A Study of Down Syndrome Individuals' Mood And
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A STUDY OF DOWN SYNDROME INDIVIDUALS’ MOOD AND SPEECH FUNCTIONS ON YOUTUBE CHANNEL SPECIAL BOOKS BY SPECIAL KIDS
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By ANGELA WIDYA UTARI Student Number: 154214066
DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019
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A STUDY OF DOWN SYNDROME INDIVIDUALS’ MOOD AND SPEECH FUNCTIONS ON YOUTUBE CHANNEL SPECIAL BOOKS BY SPECIAL KIDS
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By ANGELA WIDYA UTARI Student Number: 154214066
DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
EVERY FLOWER IS A SOUL BLOSSOMING IN NATURE. -Gerard De Narval-
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For down syndrome individuals, you guys are awesome.
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to God for all the blessing and love. Next, I would like to express my biggest gratitude to my thesis advisor Dr. Fr. B. Alip, M.Pd., M.A for the guidance and patience since the early process of writing this study. Thanks a lot for the time, help, support, and advice. I would also like to thank my thesis co-advisor Arina Isti’anah, S.Pd., M.Hum. for the time, help, support, and advice. I would like to thank all the lecturers in this department, thank you for the knowledge.
My gratitude also goes to my parents and brother who always trusting, supporting, helping, and loving me. Without their support and prayer, I would not able to finish this study yet.
I am grateful to my beloved friends: Ega, Tirta, Budi, Rica, Ingrid, Ira, and
Viona who always there for me and help me through all the difficult time. I also thank all my friends in this department for their never ending supports, especially
Ayuk, Celin, Vane, Indah, Mba Dilla, Oven, Kak Risa and Nova. Thanks for the love, help, and support which mean a lot for me.
Angela Widya Utari
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TABLE OF CONTENTS
TITLE PAGE ...... ii APPROVAL PAGE ...... iii ACCEPTANCE PAGE ...... iv STATEMENT OF ORIGINALITY ...... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH .. vi MOTTO PAGE ...... vii DEDICATION PAGE ...... viii ACKNOWLEDGEMENTS ...... ix TABLE OF CONTENTS ...... x LIST OF ABBREVIATIONS ...... xii LIST OF TABLES ...... xiii ABSTRACT ...... xiv ABSTRAK ...... xv
CHAPTER I: INTRODUCTION ...... 1 A. Background of the Study ...... 1 B. Problem Formulation ...... 3 C. Objectives of the Study ...... 3 D. Definition of Terms ...... 4
CHAPTER II: REVIEW OF LITERATURE...... 5 A. Review of Related Studies ...... 5 B. Review of Related Theories ...... 8 1. Systemic Functional Grammar ...... 8 2. Interpersonal Meaning ...... 9 3. Mood ...... 9 a. The Mood Element ...... 9 i. Subject...... 10 ii. Finite...... 10 iii. Predicator ...... 11 iv. Complement ...... 11 v. Adjunct ...... 12 1) Circumstantial Adjunct ...... 12 2) Comment Adjunct ...... 12 3) Mood Adjunct ...... 13 4) Polarity Adjunct ...... 13 5) Continuity Adjunct ...... 13 6) Conjunctive Adjunct ...... 14 7) Vocative Adjunct ...... 14 b. System of Mood ...... 14 i. Declarative Mood ...... 15
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ii. Interrogative Mood...... 15 1) Yes-no interrogative question ...... 16 2) Wh- interrogative question...... 16 iii. Imperative mood ...... 17 iv. Exclamative mood ...... 17 c. Ellipsis ...... 18 4. Speech Functions/ Speech Acts ...... 18 a. Exchanging Information ...... 20 i. Giving information ...... 20 ii. Demanding Information ...... 20 b. Exchanging Good and Services ...... 20 i. Giving Good and Services ...... 21 ii. Demanding Good and Services ...... 21 5. Minor Speech Functions ...... 21
CHAPTER III: METHODOLOGY ...... 23 A. Object of the Study ...... 23 B. Approach of the Study ...... 24 C. Method of the Study ...... 25 1. Data Collection ...... 25 2. Data Analysis ...... 26
CHAPTER IV: ANALYSIS RESULTS AND DISCUSSION ...... 28 A. The Moods of the Utterances Produced by Down Syndrome Individuals 28 1. Declarative Mood ...... 29 2. Wh-interrogative Mood ...... 37 3. Yes/No Interrogative Mood ...... 40 4. Imperative Mood ...... 43 B. The Speech Functions Performed by the Down Syndrome Individuals ... 45 1. Exchanging Information ...... 46 a. Giving Information ...... 46 b. Demanding Information ...... 50 2. Exchanging Good and Services ...... 53 a. Giving Good and Services ...... 53 b. Demanding Good and Services ...... 55 3. Minor Speech Functions ...... 57
CHAPTER V: CONCLUSION ...... 59
REFERENCES ...... 62 APPENDICIES ...... 64 Appendix 1: The Videos Transcribed ...... 64 Appendix 2: Table of Analysis Mood and Speech Functions ...... 69
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LIST OF ABBREVIATIONS
Decl. : Declarative
Imp. : Imperative
Wh- interr : Wh- interrogative
Yes/no- interr : Yes/no- interrogative
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LIST OF TABLES
No. Table Page
1. Table 1. Finite Verbal Operator 10
2. Table 2. Speech Functions and Responses 18
3. Table 3. List of Videos 23
4. Table 4. The Mood Categories by Down Syndrome Individuals 26
(Examples)
5. Table 5. The Speech Functions Categories by Down Syndrome 27
Individuals (Examples)
6. Table 6. The Mood Categories by Down Syndrome Individuals 28
7. Table 7. The Speech Functions Categories by Down Syndrome 46
Individuals
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ABSTRACT
UTARI, ANGELA WIDYA, (2019). A Study Down Syndrome Individuals’ Moods and Speech Functions on Youtube Channel Special Books by Special Kids. Yogyakarta: Department of English Letters, Faculty of Letters, Universitas Sanata Dharma.
Language is an important part for humans to communicate with others. Through language, humans use the words in an appropriate way in order to make it understood easily. Down syndrome individuals have difficulty in learning language. They get difficulties to express or deliver messages because of intellectual delay. For this phenomenon, the data were taken from the videos on Youtube Channel Special Books by Special Kids as the object of the study. This thesis answers and discusses two problems. The first problem is to find mood which occurs in down syndrome individuals’ utterances. The second problem is to figure out the speech functions which occurs when they do a conversation. The focus of this study is on down syndrome individuals’ utterances. The writer used qualitative research with purposive sampling in conducting this study. The data were obtained from several videos and they were classified based on the frequent mood and speech functions that down syndrome individuals utter. To help this study, the writer applies the grammatical approach. There are two theories which are used, theory of mood and theory of speech functions. The first theory is used for analyzing the grammatical structure. The second theory is to figure out the functions of speech which are uttered. The results of this study showed that from 127 utterances, the most frequently mood is declarative with 98 utterances, and the frequent speech functions which occur is statement with 93 utterances. However, the writer also found the minor speech functions that do not require the mood structure. They are exclamation, greetings, and calls.
Keywords: down syndrome individuals, Youtube videos, mood, speech functions
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ABSTRAK
UTARI, ANGELA WIDYA, (2019). A Study of Down Syndrome Individuals’ Mood and Speech Function on Youtube Channel Special Books by Special Kids. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Bahasa adalah sebuah bagian penting bagi manusia untuk berkomunikasi dengan orang lain. Melalui bahasa, manusia menggunakan kata-kata dalam aturan yang benar agar mudah dipahami. Individu-individu down syndrome mengalami kesulitan dalam mempelajari bahasa. Mereka kesulitan untuk mengekspresikan dan menyampaikan pesan-pesan karena keterlambatan intelektual. Untuk fenomena ini, data-data diambil dari video-video pada channel Youtube Special Books by Special Kids sebagai objek kajian. Skripsi ini menganalisis dan mendiskusikan dua permasalahan. Permasalahan yang pertama untuk menemukan mood yang muncul pada ucapan- ucapan individu-individu down syndrome. Permasalahan kedua untuk mencari tahu fungsi-fungsi bahasa yang muncul saat mereka melakukan percakapan. Fokus pembelajaran ini adalah ucapan-ucapan pada individu-individu sindrom down. Penulis menggunakan penelitian kualitatif dengan teknik purposive sampling dalam melakukan pembelajaran. Data-data diambil dari beberapa video dan diklasifikasikan berdasarkan mood dan fungsi-fungsi bahasa yang sering muncul pada ucapan individu-individu down syndrome. Untuk membantu pembelajaran ini, penulis mengaplikasikan pendekatan gramatikal. Ada dua teori yang digunakan yaitu teori mood dan teori fungsi-fungsi bahasa. Teori pertama digunakan untuk menganalisis struktur gramatikal. Teori kedua digunakan untuk mencari tahu fungsi-fungsi bahasa yang diucapkan. Hasil yang diperoleh menunjukan bahwa dari 127 ucapan, ditemukan mood yang paling sering muncul adalah mood deklaratif dengan jumlah kemunculan 98 kali, dan fungsi bahasa yaitu pernyataan dengan jumlah kemunculan 93 kali. Meskipun demikian, penulis menemukan fungsi bahasa minor yang tidak memenuhi persyaratan struktur mood. Mereka adalah seruan, salam, dan panggilan.
Keywords: down syndrome individuals, Youtube videos, mood, speech functions
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language is an important part of human as a tool for communicating. In communication, there should have a sender and receiver. Communication can be classified in two distinctive ways, the first one is verbal communication such as talking, screaming, listening, groaning and so forth, and the second one is non- verbal communication such as eye contact, gesture, facial expression, and so on.
Since childhood, humans have learnt how to communicate by using words.
An important part of linguistic knowledge and a component of our mental grammar are words, but one can learn thousands of words, in a language and still not know the language (Fromkin, Rodman, & Hyams, An Introduction to Language, 2011, p. 36).
Through language, humans use the words in an appropriate way in order to make it understandable by others.
Individuals who have special needs, for instance down syndrome individuals, have difficulty in learning language. Individuals with down syndrome have medical problems that affect the delivery all of services, whether social, educational, or development (Dyke et al, 1990, p.3). Intellectual abilities are very important for individuals, in fact down syndrome individuals get intellectual delay.
The intellectual delay has an impact for them, for instance the difficulty to communicate easily and clearly. It is hard for them to express what they want to say. Buckley argues they have difficulties experiences in
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hearing, auditory perception and processing, producing speech clearly, and learning grammar and vocabulary (1999, p. 111). In fact, people in producing speech and understanding other speech should be able to hear clearly and respond others by arranging the words for making good sentences. This problem makes the writer interested in studying more about down syndrome individuals’ communication through linguistic aspects. Buckley argues individuals with down syndrome especially children get frustrated because of the delay and difficulty producing clear words (1999, p. 114). Language delays affect them in understanding vocabulary, grammar, and so on.
This study is a research in the linguistic aspects of down syndrome individuals’ speech. As already mentioned, down syndrome individuals have delay in learning grammar and vocabulary, thus they should struggle in making good grammar and sentence structure. This problem becomes an interesting topic to be analyzed because down syndrome individuals commonly repeat the same words or sentences and this study analyzes through their mood and speech functions. The mood theory presents their grammatical structure and the speech functions theories present their attitude and role in speech. The aim of this study is to know what the frequent mood and speech functions that they used in making utterances.
Youtube is a social media network for sharing videos that can be accessed easily. There are a lot of contents which can be found on Youtube channel. One of the channels that draws the writer’s attention is the channel “Special Books by
Special Kids” about individuals who have special needs and disability. This
Youtube channel has a specific content about normalizing the diversity of the
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human condition. The writer is interested in analyzing down syndrome individuals because their interaction with others bring up the significant distinction with individuals. The characteristic of individuals with down syndrome that have a delay in using language are showed in the videos.
Hence, this study will help the writer and the readers to know further about down syndrome individuals’ communication about their intellectual delay affect their language learning or not. The linguistic aspects will classify their attitude through grammatical language that is understood as mood, not only that but also the exchange of information and good and services that is called as speech functions. This topic is worth for studying because the writer and the reader will know the characteristics of down syndrome individuals based on linguistic aspect especially in the grammatical function as one of their developmental delay.
B. Problem Formulation
From the description of the background of the study, the writers formulate the problems:
1. What moods of the utterances are produced by down syndrome individuals?
2. What speech functions are performed by down syndrome individuals?
C. Objectives of the Study
Based on the order of the problem formulation, this study is conducted to find out the moods of the down syndrome individuals utterance. The types of moods have a relation to the next problem, the speech functions. Thus, the second objective
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of this study is to understand the speech functions which performed through their utterances.
D. Definition of Terms
In this part, the writer defines the terms of the topic for avoiding misperception and misunderstanding. Some references from the expert are taken to make it clear.
The first term is mood. “The mood elements consist of two parts, (1) the subject, which is a nominal group, and (2) the finite operator, which is a part of a verbal group” (Halliday & Matthiessen, 2004). As the writer understand, mood can be defined as a form of sentences showing the attitude of the speaker to what he/she said.
The second term is speech functions/ speech acts. “Speech acts are labels for the kinds of things we are doing when we act upon one another through language” (Lock, 1996, p. 174). This term uses in context and response after knowing grammatical mood.
The third term is down syndrome. “Down syndrome represents the main genetic source for learning disabilities (Hulten et al., as cited in Oliver, 2012, p. 1).”
Individuals who have down syndrome always get a difficulty to communicate because of their intellectual ability.
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CHAPTER II
REVIEW OF LITERATURE
This chapter is divided into three sub-parts. The first sub-part is to review related studies which take several studies from undergraduate theses and journal articles. Those studies are selected because more or less they have the same approach and theory which are used. The second sub-part is to review the related theories. This sub-chapter is important to guide the writer for applying some theories that related with this study. The most relevant theories are needed. The third sub-chapter is about theoretical framework. This part explains how the theories contribute to solve the problems.
A. Review of Related Studies
There are some studies done by other writers related to this study and those studies will be reviewed in this chapter. Two undergraduate theses and two journal articles are chosen because they have similar theories with this study. However, there are some differences that are found within those studies.
The first is the undergraduate thesis by Rusmawan (2015). His study observes moods and modality of 2014 Indonesian Pre-Presidential Election in the
Jakarta Post and the Jakarta Globe Editorials. The purpose of this study is to find out the attitude of the editorials towards the form of the opinion in the newspaper.
The similarity and the differences of the both editorials are explained in this study, as the result this study finds out that they have the same pattern of the form and
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mostly used for giving information. Moreover, the differences occur in applying modality value in this study in order to support the function.
Rusmawan’s study has a similarity with this study. Both of them use functional English grammar approach and applying mood theory. By applying moods theory, the elements that become the focus are the Subject and the Finite.
The differences of both studies can be seen on the object of the study. Rusmawan observes newspaper, while this study observes videos from Youtube channel that concern with down syndrome individuals. The other difference also occurs in the next theory. Rusmawan applies modality for the next analysis. On the other hand, this study applies speech function theory that is supported from the response.
The second is undergraduate thesis by Sakina (2015). Her study conducts interpersonal meaning occur in sales letter on internet business.
The purpose is identifying the mood types used and their functions in the sales letters, discovering the role and social relationship between the sales letter writer and the prospective buyers, and determining whether a sales letter is a spoken or written text (Sakina, 2015).
The focus of her study is on the typical mood types. It shows that her study has a similarity in theory with this study. Besides that, there are three theories which used; text types, mood types, and social relationship. The result on the typical moods types shows that declarative dominate the sales letter which indicates the intention is to inform people about the product he/she sells. The difference between Sakina and this study is on the others theories which used. This study applies speech functions theories. On the other hand, her study uses text types and social relationship theories. Both of the study also have different object of the study.
Written language is used in her study and spoken language in this study.
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The third is a journal article by Noor, Ali, Muhabat, and Kazemian (2015).
They analyze the address of the Holy Prophet (PBUH) by using Systemic
Functional Linguistics Mood Analysis. The purposes of their study are to analyze the structural aspects of the language of the religious sermon and to evaluate the functional meaning of the text under study. The result concludes that the declarative as the most mood category that occur, and then imperative and interrogative. It has a function in order to understand interpersonal relationship of the participants. They have similarity with this study which uses moods theory to help in doing analysis and finding out the answer of the problem. Both of the studies have the difference in object of the study.
The fourth is a journal article by Arifuddin and Sofwan (2015). They make a research about speech functions and grammatical Patterns in conversation in the
English textbook. There are some results that can be concluded, for the functional analysis shows that there are 253 speech function and 21 typical expressions that have been categorized, and for the structural analysis that there are 278 clauses of grammatical pattern in. The similarity between their study and this study occur in using of speech function and grammatical pattern (mood type). However, the studies have different concerns. It is the object of the study that is not same. This study focuses in observing individuals with down syndrome.
All of those studies have important roles in helping and guiding the writer to do analysis mood types. They also become the references in doing this study.
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B. Review of Related Theories
1. Systemic Functional Grammar
Grammar is not just a set of rules for specifying structure, but also as communicative resource that show what the sentences are for and how they are used. Halliday and Matthiessen argue a systemic grammar is one which is organized around the concept of grammatical system (2004, p. 47). It is a structure of language used. Grammar as system is to show grammar as a meaning making resource and also to describe the grammatical categories by reference to what they mean
(Halliday & Matthiessen, 2004, p. 10). Thus, it is concerned with how language makes meaning.
This study use language in order to describe the grammar and meaning that is in the level of lexicogrammar. It presents a view language in term of both structure (grammar) and words (lexis). Thus, the grammatical is accounted for the structure and the function of language as the central. Moreover, systemic functional grammar presents how do people use language and how language itself structured.
Systemic Functional grammar consists of three functions. These functions relate to three central purposes: clause act as a representation (ideational function), an exchange (interpersonal function), and a message (textual function) (Halliday as cited in Finch, 2000, p.24). Experiential meaning is clause about human experience which is realized in process, participants, and circumstances. Interpersonal meaning is clause to interact with others through language for exchanging information or good and services. Textual meaning is clause which organize the experiential and interpersonal meaning that is realized through pattern of theme and cohesion.
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2. Interpersonal Meaning
Interpersonal meaning is the speaker’s role relationship with the addressee.
It is a meaning about our role relationship with other people for expressing an attitude and taking up a role (Eggins, 2004, p. 12). Thus, the interpersonal meaning is always connected with the speaker and the listener. Halliday and Matthiessen argue that the speaker adopts for himself a particular speech role in order to require the listener to do a complementary role (2004, p. 106). The speaker and the listener take a role and express their role in speech functions.
The purpose of this meaning is to get people to do things, give and request information, and offer to do things ourselves, and the ways in which we express our judgements and attitudes about such things necessity, likelihood, and desirability (Lock, 1996, p. 9).
Those kinds of act show the interpersonal meaning assign communication roles to the performer and the addressee. The principal grammatical in this meaning is mood.
3. Mood
Lock argues that in identifying a mood clause is from its structure (1996, p. 176). As the writer understands, mood is defined as a form of clause showing the attitude of the speaker to what he/she said. a. The Mood Element
According to Halliday and Matthiessen, there are two parts of mood elements: the Subject that is nominal group, and the Finite operator that is a part of verbal group (2004, p. 111). The form of structure identifies the mood, especially the Subject and the Finite as the crucial things on mood. Besides the Subject and
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the Finite as mood elements, there are other elements of mood structure, such as a
Predicator, a Complement, and an Adjunct. They are called as structure of residue. i. Subject
Subject is the part of sentence and clause that typically a noun group.
Locks argues the most easy way to identify the subject of a clause by adding what is called a tag to the clause (Functional English Grammar: An Introdution for
Second Language Teachers, 1996, p. 11). It is illustrated on the following example:
Your cassette tape, you‘ve still got it, haven’t you? subject tag
By using a tag, it helps to find out the subject. “Subject is dissociated from the actor, but the subject still specifies the one which validity of the information is made to rest” (Halliday & Matthiessen, 2004, p. 117). The purpose of identifying the Subject is to make it clear and avoid misunderstanding. ii. Finite
Finite as a part of verbal group has an important part in mood. This element is divided into two verbal groups that sign of time or modal.
Table 1. Finite Verbal Operator (Halliday & Matthiessen, 2004, p. 116) Temporal operators: Past Present Future Positive did, was, had, used to does, is, have will, shall, would, should Negative didn’t, wasn’t, hadn’t, doesn’t, isn’t, won’t, shan’t, didn’t + used to hasn’t wouldn’t, shouldn’t Modal operators: Low Median High Positive can, may, could, might, will, would, must, ought to, need, (dare) should, is/was to has/had to Negative needn’t, doesn’t/didn’t won’t, wouldn’t, mustn’t, ought to, + need to, have to shouldn’t, (isn’t/ can’t, couldn’t, wasn’t to) (mayn’t, mightn’t, hasn’t/ hadn’t to)
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Based on table above, the Finite is divided into temporal and modal operators.
Locks states there are three characteristic of the Finite; it is marked as the first constituent of the verb group, as tense, and as number agreement (this is most seen as the verb be) (Lock, 1996, p. 13). The Finite takes an important part in sentence because all the sentences certainly have a Finite. However, there are also the Finite which is fused with the Predicator. For instance: “He cooked pasta yesterday” the finite is identified in cook (predicator) + ed (past tense). iii. Predicator
Predicator is realized as verbal group. Locks argues everything in the verb group except the finite is predicator (Functional English Grammar: An Introdution for Second Language Teachers, 1996, p. 18). However, there is non-finite clause containing a Predicator. Sometimes, it is hard to differentiate the predicator and the finite, for instance in a sentence I heard it. The word heard realizes both the Finite and the Predicator. iv. Complement
Complement has a part in completing the meaning of a sentence. “It can be realized by a noun groups, nominal clauses, adjective groups, and prepositional phrases” (Functional English Grammar: An Introdution for Second Language
Teachers, 1996, p. 17). Complement is divided into the verb be, linking verb, and direct object. For instance; the store is crowded. The word ‘crowded’ is a complement because it follows the verb be. Complement is also realized as direct object, indirect object, object complement, and subject complement.
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v. Adjunct
Halliday and Matthiessen say in identifying an Adjunct is realized by an adverbial group or prepositional phrase rather than by a nominal group (2004, p.
124). It is a part of additional information of a clause which can be removed without change the meaning. Locks states omitting the adjunct does not make the clause ungrammatical and the adjunct cannot be realized as subject (Functional English
Grammar: An Introdution for Second Language Teachers, 1996, p. 17). It means that Adjunct is an optional element, for instance; I bought the clothes last week. The word ‘last week’ is an Adjunct which can be omitted without affecting the meaning.
There are sub-types of Adjunct:
1) Circumstantial Adjunct
Circumstantial Adjunct is mentioned for telling thing like when, why, where, how the event happened (Thompson, 2014, p. 65). This in an additional information in a clause which explain an adverb of time, manner, place, and so on.
This kind of Adjunct is a part of interpersonal meaning. Because of that,
Circumstantial Adjunct is in Residue structure.
2) Comment Adjunct
Eggins argues that Comment Adjunct is realized by adverbs, and it occurs in clause initial position or directly after the subject (2004, p. 161). Because of their position, Comment Adjunct can be identified easily. The examples of comment adjuncts are frankly, wisely, luckily, broadly, and so on. “Halliday argues that because the scope of a Comment Adjunct is the entire clause, they should be seen
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to operate outside the Mood/Residue structure altogether” (as cited in Eggins, 2004, p. 162). It is not a part of interpersonal meaning.
3) Mood Adjunct
Halliday and Matthiessen point out the following categories of Mood
Adjunct can be classified as modality, temporality, and also intensity (2004, p. 126).
Some of the example of the Mood Adjuncts: temporality (eventually, just, already, once, etc), modality (certainly, always, never, sometimes, etc), and intensity
(totally, almost, even, only, etc). This element has position next to the Finite, it can be after or before it.
4) Polarity Adjunct
Polarity refers to positive or negative opposition in a clause. Halliday and
Matthiesen state Polarity Adjunct may function in three different ways: as statement
(either in answer to a question, in acknowledgement to a statement, etc), as part of textual theme, and as response to a call (yes only) (2004, pp. 144-145). Polarity as statement is realized in Mood Adjunct because it is expressing speech act. In another hand, the textual theme (oh, well, yea, or na) and response to a call
(Widya!_Yes?) have no place in the mood structure. Both of them can be labeled as continuity but they are not part of interpersonal meaning.
5) Continuity Adjunct
Eggins states continuity Adjunct signals a response to prior talk, but there is no specific logical relation like Conjunctive adjunct (2004, p. 164). The example of this Adjunct is oh, yea, well, and so on. This Adjunct is not a part of Mood or
Residue.
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6) Conjunctive Adjunct
There are two kinds of Conjunctive Adjunct, they are Cohesive and Tactic
Conjunction. Thompson states that cohesive adjunct does not take a part in the interpersonal meaning of the clause, so they are not Mood or Residue (2014, p. 66).
This Conjunctive Adjunct is labeled as an Adjunct: conjunctive. The example of this Adjunct is however, moreover, nevertheless, and so on. On the other hand, tactic conjunction does not refer any label. “It expresses structural relationship between clauses within a single sentence” (Eggins, 2004, p. 163). The example is although, if, and, so, and others. However, Eggins states also Tactic Conjunction can be realized as cohesive if the Conjunction is to link comment to the previous comment by other speakers (Eggins, 2004, p. 164). To support the statement, there is an example “Because you make me laugh.” This sentence is commenting the previous question or statement, thus “because” is realized as Cohesive Conjunction.
7) Vocative Adjunct
This kind of Adjunct is not belonging neither Mood nor Residue.
“Vocative Adjunct are identifiable as names, where the names are not functioning as the Subject or the Complement, but are used to directly addressed the person named” (Eggins, 2004, p. 162). It is used to address the hearer or reader directly. It is commonly is separated by commas within a clause. This Adjunct is not a part of mood or residue. b. System of Mood
Locks argues declarative, imperative, exclamative, interrogative moods may typically realize the speech acts statement, directive, exclamation, question,
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but they can be changed (Functional English Grammar: An Introdution for Second
Language Teachers, 1996, p. 176). In identifying mood and speech act, they are not always in the same pair. There are four categorizations of mood: declarative, interrogative, imperative, and exclamative. i. Declarative Mood
Declarative mood is the most common types of grammatical mood. It commonly occurs when someone wants to interpret a fact. The primary aim of performing declarative mood is to state that is to convey information. Locks states declarative mood has a basic type that is subject followed by the Finite (Functional
English Grammar: An Introdution for Second Language Teachers, 1996, p. 177).
For instance: I Should Finish my thesis this month Subject Finite Predicator Complement Adjunct Mood Residue
The Finite and the Predicator are often fused, as the example: They Make cookies Subject Finite Predicator Complement Mood Residue
This kind of mood typically use often in making utterances. From the examples above shows that the order form of declarative is subject followed by the Finite.
Followed by is symbolized as ^. ii. Interrogative Mood
A form of sentence that shows a question is interrogative mood. There are two kinds of this mood: yes/no interrogative and wh- interrogative. They have the significant differences.
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1) Yes-no interrogative question
In this type of Mood the structure is the Finite ^ the Subject. This is a question where someone expects an answer yes or no. The following example is:
Are You a pilot of Singapore Airlines Finite Predicator Subject Complement Adjunct Mood Residue Mood Residue
It is very clear that in the yes-no interrogative questions, a Finite is always in the first part of sentences. “Question realized by yes-no interrogative mood clauses expect the addressee to confirm or deny information, typically with the answer yes or no” (Lock, 1996, p. 181). Commonly, in forming yes/no question it must include: be, have, do, or modal verb.
A: Is it your choice for having holiday in Bangkok? B: Yes, it is.
The underlined word is declarative sentence to complete the answer, but it is optional and can be left out.
2) Wh- interrogative question
Not all interrogative will begin in the Finite element, wh- interrogative as instance. “Questions realized by wh- interrogative mood clauses request specific pieces of information” (Lock, 1996, p. 182). This question uses who, what, which, where, when, why, or how.
A: Where did she lose her car? B: In the hospital.
Speaker A needs information from B, thus A demands B for giving the complete answer. Halliday and Matthiessen state besides the Finite and the Subject, the Wh- element also followed by one or another element, such as the Predicator, the
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Complement, or the Adjunct (2004, p. 134). There are some possibilities which occur, for example:
Who Left the dog Subject/wh- ‘past’ ‘leave’ Complement Finite Predicator Mood Residue
whose toy is it Complement/ wh- Finite Subject Residue Mood
Where Have the cars parked Adjunct/ wh- Finite Subject Predicator Residue Mood Residue
Those three examples ask a question that demands information. iii. Imperative mood
This is a kind of mood that shows a directive. “Imperative mood clause is typically realized by a Predicator in the v (base) form of the verb, with no explicit subject or finite” (Lock, 1996, p. 179). Thus, imperative mood is started with predicator. It can be categorized as directive which used to express instruction, demand, or request. The following example is; “close the door!” However sometimes this kind of sentence is impolite, thus the speaker may utter: “close the door, please!” This example shows the speaker demand the hearer to close the door. iv. Exclamative mood
The aim of this mood is to make an exclamation. Locks states the form of exclamative mood is typically realized in the What-object/ Complement ^ the
Subject ^ the Finite or the How- Complement/ Adjunct ^ the Subject ^ the Finite
(Lock, 1996, p. 179). This kind of mood is to express feelings or opinions.
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how stupid I Am Complement/ wh- Subject Finite Predicator Residue Mood Residue
However, it should be noted that this exclamation also often occurs with no Subject,
Finite, or Predicator, as the following example; “how stupid!” c. Ellipsis
Ellipsis performs something that has been left out. Baker states a deletion something that is identical to something else in the discourse or sentence is ellipsis rules (1989, p. 431). To know the clue of ellipsis, it can be seen from contextual clue. The omission of word commonly is still understandable by the reader or hearer. Halliday and Matthiessen say it is possible for a clause to occur without subject by signaling mood by intonation (2004, p. 151). It is impossible in a clause to express the mood without subject because subject is a requirement to make a clause clear and completely understandable. However, there is an exception that subject omission can be realized by understanding the intonation. They also state declarative typically go down in pitch at the end while yes/no interrogative commonly go up (1989, p. 151). This is a typically intonation that helps to identify the mood.
4. Speech Functions/ Speech Acts
The purpose of the speech functions is to make the speaker or adressee performs actions through the utterances and they have a role in communication.
Speech function occur when someone wants to perform an offer, command, statement, and question. According to Halliday and Matthiessen, giving and
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demanding are two specific types of speech (2004, p. 107). It is used in order to know the function of the speech for exchanging information or good and services.
Table 2. Speech Functions and Responses (Halliday & Matthiessen, 2004, p. 108) Response Initiation Expected Discretionary give Offer Acceptance Rejection shall I give you yes, please do! no, thanks good & this teapot? demand services Command Undertaking Refusal give me the here you are! I won’t teapot! give Statement acknowledgement Contradiction he’s giving her is he? no, he isn’t the teapot information demand Question Answer Disclaimer what is he a teapot I don’t know giving her?
From the table above, speech functions need the speaker and the addressee role.
“Between giving and demanding, there is the nature of the commodity being exchanged; (a) goods and services or (b) information” (Halliday & Matthiessen,
2004, p. 107). This speech also has a function as an interaction to others for getting a response, due to when giving functions occur, it means inviting to receive, on the other hand when demanding functions occur, it means inviting to give. The fourth categories of speech functions are matched by the responses which are acceptance, rejection, undertaking, refusal, acknowledgement, contradiction, answer, or disclaimer. From the table above the response is verbal. However, except the question speech functions, the response can be non-verbal. For instance, a teacher gives an instruction to the students by uttering “Be quiet please!” the teacher performs a command that does not need a verbal response, the student must follow the instruction by not making a noisy. Speech functions have a role not only for the
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speaker, but also the addressee or hearer, it shows the function of clause as exchange. a. Exchanging Information
This function occurs in order to give information or demand information.
The exchange information such as giving information or demanding information are realized from the mood element which occur first, the Subject or the Finite (Butt et al, 1998, p.71). On the other hands, the response from the addressee also affect the functions. i. Giving information
In giving information, the mood element which is realized is the Subject followed by the Finite. However, in this part the grammatical structure help in determining the speech functions. The speech functions in giving information usually occur in declarative mood which functioning as statement. By uttering statement, the speaker gives information which the addressee may do not know yet. ii. Demanding Information
This speech function commonly occurs in a question. Usually the mood structure is the Finite precedes the Subject. The question sometimes occur in polarity negative which is yes/no interrogative or in wh- question which needs specific information (Butt et al, 1998, p.72). In demanding information, the speaker needs verbal response from the addressee that is an answer or disclaimer. b. Exchanging Good and Services
In this exchange good and services, language use to influence others by giving order or instruction. Eggins argues the semantics interaction are recognized
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two categories: the speech function offer that is to give good and services, and the speech function command that is to demand good and services (Eggins, 2004, p.
176). The response from the addressee sometimes does not require a verbal language. i. Giving Good and Services
This kind of exchange usually occur when someone wants to perform an offer. It does not have any special mood configuration of the Subject and the Finite
(Butt et al, 1998, p.74). This speech function can be performed in declarative mood or yes/no- interrogative mood, for instance I will play the game or shall I play game? ii. Demanding Good and Services
The demand of good and services is typically realized in imperative mood.
This speech function has the most common type of exchange there is not apparent the Subject or the Finite, but sometimes the speaker adds a Subject or a Finite in order to make their demand more emphatic (Butt et al, 1998, p.72). The frequent response which occur is non-verbal language, because an instruction usually needs a response that is an action from the addressee.
5. Minor Speech Functions
Halliday and Matthiessen state this speech function does not display mood and residue structure, it is realized as a minor speech function (2004, p. 153). Even though this speech is not realized in mood structure, but it still has a part in speech function. These speech functions are exclamation, greetings, calls, and alarms.
Exclamation speech has a function to express a surprise, pleasure, anger, and so on,
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such as yuck, aha, no. Greetings speech has a function to welcome someone or to show an attention such as hello, hi, good morning, and so on. Call speech has a function to call attention other person or things that being addressed, such as Oh
Lord, Charlie, you there, and so on. The last is alarm speech which has a function to make a warning or signal, such as careful, quick, help, and so on.
C. Theoretical Framework
In this study the writer uses two theories to solve the problems. Theory of mood help the writer to know the attitude of the speaker to what he/ she said through a form of clause and grammatical structure. Theory of speech acts/ speech function that have a position to know the speaker purpose to perform the function of speech through language.
The first theory is the theory of mood. The form of structure is the most important part in doing mood analysis and discussion. The writer conducts analysis with categorize mood into declarative mood, interrogative mood, imperative mood, and exclamative mood in order to know what the speaker used often.
The second theory is the theory of speech functions that is also called as the theory of speech act. This theory has an important part to know the function of the speaker’s utterance because it is the speaker act upon one another through language to deliver the function of the speech. This speech function also has a role in exchanging information or exchanging good and services. It needs a response from the addressee.
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CHAPTER III
METHODOLOGY
This chapter introduces the methodology which is divided into three sub- parts. Those three sub-parts are object of the study, approach of the study, and method of the study. In the object of the study, the writer describes the object or data of the study and uses the linguistic elements analyzed. For the approach of the study, the writer explains and describes the approach used in analyzing the linguistic elements, and the reason why the approach is used. In the method of the study, it is divided into two sections: data collection and data analysis. This sub- part presents how the data are collected, organized, categorized, or treated to conduct this study.
A. Object of the Study
In conducting the data analyzed, this study used videos from YouTube
Channel, Special Books by Special Kids. The channel’s creator, Chris Ulmert went around the world to meet and interview individuals with disability. The writer used
6 videos about down syndrome individuals.
Table 3. List of Videos No. Title Date Duration A Married Couple with Down 1. May 11, 2017 1’59” Syndrome College Sweethearts with Down 2. Feb 8, 2017 1’25” Syndrome 3. Young Love March 17, 2017 1’38” 4. Brothers with Down Syndrome August 1, 2017 1’26” 5. Madison and Kamden August 29, 2017 1’07” 6. The Engaged Couple September 25, 2017 1’03”
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The data would be obtained from down syndrome individuals’ utterances which occur in the videos. This channel had been made since March 18, 2015, so those videos were reliable to conduct the data analysis because this channel has reached more than 1,581,439 subscribers and it has created 292 videos.
B. Approach of the Study
This part presents the approach of the study which was used to solve the problems. This study used grammatical approach in order to find out the form of grammatical structure that performed mood structure and to classify the types of down syndrome individuals’ speech functions toward the utterances. The grammatical analysis that have function to describe each element in the language is called systemic functional linguistics (Butt et al, 1998). Grammatical approach would be identified in the function of the grammar through the language meaning.
Lock argues that the mood of a clause can be identified simply from its structure
(1996, p. 176). Speech acts were also called as speech functions, involve the speaker roles and the addressee role in doing an interaction through language. The aim in using this approach to know further what form of structure that speaker used to show their attitude and act through language.
In finding the purpose of this study, grammatical approach focused on moods and speech functions theory. The analysis of mood was categorized into declarative, interrogative, imperative, and exclamative. On the other hand speech acts/ speech function was categorized into command, statement, offer, or question.
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After finding those categories, the writer finds the form that often used to convey the purpose of the sentences.
C. Method of the Study
1. Data Collection
The data of this study were taken from the videos on Youtube, so they were collected from audio visual material. This study used purposive sampling method. Creswell argues this method is conducted by selecting individuals and sites for study, and it provides information of research problem and the central phenomenon in the study (2007, p. 125). The data that were taken from several videos of down syndrome individuals provided speeches which consist of mood and speech function that they performed. There were criteria for number of people that should more than one down syndrome individuals in each video,
This study used qualitative research. Qualitative research does not begin with the method but by knowing there is a problem or issue exists that needs to be studied (Creswell, 2007, p. 42). It presents that in studying and shaping the questions, the writer needed to explore the understanding problem which happened.
The writer found out that moods and speech functions which were performed by down syndrome individuals needed to be studied.
There were six videos of down syndrome individuals which were taken to conduct this study. All of the videos were downloaded from Youtube channel
Special Books by Special Kids. There were several data that had been collected and they presented moods and speech functions phenomenon.
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2. Data Analysis
To find the answer of the problems, the writer did some steps in analyzing the data. The first step was transcribing the videos that had been chosen. After that, the utterances of individuals with down syndromes were used to be analyzed in grammatical level. Those utterances were distinguished into four types categorization of moods: declarative mood, interrogative mood, imperative mood, and exclamative mood. Before doing this step of analysis, the writer should arrange and classify the form of structure in those sentences. To make this step understandable, the writer clarified the form one by one and then the result would be inputted in the appendix. After got the classification of mood types, the writer percentage the result to know the frequent moods that occur. The table below helped to categorize mood analysis.
Table 4. The Mood Categories by Down Syndrome Individuals Mood Types Frequency Percentage (%) Declarative Wh-interrogative Yes/no-interrogative Imperative Exclamative Total 100%
After entering the sentences in the table, the writer explained the reason why those utterances were classified in those kind of mood types. The number of frequency and percentage also helped in supporting the reason explanation. The most types of moods would answer the first problem formulation.
The second problem was to categorize the speech functions. The first step was by identifying the function and the role why the speaker used the speech
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functions. The speech function would be categorized and listed in appendix. After that, the writer would input the sentence and simplify them based on the table below
Table 5. The Speech Function Categories by Down Syndrome Individuals Speech Acts Frequency Percentage Giving information Giving good and services Demanding good and services Demanding Information Minor Speech Total
Speech functions that were obtained would be discussed further. The explanation was about the exchange of speech role among the speaker and the addressee. Those kinds of table helped the writer to simplify why the speaker used those speech functions. The result analysis showed the coherence between moods and speech functions of individuals with down syndrome.
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CHAPTER IV
ANALYSIS RESULTS AND DISCUSSIONS
This chapter is divided into two parts in order to answer the problem formulation. The first part analyzes and discusses the mood that occurs in down syndrome individuals’ utterances. The discussion is followed by the analyzing the mood structure to identify the most mood which they perform through language.
The second part is to answer the speech function which used the most by individuals with down syndrome. The discussion presents the role of the speaker and the addressee through language that the speaker utters. This discussion provides the correlation among the speech function and characteristic of individuals with down syndrome when they are doing a conversation.
A. The Moods of the Utterances Produced by Down Syndrome Individuals
The writer provides six videos of individuals with down syndrome in order to be analyzed their mood categories. There are 116 utterances which show the categorization. This is the mood categories that the writer finds:
Table 6. Mood Categories by Down Syndrome Individuals No. Mood Frequency Percentage (%) 1. Declarative 98 84.5 2. Wh-interrogative 5 4.3 3. Yes/no-interrogative 4 3.4 4. Imperative 9 7.8 5. Exclamative 0 0 Total 116 100
Based on the table above, the frequent mood category which occurred is declarative followed by imperative, yes/no interrogative, wh-interrogative, and
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exclamative. Declarative mood occurs 98 times or 84.5% which means this mood is mostly used by individual with down syndrome. Imperative mood is on the second place which occurs 9 times or 7.8%. It is not a big amount of mood if it is compared with declarative which dominate the utterances. Wh-interrogative mood occurs 5 times with 4.3% of mood percentage and yes/no-interrogative occurs 4 times with percentage in 3.4%. The last is exclamative, the writer does not find this kind of mood that is used in the videos.
1. Declarative Mood
Declarative mood is the most common mood that is used to make an utterance. This mood provides information which the speaker delivers to the addressee. The information mostly contains a fact that is usually expressed through a statement. Based on the theory that has been mentioned in chapter II, declarative mood must consist of the Subject that is followed by the Finite (Subject ^ Finite).
Some of the utterances will be discussed further in this part.
In the video “A Married Couple with Down Syndrome,” Danny and
Makisha are the down syndrome individuals that being interviewed by Chris. In this conversation, Danny and Makisha are being asked their opinion about love. The writer discusses Danny utterance.
Chris : How do you show love? Danny : Well love? Like this, this way. Makisha : Here’s how I love. Danny : Give some loves and kisses like this. (both of them are kissing)
Give some loves and kisses like this (We) give some loves and kisses like this Subject ‘present’ Predicator Complement Predicator Adjunct Finite Mood Residue Residue
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The clause above presents the declarative mood. The speaker omits the Subject is known as we. The Subject that has been omitted is understandable because in the conversation the speaker has been asked about how they show love. The Finite is fused with the predicator. The Predicator is marked for present tense, so the tense functions as the Finite. There are two predicators in this clause that are give and kisses. The Complement is expressed in the direct object of some loves. This clause also has an Adjunct, like this that is an Adverb. The ordering of declarative mood is the Subject ^ Finite ^ Predicator ^ Complement ^ Predicator ^ Adjunct (it has been mentioned in page 14, symbol ^ is read as followed by). In this clause there is also a conjunction, and which is not a part of interpersonal meaning. This conjunction is also called as tactic conjunction, thus there is no a label for this conjunction. The mood structure that occur is the Subject that is omitted and the
Finite. For the predicator, complement, and circumstantial adjunct are understood as Residue.
In this part, Makisha utters her opinion about Danny. The writer discusses one clause.
Makisha : He treats me nice, he’s a good man, he’s a…, he’s a good husband I ever had, he’s a husband. He’s a good husband.
He’s a good husband, I’ve ever had He is a good husband I’ve ever had Subject Finite Complement Complement Mood Residue
The declarative mood is presented by the ordering mood of the Subject ^ Finite ^
Complement ^ Complement. Every word has their own function. The Subject occurs in word he as someone who has been described. This clause is present tense
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that is expressed by the word is that has function as the Finite. There is a
Complement, a good husband. Another element that occurs is a Complement.
However, the words I’ve ever had is a clause, they cannot stand alone. The clause should be He’s a good husband (that) I’ve ever had. The speaker omits the word that. The Complement of this clause is an adverbial which modify the clause. The mood structure occurs in the Subject and the Finite. The Complement is mentioned as Residue.
This conversation is an opinion from Makisha, and Danny tries to add an information. Danny’s utterance is discussed in this part.
Chris : What is your favorite thing about being married? Makisha : I’m happy Danny : And mine is her strawberry lips. and mine is her strawberry lips and mine is her strawberry lips Conjunctive Adjunct Subject Finite Complement Mood Finite
This clause is not a complete sentence that can stand alone. However, this clause is uttered for commenting the utterance before which is spoken by other speaker. The word and link for commenting a clause, I’m happy. Thus and is marked as a
Conjunctive Adjunct. A Conjunctive Adjunct is also called a Cohesive Adjunct, and it is different from a Tactic Adjunct. The Subject is presented in a word, mine.
The speaker performs the present tense in a word, is. The last element is a
Complement, her strawberry lips. The ordering Mood is the Conjunctive Adjunct
^ Subject ^ Finite ^ Complement. The Conjunctive Adjunct is not a part of interpersonal meaning, but it has its own label. The structure Mood here is the
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Subject and the Finite. On the other hand, the Complement is realized as the
Residue.
Danny and Makisha utter information in this conversation. The declarative mood is realized in their utterance. The writer discusses Danny utterance.
Makisha : I hold each other Danny : Hold one another
Hold one another (we) hold one another Subject ‘past’ Predicator Complement Finite Mood Residue
This clause performs declarative mood but there is one element that missing. It is a
Subject. The speaker uses ellipsis in uttering the clause. The ellipsis does not change the meaning of the clause, so it is also important to see what the previous conversation is. The Subject is known as we because the speaker tries to add some information by saying hold one another which both speakers perform the action.
The Finite is marked for present tense, but it is fused with the Predicator. There is a Complement that is occur in word, one another. The mood structure is mentioned in the Subject that has been left and the Finite that is fused with the Predicator. The
Residue that occurs is the Predicator and the Complement. The ordering of the
Mood is the (Subject) ^ Finite ^ Predicator ^ Complement.
The next video is “College Sweethearts with Down Syndrome.” In this video there is down syndrome individuals, Megan and Tate. They have been interviewed by Chris. In the conversation below Megan has been asked by Chris.
Chris : Look just like his dad? Megan : Yes, he does.
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Yes, he does Yes, he does Mood Adjunct Subject Finite Predicator Mood Residue
The word yes in this clause is called a Mood Adjunct because the word yes interprets a clause that occur before. The previous speaker asks a question that arrange as yes/no interrogative, so the answer should in polarity yes or no. This Mood Adjunct is a statement that has function to answer a question. This kind of the Mood Adjunct is a polarity. Besides the Mood Adjunct, another element that occur is the Subject,
Finite, and Predicator. The word he expresses the Subject as someone who has been described. The Finite here is fused with the predicator (do + es). The Finite is marked for present tense. The ordering of mood is the Mood Adjunct ^ Subject ^
Finite ^ Predicator. The mood structure that is mentioned is the Mood Adjunct,
Subject, and Finite. The Predicator stands for the Residue.
The third video is “Young love.” Chris interviews Morgan and Joey about their dating. In this conversation Chris asks about their opinion.
Chris : What make her beautiful? Morgan : Well, she’s like a woman. I think. Joey : My dress (holding her dress). Morgan : Her dress I like and her skin.
Her dress I like and her skin Her dress I like and her skin Complement Subject Finite Predicator Conjunction Complement Residue Mood Residue Residue
This sentence has different order when compared to the previous sentences. The ordering Mood is the Complement ^ Subject ^ Finite ^ Predicator ^ Complement.
The Subject and the Finite element in this clause come after the Complement.
Although the Subject and the Finite do not occur in the beginning of the sentences,
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they still follow the rule of mood structure. It happens because this sentence will be in a right order of I like her dress and her skin. The Finite element is marked as present tense. It is fused with the Predicator like. There are two direct objects that are her dress and her skin, they called as a Complement. The word and has a position as a Tactic Adjunct. It is not a part of interpersonal meaning, so it does not have place neither in mood nor residue, even it does not have a label. The Subject and the Finite are part of Mood. On the other hand, the Residue is the Predicator and the Complement.
In this conversation Joey utters several clauses that are her promises. The writer discusses one of the clause.
Joey : Next time my dad fixes my phone. I’m going to give him a phone. I’m going to text him. I’m going to call him.
I am going to call him I am going to call him Subject Finite Predicator Complement Mood Residue
The order of this declarative mood is the Subject ^ Finite ^ Predicator ^
Complement. The difference from the previous example above is presented in the
Finite element. The Finite element that is mentioned is an auxiliary verb of am going to. The use of this kind of auxiliary verb is in order to talk about the future.
The words am going to is for making decision before the moment of speaking. The
Subject is in this clause is I as a doer of the action. The Predicator is expressed in word call. There is one Complement that occur, him. This Complement is stand for direct object. Thus, there are a complete mood element that is the Subject and the
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Finite. That Mood element is followed by the Residue which presented in the
Predicator and the Complement.
The fourth video is “Brothers with Down Syndrome.” Joseph and Patrick are brothers who are down syndrome individuals. In this video they do a conversation.
Joseph : We are silly gooses all the time. Right brother? Patrick : I don’t think so.
I don’t think so I don’t think so Subject Finite Predicator Adjunct Mood Residue
This order of the declarative mood is the Subject ^ Finite ^ Predicator ^ Adjunct.
The Subject is the speaker, from the word I. For the Finite, it occurs in negative present tense, do + not. This is an auxiliary verb which is followed by the
Predicator, think. There is one Adjunct, it is so. The Mood structure is the Subject and the Finite. The Residue which is occurred is the Predicator and the Adjunct.
The next video is “Madison and Kamden (Friends with Down Syndrome)”
Chris interviews Madison and Kamden who are down syndrome individuals. In this discussion Madison expresses her opinion about Kamden.
Madison : I know he’s nervous. He just needs a friend around. That will be me and maybe you too.
He just needs friend around. he just needs a friend around Subject Mood Finite Predicator Complement Circumstantial Adjunct Adjunct Mood Residue
The ordering of this clause is the Subject ^ Mood Adjunct ^ Finite ^ Predicator ^
Complement ^ Circumstantial Adjunct. The Subject occurs in word, he as someone
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who has been described. After the Subject, it is not followed by the Finite, but the
Finite occurs after the Mood adjunct. The Mood Adjunct is an adverb of temporality. This kind of Adjunct is a part of mood structure, and it has position next to the Finite, it can be after or before it. The Finite in this clause is fused with the Predicator. The word needs is from need + s. Thus also expresses the Finite is marked as present tense. There is one complement involved, it is a direct object, friends. The last element is the word around which functions as a Circumstantial
Adjunct. This Adjunct is an adverb of place. The mood structure is the Subject,
Mood Adjunct, and Finite. On the other hand, the Residue is the Complement and the Circumstantial Adjunct.
In the last declarative mood discussion is from video “The Engaged
Couple.” Carter and Elise do a conversation. They tell about their opinion about each other.
Elise : We argue sometimes, but not all the time. I love him so much. Carter : My heart it belongs to Elise.
My heart, it belongs to Elise my heart it belongs to Elise Subject Finite Predicator Complement Mood Residue
In this declarative mood, the Subject is my heart and it. However, my heart explains it. Both of them are the same thing. The speaker repeats the Subject to emphasize it. The Finite expresses in word belongs (belong + s) which is marked for present tense. The word belongs itself has a function as the Predicator. There is one complement that is mentioned, to Elise. The Complement is a direct object. The ordering of the declarative mood is the Subject ^ Finite ^ Predicator ^ Complement.
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This clause requires mood structure that is the Subject and the Finite. The Residue structure is the Predicator and the Complement.
From the utterances that has been analyzed and discussed which presented declarative mood, the writer found there are ellipsis in some utterance. This kind of the Mood is the most mood that the speakers performs. The speakers who are down syndrome individuals require the declarative mood although there is some ellipsis that might be understand by knowing the previous conversation.
2. Wh-interrogative Mood
Wh-interrogative mood is a kind of mood to specify a question to be answered by the addressee. The basic system oh wh-interrogative is wh-question ^
Finite ^ Subject. This mood has a wh-element which is also as a clue of the information that the speaker demands. For example: when is for asking time, why is for asking reason, where is for asking place, who is for asking the doer, what is for asking further information, and how is for asking step or detail explanation.
Based on the data the writer has found out this mood occurred five times.
It means that individuals with down syndrome rarely question something to others.
Their characteristic in uttering question will be known later. Those utterances will be discussed in this part.
The first discussion of wh-interrogative mood is from Danny’s question
(in the video “A Married Couple with Down Syndrome”).
Chris : How do you show your love? Danny : Well love? Like this… (while hugging Makisha) This way.
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Well love? well (how) (do) (I) (show) love? Continuity Adjunct/ Finite Subject Predicator Complement Adjunct wh- Residue Mood Residue
The ordering of wh- interrogative mood is the Continuity Adjunct ^ (Adjunct/wh-)
^ (Finite) ^ (Subject) ^ (Predicator) ^ Complement. The speaker utters the word well in order to be a signal that the speaker will be saying more. It is not a part of interpersonal meaning, but it has its own label that is Continuity Adjunct. In this clause the speaker has been left out four elements that is the Wh-question, the finite, the Subject, and the Predicator. The ellipsis occurs because the speaker just wants to emphasize a question from the previous conversation. Those ellipsis elements are realized as a question because there is pause before like this. The contextual clue helps to find the element omission. The Subject is I because the speaker as someone that has been asking. For another element is understandable in the previous question. The Complement is mentioned in word, love. It is just a Residue that is a
Complement which the speaker utters.
The next wh-interrogative mood occurs in the video “College Sweethearts with Down Syndrome.” Megan utters information to Chris.
Megan : Every time I call Tate to watch Full House together, guess, what time he wants to watch full house? 9 o’clock Tate : (He is tickling Megan) what time he wants to watch full house? what time he wants to watch full house adjunct/wh- subject finite Predicator Complement residue Mood Residue
In this clause, the speaker requires the right order of wh-interrogative that is the
Adjunct/wh- ^ Subject ^ Finite ^ Predicator ^ Complement. The wh-interrogative
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is an Adjunct because the speaker is asking a time which is an adverb of time. The
Subject is he as someone who do the action directly. The Finite is fused with the
Predicator, wants (want + s). Thus, the Finite is marked for present tense. There is a Complement which occurs, it is to watch full house. This Complement is a direct object. The other words that does not discus are every time I call Tate to watch Full
House together and guess. For every time I call Tate to watch full house together is a Circumstantial adjunct. It is an adverb of time. On the other hand, the word guess is an imperative mood that is known as a Predicator, and it will be discussed later.
In the video “Young Love.” Morgan asks Joey something.
Morgan : It looks great right here. How’s that? Joey : Better
How’s that? how is that complement/wh- finite Subject Residue Mood
This clause uses the Wh- question which is how as the Complement. The ordering of the mood is a Complement/wh- ^ Finite ^ Subject, it means this clause requires the order of wh-interrogative mood. The Finite is verb to be, is. It is also marked as present tense. The Subject that is mentioned is that. It stands for something which is asked to be described. The mood structure is the Finite and the Subject. The
Complement is realized as the Residue.
Morgan also asks Joey in this conversation. He needs specific information from her.
Chris : What did you just say? Morgan : What did you just say? Joey : (feel ashamed while covering her mouth with her hand)
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What did you just say? what did you just say Complement/wh- Finite Subject Mood Adjunct Predicator Residue Mood Residue
This clause performs wh-interrogative mood in the basic order that is the
Complement/wh- ^ Finite ^ Subject ^ Mood Adjunct ^ Predicator. The wh- interrogative is the Complement/wh- because this clause requires a direct object.
The Finite in this caluse is auxiliary verb, did. It is also marked for past simple tense. The Finite is followed by the Subject, you. There is a Mood Adjunct that occurs, just. This Mood Adjunct is a kind of temporality and it becomes a part of the Mood structure. There is also a Predicator, which is say. The Mood structure occurs in the Finite, Subject, and Mood Adjunct. For the Residue, there is the
Complement/wh- and the Predicator.
3. Yes/No Interrogative Mood
Yes/no interrogative is realized by yes-no question of the message that the speaker asks to the addressee in order to confirm information. The speaker demands an information from the addressee, and it is to accept or reject it. It has been mentioned in the chapter II, this kind of mood has a specific element order, the
Finite ^ Subject (the Finite followed by the Subject).
The writer has found 4 utterances which occur in down syndrome individuals’ speech. They will be analyzed and discussed further in this part. The first question occurs in the video “Brothers with Down Syndrome.” Morgan utters yes/no- interrogative mood to get an answer from Chris.
Morgan : Does this look weird to you?
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Chris : It doesn’t look weird to me at all.
(42) Does this look weird to you? does this look weird to you Finite Subject Predicator Complement Circumstantial Adjunct Mood Residue
This clause performs the Finite ^ Subject ^ Predicator ^ Complement ^
Circumstantial Adjunct. The Finite is mentioned in auxiliary verb, does. It is because the Subject that is singular. The Finite is also marked for the present tense.
The Subject is this as something that is asked. The important thing which can be seen from yes/no interrogative, it should be started with the Finite followed by the
Subject, and this clause performs the order. After that, they are followed by the
Predicator, look. There is also a Complement which is known in word weird. There is a prepositional adverb that has functions as a Circumstantial Adjunct. It is the words, to you. The mood structure which occurs is the Finite and the Subject. The
Predicator, Complement, and Circumstantial Adjunct are parts of the Residue.
Morgan also asks Chris in this conversation.
Morgan : It makes sense, right? Chris : It does make sense. It’s beautiful.
It makes sense, right? does not it make sense right Finite Subject Predicator Complement Circumstantial Adjunct Mood Residue
This clause has incomplete order of yes/no- interrogative. The writer finds there is an omission of the Finite. The ellipsis is known as an auxiliary verb that is does not because the speaker asks about confirmation about an action. The Finite is realized as present tense because it is supported by the Predicator which is verb + s/es (make
+ s). The auxiliary verb is in negative in order to confirm what the speaker believes.
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The Subject occurs in word, it. The Predicator comes after the Subject which is mentioned in word, makes. There is a direct object, sense that has functions as the
Complement. The last element is right that stands for the Circumstantial Adjunct.
It is an adverb. The ordering of this yes/no- interrogative mood is the (Finite) ^
Subject ^ Predicator ^ Complement ^ Circumstantial Adjunct. The mood structure occurs in the Finite that has been left out and the Subject. The Residue is the
Predicator, Complement, and Circumstantial Adjunct.
The next yes/no- interrogative mood also comes from Morgan utterance.
Morgan : Look! You see this arm?
You see this arm? (Do) you see this arm (Finite) Subject Predicator Complement Mood Residue
In this clause the writer finds again there is an ellipsis which occurs. The speaker omits the Finite that is auxiliary verb, do. The Finite is realized as do because the
Predicator, see is present tense and the one that is asked is you, thus the Finite should in auxiliary verb. The Subject comes after the Finite that is you. After the finite is followed by the Subject which express mood structure, there is some residue that is the Predicator and the Complement. The last element is a direct object that has functions as a Complement that is this arm. The order of this yes/no- interrogative mood is the (Finite) ^ Subject ^ Predicator ^ Complement.
The last yes/no-interrogative mood occurs in the video “Madison and
Kamden.” In this conversation, Madison asks Kamden.
Kamden : And they hug. Madison : And even they hug right? Kamden : Right.
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and even hug, right? and even hug (isn’t) (it) right? Conjunctive Mood Finite Predicator Finite (Subject) Complement Adjunct Adjunct Mood Residue (Mood) Residue
This clause is different from the previous discussion. There are some elements that the speaker adds in order to comment the previous conversation. The Conjunctive
Adjunct occurs because the speaker tries to link it with the previous utterance (and they hug). This Conjunctive Adjunct does not take a part in any kind of the Mood or the Residue structure, but it has its own label. There is a Mood adjunct, even which comes before the Finite and the Predicator (hug). For the yes/no- interrogative, the speaker performs ellipsis. The writer finds the omission of elements is often used by down syndrome individuals. In this clause, the speaker just performs the Residue which is the Complement. It expresses in word right. The omission in this clause is the Finite and the Subject. The Finite should be realized in words is not. The Subject is realized in word it because it refers to the previous utterances (and even hug).
4. Imperative Mood
Imperative mood is different from the other moods. It is realized by a predicator. This mood does not have explicit Subject or Finite. Crystal states that there are three basic patterns of them: allow the Subject with a strong stress, begin with let and followed by the Subject, and begin with do or don’t (Crystal, 2003)
There are 9 utterances which perform imperative which have found.
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In this discussion, the writer finds several imperative moods from the videos. There is some utterance which perform with one element only. The writer discusses utterance: Calm down! Hold on! Stop! See! and Look!
Calm down! Hold on! calm down hold on Predicator predicator Residue Residue
This kind of mood presents the imperative mood that is typically realized with the
Predicator only. There is no Subject even the Finite in this utterance. The Predicator functions as residue. It occurs in phrasal verb, calm down and hold on.
Stop! See! Look! stop! see! look! Predicator Predicator Predicator Residue Residue Residue
This imperative mood does not mention the Subject and the Finite elements. This mood just has one element that is the Predicator. The Predicator is a verb base of stop, see, and look. The Subject and the Finite is implicit. The speaker just performs a Residue element.
The imperative mood occurs in the video “College Sweethearts with Down
Syndrome.” Tate give an instruction to Megan.
Megan : Oh God! Please don’t!
Please don’t! Please don’t Adjunct ‘present’ Finite Predicator Residue Mood Residue
There is a negative auxiliary verb that is don’t (do + not). The word don’t is also realized as predicator. The predicator is fused with the Finite. On the other hand,
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before the Finite occurs, this clause expresses the word please that has functions as the Adjunct.
Megan performs imperative mood again in this conversation. In this conversation she gives an instruction to Tate.
Megan : Don’t say I like Justin Bieber! Tate : I’m not saying it.
Don’t say I like Justin Bieber! Don’t say I like Justin Bieber Finite Predicator Complement Mood Residue
This clause requires the imperative mood element and there is also one Mood structure that occurs. The Finite element is mentioned in word, don’t. It is a negative auxiliary verb. Besides that, the Finite is also marked for the present tense. The
Predicator occurs after the Finite. The Predicator here is a verb, say. The
Complement is a direct object. It is presented in the words I like Justin Bieber. There is only the Finite mood which performs, and there is the Predicator and the
Complement which stands for the Residue.
B. The Speech Functions Performed by the Down Syndrome Individuals
Speech function is different from mood that focuses on grammatical structure. It refers to the function of the language itself. “Whenever we use language to interact, one of the things we are doing with it is establishing a relationship between use: between the person speaking now and the person who will probably speak next” (Eggins, 2004, p. 144). The addressee is inviting to receive or
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demanding to give. The speaker and addressee take a role in interaction of language.
The writer has found the speech functions categories in the table below:
Table 7. The Speech Functions Categories by Down Syndrome Individuals No. Speech Act Frequency Percentage % 1. Giving information 93 73.2 2. Minor Speech 11 8.7 3. Demanding information 9 7.1 4. Demanding good and services 8 6.3 5. Giving good and services 6 4.7 Total 127 100
There are 127 utterances which the writer analyzes and all of them interpret speech function. The statement speech function dominates the utterances of individuals with down syndrome. It occurs 93 times or 73.2%. Then, the minor speech function becomes the second position that occurs 11 times or 8.7%. The third is question speech function that occurs 9 times or 7.1%. In the fourth position is command speech function, it occurs 8 times or 6.3%. The last position is employed by offer speech function with the occurrence of 6 times or 4.7%. This table shows the categories of speech function is used the most by individuals with down syndrome.
1. Exchanging Information a. Giving Information
The speech functions for giving information performs in statement.
Statement has a function to convey information. This kind of speech function is inviting the addressee to receive the information. By telling information, the speaker requires the addressee to take a role to receive it. When down syndrome individuals perform statement, they provide information that the addressee may not
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have. Thus, the speaker gives information to the addressee, the speaker obviously needs a response from the addressee too. Some of the statements will be discussed in this chapter. There are several dialogues that will be discussed further.
In a video “A Married Couple with Down Syndrome,” there is a couple named Makisha and Danny. Both of them are down syndrome individuals. They are interviewed by Chris who is a normal person.
Chris : How do you show your love? Danny : Well, love? Like this,(hugging Makisha) this way. (1) Makisha : Here’s how I love. (2)
(1) Well, love? Like this, this way
The utterance of well love? is to emphasize the question which Chris asks. Crystal states a sentence that reflects the structure of the preceding sentence and repeats it in whole or in part, it is called echo utterance (Crystal, 2003, p. 219). Danny performs the echo utterance to clarify what the speaker has just said. There are some words that have been omitted, and they are already discussed before. The utterance is realized as wh-question because it is supported by the previous question. After the question is restated, he utters his opinion about love by uttering like this, this way while hugging Makisha. He gives a response to the Chris’ question that demands information. Danny answers Chris question with clarify the question and then give information. It is presented that Danny understand his role to answer the question that Chris gives.
(2) Here’s how I love.
This utterance is to answer the previous question. In answering the question,
Makisha shows her opinion about how she loves. She utters a statement which
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provides information. She directly shows it without any explanation. This presents that Makisha also takes her role by giving an information that demanded by Chris.
Another statement that performs by down syndrome individuals on the same video is in this conversation. Makisha is down syndrome individuals that utter information.
Makisha : Take him and give him a love tonight. (1) Chris : What does that mean? Makisha : Like this. (2)
(1) Take him and give him a love tonight.
Makisha utters Take him and give him a love tonight in order to give information that may Chris does not know yet. This utterance performs to inform that tonight she takes him and gives him a love. She gives that information to imply she needs a receipt from Chris. Chris responds it by asking a question what does that mean.
The addressee performs a question to affirm the speaker’s information because it is not clear enough to be understood.
(2) Like this.
After that, the speaker gives further information like this. This information is not just stated by the words but also by the action. In this part of conversation, the exchange role happens. The speaker gives information in order to make the addressee receive it.
The next video that will be discussed is “College Sweethearts with Down
Syndrome.” Megan and Tate are a couple which have down syndrome.
Megan : Every time I call Tate to watch Full House together guess what Time he wants to watch Full House? 9 o’clock. Tate : (he tickles Megan) Megan : Stop! No more!
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Megan utters every time I call Tate to watch Full House together guess what time he wants to watch Full House? is a question. Based on the analysis of mood this speech is wh- interrogative, and it also has a function in speech as a question.
However, the next words that she utters 9 o’clock change the speech function that she utters. It presents that she performs a speech to give information. When she utters the first clause that is a question, there is no pause that demands the addressee to answer it. She directly says the time without hesitation. This is the way that
Megan gives information. By giving information, the speaker needs a receipt from the addressee. Tate responds the information without saying any words. However, he disturbs Megan with tickles her. Tate acts in non-verbal language that can be interpreted if he is ashamed of the information that Megan states. A response from
Tate is an acknowledgement. This kind of conversation presents that Megan and
Tate take the right role in speech function.
In the video “Young Love (Down Syndrome and Dating for the First
Time)” there are several statements that are also found. Joey and Morgan are down syndrome individuals. The writer takes one example to be discussed.
Joey : I like it when Morgan calls me his wife so much. Morgan : That’s why I like you. You get me.
Joey utters I like it when Morgan calls me his wife so much for giving information that what makes Joey likes Morgan. Her speech has function to give information that is called a statement. She also wishes a response from the addressee. Morgan responds it by giving information too, it is that’s why I like you. You get me. It
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presents that he agrees with Joey statement, and it can be called an acknowledgement.
For the last discussion of statement is the video “The Engaged Couple.”
The writer finds there is another different way in performing the statement that down syndrome individuals state. In this video, Elise and Carter are down syndrome individuals.
Chris : What do you argue about? Elise : About what place we can go for our honeymoon. He wants to go to the beach, but I don’t, so I said let’s go somewhere else like Paris or France. (1) Carter : Yeah Paris is fun, but it’s not a beach. (2)
In this conversation, Chris asks Elise and Carter about what they argue about. Chris asks them a question in order to get information from them. Elise utters about what place we can go for our honeymoon. He wants to go to the beach, but I don’t, so I said let’s go somewhere else like Paris or France, those clauses are the answer of the previous question. She answers it by giving information that is a statement.
Chris also gets information from Carter. Carter adds information from what Elise has utter, and he also agrees with what Elisa has said. Carter agrees with Elise’s answer, and his utterance is also related with the previous question. Thus, their answer that contain of information show they are understand their role in responds a question. b. Demanding Information
The demanding information is performed in question. It has functions to ask something that the speaker do not know yet. Crystal says question is a sentence that seek information (2003, p. 218). There is an interaction between the speaker
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who needs information and the addressee who give information. The characteristic of this speech function occurs when the speaker needs an answer verbally from the addressee.
Question speech function rarely occurs in those videos. In the video
“Young Love (Down Syndrome and Dating for the First Time)” question speech function occurs in several times. They utter wh-question in order to get specific information that they need.
Morgan : It looks great right here (he tidies up her hair). How’s that? Joey : Better.
In this conversation, Morgan states his opinion if Joey’s hair looks great after he tidy up it. Then he asks Joey if she likes it or not by uttering a question how’s that?
When he expresses the question, he demands an answer from Joey. Joey says better that means she likes it. Thus, this question has a function to demand information, and the addressee answers it.
The writer also finds wh-question speech function utters by them in order to restates the previous question.
Chris : What did you just say? Morgan : What did you just say? Joey : (look ashamed while covering her mouth with her hand)
In this conversation, Chris asks Joey by uttering what did you just say? On the other hand, Morgan is also curious with Joey answer and reaction, so he restates Chris’ question. This utterance has been mentioned before in part 4A that is called as an echo. There are two people who demand Joey information. Thus, the addressee is required for answering it verbally. However, Joey does not answer the question because she looks ashamed with it. The function of the question speech is to get
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information from the addressee, but the addressee gives a disclaimer without say anything.
Still on the same video, down syndrome individuals perform question speech function but in different type of question. In this part, down syndrome individuals utter yes/no-question in order to confirm an acceptance or refusal.
Morgan : Does this look weird to you? Chris : It doesn’t look weird to me at all. Morgan : It makes sense right? Chris : It does make sense. It’s beautiful.
In this conversation, Morgan holds Joey hands while asking Chris about his reaction of their approach. Morgan says does this look weird to you? in order to make sure there is nothing wrong with their attitude. In this case, Morgan performs question speech function. He utters a question in order to demand answer and confirmation from Chris. The answer of Chris is presented there is nothing wrong with it. Even
Morgan asks again it makes sense right? Chris gives information that it is beautiful, and it makes sense. Thus, this conversation presents that question speech function demands information from the addressee, and the addressee answer it verbally.
Morgan utters yes/no- question which allow negative or affirmative answer from
Chris.
This type of question is also found in the video “Brothers with Down
Syndrome.” Joseph and Patrick have a different opinion in this conversation, and it can be seen from this discussion that Patrick utters negative answer or a rejection.
This speech has a function as a question that needs a response.
Joseph : We are silly gooses all the time. Right brother? Patrick : I don’t think so.
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Joseph states something that he believes if he and Patrick are silly gooses all the time. However, he needs a certainty from Patrick. Thus, Joseph asks Patrick by uttering right brother? A response from Patrick presents that he does not agree with it.
2. Exchanging Good and Services a. Giving Good and Services
This kind of speech function involves the speaker to give good and services. The speaker takes a role for giving good and services and he/she wishes a response from the addressee. The addressee is invited to accept or reject the good and service from the speaker.
On the video “Young Love (Down Syndrome and Dating for the First
Time)” there are several utterances which present offer speech function.
Morgan : A piece of your hair goes here. Here let me see that! There you go Joey : Thank you Morgan.
In this conversation, Morgan gives an attention to her girlfriend, Joey. He spontaneously wants to tidy her hair. He utters, here let me see that! in order to offer his good and services to Joey. His utterance also shows love to his girlfriend, so he needs a response from her. Joey answers it by saying, Thank you Morgan that means that she appreciates his attention and accepts it. Their interaction presents that the offer by giving good and services, need a response from the addresses that is an acceptance or rejection.
Still on the same video, the writer finds out there are several offers that performed by down syndrome individuals, but in different purpose.
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Joey : Next time my dad fixes my phone. I’m going to give him a phone. I’m going to text him. I’m going to call him. Morgan : Hey Joey! Joey : Cause I’m going to ask him on a date. Morgan : (hold her hand)
From the conversation above, it presents that Joey states her plan that she wants to do after her dad fixes her phone. Joey utters she is going to give Morgan a phone, text him, and call him. From the utterances, Joey performs offer speech function in order to give good and services. Her offer is a promise that also needs a response from the addressee. In the first response when Morgan utters, Hey Joey! express
Morgan is surprised with what Joey has said. Then, Morgan adds her offer by saying, cause I’m going to ask him on a date, it is her main plan. The addressee response the offer without says any words, but he holds her hand that can be interpreted as he accepts it.
The writer also finds there are two offers which occur in the video,
“Brothers with Down Syndrome.” In this video, Chris interview Joseph and Patrick who are brothers with down syndrome.
Chris : Do you love Patrick? Joseph : Yeah. I will marry him. Patrick : No. Joseph : I’m gonna kiss you! Patrick : No.
In this conversation Chris asks a confirmation about Joseph loves Patrick or not.
The offer speech function occurs when Joseph utters his wants. Joseph says, I will marry him that is a good and services that Joseph will do. Patrick said No which means a rejection from an offer that Joseph states, even Joseph utters an offer again
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to kiss Patrick. The response from Patrick still a rejection. It means that Joseph gives good and services to Patrick who is an addressee. b. Demanding Good and Services
This kind of speech has a function to give a command for the addressee.
The aim of the speaker to perform command in order to demand good and services which is gotten from the addressee. The command is like an instruction or order which the speaker performs. Thus, the speech is uttered to instruct someone to do something. The speaker needs a response from the addressee, and the addressee can undertake the command or just refuse it. Some of data will be discussed further in this section.
In the video “A Married Couple with Down Syndrome” the writer finds
Danny (down syndrome individual) utters a command that he addressed to Makisha who also down syndrome individuals.
Danny : And mine is her strawberry lips. Makisha : (laughing and feeling ashamed) Danny : It’s okay. Calm down! Or that I call her Sugar Mom, Honey Bear. Makisha : He’s the daddy bear.
In this conversation Danny conveys Makisha to be calm and do not be panic. Thus, he utters calm down! Because according to him she should not feel ashamed. There is no a response from Maksiha in the video. Danny performs a command and continues it by uttering a statement. It presents that Danny expresses a command in order to demand good and services from Makisha, but she should not respond it by uttering any words. She is just being quite that expresses she obeys what Danny says.
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Down syndrome individuals also utter command speech function on the video “College Sweethearts with Down Syndrome.” The writer finds Megan instructs Tate in several times.
Tate : (he is tickling Megan) Megan : Stop! No more. Tate : Ok.
Megan utters stop! because she is bothered with Tate’s behave. It is like a warning for Tate to do not tickle her again. This speech has a function to demand the addressee for doing good and services. Tate who is an addressee, follows the instruction by saying ok. It means that the speaker demands good and services, and the addressee undertake the command.
The next command speech that Megan utters is in this conversation.
Tate : Megan likes Justin Bieber. Megan : Oh God, no. Please don’t! Tate : And that’s it.
The command which Megan utters is a response from a previous statement. Tate conveys information about Megan who likes Justin Bieber. Megan looks surprised because of it, and she react to instruct Tate for do not say it. The command speech function occurs when Megan says please don’t! She performs it to demand good and services from Tate. A response from Tate which utters and that’s it express information from him is stronger because of Megan command. From the response, it can be concluded that Tate refuse Megan’s command.
The writer also finds the command speech occurs on the video “Young
Love (Down Syndrome and Dating for the First Time.” Morgan utters command to
Chris in this conversation.
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Morgan : Hold on! Hold on! Go action! Chris : Will you always love Morgan?
From the conversation above, Morgan takes a role to instruct Chris for giving a break before continuing the shooting by saying hold on! Morgan utters it because he is not ready yet. He also performs another command go action! in order to demand Chris for continuing the shooting. Morgan takes a role as the speaker who demands the addressee to do good and services. Chris as the addressee follows the commands and continues it by uttering the next question. Thus, Chris responds it by undertake what Morgan demands to him.
3. Minor Speech Functions
This kind of speech function occurs in the videos several times. The writer finds out the minor speech function that down syndrome individuals utter which are exclamation, greeting, and call. There are several minor speeches that will be discussed in this section.
The first minor clause is the exclamation speech which occurs in this conversation.
Chris : I know you loved Justin Bieber. Megan : Damn it! Damn it! Thanks Tate.
Megan feels disappointed with what Tate has said to Chris, so Chris know she loves
Justin Bieber. Her anger is expressed in her utterance damn it! Even the words thanks Tate shows a sarcasm that is addressed to Tate. Another exclamation that down syndrome individuals perform are in words no, thank you, aw, and thank you
Morgan.
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The next minor speech function is greeting speech that will be discussed in this conversation below.
Joseph : I’m Joseph, that’s Patrick, we are brothers, and we are silly gooses. Hi! Patrick : Hi!
Joseph and Patrick perform greeting speech that is hi! in order to get an attention from the addressee.
Down syndrome individuals also utter several calls.
Tate : Megan likes Justin Bieber. Megan : Oh God! No. Please don’t
Megan says Oh God! which expresses a shock, so she is spontaneously calls God.
The other calls which down syndrome individuals utter are Oh gosh, Oh my gosh, geez!
Down syndrome individuals like to utter minor speech functions rather than major clause which is exclamative. The minor speech function occurs 11 times.
There is no exclamative mood which occurs. However, the way down syndrome individuals utter an exclamation by uttering minor speech function. The minor speech functions are a spontaneous expression which does not represent mood and residue structure because it is easier to be uttered and expressed.
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CHAPTER V
CONCLUSION
Based on the videos which have been analyzed and discussed, the writer can conclude that down syndrome individuals do not have significant difficulties in understanding the conversation. They are able to receive what others say to them.
However, the writer finds they get difficulties in expressing what they want to say.
It proves from several utterances which is not complete, but they express it with body language such as hold hand, hug, kiss, and so on. Even they also repeat the same utterance frequently. They do like to add information from the previous speaker.
The writer has found the frequent mood which down syndrome individuals utter. In the first analysis and discussion, the writer gets 116 utterances which perform different moods. The most frequent mood that they perform is declarative mood with 98 utterances. They like to convey information and fact. It can be seen from the analysis and discussion, declarative moods which they perform are for adding information which have been uttered before. Because of that, the ellipsis in the videos are often occurs that present some elements structure have been left out.
The second mood which is frequently used is imperative. Imperative mood occurs
9 times. It is a command which they utter. They like to command the addressee in order to follow their instruction. From those utterances that have been found, mostly occur with predicator only. The third mood is wh-interrogative that occur 5 times.
In this mood, down syndrome individuals are rare to ask wh-interrogative mood.
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Even the writer finds the same utterance with the previous question. The last mood is yes-no interrogative which occur only 4 times. Several moods utter with ellipsis.
From the second analysis and discussion, down syndrome individuals interact with others in order to express the speech functions. The most speech function which occur is statement to giving information. Statement speech performs by down syndrome individuals to convey information or to answer question. They like to state the statement because they have many experiences that they want to share with others. This speech also occurs when they add information from the previous speaker. Minor speech function is the next speech which they use often.
This speech occurs 11 times with the function to utter exclamation, greeting, and call. The next speech function which is frequently used is the question to demand information. This speech is performed when they need information or just to make a confirmation, so they need a response from the addressee. Command speech occur
8 times in order to demand good and services. They perform it because they want others follow their command. For the last speech, it is offer speech to give good and services which occurs 6 times. This speech presents their plans and promises.
Exclamative mood structure does not occur in the data. It happens because they prefer to use exclamation speech which does not contain mood structure. The writer also finds their characteristic as an addressee, they give a response in verbal language. However, down syndrome individuals sometimes present non-verbal language that is performed when they get difficulties in express and explain in words.
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The writer can conclude that down syndrome individuals understand the interaction of the conversation. The utterances which they perform present they just have some difficulties when they want to give an explanation. It can be seen from their utterance which is not complete yet, but they have initiative for using body language to make their utterances understandable. Down syndrome individuals also understand the use of speech function. When they do interaction, they can take their role appropriately. For example, when they are asked a question, they will answer it by giving information. They know how to respond and how to express what they want to say.
It means that down syndrome individuals are good in receptive language rather than expressive language. However, they still perform utterance which is understandable and mostly in the right order. They also know how to take a role in speech. The understanding of the speech functions affect their interaction in communicating.
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REFERENCES
A Married Couple with Down Syndrome (2017, May 11) Retrieved from https://www.youtube.com/watch?v=oPRlWZ0moo&list=PLFnwF5yLSC 06sG8Lmp8VKqyKuUURxqb2n&index=2
Arifudin, M, & Sofwan, A. (2015). Speech Functions and Grammatical Pattern Realization in Conversation in the English Textbook. Lembaran Ilmu Pendidikan, 44(1), 1-6.
Baker, C. L. (1989). English Syntax. Cambridge: The MIT Press.
Buckley, S. (1999). Improving the Speech and Language Skills of Children and Teenagers with Down Syndrome. Down Syndrome News and Update, 1(3), 111-128.
Brothers with Down Syndrome (2017, August 1) Retrieved from https://www.youtube.com/watch?v=8ln3pEeIVQ&list=PLFnwF5yLSC0 6sG8Lmp8VKqyKuUURxqb2n&index=7
Butt, D., Fahey, R., Spinks, S., & Yallop, C. (1998). Using Functional Grammar: An Explorer's Guide. Sydney: National Centre for English Language Teaching and Research Macquire University.
Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among five traditions 2nd Edition. London: Sage Publication.
Crystal, D. (2003). The Cambridge Encyclopedia of the English Language . Cambridge: The Press Syndicate of the University of Cambridge.
College Sweethearts with Down Syndrome (2017, February 8) Retrieved from https://www.youtube.com/watch?v=T9rCNyls_k&list=PLFnwF5yLSC06 sG8Lmp8VKqyKuUURxqb2n&index=3
Dyke, D. C., Lang, D. J., Miller, J. D., Heide, F., Duyne, S. V., & Chang, H. (1990). Clinical Perspectives in the Management of Down Syndrome. New York: Springer Verlag.
Eggins, S. (2004). An Introduction to Systematic Functional Linguistics. New York: Continuum.
Finch, G. (2000). Linguistic Terms and Concepts. New York: St. Martin's Press.
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Fromkin, V., Rodman, R., & Hyams, N. (2011). An Introduction to Language. Los Angeles: Michael Rosenberg.
Halliday, M., & Matthiessen, C. (2004). An Introduction to Functional Grammar. London: Hodder Education.
Lock, G. (1996). Functional English Grammar: An Introdution for Second Language Teachers. New York: Cambridge University Press.
Madison and Kamden (2017, 29 August) Retrieved from https://www.youtube. com/watch?v=hNRdRTZFidY&list=PLFnwF5yLSC06sG8Lmp8VKqyK uUURxqb2n&index=11
Noor, M., Ali, M., Muhabat, F., & Kazemian, B. (2015). Systemic Functional Linguistics Mood Analysis of the Last Address of the Holy Prophet. International Journal of Language and Linguistics, 3(5-1).
Sakina, N. N. (2015). Interpersonal Meaning in Sales Letters on Internet Business (Undergraduate Thesis). Universitas Dipenegoro, Semarang.
Rusmawan, P. W. (2015). Mood and Modality Analaysis on 2014 Indonesian Pre Presidential Election in the Jakarta Globe Editorials (Undergraduate Thesis). Universitas Satya Wacana, Salatiga.
Ulmer, C. (2016). Special Books by Special Kids. Retrieved from http://www. specialbooksbyspecialkids.org/
Thompson, G. (2014). Introducing Functional Grammar . London: Routledge.
The Engaged Couple (2017, 25 September) Retrieved from https://www.youtube. com/watch?v=etOOtnZA4hw&list=PLFnwF5yLSC06sG8Lmp8VKqyKu UURxqb2n&index=13
Young Love (2017, 17 March) Retrieved from https://www.youtube.com/ watch?v=TNJAyruoNgM&list=PLFnwF5yLSC06sG8Lmp8VKqyKuUU Rxqb2n&index=6
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APPENDICIES
Appendix 1: The Videos Transcribed
A Married Couple with Down Syndrome May 12, 2017
Chris : How do you show your love? Danny : Well, love? Like this... (while hugging Makisha) This way Makisha : Here’s how I love Danny : Give some love, and kissis like this (both of them are kissing) Makisha : He traets me nice, he’s a good man, he’s a... he’s a good husband I ever had, he’s a husband. He’s a good husband Danny : I put my knee down, and I proposed to her. I said, “Honey, Makisha... I love you. I love you with all my heart. I never dreams of girls. You’re the one I love. Please marry me.” Chris : What’s your favorite thing about being married? Makisha : I’m happy Danny : And mine is her strawberry lips Makisha : (laughing) Danny : It’s okay, calm down! Or that I call her Sugar Mom, Honey Bear Makisha : He’s the daddy bear Danny : Daddy Bear. Handsome Makisha : Take him and give him a love tonight Chris : What does that mean? Makisha : Like this (while hugging herself) Danny : (while hugging himself) Give someone some love Makisha : I hold each other Danny : Hold one another Makisha : And kisses Danny : Lots and lots of kisses. You’re my wife because I love you with all my heart Makisha : I love you with all my heart Danny : You’re my honey Makisha : You’re my honey. He’s my sugar daddy Danny : You’re my sugar momma Makisha : (laughing)
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College Sweethearts with Down Syndrome February 9, 2017
Chris : Who said ‘I love You’ first? Megan : That’s Tate Tate : Me Chris : Did you say it back right away? Mega : No. Tate : No. I loved her. Megan : Everytime I call Tate to watch Full house together guess what time he wants to watch Full House? 9 O’clock! Tate : (he is tickling Megan) Megan : Stop! No more. Tate : Ok Megan : See! He always makes me laugh Tate : Megan likes Justin Bieber Megan : Oh, God n! Please don’t! Tate : And that’s it. Chris : I never knew you loved Justin Bieber Megan : No! Tate : Nooo. Megan : I’m not his fan Chris : Is there anything you want to change about Tate? Megan : He’s just like his dad. He even looks like Chris : Look just like his dad? Megan : Yes, he does! Tate : Oh gosh. Megan : Don’t say I like Justin Bieber! Tate : I’m not saying it. Megan : Never say never. Tate : Never say never. Chris : I knew you loved Justin Bieber. Megan : Damn it! Damn it! Thanks Tate. Chris : Thank you Megan! Megan : I do love Tate so much. He’s just my heart. He’s just my world and he’s just my life
Young Love (Down Syndrome and Dating for the First Time) March 17, 2017
Morgan : Does this look weird to you? (holding Joey’s hand) Chris : It doesn’t look weird to me at all. Morgan : It makes sense. Right?
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Chris : It does make sense. It’s beautiful. Morgan : Yeah, it’s beautiful man. Joey : Thank you. Morgan : A piece of your hair goes here. Here let me see that! (tidy up Joey’s hair) There you go. Joey : Thank you Morgan. Morgan : It looks great right here. (merapikan rambut Joey) How’s that? Joey : Better. Morgan : Hold on. Hold on. Go action! Chris : Will You always love Morgan? Joey : Yes! Morgan : Oh my gosh! Geez! Joey : And his heart. Morgan : (laughing loudly). Joey : I like it when Morgan calls me his wife so much. Morgan : That’s why I like you. You get me. Joey : My boyfriend (hugging Morgan). Chris : What make her beautiful? Morgan : Well, she’s like a woman. I think. Joey : My dress (holding her dress) Morgan : Her dress I like and her skin. Joey : And leggings. Morgan : Look! You see this arm? (holding her arms) Joey : Next time my dad fixes my phone. I’m going to give him a phone. I’m going to text him. I’m going to call him. Morgan : Hey Joy! Joey : Cause I’m going to ask him on a date. Morgan : (holding her hand). Joey : Love is about…. Chris : What do you think? Morgan : (whispering to Joey) Joey : Holding hands and kissing and… Chris : What did you just say? Morgan : What did you jus say? Joey : (felling ashamed while covering her mouth with her hand) Morgan : It’s nothing. I said no such thing.
Brothers with Down Syndrome 1’25” August 2, 2017 Joseph : I’m Joseph, that’s Patrick, we are brothers, and we are silly gooses. Hi! Patrick : Hi!
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Joseph : You silly gooses. Patrick : You too. Boop! Joseph : Boop! Chris : Do you love Patrick? Joseph : Yeah. I will marry him. Chris : No. (Both of them are tickling) Joseph : Yes, I do! I’m gonna kiss you! Patrick : No! Joseph : We are silly gooses all the time. Right brother? Patrick : I don’t think so Joseph : I think so. Joseph : I do like him. Patrick : (hugging Joseph). Chris : What’s the greatest thing about your brother? Patrick : Don’t know. Joseph : I do. He’s my brother and he’s my silly goose. Patrick : I love you. Joseph : I love you too.
Madison and Kamden (Friends with Down Syndrome) August 30, 2017 Madison : When I found him he was stage shy, and camera shy a little bit. Chris : Why did you decide to help him get over his fears? Madison : Because I see goodness in him. Brave, strong, and sweet. Kamden : She made me unafraid. You’re my best friend. Madison : Awww. I took his hand and said “Kamden, trust me! I know you’re afraid. I just want you to be confident. Just close your eyes and I will guide you. I know you’re afraid. I will help you do everything you need.” Chris : So do friends always hold hands? Madison : Yes, friends always hold hands. Kamden : And they hug. Madison : And even hug. Right? Kamden : Right. Madison :I know he’s nervous. He just needs a friend around. That will be me, and maybe you too.
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The Engaged Couple 1’03” September 26, 2107
Elise : He got down on his knees, and said “will you marry me?” like ten times. Yeah. and I said “yes.” Carter : I like you Elise : I love you too Carter. Carter : You’re too sweet. I want a kid. Elise wants a kid too. We want this together. Elise : I kind of felt that in my heart, and it really helps me. I know what love is. Chris : What do you argue about? Elise : About what place we can go for our honeymoon. He wants to go to the beach but I don’t. So, I said let’s go somewhere else like Paris or France. Carter : Yeah Paris is fun, but it’s not a beach. Elise : We argue sometimes but not all the time. I love him so much. Carter : My heart it belongs to Elise.
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Appendix 2 : Table of Analysis Mood and Speech Functions Grammatical Function Speech No. Sentences Word Clause Pattern Mood Function Structure Function well adverb adjunct complement/ residue (how) wh-question wh- wh - demanding 1. Well love? (do) auxiliary verb finite mood inter information (you) subject subject (show) verb predicator residue love subject subject (I) subject subject mood (show) verb finite Like this, this giving 2. (love) direct object complement decl. way information like this indirect object complement residue (in) this way adverb adjunct here subject subject Here’s how I mood giving 3. is verb finite decl. love information how I love complement complement residue (we) (subject) (subject) mood finite give verb predicator Give some residue some love direct object complement love and giving 4. and conjunction decl. kisses like information finite mood this kisses verb predicator residue like this adverb circumstantial adjunct
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he subject subject mood finite He treats me treats verb giving 5. predicator residue decl. nice information me indirect object complement residue nice direct object complement he subject subject He’s a good mood giving 6. is verb finite decl. man information a good man complement complement residue he subject subject mood He’s a good is verb finite giving 7. husband, I’ve a good husband complement complement residue decl. information ever had I’ve ever had adverbial (modify a residue complement clause) he subject subject He’s a mood giving 8. is verb finite decl. husband information a husband complement complement residue he subject subject mood He’s a good giving 9. is verb finite decl. husband information a good husband complement complement residue I subject subject mood finite put down phrasal verb predicator residue my knee direct object complement residue I put my knee and conjunction finite mood down and proposed verb proposed to predicator giving residue 10. her, I said to her indirect object complement decl. information
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“Honey, I subject subject mood Makisha… (past tense) finite verb Please marry said predicator residue me.” Honey…marry me complement complement I subject subject mood giving 11. I’m happy am verb finite decl. information happy complement complement residue and conjunctive conjunctive and mine is adjunct her giving 12. mine subject subject decl. strawberry mood information is verb finite lips her strawberry lips complement complement residue it subject subject mood giving 13. It’s okay. is verb finite decl. information okay complement complement residue 14. calm down! calm down phrasal verb imp. demanding predicator residue good and sevices conjunctive or that conjunction adjunct Or that, I call I subject subject mood her sugar finite giving 15. call verb decl. mom, honey predicator information bear her indirect object complement residue sugar mom, honey direct object complement bear 16. he subject subject mood decl.
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He’s the is verb finite giving daddy bear the daddy bear complement complement residue information (I) (subject) (subject) mood finite take verb predicator residue him direct object complement Take him and and conjunction giving 17. give him a finite mood decl. give verb information love tonight predicator him indirect object complement a love direct object complement residue tonight adverb circumstantial adjunct (that) subject subject mood (means) verb finite giving 18. Like this decl. predicator information residue like this direct object complement (I) (subject) (subject) mood finite Give give verb giving 19. predicator decl. someone love information someone indirect object complement residue love direct object complement I subject subject mood I hold each finite giving 20. hold verb decl. other predicator information residue each other direct object complement
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imp. demanding 30. Stop! stop verb predicator residue good and sevices demanding 31. See! see verb predicator residue imp. good and sevices he subject subject giving He always always adverb mood adjunct mood decl. information 32. make make verb finite me laugh make verb predicator me indirect object complement residue laugh direct object complement Megan subject subject mood Megan likes finite giving 33. likes verb decl. Justin Bieber predicator information residue Justin Bieber direct object complement 34. Oh God! call please adverb adjunct residue demanding 35. Please, don’t! auxiliary verb finite mood imp. good and don’t verb predicator residue sevices and conjunction conjunctive
adjunct giving 36. And that’s it that subject subject decl. mood information is (to be) verb finite it complement complement residue 37. No! exclamation
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I subject subject I’m not his mood giving 38. am not verb finite decl. fan information his fan complement complement residue he subject subject He’s just like is like verb finite mood giving 39. decl. his dad just adverb mood adjunct information his dad complement complement residue he subject subject mood He even even adverb mood adjunct giving 40. decl. looks like finite mood information looks like phrasal verb predicator residue yes adverb mood adjunct mood he subject subject giving 41. Yes, he does decl. finite mood information does verb predicator residue 42. Oh gosh! call Don’t say I don’t auxiliary verb finite mood demanding 43. like Justin say verb predicator imp. good and residue Bieber I like Justin Bieber direct object complement sevices I subject subject mood I’m not am not auxiliary verb finite giving 44. decl. saying it saying verb predicator information residue it direct object complement 45. Damn it! exclamation 46. Thanks, Tate! exclamation I do love Tate I subject subject giving 47. mood decl. so much do auxiliary verb finite information
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love verb predicator residue Tate direct object complement so much adverb circumstantial residue adjunct he subject Subject He’s just my is verb Finite mood giving 48. decl. heart just adverb mood adjunct information my heart complement complement residue he subject Subject is verb Finite mood 49. He’s just my just adverb mood adjunct world and my world complement complement residue decl. giving he’s just my and conjunction information life he subject Subject
is verb Finite mood just adverb mood adjunct my life complement complement residue does auxiliary verb Finite mood this subject Subject Does this look verb predicator demanding 50. look weird to yn-inter weird complement complement information you? residue circumstantial to you adverb adjunct (does not) (auxiliary verb) (finite) It makes mood it subject Subject demanding 51. sense, right? decl. makes verb predicator information residue sense direct object complement
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circumstantial right? adverb adjunct continuity yeah adverb adjunct Yeah, it’s giving 52. it subject Subject decl. beautiful man mood information is verb Finite beautiful man complement complement residue 53. Thank you exclamation a piece of your hair subject Subject A piece of mood Finite giving 54. your hair goes verb decl. predicator information goes here residue here direct object complement comment here adverb adjunct Here, let me let me subject subject giving good 55. mood imp. see that . Finite and services see verb predicator residue that direct object complement 56. Thank you, exclamation Morgan! it subject Subject mood Finite looks verb It looks great Verb giving 57. decl. right here great complement complement information residue circumstantial right here adverb adjunct
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complement/ how wh- question residue wh- demanding 58. How’s that? wh-inter is verb Finite information mood that subject Subject demanding 59. Hold on! hold on phrasal verb predicator residue imp. good and sevices Go action! demanding 60. go phrasal verb predicator residue imp. good and sevices Oh my gosh, 61. call geez! yes verb mood adjunct mood Yes, and his giving 62. and conjunction decl. heart information his heart direct object complement residue I subject subject mood finite like verb I like it when predicator Morgan calls it direct object complement giving 63. decl. me his wife when Morgan calls circumstantial residue information adverb so much me his wife adjunct circumstantial so much adverb adjunct that subject subject That’s why I mood giving 64. is verb finite decl. like information why I like you complement complement residue you subject subject giving 65. You get me mood decl. get verb finite information
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predicator residue me direct object complement continuity well adverb adjunct Well, she’s she subject subject mood like a is like verb finite giving 66. decl. woman, I a woman direct object complement information think I subject subject mood finite think verb predicator residue her dress direct object complement residue Her dress I I subject subject mood giving 67. like and her finite decl. like verb information skin predicator residue her skin direct object complement residue predicator demanding 68. Look! look verb residue imp. good and sevices (do) (auxiliary verb) finite mood You see this you subject subject demanding 69. yn-inter arm? see verb predicator residue information this arm direct object complement residue circumstantial next time adverb residue Next time, adjunct giving 70. my dad fixes my dad subject subject decl. mood information my phone finite fixes verb predicator residue
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my phone direct object complement I subject subject mood I’m going to am going to auxiliary verb finite 71. give him a give verb predicator decl. offer phone him indirect object complement residue a phone direct object complement I subject subject mood I’m going to am going to auxiliary verb finite giving good 72. decl. text him text verb predicator and services residue him direct object complement I subject subject mood I’m going to am going to auxiliary verb finite giving good 73. decl. call him call verb predicator and services residue him direct object complement conjunctive 74. Cause, I’m cause conjunction adjunct I subject subject mood am going to auxiliary verb finite going to ask giving good ask verb predicator decl. him on a date and services him direct object complement residue on a date adverb adjunct love subject subject giving 75. Love is about is verb finite mood decl. information about adverb mood adjunct complement/ What did you what wh-question residue demanding 76. wh- wh-inter just say? information did auxiliary verb finite mood
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you subject subject just adverb mood adjunct say verb predicator residue it subject subject mood giving 77. It’s nothing is verb finite decl. information nothing complement complement residue I subject subject mood I said no such finite giving 78. said verb decl. thing predicator information residue no such thing indirect object complement I subject subject mood giving 79. I’m Joseph am verb finite decl. information Joseph complement complement residue that subject subject That’s mood giving 80. is verb finite decl. Patrick. information Patrick complement complement residue we subject subject mood are verb finite We are brothers complement complement residue brothers and giving 81. and decl. we are silly information we subject subject gooses mood are verb finite silly gooses complement complement residue 82. Hi! greeting you subject subject You silly mood giving 83. (are) (verb) finite decl. gooses information silly gooses complement complement residue
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yeah mood adjunct mood Yeah, and and conjunctive giving 84. you too, you subject subject mood decl. information Boop! too adverb adjunct residue Boop yeah adverb mood adjunct I subject subject mood Yeah, I will giving 85. will (auxiliary verb) finite decl. marry him information marry verb predicator residue him direct object complement Yes adverb mood adjunct mood giving 86. Yes, I do. I subject subject decl. information do verb finite residue I subject subject mood I’m gonna am gonna auxiliary verb finite giving good 87. decl. kiss you kiss verb predicator and services residue you direct object complement 88. No! exclamation we subject subject mood We are silly are verb finite giving 89. gooses all the silly gooses complement complement decl. information time circumstantial residue all the time adverb adjunct (isn’t) (verb) finite mood Right (it) (subject) subject demanding 90. yn-inter brother? right complement complement residue information brother vocative
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I subject subject mood I don’t think do not (auxiliary verb) finite giving 91. decl. so think verb predicator information residue so adverb adjunct I subject subject mood finite giving 92. I think so think verb decl. predicator residue information so adverb adjunct I subject subject mood do auxiliary verb finite giving 93. I do like him decl. like verb predicator information residue him direct object complement (I) (subject) (subject) mood giving 94. Don’t know do not auxiliary verb finite decl. information know verb predicator residue I subject subject mood giving 95. I do finite decl. do verb information predicator residue he subject subject mood is verb finite He’s my my brother complement complement residue brother and giving 96. and conjunction decl. he’s my silly information he subject subject gooses mood is verb finite my silly gooses complement complement residue I subject subject giving 97. I love you mood decl. love verb finite information
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predicator residue you direct object complement I subject subject mood finite love verb giving 98. I love you too predicator decl. information you direct object complement residue too adverb adjunct circumstantial when I found him adverb residue When I found adjunct him, he was he subject subject mood giving 99. stage shy, was verb finite decl. information and camera stage shy complement complement shy a little bit camera shy complement complement residue a little bit adverb adjunct conjunctive because conjunction adjunct I subject subject Because I see mood finite goodness in see verb predicator giving 100. him, brave, decl. goodness complement complement information strong, and circumstantial sweet in him adverb residue adjunct brave, strong, and complement complement sweet she subject subject She made me mood giving 101. finite decl. unafraid made verb information predicator residue
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me direct object complement unafraid complement complement you subject subject You’re my mood giving 102. Are verb finite decl. best friend information my best friend complement complement residue 103. Aw! exclamation I took his I subject subject mood hand and finite took verb subject said, predicator residue “Kamden his hand direct object complement trust me! I said verb finite mood know you are said verb predicator afraid. I just you to be “Kamden trust me! I confident. giving 104. know you are afraid. decl. Just close I just you to be information you’re ayes confident. Just close
and I will you’re ayes and I complement complement residue guide you. I will guide you. I know you are know you are afraid. afraid. I will I will help you do help you do everything you everything need.” you need.” Yes adverb mood adjunct residue Yes, friend friends subject subject mood giving 105. always decl. always adverb adjunct residue information hold hands hold verb finite mood
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predicator residue hands direct object complement conjunctive And conjunction adjunct giving 106. And they hug they subject subject decl. mood information finite Hug verb predicator residue conjunctive And conjunction adjunct even adverb mood adjunct mood present tense verb finite And even Hug verb predicator demanding residue 107. hug, right? (isn’t) (verb to be) (finite) yn-inter information (it) (subject) (subject) mood
right complement complement residue I subject subject mood I know he’s finite giving 108. know verb decl. nervous predicator information residue he is nervous direct object complement he subject subject just adverb mood adjunct mood He just needs finite giving 109. needs verb decl. friend around predicator information residue friend direct object complement around adverb adjunct residue That subject subject mood That will be 110. will auxiliary verb finite decl.
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me, and be verb predicator giving residue maybe you me direct object complement information too and conjunction maybe adverb mood adjunct mood you direct object complement circumstantial residue too adverb adjunct he subject subject mood finite got down phrasal verb He got down predicator on his knee residue on his knee complement complement and said and conjunction giving 111. “will you decl. said verb finite mood information marry me like ten said verb predicator will you marry me complement complement times.” residue circumstantial like ten times adverb adjunct continuity yeah adjunct conjunctive and conjunction Yeah, and I adjunct giving 112. decl. said yes I subject subject information mood finite said verb predicator residue yes direct object complement I subject subject giving 113. I like you mood decl. like verb finite information
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predicator residue you you complement I subject subject mood finite love verb I love you too predicator residue giving 114. decl. Carter you direct object complement information too adverb adjunct residue Carter direct object vocative you subject subject You’re too mood giving 115. are verb finite decl. sweet information too sweet complement complement residue I subject subject giving 116. I want a kid want verb finite mood decl. information want verb predicator residue a kid direct object complement Elise subject subject mood finite Elise wants a wants verb giving 117. predicator residue decl. kid too information a kid direct object complement residue too adverb adjunct we subject subject mood finite We want this want verb giving 118. predicator decl. together information this direct object complement residue together adverb adjunct I kind of felt I subject subject giving 119. mood decl. that in my kind of felt verb finite information
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
heart, and it predicator really helps that direct object complement residue me circumstantial in my heart adverb adjunct and conjunction it subject subject mood really adverb adjunct residue finite mood helps verb predicator residue me direct object complement I subject subject mood I know what finite giving 120. know verb decl. love is predicator information residue what love is direct object complement wh- what place wh-question residue complement What place we subject subject mood wh- giving 121. we can go for can modal verb finite inter. information honeymoon go verb predicator circumstantial residue for honeymoon adverb adjunct he subject subject mood He wants to finite wants verb go to the predicator giving 122. residue decl. beach, but I to go to the beach complement complement information don’t but conjunction I subject subject mood
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
don't finite finite conjunctive so conjunction adjunct So, I said I subject subject mood let’s go finite somewhere said verb giving 123. predicator residue decl. else like Paris information let’s go somewhere or France or direct object complement else something residue like Paris or France circumstantial adverb or something adjunct continuity yeah adverb adjunct giving 124. Yeah, Paris is Paris subject subject mood decl. information fun, but it’s is verb finite not a beach fun complement complement residue but conjunction it subject subject is verb mood finite not adverb a beach complement complement residue we subject subject mood finite We argue argue verb predicator sometimes, giving 125. circumstantial decl. but not all the sometimes adverb information adjunct residue time circumstantial not all the time adverb adjunct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
I subject subject mood finite love verb I love him so predicator giving 126. decl. much him direct object complement information residue circumstantial so much adverb adjunct my heart, it subject subject My hearts, it mood finite giving 127. belongs to belongs verb decl. predicator information Elise residue to Elise direct object complement