TEXT MOOD IN WAIJEWA LANGUAGE: A SISTEMIC FUNCTIONAL LINGUISTIC ANALYSIS
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e-Journal of linguistics
TEXT MOOD IN WAIJEWA LANGUAGE:
A SISTEMIC FUNCTIONAL LINGUISTIC ANALYSIS
Magdalena Ngongo
Educational Science Faculty of Artha Wacana Christian University Email: magda_tars@yahoo.com
-
I. Gusti Made Sutjaja
Email <sutjaja@yahoo.com>
Doctorate Program in Linguistics, Faculty of Letters, Udayana University Aron Meko Mbete
Email: aronmbete@yahoo.com
Doctorate Program in Linguistics, Faculty of Letters, Udayana University Wayan Rasna
E-mail: WayanRasna@yahoo.com Singaraja Educational University
Abstract
This paper is based on Hallidayan systemic-functional grammar (1985,1994, 2004) focusing on mood that realizes interpersonal metafunction of meaning. This paper provides answers to the questions, namely (1) how is mood of text using Waijewa language, and (2) how does mood realize metafunction of interpersonal meaning in text? Based on Sistemic Functional Linguistic (SFL) theory, the mood text in this paper is viewed from mood system, modality, mood structure, and interpersonal metafunction of meaning.This paper used spoken data collected from the observation of four sessions of proposing to a girl or in Waijewa language called Kette Katonga Weri Kawendo hereon abbreviated to KKWK, practiced in Wewewa society. Based on the data analysis, it is found out that mood system in text consists of indicative and imperative. The indicative covers declarative and interrogative. The declarative consists of exclamation and affirmative. The affirmative type is the most used which consisted of 2.596 (83%) use. This is caused by clauses repetition used by tenors. Whereas, exclamative is the least used which consists of 37 (1.2%) use. This fact indicates that the tenor should keep his background social prestice. The predicate are either followed or preceded by modality. Modalisation were used by groom’s parents, whereas modulation were used by bride’s parents. Mood structure of affirmative is S^P; exclamative is EW^S^P; imperative is P^C/ C^P; yes/no interrogative is P^S)/ (P^C)/ (S^P); and wh-interrogative is QW^ P^S. Interpersonal metafunction of meaning aims to get information, give information, and to state opinion of decision made, such as choosing mediators, stating and requesting the amount of dowries, stating time for completing dowries, time to take the bride to groom’s place, and time for bride and groom to get marry.
Key words : mood, tenor, text, Waijewa, SFL
Mood, based on systemic functional linguistics is included in the level of lexico-grammar. It directly realizes interpersonal meaning that realizes tenor in text. One of the
functuion of language is to exchange ecperience among tenors. As regard to to the exchange of experience, there are two basic types of speaking, namely giving information and demanding information (Halliday, 1994:69; Halliday and Matthiessen,2004). Moreover, it is stated that in giving information tenor will offer or state something; and in demanding speaker/ tenor will ask something or ask someone to do something. Therefore in exchanging experience, speaker does not just offer or state information but also asks some information and ask other speakers to do something. Offering and stating something imply that speaker will ask something as response to his statements. The clauses below show the role in exchanging information’.
-
(1) Mu bei ngge ne katopo?
3 Ya na ne katopo .
P C C
Residue
Give him this short machete ‘Give him this short machete.’
(4) Appa pa-ya mi ndi?
WH P S C
Mood Residue what give you them ‘What do you give them ?
S P C
Mood Residue
you like this short machete ‘Do you like this short machete?’
-
(2) Ka ta ya wi katopo
S P C C
Mood Residue we give him short machete
‘We give him short machete.’
The four clauses concern giving and demanding information. Clause (1) and (2) are demanding or giving information, especially offering information, beingge ne katopo ‘do you like this short machete’ (1) and stating information, ta ya wi katopo ‘we give him short machete’ (2). Clauses (3) and (4) are asking information, in which the clause (3) is asking someone to do something, ya na ne katopo ‘give him this short machete’ and clause (4) is asking information, Appa pa-ya mi ndi ‘what do you give them’. The interaction in those clauses concern giving and demanding.
This paper is aimed at answer the problems relating to (1) how is the text mood in Waijewa language, and (2) how does the mood realize metafunction of interpersonal meaning in text? In order to discuss these two problems, Sistemic Functional Linguistics (SFL) theory proposed by Halliday is applied.
The theory of Sistemic Functional Linguistics (SFL) is aplied to discuss what are the mood text and how mood realizes interpersonal metafunction of meaning in text. This theory has centered on the lexico-grammatical study of the three metafunctions of ideational meaning, interpersonal meaning and textual meaning by taking clauses as representation (Halliday,1985, 1994, and 2004). The SFL conception of language is a set of resources that enable speakers to exchange meanings. Context of situation that is obtained through a systematic relationship between the social environment on the one hand, and the functional organization of language on the other (Halliday, 1985:11) is the key concept in Halliday's approach. Therefore, mood is a part of lexico-gramatical study that relates to interpersonal meaning. The choice of language used is influenced by its context of situation and this case the tenor has to do with who are taking part in the transaction as well as the "nature of the participants, their status and roles (Hasan and Halliday,1985:12). In Halliday's term, the relationship between the language components, especially interpersonal and the context variables, especially tenor is called "realisation," i.e. "the way in which different types of tenor and interpersonal meaning" from the perspective of context (Eggins and Martin, 1997:241). To be specific, differences in tenor are realised through mood and subject, and modality. which in turn construct the social relationships played by interactants, i.e. the interpersonal metafunction. This interpersonal metafunction of meaning is realized by mood.
The method of KKWK text is descriptive in nature. The oral data were obtained through observation, and interview method. Observation was done by recording four sessions of KKWK (proposing to a girl) at Wewewa society. The collected data were then analyzed by applying descriptive qualitative method of analysis, especially by following analytical procedure techniques. The results of the analysis is presented by using formal, informal method, and the combinatuion of them.
Based on the analysis of the four texts. mood system of the text realizes interpersonal metafunction of meaning. It is generally known that the view of mood relates to verb form stating a fact or an action, such as, indicative, declarative, interrogative, imperative, and subjunctive. Therefore, the kinds of clause in mood system are declarative, interrogative and imperative. Whereas, mood type consists of two main types, namely, indicative and imperative. Indicative type consists of declarative and interrogative. Declarative sub-type consists of exclamative and affirmative. Interrogative type consists of yes/no question and wh- interrogative. By adapting mood system proposed by Halliday and Matthiessen (2004:134-135), mood types of text in Waijewa language are presented in the following diagram.
exclamation (EW^ S^P)
declarative (S^
affirmative (S^P)
Mood Type interrogative yes/no interrogative (P^S)/ (P^C)/ (S^P)
Imperative wh-interrogative
(P^C/ C^P) ( wh- interrogative ^ P^S)
Diagram 1: Mood Type of Waijewa Language
Diagram (1) shows mood system in text that has been explained before. This table also shows mood structure of text in which in affirmative type, subject preceeds predicate, and in exclamation type, exclamation word preceeds subject, then followed by predicate. In imperative, the position of predicate is followed by complement. In yes/no question, subject can be preceeded or followed by predicate. In wh-question, predicate and subject are preceeded by question words. The number of mood clauses type used in each text of KKWK are presented in the table (1) as follows.
Table 1 : Text Mood of Clause
|
Mood Type |
Text I |
Text II |
Text III |
Text IV |
Total |
% |
|
Affirmative |
1.068 |
355 |
465 |
708 |
2.596 |
83 |
|
Yes/No Interrogative |
32 |
16 |
11 |
15 |
74 |
2.4 |
|
WH-Interrogative |
16 |
22 |
25 |
30 |
93 |
3 |
|
Imperative |
119 |
76 |
39 |
86 |
320 |
10.4 |
|
Exclamative |
15 |
3 |
4 |
15 |
37 |
1.2 |
|
Total of clauses |
1.250 |
472 |
544 |
854 |
3.120 |
100 |
|
Total of sentences |
524 |
259 |
270 |
436 |
1.489 |
Table (1) shows mood type of clauses used in the texts. Affirmative is the most used, totalling 2.596 (83%), and it is followed by imperative which is 320 (10.4%), wh-interrogative, 93 (3%), yes/no interrogative, 74 (2.4%), and exclamative, 37 (1.2%). The most used of affirmative type indicates that the tenor in text exchanged their experiences by repetition either by stating, giving, restating, or reporting information directly and indirectly. This makes KKWK text be different from other texts.
The use of imperative is 320 (10.4%) in number . It indicates that tenors in text do not always order to do something. This type is used by tenor as mediators from bride’s party to the mediators from groom’s party, and vise versa, such as papala belli ndi hida pateki ‘retell/inform these information’. This clause is imperative clause in which mediator from groom’s party is ordered to retell an information to the bride’s party, and vise versa.
The use number of wh-interrogative is 93 (3%). It indicates that this mood type is only used if tenors need clear information relating to information that has been mentioned before. For example, pirra ndara, pirra karambo pangindi-mi? ’’how many horses and buffalos do you bring?’ This type is used by mediators from both parties. Whereas, the use of 74 (2.4%) yes/no interrogative indicates that tenor rarely used that type because generally the stated information have been understood. Tenor just used that type of question whenever they wanted to ensure the statement that had been explained before. Yes/no interrogative type was especially used by mediator from bride’s party, such as, duka ba na? ‘Is that all?’. The needed information is yes or no. or restate a clause or verb by using falling intonation like in affirmative type.
The use of exclamative is 37 (1.2%) in number. It indicates that tenors want to keep his social prestice. This type is only used by tenor as groom’s parents, such as. ia-ngge hetingge ba ku kaweda ‘It is a pity I am old’. This clause is exclamative type that indicates sigh, that tenor was old. According to cultural context of Wewewa, exclamative, such as, sigh is not allowed to be used. It is not good to show someone/people background status. Tenor should keep their social prestige. Tenor perfoced to use that type whenever their demand is not accepted by bride’s’parent. More explanation about clause types in text are as follows.
Clauses of declarative type in text of KKWK can be seen in the following data.
(II:3) //... ///Kabaku du ole dadi minggi// kata matu mata tanga wiwi wanda ne bahina// orona hidati a hina ananda Adi Ama// mono Ike batya teki we ne hinana na lara pali da ne lodo// nyaka ka ta mandiina teppe// mono kata mama///. ///
(5)
|
Ka ta we |
mandii sit |
na teppe this plaited mat |
mono and |
ka ta we |
mama have betel nut and vine |
|
S |
P |
C |
Conj |
S |
P |
|
Mood |
Residue |
Mood |
Residue | ||
‘We sit this plaited mat and we have betel nut and betel vine.’
Clause (5) is an affirmative type. This clause has an interpersonal meaning, that is stating or giving fact or action. The speaker in clause (5) states a fact, that is ka ta mandii na teppe mono ka ta mama ‘ we sit this plaited mat and we have betel nut’. The subject in that clause is personal pronoun itto/ta ‘we’. The role of subject in that clause is both speaker and listener.
Wh-interrogative type in the text can be shown in the following data.
(III:6) ///Nyaka bahinako ne a nee na ponu mareda byali// mono byali ba garraku ndi a nee na katuku tana rara// mono a nee na lenango pamareda// pakako lolongge/// (7)
|
Garraku |
ndi ata panewe |
pa- |
pende |
mi? |
|
who |
they person speaker |
that |
choose |
you |
|
WH S |
Conj |
P |
S |
|
Mood |
Mood | ||
|
Residue |
‘who are the speakers (mediators) you choose?’
(I:173) //Ia teki ba hina ko//. //Ka pirra ba ami nggi ponu ranga// ba aminggi lili wa kaleku deke wa kadanu?//
(8)
|
Pirra when |
ba ammi come |
mi-nggi you |
ba deke take |
wa k adanu that wallet |
lili carry |
wa kaleku that handbag |
|
WH |
P |
S |
P |
C |
P |
C |
|
Residue |
Mood | |||||
‘When do you come to take that wallet, to carry that handbag?’
Clauses (7--8) are wh-interrogative. The speaker wants an information relating to subject (who) garra, and Adjunct (when) pirra. Clause (7) has information that is directly understood by every native speaker of Waijewa. Clause (8) is different from clause (7). Clause (8) has a phrase that has a metaphorical meaning. So, this clause is just understood by native speaker who understand tradition of Waijewa language. The phrase deke wa kadanu lili wa kaleku has metaphorical, that is, to take and bring the bride to groom’s place/house.
(II:73) //Nyaka dappa tau we ne// pabei ate mi ba peina//. //Neme nikah pirra pangindi mi//, pirra paya mi neme hina ne onda//, teki we//. //Peina patangge lawi na?//
(9)
|
Peina How |
patanga-ngge set |
lawi na ? end its |
|
WH |
P |
K |
|
Residue | ||
‘ How, does it’s end set?
(II:53) ///Keto ullu lele pateki na kaweda nena// deimba dommo?/// //Deimba we lunggu?//.... //. //Ba yodi kyaki hida bana// a jadi dai hida onda//. //Hina wi hida ka ounda//, ne balangge nguru-nguru wa na kaweda// .//Nyaka yauwa ku teki//
//Deimba we ne keto ullu lele lunggungge?// // (10)
|
Deimba accept |
we ne keto ullu lele this short machete ivory |
lung say |
nggu-ngge I |
|
P |
C |
P |
S |
|
Residue |
Mood | ||
‘ Do I say, accept this ivory short machete?’
In clauses (9--10), the speaker needs information whether yes/no to the question offered. The clause is directly preceded by predicate patanga ‘set’ as in clause (9), and deimba ‘accept’ in clause (10), and they are followed by complements lawi-na ‘its end’ as in clause (9), keto ullu lele ‘ivory short machete, in clause (10). The intonation is exactly rasing intonation and in question form at the end of the clause. The answer of that question is oo ‘yes’ or indaki’ ‘no’. Yes answer can also be restated by the verb using falling intonation as in affirmative. The answer of interrogative ‘no’ always occurs in the text, such as, indaki ‘no’ nda hina-ki. ‘not be like that’. This kind of clauses uses double negative form, namely, inda.’no, and nda ’no’. This kind of polarity indicates refusal stressing of something.
The use of imperative type in the text can be seen in the following data.
( II:2) //Nati kalekunggu mama belli// //Mama dobba wi kaleku ma//.
(11)
|
Mama dobba Eat all |
wi kaleku-ma this handbag (betel nut and betel vine |
|
P |
C |
|
Residue | |
‘All of you, please have betel nut and betel vine in my handbag.’
(II:84) ///Kanyado bahinaba du// ba longga bana buku //ne bahina ka dai lolo// ka ndakura wi wawi///. //Ndakura wi wawi// baba ne panewe//.
(12)
|
Ndakura stab |
wi wawi these pigs |
baba have end |
ne panewe this talking/dialog |
|
P |
C |
F |
S |
|
Residue |
Mood |
‘Stab these pigs, this dialog have finished/ ended.’
Clauses (11--12) are exclusive imperative type. The subject is exclusive or is not stated since it has been understood that someone who orders is the subject of that clause. Predicate precedes the complement in that clauses.
Examples of the imperative type can be seen in the following data.
(II:20) //Nai manu pakita ponggu ni//
(13)
|
Nai manu That chicken |
pakita continuosly |
pangngu ni combine it |
|
C |
P | |
|
Residue | ||
‘That chicken (means pig) continuously combined it.’
(II:2) //Nati kalekunggu mama belli// //Mama dobba wi kaleku ma//. (14)
|
Nati kaleku -nggu |
mama |
belli |
|
This handbag my |
have betel nut |
dulu |
|
C |
P |
AR |
|
Residue | ||
‘This is my handbag, please eat betel nut and vine firstly.’
Clauses (13- 14) are also imperative type. Complements preceed the predicate, namely Nai manu ‘that chicken’ (in clause 13), Nati kaleku-nggu ‘ this is my handbag’ (in clause 14).
Data of imperative type (inclusive) are as follows.
(III:1) ...///Ba hinako ba toma data dukipongge ne pawai dobba nda ne lodo// mainda kata paarona barra na Ama Mawolo Ama Marawi panomba nda// kata paullu wa// gainanggu kana pamaringngi wa nda///. ///
(15)
|
Mainda ka ta |
dengi dobba |
wa Ama Mawolo Ama Marawi |
|
Let’s |
ask together |
Farther created |
|
S |
P |
C |
|
Mood |
Residue | |
‘ Let’s ask God together.’
Clause (15) is imperative type that is inclusive since subjects (ta ‘we’) is stated. Thw subject precedes predicate and complement.
(II:30) //Deke mema nai wawi lakawa//. ///Ne hina heti tanggu na loka na//, ba dekukongge wou bali taka gai// kana ounda mema lunggungge la///.. ///..///
(16)
|
Deke mema |
nai wawi |
lakawa |
|
Take ahead |
that pig |
children |
|
P |
K |
S |
|
Residue |
Mood |
‘Take ahead that pig, children.’
Clause (16) is imperative type in which subject (lakawa ‘children’) is stated. The position of subject in this clause is preceded by predicate (deke mema ‘take ahead’) and followed by complement (nai wawi ‘that pig’)’
.4.1.4 Exclamation Type : EW^S^P
Data showing exclamation type in text are as follows.
(IV:94) /...//Kabahinako aro! Inanggu// ba nya kidona wotonggu hinangge lungguwangga// kaku walaka patou// kaku kapeti ndi ndara a duada//…///
(17)
|
Aro Ina-nggu Oh mother my |
ba nya kido she only |
na woto-nggu sister my |
|
EW |
S |
P |
|
I Mood I Residue | ||
‘Oh, my mother, she is only my sister.’
Clause (17) is an exclamative type. This type is usually preceded by exclamative words such as, aro ina-nggu ‘oh my mother’ which is followed by subject nya ‘she’, and predicate. na woto-nggu ‘my sister’. This type is almost never used in texts.
Interpersonal meaning is realized by mood. Grammar of interpersonal meaning relates to echange experience among participants. It includes some elements, such as subject, predicate, complement, and adjunct. When these elements are used to exchange experience/ information, this structure is called proposition. When those elements are used to exchange goods and services, this structure is called proposal. In order to have the function of exchanging experience and how clauses are arranged, the needed of subject, predicate, complements and adjunct are necessary.
The use of gramatical of proposition in the text is to exchange experiences. When tenors exchange experience, they use indicative type of mood. This type in the text can be differenciated from interrogative type by the use of intonation. From the grammatical point of view of yes/no interrogative, it can be differenciated since it is the same as affirmative type. Tenors in the texts can differenciate or understand whether it is interrogative or not by paying attention to the intonation that usually uses raising intonation. In the text, yes/no interrogative can be understood by the use of word peina ‘how’, garra ‘who’, gei ‘when’, where’, appa ‘what’ (see clauses 7 and 8). This kind of exchanging experience indicates some aspects of propositional grammar.
Subject and predicate are two important elements in mood block. Besides subject and predicate, complement and adjunct are other elements in mood block. The element of subject enables a proposition to be affirmed or denied. The subject is an element that is responsible for the functioning of the clause as an interactive event. As regard to the mood block proposed by Halliday and Matthiessen (2004), the subject position is under mood and the predicate is under residue.
Based on the analysis of the four texts, element of subject in the text is realized by noun group or personal pronoun, Tabel (2) below presents personal pronoun functioning as a subject in the text.
Tabel 2: Personal Pronoun as Subject in Text
|
Personal Pronoun |
Function |
|
I |
Singular |
you’ wa ’I‘ |
|
Plural |
yamme/ it’to ‘we’ | |
|
II |
Singular |
wo’u /yo’u ‘you’ |
|
Plural |
yemmi ‘you’ | |
|
III |
Singular |
nya ‘he/she’ |
|
Plural |
hid’da ‘they’ |
Table (2) shows personal pronouns that have function as subject. Pronoun yow’wa ’I’ refers to fisrt singular person pronoun that functions as subject; and first plural person pronoun yamme ’we’ and it’to ’we’. Pronoun wo’u/yo’u ’you’ replaces second singular pronoun as subject; and second plural pronoun is yemmi ’you’. Pronoun nya ’he/she’ is third singular person pronoun as subject, and pronoun hid’da ’they’ is third plural pronoun.
The use of predicate in the text relates to verb group and are preceded or followed by modality. For example, modalisation concerning probability (including certainty) or usuality. noto-ngge ‘probability’ and domma ‘usuality’, and modulation concerning obligation (including permission) or inclination enga pongngu/takka ‘obligation’. The important of subject in interpersonal meaning can be seen in the fact that every clause in the text has verb, and by analyzing the verb, subject can be identified. Besides subject and predicate, complement is also included in mood block. Complement in mood block is under residue together with predicate. Complement can be stated as non-subject participant that has potencial of being subject in passive form. Other element of complement is adjunct. Adjuct gives more information added to a clause in the text. It is realized by adverb, particle and prepositional phrases.
Complement and adjunct in clauses have differences, in which complement is potencial of being subject and usually realized by noun group. Whereas adjunct has not got the potential of being subject. An Adjunct is realized by an adverbial group or a prepositional phrase (rather than by a nominal group). Complement and adjunct in the text realize interpersonal meaning. Data concerning with the use of those elements (subject, predicate, complement and adjunct) are presented in the following.
(I:178) / ne lodo ba waingga kette katonga weri kawendo// a lima hidi pangindi nggu// berarti kabullu lima powa nda wai na ranga kette katonga weri kawendo//. ///Neme duada wulla nangge ka amiko ngga// kaku ponuku ranga kette // ///.
|
Neme duada wulla na Later two months |
ammi come |
ngga I |
ponu complete |
ranga kette animal bunch |
|
Adjunct |
P |
S |
P |
C |
|
Residue |
Mood I | |||
‘Two months later, I come to complete KKWK animal.’
Clause (18) shows the use of adjunct, neme duada wulla na ‘two months later, and complement, ranga kette ‘animal for KKWK’. Subject, .ngga ‘I’ is placed after predicate ami. ‘come’. Adjunct position in mood structure is under residue. Modal adjunct in the text consists of mood adjunct and comment adjunct. Mood adjunct concerns probability, such as noto-ngge ‘may/might be’, wuku ‘will’; concerns usuallity such as domma, okkokido ‘usually’; concerns obligation, such as takka pongngu ‘had to’, enga takka ‘must’; concerns polarity, such as indaki, ‘no/not’ and concers permission, such as, ia-ngge, ‘pity’ malla ‘ so’. Coment adjunct, such as nyaka bahino ko ‘therefore’, taka nyakid’ ‘but’, etc. Residue adjunct is realized by adverb.
Based on the texts analysis, it can be stated that modality in the text refers to degrees of indeterminacy. It refers to modal verbs, such as noto-ngge ‘may/might’, budi, wuku ‘’will/would’, takka ‘must’, and marginal modals, such as pongngu ‘had to’. Modality also refers to modality notion that is extended to every verb. Modality is manifested in two ways, namely modalisation and modulation. Modalisation is related to probability, certainty, or usuality, whereas modulation to obligation, permission, or inclination. The following clauses are presented to show the use of modalisation in the text.
(II:85) ///Pamiyangge ba ndakura wi wawi// kata sabaya///. ///Heti toro da ata panewe// kanda pandedaka ndi ne sabayango/// //Notongge ka ta liwe bata sadeka ndi ata panewe///
(19)
|
Noto-ngge |
ka |
ta |
liwe |
ba |
ta |
sadekka |
ndi ata panewe |
|
May be |
we |
discuss |
that |
we |
once |
this people speaker | |
|
F/Modal |
Conj |
S |
P |
Conj |
S |
AR |
C |
Mood Residue Mood
Residue
‘May be we discussed once about mediators’ awards.’
(I:83) ///.../// ///Nyaka na kabullu enga tama na//, nyaka touda kabullu karambo//, ia mane ia bei a kondo ndi/// /…// //Ka wa’i kua pongngu ndi hida oma rara//.///Mi ya kua pongngu-ngga ndi hida duada bolo oma rara //
(20)
|
Mi |
ya |
kua |
pongngu |
ngga |
ndi hida dua bolo oma rara |
|
You |
give |
all |
must |
me |
those two piece gold red |
|
S |
P |
AR |
AM |
C |
C |
|
Moood |
Residue |
Residue | |||
‘You must give me all two pieces of gold.’
(III:51) ///... //, ba na rato olumu// ba nya a nee waina lunggu hinangge// pakole dengngakya we wee maringngi ba oongge// ba indaki ba nyamo teki wi///. ///Oo bahina pongngu bangge na maringngingge// mono kana tulu Ama Mawolo
(21)
|
Pakole |
dengngado |
nda |
wee maringngi |
|
get |
will |
we |
water cool |
|
P |
Modal |
S |
C |
|
Mood | |||
|
Residue |
‘We will get cool water (blessing).’
Clauses (19—21) have modalisation, such as notongge ‘may/might be (clause 19), pongngu ‘must’ (clause 20), and dengnga ‘will’ (clause 21). Especially clause (21), the word wee maringngi ‘cool water’ has metaphoric meaning, namely ‘blessing’. Modulation in the text concerning obligation, permission, or inclination, such as takka ‘must’ and enga ‘can’. The following data show the use of modulation in the text.
(I:83) ... //Nyaka hida oma rara duada bolo ku dengngi wa na ana kabinne//, umba ka nda kai ka ngga ndi//. //Ka wa’i kua pongngu ndi hida oma rara//.///Mi ya kua pongngu-ngga ndi hida duada bolo oma rara //.. //
(22)
|
Hida duada bolo oma rara |
ka |
mi |
ya |
taka pongngu |
ngga ndi |
|
Those two piece gold |
you |
give |
must |
me those |
|
C |
Conj |
S |
P |
Modal |
C |
|
Mood Residue |
Mood | ||||
‘You must give me those two piece of gold.’
(23)
|
Ka for |
enga would |
tuluki help |
ngga me |
ndi these |
hina say |
nati kaweda that oldman |
|
Conj |
Modal |
P |
C |
P |
S | |
|
Modus |
Modus | |||||
|
Residu | ||||||
‘That oldman said, ‘I would be helped ‘
In clause (22) more information realized by modal adjunct are taka pongngu ‘must or had to. It concerns inclination or obligation. Clause (23) concerns ‘probability or permission’ enga. The use of modality in the text enables tenor to state or explain his message that can or can not be done. The use of modality enables tenor to exchange experience using varities of obligation, such as takka pongngu, must or had to’, okkoki ‘frequency’, notongge ‘may/might be’. Modality is always used in the text, such as baka ami ko-ngga dede wa kadanu lili wa kaleku ‘I will come to take my wallet and carry my handbag’. The use of modality baka ‘will’ in that clause has an inclination meaning..
: 4.2.3 Adjunct in the Text
Adjuncts in text are usually realized by adverb or preposional phrase. Adjunct gives more and varieties information added to clauses. Adjunct consists of adverb group, prepositional phrase, and modal adjunct. Consider the following data.
(I:4) ///.../// nyaka bahinna kowe / notongge /ka ta dukki ngge ne pamai dengnga nda ne bahinna///. ///Nyaka ka kako belli hida pamama pata patama wainda//, kata mama belli// nyaka ba yodikyaki// appa ko ne padukki dengnga nda// kata padukki ndi hiddi pateki///.
(24)
|
Noto-ngge May be |
ka that |
ta we |
duki-ngge arrive |
ne pamai dengnga nda the come with our |
|
AM |
Conj |
S |
P |
C |
|
Modus |
Residu | |||
‘ We may come to our presence.’
(II:30) … …/// ///Taka ndaku teki kipu ne// kana pandengge hindangu mi///...
okkokina netingge hina uma kalada baku kako barra da hittingge// nati ata nee ndi
Buka Bera//, Waimangura// neti ka lende zodina kaku ngare ngare kalete zodi// ...
(25)
|
Okkoki na rarely |
netti-ngge even |
ba that |
ku I |
kako go |
barra da hitti-ngge to them |
|
AM |
AR |
Conj |
S |
P |
Prep |
|
Mood |
Residue | ||||
Rarely I go to them.’/ I rarely go to them.’
(I:95) …/// // //Hidi oma a pata bolo oma rara// gai ka na ya taka pongngu ngga ndi//.
///Heti ba lunggu ku ngge// gai ne lodo boro mema// mawo roo karambo ba nee ko yodi kyaki bana bitaka tana gonggola mi donga watu// ///…///
(26)
|
Hida oma pata bolo These gold piece four |
ka |
mi you |
ya give |
taka pongngu must |
ngga ndi me them |
|
C |
S |
P |
Modal |
C | |
|
Residue |
Conj I |
Mood |
] Mood |
‘You must give me those two pieces of gold.’
(II:17) ///Indaki ndahinaki hida ole//, ne bara mi yemi bapaduki na lodo// nya papala belli mu///. ///Heti appaku pangindi mi// hida papapalami///
(27)
|
Indaki, nda No, not |
hina say |
ki it |
hida those |
ole friend |
|
F |
P |
C |
C |
S |
|
Mood I |
Residue | |||
‘No, it ( that saying) is not like that, friend.’
Adjunct in clauses (24--27) give or add more information to those clauses.. Additional information is realized by modal and adverbial adjunct. In clause (24), modal adjunct noto-ngge ‘may be’ adds more information relating to ‘probability’. In clause (25), modal adjunct okkoki ‘rarely’ adds information relating to usualilty, and adverbial adjunct netti ‘later’. Therefore, this clause has information that is realized by either modal or adverbial adjunct. In clause (26) modal adjunct taka ‘must’ adds information relating to obligation. Whereas, clause (27) is polarity indaki, nda. ‘no’. Modal adjunct adds more information relating to probability and usuality. Mood adjunct consists of modal adjunct and
comment adjunct. Mood adjunct includes probability, usuality, obligation, obviousness, intensity, and polarity. While comment adjunct consists of admissive, desiderative, entreaty, evaluative, opinion, predictive, persuasive, and presumpsion. The use number of modal adjunct in texts are presented in table 3 below.
Table 3: The Use Number of Modal Adjunct in Texts
|
Modal Adjunct Type |
Text I |
Text II |
Text III |
Text IV |
Total Adjunct |
% |
|
Mood Adjunct |
158 |
42 |
71 |
149 |
420 |
66 |
|
Comment Adjunct |
124 |
30 |
28 |
33 |
215 |
34 |
|
Total of clauses |
1250 |
472 |
544 |
854 |
635/ 3120 |
100 |
Table 3 shows the total use of adjuncts is 635. The use of mood adjunct is 420 (66%).
and comment adjunct is 215 (34%). The following data show the use of adjunct in clauses.
(IV:14) (28)
//Ne ba wai ma ne lodo// ma tunda bana kira//. //Ka ma woro-ngge ne lodo//, nda pa-pande taka mi yemi//. //Nyawi hida ka ma kako nee ba bawai ndi ne bahina// ne padengngi na kaweda Dada// gai ka manowara-ngga //. //Nyaka waiku ndi ndapa pande ma yame ata ene// nya pahinda na kapapala ndi// kana ounda wi//. //Remangga ba lu-nggu-ngge bahina-ngge waina heti tudana ba ndappa kambu ate we//. / //Langka ndaiku taka orona ba wai ndi paworo- ma heti// nyaka ne lodo kira na//. //Nyaka teki we ka ounda// nya kaidu pakambu ate ma yame//.
//Today we are presence, we have postponed the time// So, we have discussed something that you really do not know // ///That is why we go there and they are here now // the demand of grandma, Dada is that she was loved // So, if there is something that six of us do not know, I tell it now in order to be known/ understood /// ///What had been said to be waited last time does not seem not to have intension /// ///Eventhough he is not here, we have had our discussion at that time. Therefore, to day is the time /// /// So, tell it in order to be known and it is our purpose // //
Clauses or text (28) consists of eight independent clauses and six dependent clauses. Tenor in the text gives information by using affirmative type, such as Ne ba wai ma ne lodo ma tunda bana kira ’ To day we are present, for we have postphoned the time’. Tenor also used imperative type, such as teki we ka ounda,’’tell them in order to be known’. Those clauses have additional information realized by modal adjunct, such as nda pa- pande taka mi yemi ‘that you really do not know’, and comment adjunct such as nyaka waiku ndi ndapa pande ma yame ata enne ‘so , if there is something that six of us do not
know,’ Look at the presented data below. The clauses have additional information realized
by mood adjunct and comment adjunct.
(I:45) //O…o.. kanyado tenababa//, ka netti banapa pillo.//. //Nee bange ne barramu hidanggu//. //A pala bana hida ngawu//, na wawi wa’i ba ni tyana/gyounga//. //Ka enga tekkimu ne patekimu//, a limma hidangge hida umbamu//, nda ta dapa padekuki hidanggu//.
-
(29) nda ta dapa padekuki hinda-nggu
AM S AR P P S
not we just follow say I
‘We did not just follow, I said.’
(IV:15) //... //Malla tau wolla ingngi// wolla wee// ati ia manu//. //Enga wai gobba na ne katopo nyapo // ongo tunda bina ko bangge takangge kira lodo//
-
(30) Enga wai gobba - na ne katopo,…
AM P POS S
must there was pair it this machete
‘This machete must have its pair.’
(I:34) ///Kanyado hinna ngge na ama// kaba barra du barra dadi do// nya kanda rema na parangi tilli bendo// ...// ka … na tenawi ba hida ngge///. ///Takka ba hina wali kaia// ka mama belli ponggai na kaleku nggu// hina ngge pateki na ama umba mi ne olle.///.
-
(31) ///Takka ba hina wali kaia// ka mi mama
belli na kaleku nggu
first this handbag my AR C POS
Eventhough/now that you eat
AR S P
‘Now that you firstly eat my handbag.’ ( It means that you firstly have betel and areca nut.’
Clauses (29--31) have comment adjunct Takka ba hina wali kaia ‘eventhough’. Examples of adjunct in the text are presented as follows. Other adjuncts are used in the texts can be seen in appendix 2.
|
Mood Adjunct |
Comment Adjunct |
|
budi,wuku will’ domma ‘always’ enga taka ‘must’ kali pata ‘usually’ noto ‘may/might be’ okko ‘rarely’ |
badekuko-ngge ‘according to ’ bahinako ‘therefore’ baka ‘then, and’ balengnga ‘because’ bangge ‘then’ bengge ‘even if |
Beside modal adjunct, comment adjunct that add more information in clause are found in the texts. The table (4) below shows the use of AR and prepositional phrase in the text.
Table 4: The Use Number of Adverbial Residue and Preposisional Phrase in Text
|
Adjunct Types |
Text I |
Text II |
Text III |
Text IV |
Total |
% |
|
Adverbial |
315 |
135 |
163 |
339 |
952 |
67 |
|
Prep. Phrase |
107 |
48 |
63 |
88 |
461 |
33 |
|
Total adjunct |
422 |
182 |
226 |
427 |
1.413 |
100 |
Table 4 shows additional information realized by adverbial and prepositional phrase. The number of adverbial adjunct use is 952 (67%). The use of prepositional phrase is 461 (33%). The adverbial is higher than prepositional phrase. This fact indicates that adverbial adjunct is important in exchanging experience. It is aimed to have other tenors ensure the stated information. Therefore, the purpose will be understood by other tenors, and some decision can together be decided. Consider the data below.
(IV:123). Mediator I (ata panewe) from bride’s party
(32a) //Nyaka ole… neme bali tonga//, patoo baka nda na bali gollu dommo
ka ne panewe//. ///Pateki da bali tonga//, tanggala enam belas wulla ka ia ...// ponu ranga heti//, ...///. //Wale we koro dana// wulla ka ene tanggala satu// kappa malle tanggala tiga puluh hina ka ponu ranga//. //Hina byali //mono byali,// orona eta pateki na maro bali tonga hina koro dana///. //Hinako heti ...// ka tai ma ne tillu na// katuku tana rara// kangali dua paduana//, hina ne pateki// oro heti byali// mono byali// ba ma eta yame a nee na tillu na// ne tanggala enam belas// wulla ka lima// ponu ranga///...
(IV:124) Groom’s parent
(32b) //Nyado ku walepo yauwa bali tonga// ba lengnga limi dongge//. ///Nyado nena ka ndaiki duka na// ba limiko-ngge ne bahina nee// mono ata pabeiba mi// nyaka tai minggi tillu na ata ene// ka pawai weki na///. //Bahinako ne bahina nee ata pabei ba mi.
All underlined words in clauses (32a and 32b) are adverbial adjunct and prepositional phrases. Those adjuncts add more information to the clauses. In clauses (32a), there are five adverbial adjuncts and eleven prepositional phrases. Whereas, in clauses (32b), there are two adverbial adjuncts and two prepositional phrases. The use of adjunct in clauses (32a) is higher than in clause (32b) since tenor restates some adjuncts in clause (32a). The purpose of using repettiton is to ensure other tenors to get clear information.. Based on the fact shown in clause (32b) the adjunct is less used since the tenor has understood the message. The following data are examples of adverbial adjunct and prepositional phrases in the text (more examples are presented in appendix 1)
|
Prepositional Phrase |
Adverbial adjunct | ||
|
aro umma |
‘in front of house |
duada wulla |
‘two months later |
|
balitonga |
‘waiting room’ |
kapugede |
‘in the morning’ |
|
barra |
‘near’, ‘closed to’ |
kira |
‘time’ |
|
byali |
‘beyond’ |
koka |
‘tomorrow’ |
|
dana |
‘inside’ |
male |
‘last night’ |
Adverbial adjunct includes adjunct residue, such as circumstances. Adjunct position
can be either at the front or the end of a clause. Consider the following data.
(I:148) //....// //Kanyado kapeinda ndi hida Ama anton?// //Ne bahina ne’e hida ranga enne kabullu wa//, touda kabullu karambo// touda kabullu ndara//. ///Ne toma nda ndakurapu hida wawi// ...///
|
(33) //Ne bahina ne’e hida ranga |
enne kabullu wa//, touda kabullu karambo// | |||
|
Now |
these animal |
sixty |
them thirty |
buffalow |
|
AR |
S |
C | ||
|
touda kabullu |
ndara | |||
|
thirty |
hourse | |||
‘Now, these animals are sixty of them, thirty buffalows, thirty hourses.’
(IV:115) ///... //.. ///Yang berikut// Nda lakawa a dapa mawanggoki wa neti gyounga// , remana manairo/// ///Na marro pongngu we ne tanggala pateki mi//..
-
(34 ) Nda lakawa a dapa mawanggo -ki wa neti gyounga//
Not chil that just play she out side
AM Conj AR P S AR
‘She is not a child that just plays outside.’
Clauses (33--34)) have additional information relating AR. Information relating time such as ne bahina nee ‘now’ (clause 33) and information relating to place such as neti gyounga out side’ clause (34). In clause (34), there are additional information relating to AM nda ‘ not’ and AR neti gyounga ‘outside’.
Interpersonal metafunction in text concerns the exchange experience of tenor as speakers and listeners. Interperonal metafunction of meaning is realized by mood in the text. The included functions are giving information, stating purposes, and asking information, etc. These functions have more tendency for social interaction.
Interpersonal components are associated with mood, modality and personal. These function are realized in varieties ways, such as the use of first person, second person, or the use of different type of mood system. Therefore, the use of interpersonal metafunction of
meaning relates to interaction in exchanging experience among tenors in dialog that is realized by mood. Information that are exchanged in verbal form are spoken information. Interpersonal meaning in texts is aimed to get information, to give information, and to state purposes relating to decision of proposing to a girl, called KKWK. The decision agreed are choosing mediators, stating number of dowries either asked or accepted by two parties, stating time to fulfil dowries, stating time to take bride to groom’s place, and stating time for bride and groom to get marry.
The text mood realizes interpersonal metafunction of meaning. Mood is used by tenors in exchanging their experience in the texts. Mood system in clauses of the texts includes indicative and imperative type. The indicative consists of declarative and interrogative types. The declarative type consists of affirmative and exclamative, whereas interrogative consists of yes/no interrogative and wh-interrogative . The number of affirmative use is 2.596 (83%). Exclamative type is the least amounting to 37 (1.2%). Affirmative type is the highest number than other types. This fact indicates that tenors in exchanging their experience always give information, restate, and report it again. The least use of eclamative type indicates that tenor should keep his prestice. This type is used whenever they could not ensure bride’s parent to accept their opinion relating to the number of dowries. Therefore groom’s parent has to use exclamative type since he does not have any other choices.. By using this type, bride’s parent would have a pity to groom’s parents.
Mood structure of affirmative is S^P; exclamation is EW^S^P; imperative is P^C/ C^P; yes/no question is P^S)/ (P^C)/ (S^P); and wh-question is QW^ P^S. The elements of mood structure are subject, predicate, complement, and adjunct. In mood block, subject position is under mood and predicate is under residue together with complement and adjunct. Predicates are either followed or preceded by modality. Modalisation is used by groom’s parent while modulation is used by bride’s parent .
The use of interpersonal meaning in the text is to get information, to give information, to state idea/ opinion relating to decision agreed together, such as choosing and stating mediators, stating/ asking number of dowries, stating/requesting number of dowries given,
stating time for completing all dowry, stating time to take the bride to groom’splace, and stating time to get marry.
REFERENCES
Halliday , M.A.K. 1985. An Introduction to Functional Grammar. London:EdwardArnold
Halliday , M.A.K, and Hassan R. 1989. Language Context And Text: Aspect Of Language In A Social Semiotic Perspective. Deakin University . Australia
Halliday,M.A.K. dan Martin,.J.R, 1993. Writing Science and Discursive Power. London: Falmer Pittsburgh: University of Pittsburgh Press.
Halliday,M.A.K. 1994. An Introduction to Functional Grammar. Edward Arnold, A Member of the Hoddor Headline Group. London Mebourne Auckland
Halliday,M.A.K. 2002. Linguistik Studies of Texts and Discourse. London.
London: Continumm
Halliday,M.A.K. dan Matthiensen, M.,I.,M. Christian, 2004. An Introduction to Functional Grammar. Oxford University Press: Inc. New York
Maleong.L. 2010. Metodologi Penelitian Kualitatif. Penerbit PT. Remaja Roesdakarya: Bandung
Martin, J.R. & D. Rose, 2003. Working With Discourse: MeaningBeyond the Clause. London: Continuum.
Marshall C dan Rossman B. G. 1995. Designing Qualitative Research.
Second Ed. SAGE Publications. International Educational and ProfessionalPublisher.
Thousan Oaks London, New Delhi
Martin J.R 1992. English Text: System and Structure. Amsterdam. John
Benyamin Publishing Company
Mashun, M.S. 2005. Metode Penelitian Bahasa. Jakarta: PT Raja Grafindo
Persada
APPENDIX: 1
Adverbial adjunct and prepositional phrases in text.
|
Prepositional Phrase |
Adverbial adjunct |
|
aro umma ‘in front of house balitonga ‘waiting room’ barra ‘near’, ‘closed to’ byali ‘beyond’ dana ‘inside’ deta ‘on’ gyounga ‘outside’ katonga deta ‘on stage’ korodana in bed room’ lira ‘behind’ lola ‘down’ mbondo ‘above’ ne’e ‘over there’ nenna ‘there’ newe ‘here’ oma dana in the garden, field’ omba dana ‘in the lake’ pandou deta ‘on a bed’ ponnu ‘up’ tidi ‘beside’ tillu ‘middle’ umma dana ‘upstair’ |
duada wulla ‘two months later kapugede ‘in the morning’ kira ‘time’ koka ‘tomorrow’ male ‘last night’ mewa ‘day after tomorrow muriwali muri wali ‘for ever’ murri ‘follwing day’ ne bahina nee ‘now’ ne lodo ‘today’ neme ‘later’ neme ndou ‘next year’ nena ‘a while ago’ sebentar ‘for a moment’ tanggala ‘date’ touda dou ‘ three years’ ullu na ‘last time’ waina ‘last time’ wulla kaia ‘the first month’ wulla kapata ‘the four month’ yodikyaki ‘next time’ yone ‘over here’ |
APPENDIX 2
Mood Adjunct in Texts budi domma enga taka kali pata nda hinaki nda kali wai nda, indaki noto okko ongo pongngu sadeka takka wuku
‘will’
‘always’
‘must’
‘usually’
‘not like that’
‘not usually’
‘no, not’ ‘may/might be’ ‘rarely’ ‘probably’ ‘had to/must’
‘ all done’ ‘really/must’ ‘will’
|
Comment Adjunct in Texts | |
|
badekuko-ngge |
‘according to’ |
|
bahinako |
‘therefore’ |
|
baka |
‘then, and’ |
|
balengnga |
‘because’ |
|
bangge |
‘then’ |
|
bengge |
‘even if ‘ |
|
kalongga ate |
‘willingness’ |
|
kanyado, nyado |
‘ok, surely’ |
|
karoba |
‘surprise’ |
|
langka |
‘though’ |
|
lapata |
‘up to’ |
|
loko hina wali kaiya |
‘though, eventhough’ |
|
louka-louka |
‘even if, mainly’ |
|
malla |
‘all right’ |
|
melle |
‘‘if’ |
|
na tenaba |
it is right/surely, exectly’ |
|
na tenawi |
‘it is right/surely’ |
|
nda kali waikina |
‘not always’ |
|
nda peikina |
‘does not matter’ |
|
ndua atedo |
‘kindness’ |
|
nggai |
‘kindness’ |
|
nyaka |
‘so’ |
|
oro |
‘because’ |
|
papangeda-nggu |
‘my opinion’ |
|
taka nyakido |
eventhough’ |
|
tutuba |
‘it is enough’ |
utuba
wali kalaki ate
‘luckily’
from deeply hard’
25
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