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.
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(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