ANALYSIS OF MOOD AND MODALITY IN RECOUNT TEXT

WRITTEN FOR ELEVENTH GRADE STUDENTS AT

METHODIST 7 SENIOR HIGH SCHOOL MEDAN

A PROPOSAL

By :

Name : Rosmida Sitorus

Registration Number : 20120023
Study Program : English Department

FACULTY OF TEACHER TRAINING AND EDUCATION

HKBP NOMMENSEN UNIVERSITY
MEDAN
2024
 TABLE OF CONTENTS

TABLE OF CONTENTS.......................................................................................i

CHAPTER 1...........................................................................................................1
INTRODUCTION..................................................................................................1
1.1 Background of The Study..............................................................................1
1.2 The Problem of the Study...............................................................................5
1.3 The Objective of the Study.............................................................................5
1.4 Scope of the Study..........................................................................................6
1.5 Significance of the Study...............................................................................6
1.5.1 Theoretically............................................................................................6
1.5.2 Practically................................................................................................6

CHAPTER 2...........................................................................................................8
REVIEW OF RELATED LITERATURE...........................................................8
2.1 Discourse Analysis........................................................................................8
2.2 Metafunctions................................................................................................8
2.3 Interpersonal Functions.................................................................................9
2.4 Elements of Mood........................................................................................10
2.4.1 Mood......................................................................................................10
2.4.2 Residu....................................................................................................11
2.5 Mood Types..................................................................................................12
2.6 Modality.......................................................................................................14
2.7 Previous of the Study..................................................................................15
2.8 Conceptual Framework...............................................................................16

CHAPTER III......................................................................................................18
RESEARCH METHODOLOGY.......................................................................18
3.1 Research Design...........................................................................................18
3.2 Data and Data Sources.................................................................................18
3.3 Population and Sample.................................................................................18
3.4 Data Collection Instruments.........................................................................19

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3.5 Data Collection Techniques.........................................................................19

3.6 Data Analysis Techniques............................................................................20
3.6.1 Data Condensation.................................................................................20
3.6.2 Data Display..........................................................................................21
3.6.3 Drawing Conclusions and Verification.................................................22

REFERENCES.....................................................................................................23
 CHAPTER 1
INTRODUCTION

1.1 Background of The Study

Language is the most basic and essential communication tool in human life.

Through language, individuals can express their thoughts, feelings and

experiences. In the context of education, language skills, especially in writing, are

important competencies that must be mastered by students. One type of text that is

often used in language learning is recount text, which aims to retell experiences or

events that have occurred.

The choice of mood and modality analysis in recount texts as the focus of

this study is based on the importance of both concepts in understanding the

writer's attitude and perspective towards the events they recount. Mood in

functional systemic linguistics, introduced by Halliday 2014, includes

grammatical patterns that indicate the function of interaction between speaker and

listener, such as statements, questions, and commands. Modality, on the other

hand, reflects the writer's attitude towards reality, possibility, necessity, or

permission. Analysing these two aspects can reveal how students express their

attitudes and judgements towards the events they write about.

This research is relevant to the Indonesian education curriculum which

emphasises the importance of the ability to write various types of texts, including

recount texts. Through writing recount texts, students are expected to develop

good writing skills, use proper grammar, and choose appropriate vocabulary. By

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analysing mood and modality in students' recount texts, this study can provide

insight into the extent to which students master these aspects in their writing.

In SMA Methodist 7 Medan, as in many other schools, there are various

challenges in teaching and learning English, especially in writing. Students often

have difficulties in expressing themselves effectively through writing. They may

know the basic rules of grammar and vocabulary, but often struggle to use mood

and modality appropriately to convey their attitudes and perspectives. This

inability can hinder the development of their writing skills and limit their ability

to communicate effectively.

In addition, teachers often face challenges in comprehensively evaluating

students' writing skills. Without a deep understanding of how students use mood

and modality, teachers may not be able to provide effective and useful feedback to

help students improve their writing ability. Therefore, this study is crucial to

identify patterns of mood and modality use in students' recount texts and provide

useful insights for the development of teaching strategies.

This study recognises the importance of writing skills in the context of

education and everyday life. Good writing skills are not only necessary for

academic success, but also for various aspects of professional and personal life.

By understanding how students use mood and modality in recount texts, this study

can help teachers develop more effective teaching methods and provide more

constructive feedback to students.

In addition, this study can make an important contribution to the

development of English language education curriculum in Indonesia. With the

empirical data generated from this study, policy makers and curriculum

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developers can evaluate and improve teaching materials to ensure that students get

adequate training in using mood and modality in their writing.

Many linguists use the process of language analysis in their attempts to

understand more about language. In Systemic Functional Linguistics (SFL), all

language functions are organised. Language functions are actions that language

users perform, such as stating, requesting, commanding, and offering, in order to

fulfil the intentions of speakers and listeners. Halliday 2014 divides the way

society use language into different ‘Metafunctions’: ideational metafunction,

interpersonal metafunction, and textual metafunction.

In this study, the researcher discusses the interpersonal metafunction

especially the use of ‘mood’ and ‘modality’. The meaning of mood is subjective

and limited which are closely related, and combine to form one meaning.

Modality is defined as semantic information related to one's attitude or opinion

towards what is conveyed. SMA Methodist 7 Medan is chosen as the research site

because the school has a good reputation in English language teaching and has

students with diverse backgrounds that can provide rich and varied data. Grade

eleven students are chosen because at this level they already have a strong

foundation in writing recount texts and relatively better English skills compared to

the previous level.

In the research of Yuyun, I. (2010) ‘A Mood And Modality Analysis Of

Arguments In Senior High School Debating’, probability-modalisation was the

most common modality type among all speakers (77%). Probability-modalisation

indicates that the speaker explicitly or implicitly acknowledges the truth of the

proposition expressed. In debates, probabilities are expressed by using modal

 4

finites (will, would, could, should), mood adjuncts (might), mental verbs (know,

believe, realise, see, think), and nominalisations (likely = it is possible) to indicate

the speaker's level of strength or certainty about the claim.

In a study on ‘Mood and Modality Analysis in the Chronicles of Mulan

Movie’, Sembiring and Habibah (2022) used data from the entire speech of a

woman named Mulan. The results show she uses statement sentences that have a

subject + finite clause structure and middle value modality. Amalia, Mustika, et

al, in ‘An Analysis of Domain Mood and Modality of Interpersonal Meaning in

Susilo Bambang Yudhoyono (SBY)’s Speech’ found two types of mood in

interpersonal meaning namely indicative and imperative types. The dominant

mood in SBY's speech is the indicative type which is declarative with the number

of clauses or 97 clauses, around 95%, while the dominant modality used is ‘can’.

This research and the three previous studies have similarities in using

research methods, namely descriptive qualitative and using Halliday's theory. On

the other hand, the three previous studies and this study have differences based on

the subjects and objects studied. The first study focused on senior high school

student debates, the second study focused on analysing a movie entitled ‘The

Chronicles of Mulan’ and the third study focused on analysing SBY's speech.

Whereas this study analyses recount texts written by eleventh grade students,

focusing on written narrative text types rather than oral speech or speech.

Based on the information provided previously, the researcher will conduct a

study with the title “Analysis of Mood and Modality in Recount Text Written for

Eleventh Grade Students of Methodist 7 Senior High School Medan”.

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1.2 The Problem of the Study

Based on the background that has been explained, the problem formulation in

this study is as follows:

1. What are the types of mood used in recount texts written for eleventh

grade students at SMA Methodist 7 Medan?

2. What are the type of modality used in recount texts written for eleventh

grade students at SMA Methodist 7 Medan?

3. To what extent do eleventh grade students at SMA Methodist 7 Medan use

mood and modality effectively in expressing their experiences through

recount texts?

1.3 The Objective of the Study

Based on the problem that has been explained, this study aims to:

1. Identify the types of mood used in recount texts written for eleventh grade

students at SMA Methodist 7 Medan.

2. Identify the use of modality in recount texts written for eleventh grade

students at SMA Methodist 7 Medan.

3. Determine the extent to which eleventh grade students at SMA Methodist

7 Medan use mood and modality effectively in expressing their

experiences.

1.4 Scope of the Study

This study is limited to the analysis of recount texts written for eleventh

grade students at SMA Methodist 7 Medan. The focus of the study is on the use of

mood and modality in the recount texts. The data analysed are texts collected from
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students in the context of English learning at the school. This research will not

include the analysis of other texts or students from different grades or schools.

1.5 Significance of the Study

1.5.1 Theoretically

This study is expected to contribute to the development of linguistic

theory, especially in the field of mood and modality analysis in recount texts. In

addition, this study can also enrich the literature on the use of mood and modality

in the context of English education in Indonesia.

1.5.2 Practically

This research has several practical benefits for various parties, including:

1. Students: This study is expected to help students understand the

importance of using mood and modality in writing good and effective

recount texts. Thus, students can improve their writing skills and be able to

express their experiences and attitudes more precisely and clearly.

2. Readers: Readers, especially teachers and educational practitioners, can

gain deeper insights into the pattern of students' use of mood and modality.

This can help them provide more constructive feedback and develop more

effective teaching strategies.

3. Researchers: This study can serve as a reference and foundation for further

research related to text analysis and students' writing ability. Other

researchers can use the findings and methodology of this study as a

reference for further studies in linguistics and language education.

 CHAPTER 2
REVIEW OF RELATED LITERATURE

2.1 Discourse Analysis

Discourse is a collection of words that people use to talk about a particular

topic. Discourse analysis in linguistics looks at how language is used in a

particular social context and how language reflects and shapes meaning.

Discourse analysis covers many things, according to Yule (1996:83), including

more specific research on the way words are used in conversation to research on

the ideologies that dominate a culture, for example, in politics or educational

practices.

2.2 Metafunctions

The meaning of language depends on its cultural context. How language is

used in a particular context, or situation, is known as the "cultural context".

Cultural context refers to the cultural norms in which we communicate. Three

variables or modes of discourse can be used to determine the context of a

situation. The first is "field", which refers to what the speaker tells or what

happens; the second is “tenor,” which refers to the relationship between

participants based on their nature, status, and role; and the last is "mode", which

refers to the way language is used (Halliday, Hasan, & Christie, 1989:12).

Halliday introduced three metafunctions of modes of meaning for language

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meaning: experiential or ideational metafunction, interpersonal metafunction, and

textual metafunction.

According to Halliday (2004) "Metafunctions" are the three main functions of

language. Metafunction itself is a collection of semantic systems that connect various

modes of clause meaning. According to Gerot and Wignell (1994:12), there are three

types of meaning: ideational meaning, interpersonal meaning, and textual meaning.

Ideational meaning is largely influenced by the field of discourse. It includes the

meaning of phenomena, objects, and circumstances surrounding those events and

actions. Furthermore, the meaning of the text is the meaning that shows the relationship

between language and its environment. The mode of discourse influences the meaning

of the text. Lastly, interpersonal meaning, which expresses the opinion and perspective

of the speaker's judgment, is largely influenced by the topic of discourse.

2.3 Interpersonal Functions

The speaker's attitudes and judgments indicate interpersonal meaning (Gerot and

Wignell 2014: 13). Doing things with other people is at the heart of the matter. Known

as moods and assumptions, words have meaning. How language functions in social

interaction determines its interpersonal meaning. The speaker assumes a particular

language role in the act of speaking and expects the interlocutor to perform the

complementary roles that the speaker wants the listener to perform in sequence. For

example, when a speaker provides information to a listener, he or she directly invites

them to receive it.

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Halliday and Mathiessen 2004: 207 "The interpersonal function of this clause

holds the view that language use involves more interactions in which someone initiates

or responds to the action of providing or requesting goods, services or information". In

this case the function is one of exchange. The main grammatical system/elements are

the Mood and modality network, in which there is a choice between imperative and

indicative. Mood has an interpersonal function from a clause consisting of Subject and

Finite.

2.4 Elements of Mood

2.4.1 Mood

Mood is a system in which interpersonal meaning is realized in word order (Gerot

and Wignell, 1994:22). Mood is related to two elements, namely 'subject' and 'limited'.

'Subject' is the nominal and finite group is part of the verbal group. 'Limited' is part of a

group of verbal operators that express temporality or tense (e.g. be, have/have),

modality (e.g. can, must), and polarity (positive or negative). Thus, the combination of

these two elements forms a unity called 'mood'.

The example below shows the mood elements in several clauses. The example on the

right also shows that the remainder of the clause is “remainder”.

Table 2.1 Examples About Mood And Elements

She Didn’t It Wasn’t Nathan

Nathan Did That Will never Happen

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Subject Finite Subject Finite

Mood Mood Residu

2.4.2 Residu

Apart from the mood element, there is another component, namely "residue".

The residu is the remainder of the clause. Consists of predicator, complement, and

adjunct.

2.4.2.1 Predictors

(Gerot and Wignell, 2014:31) state that the predicator is the verb part of the

clause, which tells what is being done, happened, or is being done. This is realized by

the use of unlimited elements in a verbal group, for example in the use of 'to' + verb and

verb + 'ing'. “That there are several predicator functions: defining a time reference; it

defines various other aspects and phases; it determines the processes (actions, events,

mental processes, and relations) that will be based on the subject" (Halliday, 2014: 79).

The purpose of the two opinions above is to explain that a predicator is a part of a

sentence that marks what the speaker says regarding the subject matter and what is

being discussed.

2.4.2.2 Complement

"Complement is an element in the residue that has the potential to become a

Subject but is not, in other words, an element that has the potential to be given the status

of interpersonally elevated modal responsibility or Complement is a complementary

word or group of words that has the function of completing the meaning subject, verb,
 11

or object. (Halliday 2014 : 153). “Complement is the second component of the residue.

Complements answer the questions 'to whom', 'do what', and 'have what' (Eggins,

2004:163).

2.4.2.3. Adjuncts

Adjuncts are words or phrases used to add to the description of a sentence. An

adjunct is an element that does not yet have the potential to become a subject, that is, it

cannot be elevated to the interpersonal status of modal responsibility, meaning that

arguments cannot be built around the elements that function as an addition, in

experimental terms they cannot be built based on circumstances, but can built based on

participants, either actually, as subjects, or potentially. To understand more about the

elements in the residu, there are examples of clauses and explanations of each element

can be seen as follows:

Table 2.2 Elements of Mood and Residu

We Do Have big potential in and renewable energy

new

Subject Finite Predicator Complement Adjunct

Mood Residu

2.5 Mood Types

(Gerot and Wignell, 2014:38) state that, "Mood in English is realized by a

position in the subject clause and is limited". The following are the types of mood.
 12

1. Indicatives are declarative or interrogative. Declarative, the speaker provides

information to the listener. Therefore, the first party acts as the information

provider, and the second party acts as the information recipient. And Interrogative

serves to ask questions. An interrogative statement represents something about the

question. Consists of the interrogative pronouns who, where, when, why, what, and

how. There are two types of interrogatives: polar questions and Wh questions. Polar

questions are questions that only require a 'yes' (affirmative) or 'no' (negative)

answer, while Wh questions require a content answer.

2. Imperative is an atmosphere of exchange of goods and services, the subject is 'you'

or 'me' or 'you and me'. If we take 'second person', 'you', as the base form.

Exclamatory clauses that are exclamatory in nature, these clauses do not have

typical exclamatory grammar.

To find out the type of mood in a clause, the writer needs to look at the order of the

subjects and their boundaries. By knowing the mood structure or position of the subject

and finite, the writer can find out what type of mood a clause has. We can see in table 1

a more detailed mood structure in a clause.

Table 2.3 Mood Types

Mood Order

Declarative Subejct +Finite

Yes / No Interrogative (Polar Question) Subejct +Finite

WH-Interrogative (Content question) Wh/Subject + Finite

Imperative Subject + Finite /Subject

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Only/Finite only/no Subject or

Finite

2.6 Modality

"Modality is defined as semantic information related to a person's attitude or

opinion about what is being conveyed." (F.R Palmer, 2003: 14). He shows that modality

is related to the factual status of propositions. This also consists of mood: In this case it

is very important to talk about mood which describes the attitude of thinking displayed

in the form of verbs. Mood is also a grammatical phenomenon in a theory or attitude

that is shown morphologically.

The empirical basis for the linguistic study of modality has broadened as a result of

greater interest in developing the function and use of modal expressions. Modularization

contains probability and custom scales. The letters are equivalent to both, such as

sometimes yes, sometimes no, with varying degrees of frequency. It is this scale of

probability and regularity that 'modality' strictly possesses. Modality shows the

speaker's assessment of what the speaker says. Consisting of 'maybe', 'might', and

'definitely'. Habit occurs when a speaker expresses a judgment about the frequency with

which something occurs. Consists of 'sometimes', 'usually', and 'always'. Each

modalization and modulation category is divided into three values: high, medium and

low values.
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Table 2.4 Three Values of Modality

Probability Usuality Obligation Inclination

High Certain Always Required Determined

Median Probable Usually Supposed Keen

Low Possible Sometimes Allowed Willing

2.7 Previous of the Study

The author has found several previous studies that are relevant to this research,

including:

1. Yuyun, I. (2010) "A Mood And Modality Analysis Of Arguments In Senior High

School Debating", probability-modalization is the most common type of modality

among all speakers (77%), Habit-modalization shows that speakers explicitly or

implicitly acknowledge the truth of the proposition expressed. In debate, probability

is expressed using modal finites (will, would, could, should), mood adjuncts

(maybe), mental verbs (know, believe, realize, see, think), and nominalizations

(likely = it's possible) to indicate the degree of the speaker's strength or certainty

about the claim.

2. Sembiring and Habibah (2022) "Mood and Modality Analysis in the Chronicles of

Mulan Movie", using data from the entire story of the woman named Mulan. The

results show that he uses a statement sentence that has a subject + limited clause

structure, which means he chooses to provide information rather than giving a

question or command. Meanwhile, the use of Modality shows that as a woman who
 15

goes to war, Mulan wants to show her courage in convincing the Father,

Commander, and Witch she faces, especially by using the median value of Modality.

3. Amalia, Mustika., et al, "An Analysis of Domain Mood and Modality of

Interpersonal Meaning in Susilo Bambang Yudhoyono (SBY)'s Speech" there are two

types of mood in interpersonal meaning, namely the indicative and imperative types.

The dominant mood in SBY's speech is the indicative type which is declarative with

a total of 97 clauses. around 95%, while the dominant modality used is "can".

This research and the three previous studies have similarities in using research

methods, namely descriptive qualitative and using Halliday's theory. On the other hand,

the three previous studies and this research have differences based on the subject and

object studied. This study differs in terms of the research object (students' recount

texts), objectives (understanding the use of mood and modality in students' writing), and

a more specific methodology according to the context of written narratives in the school

environment.

2.8 Conceptual Framework

Mood and modality analysis in speech involves understanding the linguistic

elements that influence speakers' expression of feelings (mood) and possibilities

(modality) in their speech. Mood in a speech refers to the expression of the speaker's

feelings or attitude towards the content of his speech. There are two main types of

mood: Indicative Mood: Shows facts or circumstances that are considered reality, and

Imperative Mood: Orders or gives orders to the listener. Mood analysis can involve

identifying the types of sentences and expressions used by a speaker to express certain

thoughts or feelings. Then modality in a speech includes the speaker's assessment or

 16

attitude regarding the level of possibility or certainty of a statement. There are several

types of modality: Modalization and Modulation. For a clearer understanding, pay

attention to the following conceptual framework.

DISCOURSE
ANALYSIS

METAFUNCTION

IDEATIONAL TEXTUAL
INTERPERSONAL
FUNCTION FUNCTION
FUNCTION

MOOD MODALITY

INDICATIVE IMPERATIVE
MODALIZATION MODULATION
MOOD MOOD

ANALYSIS OF MOOD AND MODALITY IN RECOUNT TEXT

WRITTEN BY ELEVENTH GRADE STUDENTS OF MEDAN 7
METHODIST SENIOR HIGH SCHOOL

Figure 2.1 Conceptual Framework Analysis

Of Mood And Modality In Recount Text
Written By Eleventh Grade Students Of
Medan 7 Methodist Senior High School
 CHAPTER III
RESEARCH METHODOLOGY

3.1 Research Design

This study used qualitative research methods. Creswell (2014) said that

descriptive qualitative research emphasizes in-depth data collection and analysis

to provide a complete picture of a context or event. This research uses descriptive

qualitative research methods. The qualitative descriptive method was used by the

researcher to analyze the data under study, which included descriptive elements

such as words, sentences, and utterances. Therefore, content analysis was used as

a means of inquiry in this particular research.

3.2 Data and Data Sources

The primary data for this study is the use of mood and modality from

recount texts written by eleventh grade students. This is a key element in

understanding how students express events and their attitudes towards those

events. The data sources were recount texts written by eleventh grade students at

SMA Methodist Medan 7. These texts were collected through class assignments

or special writing assignments designed for this study.

3.3 Population and Sample

The population for this study included all eleventh grade students at SMA

Methodist Medan 7. This includes a diverse group of students enrolled in various

classes and having different levels of proficiency in writing recount texts. The
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total number of students in this grade level forms the complete population from

which the sample will be drawn.

A representative sample of the population was selected to provide a

manageable and diverse subset for detailed analysis. The sampling method helps

in gaining a balanced and comprehensive understanding of the use of mood and

modality in recount texts. The sample taken was class XI Mipa 1 which is a

subgroup in the population

3.4 Data Collection Instruments

In the field of qualitative research, researchers use research instruments as

a tool to collect and analyze data related to the research subject. For this research,

To analyze the mood and modality in recount texts written by eleventh-grade

students at Medan 7 Methodist Senior High School, a structured approach to data

collection is essential. The primary data collection instrument for this study is the

writing task assignment. additionally and observation are utilized to enrich the

data.

3.5 Data Collection Techniques

To analyze the mood and modality in recount texts written by eleventh-

grade students at Medan 7 Methodist Senior High School, several data collection

techniques are employed. These techniques ensure a thorough and accurate

collection of data, facilitating a comprehensive analysis. To collect data,

researchers will do the following:

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1. Writing Task Assignment

Students are asked to write a recount text based on a personal experience or

an event they participated in. This assignment is designed to elicit natural

usage of mood and modality in their writing.

2. Observation

To systematically record the presence and use of mood and modality markers

in the students' texts. Observers (researchers or trained teachers) use the

checklist to analyze each recount text, marking the identified mood and

modality features. This ensures a consistent and comprehensive evaluation of

each text.

3.6 Data Analysis Techniques

To analyze the mood and modality in the recount text written by eleventh

grade students of SMA Methodist Medan 7, the data analysis techniques proposed

by Miles, Huberman, and Saldana (2014) were used. These techniques involve a

systematic approach to qualitative data analysis, consisting of data condensation,

data presentation, and drawing/verifying conclusions.

3.6.1 Data Condensation

Data condensation refers to the process of selecting, focusing, simplifying,

abstracting, and transforming raw data collected from students' recount texts,

observation checklists, and interviews. Here are the steps:

1. Coding: Initial coding of the recount text to identify examples of mood

indicators (sentence types) and modality markers (modal verbs, adverbs).

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Assign codes to relevant text segments that reflect various aspects of mood

and modality.

2. Category : Group similar codes into categories based on common themes or

patterns. Example categories: types of mood (declarative, interrogative,

imperative, exclamatory), types of modality (possibility, necessity,

obligation).

3. Data Reduction : Condense the data by summarizing and paraphrasing the

main findings in each category. Develop a clear and concise representation of

the data for further analysis.

3.6.2 Data Display

A further step of data reduction is data presentation. By looking at text, tables,

diagrams, charts, or matrices, you can organize and think more about text data. By

displaying data in diagrammatic form, analysts can estimate sufficient amounts of

data to begin analyzing patterns and relationships. Tables are used by the author to

display this research data. Data collected in qualitative research can be displayed

in various formats, such as tables, graphs, or others, as shown in the following

table.

The does Has an obligation to the human rights of

government protect the human every citizen.

rights

Subject Finite Predicator Complement Adjunct

Mood Residu

Modality : Modulation-Obligation-High (obligation)

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3.6.3 Drawing Conclusions and Verification

In this step, the author reviews the data and studies the findings.

Conclusions drawn from data are reliable, defensible, warranted, and can

withstand alternative explanations. The author then reaches a conclusion about

how Jokowi's speech is realized in terms of interpersonal meaning, mood and

modality.
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