh menjadi amat tertekan kerana meletakkan target yang terlalu

jauh untuk dicapai

Maka seseorang boleh menjadi amat tertekan kerana meletakkan target yang terlalu

jauh untuk dicapai

X Subject Predicate

216

HP6C10i Pastikan Ammar „hidup di masa kini‟ HP6C10ii bersyukur HP6C10iii dan

nikmatilah setiap apa yang diperolehi HP6C10iv di samping terus berusaha untuk kejayaan

yang seterusnya

HP6C10i Pastikan Ammar „hidup di masa kini‟

Pastikan Ammar „hidup di masa kini‟

Predicate

HP6C10ii bersyukur

bersyukur

Predicate

HP6C10iii dan nikmatilah setiap apa yang diperolehi

dan nikmatilah setiap apa yang diperolehi

X Predicate

HP6C10iv di samping terus berusaha untuk kejayaan yang seterusnya

di samping terus berusaha untuk kejayaan yang seterusnya

X Predicate

HP6C11 Dengan cara ini hidup anda akan lebih bermakna dan lebih bahagia

Dengan cara ini hidup anda akan lebih bermakna dan lebih bahagia


217



Feature

Mood Type

1 HP6C1 Seorang yang berjaya

dalam hidup ^ biasanya

orang yang memiliki tahap

motivasi yang tinggi.


2 HP6C2i Saya ^ yakin Subject ^ Predicate Declarative

3 HP6C2ii tahap motivasi Ammar ^

amat tinggi hingga dapat

mendorong Ammar

memperolehi kejayaan

yang banyak dalam

pekerjaan


4 HP6C2iii usaha ini ^ dibalas

setimpal oleh pihak

majikan.


5 HP6C3i [Ia ^ adalah] tidak salah

memiliki impian dan cita-

cita yang besar dalam apa

sahaja yang kita usahakan,


6 HP6C3ii itulah ^ yang bakal

meransang kita untuk terus

berusaha dengan lebih

gigih lagi.


7 HP6C4 sikap tidak puas hati atas

apa yang telah dicapai

setakat ini ^ perlu

diperbaiki.


8 HP6C5i kita ^ kena „menghargai‟

setiap pencapaian yang

telah dicapai


9 HP6C5ii itu ^ adalah anugerah

Allah untuk membalas

usaha yang telah kita

lakukan „setakat ini‟.


10 HP6C6 Anda ^ perlulah menikmati

dahulu setiap kejayaan

walau sekecil mana dalam

hidup ini dalam perjalanan

menuju kejayaan yang

lebih besar.


11 HP6C7i Sikap tidak puas hati ^

boleh membayangkan


218

12 HP6C7ii seseorang itu ^ tidak

bersyukur atas pemberian

Ilahi.


13 HP6C8 Mendambakan yang lebih

hebat tanpa menikmati

yang telah diberi ^

membuatkan hati jadi

kosong dan tidak seronok.


14 HP6C9 seseorang ^ boleh menjadi

amat tertekan kerana

meletakkan target yang

terlalu jauh untuk dicapai.


15 HP6C10i Pastikan Ammar „hidup di

masa kini‟,

Absence of

Subject

Imperative

16 HP6C10ii bersyukur Absence of

Subject

Imperative

17 HP6C10iii nikmatilah setiap apa yang

diperolehi

Absence of

Subject

Imperative

18 HP6C10iv terus berusaha untuk

kejayaan yang seterusnya.

Absence of

Subject

Imperative

19 HP6C11 Dengan cara ini ^ hidup

anda ^ akan lebih

bermakna dan lebih

bahagia.

Predicate ^ Subject

^ Predicate

Declarative


Interrogative 0

Imperative 4

219


Keys:











1 HP6C1 Seorang yang berjaya dalam hidup biasanya

orang yang memiliki tahap motivasi yang

tinggi.

MA – Usu

2 HP6C2i Saya yakin tahap motivasi Ammar amat

tinggi hingga dapat mendorong Ammar

memperolehi kejayaan yang banyak dalam

pekerjaan

MetMod

3 HP6C2ii dan usaha ini dibalas setimpal oleh pihak

majikan.

4 HP6C3i [Ia adalah] tidak salah memiliki impian

dan cita-cita yang besar dalam apa sahaja

yang kita usahakan

MetMod

5 HP6C3ii malah itulah yang bakal meransang kita

untuk terus berusaha dengan lebih gigih lagi.

MF – M

6 HP6C4 Namun sikap tidak puas hati atas apa yang

telah dicapai setakat ini perlu diperbaiki.

7 HP6C5i Sebenarnya kita kena „menghargai‟ setiap

pencapaian yang telah dicapai

1. MA – Int

2. MF – H

8 HP6C5ii kerana itu adalah anugerah Allah untuk

membalas usaha yang telah kita lakukan

„setakat ini‟.

9 HP6C6 Anda perlulah menikmati dahulu setiap

kejayaan walau sekecil mana dalam hidup

ini dalam perjalanan menuju kejayaan yang

lebih besar.

MF – H

10 HP6C7i Sikap tidak puas hati boleh membayangkan MF – L

11 HP6C7ii yang seseorang itu tidak bersyukur atas

pemberian Ilahi.

12 HP6C8 Mendambakan yang lebih hebat tanpa

220

menikmati yang telah diberi membuatkan

hati jadi kosong dan tidak seronok.

13 HP6C9 Maka seseorang boleh menjadi amat

tertekan kerana meletakkan target yang

terlalu jauh untuk dicapai.

1. MF – L

2. MA – Int

14 HP6C10i Pastikan Ammar „hidup di masa kini‟,

15 HP6C10ii bersyukur

16 HP6C10iii dan nikmatilah setiap apa yang diperolehi

17 HP6C10iv di samping terus berusaha untuk kejayaan

yang seterusnya.

18 HP6C11 Dengan cara ini hidup anda akan lebih

bermakna dan lebih bahagia.

MF – M

Total 11 Use of Modality

221



1 HS7C1 Saya mempunyai 3 orang cahaya mata.

2 HS7C2i Dua orang anak saya menunjukkan pencapaian yang

memberangsangkan dalam pembelajaran

3 HS7C2ii namun anak kedua saya boleh dikategorikan sebagai anak yang agak

lambat dari segi pembelajarannya.

4 HS7C3i Keadaan ini menimbulkan ketegangan kepada diri saya

5 HS7C3ii kerana [saya] mahu dia sama seperti adik beradiknya yang lain

6 HS7C3iii sehingga adakalanya saya berkasar dengannya.

7 HS7C4 Saya selalu tidak berpuas hati dengan pencapaian dirinya.

8 HS7C5i Apakah yang perlu saya lakukan

9 HS7C5ii kerana [saya] bimbang

10 HS7C5iii sikap saya boleh menyebabkan anak saya stress

11 HS7C5iv dan seterusnya [ia] menganggu pelajarannya?

Total 11 clauses



Feature

Mood Type

1 HS7C1 Saya ^ mempunyai 3 orang

cahaya mata.

Subject ^

Predicate

Declarative

2 HS7C2i Dua orang anak saya ^

menunjukkan pencapaian

yang memberangsangkan

dalam pembelajaran

Subject ^

Predicate

Declarative

3 HS7C2ii anak kedua saya ^ boleh

dikategorikan sebagai anak

yang agak lambat dari segi

pembelajarannya.

Subject ^

Predicate

Declarative

4 HS7C3i Keadaan ini ^ menimbulkan

ketegangan kepada diri saya

Subject ^

Predicate

Declarative

5 HS7C3ii [saya] ^ mahu dia sama

seperti adik beradiknya yang

lain

Subject ^

Predicate

Declarative

6 HS7C3iii saya ^ berkasar dengannya. Subject ^

Predicate

Declarative

7 HS7C4 Saya ^ selalu tidak berpuas Subject ^ Declarative

222

hati dengan pencapaian

dirinya.

Predicate

8 HS7C5i Apakah yang perlu saya

lakukan

Interrogative

marker “Apakah”

Interrogative

9 HS7C5ii [saya] ^ bimbang Subject ^

Predicate

Declarative

10 HS7C5iii sikap saya ^ boleh

menyebabkan anak saya

stress

Subject ^

Predicate

Declarative

11 HS7C5iv [ia] ^ menganggu

pelajarannya?

Subject ^

Predicate

Declarative


Interrogative 1

Imperative 0

223


Keys:











1 HS7C1 Saya mempunyai 3 orang cahaya

mata.

2 HS7C2i Dua orang anak saya menunjukkan

pencapaian yang memberangsangkan

dalam pembelajaran

3 HS7C2ii namun anak kedua saya boleh

dikategorikan sebagai anak yang agak

lambat dari segi pembelajarannya.

i) MF-L

ii) MA - Deg

4 HS7C3i Keadaan ini menimbulkan ketegangan

kepada diri saya

5 HS7C3ii kerana [saya] mahu dia sama seperti

adik beradiknya yang lain

6 HS7C3iii sehingga adakalanya saya berkasar

dengannya.

MA- Usu

7 HS7C4 Saya selalu tidak berpuas hati dengan

pencapaian dirinya.

MA - Usu


9 HS7C5ii kerana [saya] bimbang

10 HS7C5iii sikap saya boleh menyebabkan anak

saya stress

MF-L

11 HS7C5iv dan seterusnya [ia] menganggu

pelajarannya?


224



1 HP7C1 Alhamdulillah, sekurang-kurangya Puan Mona memiliki dua orang

anak yang berjaya dalam pelajaran.

2 HP7C2 Kejayaan akademik hanya salah satu kayu pengukur kejayaan.

3 HP7C3i Memanglah sebagai ibu bapa kita mengharapkan anak-anak akan

berjaya dalam bidang akademik

4 HP7C3ii tetapi kita tidak boleh lupa

5 HP7C3iii bahawa mereka juga perlu dididik dengan betul

6 HP7C3iv agar mereka berkembang dengan baik secara menyeluruh dari segi

emosi, kognitif, tingkahlaku dan fizikal.

7 HP7C4 Suasana yang menekan dan harapan terlalu tinggi akan

menyebabkan mereka stress.

8 HP7C5i Oleh itu untuk membantu anak puan belajar dengan baik, puan perlu

melihat corak pembelajaran yang sesuai untuknya

9 HP7C5ii dan terus memberikan motivasi dan peransang agar timbul minat

yang mendalam

10 HP7C5iii untuk dia mengatasi kelemahannya dari segi akademik.

11 HP7C6i Janganlah puan sering membanding-bandingkan dirinya dengan dua

adik beradiknya

12 HP7C6ii kerana ini akan mecalarkan esteem kendirinya.

13 HP7C7 Semua orang ingin berjaya dalam hidup.

14 HP7C7i Tiada siapa yang ingin gagal

15 HP7C7ii atau [tiada siapa yang ingin] dilayan seperti orang yang gagal.

16 HP7C8i Namun setiap individu dilahirkan dengan kemampuan yang berbeza

17 HP7C8ii menyebabkan pencapaian mereka juga turut berbeza.

18 HP7C9i Oleh itu puan kenalah melihat di mana tahap kemampuan anak puan

yang seorang ini, perkaranya yang diminatinya

19 HP7C9ii dan mungkin dia mampu mencapai sesuatu yang hebat dalam bidang

tersebut.

20 HP7C10i Ambillah masa untuk mengenali anak puan dengan lebih dekat

21 HP7C10ii agar puan juga dapat memahami impian dan harapnnya.

22 HP7C11i Walaupun puan boleh meletakkan harapan kepada anak puan,

23 HP7C11ii namun harapan itu perlu realistik

24 HP7C11iii agar puan puan sendiri tidak akan rasa tertekan sehingga

25 HP7C11iv [puan] melepaskan perasaan marah ini terhadap dirinya.

Total 25 clauses

225

APPENDIX 18B: Help- Providing Text 7– Analysis of Subject and Predicate


1 HP7C1 Alhamdulillah, sekurang-kurangya Puan Mona memiliki dua orang

anak yang berjaya dalam pelajaran.

2 HP7C2 Kejayaan akademik hanya salah satu kayu pengukur kejayaan.

3 HP7C3i Memanglah sebagai ibu bapa kita mengharapkan anak-anak akan


4 HP7C3ii tetapi kita tidak boleh lupa

5 HP7C3iii bahawa mereka juga perlu dididik dengan betul

6 HP7C3iv agar mereka berkembang dengan baik secara menyeluruh dari segi

emosi, kognitif, tingkahlaku dan fizikal.

7 HP7C4 Suasana yang menekan dan harapan terlalu tinggi akan

menyebabkan mereka stress.

8 HP7C5i Oleh itu untuk membantu anak puan belajar dengan baik, puan perlu

melihat corak pembelajaran yang sesuai untuknya

9 HP7C5ii dan terus memberikan motivasi dan peransang agar timbul minat

yang mendalam

10 HP7C5iii untuk dia mengatasi kelemahannya dari segi akademik.

11 HP7C6i Janganlah puan sering membanding-bandingkan dirinya dengan dua

adik beradiknya

12 HP7C6ii kerana ini akan mecalarkan esteem kendirinya.

13 HP7C7 Semua orang ingin berjaya dalam hidup.

14 HP7C7i Tiada siapa yang ingin gagal

15 HP7C7ii atau [tiada siapa yang ingin] dilayan seperti orang yang gagal.

16 HP7C8i Namun setiap individu dilahirkan dengan kemampuan yang berbeza

17 HP7C8ii menyebabkan pencapaian mereka juga turut berbeza.

18 HP7C9i Oleh itu puan kenalah melihat di mana tahap kemampuan anak puan

yang seorang ini, perkaranya yang diminatinya

19 HP7C9ii dan mungkin dia mampu mencapai sesuatu yang hebat dalam bidang

tersebut.

20 HP7C10i Ambillah masa untuk mengenali anak puan dengan lebih dekat

21 HP7C10ii agar puan juga dapat memahami impian dan harapnnya.

22 HP7C11i Walaupun puan boleh meletakkan harapan kepada anak puan,

23 HP7C11ii namun harapan itu perlu realistik

24 HP7C11iii agar puan puan sendiri tidak akan rasa tertekan sehingga

25 HP7C11iv [puan] melepaskan perasaan marah ini terhadap dirinya.

Total 25 clauses

226



Feature

Mood Type

1 HP7C1 sekurang-kurangya ^ Puan

Mona ^ memiliki dua

orang anak yang berjaya

dalam pelajaran.

Predicate ^ Subject

^ Predicate

Declarative

2 HP7C2 Kejayaan akademik ^

hanya salah satu kayu

pengukur kejayaan.


3 HP7C3i sebagai ibu bapa ^ kita ^

mengharapkan anak-anak

akan berjaya dalam bidang

akademik

Predicate ^ Subject

^ Predicate

Declarative

4 HP7C3ii Kita ^ tidak boleh lupa Subject ^ Predicate Declarative

5 HP7C3iii mereka ^ juga perlu

dididik dengan betul


6 HP7C3iv mereka ^ berkembang

dengan baik secara

menyeluruh dari segi

emosi, kognitif,

tingkahlaku dan fizikal.


7 HP7C4 Suasana yang menekan

dan harapan terlalu tinggi

^ akan menyebabkan

mereka stress.


8 HP7C5i untuk membantu anak

puan belajar dengan baik ^

puan ^ perlu melihat corak

pembelajaran yang sesuai

untuknya

Predicate ^ Subject

^ Predicate

Declarative

9 HP7C5ii terus memberikan

motivasi dan peransang

agar timbul minat yang

mendalam


10 HP7C5iii dia ^ mengatasi

kelemahannya dari segi

akademik.


11 HP7C6i Janganlah ^ puan ^ sering

membanding-bandingkan

dirinya dengan dua adik

beradiknya

Predicate ^ Subject

^ Predicate

Declarative

227

12 HP7C6ii ini ^ akan mecalarkan

esteem kendirinya.


13 HP7C7 Semua orang ^ ingin

berjaya dalam hidup.


14 HP7C7i Tiada siapa ^ yang ingin

gagal


15 HP7C7ii [tiada siapa ^ yang ingin]

dilayan seperti orang yang

gagal.


16 HP7C8i setiap individu ^

dilahirkan dengan

kemampuan yang berbeza


17 HP7C8ii pencapaian ^ mereka juga

turut berbeza.


18 HP7C9i puan ^ kenalah melihat di

mana tahap kemampuan

anak puan yang seorang

ini, perkaranya yang

diminatinya


19 HP7C9ii dia ^ mampu mencapai

sesuatu yang hebat dalam

bidang tersebut.


20 HP7C10i Ambillah masa untuk

mengenali anak puan

dengan lebih dekat


21 HP7C10ii Puan ^ juga dapat

memahami impian dan

harapnnya.


22 HP7C11i puan ^ boleh meletakkan

harapan kepada anak

puan,


23 HP7C11ii harapan ^ itu perlu

realistik


24 HP7C11iii puan sendiri ^ tidak akan

rasa tertekan sehingga


25 HP7C11iv [puan] ^ melepaskan

perasaan marah ini

terhadap dirinya.



Interrogative 0

Imperative 2

228


Keys:








MA – Pur = Kata Kerja Modalitas – Tujuan (Mood Adjunct – Purpose)




1 HP7C1 Alhamdulillah, sekurang-kurangya

Puan Mona memiliki dua orang anak

yang berjaya dalam pelajaran.

MetMod

2 HP7C2 Kejayaan akademik hanya salah satu

kayu pengukur kejayaan.

MA-Int

3 HP7C3i Memanglah sebagai ibu bapa kita

mengharapkan anak-anak akan


MF-M

4 HP7C3ii tetapi kita tidak boleh lupa MF-L

5 HP7C3iii bahawa mereka juga perlu dididik

dengan betul

MF-H

6 HP7C3iv agar mereka berkembang dengan

baik secara menyeluruh dari segi

emosi, kognitif, tingkahlaku dan

fizikal.

7 HP7C4 Suasana yang menekan dan harapan

terlalu tinggi akan menyebabkan

mereka stress.

MF-M

8 HP7C5i Oleh itu untuk membantu anak puan

belajar dengan baik, puan perlu

melihat corak pembelajaran yang

sesuai untuknya

MF-H

9 HP7C5ii dan terus memberikan motivasi dan

peransang agar timbul minat yang

mendalam

10 HP7C5iii untuk dia mengatasi kelemahannya

dari segi akademik.

229

11 HP7C6i Janganlah puan sering membanding-

bandingkan dirinya dengan dua adik

beradiknya

MA-Usu

12 HP7C6ii kerana ini akan mecalarkan esteem

kendirinya.

MF-M

13 HP7C7 Semua orang ingin berjaya dalam

hidup.

MA-Pur

14 HP7C7i Tiada siapa yang ingin gagal MA-Pur

15 HP7C7ii atau [tiada siapa yang ingin] dilayan

seperti orang yang gagal.

16 HP7C8i Namun setiap individu dilahirkan

dengan kemampuan yang berbeza

17 HP7C8ii menyebabkan pencapaian mereka

juga turut berbeza.

18 HP7C9i Oleh itu puan kenalah melihat di

mana tahap kemampuan anak puan

yang seorang ini, perkara yang

diminatinya

MF-H

19 HP7C9ii dan mungkin dia mampu mencapai

sesuatu yang hebat dalam bidang

tersebut.

MA-Pro

MF-L

20 HP7C10i Ambillah masa untuk mengenali

anak puan dengan lebih dekat

21 HP7C10ii agar puan juga dapat memahami

impian dan harapnnya.

MF-L

22 HP7C11i Walaupun puan boleh meletakkan

harapan kepada anak puan,

MF-L

23 HP7C11ii namun harapan itu perlu realistik MF-H

24 HP7C11iii agar puan sendiri tidak akan rasa

tertekan sehingga

MF-M

25 HP7C11iv [puan] melepaskan perasaan marah

ini terhadap dirinya.


230



1 HS8C1 Saya merupakan anak bongsu daripada tiga orang adik beradik.

2 HS8C2 Sejak kecil lagi ibu saya selalu mebeza-bezakan kasih sayang antara

saya, kakak dan juga abang.

3 HS8C3i Ibu lebih sayangkan kakak dan abang

4 HS8C3ii kerana mereka lebih menyerlah dalam bidang pendidikan berbanding

saya.

5 HS8C4i Sehingga kini walaupun kami sudah dewasa dan sudah punya kerjaya

sendiri

6 HS8C4ii namun ibu masih melebihkan kasih sayangnya kepada abang dan juga

kakak.

7 HS8C5i Saya rasa agak terpinggir

8 HS8C5ii sehingga [ia] mencetuskan perasaan dendam terhadap ibu

9 HS8C5iii walau pun [saya] tahu

10 HS8C5iv saya berdosa bersikap demikian.

11 HS8C6i Apakah yang saya perlu lakukan

12 HS8C6ii kerana saya tidak mahu digelar anak derhaka?

Total 12 clauses



1 HS8C1 Saya merupakan anak bongsu daripada tiga orang adik beradik.

2 HS8C2 Sejak kecil lagi ibu saya selalu mebeza-bezakan kasih sayang antara


3 HS8C3i Ibu lebih sayangkan kakak dan abang

4 HS8C3ii kerana mereka lebih menyerlah dalam bidang pendidikan berbanding

saya.

5 HS8C4i Sehingga kini walaupun kami sudah dewasa dan sudah punya kerjaya

sendiri

6 HS8C4ii namun ibu masih melebihkan kasih sayangnya kepada abang dan juga

kakak.

7 HS8C5i Saya rasa agak terpinggir

8 HS8C5ii sehingga [ia] mencetuskan perasaan dendam terhadap ibu



11 HS8C6i Apakah yang saya perlu lakukan

231

12 HS8C6ii kerana saya tidak mahu digelar anak derhaka?

Total 12 clauses



Feature

Mood Type

1 HS8C1 Saya ^ merupakan anak

bongsu daripada tiga orang

adik beradik.


2 HS8C2 Sejak kecil lagi ^ ibu saya ^

selalu mebeza-bezakan kasih

sayang antara saya, kakak

dan juga abang.

Predicate ^ Subject

^ Predicate

Declarative

3 HS8C3i Ibu ^ lebih sayangkan kakak

dan abang


4 HS8C3ii mereka ^ lebih menyerlah

dalam bidang pendidikan

berbanding saya.


5 HS8C4i kami ^ sudah dewasa dan

sudah punya kerjaya sendiri


6 HS8C4ii ibu ^ masih melebihkan

kasih sayangnya kepada

abang dan juga kakak.


7 HS8C5i Saya ^ rasa agak terpinggir Subject ^ Predicate Declarative

8 HS8C5ii [ia] ^ mencetuskan perasaan

dendam terhadap ibu


9 HS8C5iii [saya] ^ tahu Subject ^ Predicate Declarative

10 HS8C5iv saya ^ berdosa bersikap

demikian.


11 HS8C6i Apakah ^ yang saya perlu

lakukan

Interrogative

marker “Apakah”

Interrogative

12 HS8C6ii saya ^ tidak mahu digelar

anak derhaka?



Interrogative 1

Imperative 0

232


Keys:











1 HS8C1 Saya merupakan anak bongsu

daripada tiga orang adik beradik.

2 HS8C2 Sejak kecil lagi ibu saya selalu

mebeza-bezakan kasih sayang antara


MA – Usu

3 HS8C3i Ibu lebih sayangkan kakak dan

abang

4 HS8C3ii kerana mereka lebih menyerlah

dalam bidang pendidikan

berbanding saya.

5 HS8C4i Sehingga kini walaupun kami sudah

dewasa dan sudah punya kerjaya

sendiri

6 HS8C4ii namun ibu masih melebihkan kasih

sayangnya kepada abang dan juga

kakak.

7 HS8C5i Saya rasa agak terpinggir 1. MetMod

2. MA – Deg

8 HS8C5ii sehingga [ia] mencetuskan perasaan

dendam terhadap ibu



11 HS8C6i Apakah yang saya perlu lakukan MA – H

12 HS8C6ii kerana saya tidak mahu digelar

anak derhaka?

MA – Ref


233



1 HP8C1i Amirul, kadang kala amat sukar kita menerima hakikat

2 HP8C1ii bahawa ada ibu bapa yang memilih kasih dan memberi layanan yang

lebih istimewa kepada anak-anak tertentu.

3 HP8C2 Lebih-lebih lagi sekiranya ia berlaku sebegitu lama semenjak kecil.

4 HP8C3 Namun, setiap anak wajib menhormati ibu bapanya.

5 HP8C4 Perasaan dendam anda mungkin berpunca daripada keinginan untuk

dihargai dan dikasihi

6 HP8C5 Saya ingin mengajak Amirul mencari keistimewaan diri Amirul di

mata ibu.

7 HP8C6i Saya yakin, sebagai seorang ibu,

8 HP8C6ii setiap anak mempunyai keistimewaannya sendiri.

9 HP8C7 Kejayaan akademik bukan satu-satunya pengukur keistimewaan

manusia.

10 HP8C8i Amirul mungkin tidak sama kemampuan dari segi akademik

berbanding kakak dan abang,

11 HP8C8ii namun Amirul mesti mempunyai kualiti tersendiri yang ibu hargai

dan sanjungi.

12 HP8C9i Sekiranya [Amirul] ada,

13 HP8C9ii maka itulah kekuatan yang Amirul miliki.

14 HP8C10 Amirul boleh menggunakan EQ atau kecerdasan emosi untuk

menjaga hubungan, menguruskan emosi dan menangani masalah

yang timbul dengan ibu.

15 HP8C11 Kemudian, Amirul perlu mengubah persepsi sendiri terhadap ibu.

16 HP8C12i Ini sangat penting

17 HP8C12ii agar Amirul tidak lagi melihat ibu

18 HP8C12iii sebagai seorang yang pilih kasih.

19 HP8C13 Amirul perlu memaafkan ibu atas kesilapannya.

20 HP8C14 Manusia mana yang tidak melakukan kesilapan.

21 HP8C15i Jangan putus asa,

22 HP8C15ii cubalah sedaya upaya dengan persepsi positif, kemaafan dan

kesungguhan

23 HP8C15iii kerana kasih ibu sampai ke syurga.

Total 23 clauses

234



1 HP8C1i Amirul, kadang kala amat sukar kita menerima hakikat

2 HP8C1ii bahawa ada ibu bapa yang memilih kasih dan memberi layanan yang

lebih istimewa kepada anak-anak tertentu.

3 HP8C2 Lebih-lebih lagi sekiranya ia berlaku sebegitu lama semenjak kecil.

4 HP8C3 Namun, setiap anak wajib menhormati ibu bapanya.

5 HP8C4 Perasaan dendam anda mungkin berpunca daripada keinginan untuk


6 HP8C5 Saya ingin mengajak Amirul mencari keistimewaan diri Amirul di

mata ibu.

7 HP8C6i Saya yakin, sebagai seorang ibu,

8 HP8C6ii setiap anak mempunyai keistimewaannya sendiri.

9 HP8C7 Kejayaan akademik bukan satu-satunya pengukur keistimewaan

manusia.

10 HP8C8i Amirul mungkin tidak sama kemampuan dari segi akademik


11 HP8C8ii namun Amirul mesti mempunyai kualiti tersendiri yang ibu hargai

dan sanjungi.


13 HP8C9ii maka itulah kekuatan yang Amirul miliki.

14 HP8C10 Amirul boleh menggunakan EQ atau kecerdasan emosi untuk

menjaga hubungan, menguruskan emosi dan menangani masalah

yang timbul dengan ibu.

15 HP8C11 Kemudian, Amirul perlu mengubah persepsi sendiri terhadap ibu.

16 HP8C12i Ini sangat penting



19 HP8C13 Amirul perlu memaafkan ibu atas kesilapannya.

20 HP8C14 Manusia mana yang tidak melakukan kesilapan.


22 HP8C15ii cubalah sedaya upaya dengan persepsi positif, kemaafan dan

kesungguhan


Total 23 clauses

235



1 HP8C1i amat sukar ^ kita ^

menerima hakikat

Predicate ^

Subject ^

Predicate

Declarative

2 HP8C1ii ada ^ ibu bapa yang

memilih kasih dan memberi

layanan yang lebih

istimewa kepada anak-anak

tertentu.

Subject ^

Predicate

Declarative

3 HP8C2 Ia ^ berlaku sebegitu lama

semenjak kecil.

Subject ^

Predicate

Declarative

4 HP8C3 setiap anak ^ wajib

menhormati ibu bapanya.

Subject ^

Predicate

Declarative

5 HP8C4 Perasaan dendam anda ^

mungkin berpunca daripada

keinginan untuk dihargai

dan dikasihi

Subject ^

Predicate

Declarative

6 HP8C5 Saya ^ ingin mengajak

Amirul mencari

keistimewaan diri Amirul di

mata ibu.

Subject ^

Predicate

Declarative

7 HP8C6i Saya ^ yakin, sebagai

seorang ibu,

Subject ^

Predicate

Declarative

8 HP8C6ii setiap anak ^ mempunyai

keistimewaannya sendiri.

Subject ^

Predicate

Declarative

9 HP8C7 Kejayaan akademik ^ bukan

satu-satunya pengukur

keistimewaan manusia.

Subject ^

Predicate

Declarative

10 HP8C8i Amirul ^ mungkin tidak

sama kemampuan dari segi

akademik berbanding kakak

dan abang,

Subject ^

Predicate

Declarative

11 HP8C8ii Amirul ^ mesti mempunyai

kualiti tersendiri yang ibu

hargai dan sanjungi.

Subject ^

Predicate

Declarative

12 HP8C9i [Amirul] ^ ada, Subject ^

Predicate

Declarative

13 HP8C9ii itulah ^ kekuatan yang

Amirul miliki.

Subject ^

Predicate

Declarative

236

14 HP8C10 Amirul ^ boleh

menggunakan EQ atau

kecerdasan emosi untuk

menjaga hubungan,

menguruskan emosi dan

menangani masalah yang

timbul dengan ibu.

Subject ^

Predicate

Declarative

15 HP8C11 Amirul ^ perlu mengubah

persepsi sendiri terhadap

ibu.

Subject ^

Predicate

Declarative

16 HP8C12i Ini ^ sangat penting Subject ^

Predicate

Declarative

17 HP8C12ii Amirul ^ tidak lagi melihat

ibu

Subject ^

Predicate

Declarative

18 HP8C12iii seorang ^ yang pilih kasih. Subject ^

Predicate

Declarative

19 HP8C13 Amirul ^ perlu memaafkan

ibu atas kesilapannya.

Subject ^

Predicate

Declarative

20 HP8C14 Manusia mana ^ yang tidak

melakukan kesilapan.

Subject ^

Predicate

Declarative

21 HP8C15i Jangan putus asa, Absence of

Subject

Imperative

22 HP8C15ii cubalah sedaya upaya

dengan persepsi positif,

kemaafan dan kesungguhan

Absence of

Subject

Imperative

23 HP8C15iii kasih ibu ^ sampai ke

syurga.

Subject ^

Predicate

Declarative


Inteerogative 0

Imperative 2

237


Keys:











1 HP8C1i Amirul, kadang kala amat sukar

kita menerima hakikat

1. MA – Usu

2. MA – Int

2 HP8C1ii bahawa ada ibu bapa yang memilih

kasih dan memberi layanan yang

lebih istimewa kepada anak-anak

tertentu.

3 HP8C2 Lebih-lebih lagi sekiranya ia berlaku

sebegitu lama semenjak kecil.

4 HP8C3 Namun, setiap anak wajib

menghormati ibu bapanya.

MF – H

5 HP8C4 Perasaan dendam anda mungkin

berpunca daripada keinginan untuk


MA – Pro

6 HP8C5 Saya ingin mengajak Amirul

mencari keistimewaan diri Amirul di

mata ibu.

MA – Pur

7 HP8C6i Saya yakin, sebagai seorang ibu, 3. MetMod

4. MetMod

8 HP8C6ii setiap anak mempunyai

keistimewaannya sendiri.

9 HP8C7 Kejayaan akademik bukan satu-

satunya pengukur keistimewaan

manusia.

10 HP8C8i Amirul mungkin tidak sama

kemampuan dari segi akademik


MA – Pro

11 HP8C8ii namun Amirul mesti mempunyai

kualiti tersendiri yang ibu hargai dan

sanjungi.

MF – H

238


13 HP8C9ii maka itulah kekuatan yang Amirul

miliki.

14 HP8C10 Amirul boleh menggunakan EQ atau

kecerdasan emosi untuk menjaga

hubungan, menguruskan emosi dan

menangani masalah yang timbul

dengan ibu.

MF – L

15 HP8C11 Kemudian, Amirul perlu mengubah

persepsi sendiri terhadap ibu.

MF – H

16 HP8C12i Ini sangat penting MA – Int



19 HP8C13 Amirul perlu memaafkan ibu atas

kesilapannya.

MF – H

20 HP8C14 Manusia mana yang tidak melakukan

kesilapan.


22 HP8C15ii cubalah sedaya upaya dengan

persepsi positif, kemaafan dan

kesungguhan



239

APPENDIX 21A: Advice Column Containing Help-Seeking Text 8, Help-Providing

Text 8, Help-Seeking Text 9 and Help-Providing Text 9,

240

APPENDIX 22B: Help-Seeking Text 9 written by Jamilah Yaakob (As shown in Rapi,

1st March 2012, p. 125)

241

APPENDIX 22B: Help-Providing Text 9 written by Puan Ida Hartini Ahmad Tharbe

(As shown in Rapi, 1st March 2012, p. 125)

242



1 HS9C1 Saya bekerja di sebuah syarikat terkemuka di ibu kota.

2 HS9C2i Hubungan saya dengan rakan sekerja yang lain baik-baik sahaja

3 HS9C2ii namun saya berasa tertekan dengan seorang rakan sekerja yang sering

menabur fitnah tentang diri saya.

4 HS9C3i Sebenarnya dia berdendam dengan saya

5 HS9C3ii kerana [saya] pernah menegur sikapnya yang suka mengadu domba.

6 HS9C4i Sejak itu hubungan kami dingin

7 HS9C4ii dan dia seakan-akan berdendam dengan saya.


9 HS9C5ii agar saya tidak terus rasa tertekan dengan sikap rakan sekerja saya ini?

Total 9 clauses



1 HS9C1 Saya bekerja di sebuah syarikat terkemuka di ibu kota.

2 HS9C2i Hubungan saya dengan rakan sekerja yang lain baik-baik sahaja

3 HS9C2ii namun saya berasa tertekan dengan seorang rakan sekerja yang sering


4 HS9C3i Sebenarnya dia berdendam dengan saya

5 HS9C3ii kerana [saya] pernah menegur sikapnya yang suka mengadu domba.


7 HS9C4ii dan dia seakan-akan berdendam dengan saya.


9 HS9C5ii agar saya tidak terus rasa tertekan dengan sikap rakan sekerja saya ini?

Total 9 clauses

243



Feature

Mood Type

1 HS9C1 Saya ^ bekerja di sebuah

syarikat terkemuka di ibu

kota.

Subject ^

Predicate

Declarative

2 HS9C2i Hubungan saya dengan

rakan sekerja yang lain ^

baik-baik sahaja

Subject ^

Predicate

Declarative

3 HS9C2ii saya ^ berasa tertekan

dengan seorang rakan

sekerja yang sering

menabur fitnah tentang diri

saya.

Subject ^

Predicate

Declarative

4 HS9C3i dia ^ berdendam dengan

saya

Subject ^

Predicate

Declarative

5 HS9C3ii [saya] ^ pernah menegur

sikapnya yang suka

mengadu domba.

Subject ^

Predicate

Declarative

6 HS9C4i hubungan ^ kami dingin Subject ^

Predicate

Declarative

7 HS9C4ii dia ^ seakan-akan

berdendam dengan saya.

Subject ^

Predicate

Declarative

8 HS9C5i Apakah ^ yang perlu saya

lakukan

Interrogative

marker “apakah”

Interrogative

9 HS9C5ii saya ^ tidak terus rasa

tertekan dengan sikap

rakan sekerja saya ini?

Subject ^

Predicate

Declarative

Total Declarative 8

Interrogative 1

Imperative 0

244


Keys:











1 HS9C1 Saya bekerja di sebuah syarikat

terkemuka di ibu kota.

2 HS9C2i Hubungan saya dengan rakan sekerja

yang lain baik-baik sahaja

3 HS9C2ii namun saya berasa tertekan dengan

seorang rakan sekerja yang sering


MA - Usu

4 HS9C3i Sebenarnya dia berdendam dengan

saya

MA- Deg

5 HS9C3ii kerana [saya] pernah menegur

sikapnya yang suka mengadu

domba.

MA - Usu


7 HS9C4ii dan dia seakan-akan berdendam

dengan saya.

MA – Deg


9 HS9C5ii agar saya tidak terus rasa tertekan

dengan sikap rakan sekerja saya ini?


245



1 HP9C1i Sekiranya tindakan Jamilah menegurnya dahulu adalah sesuatu

2 HP9C1ii yang Jamilah rasakan perlu dan tepat

3 HP9C1iii serta [ia] dilaksanakan dengan berhemah,

4 HP9C1iv saya rasa Jamilah tidak perlu rasa bersalah.

5 HP9C2i Mungkin dia sedikit terasa kerana ditegur

6 HP9C2ii dan kemudiannya [dia] tidak dapat melupakan tindakan Jamilah itu

7 HP9C2iii menyebabkan dia menyimpan di dalam hati.

8 HP9C3i Jika ini yang berlaku,

9 HP9C3ii Jamilah perlu menjadi orang pertama yang mengambil inisiatif untuk

berkomunikasi dengannya.

10 HP9C4i Dia mungkin menganggap teguran Jamilah dahulu sebagai tanda

11 HP9C4ii [yang] Jamilah tidak sukakan sikapnya yang terlalu berterus terang.

12 HP9C5i Oleh itu, dia memilih untuk berdiam diri

13 HP9C5ii dan [dia] menunjukkan penolakan

14 HP9C5iii setiap kali Jamilah berada di sekeliling.

15 HP9C6i Mungkin ini adalah cara dia „memberitahu‟Jamilah

16 HP9C6ii bahawa dia tidak akan masuk campur lagi urusan Jamilah lagi.

17 HP9C7 Ingatlah ini hanya satu sahaja ujian dalam hubungan sesama manusia.

18 HP9C8i Sekiranya dapat dihadapi dengan baik

19 HP9C8ii maka usahakanlah.

20 HP9C9i Namun jika ia hanya memudaratkan diri

21 HP9C9ii mungkin cara terbaik ialah dengan memperbanyakkan hubungan

positif dengan orang sekeliling.

22 HP9C10 Ingat!

23 HP9C11 Jangan biarkan dia mengawal perasaan, pemikiran dan tindakan

rasional Jamilah di tempat kerja.

24 HP9C12 Ini hanya akan menyebabkan Jamilah sendiri yang rugi.

25 HP9C13 Biarlah dia menghadapi emosinya dengan caranya sendiri.

Total 25 clauses

246

APPENDIX 23B: Help- Providing Text 9 – Analysis of Subject and Predicate


1 HP9C1i Sekiranya tindakan Jamilah menegurnya dahulu adalah sesuatu


3 HP9C1iii serta [ia] dilaksanakan dengan berhemah,

4 HP9C1iv saya rasa Jamilah tidak perlu rasa bersalah.

5 HP9C2i Mungkin dia sedikit terasa kerana ditegur

6 HP9C2ii dan kemudiannya [dia] tidak dapat melupakan tindakan Jamilah itu

7 HP9C2iii menyebabkan dia menyimpan di dalam hati.

8 HP9C3i Jika ini yang berlaku,

9 HP9C3ii Jamilah perlu menjadi orang pertama yang mengambil inisiatif untuk


10 HP9C4i Dia mungkin menganggap teguran Jamilah dahulu sebagai tanda

11 HP9C4ii [yang] Jamilah tidak sukakan sikapnya yang terlalu berterus terang.

12 HP9C5i Oleh itu, dia memilih untuk berdiam diri

13 HP9C5ii dan [dia] menunjukkan penolakan

14 HP9C5iii setiap kali Jamilah berada di sekeliling.

15 HP9C6i Mungkin ini adalah cara dia „memberitahu‟Jamilah

16 HP9C6ii bahawa dia tidak akan masuk campur lagi urusan Jamilah lagi.

17 HP9C7 Ingatlah ini hanya satu sahaja ujian dalam hubungan sesama manusia.

18 HP9C8i Sekiranya dapat dihadapi dengan baik

19 HP9C8ii maka usahakanlah.

20 HP9C9i Namun jika ia hanya memudaratkan diri

21 HP9C9ii mungkin cara terbaik ialah dengan memperbanyakkan hubungan

positif dengan orang sekeliling.

22 HP9C10 Ingat!

23 HP9C11 Jangan biarkan dia mengawal perasaan, pemikiran dan tindakan

rasional Jamilah di tempat kerja.

24 HP9C12 Ini hanya akan menyebabkan Jamilah sendiri yang rugi.

25 HP9C13 Biarlah dia menghadapi emosinya dengan caranya sendiri.

Total 25 clauses

247



Feature

Mood Type

1 HP9C1i tindakan Jamilah menegurnya

dahulu ^ adalah sesuatu


2 HP9C1ii Jamilah ^ rasakan perlu dan

tepat


3 HP9C1iii [ia] ^dilaksanakan dengan

berhemah,


4 HP9C1iv saya ^ rasa Subject ^ Predicate Declarative

5 HP9C1v Jamilah ^ tidak perlu rasa

bersalah.


6 HP9C2i dia ^ sedikit terasa kerana

ditegur


7 HP9C2ii [dia] ^ tidak dapat melupakan

tindakan Jamilah itu


8 HP9C2iii dia ^ menyimpan di dalam

hati.


9 HP9C3i ini ^ yang berlaku, Subject ^ Predicate Declarative

10 HP9C3ii Jamilah ^ perlu menjadi orang

pertama yang mengambil

inisiatif untuk berkomunikasi

dengannya.


11 HP9C4i Dia ^ mungkin menganggap

teguran Jamilah dahulu

sebagai tanda


12 HP9C4ii Jamilah ^ tidak sukakan

sikapnya yang terlalu berterus

terang.


13 HP9C5i dia ^ memilih untuk berdiam

diri


14 HP9C5ii [dia] ^ menunjukkan

penolakan


15 HP9C5iii Jamilah ^berada di sekeliling. Subject ^ Predicate Declarative

16 HP9C6i ini ^ adalah cara dia

„memberitahu‟Jamilah


17 HP9C6ii dia ^ tidak akan masuk

campur lagi urusan Jamilah

lagi.


18 HP9C7i Ingatlah Absence of Subject Imperative

19 HP9C7ii ini ^ hanya satu sahaja ujian

dalam hubungan sesama

manusia.


20 HP9C8i [ia] ^ dapat dihadapi dengan

baik


248

21 HP9C8ii usahakanlah. Absence of Subject Imperative

22 HP9C9i ia ^ hanya memudaratkan diri Subject ^ Predicate Declarative

23 HP9C9ii cara terbaik ^ ialah dengan

memperbanyakkan hubungan

positif dengan orang

sekeliling.


24 HP9C10 Ingat! Absence of Subject Imperative

25 HP9C11i Jangan biarkan Absence of Subject Imperative

26 HP9C11ii dia ^ mengawal perasaan,

pemikiran dan tindakan

rasional Jamilah di tempat

kerja.


27 HP9C12 Ini ^ hanya akan

menyebabkan Jamilah sendiri

yang rugi.


28 HP9C13 Biarlah dia menghadapi

emosinya dengan caranya

sendiri.



Interrogative 0

Imperative 5

249


Keys:











1 HP9C1i Sekiranya tindakan Jamilah

menegurnya dahulu adalah sesuatu


3 HP9C1iii serta [ia] dilaksanakan dengan

berhemah,

4 HP9C1iv saya rasa MetMod

5 HP9C1iv Jamilah tidak perlu rasa bersalah.

6 HP9C1v Mungkin dia sedikit terasa kerana

ditegur

3. MA – Pro

4. MA – Deg

7 HP9C2i dan kemudiannya [dia] tidak dapat

melupakan tindakan Jamilah itu

MF – L

8 HP9C2ii menyebabkan dia menyimpan di dalam

hati.

9 HP9C2iii Jika ini yang berlaku,

10 HP9C3i Jamilah perlu menjadi orang pertama

yang mengambil inisiatif untuk


MF – H

11 HP9C3ii Dia mungkin menganggap teguran

Jamilah dahulu sebagai tanda

MA – Pro

12 HP9C4i [yang] Jamilah tidak sukakan sikapnya

yang terlalu berterus terang.

MA – Int

13 HP9C4ii Oleh itu, dia memilih untuk berdiam

diri

14 HP9C5i dan [dia] menunjukkan penolakan

15 HP9C5ii setiap kali Jamilah berada di sekeliling.

16 HP9C5iii Mungkin ini adalah cara dia

„memberitahu‟Jamilah

MA – Pro

250

17 HP9C6i bahawa dia tidak akan masuk campur

lagi urusan Jamilah lagi.

MF – M

18 HP9C6ii Ingatlah

19 HP9C7i ini hanya satu sahaja ujian dalam

hubungan sesama manusia.

MA – Int

20 HP9C7ii Sekiranya dapat dihadapi dengan baik MF – L

21 HP9C8i maka usahakanlah.

22 HP9C8ii Namun jika ia hanya memudaratkan

diri

MA – Int

23 HP9C9i mungkin cara terbaik ialah dengan

memperbanyakkan hubungan positif

dengan orang sekeliling.

MA – Pro

24 HP9C9ii Ingat!

25 HP9C10 Jangan biarkan

26 HP9C11i dia mengawal perasaan, pemikiran dan

tindakan rasional Jamilah di tempat

kerja.

27 HP9C11ii Ini hanya akan menyebabkan Jamilah

sendiri yang rugi.

1. MA – Int

2. MF – M

28 HP9C12 Biarlah dia menghadapi emosinya

dengan caranya sendiri.


251

APPENDIX 24A: Advice Column Containing Help-Seeking Text 10 and Help-

Providing Text 10

252

APPENDIX 24B: Help-Seeking Text 10 written by Wan Emila Hadi (As shown in Rapi,

1st Apr. 2012, p.125)

APPENDIX 24C: Help-Providing Text 10 written by Puan Ida Hartini Ahmad Tharbe

(As shown in Rapi, 1st Apr. 2012, p.125)

253



1 HS10C1i Sudah 10 tahun saya bekerja

2 HS10C1ii namun baru-baru ini saya mendapat tawaran untuk melanjutkan

pelajaran ke luar Negara di peringkat sarjana.

3 HS10C2i Namun yang menjadi masalahnya sekarang ialah kedua ibu bapa

enggan melepaskan saya untuk belajar di luar negara

4 HS10C2ii sementelah pula saya masih belum berumah tangga.

5 HS10C3i Lalu apakah keputusan sewajarnya

6 HS10C3ii yang saya harus buat

7 HS10C3iii kerana saya tidak mahu melepaskan peluang keemasan ini

8 HS10C3iv selain [saya] tidak mahu melukankan hati kedua ibu bapa saya.

Total 8 Clauses




2 HS10C1ii namun baru-baru ini saya mendapat tawaran untuk melanjutkan

pelajaran ke luar Negara di peringkat sarjana.

3 HS10C2i Namun yang menjadi masalahnya sekarang ialah kedua ibu bapa

enggan melepaskan saya untuk belajar di luar negara

4 HS10C2ii sementelah pula saya masih belum berumah tangga.


6 HS10C3ii yang saya harus buat

7 HS10C3iii kerana saya tidak mahu melepaskan peluang keemasan ini

8 HS10C3iv selain [saya] tidak mahu melukankan hati kedua ibu bapa saya.

Total 8 Clauses

254



Feature

Mood Type

1 HS10C1i Sudah 10 tahun ^ saya ^

bekerja

Predicate ^

Subject ^

Predicate

Declarative

2 HS10C1ii baru-baru ini ^ saya ^

mendapat tawaran untuk

melanjutkan pelajaran ke

luar Negara di peringkat

sarjana.

Predicate ^

Subject ^

Predicate

Declarative

3 HS10C2i yang menjadi masalahnya

sekarang ^ ialah kedua ibu

bapa enggan melepaskan

saya untuk belajar di luar

negara

Subject ^

Predicate

Declarative

4 HS10C2ii saya ^ masih belum

berumah tangga.

Subject ^

Predicate

Declarative

5 HS10C3i apakah ^ keputusan

sewajarnya

Interrogative

pronoun

“Apakah”

Interrogative

6 HS10C3ii saya ^ harus buat Subject ^

Predicate

Declarative

7 HS10C3iii saya ^ tidak mahu

melepaskan peluang

keemasan ini

Subject ^

Predicate

Declarative

8 HS10C3iv [saya] ^ tidak mahu

melukankan hati kedua ibu

bapa saya.

Subject ^

Predicate

Declarative

Total Declarative 7

Interrogative 1

Imperative 0

255


Keys:









MA – Ref = Kata Kerja Modalitas – Keengganan (Mood Adjunct – Refusal)




2 HS10C1ii namun baru-baru ini saya mendapat

tawaran untuk melanjutkan

pelajaran ke luar Negara di

peringkat sarjana.

3 HS10C2i Namun yang menjadi masalahnya

sekarang ialah kedua ibu bapa

enggan melepaskan saya untuk

belajar di luar negara

4 HS10C2ii sementelah pula saya masih belum

berumah tangga.

1. MA – Tim

2. MA – Tim


6 HS10C3ii yang saya harus buat MF – H

7 HS10C3iii kerana saya tidak mahu

melepaskan peluang keemasan ini

MA – Ref

8 HS10C3iv selain [saya] tidak mahu

melukakan hati kedua ibu bapa

saya.

MA – Ref


256



1 HP10C1i Keadaan ini adalah biasa bagi naluri ibu bapa

2 HP10C1ii kerana keselamatan anak terutamanya anak perempuan merupakan

sesuatu yang sangat penting.

3 HP10C2i Sekiranya anda ingin ke sana,

4 HP10C2ii saya sarankan

5 HP10C2iii anda cari sebanyak mungkin maklumat tempat

HP10C2iv yang anda ingin tuju itu.

6 HP10C3i Jika [anda] ada kenalan yang berada di sana

7 HP10C3ii mungkin dia juga boleh berkongsi maklumat dengan ibu dan ayah

anda.

8 HP10C4i Namun sekiranya [anda] tidak ada,

9 HP10C4ii dapatkan maklumat dari kedutaan Malaysia di Negara tersebut.

10 HP10C5i Cara ini sekurang-kurangnya akan membuat ibu dan ayah anda

yakin

11 HP10C5ii bahawa keselamatan anda akan terjamin di sana.

12 HP10C6i Sebagai anak, cubalah yakinkan ibu dan ayah anda

13 HP10C6ii bahawa anda mampu menjaga diri sebagai seorang yang matang dan

bermoral.

14 HP10C7i Pastikan anda tetap menghubungi ibu dan ayah anda

15 HP10C7ii walaupun anda jauh di mata

16 HP10C7iii namun [anda] tetap dekat di hati mereka.

17 HP10C8i Jarak yang memisahkan ada kalanya lebih merapatkan hubungan

18 HP10C8ii tetapi sekiranya kita tersilap,

19 HP10C8iii ia juga mampu mejarakkan kasih.

20 HP10C9 Wallahualam.

Total 20 clauses

257

APPENDIX 13B: Help- Providing Text 4 – Analysis of Subject and Predicate


1 HP10C1i Keadaan ini adalah biasa bagi naluri ibu bapa

2 HP10C1ii kerana keselamatan anak terutamanya anak perempuan merupakan

sesuatu yang sangat penting.

3 HP10C2i Sekiranya anda ingin ke sana,


5 HP10C2iii anda cari sebanyak mungkin maklumat tempat

HP10C2iv yang anda ingin tuju itu.

6 HP10C3i Jika [anda] ada kenalan yang berada di sana

7 HP10C3ii mungkin dia juga boleh berkongsi maklumat dengan ibu dan ayah

anda.


9 HP10C4ii dapatkan maklumat dari kedutaan Malaysia di Negara tersebut.

10 HP10C5i Cara ini sekurang-kurangnya akan membuat ibu dan ayah anda

yakin

11 HP10C5ii bahawa keselamatan anda akan terjamin di sana.

12 HP10C6i Sebagai anak, cubalah yakinkan ibu dan ayah anda

13 HP10C6ii bahawa anda mampu menjaga diri sebagai seorang yang matang dan

bermoral.

14 HP10C7i Pastikan anda tetap menghubungi ibu dan ayah anda


16 HP10C7iii namun [anda] tetap dekat di hati mereka.

17 HP10C8i Jarak yang memisahkan ada kalanya lebih merapatkan hubungan


19 HP10C8iii ia juga mampu mejarakkan kasih.


Total 20 clauses

258



Feature

Mood Type

1 HP10C1i Keadaan ini ^ adalah biasa

bagi naluri ibu bapa


2 HP10C1ii keselamatan anak

terutamanya anak perempuan

^ merupakan sesuatu yang

sangat penting.


3 HP10C2i anda ^ ingin ke sana, Subject ^ Predicate Declarative

4 HP10C2ii saya ^ sarankan Subject ^ Predicate Declarative

5 HP10C2iii anda ^ cari sebanyak

mungkin maklumat tempat


HP10C2iv anda ^ ingin tuju itu. Subject ^ Predicate Declarative

6 HP10C3i [anda] ^ ada kenalan yang

berada di sana


7 HP10C3ii dia ^ juga boleh berkongsi

maklumat dengan ibu dan

ayah anda.


8 HP10C4i [anda] ^ tidak ada, Subject ^ Predicate Declarative

9 HP10C4ii dapatkan maklumat dari

kedutaan Malaysia di Negara

tersebut.

Absence of

Subject

Imperative

10 HP10C5i Cara ini ^ sekurang-

kurangnya akan membuat

ibu dan ayah anda yakin


11 HP10C5ii keselamatan anda ^ akan

terjamin di sana.


12 HP10C6i Sebagai anak, cubalah

yakinkan ibu dan ayah anda

Absence of

Subject

Imperative

13 HP10C6ii anda ^ mampu menjaga diri

sebagai seorang yang matang

dan bermoral.


14 HP10C7i Pastikan anda tetap

menghubungi ibu dan ayah

anda

Absence of

Subject

Imperative

15 HP10C7ii anda ^ jauh di mata Subject ^ Predicate Declarative

16 HP10C7iii [anda] ^ tetap dekat di hati

mereka.


17 HP10C8i Jarak yang memisahkan ^

ada kalanya lebih

merapatkan hubungan


18 HP10C8ii kita ^ tersilap, Subject ^ Predicate Declarative

259

19 HP10C8iii ia ^ juga mampu

menjarakkan kasih.


20 HP10C9 Wallahualam. - -


Interrogative 0

Imperative 3


Keys:









MA – Pur = Kata Kerja Modalitas – Kehendak / Tujuan (Mood Adjunct – Pur)

MA – Typ = Kata Kerja Modalitas – Kebiasaan (Mood Adjunct – Typicality)



1 HP10C1i Keadaan ini adalah biasa bagi naluri

ibu bapa

2 HP10C1ii kerana keselamatan anak

terutamanya anak perempuan

merupakan sesuatu yang sangat

penting.

MA – Typ

3 HP10C2i Sekiranya anda ingin ke sana, MA – Pur


5 HP10C2iii anda cari sebanyak mungkin

maklumat tempat

HP10C2iv yang anda ingin tuju itu. MA – Pur

6 HP10C3i Jika [anda] ada kenalan yang berada

di sana

7 HP10C3ii mungkin dia juga boleh berkongsi

maklumat dengan ibu dan ayah

anda.

1. MA – Pro

2. MF – L


260

9 HP10C4ii dapatkan maklumat dari kedutaan

Malaysia di Negara tersebut.

10 HP10C5i Cara ini sekurang-kurangnya akan

membuat ibu dan ayah anda yakin

MF – M

11 HP10C5ii bahawa keselamatan anda akan

terjamin di sana.

MF – M

12 HP10C6i Sebagai anak, cubalah yakinkan ibu

dan ayah anda

13 HP10C6ii bahawa anda mampu menjaga diri

sebagai seorang yang matang dan

bermoral.

MF – L

14 HP10C7i Pastikan anda tetap menghubungi

ibu dan ayah anda


16 HP10C7iii namun [anda] tetap dekat di hati

mereka.

17 HP10C8i Jarak yang memisahkan ada kalanya

lebih merapatkan hubungan


19 HP10C8iii ia juga mampu mejarakkan kasih. MF – L



CHAPTER 1 INTRODUCTION - UMstudentsrepo.um.edu.my/6005/1/CHAPTER_1-5_with_appendix.pdf · this...

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Transcript of CHAPTER 1 INTRODUCTION - UMstudentsrepo.um.edu.my/6005/1/CHAPTER_1-5_with_appendix.pdf · this...