COGNITIVE VERBS IN PHYSIC TEXTS OF SENIOR HIGH SCHOOL IN WEST JAVA INDONESIA: A FUNCTIONAL GRAMMAR APPROACH

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1 COGNITIVE VERBS IN PHYSIC TEXTS OF SENIOR HIGH SCHOOL IN WEST JAVA INDONESIA: A FUNCTIONAL GRAMMAR APPROACH 1 Mutiara Indah Nirmala Dewi, 2 Heriyanto, 3 Ypsi Soerya Soemantri 1,2,3 English Linguistics Department, Universitas Padjdjaran Bandung Indonesia Abstract This article is titled Cognitive Verbs in Physic Texts. There are two things that are discussed in this article, (1) What verbs appear as cognitive in physic texts? and (2) What participants are used to indicate which cognitive verbs occurred in physic text? This paper will focus in these issues answer within the qualitative by analysis of cognitive verbs in physic texts. Systemic functional linguistics (SFL), in particular the process, and transitivity analysis as proposed by Halliday and his followers has been used as the main theoretical framework of the study. Based on the research, in experiential meaning, transitivity becomes the main issue with six processes involved, for examples, mental process. Each process has its own characteristic about which verbs are included. So does mental. In general, there are cognitive verbs used in physic texts; think, know, believe, know, realize, remind, thought, decide, shows, imagined, supposed, recognize and understand. There are two participants in mental process, namely Senser and Phenomenon. Senser is someone that senses something, and Phenomenon is something that is sensed. Keywords: cognitive verbs, mental processes, participant, senser, phenomenon INTRODUCTION The English is one of international languages used worldwide. This language develop globally and, hence, gives opportunity for the emerging of new theories. Functional grammar is one example. Functional grammar is first stated by Halliday, especially in his book An Introduction to Functional Grammar (1985). In this book, he proposes that functional grammar, also called systemic functional linguistics, views language as a tool to convey meaning. Furthermore, Eggins (2000: 3) stated that functional grammar is the kind of grammar most likely to have useful things to say to language learners and teachers. In other words, functional grammar not merely sees grammar as the construction of language, of how language is structured, but also sees how language, of how language is structured, but also sees how language is used to deliver meaning. There are three meanings discussed in functional grammar, textual meaning, interpersonal meaning, and experiential meaning. In experiential meaning, transitivity becomes the main issue with six processes involved, for examples, mental process. Process is realized by verbs. In other words, the unit of analysis that will be discussed in this research is verb and how to differentiate them from the verbs that are used in other processes. To understand more about the intensive cognitive verbs in physic texts, the present writer tries to do the research based on the two following questions: (1) What verbs appear as cognitive in the physic texts? (2) What participants are used to indicate which cognitive verbs are occurred in physic texts? 61

2 To analyze intensive mental processes, cognitive verbs, and participants, the present writer applies the theories from Halliday (2004), Eggins (1994), Bloor & Bloor (1995), Gerot & Wignell (1995), Lock (1996), and Thompson (1996). METHODOLOGY The methods applied in this research is qualitative by analysis. Therefore, the writer believes that a quality research of the researcher is the central of the study (Bogman and Biklen, 1992). Hence, the subjectivity of the researcher determines the quality of data interpretation. To gain reliable data, it searched in the physics book Coordinated Science Physics published by Cambridge University Press. Coordinated Science Physics is the second edition of Coordinated Science, a three-volume resource designed to provide comprehensive coverage of all science syllabuses. In line with the study, only the data related to mental process analyzed, as follows: (1) I like to learn the formula Senser mental process : phenomenon Cognitive (2) I don t understand the calculation Senser mental process :phenomenon Cognitive (3) The symbol was identified by Marrie Curie Phenomenon mental process: Senser Cognitive RESULT AND DISCUSSION Each process has its own characteristic about which verbs are included. So does mental process. In general, there are four types of verbs used in mental process, namely verbs of cognition, perception, affection, and volition. The use of verbs of cognitive is limited. Therefore, in this research, the writer will explore more which verbs of cognitive can be used in mental process for chemistry texts. Verbs of cognitive include the verbs of thinking, knowing, and understanding. For example, the word think in he thinks the idea is a stupid thing. The following are verbs appear as cognitive in the mental process; think, know, understand, regret, believe, recognize, wonder, want, wish, remember, suspect, decide, appreciated, consider, realize, remind, arrange, memorize, distinguish, apply, analyze, predict, argue, judge and so on. Verbs of cognitive are verbs that slightly deal with clear action because they involve mental or cognitive processes. There are three main elements in mental processes, Process, Senser, and Phenomenon. There is also one more element that occurs in mental processes, which is Circumstance, but this element is optional. In other word, the element of Circumstance does not always have to exist in mental processes, different from three elements that have been mentioned before. In general, there are two participants in mental process, namely Senser and Phenomenon. Senser is someone that senses something, and Phenomenon is something that is sensed. As stated earlier, a senser is someone who is feeling something. Specifically, it means that senser is a person because it is only person who can feel something. Unlike the senser that should always be an animate participant, Thompson (1996: 83) states that (Phenomenon) can be a person, a concrete object, an abstraction In other words, as stated in Lock (1996: 105), Phenomenon is the thing, idea, or fact which is thought, seen, liked, wanted. Phenomenon in mental processes can be a thing or a fact. Thing is represented by a noun group and fact can be realized by the word fact itself, which functions as a head of a noun group. Besides as a thing and a fact, phenomenon in cognitive verb can also be a thought. The notion of thought can be realized by different entities. Thought can be realized by a finite clause beginning with ifclause or whether-clause, if related to question. The followings are the data of participants are used to indicate which cognitive verbs occurred in mental processes: 62

3 (4) We realized that this scattering backwards must be the results of a single collision (CSP, 18) The sentence (4) consist of clauses, the cognition verb is signified by verb realized, there is a participant who is realize and projecting a subjectively thought, or conceived, idea. The first We realized that this scattering backwards must be the results of a single Senser Mental: Phenomenon: Fact Cognitive NG VG Fact clause participant, senser, is presented by pronoun we, and of course is a noun group. The second participant is phenomenon, which is realized by the clause that this scattering backwards must be the results of a single, as a fact. In Oxford dictionary verb realize means be fully aware of or accept (something) as a fact; understand, refer to cognitive processes. (5) The ancient Greek believed that nothing smaller that an atom could exist (CSP,25) In this data, mental process is indicated by verbal group believed. The role of senser is represented by noun group The ancient Greek. The clause that nothing smaller that an atom could exist functions as something that is being sensed, or phenomenon, especially phenomenon or fact. It is a fact because if we put that in front of the mental process, it is still acceptable and gives no changing in meaning, as in data (9).In Oxford dictionary verb believe means 1) feel sure of the truth of (something); accept the statement of (somebody) as true 2) suppose, refer to cognitive processes. The ancient Greek believed that nothing smaller that an atom could exist Senser Mental: Cognitive Phenomenon: Fact NG VG Fact clause (6) Yet we know they must be there, (CSP, 28) In this data, mental process is realized by verbal group know. The first participant, senser, is represented by the pronoun we, and of course is a noun group. The second participant is phenomenon, which is realized by the clause they must be there, as fact. This embedded clause represents a fact because if we insert the words the fact that, as an indication of fact clause, the meaning of the clause does not change. In Oxford dictionary verb know means 1) have (something) in one s mind or memory as a result of experience or learning or information ; 2) feel certain, refer to cognitive processes Yet we know they must be there, Senser Mental: Cognitive Phenomenon: Fact NG VG Fact clause 63

4 (7) You must understand the smoke cell apparatus (CSP, 39) In this data, mental process is realized by verbal group must understand, with the word understand as the head of the group. The role of senser is realized by noun group you. On the other hand, phenomenon of thing is realized by noun group the smoke cell apparatus, with the word cell apparatus as head. In Oxford dictionary verb understand means 1) grasp the meaning of (words, a language, a person, etc), 2) perceive the explanation for or cause of; be sympathetically aware, refer to cognitive processes. You must understand the smoke cell apparatus Senser Mental: Cognitive Phenomenon: Thing NG VG NG (8) As for them, some people thought if the pollen might be moving according to its part (CSP, 45) There are three clauses in this data. Here, we have the main clause some people thought as mental process. Senser is realized by noun group some people, and process is realized by verbal group thought. On the other hand, something that is being sensed by some people or phenomenon is the if-clause if the pollen might be moving. From the data, we have two circumstances, according to its part and as for them. According to its part functions as circumstance of angle because it indicates the question of source and viewpoint. On the other hand, the clause as for them functions as circumstance of cause because it answers the question of who for. In Oxford dictionary verb thought means 1) thinking, 2) way of thinking that is characteristic of a particular period, class, nation, etc, refer to cognitive processes. As for them, some people thought if the pollen might be moving according part Cir:Location Senser Mental: Cognitive Phenomenon:Thought Cir:angle PP NG VG If clause to its (9) These messages to decide when the weather can be destroy the cell (CSP, 45) In this data, there are two clauses with these messages to decide as the main clause, when the weather can be destroy the cell as embedded clause. The mental process in the main clause is realized by verbal group to decide, with the word decide as head. The role of Senser is filled by other noun group, which is these messages. Something that is being sensed or phenomenon is when the weather can be destroy. The WH-clause of why the weather can be destroy the cell realizes the role of circumstance, matter in case. In Oxford dictionary verb decide means 1) give a judgment on (something); 2) consider and come to a conclusion; make up one s mind, refer to cognitive processes. 64

5 These messages to decide why the weather can be destroy the cell Senser Mental: Cognitive Phenomenon: Thought NG VG WH-clause (10) The diagram shows that the sort of thermometer you use in a laboratory (CSP, 66) This data consists of one clause. From the clause, we can see that mental process realized by verbal group shows. The role of senser is filled with noun group the diagram. The clause that the sort of the thermometer you use functions as something that is being sensed, or phenomenon. The role of circumstance of location is filled by prepositional phrase in a laboratory because it answers the question of when. In Oxford dictionary verb show means 1) use the mind in an active way to form connected ideas; 2) have as an idea or opinion, refer to cognitive processes. The diagram shows that the sort of in a laboratory thermometer you use Senser Mental : Cognitive Phenomenon: Fact Circumstance: Location NG VG Fact clause PP (11) They imagined these particles to be like solid balls (CSP, 73) In data (14), mental process is realized by verbal group imagined. The noun group they functions as senser. Something that is being sensed that fills the role of phenomenon is the noun group these particles. On the other hand, prepositional phrase of to be like solid balls realizes the role of manner because it answers the question about comparison. In Oxford dictionary verb imagine means 1) form a mental image; 2) think of (something) as probable or possible, refer to cognitive processes. They imagined these particle to be like solid balls Senser Mental: cognitive Phenomenon : Thing Circumstance: Manner NG VG NG PP (12) The thorium supposed 234 nucleons and 90 protons (CSP, 81) In data (12), mental process is realized by verbal group supposed. The role of senser is filled by noun group the thorium. Thing as phenomenon is represented by the noun group 234 nucleons and 90 protons. In Oxford dictionary verb suppose means 1) accept as true or probable; believe; 2) take as a fact, refer to cognitive processes. 65

6 The thorium supposed 234 nucleons and 90 protons Senser Mental: Cognitive Phenomenon: Thing NG VG NG 13) The equation knew must be balanced (CSP, 82) In this data, mental process is realized by verbal group knew. The role of senser is filled by noun group the equation. Then, prepositional phrase must be balanced functions as phenomenon. In Oxford dictionary verb knew means 1) know; 2) have (something) in one s mind or memory as a result or experience or learning or information, refer to cognitive processes. The equation knew must be balanced Senser Mental: Cognitive Phenomenon: Thought NG VG PP (14) Again, beta particle recognized an electron leaves the nucleus (CSP, 83) In data (14), mental process is realized by verbal group recognized. The noun group beta particle functions as senser. Something that is being sensed that fills the role of phenomenon is the noun group an electron with the word electron as head of the group. On the other hand, noun group of leaves the nucleus realizes the role of manner because it answers the question how? The word again represents the role of extent as circumstance because it answers question how many time. In Oxford dictionary verb recognize means 1) be willing to accept somebody/something as valid or genuine; 2) be prepared to admit or be aware, refer to cognitive processes. Again, beta particle recognized an electron leaves the nucleus Circumstance: Extent Senser Mental: Cognitive Phenomenon: Thing Circumstance: Manner AG NG VG NG NG (15) It reminded us of a neutron as a proton (CSP, 83) In this mental process, senser is realized by noun group it, process is realized by verbal group reminded. On the other hand, phenomenon of thing is realized by noun group us. The role of circumstance of matter is realized by prepositional phrase of a neutron, because the phrase answer the question what about? Conjunction group as a proton functions as circumstance of role. This is because the phrase answers the question of what as? In Oxford dictionary verb remind means 1) inform somebody of a fact or tell somebody to do something he /she may have forgotten; 2) cause somebody to remember or 66

7 be newly aware of somebody, refer to cognitive processes. It reminded Us of a neutron as a proton Senser Mental: Cognitive Phenomenon Circumstance: Matter Circumstance: Role NG VG Phenomenon: Thing PP AG (16) We must consider that ulcer caused by a high dose of radiation (CSP, 92) In this mental process, senser is realized by noun group we, process is realized by verbal group of must consider, with verb consider as the head. On the other hand, phenomenon of fact is realized by noun group that ulcer caused by a high dose of radiation. This noun group can be accepted as a fact since if we put the fact that, as the indication of fact, there will be no change in meaning happened. In Oxford dictionary verb consider means 1) think about somebody/something; 2) somebody/something as something be of the opinion, refer to cognitive processes. We must consider that ulcer caused by a high dose of radiation Senser Mental: Cognitive Phenomenon: Fact NG VG Fact clause CONCLUSION Based on the research, the present writer can conclude the findings as follows: First, verbs of cognitive revolve around knowledge, comprehension, and "thinking through" a particular topic. From the data above, the verbs think, know, believe, know, realize, remind, thought, decide, shows, imagined, supposed, recognize and understand can be classified into verbs of cognitive in physic texts. The participants in physic texts that contain verbs of cognitive by mental process are: Senser, Phenomenon of Thing, Phenomenon of Fact, and Phenomenon of Thought. REFERENCES 1. Bara, Bruno G Cognitive Pragmatics: The Mental Process of Communication, Milan: MIT Press 2. Biklen & Bogdan Qualitative Research for Education And Introduction to Theory and Methods, Boston and London: Allya and Bacon 3. Bloor, Thomas & Bloor, Meriel The Functional Analysis of English (second edition), London: Hodder Education 4. Butt, D., et.al Using Functional Grammar: an explorer s guide, Sydney: National Center for English Language Teaching and Research, Macquire University 5. Dewi, Mutiara Indah N Cognitive Verbs in Mental Process, Bandung: Jurnal Ilmu Sastra vol 7 No 1 UNIKOM 6. Eggins, Suzanne An Introduction to Systemic Functional Linguistics, London: Continuum 7. Gerot, Linda & Wignell, Peter 67

8 1995. Making Sense of Functional Grammar (second edition), Sydney: Gerd Stabler 8. Gruyter, Mouton de From Perception to Meaning: Image Schemas in cognitive Linguistics, Berlin: Walter de Gruyter GmbH & Co 9. Halliday, M.A.K An Introduction to Functional Grammar (third edition), London: Edward Arnold 10. Langacker, Ronald W Foundations of Cognitive Grammar (Vol I), Stanford: Stanford University Press. 11. Lock, Graham Functional English Grammar: An Introduction for Second Language Teachers, New York: Cambrige University Press 12. Martin, J.R., et al 13. Miller,D.R Exploring Functional Grammar: Functional Grammar Studies for Non-Native Speakers of English, Bologna: Series Editor 14. Nuyts, Jan Pattern Versus Process Concepts of Grammar and Mind: A Cognitive-Functional Perspective, University of Antwerp 15. O Brien, Neil 1989.Oxford Advanced Learner s Dictionary (fourth edition), India: Oxford University Press. 16. Radden, Gunter & Dirven, Rene Cognitive English Grammar, Amsterdam/Philadelphia: John Benjamins 17. Thompson, Geoff Introducing Functional Grammar, London: Arnold Working with Functional Grammar. London: Arnold 68

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