CHAPTER I

INTRODUCTION

A. Background of The Research

Language is very important thing in human life. Language is

everywhere it permeates our thoughts, mediates our relations with others,

and even creeps into our dreams. Most human knowledge and culture is

stored and transmitted in a language which is so ubiquitous that we take it

for granted and without it, however, society as we now know it would be

impossible. Any aspects of life do not far from the language to be the tools

of communication. By using language, people can bring them into the

relationship among the environment. Besides that, people can explore their

thought and their want to their society. When two or more people

communicate each other in speech, of course they use language it self.

Language has its own definitions, according to Sapir (1921:8): “Language is

a purely human and non- instinctive method of communicating ideas,

emotions, and desires by means of voluntarily produced symbols”. It means

that to produce some language to be communicated is using the terms of

ideas, emotion and desire, but the most inherently particular in

communication is the idea it self and there are many systems of voluntarily

produced symbols that it only counts as language in what the human feels to

be an extended sense of the word “language”.

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“Language can be defined as general system of sounds used to link sound using words and sentences to meaning (Finegan&Besnier 1989, p.1)”.

It means that by using the sounds, human being can make their

meaning of communication as the sign of what they are feeling and how

they are feeling to their society. As the definitions that stated, it can be

concluded that language has important role in the human activities, as it can

be seen many people can explore their mind and thought by using their own

language through many media. It can be spoken or written form. Now days,

people can give their own opinion of something or describe something

through mass media. Mass media is one of tools how people give and

describe their mind through written form.

Beth (2007) states that mass media are any medium used to transmit

mass communication. It means that mass media is a medium that transform

any information that needed by the people among the world. It can be

politic, health, science, education, etc. Through mass media people can

communicate easily with their environments. Until recently mass media was

clearly defined and was comprised of the eight mass media industries;

Books, Newspapers, Magazines, and Recordings, Radio, Movies, Television

and The Internet. Talking about newspaper, it must be known the definition

of it first. A newspaper is regularly scheduled publication containing news,

information, and advertising, usually printed on relatively inexpensive, low-

grade paper such as newsprint. There are many kinds of newspapers that can

be found, such as: Spot, Headline, Column, and Editorial.

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In this study the researcher will conduct the analysis in the Jakarta

post column. Jakarta post column is a recurring piece or article in a Jakarta

post which contains of opinion or perspective of something that currently

happens. Through this column, the readers are required by writers to think

toward the discussed problem. So writers can communicate readers by

giving any suggestion and conclusion of the problem stated. The Jakarta

post column has its own criteria, it is a regular feature in a publication, it is

personality- driven by the author, and it also explicitly contains an opinion

or point of view. In conducting the analysis, the researcher uses the tool

which calls as Systemic Functional Grammar.

According to Halliday, SFG (Systemic Functional Grammar) is a

model of grammar developed by him in the 1960s. It is part of a broad social

semiotic approach to language called systemic linguistics. The term

"systemic" refers to the view of language as "a network of systems, or

interrelated sets of options for making meaning", the term "functional"

indicates that the approach is concerned with the contextualized, practical

uses to which language is put, as opposed to formal grammar, which focuses

on compositional semantics, syntax and word classes such as nouns and

verbs.

Systemic functional grammar is concerned primarily with the

choices the grammar makes available to speakers and writers. These choices

relate speakers' and writers' intentions to the concrete forms of a language.

Traditionally the "choices" are viewed in terms of either the content or the

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structure of the language used. In SFG, language is analyzed in three

different ways (strata): semantics, phonology, and lexicogrammar. SFG

presents a view of language in terms of both structure (grammar) and words

(lexis). The term "lexicogrammar" describes this combined approach.

Based on the background of the research that stated, the researcher

will conduct about tenor analysis which covers into three social

relationships namely status, affect, and contact in “The Jakarta Post”

column. Status explains about the relationship among the participants in the

text, including the writer of the text and the participant of the text. The

relationship of status can be equal and unequal depending on modalization

that shows deference to a person of higher status as well as showing

politeness in equal status situations or lower status as well as showing

impoliteness in unequal status situations. Contact refers to the degree of

institutional involvement of the researcher in understanding the written text.

Whether it is involved and uninvolved that is depending on a number of

factors influencing the familiarity of participants with each other, while

affect is the judgment and assessment between participants in the text.

Furthermore, the researcher will analyze tenor based on SFG (Systemic

Functional Grammar).

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B. Problem Statements

In line with the statements above, the researcher will conduct

analysis about TENOR in “The Jakarta Post” column which deals into

Indonesia education problems that explains about higher fees of education in

Indonesia especially in the international- standard pilot-project schools

based on lexicogrammar varieties: mood systems, mood structure, polarity

and modality, attitudinal lexis, nominal group, technical terms, modalized

and modulated. Tenor has three aspects, namely affect, status, and contact.

The formulation of problem statements can be explored as follows:

1) How was the degree of affect in “The Jakarta Post” column concerning

with Indonesia education problems?

2) How was the degree of status in “The Jakarta Post” column concerning

with Indonesia education problems?

3) How was the degree of contact in “The Jakarta Post” column concerning

with Indonesia education problems?

C. The Objective of the Study

Related to the statement of the problems above, the researcher

maintains the objective of the study as follow:

1. To know the degree of affect in “The Jakarta Post” column concerning

with Indonesia education problems.

2. To know the degree of status in “The Jakarta Post” column concerning

with Indonesia education problems.

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3. To know the degree of contact in “The Jakarta Post” column concerning

with Indonesia education problems.

D. The Significance of The Study

The researcher hopes that this study can give more explanation for:

The lectures: This research can become an additional reference in

understanding the three aspects of tenor namely affect, status, and contact in

Jakarta post column based on SFG (Systemic Functional Grammar).

The students: This research can improve the student’s knowledge

about Tenor in Jakarta post column based on SFG (Systemic Functional

Grammar).

The writer: This research can give the input for the writer in

exposing the true information to the society based on tenor aspect in Jakarta

post column that used SFG (Systemic Functional Grammar) in analyzing it.

Hopefully, the result of the study can give contribution to the other

study, especially in discourse analysis studies which use the same theory.

E. Scope and Limitation

In conducting the research, the researcher has just focused the

analyzing on tenor aspect that consists of affect, status, and contact which is

used in Jakarta post column that deals with Indonesia education problems

(Higher Fees of Education in Indonesia especially in the international-

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standard pilot-project schools) based on SFG (Systemic Functional

Grammar) according to Halliday.

F. Definition of Key Terms

Tenor is one of the features in the context of situation of the text. It

refers to who is taking part, to the nature of the participant, their status and

roles that they are taking on in the dialogue, or what kinds of role

relationship obtain among the participant in the dialogue, and the whole

cluster of socially significant relationships in which they are involved. It can

be divided into three aspects which consists of affect, status, and contact

(Halliday 1985, p. 12)

Analysis is a study of something by examining its parts

(Oxford2003, p.13).

Jakarta post column is a recurring piece or article in the Jakarta post

which contains of opinion or perspective of something that currently

happens. (http://en.wikipedia.org/wiki/column (newspaper))

SFG (Systemic Functional Grammar) is a model of grammar

developed by Michael Halliday — the most well-known component of a

broad social semiotic approach to language called systemic-functional

linguistics, originally articulated by Halliday in the 1960s. The term

"systemic" is used to refer to the view of language as "a network of systems,

or interrelated sets of options for making meaning" (Halliday 1994, p.15).

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Understanding of Systemic Functional Grammar

Systemic functional grammar (SFG) is a grammar model developed

by Michael Halliday — the most well-known component of a broad social

semiotic approach to language called systemic-functional linguistics,

originally articulated by Halliday in the 1960s. It sees language as a source

of meaning. It is functional because it explores language on how language is

used rather than on how language is formed as Halliday states that “It is an

introduction to functional grammar because the conceptual framework on

which it is based is a functional one rather than a formal one” (Halliday,

1985.xiv).

Systemic functional grammar (SFG) derives from the discussion of

systemic functional linguistics (SFL). SFL is defined as “a theory about

language as social process and an analytical methodology which permits the

detailed and systematic description of language patterns” (Eggins, 2004:20).

Further, systemic linguistics is a theory of language centered on the notion

of language function. Systemic looks at how language acts upon and is

constrained by the social context in which it functions. Systemic functional

linguistics is simply a result of Halliday’s hard work in extending the work

of Firth. Firth has developed a model to relate language function and

context. To achieve this, he proposed a framework based on the concept of

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the system, defined as an "enumerated set of choices in a specific context"

(Kress 1976: xiii). This concept led to the principle that SFL sees language

as a resource for making meaning rather than a system of rule (Halliday,

1994). There are set of possible alternatives to express all experiences in this

world. In addition, Halliday (1994:26) stated that meaning “as choice, which

is not conscious decision made in real time but a set of possible

alternatives”. Eggins (1994:2), further stated “common to all systemic

linguists is an interest how people use language with each other”. It can be

concluded that Systemic-functional grammar is concerned primarily with

the choices that are made available to speakers of a language by their

grammatical systems. These choices are assumed to be meaningful and

relate speakers' intentions to the concrete forms of a language.

Meanings are in systemic functional grammar divided into three

broad areas, called metafunctions: the ideational, the interpersonal and the

textual. The ideational is grammar for representing the world. That is, the

propositional content, which would include statements like, "The sky is

blue." The interpersonal is grammar for enacting social relationships such

as asking, requests, asserting control, or ordering. Thus the interpersonal is

very much about interaction between human beings, society and culture.

Finally, the textual is grammar for binding linguistic elements together into

broader texts (via pronominalizations, grammatical topicalization,

thematization, expressing the newsworthiness of information, etc.), or more

simply, the rhetorical structure of a text. What is a subordinate clause? What

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is an independent clause? These are the kinds of questions that deal with the

textual element of meaning. Systemic functional grammar deals with all of

these areas of meaning equally and within the grammatical system itself.

In SFG, text is the basis of its analysis. The meaning of text is

composed of functional meaning components and has to be understood in

relation to its context. It is inseparable from its context of culture and

context of situation. Semiotic system, the fundamental element in analyzing

language based on SFG, starts from the abstract systems to the concrete

ones. They are ideology, genre, register, text structure, texture covering

cohesion and lexicogrammar, phonology and graphology.

B. Understanding of Context of Situation (Register)

Register or context of situation refers to the social condition to which

a certain meaning is made. The existence of a text can not be separated from

context. On the other hand, we can say that context is in text. Text is defined

as “the socially and contextually complete unit of language” (Kress,

1993:24 as cited in Emilia, 2005) while context refers to “something that

woven together” (Emilia, 2007) that this something refers to “those

elements that accompany text” (Christie & Misson, 1998 in Emilia, 2005). It

is the connection between text and its context which happen to be the

concern of systemic linguistics. This is appropriate with what has been

suggested by Eggins (2004:87) who states “Systemic linguistics is interested

in exploring just how context gets into text”. That is how language uses

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changes depending upon the situation. At this point, context of situation can

be classified into three variables: field, tenor and mode.

Field, as suggested by Gerot (1994:11), “refers to what is going on”

or the on going activity (Halliday, 1975). It deals with the status of social

activity and subject matter. To this, we are likely to ask in what social

circumstance a certain activity occurs/ensued/comes about. Tenor is

oriented to “the social relationship” (1994, 2000) or “role relationship”

between interact ants (Halliday, 1975; Eggins 1994). The subject to be

discussed in tenor is ranging from status of power (i.e. hierarchic relations),

degree of affective/emotional value (i.e. like or dislike) and the value of

contact (i.e. frequency, duration and intimacy) (Gerot, 1994: 11).

Ultimately, mode has to do with the symbolic channel through which

communication is carried out. That is whether the language is used in

spoken (action) or written communication (reflection). The existence of

context of situation results in the easiness of envisaging the meanings that

are likely to be exchanged and the language likely to be used. Halliday

(1994) notes that while people are communicating they make predictions by

using the values of field, tenor and mode to understand register and that

their assessment facilitates their own participation. The three variables of

register above are contextual elements for realizing semantic meanings

(metafunction) in a form of lexicogrammar wording. These three work on

together to make the texture of a text. The following diagram shows the

relationship between context, meanings and lexicogrammar:

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Figure 1 the relationship between context, meanings and wordings (lexicogrammar) (see Gerot, 1994:13)

The explanation of Figure 1 above relies on the bi-directionality

between meaning and text, also meaning and context. The interpretation

may move to the left, meaning to context or to the right, meaning to text.

Halliday in Eggins (2004, 111) elaborate those connections by this way:

The field of a text can be associated with the realization of ideational meaning; these ideational meanings are realized through the Transitivity and Clause Complex patterns o the grammar.

The mode of a text can be associated with the realization of textual meanings; these textual meanings are realized through the theme patterns of the grammar.

The tenor of a text can be associated with the realizations of interpersonal meanings; these interpersonal meanings are realized through the Mood patterns of the grammar.

C. Understanding of Tenor

Tenor refers to the negotiation of social relationship among

participants. Within register, it is the projection of interpersonal meaning,

and so it is realized primarily through the interpersonal metafunction in

language (Martin, 1992). Furthermore, Halliday and Hasan in Jones et. al

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(1989) state that, “Tenor refers to the nature of the relationship between the

participants and includes an understanding of the roles and status within the

social and linguistic context” (p. 12). This aspect predicts the interpersonal

metafunction.

In relation to interpersonal function, Halliday (1985) states that

“Interpersonal meaning is meaning as a form of action: the speaker of writer

doing something to the listener of reader by means of language. The

interpersonal function of the clause is that enhancing roles in rhetorical

interaction: statement, question, offer and command, together with

accompanying modality” (p. 53).

In the level of grammar, tenor is realized by MOOD (Martin, 1992).

Santosa (1994) argues that MOOD has a function to know whether the

clause is indicative: interrogative or declarative, or imperative. Meanwhile,

in the clause, tenor is realized through mood. This mood is used to see the

meaning of clause, whether the clause is proposition of proposal.

Proposition is the semantic function of a clause in the exchange of

information whereas proposal relates to the exchange of goods and service.

In this case, subject and finite have an important role informing constituent,

Mood. Beside, through finite we could see modality.

In realizing the relationship between participants in the text, tenor is

concerned with the semiotic of relationships which mediates along three

aspects, namely, status, contact and affect (Martin, 1992). Status refers to

the relative position of interlocutors in a culture’s social hierarchy. This

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aspect could be known through modulation system to show whether the

relation is vertical or horizontal. Contact refers to the degree of institutional

involvement with each other to know the degree of language difficulty used

by the writer. This can be realized through clause system, nominal

complexity, familiarities of technical terms, and metaphor system (Santosa,

1994a). Then, affect refers to as the “degree of emotional charge” in the

relationship between participants (Martin, 1992) or “degree of judgements”

between participants (Santosa, 1994b). Affect is like a stereo system that

can be turned on or off and balanced between speakers (both off, one on,

both on) and whose volume can be adjusted to normal listening levels or

turned on really loud when the occasion desires. As far as content form is

concerned, amplification is achieved largely through interaction-effectual

meanings are repeated until the appropriate volume is realized (Martin,

1982).

D. Clause System

In Systematic Functional Grammar, a clause is the highest

grammatical unit, because it expresses the meaning of text. Halliday (1985a:

xxi) argues the term ‘clause’ as:

“Grammatically, where the action is; and within that, the fundamental unit of organization is the clause. It should be remembered that in Functional Grammar (where the terminology is on the whole more consistent), a clause is the same unit whether it is functioning alone (as a simple sentence) or as part of a clause complex (a compound/ complex sentence)”.

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This argument shows that a clause is the fundamental unit of

organization where a process goes on grammatically and it also shows that a

clause, in some cases, is the same as a sentence.

Within Systemic Functional Grammar, a clause is divided into two,

minor and major clause.

a. Minor Clause

A clause with incomplete constituents, having no mood and

thematic structure and no transitivity but having rhetorical function,

refers to a minor clause (Santosa, 1992, 16).

For instance: no smoking

b. Major Clause

A clause with complete constituents, having mood, thematic

structure, transitivity and rhetorical function, refers to major clause.

Within a major clause, there are two kinds of clauses, simplex and

complex.

(i) Clause Simplex

Clause simplex is a clause which performs one process.

Thus, it is a single clause without any expansion of meaning,

interdependency, i.e. ‘Elis studied English’. The example shows

one process ‘study’.

(ii) Clause Complex

In contrast, clause complex identifies more than one

process. Semantically, clause complex consists of two or more

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clauses, i.e. ‘Mother went to the market to buy some rice’. This

interprets that that there are two processes, namely, ‘went’ and

‘buy’. Consequently, this clause could be classified as a clause

complex.

Halliday (1985a) suggests that in the clause relationship,

clause complex has two distinct sets of types, namely a) Type of

Interdependency and b) the Logico-semantic relation.

a) The Type of Interdependency

The interdependency consists of two relations, namely,

modifying relation which is generally called hypotaxis or the

relation between a dependent element and its dominant. They can

be treated as ‘unequal’. The other is the relation between element

of ‘equal’ status which is called parataxis. The hypotaxis

structures will be represented by the Greek letter notation, i.e. , ,

… whereas parataxis uses numerical notation 1, 2, 3, ….

b) The Logico-Semantic Relation

In relation to this sense, Halliday suggests two fundamental

relationships, namely expansion and projection. Expansion means

that the secondary clause expands the primary clause, by (i)

Elaboration: it could be done if one clause expands another by

elaborating on it, such as, restating in other words, specifying in

great detail, commentating, or exemplifying. This is represented by

a particular signal as ‘=’ that being equal. For example:

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1 each argument was fatal to the other:

2= both could not be true

(ii) Extension: it exists if one clause expands another by extending

beyond it, that is, adding some new elements, giving an exception

to it, or offering an alternative. In paratactic relation, it is typically

expressed by ‘and’, ‘nor’, ‘but’, ‘instead’, ‘except’ and ‘or’.

Meanwhile in hypotactic: it is introduced by the conjunctions:

whereas, while, etc. Grammatically, it is represented by the signal

as ‘+’ which mean: is added to. For example:

1 Tuti went to the market

2+ and Tita stayed at home

Whereas Tono played football

(iii) Enhancement: it occurs when one clause expands another by

embellishing around it, namely, qualifying it with some

circumstantial feature of time, place, cause or condition. It is

typically represented by the sign ‘x’ which means ‘multiple by’.

The principal markers of paratactic enhancement are ‘meanwhile’,

‘afterwards’, ‘before that’, and etc. the markers in hypotactic are

‘as’, ‘while’, ‘as far as’ and etc. For example:

1 Tina could do her homework

2+ but Tini could not

x because she didn’t pay attention to her teacher.

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Projection means that the secondary clause is projected

through the primary clause. There are two types of projections,

namely, (i) Locution: it implies that the secondary clause is

projected through the primary clause by a construction of wording.

It is typically represented by the signal “ (double quotes). For

example:

1 he hoped

2+ and prayed

” he would get there in time

(ii) Idea: it is the same as locution. The difference is, idea uses an

construction of meaning. It is typically represented by the signal `

(single quote). For example:

Mary thought

1 she would fail

Besides, there is another category to discuss, namely,

“embedded clause”. The characteristic function of an embedded

clause is as post modifier in a nominal group. There are two types

of embedded clauses; defining clause and non-defining clause.

Defining embedded clause, introduced by who, which, that or in its

so-called ‘contact clause’ forms without any relative marker (for

example: he told in the tales he told) and it does not form a

separate tone group, base there is only one piece of information not

two. Whereas, the non-defining embedded clause functions as a

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kind of descriptive gloss to the primary clause, for example: They

decided to cancel the show, which upset everybody alike, where

which upset everybody alike is the non-defining embedded clause

(Halliday, 1985a).

Besides, the writer will explore the types of clauses

according to Halliday:

1) Clause as exchange

In a speech act, there are two roles involving; speaker

(writer) and listener (reader). The two complete each other: if

speaker asks, listener will answer. There are two types of speech

functions underlying the use of language; ‘giving’ and

‘demanding’ something in a process of exchange.

The thing that is exchanged in a clause as exchange is

called as exchange commodity. It consists of two: goods-and-

service or information. The combination between speech functions

and exchange commodity forms speech function that differentiates

clause as exchange process into offer, command, statement and

question.

Structure of clause as exchange consists of mood and

residue elements. Mood structure consists of subject and finite

elements, whereas residue consists of the elements of predicator,

complement and adjunct. For example:

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Susan is sewing shirt S F P C Mood residue

a) Subject. It is the first element which forms mood structure. It

can be grammatically nominal groups, or nouns.

b) Finite. It is the second element of mood structure. It is a part of

verbal group. It may stand by itself, such as in to be verbs; is,

was, were, etc, or in modal auxillaries; will, can and etc.

However, in some stances, finite and lexical verbs are

conflated, c.q. eats in He eats rice.

Martin (1992) interprets MOOD from a discourse

perspective as a resource for negotiating meaning in dialogue. He

considers two central MOOD systems, which classify English

clauses as the three basic types of interact, as indicated in the

following diagram:

a. Indicative Declarative Clause

Indicative declarative clause has the mood structure of

subject preceeding finite.

For example:

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Fajar is writing a letter S F P C Mood residue

b. Indicative Interrogative Clause

Its function is to ask something, which indicates that the

speaker wants to be told something. Indicative interrogative

clause is differentiated into 2 kinds. Yes or No interrogative

clause and Wh.

(1) Yes/ No. This clause has the mood structure of finite

preceding subject. The meaning of this clause is “I want

you to tell me whether yes or no” (Halliday, 1985, 47). It

requires a yes/ no answer. For example:

Is he here? F S AdjunctMood residue

(2) Wh Interrogative. The function of the clause is to specify

the entity that the questioner wishes to have supplied

(Halliday, 1985). This interrogative clause may have wh-

element in various places. It may be conflated with subject,

complement or adjunct. It if is conflated with subject, it is

part of mood element. The order must be subject

preceeding finite. For example:

Who wrote this letterWh/s f/ p c Mood residue

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If it is conflated with other than subject, it is part of

the residue, and the position of finite is preceeding subject.

For example:

What are you doing?Wh/c f s p Res mood residue

c. Imperative Clause

An imperative clause may have a mood structure of

finite preceeding subject, finite only, subject only or no

mood element at all. It also may have a mood tag. For

example:

Don’t you eat! f s p Mood residue

Imperative clause is used in a verbal interaction

which exchange goods and services. It is stated by

Halliday “the semantic function of a clause in the

exchange of goods and services is a proposal” (1985, 71).

2) Clause as representation

Halliday (1985a: 101) defines clause as representation

as a means of representing patterns experience. A fundamental

property of language is that it enables human beings to build a

mental picture of reality, to make sense of their experience of

what goes on around them and inside them. In this sense, a

clause has function as the representation of processes.

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The conception of reality about clause as representation

is that it consists of ‘goings-on’: of doing, happening, feeling

and being. These goings-on are sorted out in the semantic

system of the language, and expressed through the grammar of

the clause. In accordance with the conception, Halliday states

that “… in the function of mood, expressing the active,

interpersonal aspect of meaning, the clause evolved

simultaneously in another grammatical function expressing the

reflective, experiential aspect of meaning. This latter is the

systems of transitivity” (101). Transitivity specifies the

different types of processes that are recognized in the language

and the structures by which they are expressed (ibid, 101). The

basic semantic framework for the representations of processes

is very simple. A process consists potentially of three

components: (i) the process itself, (ii) participant in the

process, (iii) circumstances associated with the process

(Halliday, 1985a, 101).

1. Type of process

The systemic functional grammar divides the process

into five one: material, mental, verbal, behavior and relational

process.

a. Material Process

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Material process is the process of ‘doing’. This

process expresses that “Some entity ‘does’ something

which may be done ‘to’ some entity” (Halliday, 1985a,

103). Participants involved here are actor and goal. Actor

is the one that does the deed, and goal is the one that

undergoes of suffers from the process.

French company gets generator order from Japan. recipient proc. goal loc: place

In some instance, there are some other participants

involved in material process, such as beneficiary and range.

1) Beneficiary. It is the one to whom or for whom the

process is said to take place (ibid, 132). There are two

types of it: recipient and client. Recipient is one that

goods are given to. Meanwhile, client is the one that

services are done for. Example:

Ani sends tom a letterActor process recipient goal__

2) Range. It is the element that specifies that range or

scope of the process. It may be an entity which exists

independently of the process but which indicates the

domain over which the process taken place (ibid, 134),

for example, Tom plays the piano. This clause does

not show “doing relationship” although the piano

exists. The piano specifies the range of Tom’s playing.

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Range may also not be an entity, such as, he plays

tennis. Tennis refers to ‘the net of …’.

b. Mental Process

Mental process is the process of sensing, feeling,

thinking and seeing. Participants involved here are sensor

and phenomenon. Sensor is the conscious being that is

sensing. The conscious being here refers to participants

who can sense like a human being. It is states by Halliday

that “There is always one participant who is human …

more accurately, we should say human-line” (1985, 108).

The other participant, phenomenon, is that is sensed. It may

be not only a ‘thing’ but also a ‘fact’ because fact can be

sensed. For example:

BI fears bank loan (concentrated on property sector)Sensor proc phenomenon

c. Verbal Process

It is the process of saying. It covers any kinds of

symbolic exchange of meaning, either goods and service or

information, which will lead to a proposal or a proposition.

The participant here is called sayer, the one who says. The

other participants are receiver, the one to whom the

verbalization is addressed, and verbiage, the verbalization

itself. For example:

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Ann called Jim___Sayer process receiver

The verbalized clause is sometimes not down

ranked, but it functions as the secondary clause in a clause

complex.

d. Behavioral Process

Behavioral process is the process of physiological

and physiological behavior. It is like the process of sensing

or saying, but it functions more like one of doing, such as

breathing, dreaming, smiling etc. some of behavior

process clauses have one participant only, i.e. behaver.

Example:

He offers some helpsBehaver process verbiage__

e. Relational Processes

Relational processes are processes of ‘being’ (ibid,

112). These are two modes of the relational processes: (i)

attributive, (ii) identifying mode. In attributive mode, an

attributive is ascribed to some entity. Structurally, this

defines the two elements ‘attribute’ and ‘carrier’. It must be

noted that attributive clauses are not reversible. The

example:

It was a good consensus Carrier proc Attributive_____

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Meanwhile, in the identifying mode, the meaning is

a served to define the identifying of x. Here a and x are two

distinct entities, one that is to be identified, and another

that identifies it. The relationship between them, therefore,

is not one of class membership, since that would not serve

to identify. For example:

Sarah is the wise one Identified process identifier__

f. Existential process

It represents that something exists or happens. It

typically has the verb be or others such as exist, arise etc.

Furthermore, it is followed by a nominal group that

functions as existent. For example:

There is a book Process existent

In this case, existent is the participant of this process.

E. Nominal Group

Santosa (1994a) defines that the term ‘group’ is not the same as

‘phrase’. It is a constituent which has a function as Subject and

Complement. Thus, Nominal Group is a constituent which functions as

Subject and Complement. In addition, he clarifies that it is constructed as a

Thing preceeded by Pre-modifier and followed by Post Modifier. This is

supported by Sutja.la in Kaswanti (1990). Furthermore, Halliday

28

(1985a) argues that Pre-Modifier consists of elements, namely. Deictic,

Numerative, Ephitet, Classifier and whereas post-modifier is Qualifier.

1. Deictic

Deictic element indicates whether or not some specific subset of

the thing is intended. It could be expressed by ‘Specific’ or ‘Non-

specific Deictic’.

a. The Specific Deictic

This kind of deictic could be Demonstrative

(determinative) such as, this, that, the, or Demonstrative

(interrogative) such as, which (ever), and what (ever). Besides, it

could be Possessive (both determinative and interrogative) such as,

my, your etc.

b. Non-Specific Deictic

This deictic is represented by each, every, both, all and etc.

2. Numerative

Numerative element shows some numerical features of subsets,

either quantity or order, either exact, or inexact. The quantifying

Numerative uses a cardinal number, i.e. ‘four chicken’, whereas the

ordering Numerative uses an ordinal number, i.e. ‘fourth child’.

3. Ephitet

Ephitet indicates some quality of the subset such as, green,

clever, dull etc. This may be an objective property of the thing itself. In

other words, it is experiential in function. Besides, it may be an

29

expression of the speaker’s subjective attitude towards the thing. Thus,

it represents an interpersonal function, i.e. an outstanding student.

4. Classifier

Classifier implies a particular subclass of the thing. Sometimes,

the same words may function either as Ephitet or as Classifier with a

difference in meaning. The significant difference is that Classifier does

not accept degrees of comparison or intensity, whereas Ephitet accept it.

Halliday (1985a) gives an example ‘fast’ as in ‘fast trains’. It may mean

‘trains that go fast’', thus it functions as Ephifcet. The other

interpretation is ‘trains which are designed for high speed’, in other

function of ‘fast’ here is as Classifier.

5. Qualifier

Qualifier is identified as Post-Modifier. Structurally, it

follows the thing and it is constructed either by a phrase or by a clause,

all Qualifiers are EMBEDDED, i.e. ‘the book’ (in the red cover). There

are two types of embedded clause, namely; defining relative clause and

non-defining relative clause. Defining relative clause is embedded and

functions as Qualifier in either a nominal group or an adverbial group.

Whereas, the non-defining embedded clause functions as a kind of

descriptive gloss to the primary clause, for example: They decided to

cancel the show, which upset everybody alike, where which upset

everybody is the non-defining embedded clause. Besides, Scott (1972,

85) states that “Qualifier is identified as post-modifier. Structurally, it

30

follows the thing and it follows Head of the nominal group”. More ever,

He states that qualifier may consist of a word, a' group or a clause.

1) Words at qualifier can be:

a. Adjectives : something useful

b. Particles : the examples below

c. Myself-type pronouns : the man himself

d. Verb forms : the man to watch

2) Groups as qualifier:

a. Nominal group : a problem familiar to all of us

b. Verbal group : the boy being interviewed

c. Prepositional groups : a boy with a girl

A prepositional group as qualifier can itself be qualified, for

example, the girl ((in the corner (by the window)).

3) Clauses as qualifier

Clauses as qualifier can be divided into two:

a. Finite clauses

Clauses as qualifier may be marked by wh-words, that,

or may be unmarked, or introduced by then, or as.

(1) Finite clauses marked by wh-words:

a) wh- at Subject

Example: the man ((who was knighted))

b) wh- at Adverb

Example: the place ((where we visited))

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c) wh-at Complement

Example: the boy ((whom I saw))

(2) That marked clause

a) That at Subject

Example: the answer ((that delighted the teacher))

b) That at Complement

Example: the reason ((that he gave me))

c) That at Adverb

Example: the train ((that. she travelled in))

(3) Unmarked Clause

This can be seen when the wh-word or that is often absent,

like: the boy ((I saw))

(4) As or Than clauses as qualifier

This clause exist in: I look as graceful ((as she does))

b. Non-finite clauses as qualifier

Scott states that clauses with non-finite verb forms at

predicate may also occur at qualifier (1972). These can be:

(1) Verb with to at predicate, like:

The best man ((to watch last night)) is Dodik

(2) Verb group at predicate, like:

The best horse (.(competing last week)) was Starlight

(3) Verbal at predicator, like:

The last car ((sold at the auction)) was mine

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F. Polarity and Modality System

Halliday (1985a) states that “Polarity is the choice between positive

and negative, as in is/ isn’t, do/don’t. Typically, in English, polarity is

expressed in the finite element; each finite verbal operator has two forms,

one positive is, was, has etc, the other negative isn’t, wasn’t etc. The finite

element is inherently either positive or negative; its polarity does not figure

as a separate constituent. It is true that the negative is realized as a distinct

morpheme n’t or not; but this is an element in the structure of the verbal

group, not in the structure of the clause.

However, the possibilities are not limited to a choice between yes

and no. there are intermediate degrees: various kinds of indeterminacy that

fall in between, like ‘sometimes’ or ‘may be’. These intermediate

degrees, between the positive and negative poles, are known collectively as

modality.

Halliday (1985a, 75) states that “Modality means the speaker’s

judgment of probabilities or the obligations, involved in what he is saying”.

Furthermore, he adds “Modality refers to the area of meaning that lies

between yes and no ... the intermediate ground between positive and

negative polarity (ibid, 335).

It can be concluded that modality is the value given by the speaker

through his utterance, whether he supports it, denies it or stands in the

middle. This will lead to the understanding whether a text is a proposition or

33

proposal. The following discussion of modality will cover the types of

modality, the modality value and the forms of modality.

(a) Types of modality

There are two types of modality: moralization and modulation.

This distinction is made based on the exchange being carried out,

whether it is information or goods and services.

(1) Modalization. It is the proposition modality used in a clause which

gives information. Halliday (1985a, 86) states that “in a

proposition, the meaning of the positive and negative poles is

asserting and denying; positive “it is so” negative “it isn't so”.

There are two kinds of moralization: (1) probability: possibly,

probably, certainly and (2) usuality: sometimes, usually, and

always.

(2) Modulation . It is the proposal modality used in a clause which

gives a command or exchange. “In a proposal the meaning of the

positive and negative poles is prescribing and proscribing: positive,

“do it”, negative, “don't do it” (ibid). There are two types of

modulation: (1) in a command, the intermediate points represent

degrees of obligation: allowed to/supposed to/required to? (2) in

an offer: they represent degrees of inclination: willing to/ anxious

to/ determined to.

34

(b) Modality value

It has been said that modality stands between the positive and

negative poles. Between them, modality has value degrees; high,

median and low. The higher a value degree is the closer it is to the

positive pole.

(c) Forms of modality7

Modality can be located inside or outside the mood element. The

modality located inside the mood is (1) finite, modal, and the outside

ones (2) modal adjunct, and (3) the expansion of the predicator

(1) Finite modal . It is positioned in the mood structure, before the -

lexical verb. They are: can, may, would, is to, must, etc.

(2) Modal adjunct . It is an adverbial group functioning as an adjunct

and explaining the finite. It may be located outside or inside the

mood structure, such as in to my surprise, in To my surprise, the

dogs put its front legs into my legs.

(3) Expansion of predicator . It is found in a clause which contains two

or more verbal groups. One of them functions as modality for the

next verbal group, for example; you are supposed to help him.

G. Newspaper

Newspaper is one kind of printed media which carries messages in

the written form. Since it is written, messages are arranged in clauses and

35

sentences which are printed on papers, and as result, it can be repeatedly

read and documented.

The term ‘newspaper’ covers a broad range of publication. It

includes the daily and weekly newspapers of many sizes and degree of

prosperity. No matter what their circumstances they are made of type, ink

and newsprint. They exist to inform and influence the community.

As one of the mass communication media, the contemporary

newspaper has three fundamental functions and some secondary ones. The

basic ones are: (1) to inform its readers objectively about what is happening

in their community, country and world; (2) to comment editorially on the

news in the order to bring these developments into focus; (3) to provide the

means whereby person with goods and services to sell can advertise their

wares (Emery, 1968).

When a newspaper performs all or most of these tasks well, it

becomes an integral part of community life. For most people, the newspaper

has more vivid personality than any of other media. The printed words will

always be in the readers mind as they can refer to it again and again.

Most of daily newspapers have some pages consisting of many

columns as the sport column, the business column, the business column,

advertisement column and others, like editorial column. The editorial

column of The Jakarta Post is presented in the left-side of page four.

36

H. Editorial

Editorial column is a column of opinion written by special writer of

editorial. This column discusses actual news that becomes community’s

attention. Through this column, the readers are required by writers to think

towards the covered problems. So writer can convey readers by giving

suggestions and conclusions of the discuss problems. Texts in this column

are different from others, like texts of news, articles etc.

I. Definition of Education

To educate the children, it needs to have a definition of Education

clearly understood in minds. What does Education really mean? In

Webster’s 1828 Dictionary that shown this definition:

EDUCATION [L. educatio.] is the bringing up, as of a child,

instruction; formation of manners. Education comprehends all that series of

instruction and discipline which is intended to enlighten the understanding,

correct the temper, and form the manners and habits of youth, and fit them

for usefulness in their future stations. To give children a good education in

manners, arts and science, is important; to give them a religious education is

indispensable; and an immense responsibility rests on parents and guardians

who neglect these duties.

From this definition it can be seen how encompassing this word is.

To educate the children is certainly a high calling, described as “an immense

37

responsibility” and in another Webster definition as “one of the most

important duties of parents and guardians.” It needs:

Bringing up (nurture, lay the foundation of God’s principles,

daily- in all of life)

Instruction - in the words of Noah Webster, “to teach; to inform

the mind; to educate; to impart knowledge to one who was destitute

of it?. The first duty of parents is to instruct their children in the

principles of religion and morality.” (to teach Biblical principles,

God’s truths in the Scriptures, to instruct in right living, to

communicate knowledge and pass on information)

Giving children a good education in Manners, Art and Science

The most important thing is giving the children a religious

education.

Education is one of important things in this life, especially for the

future. Education can determine the position of job. Someone who have

done his/her education until higher level or someone who have good

education background usually get a good job. Someone who have good

education background not only get good job, but also get higher position in

his/her office.

J. Education System in Indonesia

Education in Indonesia is the responsibility of the Ministry of

National Education of Indonesia (Kementerian Pendidikan Nasional

Republik Indonesia/Kemdiknas), formerly the Department of Education and

38

Culture of Indonesia (Departemen Pendidikan dan Kebudayaan Republik

Indonesia/Depdikbud). In Indonesia, all citizens must undertake nine years

of compulsory education, six years at elementary level and three in junior

high school. Islamic schools are the responsibility of the Ministry of

Religious Affairs.

Education is defined as a planned effort to establish a study

environment and education process so that the student may actively develop

his/her own potential to gain the religious and spiritual level, consciousness,

personality, intelligence, behavior and creativity to him/herself, other

citizens and for the nation. The constitution also notes that education in

Indonesia is divided into two major parts, formal and non-formal. Formal

education is divided again into three levels, primary, secondary and tertiary

education. Schools in Indonesia are run either by the government (negeri) or

privately (swasta).

The Ministry of National Education administers all educational

policies, guidelines and implementation in Indonesia. All citizens in the

country have to finish 9 years of education, 6 years at elementary level and

3 in middle school. The constitution stated that education in the country is

divided into two parts, formal and non-formal. A formal education is

divided again into three levels, primary, secondary and tertiary education.

Children with ages 5 to 6 or 7, attend kindergarten. It is not

mandatory for Indonesian toddlers but the objective is to train them for

primary school. Normally, the kindergarten years are divided into "Class A"

39

and "Class B" pupils spending a year in each class. Indonesian attends

elementary school from ages 7-12. Based on the national constitution, this

stage of education is mandatory to all Indonesian citizens.

Part of main education in Indonesia is called Middle School. From

ages 13-15 students attend Middle School for 3 years after graduating from

elementary school. Indonesian citizens are not required to attend high school

based on the national constitution, since they only need 9 years of

education. Students may attend to a university after finishing from high

school or college.

Higher education method in the country consists of college or

academy, polytechnic, institute and university. The objective of professional

education is to train the students to master certain knowledge and/or

capability and it consists of Diploma Education.

In Indonesia, each of students cannot continue their education to

higher level because of high of cost of education. Many students who cannot

continue their education to the higher level are coming from poor family.

That situation makes only young generation in Indonesia who comes from

rich family will get bright future. Of course it’s not fair to students who

come from poor family; because all of people want their future will be

bright. So, the cost of education in Indonesia should be lower to enable all

of young generations in Indonesia to get brighter future.

All of us know that high cost of education in Indonesia is not public

secret again. High cost of education in Indonesia has happened since long

40

time ago. When Indonesian monetary crisis happened in 1998, the price of

everything in Indonesia was increasing. Although monetary crisis in

Indonesia is over, the impact is still can be seen until now. One of the

examples is the highest cost of education. Cost of education in Indonesia not

be lower, on the contrary be increase. It happened because the facilities of

education in Indonesia need much money, but the government of Indonesia

can only give a few subsidies for education facilities; because there are

many other important things in our country those need subsidies too. There

are subsidies for development many public facilities, subsidy for basic need,

subsidy for gasoline, and others. Because of this situation, the government

picks up fee for education. The government’s decision gives many impacts

to our country. Many poor students cannot continue their school because

their parents cannot able to pay education fee. This situation makes

Indonesia’s human resources not as good as the other human resources from

other country. Bad human resources makes economics growth in Indonesia

cannot increase and not competitive.

41

CHAPTER III

RESEARCH METHOD

A. Research Design

In this study, the researcher uses descriptive qualitative analytic. It

describes the data as they analyzed qualitatively. This study intended to

analyze the content that shown in Jakarta Post column concerning with

Indonesia education problems that explains about higher fees of education

in Indonesia especially in the international- standard pilot-project schools.

Qualitative research is a type of research which refers to the

meaning, concepts, definition, characteristics, metaphors, symbols, and

descriptions of things (Berg 2007: 3). It has descriptive characteristics

because the data produced are in the form of words as it is stated by Frankel

(1998: 379-402), “Qualitative data are collected in the form of words or

pictures rather than numbers”.

Related to the statements above, the researcher uses descriptive

qualitative analytic research method in order to be able to describe the

TENOR (affect, status, contact) in Jakarta post column that using SFG as

the tool in analyzing it.

The researcher conducts the research by using descriptive design

started from design of the research, source of the data, research instrument,

procedures of collecting data, and procedures of analyzing data.

42

B. Source of the data

Data are the materials which are used in some researches

(Sudaryanto, 1988). The data of this analysis were parts of editorial texts in

The Jakarta Post Column which comprised the three aspects of TENOR by

analyzing the lexicogrammar. According to Sudaryanto, there are two kinds

of data resources in linguistics researches. They are: substantial data

resource and locational data resource. The substantial data resource refers to

the materials used in research. The substantial data resource in this research

was the research data samples. Meanwhile, locational data resource refers to

someone (or something) who/ which produces or creates the data. In this

research, the locational data resource was the lexicogrammar varieties;

MOOD System, mood structure, polarity and modality, nominal group, and

kinds of processes.

C. Research Instrument

The instrument is the tool that is used by the researcher to collect the

data. In this research, the researcher used herself as the instrument in

collecting the data. The researcher used documentary technique to collect

the data. The researcher applied this technique because the studied of the

data were in written language in the form of editorial texts in “The Jakarta

Post Column”.

43

D. Procedure of collecting data

Procedure of collecting data describes the ways of the researcher to

set up an effective direction in conducting a research. The researcher took

the following procedures:

1. Finding the text in the internet through www.thejakartapost.com

2. Choosing good topic to be analyzed in “The Jakarta Post” column

which is concerning with Indonesia education problems that explains

about higher fees of education in Indonesia especially in the

international- standard pilot-project schools that published on June up

to July 2010 as the data.

3. Copying the data and arranging it into good sequence based on the date

of publication (11th June 2010, 9th July 2010, 19th July 2010, and 23rd

July 2010).

4. Giving ordinal numbers to the whole texts as data.

5. Giving a code to make analysis easy, such as: 1/June 11 th 2010. 1 meant

the number of datum, and June 11th 2010 meant the number of edition.

6. Analyzing the data by the ways of observing lexicogrammar, then

interpreting the three aspects of TENOR.

E. Procedures Of Analyzing Data

After the data were collected, then, the researcher analyzed the data

to know their characteristics that were suitable with researcher objectives.

The researcher analyzed the data by using steps as follows:

44

1. Presenting the data in the form of table.

2. Classifying the data into some groups.

3. Analyzing the clause system of the data according to each type: minor,

simplex or complex clause, then counting up the frequency the three

kinds of clauses.

4. Analyzing mood structure of each clause to know whether it is

proposition or proposal and MOOD system of each clause to know the

clause whether it is interrogative, declarative or imperative clause.

5. Analyzing polarity and modality of each clause in order to know the

writer’s judgment to the other participants.

6. Analyzing the nominal group of the data according to its construction or

its pattern, either simple or complicated long nominal group.

7. Analyzing technical terms of each data.

8. Analyzing the system of transitivity seen from its process. In this case,

the researcher differentiated the verbal element in each clause according

to the types of processes, material, verbal, mental, behavioral, relational

or existential process. Then, he counted up the frequency of each

processes in the data.

9. Analyzing and interpreting the data based on the information of the

analysis to know the three aspects of TENOR and making a general

interpretation/ discussion of the interpreted data.

10. Presenting the conclusion of the research.

The data will be presented in the form of tables, as depicted below:

45

Table 3.1

The code of the editorial of the Jakarta post column

No Hypotaxis/ Parataxis

(Elaboration, Extension,

Enhancement) (Locution And

Idea

Statements Description

Clause

System

Mood

Structure

Mood

System

Polarity and

Modality

Process Nominal

group

1. .

2.

46

47

BIBLIOGRAPHY

Akmajin, Adrian., Demers, Richard A., Farmer, Ann K. and Harnish, Robert M (2001). An Introduction to Language and Communication. The MIT Press. London- England.

Cutting, John. (2002). Pragmatics and discourse, Roultage Publisher. USA and Canada

Exchange, Spain. (2010). the Education System in Indonesia. http://www.spainexchange.com/guide/IDeducation.htmhttp://www.spainexchange.com/guide/ID-education.htm[10 January 2011]

Halliday, M.A.K (1985). An Introduction to Fuctional Grammar, Edward Arnold Publisher. Australia.

Halliday, M.A.K and Hassan, R. (1985). Language, context, and text: aspects of language in a social- semiotic perspective, Deakin University Press. Australia.

Lyons, John. (1981). language and linguistics. Cambridge university press. Australia.

Moleong, J. (1993). Metodologi Penelitian Kualitatif, Penerbit PT. Remaja Rosda karya. Bandung.

Santosa, Riyadi. (2003). Semiotika Sosial, Pustaka Eureka JP Press. Surabaya- Indonesia.

Satori, Djama’an dan Komariah, Aan. (2010). Metodologi Penelitian Kualitatif, Alvabeta CV. Bandung.

Sudaryanto (1991). Metode Dan Aneka Teknik Pengumpulan Data Dalam Rangka Linguistic: Prinsip Dan Konsep Dasar In Bahasa, Sasatra Dan Budaya, UGM. Yogyakarta.

Sukyadi, Didi dan Fiftinova (2003). An SFG Approach. file.upi.edu/ai.php?...An%20 SFG %20 approach %20to%20Self%20Assessment. [19November2010]

The Free Encyclopedia, Wikipedia. (2010). Education in Indonesia. http://en.wikipedia.org/wiki/Education_in_Indonesia [10 January 2011]

Webster. (2010). Definition of Education. http://www.design-your-homeschool.com/Definition-of-Education.html [10 January 2011]

Little, Lady. (2009). High Cost of Education. http://dheaanggasta.blogspot.com/2009/10/high-cost-of-education.html[20 Jakuary2011]

48

TENOR ANALYSIS IN “THE JAKARTA POST”COLUMN BASED ON SYSTEMIC

FUNCTIONAL GRMMAR

THESIS

This Thesis is submitted to fulfill on of Requirement to Achieve the Sarjana the Degree in Education

ENGLISH DEPARTMENT

By:

VITA SULISTIAWATINIM: 077.306

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

PERSATUAN GURU REPUBLIK INDONESIA

JOMBANG

2011

49

APPROVAL SHEET

TENOR ANALYSIS IN “THE JAKARTA POST” COLUMN BASED ON SYSTEMIC

FUNCTIONAL GRMMAR

By:

VITA SULISTIAWATINIM 077306

Approved On January,…2011

By:

ADVISOR

Muh. Fajar, SS, M.Pd.

.

50