CHAPTER I INTRODUCTION 1.1 Background Language is purely human and non-instincive method of communicating ideas, emotions, and desires by means of a system of voluntarily produced symbols Sapir (1921:17). From the definition, it is important to note that language is a means of communication purely owned by human. Kirpatrick (2007:3) says “Since Word War II, English has become the lingua franca, every information and knowledge is written in English.” Time by time the number of people using English are increasing. English plays an important role in global world development. Learning English means learning four basic skills of language : speaking, listening, reading and writing. Lado (1961:248) states “Writing a foreign language is the ability to use the language and it graphic representation productively
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CHAPTER I
INTRODUCTION
1.1 Background
Language is purely human and non-instincive method of communicating
ideas, emotions, and desires by means of a system of voluntarily produced symbols
Sapir (1921:17). From the definition, it is important to note that language is a means
of communication purely owned by human.
Kirpatrick (2007:3) says “Since Word War II, English has become the lingua
franca, every information and knowledge is written in English.” Time by time the
number of people using English are increasing. English plays an important role in
global world development. Learning English means learning four basic skills of
language : speaking, listening, reading and writing. Lado (1961:248) states “Writing a
foreign language is the ability to use the language and it graphic representation
productively in ordinary writing situations”. More specifically, It means that by
writing a foreign language the ability to use the structures, the lexical items and their
conventional representation, in ordinary matter-of-fact writing.
Language is often seen as one thing and knowledge as another, with the
relationship at best seen as a transparent one. According to (Knapp and Watkins,
2005:89), “What we often see in text books and other curriculum materials, for
instance, is that language is treated as an almost transparent medium in the overall
learning process, and consequently there is a careless use of genres and grammar.”
Communicating in English is one skill that the students have to master. They must
know the rules of English grammar in order to avoid making errors or mistakes. They
have to master the structure of English, so that they will be able to put their ideas,
feeling, or desires into the grammar of English to make them meaningful.
Writing is a way communication between the writer and the readers. Writing
can help us more to consider our thoughts and analyze our feelings because it gives us
time to do so. Because of writing, we are able to achieve more understanding to
communicate our purposes and expressions clearly with our partner, which helps us
avoid the miscommunication which often happens in an oral communication. Harmer
(1998:84) states “Handwriting is a very personal letter. It is supposed to reflect
character. Different nationalities certainly have recognizable handwriting traits. Some
produce written work which is indecipherable, whether beautiful or messy and ugly.
In interpreting and producing a text, we have to concern about the grammar.
In fact grammar plays an important role in describing an explaining the language
phenomenon. Thus, by learning a grammar, it will be an easy way to produce the text
correctly. The texts are combination of the range of words, sentences which have a
meaning. Halliday (1985: xvii) says, “A text is a semantic unit, not grammatical one.
But meanings are realized through wordings; and without a theory of wording-that is,
a grammar-there is no way of making explicit one’s interpretation of the meaning of a
text.” Sentences and words are not so sharply set off one another; there are no
different in kind—both are units in the grammar. Language is kind of linguistics.
How language is put together and how it works are systemized in grammar or rules
for forming words and making sentences. Through grammar of a language someone
understand how text work and the structure of sentences.
Furthermore, Halliday (985: xiv) views a language is interpreted a s a system
of meaning, accompanied by forms through which the meanings can be realized.
Language consist of three levels, they are : Phonology (talking about the sound of
language), Lexicogrammatical (talking about the construction of making sentences)
and Discourse (talking about the unity of clause to imagine the meaning).
Language of text has three functions or it is called as metafunction of
language (Gerot & Wignell, 1994: 12), they are: Ideational Function, Interpersonal
Function, and Textual Function.
From the view of Interpersonal function, a text serves as a media for
individuals. The language is used to interact with people, to build and maintain
relationships with them, to please them, and influence their behavior, get help or
sympathy for them. It is realized by The Mood System.
From textual function vied, it is explained that text is as a system organizes
messages in unified manner so that chunks of messages fit logically with others
around them and with the wider context in which the talking or writing takes place.
That realized by Theme System of Language.
In ideational function, text is used to talk about our experience, to describe,
states and entities involved. Language serves as a coding system which deals with the
relation between man and nature. The ideational function consists of logical and
experiential function. The experiential function is realized by the Transitivity System.
Transitivity is normally understood as the grammatical feature which indicates if a
verb takes a direct object.
In relation to this research, the analysis of the students’ writing procedure
paragraph uses the system of transitivity covering Process, participants and
circumstances. With the different participant types for different process types will be
found in the students’ writing procedure paragraph. In the concept of transitivity
found in Halliday’s Introduction of Functional Grammar, the process consist of
Material Process (Process of doing); Mental Process (Process of sensing); Verbal
Process (Process of saying); Behavioral Process (Process of physiological and
physiological behaviour); Existential Process (represents that something exist and
happen). The participants are directly involved in the process such as who does say,
is, exist, behaves or senses. Participants are also centrally involved in the process by
being affected by it, the one that is done to, sensed, etc. While circumstances are
typical adjuncts. They answer such questions as when, where, why, how, how many
and as what.
Process, participants and circumstances are the three elements of transitivity
which analyzing in this research. In this research is analysing the transitivity system
because the elements of transitivity can held a clauses. As we know that transitivity is
analyzed at clause level.
Paragraph is range of clauses. Every clause has message for the reader.
Through processes, participants and circumstances of clause someone understand
how the paragraph work and the structure of sentences. Processes, participants and
circumstances try to get the meaning of the procedure text which will be written by
the students grade ten SMAN 1 Laguboti. Every element of transitivity has different
function. Processes have function that tell us about the activity of the participant in
clauses. Processes are center of transitivity. Processes are realized by verbs to show
the activity and to know what the participants doing of the clauses, such as : doing,
sensing, physiological and psycological behaviour, saying, being and having. The
processes also can help us to get the meaning or message in every clause around
about the activities of participants. But not all of the clause have a processes. In minor
clause has not a processes, such as: “Hi! Good afternoon! (Greeting), oh, so high!
(exclamations).
Participants and circumstances are incumbent upon doing, happening, feeling
and beings. Participants follow the processes of the clause. In every processes have
different participants. The function of participants is to know who is doing the
activities in the clause.
In this research, the writer is analyzing about transitivity system in the
procedure text written by grade ten students of SMAN 1 Laguboti.
1.2 Problem of the study
The problem of the study can be stated as follows:
1. What types of processes are found in the procedure text written by grade ten
students of SMA Negeri 1 Laguboti?
2. What participants and circumstances are involved in the procedure text
written by grade ten students of SMA Negeri 1 Laguboti?
3. what is the most dominant type of process, participant and circumstance used
in the procedure text written by grade ten students of SMA Negeri 1
Laguboti?
1.3 The objectives of the Study
The objectives of the study are :
1. To analyze the types of processes that found in the procedure text written by
grade ten students of SMA Negeri 1 Laguboti.
2. To find out what participants and circumstances are involved in the procedure
text written by grade ten students of SMA Negeri 1 Laguboti.
3. To describe the most dominant type of process, participant and circumstance
used in the procedure text written by grade ten students of SMA Negeri 1
Laguboti.
1.4 Scope of Study
This thesis is only concerned with the ideational function. In the ideational
function there is a function which is called experiential. Experiential is realized by
transitivity process. Transitivity system is a presentation of meaning in a clause. The
analysis is focused on the transitivity process which consists of Processes: Material
process, Mental process, Verbal process, Relational process, Behavioral process, and
Existential process; Participants and Circumstances: Time (tells when and is
probed by when? How often? How long?), Place (tells where and is probed by
where? How far?), Manner (tells how about means, quality, and comparison), Cause
(tells why about reason, purpose, and behalf), Accompaniment (tells with (out) who
or what and is probed by who or what else?), Role (tells what as and is Probed by as
what?) and Matter (tells about what or with reference to what and is probed by what
about?) found on students’ writing procedure paragraph at grade ten in SMAN 1
Laguboti.
1.5 Significance of the study
A study without significant would be disadvantages. A study would give
contribution at cost in two aspect, they are:
1.5.1 Theoretically
1.5.1.1 For the Teacher
The teacher can teach the students more about transitivity system.
1.5.1.2 For the Students
Giving important information to the students about Transitivity system.
1.5.1.3 For the further researcher
can be used to be source to the next research.
1.5.2 Practically
1.5.2.1 For the Teacher
Transitivity is normally understood as the grammatical feature, so the teacher
can make the students more active in learning about Transitivity system.
1.5.2.2 For the Students
The students can be more interesting in learning about transitivity system, so
the students will be easy to face the exam about transitivity system.
1.5.2.3 For the further researcher
To assess and develop background experiences, concepts, and information.
1.6 Theoretical Framework
This research uses some theories to support the writer’s ideas which relevant
to the variable or the case. The theories that the writer uses are based on : Halliday
Nella Likes BananaSenser Mental: affect phenomenon
Passive form:
Banana Is liked By nellaPhenomenon Mental: affect Senser
3. Behavioral processes
According to halliday (1985: 128) Behavioural processes are processes of
physiological and psychological behavioral, like breathing, dreaming, smiling,
laughing, etc.
There is one obligatory participant: the behaver. The Behaver is a conscious
being but the process is one of doing, not sensing, but sometimes involve a
‘behavior’.
Examples:
Indra Weep For meParticipant Process circumstance
Behaver Behavioural Cause
The lion Roar loudlyParticipant Process circumstance
Behaver Behavioural Manner
4. Verbal Processes
Verbal processes are processes of saying, or more accurately, of symbolically
signaling. Halliday (1985: 129) verbal processes are processes of saying. A things
which need not to be a conscious being (signal source) is called the sayer. Gerot and
wignel (1994: 62) there are three participants in verbal processes, they are:
Reciever: The one to whom the verbalization is addressed.
Target: one acted upon verbally (insulted, complimented, etc)
Range/Verbiage: a name for the verbalization itself.
Examples:
Silvi Told Anna A rude jokeSayer verbal Target Verbiage
I Am always praising himSayer Verbal Target
5. Relational Processes
Relational processes are those of being. They can be classified according to
whether they are baing used to identify something or to assign a quality to something.
In relational processes has two kinds, they are:
Identifying processes
Processes which establish an identity are called Identifying processes. In
Identifying processes the participant roles are Token and Value. Token which stands
for what is being defined, value which defined.
Attributive processes
Processes which assign a quality are called Attributive Processes. In
attributive the participant roles are Carrier and Atrribute. Attribute is a quality
or epithet ascribed to the carrier (X carriers the attribute) and carrier (X is a
member of the class “a”)
Example:
Attributive processes
David Is A good games playerCarrier Attributive AttributeIdentifying processess
Palepo May be The best games playerToken Identifying Value
There are three developments of the two sub types of relational process
(Halliday, 1985: 112)
Intensive (x is a)
Possesive (x has a)
Circumstantial (x is at a)
Gerot and wignel (1994: 68) show the option of relational process as the
following:
Attributive: Carrier, attribute
Identifying: Token, Value
Relational Process
Intensive
Possessive
Circumstantial
Examples:
Cytoplasm Is Sort of a jelly-like materialCarrier Attributive: intensive AttributeFish have fish finCarrier Attributive: possessive Attribute
My home Is Inside of the cityCarrier Attributive: circumstantial Attribute
Atom Is The nucleus of the cellToken Identifying: intensive value
All cells Contain cytoplasmToken Identifying: possessive value
Albumen Surrounds The yolkToken Identifying: circumstantial value
6. Existential Processes
Existential processes are processes of existence. Halliday (1985: 130) says, “Existential processes are represent that something exist or happens.” ‘There’ has no representational function; it is required because of the needs for a subject in English. Existential processes are expressed by verbs of existing: be, exist, arise and the extent can be a phenomenon of any kind. If in an existential clause containing a circumstantial element. The circumstantial element is Thematic, the word ‘there’ may be omitted.
Examples:
There’s A baby dog In the yardExistential Existent Circumstance: place
On the matinee jacket Was A blood-stainCircumstance: place Existential Existent
2.3 Writing
In general, writing is considered as a one-way transmission from writers’
mind to the working out of a graphic display. According to Knapp and Watkins
(2005:82), “Writing is itself a relatively disciplined activity and while discussion and
working with peers is important, so are the times to individually reflect on work and
independently complete a task”.
Writing is a thinking process in which getting ideas and arranging ideas in an
ordinary fashion are closely connected. Writing is not a sample of imagined because
it is a process of linking words into sentences paragraph. In writing, the organization
of ideas is very important. When we talk about writing, we often think about elements
like word choice, grammar and content of evidence. But it is very important part of
effective writing and effective thinking too is clear, logical organization. So it means
that writing should communicative something clearly, precisely and unambiguously,
so that the readers can comprehend the writer of what is being written about.
2.3.1 Process of Writing
Harmer (2004 : 4) suggests four main elements of writing process to produce
a readable meaningful text:
Planning is the first process of writing. Before starting to write, writers
considered to try and decide what it is they are going to say. Some of them may
involve making detailed notes or just a few jotted words and the others may do their
planning in their heads. When planning, writers have to think about three main issues.
In the first place they have to consider the purpose of their writing. Secondly, they
have to think of the audience they are writing for. The last, the writers have to
consider the content structure.
Drafting is the next step. Writers can refer to the first version of a piece of
writing as a draft. As the writing process proceed into editing, a number of drafts may
be produced on the way to the final version. Each draft will show the changing or/
and the developing of the written text.
Editing (Reflecting and Revising) is the third step of writing. After making a
draft, usually the writers read what they have written in draft to see whether it works
or not. They may move paragraphs around, write a new introduction or use a different
form of words for a particular sentence. Reflecting and revising are often helped by
the other readers (or editors) so that the writers can make appropriate revisions.
Final Version (Publishing) is the last process of writing. After editing the
draft, the writers produce their intended audience.
2.3.2 Assessment of Writing
Heaton (1988 : 138) says that skills of writing include five general
components or main areas such as:
1. Content is the ability to think creatively and to develop thought including all
of the relevant to assigned topics.
2. Organization is the ability to write in appropriate manner for a particular
purpose with a particular audience in mind, together with ability to select, to
organize and other relevant information.
3. Vocabulary is the ability to write the word effectively and to appreciate
register.
4. Language use is the ability to write correct and appropriate sentences and.
5. Mechanical skills is the ability to use those conventions peculiar correctly to
written language, e.g. punctuation, spelling.
2.4 Paragraph
A good paragraph is normally imported of writing. So the writers should
know element which well written paragraph must unified, coherence and complete.
Paragraph develops a unit of an outline. Siahaan and Sinurat (2005:1) states “ a
paragraph is made up of three kind’s sentences namely topic sentences, supporting
sentences and concluding sentences”.
2.4.1 Topic Sentences
Topic sentences (TS) are the most important part of paragraph. It introduces
the main idea of the paragraph and controlling idea of the paragraph. A good topic
sentence is the sentence which can be developed by some supports and it must be
interesting to attract the reader’s attention. The topic sentence is usually at the
beginning of a paragraph which most of topic sentences is the general statement. The
topic sentence can be factual.
Example 1 :
Studies on Human Brain
The study on the dead brain is called Autopsy study. The technique of the study is by conducting an observation to a patient who is displaying a neurological disorder. Soon after his death, the brain is examined to determine the areas that are damaged. The purpose is to develop theories about the role of the damaged brain parts in normal functioning. A famous example of this study refers to the analysis of Paul Broca, a nineteenth-century French neurologist. He conducted an observation on a patient who was completely unable to speak, but understand everything that was said to him and towards his dead (age 57) he developed a paralysis of his right arm and leg. Immediate after his dead, Boca examine tha brain and found a severe damage (lesion) in the lower rear area of the left frontal lobe. The conclusion is that the part of the
frontal lobe is responsible for speech production. Many studies, which were conducted later supported Broca’s conclusion.
Based on the previous paragraph, the writer concludes that, the study on the
dead brain is called Autopsy study, as the topic sentence. This topic sentence can be
developed to be a paragraph, because the example of the topic sentence above
includes to factual data. This topic sentence is supported by following relevant
sentences, so it can be well formed into a good paragraph.
Topic sentence also can be an opinion. An opinion is a type of the subjective
data. It is based on a person’s emotion, or belief, or feeling, or love, or ideology. The
following is an illustration.
Example 2 :
The President of the country
The president of the country is a corrupted leader of the nation. He enjoys long holidays overseas. He has lots of understanding with conglomerates. He deposits money in the foreign countries. He likes giving projects to his relatives. He gives more power to some departments. He also lengthens overseas time contracts. The president of the country commits corruption from his legal works.
Based on the previous paragraph, the president of the country is a corrupted
leader of the nation. This topic sentence comes from the writer’s opinion. This topic
sentence cannot be verified by using a physical instrument of measurement. A
person’s opinion towards an object id different from the other’s opinion. An opinion
statement is not considered as an empirical fact. It cannot be verified by using a
physical instrument of measurement.
2.4.2 Supporting Sentences
The supporting sentences (SS) elaborate the topic sentence by proving
elaboration or expansion of the topic sentence.
Example 3:
The Meaning of The Language Use
The meaning of the language use that is added to the semantic meaning derives from the linguistic context as the linguistic performance of the language. The meaning of the word “green” is from its performance in its linguistic context. The context of the word “green” is the additional meaning to its semantic meaning. The word “ green” means “color” in “The lady is wearing a green hat”. It means “inexperience or not qualified” in “John is still green”. It means “raw or unripe” in “We do not want to eat the green fruit”. It means “reforestation” in “Green revolution began in Europe”. This kind of context refers to internal factors of a sentence that give the semantic meaning of a word in the sentence.
TS : The meaning of the language use that is added to the semantic meaning derives from the linguistic context as the linguistic performance of the language.
SS1 : The meaning of the word “green” is from its performance in its linguistic context.
SS2 : The context of the word “green” is the additional meaning to its semantic meaning.
SS3 : The word “ green” means “color” in “The lady is wearing a green hat”.SS 4 : It means “inexperience or not qualified” in “John is still green”.SS 5 : It means “raw or unripe” in “We do not want to eat the green fruit”.SS6 : It means “reforestation” in “Green revolution began in Europe.”CS : This kind of context refers to internal factors of a sentence that give the
semantic meaning of a word in the sentence.
Based on the previous data, it obviously shows several supporting sentences
which explain the topic sentence. Every supporting sentence is related to the topic
sentence written in the paragraph which is about language use, it means that the
supporting sentences give a strong contribution to the topic sentence to explain
widely the topic sentence so that it becomes a good paragraph.
2.4.3 Concluding Sentence
Concluding sentence (CS) is a last part of paragraph which is usually placed
in the ends of the paragraph. Concluding paragraph is closed to the development of
the paragraph.
Example 4 :
The Important Function of English Language
The world globalization gives the English language a very important function for the human’s life. It is accepted as an international language of technology and commerce. As a consequence, more and more people learn it specifically because they want to do their business effectively. The facts indicate that business people sell their products to the international society in English. Beside that, automotive and electronic instructions are widely given in English. In addition to that, doctors and researchers read the developments of their field in English. The most important fact is that the majority of textbooks and journals are written in English. This means that people are placed to the fact that they cannot neglect to learn the English language.
TS : The world globalization gives the English language a very important function for the human’s life.
SS 1 : It is accepted as an international language of technology and commerce.SS 2 : As a consequence, more and more people learn it specifically because they
want to do their business effectively.SS 3 : The facts indicate that business people sell their products to the international
society in English.SS 4 : Beside that, automotive and electronic instructions are widely given in
English.SS 5 : In addition to that, doctors and researchers read the developments of their
field in English.SS 6 : The most important fact is that the majority of textbooks and journals are
written in English.
CS : This means that people are placed to the fact that they cannot neglect to learn the English language.
Based on the previous example, it shows that concluding sentence is placed in
the last part of paragraph. It is a single sentence. It concludes the topic sentence and
supporting sentences which explain about the importance of English language. It
closes the development of the paragraph.
2.5 Genre
Knap & Watkins (2005: 22) state that the term ‘genre’ has been around for a
long time. It has been theorized from a range of perspectives, including literary
studies, popular culture, linguistics, pedagogy and more recently, English / literacy
education.
According to Gerot & Wignell (1994: 17) a genre can be defined as a
culturally specific text-type which results from using language (written or spoken) to
(help) accomplish something. Genre are classified according to their social purpose
and identified according to the stages they move through to attain their purpose.
There are some types of genre namely spoof, recount, report, exposition, news item,
anecdote, narrative, procedure, descriptive, explanation, discussion, and review.
Every genre has a number of characteristic and it has the specific purpose which
make it is different from other genre. In this study, the writer only focuses on the
genre of procedure writing.
2.5.1 Procedure text
Procedure text is a text that is designed to describe how something is
achieved through a sequence of actions or steps. It explains how people perform
different processes in a sequence of steps. This text uses simple present tense, often
imperative sentences. It also uses the temporal conjunction such as first, second, then,
next, finally, etc.
The generic structures of procedure text are :
Goal/aim ( or title)
Materials (not required for all procedural texts)
Steps (the actions that must be taken)
significant Lexicogrammatical Features;
Use of simple present tense.
Use of imperatives (e.g.: cut, don’t mix)
Use of action verbs (e.g.: turn, put, mix)
Use of connectives (e.g. : first, then, finally, …)
Use of adverbial phrases (e.g. : for five minutes, 2 centimeters from the top)
Example 5 :
Procedure text
How to make a sandwich (aim/goal)You need (materials) 2 slices of bread peanut butter a banana honeyWhat you should do are : (steps)
Take two slices of bread Spread peanut butter Cut up a banana onto small slices and put them on one of the
slices Pour some honey over the bananas Put the other slice of bread on top
CHAPTER III
METHODOLOGY OF RESEARCH
In this chapter talked about the method and the procedure of the research that
can be used to answer the problem of the research that stated in the previous chapter.
The procedure are consist of research design, subject of the research, object of the
research, the population and sample, instrument for collecting data, validity,
reliability, technique of collecting data, technique of analyzing data.
3.1 Design of the study
This research is done by using qualitative research. Qualitative research is
design to obtain information concerning the current status of phenomena. Descriptive
Qualitative is the suitable method for analyzing this thesis. Descriptive qualitative
method is used for giving description of the transitivity process on students’ writing
procedure paragraph. They are directed towards determining the real situation, as it
exists at the time of the study. The data is gotten from students at SMAN 1 Laguboti
in writing procedure paragraph. In qualitative method, we can present summary, hard
selection, classified in one of large system, not only that but also qualitative can
change the data into number or arrange. Huberman in Rohidi (1992:17) says that the
number and word are going to explain the number working together in the analysis.
In order to find out the most dominant type of transitivity that used on students’
writing procedure paragraph, the writer applies Bungin’s formula (2005:172):
N=fx/n x 100
N=percentage of the use of transitivity
Fx=frequency of the use of transitivity
n= total item of the use of transitivity
3.2 Subject of the Research
Ary (2010:306) states “Subjects are matched on one or more variables that
can be measured conveniently”. The subject of this research is the students in SMAN
1 Laguboti.
3.3 Object of the Research
Biber & Leavy (2011:8) states “This is particularly important in the social
sciences, where data are largely derived from human subjects who, under this
framework, become viewed as objects for research processes: They are acted on by
others-knowers”. Based on the problems stated above, the object of the research is
the transitivity on students’ writing procedure paragraph.
3.4 The Population and Sample
3.4.1 Population
According to Ary (2010:148), population is defined as all members of any
well-defined class of people, events, or objects. Population is also the group of the
people that you want to find out about by doing your research. In this research, the
writer will take grade X students of SMAN 1 Laguboti. There are six classes (X-A,
X-B, X-C, X-D, X-E, X-F) and the sum of the students is 240 students.
3.4.2 Sample
Ary (2010:148) states a sample is a portion of a population. To take the
sample, the writer used purposive sample (Arikunto, 2006:139). Purposive sample is
done because of certain purpose. It is not taken based on area, levels of subject or
random but it’s taken because of some reasons, such as limit of time, fund, and
energy.
The sample of this research is one class. The class is X-C. The sum of
students of class X-C is 40.
3.5 The Technique of Collecting the Data
There is only one way of data collection process in this research, it is through
documents collection. In this research, the researcher got the data from the English
teacher of the class.
3.6 The Instruments of the Research
In this research, the writer uses test to measure the students’ writing skills as
the instrument to get data. Arikunto (2006:150) defines “Test is the series of question
or exercise and other tools which are used for measure skills, knowledge of
intelligence, ability or talent which is owned by individual or group”. The instrument
of data in this research is written test that we are using to assess the students’
achievement in writing procedure paragraph. In written test, the students will write a
procedure paragraph.
3.7 Technique of Analyzing Data
Miles and Humberman (1994:10) state that they define anlysis as consisting of
three concurrent flows of activity: data reduction, data display, and conclusion
drawing/verification.
The first is reducing the data which will be analyzed. The analyst should
select which data is necessary to analyze and which one is not. According to Milles &
Huberman, data reduction refers to the process of selecting, focusing, simplifying,
abstracting, and transforming the data that appear in written up field notes or
transcription.
The second step is displaying the data. After reducing the data which will be
analyzed, the analyst has to display the data in specific form whether it is table,
matrices, graphs, charts, or networks. All are design to assemble, compact from so
that the analyst can see what is happening either draw justified conclusion or move on
to the next step of analysis the display suggest may be useful (1994:11). After
reducing the data by selecting the clause, the second step is identifying and clasifying
the data based on Halliday’s theory.
The last step is drawing a conclusion. According to Milles and huberman
(1994:11), conclusion is also verified as a analyst proceeds. The meaning emerging
from the data have to be tasted for their plausibility, their sturdiness, their
“confirmability”-that is, their validity. In the last step, the research should make a
conlusion. In this research, the conlusion is showed by coloumn and number.
The three step can be represented in the following figure (Milles & Huberman
(1994:12)
Components of data analysis: Interactive Model
In above figure, the three types of analysis activity and the activity of data
collection itself from an interactive, cyclicsl process. The coding of the data, for
example (data reduction), leads to new ideas on what should go into matrix (data
display), entering the data requires further data reduction. As the matrix fills up,
preliminary conclusions are drawn but they lead to the decision, for example to add
another column to the matrix to test the conclusion. In this view, qualitative data
analysis is a continuous, iterative. Issues of the data reduction, of display and
conclusion drawing/verivication come into figure successively as analysis episode
follow each other (Milles & Huberman, 1994: 12)
Based on component of Milles and Huberman’s theory, for the first step in
this research is collecting the data by documentation. The writer get the procedure
text from the students of SMA N 1 Laguboti. After that, the clause should be
Data collection
Data display
Data reduction
Conclusions : drawing/verifying
reducting, select the clause which is necessary to analyze and which one is not. The
next step, the writer identified and classified the clause based on Halliday’s theory.
The last step, the writer make a conclusion.
Because of the writer chooses distribution frequency in calculating the data.
Converting to percentage by using formula from Bunging (2005: 171-172).