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activity of helping the learning process. Brown (2000:7) states “Teaching is showing

or helping someone to learn how to do something, giving instruction, guiding in the

study of something, providing with knowledge, causing to know or understand.

Teaching is guiding and facilitating learning, enabling the learner to learn, setting the

conditions for learning. Our understanding of how the learner learns will determine

our philosophy of education, teaching style, approach, methods, and classroom

technique”.

Based on the theories above, it can be concluded that language learning and

teaching is an interaction between someone who tries to understand a language and

the other who helps him or her gain more information about the language.

2.2 Transitivity

Transitivity system belongs to experiential metafunctions. Transitivity is

normally understood as the grammatical feature which indicates if a verb takes a

direct object. When we look at the experiential metafunctions, we are looking at the

grammar of the clause as representation. It is called so because the clause in its

experiential function is a way of representing pattern of experience. Through the

system of transitivity, we can explore the clause in its aspects such is:

Who=does=what=to=whom, when, where, why or how

When people talk about what a word or sentence means, it is kind of meaning

they have in mind. Meaning in this sense is related to content or idea. So, here the

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clause that functions as the representation of processes explores by transitivity

system. A fundamental property of language is that it enables human being to build a

mental picture of reality, to make sense of their experience of what goes on around

them and inside them. The clause is the most significant grammatical unit, in this case

because it is the clause that function as the representation of processes. Transitivity

analysis offers a description of one of the structural strands of the clause. Transitivity

specifies the different types of process that are recognized in the language, and the

structures by which they are expressed.

According to Halliday (1985: 101) there are three semantic categories which

explain in general way about how phenomena of the real world are represented as

linguistic structures. They are:

The process it self

Participants in the process

Circumstances associated with the process

These provide the frame of reference for interpreting experience of what goes

on.

2.2.1 Circumstances

Circumstances answer such question as when, where, ehy, how, how many

and as what. Halliday (2004: 262) his classified into :

1. Time (temporal): tells when and is probed by when? How often? How long?

Example: Faisal goes to her girl friend house every Saturday night.

2. Place (spatial): tells where and is probed by where? How far?

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Example: Indra goes to his girlfriend house every Saturday night.

3. Manner: tells how. Circumstance of manner hass divided to 3 kinds, they are:

Means: tells by what means and is probed by what with.

Example: John goes by bicycle.

Quality: tells how and is probed by how?

Example: Ryan loved her madly, deeply, truly!

Comparison: tells like what and is probed by what like?

Example: Pesta was jumping around like a monkey on a roof.

4. Cause: tells why. Cause has three kind, they are:

Reason: tells what cause the process and is probed by why? Or how?

Example: the sheep died of thirst.

Purpose: tells the purpose and is probed by what for?

Example: stephanie went to market for new pencil.

Behalf: tells for whose sake and is probed for whom?

Example: Sastri went to the market for his mother.

5. Accompaniment: tells with(out) who or what and is probed by who or what

else?

Example: Rani left work without his briefcase.

6. Matter: Tells about what or with reference to what and probed by what about?

Example: This book is talking about functional grammar.

7. Role: Tells what as and is probed by as what?

Example: Silvi lived a quite life as a beekeeper.

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8. Contingency: Circumstances of contingency specify an element on which the

actualization of the process depends. Contingency has three kinds, they are:

Conditional have to obtain in order for process to be actualized; they have

the sense of ‘it’. They are expressed by propositional phrases with complex

preposition in case of, in the event of, on condition of.

Example: Andi get back to the bedroom and change clothes in case of

bloodstains.

Concession circumstantial construe frustrated cause, with the sense of

‘although’; they are expressed by prepositional phrase with the prepositions

despite, in spite of, or regardless.

Example: In spite of its beacon, many ships have been wrecked on this

rocky coast.

Default circumstantial have the sense of negative condition- ‘if not,

unless’; they are expressed by prepositional phrase with the complex

prepositions in the absence of, in default.

Example: In the absence of any prior agreement between the parties ass to

the rate of salvage payable, the amount is assessed, as a rule, by the

admiralty court.

9. Angle is related either to (i) the sayer of a ‘verbal’ clause, with the sense of

‘as...says’ or (ii) to the senser of a ‘mental’ clause, with the sense of

‘as...thinks’. we can all type (i) ‘source’ since it is used to represent the source

information.

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Example: according to the phlogistic theory, the part remaining after a

substance was burned was simply the original substance deprived of

phlogiston.

We can call type (ii) ‘viewpoint’ since it is used to represent the information

given by the clause from the somebody’s viewpoint, such as: to, in the

view/opinion of, from the stand point of.

Example: To Marry it seemed unlikely, they’re guilty in the eyes of the law.

2.2.2 Processes

Gerot and wignel (1994: 54) processes are central of Transitivity. Participants

and circumstances are incumbent upon the doings, happenings, feeling and beings.

We use term process and participant in analyzing what is represent through the use of

language. They center on the part of the clause which are realized by the verbal

group. They are also regerded as what “goings-on” and suggest many different kinds

of goings-on which necessarily involve different kinds of participant in varying

circumstances. While participants and circumstances are incumbent upon the doings,

happenings, feeling and beings.

Process can be subdivided into different types. There are six different process

types indentified by halliday in Gerot and Wignel (1994: 54), they are:

1. Material doing bodily, physically, materially

2. Mental sensing emotionally, intellectually, sensorilly

3. Relational being equal to, or some attribute of

4. Verbal saying lingually, signaling

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5. Behavioral behaving physiologically and psychologically

6. Existential existing there exist

Processes are realized by verbs. Traditional verbs have been defined as ‘doing

words’. But as the above lists indicates, some verbs are not doing words at all, but

rather express states of being or having. There are different orders of doings and

beings. For example, to write a funny story, to tell a funny story, and to hear a funny

story are three different orders of meaning.

According to statement above, the examples:

No. Process Example1. Material Sammy went up the hill.2. Mental Sammy realises the difficulties.3. Behavioral Sammy snores loudly.4. Verbal Sammy says ‘don’t eat a lot!’5. Relational Sammy is my favorite singer.6. Existential There’s a rabbit in the garden.

The tripartite interpretation of processes is what lies behind the grammatical

distinction of word classes into verbs, nouns, and the rest, a pattern that in some form or

other is probably universal among human languages. We can express this as Halliday (1985:

102)

Type of element Typically realized by:

(i). Process

(ii). Participant

(iii). Circumstance

Verbal group

Nominal group

Adverbial group or prepositional phrase

The concept of process, participant and circumstance are semantic categories

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which explain in the most general way how phenomena of the real world are

represented as linguistic structures.

In the following sections we shall explore the different types of process that

are built in to semantics of English, and the particular kinds of participant role that

are systematically associated with each.

1. Material Processes

Material processes are processes of material doing. Halliday (1985: 103)

material processes are processes of ‘doing’. They express the nation that some entity

‘does’ something-which may be done ‘to’ some other entity. So clauses with a

material process obligatorily have a doing (Process) and a doer (Participant).

The lion RunParticipant Process

Pesta wrote a letterParticipant Process Participant

The entity who or which does something is called “the actor”. Halliday (1985:

102) says, “the actor is the ‘logical subject’ of older terminology, and means the one

that does the deed.

Example: The mouse ran up the clock. In the sentence, ‘the mouse’ is a subject or

participant who does something.

A logical element is a function in transitivity structure. The traditional view of

transitivity in western linguistics is as follows.

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a. Every process has an Actor.

b. Some processes, but not all, also have second participant, which we shall call

GOAL.

the goal is the entity which may be done to.

Examples:

The lion run

ParticipantProcess

An actor

Pesta wrote a letter

ParticipantProcess

Participant

An actor The Goal

According to Halliday (1985: 104) there are two varieties of Material

Processes, they are:

Creative type

In the creative type, the Goal is brought about by the process.

Examples:

The leader Dissolved The commiteeActor Process: Material Goal

Pesta Wrote a letterActor Process: Material Goal

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Dispositive type

In the dispositive type, we have doings and happenings.

Examples:

Hiss boss Dismissed andiActor Process: Material Goal

My father ResignedActor Process: Material

Material process ‘take’ both the active and the passive voice. The active voice

is a happening rather a doing: the probe is not what did actor do? But what happen to

actor? The passive form is used, we can probe for an explicit actor-we can ask who

by?

Example: Active voice

Petter Sent the letterActor Process: Material Goal

Passive voice

The letter was sent by petterGoal Process: Material Actor

2. Mental processes

Mental processes is process of sensing. Gerot and Wignel (1994: 58) Mental

processes are ones of sensing such as: feeling, thinking, perceiving. Halliday

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(1985:111) Mental processes, on the other hand, are processes of feeling, thinking

and seeing. Mental processes have three types, they are:

a. Affective or reactive (feeling)

b. Cognitive (thinking)

c. Perceptive (perceiving through the five senses.)

Gerot and wignel (1994: 58) says, “Mental processes are mental, convert

kinds of goings-on.” Mental processes is different from material processes ones in

much as much the letter are physical, moving and overt doing. The participant in

Mental is not much acting or acting upon in a doing sense, as sensing – having

feelings, perceiving or thinking.

The participant roles in mental processes are:

Senser

The senser is by definition a conscious being, for only those who are consious

can feel, think and see.

Phenomenon

The phenomenon is which is sensed: felt, though or seen.

Examples:

The clause with senser and phenomenon.

Indra Doesn’t like dollParticipant

Process: MentalParticipant

Senser Phenomenon

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Silvi Likes BananaSenser Mental: affect phenomenon

Senser only:

Novi UnderstoodSenser Mental:cognitive

The active and passive form in Mental Process:

Active form:

Nella Likes BananaSenser Mental: affect phenomenon

Passive form:

Banana Is liked By nellaPhenomenon Mental: affect Senser

3. Behavioral processes

According to halliday (1985: 128) Behavioural processes are processes of

physiological and psychological behavioral, like breathing, dreaming, smiling,

laughing, etc.

There is one obligatory participant: the behaver. The Behaver is a conscious

being but the process is one of doing, not sensing, but sometimes involve a

‘behavior’.

Examples:

Indra Weep For me

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Participant Process circumstance

Behaver Behavioural Cause

The lion Roar loudlyParticipant Process circumstance

Behaver Behavioural Manner

4. Verbal Processes

Verbal processes are processes of saying, or more accurately, of symbolically

signaling. Halliday (1985: 129) verbal processes are processes of saying. A things

which need not to be a conscious being (signal source) is called the sayer. Gerot and

wignel (1994: 62) there are three participants in verbal processes, they are:

Reciever: The one to whom the verbalization is addressed.

Target: one acted upon verbally (insulted, complimented, etc)

Range/Verbiage: a name for the verbalization itself.

Examples:

Silvi Told Anna A rude jokeSayer verbal Target Verbiage

I Am always praising himSayer Verbal Target

5. Relational Processes

Relational processes are those of being. They can be classified according to

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whether they are baing used to identify something or to assign a quality to something.

In relational processes has two kinds, they are:

Identifying processes

Processes which establish an identity are called Identifying processes. In

Identifying processes the participant roles are Token and Value. Token which stands

for what is being defined, value which defined.

Attributive processes

Processes which assign a quality are called Attributive Processes. In

attributive the participant roles are Carrier and Atrribute. Attribute is a quality

or epithet ascribed to the carrier (X carriers the attribute) and carrier (X is a

member of the class “a”)

Example:

Attributive processes

David Is A good games playerCarrier Attributive AttributeIdentifying processess

Palepo May be The best games playerToken Identifying Value

There are three developments of the two sub types of relational process

(Halliday, 1985: 112)

Intensive (x is a)

Possesive (x has a)

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Circumstantial (x is at a)

Gerot and wignel (1994: 68) show the option of relational process as the

following:

Attributive: Carrier, attribute

Identifying: Token, Value

Relational Process

Intensive

Possessive

Circumstantial

Examples:

Cytoplasm Is Sort of a jelly-like materialCarrier Attributive: intensive AttributeFish have fish finCarrier Attributive: possessive Attribute

My home Is Inside of the cityCarrier Attributive: circumstantial Attribute

Atom Is The nucleus of the cellToken Identifying: intensive value

All cells Contain cytoplasmToken Identifying: possessive value

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Albumen Surrounds The yolkToken Identifying: circumstantial value

6. Existential Processes

Existential processes are processes of existence. Halliday (1985: 130) says, “Existential processes are represent that something exist or happens.” ‘There’ has no representational function; it is required because of the needs for a subject in English. Existential processes are expressed by verbs of existing: be, exist, arise and the extent can be a phenomenon of any kind. If in an existential clause containing a circumstantial element. The circumstantial element is Thematic, the word ‘there’ may be omitted.

Examples:

There’s A baby dog In the yardExistential Existent Circumstance: place

On the matinee jacket Was A blood-stainCircumstance: place Existential Existent

2.3 Writing

In general, writing is considered as a one-way transmission from writers’

mind to the working out of a graphic display. According to Knapp and Watkins

(2005:82), “Writing is itself a relatively disciplined activity and while discussion and

working with peers is important, so are the times to individually reflect on work and

independently complete a task”.

Writing is a thinking process in which getting ideas and arranging ideas in an

ordinary fashion are closely connected. Writing is not a sample of imagined because

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it is a process of linking words into sentences paragraph. In writing, the organization

of ideas is very important. When we talk about writing, we often think about elements

like word choice, grammar and content of evidence. But it is very important part of

effective writing and effective thinking too is clear, logical organization. So it means

that writing should communicative something clearly, precisely and unambiguously,

so that the readers can comprehend the writer of what is being written about.

2.3.1 Process of Writing

Harmer (2004 : 4) suggests four main elements of writing process to produce

a readable meaningful text:

Planning is the first process of writing. Before starting to write, writers

considered to try and decide what it is they are going to say. Some of them may

involve making detailed notes or just a few jotted words and the others may do their

planning in their heads. When planning, writers have to think about three main issues.

In the first place they have to consider the purpose of their writing. Secondly, they

have to think of the audience they are writing for. The last, the writers have to

consider the content structure.

Drafting is the next step. Writers can refer to the first version of a piece of

writing as a draft. As the writing process proceed into editing, a number of drafts may

be produced on the way to the final version. Each draft will show the changing or/

and the developing of the written text.

Editing (Reflecting and Revising) is the third step of writing. After making a

draft, usually the writers read what they have written in draft to see whether it works

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or not. They may move paragraphs around, write a new introduction or use a different

form of words for a particular sentence. Reflecting and revising are often helped by

the other readers (or editors) so that the writers can make appropriate revisions.

Final Version (Publishing) is the last process of writing. After editing the

draft, the writers produce their intended audience.

2.3.2 Assessment of Writing

Heaton (1988 : 138) says that skills of writing include five general

components or main areas such as:

1. Content is the ability to think creatively and to develop thought including all

of the relevant to assigned topics.

2. Organization is the ability to write in appropriate manner for a particular

purpose with a particular audience in mind, together with ability to select, to

organize and other relevant information.

3. Vocabulary is the ability to write the word effectively and to appreciate

register.

4. Language use is the ability to write correct and appropriate sentences and.

5. Mechanical skills is the ability to use those conventions peculiar correctly to

written language, e.g. punctuation, spelling.

2.4 Paragraph

A good paragraph is normally imported of writing. So the writers should

know element which well written paragraph must unified, coherence and complete.

Paragraph develops a unit of an outline. Siahaan and Sinurat (2005:1) states “ a

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paragraph is made up of three kind’s sentences namely topic sentences, supporting

sentences and concluding sentences”.

2.4.1 Topic Sentences

Topic sentences (TS) are the most important part of paragraph. It introduces

the main idea of the paragraph and controlling idea of the paragraph. A good topic

sentence is the sentence which can be developed by some supports and it must be

interesting to attract the reader’s attention. The topic sentence is usually at the

beginning of a paragraph which most of topic sentences is the general statement. The

topic sentence can be factual.

Example 1 :

Studies on Human Brain

The study on the dead brain is called Autopsy study. The technique of the study is by conducting an observation to a patient who is displaying a neurological disorder. Soon after his death, the brain is examined to determine the areas that are damaged. The purpose is to develop theories about the role of the damaged brain parts in normal functioning. A famous example of this study refers to the analysis of Paul Broca, a nineteenth-century French neurologist. He conducted an observation on a patient who was completely unable to speak, but understand everything that was said to him and towards his dead (age 57) he developed a paralysis of his right arm and leg. Immediate after his dead, Boca examine tha brain and found a severe damage (lesion) in the lower rear area of the left frontal lobe. The conclusion is that the part of the frontal lobe is responsible for speech production. Many studies, which were conducted later supported Broca’s conclusion. (Siahaan and Sinurat (2005: 68))

Based on the previous paragraph, the writer concludes that, the study on the

dead brain is called Autopsy study, as the topic sentence. This topic sentence can be

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developed to be a paragraph, because the example of the topic sentence above

includes to factual data. This topic sentence is supported by following relevant

sentences, so it can be well formed into a good paragraph.

Topic sentence also can be an opinion. An opinion is a type of the subjective

data. It is based on a person’s emotion, or belief, or feeling, or love, or ideology. The

following is an illustration.

Example 2 :

The President of the country

The president of the country is a corrupted leader of the nation. He enjoys long holidays overseas. He has lots of understanding with conglomerates. He deposits money in the foreign countries. He likes giving projects to his relatives. He gives more power to some departments. He also lengthens overseas time contracts. The president of the country commits corruption from his legal works. (Siahaan and Sinurat (2005: 54))

Based on the previous paragraph, the president of the country is a corrupted

leader of the nation. This topic sentence comes from the writer’s opinion. This topic

sentence cannot be verified by using a physical instrument of measurement. A

person’s opinion towards an object id different from the other’s opinion. An opinion

statement is not considered as an empirical fact. It cannot be verified by using a

physical instrument of measurement.

2.4.2 Supporting Sentences

The supporting sentences (SS) elaborate the topic sentence by proving

elaboration or expansion of the topic sentence.

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Example 3:

The Meaning of The Language Use

The meaning of the language use that is added to the semantic meaning derives from the linguistic context as the linguistic performance of the language. The meaning of the word “green” is from its performance in its linguistic context. The context of the word “green” is the additional meaning to its semantic meaning. The word “ green” means “color” in “The lady is wearing a green hat”. It means “inexperience or not qualified” in “John is still green”. It means “raw or unripe” in “We do not want to eat the green fruit”. It means “reforestation” in “Green revolution began in Europe”. This kind of context refers to internal factors of a sentence that give the semantic meaning of a word in the sentence. (Siahaan and Sinurat (2005: 88))

TS : The meaning of the language use that is added to the semantic meaning derives from the linguistic context as the linguistic performance of the language.

SS1 : The meaning of the word “green” is from its performance in its linguistic context.

SS2 : The context of the word “green” is the additional meaning to its semantic meaning.

SS3 : The word “ green” means “color” in “The lady is wearing a green hat”.SS 4 : It means “inexperience or not qualified” in “John is still green”.SS 5 : It means “raw or unripe” in “We do not want to eat the green fruit”.SS6 : It means “reforestation” in “Green revolution began in Europe.”CS : This kind of context refers to internal factors of a sentence that give the

semantic meaning of a word in the sentence.

Based on the previous data, it obviously shows several supporting sentences

which explain the topic sentence. Every supporting sentence is related to the topic

sentence written in the paragraph which is about language use, it means that the

supporting sentences give a strong contribution to the topic sentence to explain

widely the topic sentence so that it becomes a good paragraph.

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2.4.3 Concluding Sentence

Concluding sentence (CS) is a last part of paragraph which is usually placed

in the ends of the paragraph. Concluding paragraph is closed to the development of

the paragraph.

Example 4 :

The Important Function of English Language

The world globalization gives the English language a very important function for the human’s life. It is accepted as an international language of technology and commerce. As a consequence, more and more people learn it specifically because they want to do their business effectively. The facts indicate that business people sell their products to the international society in English. Beside that, automotive and electronic instructions are widely given in English. In addition to that, doctors and researchers read the developments of their field in English. The most important fact is that the majority of textbooks and journals are written in English. This means that people are placed to the fact that they cannot neglect to learn the English language. (Siahaan and Sinurat (2005: 58))

TS : The world globalization gives the English language a very important function for the human’s life.

SS 1 : It is accepted as an international language of technology and commerce.SS 2 : As a consequence, more and more people learn it specifically because they

want to do their business effectively.SS 3 : The facts indicate that business people sell their products to the international

society in English.SS 4 : Beside that, automotive and electronic instructions are widely given in

English.SS 5 : In addition to that, doctors and researchers read the developments of their

field in English.SS 6 : The most important fact is that the majority of textbooks and journals are

written in English.CS : This means that people are placed to the fact that they cannot neglect to

learn the English language.

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Based on the previous example, it shows that concluding sentence is placed in

the last part of paragraph. It is a single sentence. It concludes the topic sentence and

supporting sentences which explain about the importance of English language. It

closes the development of the paragraph.

2.5 Genre

Knap & Watkins (2005: 22) state that the term ‘genre’ has been around for a

long time. It has been theorized from a range of perspectives, including literary

studies, popular culture, linguistics, pedagogy and more recently, English / literacy

education.

According to Gerot & Wignell (1994: 17) a genre can be defined as a

culturally specific text-type which results from using language (written or spoken) to

(help) accomplish something. Genre are classified according to their social purpose

and identified according to the stages they move through to attain their purpose.

There are some types of genre namely spoof, recount, report, exposition, news item,

anecdote, narrative, procedure, descriptive, explanation, discussion, and review.

Every genre has a number of characteristic and it has the specific purpose which

make it is different from other genre. In this study, the writer only focuses on the

genre of procedure writing.

2.5.1 Procedure text

Procedure text is a text that is designed to describe how something is

achieved through a sequence of actions or steps. It explains how people perform

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different processes in a sequence of steps. This text uses simple present tense, often

imperative sentences. It also uses the temporal conjunction such as first, second, then,

next, finally, etc.

The generic structures of procedure text are :

Goal/aim ( or title)

Materials (not required for all procedural texts)

Steps (the actions that must be taken)

significant Lexicogrammatical Features;

Use of simple present tense.

Use of imperatives (e.g.: cut, don’t mix)

Use of action verbs (e.g.: turn, put, mix)

Use of connectives (e.g. : first, then, finally, …)

Use of adverbial phrases (e.g. : for five minutes, 2 centimeters from the top)

Example 5 :

Procedure text

How to make a sandwich (aim/goal)You need (materials) 2 slices of bread peanut butter a banana honeyWhat you should do are : (steps) Take two slices of bread Spread peanut butter Cut up a banana onto small slices and put them on one of the slices Pour some honey over the bananas Put the other slice of bread on top

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2.6 Relevant Previous Research

1. Nova Idriyani from University of Sumatera Utara(2004), in her thesis with

title “Transitivity Process in Worldview’s Articles of Newsweek. In this

thesis she explained about the types of transitivity process occured in the

worldview’s articles of newsweek. Newsweek is an international

newsmegazine which is published weekly by NEWSWEEK, Inc., 251 west

57th street, New York. The problems of the thesis are what types of

transitivity process occured in the worldview’s article of Newsweek and

what is the most dominant type of transitivity process which become the

characteristic in the worldview’s article of newsweek. The data of this

thesis was analyzed by using descriptive method. The result of the thesis

are material process (67,43%) is the most dominant found in worldview’s

articles of newsweek followed by Relational process (19,40%), Mental

process (6,25%), verbal process (3,94%), Existential process (2,63), and

the lowest is Behavioral process (0,32%).

2. Winarno Hadi from University of Muria Kudus (2012), in his thesis with

title “Analysis of The Process of Transitivity in “The Last Airbender”

Movie Script”. This thesis is aimed to find out kinds the process of

transitivity and find out the dominant process of transitivity in the last

airbender movie script. This thesis used qualitative research. After analyses

the data the writer found six kinds of the process of transitivity they are

material, behavioral, mental, verbal, relational and existential process in the

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last airbender movie script produced by the main character (Aang, Katara,

Sokka, Zuko) and material process as the dominant process of the script

contains of 117 clauses with percentage (39.13%).

3. Ratih Dhanianti from University of Dian Nuswantoro (2014), in her thesis

with title “Transitivity Analysis on Barack Obama Victory Speech”. This

thesis has one objective, it is aimed at finding the types of transitivity cover

the process, participant and circumstance found in Barack Obama victory

speech. In analyzing the data, the researcher use the framework proposed

by David Butt. Et.al. While the steps in analyzing the data are as follows:

reading Barack Obama victory speech transcript, segmenting the sentences

into clauses, identifying the clauses, classifying the clause into types of

process, participant and circumstance and describing each process,

participant and circumstances. Based on the table of the finding, it can be

concluded that relational process has the most dominant process found in

Barack Obama victory speech. This number has dominated with 88 divided

into attributive with 51 and identifying is 37. Then it is followed by

material process with 20 numbers. Meanwhile, verbal and behavioral

processes have the same number with 5. The last number of the process

found in the data is mental process with only 1 found in the data of Barack

Obama victory speech.

4. Handayani Erwik from University of Muhamadiyah Surakarta, in her thesis

with title “An Analysis of Transitivity in The Song Lyrics ‘Still Not

36

Getting Any’ of Simple Plan Album”. In this thesis the writer observation

and documentation as method of data collection. The writer took 40 data of

“jump” song lyric text in “still not getting any” of Simple Plan Album

entitled “Jump”. The writer used descriptive qualitative method. By using

this method, the writer described the data by reflecting paraphrasing and

revealing the language patterns and the meaning contextually of song lyrics

text. The form analysis of song lyric text is based on transitivity system

viewed from functional grammar approach. From the analysis, the writer

found three kinds of the element of transitivity system to structure the

language patterns; they are five process types, eleven participant types, and

four circumstantial types. The most processed types occurring in the data

analysis are the mental processes as the process of sensing. While for the

meaning, the writer found finds five meaning of process types, namely: (1)

Material Process is the process of doing and happening; (2) Mental Process

is the process of sensing feeling or affection, perception or seeing, and

cognition or thinking; (3) Behavioural process is the process of behaving;

(4) Relational Process is process of being; and (5) Existential Process is the

process of existing entity.

5. Sulaiman Rambe from University of Sumatera Utara (2015), his thesis with

title “Transitivity Analysis on Two Short Stories in Nancy Chang Ing‘s and

The Chinese Pen”. In thesis entitled "Transitivity Analysis on Two Short

Stories in Nancy Chang Ing‘s ‗The Chinese Pen', the writer analyzed the

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transitivity process based on the theory of Halliday, Systemic Functional

Linguistics. The data in this research were simple clauses contained in two

short stories ‗Earth God Shrine‘ written by Chuang Hua-t'ang and ‗A Chip

off the Old Block‘ written by Cheng Ming-Li. The analysis method used in

this research is content analysis method of Leedy and Ormrod. The results

of the analysis of two short stories, they are six types of processes, namely

material process, mental processes, relational processes, verbal processes,

behavioral processes, and existential process. The elements that form the

transitivity process from the two short stories are the same namely process,

participants, and circumstance. The difference between the two short

stories is the element type of each transitivity process. The most dominant

from the two short stories is material process. In the first short story (Earth

God Shrine), material process (0,57%), relational process (0,22%), mental

process (0,10%), verbal process (0.07%), existential process (0.03%), and

behavioral process (0,01%). The second short story (A Chip off the Old

Block), material process (0,46%), relational process (0,25%), mental

process (0,19%), verbal process (0,07%), behavioral process (0,02%), and

existential process (0,01%).

Based on the relevant previous research above the writer find that there are

five researchers which research about transitivity system. The research of Nova

Idriyani and Sulaiman Rambe are same. Both of them focused only on the Processes

of the transitivity system and found the dominant process in their research. In the

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research of Winarno Hadi, Handayani Erwik, and Ratih Dhanianti, they are also

focused only on process of the transitivity system but they didn’t found the

percentage of the processes and the dominant process that they found in their

research. This research is different with the previous research. In this research the

writer will not only analyze in processes of the transitivity but the writer will analyzes

the three kinds of the transitivity, they are: Process, Participant and circumstance.