Types of Sentence Meaning

CHAPTER II THEORETICAL FRAMEWORK 2.1 Systemic Functional Linguistics (SFL) Systemic Functional Linguistics (SFL) is a theory about language as a resource for making meaning which is situated in context of situation and a context of culture. SFL was developed by M.A.K Halliday, a professor of Linguistics from University of Sydney, Australia. This theory is based on Firth’s system structure theory. Firth developed Malinowski concepts of context of situation and context of culture. According to Halliday (1985:130), “ Systemic theory is a theory of meaning as choice, by which language or any other linguistic system is interpreted as networks of interlocking options : ‘either this or that, or the other’, ‘either more like the one or more like the other’, and so on”. Then, Sinar (2002:71) in her dissertation Phasal and Experential in Lecture Discourse : A Systemic Functional Analysis explains the abbreviation of SFLT in order to ease the meaning of SFLT such as the following : “The letter “S” for “systemic” implies three main senses, that is study pays attention to (1) the systemic relations and their choices in probabilities in system network of relations and choices starting from general to specific features, which are vertical or paradigmatic in nature. (2) the systems of meaning that are involved and interrelated with respect to the phenomena being investigated and (3) the systems of meaning that lie behind, below, around, above or beyond the phenomena being investigated. The use of letter “F” for “functional” implies three main senses, namely, that this study pays attention to (1) the functional realizations of the system in structures and patterns, which are structurally horizontal syntagmatic in nature, (2) the semiotic functions or meanings that are at work or in operation, and (3) the semiotic functions or Universitas Sumatera Utara meanings that operate in various semiotic levels and dimensions. The letter “L” for “linguistics” here is used to imply two main senses, namely, (1) that the framework of this study belongs to and derives from a ‘discipline’ called “linguistics”, (2) in its investigation of the phenomena this study applies a language-based approach which is interpreted as being semiotic, thematic and transdisciplinary in nature. The letter “T” for “theory”, which is bound to the “SFL” and taken together as one term in this context, carries the meaning that this study adopts a theory that would be referred to by many as representing a particular theory within the so-called linguistics”. It is obvious that when analyzing a text, the grammar becomes a prominent thing to describe how language works. SFL believes that grammar and meaning are closely related. Grammar becomes a study of how meanings are built up through of words when language acts are performed as the expression of meaning. The way how language work involves the idea that a language consists of a set of system, each of it offers the speakers or writers a choice of ways expressing meanings because the form of the language that is used by a speaker represents meanings. In short, we make a meaning through our choice and use of works and systemic study of language in use is how we make sense of our meanings. 2.2 The Metafunctions of Language When human beings express their needs through language, they are making meanings, which is a functional language. It means that language is doing a function. According to Halliday there are three functions or meanings of language, they are ideational function, interpersonal function and textual function. These are called “Metafunctions of Language”. The ideational, the interpersonal and the textual function are related to the grammatical functions and are realized by clauses. Universitas Sumatera Utara 2.2.1 Ideational Function Ideational function consists of two sub functions: the experential and the logical. The experiential function is concerned with the context or ideas, while the logical function is concerned with the relationship between ideas. The experiential or representational function of language is realized by the transitivity system of language, which is interpreted as what is going on process relating to material actions, events, states and relations. Halliday (1994:107-109) has linguistically classified the various processes into six principle processes types: (1) material, (2) mental, (3) relational, (4) behavioral, (5) verbal, (6) existential. These processes consist of three elements, they are: (1) Processes itself, according to the characteristics is realized by verb or phrase of verb, (2) The participants in process, according to the characteristics is realized by noun or phrase of noun, (3) Circumstances associate with the process, is realized by adverb or phrase of preposisition. 1) Material Process Material process is processes of material doing or happening physically, in which involve some other participant or entity. They are Actor, the entity or which does something and Goal, the entity which maybe done. For example: I was waiting for so long I was waiting You for so long Actor Process : Material Goal Circumstances 2) Mental Process Universitas Sumatera Utara Mental process is processes of sensing: feeling, thinking and perceiving which involves some other participants, Senser is by definition a conscious being for only those who are conscious can feel, think and see, and Phenomenon is that which is sensed, felt, thought or seen. For example: I see a light in the sky. I see a light in the sky Senser Process : Mental Phenomenon Circumstances 3) Relational Process Relational process involves states of being including, whose central meaning is something (attribute, identity). They can be classified according to whether they are being used to identity something or to assign a quality to something. Process which establishes an identity is called Identifying process which has the participant roles as Token and Value. While the process which assigns a quality is called Attributive process which has the participants roles as Carrier and Attribute. a. Identifying Process Identifying process is not about describing or classifying, but defining. The meaning of an identifying intensive is that “X serves to define the identity of Y”. In this process, the participants roles are Token and Value. Token stands for what is being defined, while Value defines. For example: But very wise was he But very wise was he Token Identifying Value Universitas Sumatera Utara All identifying clauses are reversible; as shown below: But he was very wise Value Identifying Token Halliday (1985:115) points out that “Semantically token will be a ‘sign’, name, form, holder or occupant of value which gives the meaning, referent, function, status or role. While, value is the nominal group which contains the name which gives the classification. Token will always be subject in active clause, while, value will always be subject in the passive form. b. Attributive Process In Attributive sub type, a quality, classification or descriptive epithet is assigned to a participant (carrier) which is realized by noun or nominal group. Attribute is a quality or epithet ascribed to carrier (means that “X carriers attribute a”) while carrier (means X member of class a”). On the contrary to identifying clauses, the essentially characteristics of the attributive clauses is that they are not reversible. For example: It was dark It was dark Carrier Attributive Attribute These Identifying and attributive processes as the means for sub classified of Intensive, Possessive and Circumstantial. Beside, be, there are some verbs in Intensive such as: stay, become, feel, appear, equal, call, mean, and define and so on. In Possessive Universitas Sumatera Utara such as: have, own, belong to, involve, contain, provide and so on. While in Circumstantial are take up, follow, accompany, cost, last and so on. 4) Behavioral Process Behavioral processes are processes of physiological and psychological behavior, which may involve breathing, dreaming, snoring, smiling, hiccupping, looking, watching, listening, and pondering. There is one obligatory participant: Behaver. Like a Senser, the behaver is a conscious being. But the process is one of doing, not sensing. For example: I am not looking any more I am not looking any more Behaver Behavioral Circumstances Behavioral process can contain a second participant that is a Range: a restatement of the processes. This participant is called the Behavior. For example: He smiles a broad smile He smiles a broad smile Behaver Behavioral Behavior If there is another participant which is not restatement of the processes, it is called Phenomenon. For example: I wacth you I watch You Behaver Behavioral Phenomenon Universitas Sumatera Utara 5) Verbal Process Verbal process is processes of saying or of symbolically signaling. In verbal process, there are three participants are involved, they are: (1) Sayer, that is the participant responsible for verbal process who encodes a signal source, (2) Receiver, that is the one to whom the verbal process is directed or the one to whom the verbalization is addressed, (3) Traget, that is an entity or object is aimed at. The message which is addressed is called Verbiage. For example: Everyone told me Everyone told Me Sayer Process: Verbal Receiver We spoke of many things Sayer Verbal Target We spoke of many things He tells the truth to the court He tells the truth to the court Sayer Verbal Verbiage Receiver 6) Existential Process Halliday (1994:142) defines, “Existential process as a process of expressing something that exists or happens.” These processes are typically realized by be verbs (am, is, are, was, were, be, been, being) and other verbs such as exist, arise or some other Universitas Sumatera Utara verbs representing existence which, together with nouns or nominal groups, represents the participant function as Existent. For example: There was a boy There was a boy Existential Existent 2.2.2 Interpersonal Function Interpersonal meaning is an interpretation of language in its function as an exchange, which is doing function of language; it is concerned with language. This meaning represents the speaker’s meaning potential as intruder that takes into account the interactive nature of relations between the addresser (speaker/writer) and the addressee (listener/reader). Interpersonal function as clause of an exchange that represents speech role relationship. Halliday (1985d: 68-71) suggests,” Whenever two people use language to interact, one of the things they with it is establishing a relationship between them”. In this, Halliday (1994:68-69) also sets out two most fundamental types of speech role or function: (1) giving and, (2) demanding. The interpersonal meaning of language (clause) in its function as an exchange, in which clauses of the interpersonal meaning that function as clauses of exchange representing the speech role relationship, is realized by the Mood System of language. The mood system of clause is represented by the mood structure of the clause, which comprises two major elements: (1) mood, and (2) residue. In this case, the functional constituents that are involved in an exchange typically have mood-residue structures. A Universitas Sumatera Utara mood element of English consists of a subject and finite, whereas residue element consists of a predicator, one or more complements, and any number of different types of adjunct. For discussion of the interpersonal meaning in this sense, it will be discussed in the next point. An act of speaking is an interact, i.e. an exchange, in which there is something either given, which implies there is something received , or else demanded, which implies there is something given. If not, there is no interaction. In other words, in an interaction involving speaker and listener, the speaker is either giving something, which implies that the listener is receiving something or else demanding something, which implies that the listener is giving something in response. What is exchange (demanded/given or given/received) is a kind of commodity, and the commodity exchanged falls into two principal types: (1) goods and services, and (2) information. These two variables or types of commodity exchanged define the four primary speech functions of (1) offer, (2) command, (3) statement, and (4) question, examples: (1) May I help you? (offer) (2) Don’t shed a tear! (command) (3) I had to escape, the city was sticky and cruel. (statement) (4) Is that all right? or Who are you? (question) Have ever been in love? (question) These speech roles in exchange and commodities exchanged are shown in the table below. Table (1) Speech Function and Mood Structures (Halliday, 1994:69) Universitas Sumatera Utara Commodity Exchange Role in Exchange Giving Gramatical Realization : Demanding Gramatical Realisation Goods and Services Information Offer : Would you have tea pleased? Mood :Indicative, Interrogative, Yes-No Type, Positive Command : Go away! Statement : Love can touch us one time. Mood : Imperative, Negative Mood : Indicative, Declarative, NonExclamative, Positive Question : What you think about love? Mood: Indicative, Interrogative, WHQuestion, Positive. 2.2.3 Textual Function The textual meaning of language is an interpretation of language in its function as a message, which is a text-forming function of language. This is interpreted as a function that is intrinsic to language itself, but it is at the same time a function that is extrinsic to language, in the sense that it is linked with the situational (contextual) domain in which language (text) is embedded. At the clause level, the textual meaning is concerned with how intra-clausal elements are organized to make meanings. At the text level, it is concerned with how inter-clausal elements are organized to form a unified whole text that makes meanings. In this, the textual function indicates the way the text is organized or structured. The textual meaning of language (clause) in its function as a message is realized by the theme system of language (clause). The theme system of the clause is represented by the thematic structure of the clause, which comprises two major elements: (1) theme, and (2) rheme. At the clause level, the theme is realized as the departure point of the clause for Universitas Sumatera Utara the message. Halliday (1994:37) defines, “The Theme is one element in a particular structural configuration which, taken as a whole, organizes the clause as a message; this is the configuration of Theme + Rheme. A message consists of a Theme combined with a Rheme. Within that configuration, the Theme is the starting-point for the message; it is the ground from which the clause is taking off.” The clause theme structure is a grammatical structure, which arises out of semantic choices made at each of the grammatical ranks of group, clause and sentence. The hypothesis is that different types of thematic progression correlate with stylistic differences while the contents of themes correlate with the nature of a text. On the other hand, the rheme is the part of the message in which the theme is developed. In an analysis of a thematic structure of a text, it is possible to examine language in terms of Halliday's three metafunctions - the textual, the interpersonal and the ideational. For example: Right, students, today Textual Theme Interpersonal topical we focus to the grammar R h e m e As the above clause represents, the theme choices in the language may be of three kinds: (1) textual, (2) interpersonal, and (3) topical. The topical theme creates the topic that the speaker (we) chooses to make the point of departure of the message. The interpersonal theme Eggins (1994:278) occurs at the beginning of a clause when a constituent is assigned a Mood label (the unfused Finite, Modal Adjuncts: Mood, Polarity, and Comment). One example of this is the address term students shown in the clause above. The textual theme give thematic prominence to textual elements and has the function of linking one clause or clause element to another clause or clause element, whereby all clauses or clause elements are related to each other as such that they form a unified whole text within contexts (see the Universitas Sumatera Utara Right in the illustration). The rheme is focus to the grammar, which is the part of the message to which the theme is developed. Universitas Sumatera Utara [...]... configuration of Theme + Rheme A message consists of a Theme combined with a Rheme Within that configuration, the Theme is the starting-point for the message; it is the ground from which the clause is taking off.” The clause theme structure is a grammatical structure, which arises out of semantic choices made at each of the grammatical ranks of group, clause and sentence The hypothesis is that different types of. .. types of thematic progression correlate with stylistic differences while the contents of themes correlate with the nature of a text On the other hand, the rheme is the part of the message in which the theme is developed In an analysis of a thematic structure of a text, it is possible to examine language in terms of Halliday's three metafunctions - the textual, the interpersonal and the ideational For... language may be of three kinds: (1) textual, (2) interpersonal, and (3) topical The topical theme creates the topic that the speaker (we) chooses to make the point of departure of the message The interpersonal theme Eggins (1994:278) occurs at the beginning of a clause when a constituent is assigned a Mood label (the unfused Finite, Modal Adjuncts: Mood, Polarity, and Comment) One example of this is the... to textual elements and has the function of linking one clause or clause element to another clause or clause element, whereby all clauses or clause elements are related to each other as such that they form a unified whole text within contexts (see the Universitas Sumatera Utara Right in the illustration) The rheme is focus to the grammar, which is the part of the message to which the theme is developed . language consists of a set of system, each of it offers the speakers or writers a choice of ways expressing meanings because the form of the language that is used by a speaker represents meanings element of English consists of a subject and finite, whereas residue element consists of a predicator, one or more complements, and any number of different types of adjunct. For discussion of the. resource for making meaning which is situated in context of situation and a context of culture. SFL was developed by M.A.K Halliday, a professor of Linguistics from University of Sydney, Australia.