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The Clause Complex Construction Realised in The Short Story Entitiled "The Witch's Brew"

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  • STAI Putra Galuh Ciamis

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Systemic Functional Linguistics (SFL) is the choice of analysis theory offering effective tools to analyse the language difficulties and vagueness. One of the systemic analysis tools is clause complex which can simplify the structural and grammatical meanings of the analysed texts through the use of taxis systems and logico-semantic relations (Sagheer Eid, 2016). The proposed study is aimed at analysing systemic functional analysis of clause complex realised in a short story adopting Hallidayan linguistics perspective. The short story is taken from the collection of short stories entitled "The Whispering Knights" by Clare West. From the aforementioned short stories collection, the writers take a short story entitled "The Witch's Brew" written by Penelope Lively. By means of a descriptive study under Systemic Functional Linguistics theory as suggested by Halliday & Matthiessen (2014), the writers employ the analysis of taxis systems which cover elaboration, extension, and enhancement. Besides, logico-semantic relation is also analysed which covers projection and expansion. The findings reveal that there are 158 clause complexes which consist of 58 clause complexes of parataxis which are realized 37%, and 40 clause complexes of hypotaxis which are realised 25.3%. In conclusion, the short story is written by the dominant of parataxis then hypotaxis constructions.
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Journal of Applied Linguistics
Vol 1, No 1 (2019), pp.1-14
Available at:
https://www.e-journal.unper.ac.id/index.php/ALTICS/issue/archive
The Clause Complex Construction Realised in The Short Story Entitiled
“The Witch’s Brew”
Sri Kurnia Sarip1; Yusuf Hidayat2
1Universitas Negeri Semarang
2STAI Putra Galuh, Ciamis
nieasarif@ymail.com1; yusufhid@gmail.com2
Abstract
Systemic Functional Linguistics (SFL) is the choice of analysis theory offering effective tools to analyse
the language difficulties and vagueness. One of the systemic analysis tools is clause complex which
can simplify the structural and grammatical meanings of the analysed texts through the use of taxis
systems and logico-semantic relations (Sagheer Eid, 2016). The proposed study is aimed at analysing
systemic functional analysis of clause complex realised in a short story adopting Hallidayan linguistics
perspective. The short story is taken from the collection of short stories entitled “The Whispering
Knights” by Clare West. From the aforementioned short stories collection, the writers take a short story
entitled “The Witch’s Brew” written by Penelope Lively. By means of a descriptive study under
Systemic Functional Linguistics theory as suggested by Halliday & Matthiessen (2014), the writers
employ the analysis of taxis systems which cover elaboration, extension, and enhancement. Besides,
logico-semantic relation is also analysed which covers projection and expansion. The findings reveal
that there are 158 clause complexes which consist of 58 clause complexes of parataxis which are
realized 37%, and 40 clause complexes of hypotaxis which are realised 25.3%. In conclusion, the short
story is written by the dominant of parataxis then hypotaxis constructions.
Keywords: clause complex, taxis, parataxis, hypotaxis, short story
INTRODUCTION
Systemic functional linguistics henceforth
referred to by the initials SFL is a theory
which was firstly developed by Emeritus
Professor M.A.K. Halliday from Sydney
University, Australia. By the nature, SFL is
a branch of linguistics, at which the
grammar used and developed in it which is
well-known as systemic functional
grammar (henceforward SFG). Halliday
then elaborated further with his wife,
Ruqaiya Hasan, and a number of his
colleagues including Michael Gregory,
Robin Fawcett, Gunther Kress, and Jim
Martin introduced SFL to all over the
world. Through their great efforts, later on,
SFL can be known and learnt by most of
students around the world. Because SFL
was firstly developed in Australia, lately
SFL is also well-known as the Australian
perspective (Callaghan and Rothery, 1988:
22-23; Halliday & Webster, 2009: vii-3).
The theory of SFL views language as a
source used by people to accomplish their
purposes by expressing meaning language
focuses meaning and how language is
structured to mean.
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in context (Bloor and Bloor, 2004: 2;
Wattless & Radic-Bojanic, 2007: 47).
Besides, SFL as a function theory of on SFL
works through emphasizing on the
semogenic (meaning-making) which
systematically explores how the structure of
a language enables people to achieve their
purposes in social context (Derewianka,
1990: 3-4; Halliday & Webster, 2009: 8). In
the application, SFL provides people use to
get thing done in various social contexts,
for instance, buying and selling goods,
making appointment, chatting with friends,
writing shopping lists, writing business
letters, short story, and so forth (Bloor &
Bloor, 2004: 4).
Systemic Functional Linguistics (SFL)
Systemic Functional Linguistics is
defined as a way of looking at grammar in
terms of how grammar is used (Martin et
al., 1997). It also labels elements of the
clause in terms of the function within the
clause rather than the word class because
clauses represent meanings through
ideational, interpersonal, and textual
simultaneously rather than sentences
(Gallardo, 2006: 738; Gerot & Wignell,
1994: 6; Martin & Rose, 2007). In harmony
with the statement above, Eggins (1994: 22;
2004: 20-21) states that SFL has been
described as a functional-semantic
approach to language which explore both
how people use language in different
contexts, and how language is structured to
used as a semiotic system.
Dealing with the definitions above,
SFL can be inferred as the term used to
view how grammar is used within the
clause rather than the sentence. In addition,
it also can be understood as a semantic
approach at which the texts contain a
complex social-semiotic relation between
language, society, and culture. It is also
important to be recognized that the purpose
of SFL is to develop both a theory about
language as social process and an analytical
methodology which permits the detailed
and systemic description of language
patterns (Eggins, 1994: 23). In conclusion,
SFL can be drawn as the way at which it
views a language as a source used by people
to accomplish their purposes by expressing
their meaning in context.
Clause Complex
Halliday and Matthiessen (2014, p.
428) state “The phenomenon ‘from above’
that is, from the point of view of how the
flow of events is construed in the
development of text at the level of
semantics”. It means that it is used to
investigate how clauses are linked to one
another by means of some kind of logico-
semantic relation to form clause complexes.
Halliday and Matthiessen (2014, p.
428) asserted that clause complex is a
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sequence of clause are linked to one another
by logico-semantic relation that are
presented as textually related messages.
Moreover, Bisiada (2013, p. 46) stated that
“A clause complex is the
lexicogrammatical equivalent of what is
graphologically realized as a ‘sentence’,
and in an analysis exclusively concerned
with written text, the two terms can be used
interchangeably’.
In relation to this theory, the writer
construes that clause complex is a group of
clauses are linked to another and both
logico-semantic relation and taxis that can
be used interchangeably. One clause
complex can be treated as a sentence. To
differentiate clause and sentence, the writer
compares them based on Gerot and Wignell
(1994) theory. Furthermore, Gerot and
Wignell (1994, p. 82) provide the rank scale
which point out the comparison of clause
and sentence of Traditional Grammar and
Systemic Functional Grammar. The rank
scale is presented as table 1 below.
Table 1. The rank scale of Traditional Grammar vs Systemic Functional Grammar
Traditional (written)
Sentence
Phrase
Word
Systemic Functional (written and spoken)
Clause
Group
Word
(Adopted from Gerot and Wignell, 1994, p. 82)
Gerot and Wignell (1994, p. 82) state
that a clause can be defined as the largest
grammatical unit, and a clause complex is
two or more clause logically connected. A
clause complex may be single, consisting of
only one clause, or more than one clause. In
addition, Butt, et al., (2000, p. 30) stated
that clause complex is a group of clauses
that work together through some kind of
logical relationship.
Taxis
SFL covers spoken and written form
which are assumed as a text (Derewianka,
1990; Halliday & Webster, 2009 as quoted
by Hidayat (2014, p. 26-27). SFL covers
not only context, but also metafunction.
One of metafunctions is logical meaning at
which its grammar elements cover taxis as
the so-called the type of interpendency.
Taxis consists of two degree. Those are:
parataxis (equal status) and hypotaxis
(unequal status). The first system of taxis is
parataxis. Gerot and Wignell (1994, p. 92)
state that parataxis is used when one clause
follows on from one another. It refers to
clauses as being initiating or
continuing.Then, the second system of taxis
is hypotaxis. The term hypotaxis is also
called subordination at which it is used to
refer to relationship whether one clause is
dependent or not towards another clause. In
analysing practices, clauses are marked by
alpha, betha, gamma, and so on (Gerot and
Wignell, 1994, p. 92).
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The second system determines how
one clause is related to another at which the
clause refers to logico-semantic relations. It
covers two general types based on
expansion and projection.By expansion,
one clause is elaborated, extended or
enhanced by another, while projection
relations involve locution and idea
(Halliday and Matthiessen, 2014, p. 443).
In relation to expansion, both the taxis
and the logico-semantic relationship, taxis
and logico-semantic relationship can be
identified by the marker which joins the
clauses can be seen in table 2 below.
Table 2. Identification of Expansion both taxis and logico-semantic relationship
Elaborating
Extending
Enhancing
Paratactic
That is to say or (rather)
In other words
For example
For instance
In fact, like
And, but
So, then
For, thus
Or else
Still
Otherwise
Hypotactic
Which
Whereas
As, while
When, where
Because, if
Even though
Despite
(Adopted from Gerot and Wignell, 1994, p. 94)
Based on the table above, it identifies
that relation of expansion both the taxis and
the logico-semantic at which those are
parataxis and hypotaxis that have
classification with regard to elaborating,
extending, and enhancing. Meanwhile,
elaborating in parataxis consists of
coordinator. For instance; that is to say or
(rather), in other words, for example, for
instance, in fact, and like. Extending in
parataxis consists of and, but, not only, but
also, except, or yet. Enhancing in parataxis
consists of so, then, for, thus, or else, still,
or otherwise.
In addition, elaborating in hypotaxis
consists of subordinator. For instance;
which, Extending in hypotaxis consists of
whereas, while, instead, besides, or rather
than. Enhancing in hypotaxis consists of as,
while, when, where, because, if, even
though, or despite. Those marks usually
appear in the texts such the short story.
Expansion links processes by
providing additional information. It
involves three types of relationship:
elaboration, extension, and enhancement as
can be seen in the following table 3 below.
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Table 3. Three Types of Relationship in Expansion Links
Paratactic
Hypotactic
Elaboration
Specifying in greater detail,
restatement,
eexemplification, and
comment
1 I tidied up my messy desk
=2 it needed it
αJohn ran away,
which surprised
everyone.
Extension
Extending the meaning of
one clause by adding
something new.
1 I tidied up my messy desk
+2 and I finished revising a
paper
αJohn ran away,
whereas Fred stayed
behind.
Enhancement
Involving circumstancial
relationship (temporal,
conditional, causal,
concessive, spatial, manner)
where the circumstancial is
coded as a new clause rather
than within a clause
I tidied up my messy desk
x2 so I have somewhere to
write again
αI tidied up my messy desk
β because I couldn’t find the
meeting agenda
(Adopted from Gerot and Wignell, 1994, p. 94)
The aforementioned table 3 consists of
summary of a brief definition of each
category completed with the example.
Elaboration can be defined as one of clause
expands another by restating, specifying,
commenting, and exemplifying.
Furthermore, there are some examples of
paratactic and hypotactic construction of
elaboration.
Example 1: parataxis
1 I tidied up my messy desk
=2 it needed it
The example above involve to
parataxis/expansion/elaboration. It is
parataxis which is marked without
subordination.
Example 2: hypotaxis
α John ran away,
=β which surprised everyone.
The previous example, involves to
hypotaxis/expansion/elaboration. The
example of hypotaxis is marked through
applying the subordination which. In
addition, the example of expansion is
marked by putting the subordination which
that refers to elaboration.
Short Story
A short story is understood as a
narrative that can be read at one sitting of
from one-half hour to two hours (Abrams,
1970 in Ceylana, 2016, p. 313). In the other
hands, a short story is considered to be one
of the oldest forms of the narrative in the
world of literature at which it is the natural
heir of the oral tale. The short story started
verbally, people meet and begin telling
stories to each other (Mahdi, 2014, p. 71).
Referring to the definition of a short
story aforementioned, it can be understood
that a short story is a kind of narrative genre
which is read at the short amount of time. A
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short story normally has characters, plot,
conflict, and resolution.
Research Questions
In this study, the writers intend to
answer two research questions. Those
research questions are as follow.
1. How are the parataxis (elaboration,
extension, and enhancement)
constructions realized inthe short
story?
2. How are the hypotaxis (elaboration,
extension, and enhancement)
constructions realized inthe short
story?
METHOD
Source of the data
Concerning the source of data, the
writers took a short story from the
collection of short stories entitled The
Witch’s Brew” written by Penelope Lively,
and it was published by Oxford. Because
the short story was published by Oxford,
the writers assume that it is valid text taken
as the data.
Instrument
For instruments, the writers use table of
taxis systems to gain and analyse the data
from the result of the short story analysis.
The data were analysed based on each sub-
system of taxis: elaboration, extension and
enhancement. Besides, logico-semantic
relation is also used to analyse which covers
locution and idea. The instrument was used
for analysing taxis systems at which it is
shown by table 4 (See Appendix A).
Procedures
The writers employed the procedures
of collecting data through choices the short
story written by Penelope Lively to gain
authentic data through the use of taxis
system. There are some procedures in
analysing data as follows:
a. Reading
The writers read several times to
catch the meaning delivered by the
author of the short story. By reading
the short story several times, it is
expected that the writers understand
the flow of information delivered.
b. Categorizing
After reading the text several
times, the writers segemented
sentences into the clause and highlight
the words in the text which are
categorized taxis systems.
c. Analysing
After categorizing the taxis
system, the writers then analysed based
on the data from the short story.
Data analysis
To analyse the data, the short story is
analysed based on taxis systems. The
constituent of taxis consists of parataxis and
hypotaxis, and also logico-semantic
relation. Meanwhile, in parataxis and
hypotaxis, it covers elaboration, extension,
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and enhancement. Then, in logico-semantic
relations, it covers projection and
expansion (Halliday and Matthiessen,
2004, p. 373; 2014, p. 438). There are
several steps in analysing clause
complexes. The example of the first step of
clause complexes analysis can be seen on
table 5 (See Appendix B).
The table 5 aforementioned consists of
the first step of clause complexes analysis,
at which the writers segmented the short
story one by one from the clause complexes
into moves. Then, the writers mark them by
Greek letter, such as α, β, γ, etc or numbers
such as 1, 2, 3, etc. The last, the writers
categorized them whether those are
parataxis or hypotaxis and linked by logico-
semantic relation. Next, the example of the
second step of clause complexes analysis
can be seen in the table 6 (See Appendix C).
Based on table 6 aforementioned, there
were seven columns in the second step of
clause complexes analysis. The first
column is filled by number of taxis category
and logico-semantic relation. The second
column is filled by taxis category and
logico-semantic relation. For instance;
P/E/Ex, H/E/El. Then, the third column is
filled by number of clause. Afterwards, the
fourth column is filled by the total of clause
complexes. Later, the fifth column is filled
by the realization of parataxis. Next, the
sixth column is filled by the realization of
hypotaxis, and the last column is filled by
percentage.
FINDINGS AND DISCUSSION
The writers delineated the data findings
of the study. The writers applied clause
complexes analysis to analyse parataxis and
hypotaxis combined by logico-semantic
relation as suggested by Halliday and
Matthiessen (2014, p. 438); Gerot and
Wignell (1994, p. 92); and But, et al.,
(2000, p. 29). The findings of the study are
as follow:
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Table 7. The realization of Taxis and logico-semantic relation
No.
Category
No. of Clause
Total
The
realization
of Parataxis
The
realization
of
Hypotaxis
Percentage
1
P/EN/El
3, 12, 80, 83, 87, 91, 123, 130,
144, 148
10
58
17,20%
2
P/EN/Ex
2, 3, 11, 13, 14, 26, 53, 57, 60, 67,
71, 76, 80, 81, 87, 96, 99, 100,
115, 116, 117, 123, 126, 130, 132,
136, 144, 145
29
50%
3
P/EN/En
4, 54, 80, 123
4
6,90%
4
P/Pr/L
6, 56, 79, 95, 107, 109, 125
7
12,10%
5
P/Pr/I
18, 19, 30, 50, 52, 70, 101, 102
8
13,80%
6
H/EN/El
2, 11, 14, 15, 16, 56, 79, 89, 90,
148
10
40
25%
7
H/EN/En
1, 3, 9, 11, 53, 54, 58, 75, 76, 97,
123, 140, 145, 158
14
35%
8
H/Pr/L
114, 138
2
5%
9
H/Pr/I
17, 21, 23, 39, 45, 47, 48, 49, 50,
51, 73, 102, 118, 131
14
35%
Total of
clauses
158
98
37%
25%
Note:
P : Parataxis
H : hypotaxis
EN : Expansion
Pr : Projection
El : Elaboration
Ex : Extension
En : Enhancement
L : Locution
I : Idea
From the table 7 aforementioned, it
was found that elaboration in building
parataxis was realised 10 clause complexes.
Meanwhile, elaboration in building
hypotaxis was realised in 10 clause
complexes. In other words, elaboration in
building parataxis was realised 17.20%, and
elaboration in building hypotaxis was
realised 25% which were constructed in the
short story. Afterwards, extension in
building parataxis was realised 29 clause
complexes. Meanwhile, there is not
extension realisation in the short story. In
other words, extension in building parataxis
was realised 50%.
Furthermore, enhancement in building
parataxis was realised in 4 clause
complexes, then enhancement in building
hypotaxis was realised in 14 clause
complexes. In other words, enhancement in
building parataxis was realised 6.9%,
meanwhile enhancement in building
Journal of Applied Linguistics
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hypotaxis was realised 35% which were
constructed in the short story.
Afterwards, projection was also
realised in parataxis and hypotaxis at which
projection in building parataxis was
realised in 15 clause complexes, then
projection in building hypotaxis was
realised in 16 clause complexes. In other
words, projection in building parataxis was
realised 25.9%, meanwhile projection in
building hypotaxis was realised 40%.
After highlighting the findings of this
research, the writers then delineate the
answer of the research questions. The first
research question is “How are the parataxis
(elaboration, extension, and enhancement)
constructions realised in the short story?”
Dealing with the table 7, the realization of
taxis and logico-semantic relation, the
constructions in the 58 clause complexes
are realised by 5 taxis categories:
Parataxis/Expansion/Elaboration which are
found in 10 clause complexes,
Parataxis/Expansion/Extension are found
in 29 clause complexes.
Parataxis/Expansion/ Enhancement are
found in 4 clause complexes.
Parataxis/Projection/Locution are found in
7 clause complexes, and
Parataxis/Projection/Idea are found in 8
clause complexes.
The results of the first research
question are in line with the previous
research carried out by Rukmini (2014).
Rukmini’s research (2014) also focuses on
analysing the quality of clause complexes
in article abstracts written by Semarang
State University Graduate Students. The
study has succeeded to explore the taxis
constructions based on the article abstracts
written by Universitas Negeri Semarang
Graduate students.
Related to the present study, Rukmini
(2014) employed taxis system in analysing
article abstracts. Actually, it has similarity
to the present study carried out by the
writers, particularly on the aspect of taxis.
Through this similarity, the previous study
investigated the taxis sytem on clause
complex. Thus, this previous study is going
to be the reference for the writers to analyze
taxis system. Meanwhile, the data are in the
form of the article abstracts which covers
taxis system such parataxis, hypotaxis, and
logico-semantic relation.
Meanwhile, the second research
question is “How are the hypotaxis
(elaboration, extension, and enhancement)
constructions realized in the short story?”
Dealing with the table 7, the realization of
taxis and logico-semantic relation, the
constructions in the 40 clause complexes
are realized by 4 taxis categories:
Hypotaxis/Expansion/Elaboration are
found in 10 clause complexes,
Hypotaxis/Expansion/ Enhancement are
found in 14 clause complexes,
Hypotaxis/Projection/Locution are found in
Journal of Applied Linguistics
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10
2 clause complexes, and
Hypotaxis/Projection/Idea are found in 14
clause complexes.
The results of the second research
question are in line with the previous
research carried out by Ngongo (2018).
Ngongo’s research (2018) also focuses on
taxis and logico-semantic relation. His
research entitled on taxis and logico-
semantic relation in undergraduate
students’ English theses writing text: a
Systemic Functional Linguistics
Approach”. His study focused on 10
English theses writing texts written by
undergraduate students of Artha Wacana
Christian University. The results showed
that hypotaxis was used higher than
parataxis.
In short, the study aims at finding out
the realization of taxis taken from English
theses writing texts written by
undergraduate students. He took 10 English
theses writing texts, then it was analysed by
applying Halliday framework (1994). The
results of the study reported that the use of
taxis and logico-semantic in theses writing
realized textual meaning of text that is
important for a text cohesion. Related to
present study conducted by the writers, it
has similarity to Ngongo’s (2018) study.
This present study also focuses on taxis and
logico-semantic relation.
CONCLUSIONS
Based on the analysis as pointed out in
preceeding point, it results that Parataxis is
realized in 5 taxis categories, those are (1)
Parataxis/ Expansion/ Elaboration, (2)
Parataxis/ Expansion/ Extention, (3)
Parataxis/ Expansion/ Enhancement, (4)
Parataxis/ Projection/ Locution, and (5)
Parataxis/ Projection/ Idea. Furthermore,
hypotaxis is realized in 4 taxis categories.
Those are (1) Hypotaxis/ Expansion/
Elaboration, (2) Hypotaxis/ Expansion/
Enhancement, (3) Hypotaxis/ Projection/
Idea, and (4) Hypotaxis/ Projection/
Locution. Based on the aforementioned
data description, ‘that’ is the most
frequently subordinations or subordinators
used in hypotaxis constructed in clause
complexes in the texts.
Based on the data analysis
aforementioned, parataxis is more
dominant than hypotaxis realized in clause
complexes in the short story. This could be
seen that 37% of parataxis is constructed in
the text, meanwhile 25.3% of hypotaxis is
constructed in the texts.
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Journal of Applied Linguistics
1(1), November 2019
13
APPENDICES
Appendix A
Taxis Systems
Table 4. Taxis Systems
No.
Category
No. of Clause
Total
The
realization
of Parataxis
The
realization
of
Hypotaxis
Percentage
Total of
clauses
Appendix B
The example of the first step of clause complexes analysis
Table 5. The example of the first step of clause complexes analysis
AN
cl. No
Marking
Clause Complexes
Moves
Category
Journal of Applied Linguistics
1(1), November 2019
14
Appendix C
The example of the second step of clause complexes analysis
Table 6. The example of the second step of clause complexes analysis
No.
Category
No. of Clause
Total
The
realization
of Parataxis
The
realization
of
Hypotaxis
Percentage
Total of
clauses
... Several previous studies have been conducted on COVID-19-related news through transitivity analysis (Fadilah & Kuswoyo, 2021), through interpersonal function , through humor (Mulyadi, Yusuf, & Siregar, 2021;Yusuf, Mono, & Humaizi, 2023), and through critical discourse analysis (Mintarsih et al., 2020;Wang, 2021). Moreover, studies related to clause complexes in many settings have been performed by scholars, such as in research abstracts (Raputri, 2022;Sinar et al., 2023), short stories (Sarip & Hidayat, 2019), conversations ( Ifadloh & Nufus, 2017;Kurniawati & Astika, 2011;Zein et al., 2021), and exposition texts (Kurniawan et al., 2021). Based on the background presented in advance and the findings of previous studies, the clause complex is crucial for analyzing news about COVID-19 because it provides a systematic framework for understanding how information is constructed, organized, and conveyed through language. ...
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Subjectivity is a crucial problem in the news and can be seen through the representation of clause projection. This current study attempts to investigate the subjectivity portrayed in online news text. Dealing with this, qualitative approach through content analysis method was used as research design. The data were selected purposively from twenty online news from reputable newspaper in Indonesia under the theme of COVID-19 pandemic. The data itself were in the clauses forms and analyzed by using the theory of logical function. Based on the analysis, it is concluded that that the news has low subjectivity indicated by the domination of locution clauses rather than idea clauses (either in paratactic or hypotactic form). Locution clause are represented by the process such as ujar (said), ungkap (state), berkata (said), tambah (add), terang (explain), jelas (explain), urai (elaborate), tutur (state), and imbuh (add). Meanwhile, the indication of ‘subjectivity’ in the data includes the idea clauses represented by the process such as pungkas (conclude), menurut (thinks), pikir (thinks), and asumsi (assume). It can be inferred that the news writers and editors consistently keep the information as original as it is by maintaining the objectivity.
... Dealing with the statement expressed by Westwood (2008) aforementioned, it can be summarized that in teaching reading in the classroom by using IRA, the teacher should teach the students by using variety of strategies. Those strategies cover: (1) the teacher asks for the students to focus on reading topic, (2) the teacher asks for the students to predict what issue that may be found in reading the text, (3) the teacher asks for the students to find the main idea in a paragraph, (4) the teacher asks for the students to find the key idea in a paragraph, (5) the teacher asks for the students to make some references or the new words, (6) the teacher asks for the students to summarize the points that you gain from the reading text, and (7) the teacher asks for the students to make a conclusion from the students' reading (Sarip & Hidayat, 2019;Mulyawati & Marini, 2022;Hidayat, 2023). ...
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Intensive reading approach (IRA) is a kind of reading approach which involves the detailed reading of texts with the two goals of understanding the text and learning language features. This study aims to explain the effects of intensive reading approach (IRA) toward the students' reading ability. In this study, the researchers addressed a research question: what the effects of intensive reading approach (IRA) towards the students' reading ability development? To find out the answer, the researchers applied qualitative method under survey design, particularly a cross-sectional survey design at which they administered questionnaires to 10 students of Early Childhood Education Department, STAI Putra Galuh Ciamis. The respondents were chosen randomly as the sample. The results of the study asserted that intensive reading approach (IRA) give the significant effects towards the students' reading ability at which they obtain new vocabularies, understand more the specific text, and write sentences by their own words. Besides, they are able to read the text faster and their interest in reading is enhanced more than the previous one. Thus, the effects of intensive reading approach (IRA) influence not only for the students' reading, but also for their writing ability. In conclusion, intensive reading approach (IRA) give significant effect towards the students' reading ability.
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This article aims to explain theme and rheme appeared in students' recount texts. Rheme is understood as the part of the clause in which the theme is developed. Meanwhile rheme is a medium to organise any text into a coherent whole. Based on the SFG theory, theme and rheme are parts of the element in textual meaning. Meanwhile textual meaning is a part of Systemic Functional Grammar (SFG). Halliday (1985) states that SFG understood as a way of describing lexical and grammatical choices from the systems of wording so that we are always aware of how language is being used to realise meaning. Explicitly, SFG focuses on realising meaning. Meaning is understood as three broad functions of language that are central to the way the grammar works in the language system. Those are (i) ideational meaning, (ii) interpersonal meaning, and (iii) textual meaning.
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Guided by the hypothesis that translation is a language contact situation that can influence language change, this study investigates a frequency shift from hypotactic to paratactic constructions in concessive and causal clauses in German management and business writing. The influence of the English SVO word order is assumed to cause language users of German to prefer verb-second, paratactic constructions to verb-final, hypotactic ones. The hypothesis is tested using a 1 million word diachronic corpus containing German translations and their source texts as well as a corpus of German non-translations. The texts date from 1982–3 and 2008, which allows a diachronic analysis of changes in the way English causal and concessive structures have been translated. The analysis shows that in the translations, parataxis is indeed becoming more frequent at the expense of hypotaxis, a phenomenon that, to some extent, also occurs in the non-translations. Based on a corpus of unedited draft translations, it can be shown that translators rather than editors are responsible for this shift. Most of the evidence, however, suggests that the shift towards parataxis is not predominantly caused by language contact with English. Instead, there seems to be a development towards syntactically simpler constructions in this genre, which is most evident in the strong tendency towards sentence-splitting and an increased use of sentence-initial conjunctions in translations and non-translations. This simplification seems to be compensated for, to some extent, by the establishment of pragmatic distinctions between specific causal and concessive conjunctions.
Using Functional Grammar an
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Butt, D., Rohandda, F., Susan, S., Colin, Y. (2000). Using Functional Grammar an