THE ANALYSIS OF GENRE, INTERPERSONAL, EXPERIENTIAL AND … · 2017-11-16 · THE ANALYSIS OF GENRE, INTERPERSONAL, EXPERIENTIAL AND TEXTUAL METAFUNCTIONS OF AN EXPERT TEXT Ahmad Zaki

THE ANALYSIS OF GENRE, INTERPERSONAL,

EXPERIENTIAL AND TEXTUAL METAFUNCTIONS OF

A PROCEDURE EXPERT TEXT

Paper

By:

AHMAD ZAKI MUBARAK

THE ANALYSIS OF GENRE, INTERPERSONAL, EXPERIENTIAL AND

TEXTUAL METAFUNCTIONS OF AN EXPERT TEXT

Ahmad Zaki Mubarak

zakimu.com

[email protected]

Abstract

This paper deals with the all metafunctions which contained in

expert’s procedure exposition text. One expert’s texts of procedure

were analyzed to find out the types of metafunction which is

contained in the text. This paper employed Systemic Functional

Grammar (SFG) based on Halliday and Matthiessen’s (2004)

framework since it can seek and identify the metafunctions of

language structured which makes kinds of meaning. The findings

showed that all of clauses which contained the types of

metafunctions indicated author’s interpersonal meaning with

different value of language in the texts. The different types of

language value also indicated the author’s interpersonal meaning

in the texts. In addition, this analysis concluded that expert’s texts

used a type of certainty in modality type, declarative as the type of

mood, relational process as the type of ideational, and topical

themes as the type of textual which is dominated the texts. In

addition, the metafunctions in the texts is indicated the language

reveals interpersonal meaning suggested by author.

Key words: Interpersonal, Ideational, Experiential, Metafunction,

Systemic Functional Grammar, Procedure Text.

A. Introduction

The procedure text is one of the texts that should be taught to the junior high

school students. It is important because it deals with how to get things done. The

reason for choosing this text are the less explanation from the teacher in the

classroom, the difficulty in writing this text, the preference in using google translate,

the unappropriate textbook. With these reason, it needs to analyse the procedure text.

1. The kinds of texts students are required to learn how to read and write don’t build

on one another.

2. Issue of teachers not knowing or being prepared to teach how language works in

the genres they typically ask students to read and write.

3. Issue of text books and other resources that don’t help much or make the matter

worse.

4. Say something about why I am focusing on summaries as a genre

5. Starting in upper elementary school, students are routinely asked to summarize

what they have read in all disciplines (e.g., short stories, novels in Language

Arts; books, chapters, or articles in Science and Social Studies).

6. Need to review curriculum frameworks and English competence standards for

more info on why this is an important genre to focus on to support this claimIn

written language, a text is something that we can see or read from books,

newspaper or any other piece of writing. Derewianika (2011, p. 11) states that a

text is made up of a number of sentences, sentences can consist of a single clause

or a number of clauses joined together and clause is a unit of meaning that

expresses a message. Moreover, Meyer (2009, p. 80) states that text is a structure

larger than a sentence.

In Halliday’s SFL, (Hartyan, 2011, p. 1) states that language as a social

phenomenon is functional it means that it was concerned with the mechanism of text

structure, function and meaning of language. In text, linguists and language analysts

it has a relationship in academic texts which is identified grammatical structures and

devices in framing of idea. Lin & Peng (2006, para.1) state that language is a large

number of grammatical units, called constructions, which are the basic forms for the

speakers to express their meanings. Connected between discourse and text, Meyer

(2009, p. 80) writes that for discourse analysts, a texts is both a linguistic and

sociocultural construct. Furthermore, Hasan (1985, p. 52) as cited in Meyer (2009,

p. 81) write that text is a functional unit because it represents “language is a doing

something in some context, as opposed to isolated words or sentences.” To capture

the functional nature of texts, they propose that texts have two main characteristics:

unity of structure and unity of texture.

Henceforth, as function of language, spoken and written language have quite

different forms, for example; in language text, it usually tends to be more highly in

language structured, more explicit and less interactive. Because it traps our organize

and consolidate our thinking to reflect our understandings and it must be sustained

reflection to make new connections for all words as unit of text itself, Hyland (2003,

p. 3) states that writing is an intricate structure that can only be learned by developing

the ability to manipulate lexis and grammar. It means writing in English language

regarded an extension of grammar and vocabulary, reinforcing language patterns

through habit formation and measure the ability to produce good formed sentences.

And in spoken language, it usually needs the process and programing of thinking to

make our language can be understood well by the audience.

In addition, the writer used systemic functional grammar perspective, because

this study primarily studies about how language explores both how people use

language and how language is structured for use as semiotic system (Eggins, 2004,

p. 21). That’s the why the writer conducted this paper entitled “An Analysis of

Metafunctions in Expert’s Hortatory Exposition Texts (Systemic Functional

Grammar Perspectives)” because the writer interested in analyzing the level of

language and meaning of language in the texts. This study is analyzed the texts

written by the expert’s. Henceforth, systemic functional grammar perspective

facilitates the writer in analyze expert’s hortatory exposition text.

B. Literature Review

1. Metafunction

There are exactly three general functions of language in social contexts to

enact our relationships, to represent our experience, and to organize discourse as

meaningful text (Martin & Rose, 2007, p. 47). Those three general functions are

called metafunctions of language. They are included ideational, interpersonal, and

textual metafunction. The metafunction of language represents the purpose of

language. People use language in order to make meaning. The linguistic texts make

a number of meanings simultaneously (Eggins, 2004, p. 11). According to Halliday

and Matthiessen (2004, p. 29) language provides a theory of human experience. It

can be represented by the lexicogrammar of every language. This is what is called

ideational metafunction. It is distinguished into two components. They are

experiential and logical meanings.

Regarding the definition of those meanings, Teich (1999, p. 15) states:

The experiential refers to prepositional content encoded as processes,

events, the participants therein and the accompanying circumstances, the

types of objects referred to and their qualities. The logical refers to some

general organizing relations expressed, for instance, by dependencies

between elements in structure.

In other words, experiential relates to the perceptions or ideas about the world,

yet the logical represents the relationships between the perceptions or ideas (Bloor

& Bloor, 2004, p. 10). Besides the ideational metafunction, there is also

interpersonal metafunction. This metafunction uses language as the way to enact the

role within the social relations to show how defensible we find our propositions, to

encode ideas about obligation and inclination and to express our attitudes (Butt et

al., 2001, p. 5).

Furthermore, Language is used to relate what is said (or written) to the rest of

the text and to other linguistic events (Bloor & Bloor, 2004, p. 11). Language enables

the people to organize the ideational and interpersonal meanings by establishing the

coherence and cohesion within the text (Teich, 1999, p. 15; Butt et al., 2001, p. 6).

There is a correlation among the metafunctions in the language systems

(functional grammar), and the contextual categories or language registers (Field,

Tenor & Mode) since the metafunctions organize the communicative planes of both

language and social context (Halliday & Martin, 1993, p. 29). Martin & White (2005,

p. 27) claim that Register is a more abstract level of analysis than discourses

semantics, since it is concerned with patterns of discourse pattern. Furthermore,

register can also be connected by SFL to the language metafunctions for they adhere

to the same functional principle of organization (Teich, 1999, p. 16). Gerot &

Wignell (1994, p. 12-14) highlight that ideational meanings are extremely

influenced by the Field of discourse. Then, interpersonal meanings are most affected

by Tenor of discourse and textual meanings are most influenced by Mode of

discourse. They further say that to fully understand the text, we can reconstruct the

context of situation since there is a systematic relationship between text and context

(Gerot & Wignell, 1994, p. 12).

The metafunctions or meanings then are represented through the SFL. For

instance, ideational meanings are represented through transitivity system.

Interpersonal meanings are represented through mood and modality. Then, textual

meanings are represented through what is called theme and cohesion (Gerot &

Wignell, 1994, p. 12; Teich, 1999, p. 15).

1.1.Types of Metafunction

In systemic functional grammar there has metafunctions. Halliday (1999) as

cited in Halliday & Matthiessen (2004, p. 29) write that language has three

metafunctions, namely, interpersonal, textual and experiential metafunctions.

Besides, Teich (1999, p. 15) states that all three metafunctions are of equal status;

none is more important than any other. They are simultaneously relevant at any

stratum of the linguistic system.

a. Interpersonal Metafunction

The clause of the grammar is not only a figure of text, it representing some

process, some doing or happening, writing or sensing. It’s also a proposition, or a

proposal, whereby we inform or question, give an order or make an offer, and

express our appraisal of and attitude towards whoever we are addressing and what

we are talking about. This kind of meaning is more active: if the ideational function

of the grammar is ‘language as reflection’, this is ‘language as action’. Halliday &

Matthiessen (2004, p. 30) assume that interpersonal metafunction, is to suggest that

it is both interactive and personal. Interpersonal meatafunction as another mode in

describe of meaning which is related to the construction of text. In other sense,

interpersonal metafunction regarded as an enabling or facilitating function, since

construing experience and enacting interpersonal relations.

Moreover, Hartyan (2011, p. 262) states interpersonal metafunction in the

text is degree of intimacy or distance and the type of the relationship between the

writer and reader or participants in a text through the type of modality. Interpersonal

metafunction has two important components: mood and modality. Eggins (2004, p.

147) writes that Mood structure consists of mood element and residue and Modality

is a complex area of an English grammar which investigates how to convey the

message of the text, and residue is the element left over of the function the clause. It

can be concluded that mood of a clause can be identified from its grammatical

structure statement is realized by declarative mood, question is realized by

interrogative mood, command is realized by imperative mood.

b. Textual Metafunction

Halliday (1985) as cited in (Arinsurot, 2013, p. 161) state in the textual

function of the clause is that of constructing a message’ and the theme/rheme

structure is the ‘basic form of the organization of the clause as message.

Furthermore, Halliday and Matthiessen (2004, p.79) assert the textual metafunction

helps organise the message within and between clauses, and is closely linked to

theories of cohesion.

Moreover, Eggins (2004, p. 320) writes that textual metafunction is in a sense

parasitic upon both the ideational and the interpersonal strands of meanings. Besides,

Halliday and Matthiesen (2004, p. 288) combines ideational (experiential) and

interpersonal metafunction in commonsense relationship to guarantee semantic

integrity in textual metafunction. Generally, there are three components of textual

metafunction as follows: The system of theme (thematic structure), the system of

information (information structure), and the system of cohesion.

c. Experiential Metafunction

Teich (1999, p. 15) states that “The experiential refers to prepositional

content encoded as processes, events, the participants therein and the accompanying

circumstances, the types of objects referred to and their qualities. The logical refers

to some general organizing relations expressed, for instance, by dependencies

between elements in structure (e.g. hypotactic versus paratactic organization)”.

Moreover, Bloor and Bloor (2004, p. 10) state that experiential relates to the

perceptions or ideas about the world, yet the logical represents the relationships

between the perceptions or ideas.

Also called Clause as Representation, the clause represents the ‘content’ of

our experiences, answering the question ‘Who does what to whom’. This

metafunction uses the grammatical system of transitivity. Although sharing the

traditional view of transitivity that the focus is on the verb group (process),

Thompson (2004, p.7) states that SFG refers to the system as describing the whole

of clause. It can be concluded that through systemic functional grammar, it

describing the ideology and power of language.

2. Procedure Text

Procedure text is a kind of text that telling people to do or to make something

through some stages need to be accomplished. To build a procedure text,

Derewianka (1990) lists the organization of the procedure text as follows:

a. Goal (what to achieve, mostly written as the tittle of the text)

b. Materials (things needed to achieve the goal that will be used from the

beginning until the end of the text)

c. Methods (series of steps the readers or listeners need to do to achieve the goal)

Derewianka (1990) also mentions that a good procedure text, there should be

covered some linguistic features.

a. Connectors marking the time or sequence like first, second, then, after that,

finally and many others

b. Action verbs to draw a vivid description for readers or listeners so they do

exactly like what is supposed to be done

c. Using imperative sentences

d. Involves the information of how, when and where in the steps or methods to

give detail description to do the steps

C. Data Analysis

In the process of analysing interpersonal meaning, the writer analysed the texts

by existence of mood and modality types, mood types were divided into three

categories; declarative mood, question is realized by interrogative mood, command

is realized by imperative mood. And modality were categorized as value of modality,

and polarity system which is contained in the sentence. The values were categorized

in high, medium, and low. Then the polarity of the text will be positive and negative.

It means the value of modality type and polarity analysis can be described the author

meaning and how strong the statements or statements the author in the text.

This written assignment is an analysis of genre. The type of text analyzed is

procedure text which covers the topic about one method for improving basketball

shooting skills. The text is considered the best because it coherently and accurately

presents the information in relation to the topic proposed. The essay is well

organized and occasional language errors that are presented do not result in

inaccurate or imprecise presentation of content or connection. Moreover, this topic

which is about one method for improving basketball shooting skills is chosen

because it is considered appropriate to be taught to junior high school students. It

represents the skills that should be acquired by the basketball player to do the better

shooting.

This assignment will analyze the organization of the text; how each stage is

arranged together to achieve the purpose of the text and also reaches the social

function of this analytical exposition text. Besides, the register (field, tenor, and

mode) of the text will also be analyzed. It will be seen from the language features

the writer puts forward in the text. The analysis will be put in comment section.

Reference : scpergell

A. Literature Review : derewianka

Genre/register : aspek to be consider in Eggins.

The content of situation USING SFL :

Procedure text : goal, materials, methods

B. Methodology : qualitative descriptive text

Data Collection

Data Analysis

C. Findings and discussion

The result from genre analysis of expert text displays below on the table.

However, agood procedural text should comprise the goal, material (and

tools), steps. ...

The example of procedure text THE ANALYSIS OF GENREOF THE

EXPERT TEXT

Text organization

Goal The text tells the goal..

Materials

The materials arementioned as can be

seenon the left column. It is stated that

it needs : a basketball, hoop,..

Methods/steps

This expert text involves these things

below as its language features : the text

mostly presents sentences in

imperatives form without the explicit

subject mention. The subject refers to

the reader.

Analysis the Context of Situation

a. Investigating field

b. Investigating tenor

c. Investigating mode

The analysis of context of situation through interpersonal, experiental, and textual

metafunctions

The example:

The organization of a procedure text

The parts of the procedure : the goal, equipment, steps.

Language features of a procedure text : connectors, action verbs, using imperatives

sentence.

Example analysis

The Interpersonal, Experiential, And Textual Metafunction Analysis Of The

Text

The following is one method for improving basketball shooting skills.

The

following

Is

One method for improving

basketball

shooting

skills

Subject Finite Predicator Complement Adjunct

Mood Residue

Token Process:

relational,

identifying

Value

Experiential Rheme

Theme

You will need a basketball, hoop, with backboard and chalk.

You Will Need a basketball,

hoop, with

backboard and

chalk

Subject Finite Predicator Complement

Mood Residue

Senser Process: mental, desideration Phenomenon

Experiential Rheme

Theme

1. Measure three metres from the pole and draw a line with the chalk.

Measure Three metres From the

pole

And Draw A line With the

chalk

Predicato

r

Complement Adjunct Conjuncti

ve Adjunct

Predicator Complemen

t

Adjunct

Residue

Process:

Material

Goal Circumstan

ce

Process:

Material

goal Circumst

ance

Interpers

onal

Rheme Interperso

nal

Rheme

Theme Theme

2. Stand at this line.

Stand at this line

Predicator Adjunct

Residue

Process: material Circumstance

Interpersonal Rheme

Theme

3. Place the left hand under the basketball and put the right hand on top.

Place the left

hand

under the

basketball

And Put the right

hand

On top

Predicato

r

Complemen

t

Adjunct Conjuncti

ve

Adjunct

Predicator Comple

ment

Adjunct

Residue

Process:

Material

Goal circumstan

ce

Process:

Material

goal Circumstan

ce

Interpersonal Rheme Interpersonal Rheme

Theme Theme

4. Roll the ball between the hands so that it balances on the fingers of the right

hand.

Roll the balll Between

the hands

so

that

it balances on the fingers

of the right

hand.

Predicator Complement Adjunct subject Finite Predicator Adjunct

Residue Mood Residue

Process:

Material

Goal Circumst

ance

Actor Process:

Material

Circumstance

Interpersonal Rheme Experiential Rheme

Theme Theme

5. Look at the centre of the square on the backboard.

Look at the center of the square on the backboard

Predicator Complement Circumstantial Adjunct

Residue

Process:

Material

Goal Circumstance

Interpersonal Rheme

Theme

6. Flick the basketball off the fingers in the direction of the centre of the

square.

Flick the basketballl Off the fingers in the direction of the centre of the

square

Predicator Complement Adjunct

Residue

Process:

Material

Goal Circumstance

interpersonal Rheme

Theme

7. Repeat the process until the ball goes into the basket ten out of ten times

Repeat the process until the ball goes into the

basket

ten out

of ten

times

Predicator Complement Adjunct subject Finite predicator Adjunct

Residue Mood Residue

Process:

Material

Goal Circumstance Actor Process: Material Circumst

ance

interpersonal Rheme Experiential Rheme

Theme Theme

The analysis of interpersonal meaning, scprl p.194

Experiential

meanings

Field of discourse Commentary

Interpersonal

meanings

Tenor of discourse Commentary

Mood selections

Measure, draw,

stand,place, roll,

flick, repeat

Person selections

2nd=You =

student/ reader

appraisal

Adjunct

Agentive or societal

roles

-Students and

teacher

-players and

coach/instructur.

Status

Unequal

Social distance

Maximal

The only speaker is

the teacher/

instructur/coach.

Almost all the

clauses in this text

are in imperative –

the speaker

demands action and

the other

participants ...

Textual meanings Mode of discourse Commentary

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