Upload
others
View
7
Download
0
Embed Size (px)
Citation preview
MENTAL STATE VERBS DEPICTING THE NARRATOR’S
MENTAL STATES IN THE DIARY OF A YOUNG GIRL
BY ANNE FRANK
AN UNDERGRADUATE THESIS
Presented as Partial Fulfilment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
LITANY NAINGGOLAN
Student Number: 134214023
ENGLISH LETTERS STUDY PROGRAM
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
MENTAL STATE VERBS DEPICTING THE NARRATOR’S
MENTAL STATES IN THE DIARY OF A YOUNG GIRL
BY ANNE FRANK
AN UNDERGRADUATE THESIS
Presented as Partial Fulfilment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
LITANY NAINGGOLAN
Student Number: 134214023
ENGLISH LETTERS STUDY PROGRAM
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
A Sarjana Sastra Undergraduate Thesis
MENTAL STATE VERBS DEPICTING THE NARRATOR’S
MENTAL STATE IN THE DIARY OF YOUNG GIRL
BY ANNE FRANK
By
LITANY NAINGGOLAN
Student Number: 134214023
Approved by
Dr. Fr.B. Alip, M.Pd., M.A July 12, 2017
Advisor
Arina Isti’anah, S.Pd., M.Hum. July 17, 2017
Co-Advisor
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
Sajak Tentang Doa
Aku meminta kekuatan agar aku mendapat,
Dia memberi kelemahan agar aku taat;
Aku minta kesehatan agar aku bisa mengerjakan yang lebih besar,
Dia memberi anugrah agar aku dapat mengerjakan yang lebih baik;
Aku minta kekayaan agar aku bahagia,
Dia memberi kekurangan agar aku bijaksana;
Aku minta kuasa agar dipuja sesama,
Dia membuat aku lemah agar aku bergantung kepada-Nya;
Aku minta segala sesuatu agar dapat menikmati hidup,
Dia memberi kehidupan agar aku menikmati segala sesuatu.
Aku tak selalu memperoleh apa yang aku minta, namun doaku selalu dijawab-Nya
Hebrew 12: 11
“Now no chastening for the present seemeth to be joyous, but grievous:
nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them
which are exercised thereby.”
Rome 11: 36
“For of Him and through Him and to Him are all things, to whom be glory forever.
Amen.”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
“For of Him and through Him are all things, to
whom be glory forever. Amen.”
- Rome 11: 36
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
ACKNOWLEDGEMENTS
Prima facea, I am grateful to the only God, Jesus Christ as being a vital
necessity of my life. He provides good health, well-being, everything that were
necessary to complete this undergraduate thesis. I am thankful from the deepest
part of my heart, through this undergraduate thesis, I find true salvation and
devotion that lead me to have better and deeper relationship with Him. Through
His overwhelming mercy and unconditional love, also, this undergraduate thesis
was finally finished. May all the things that happened could honour His name.
I would like also to thank my thesis advisor, whom I admire, the one
whom I always look up at Universitas Sanata Dharma, Dr. Fr. B. Alip, M.Pd.,
M.A. Since the beginning of the process of writing, he was the one who provided
the topic, books, and resource books to check. I would never feel more blessed for
having him as my thesis advisor. The door to Mr. Alip’s office was always open
whenever I ran into trouble spot or had a question about my research or writing.
He consistently allowed this paper to be my own work, but steered me in the right
direction whenever he thought I needed it. He also patiently, humbly guided me
whenever I felt lost and confused.
I will never forget to thank my co-advisor/reader Arina Isti’anah, S.Pd.,
M.Hum. without her, I am sure I would never be able to finish this undergraduate
thesis completely. She provides everything from the beginning of my writing, she
checks my grammar and everything in details. Thank you for your endless
patience for consistently reminding me any mistakes I have made.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
I must express my very profound gratitude to my parents Bima
Nainggolan and Ritawati br. Situmeang, S.Pd., my sister Nova Indah
Paramita, S.Sos, my brother Toga Parjanjiraja Nainggolan, my little angel,
Rafael Noah Ch, my sister in Christ Ertina Kusumwati (Mbak Thia), my sister
next-door Nicken Putri D. B., Feby Ayu Lestari, for providing me with
unfailing support and continuous encouragement through the process of
researching and writing this thesis. This accomplishment would not have been
possible without them.
I also place on record, my sense of gratitude to all my friends, who directly
or indirectly, have lent their hands in this venture: Adhe Kurnia Anugrah, S.T.,
Bungaran Tampubolon, S.T., Jelita Nuraini Ompusunggu, S.E., who deliver
constant love and support through words and prayers. Also for Farras Wardana,
Frischa Kusumasari, S.S., Gede Ardi Wiryantara, S.S., Chindy Christine,
S.S., Franssisca Xaveria, S.S, Fransiska Kusumastuti, S.S., who willingly lend
a hand to fix my format, pages, table of contents, etc. I am thankful to have you
by my side. You know, I do not know I have been so lucky to meet friends and
inspiring figures such Alicia Sandra, Agatha Claudia Pascal, Elisabeth Sylvia
Faradilla Belinda, S.T., Ni Wayan Diana Cahyawati, S.H., Nike Wulandarie,
Olivia Roselin Wiguna, S.Ked., Tika Agasty S, S.E., Florencia Irena Halim,
S.Ked., Golda Meyer Rosumbre, my Sanabe family, to whom I always be
myself. You contribute a lot during this undergraduate thesis making whether the
cocky jokes, unstoppable cursing you have until a contemplation, meditation, and
religious words. I cannot imagine living without you all. These are the names of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
my dearest friends who I always forget to distinguish whether you are my friends
or family. Thank you for always be kind and loving. Your names are worth to be
written on this page.
I also want to express my thankfulness to Multimedia Family’s, Christ’s
soldiers, constant support through pray, especially to these names: Arinda Berty
Pakpahan, S.T., Christanto Michael Pandapotan Nainggolan, S.T.,
Christopher Purba, Grestesia Manurung, Novita Panjaitan, Yohana Novi
Siahaan.
Litany Nainggolan.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... ii
APPROVAL PAGE ................................................................................................. iii
ACCEPTANCE PAGE ............................................................................................ iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ...... v
STATEMENT OF ORIGINALITY ....................................................................... vi
MOTTO PAGE ........................................................................................................ vii
DEDICATION PAGE .............................................................................................. viii
ACKNOWLEDGEMENTS ..................................................................................... ix
TABLE OF CONTENTS ......................................................................................... 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 ........................................................................... 7
a. The Nature of Diary ........................................................................... 7
b. Mental State Process .......................................................................... 8
C. Theoretical Framework .................................................................................. 16
CHAPTER III: METHODOLOGY ....................................................................... 19
A. Object of the Study......................................................................................... 19
B. Approach of the Study ................................................................................... 20
C. Data Collection............................................................................................... 20
D. Data Analysis ................................................................................................. 22
CHAPTER IV: ANALYSIS RESULTS AND DISCUSSION .............................. 24
A. Dominating Mental State Verbs ..................................................................... 24
B. Revealed Mental States .................................................................................. 26
CHAPTER V: CONCLUSION ............................................................................... 47
BIBLIOGRAPHY .................................................................................................... 50
APPENDICES .......................................................................................................... 52
Appendix 1: Mental State Process and Clauses in The Diary of a Young Girl .... 52
Appendix 2: Anne Frank’s Life ........................................................................... 59
Appendix 3: The Synopsis of The Diary of a Young Girl .................................... 61
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
LIST OF TABLES
Table 2.1 Summary of Phenomena ....................................................................... 11
Table 2.2 The Summary of Mental State Process ................................................. 14
Table 2.3 The Example of Experience – Process – Phenomenon ......................... 14
Table 2.4 Summary of Phenomena in Mental Process Clauses ............................ 15
Table 4.1 The Summary of Mental State Process in The Diary of a Young Girl .. 23
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiv
ABSTRACT
NAINGGOLAN, LITANY. Mental State Verbs Depicting the Narrator’s
Mental States in Anne Frank’s The Diary of a Young Girl. Yogyakarta:
Department of English Letters, Faculty of Letters, Sanata Dharma University,
2017.
The Diary of a Young Girl by Anne Frank inspires many readers with her
events and emotions through her diary during Holocaust. Based on that fact, this
recent study examines the verbs that Anne Frank used, such as ‘feel’, ‘expect’,
‘pretend’, which have important role that delivers the speaker’s feeling. In the
other words, the outline is how the diary produces certain effects and are aimed to
evoke amazed response in the reader.
Specifically, this recent study attempts to find out how the mental state
verbs function as expressing the speaker’s emotion. It is also important to pay
attention to how those verbs are distributed so that we understand the correlation
between the distribution and meaning of those verbs.
The verbs were then examined with Systemic Functional Grammar theory
in order to answer the problems that have been formulated. Firstly, those verbs are
classified based on the mental state verbs classification. Secondly, the research
analyzed the mental state verbs by the . Since it is talking about SFG theory, the
approach requires semantics (the meaning of the word) and syntax (the sentence
structure) approaches as part of SFG theory.
This undergraduate thesis concludes with a discussion of the detail
meaning and a framework for the discussion of a literature review. As for the
conclusion of this study, Anne Frank mostly used cognitive verbs, such as believe,
think, and know, and she used those mental verbs to express her anger, fear,
sadness, and acceptance on her diary.
Key words: systemic functional grammar, mental state verbs, Anne Frank
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xv
ABSTRAK
NAINGGOLAN, LITANY. Mental State Verbs Depicting the Narrator’s
Mental States in Anne Frank’s The Diary of a Young Girl.Yogyakarta:
Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2017.
The Diary of a Young Girl adalah diari karya Anne Frank yang
menginspirasi banyak pembaca dengan peristiwa-peristiwa serta luapan emosinya
yang dituangkan dalam buku diarinya pada saat Holocaust berlangsung.
Bedasarkan fakta tersebut, maka karya ilmiah ini meneliti kata kerja yang
digunakan oleh Anne Frank, seperti ‘feel’, ‘expect’, ’pretend’, yang memiliki
peran penting dalam mengungkapkan perasaan seseorang. Dengan kata lain, garis
besarnya ialah bagaimana sebuah buku diari dapat membuat para pembaca
tersentuh dan terkesima.
Secara khusus karya ilmiah ini bertujuan untuk mencari tahu bagaimana
fungsi dari mental state verbs yang sebagaimana bisa mengekspresikan emosi dari
pembicara. Perlu diperhatikan juga bagaimana kata kerja tersebut didistribusikan,
sehingga dapat dipahami korelasi antara pendistribusian kata dengan arti kata
tersebut.
Dengan tujuan ini, maka kata kerja sedemikian diteliti dengan
menggunakan pendekatan-pendektan yaitu Systemic Functional Grammar (SFG)
teori untuk menjawab perumusan masalah yang sudah ditetapkan. Pertama, kata
kerja tersebut diklasifikasikan bedasarkan klasifikasi mental state verbs. Kedua,
dengan mengklasifikasi kata kerja tersebut, maka kata kerja tersebut kemudian
diproses dengan pendekatan Systemic Functional Grammar (SFG). Sejak karya
ilmiah ini membahas tentang pendekatan SFG, pendekatan tersebut membutuhkan
pendekatan semantika dan pendekatan sintatik (struktur kalimat) sebagai bagian
dari teori SFG.
Karya ilmiah ini kemudian menyimpulkan dan mendiskusi secara detil dan
singkat tentang arti dan batasan untuk diskusi ulasan mengenai literatur yang
terkait. Sebagai hasilnya, disertasi ini menyimpulkan bahwa Anne Frank
menggunakan kata kerja kognitif, seperti believe, think, dan know, dan
menggunakannya sebagai mengkespresikan kemarahan, ketakutan, kesedihan, dan
penerimaan di dalam diarinya.
Kata kunci : gramatika fungsional sistemik, mental state verbs, Anne Frank
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I
INTRODUCTION
A. Background of the Study
In order to provide a good communication, it is not enough to make a
particular action or to know how to pronounce particular sounds which would
have some kind of sense. It is also very important to think, to know what to say
and how to say something. For that reason, a person in a reflect action has to see,
hear or sense something and in his/her mind make some cognitive actions, to think
what to say. Moreover, communicating is not only words which help to send the
message to the listener but also a person has to show some emotions. Some
emotions would help to reveal the meaning of the message. But there is a
difference between the oral communication and the written text though the same
emotion and the same information have to be given for both the listener and the
reader. Based on that background, the researcher has shown an interest in
analyzing the mental verbs of the English language.
Interested in the same field, this research attempts to conduct one of the
verb‟s function, specifically stative verbs. It is important to realize that stative
verbs vary, and one of them is mental-state verbs. It is necessary to examine the
verb‟s function because as psychologist, Papafragou who examines the acquisition
on belief verbs or mental state verbs says, “these items differ in their semantic-
conceptual properties and in their typical learning signatures from most other
words in several ways: they do not refer to perceptually transparent properties of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
the reference world” (2006: 133). They are also aware those belief-verbs appear
frequently in child‟s own speech. However, the research that Papapfragou et al. do
is only an observation in psychology matter. Therefore, this recent study is
somehow to develop the deficiency of understanding belief-verbs or what we
mention here as mental-state verbs in linguistic approach.
Furthermore, the reason why this diary is chosen is because the
compatibility that this diary offers. First, this diary provides many kinds of verbs
to examine, especially mental state verbs in this case. Second, the diary uses
simple sentences. Third, this diary whose function is to deliver personal feeling
and emotion. As Haviland and Kramer state, “diaries are, of course, continuous
records usually over a lengthy period of time.… They contain the continuous
reflection by the adolescent on these events…they provide unrivalled information
on naturally occurring changes in cognitive processes and emotional reaction”
(Haviland & Kramer, 1991: 145). Thus, it makes this diary as an appropriate
source of the data.
With this intention, The Diary of a Young Girl is the most suitable
literature of work. It is engaging and applicable for the recent researcher to
examine this historic diary for future understanding. Moreover, examining acutely
how dictions and the way it is written can actually convey her actual feelings
towards her everyday life. Despite concerning verbs, this diary has been
distributed and translated in 70 languages. It is also published around the world
along with the amusement towards Anne Frank about her writing her emotion and
situation during Holocaust, hiding from Nazi, in her secret Annex. Her feelings,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
anger with her parents and confusion with her own feelings, were in the original
diary (Larson, 2000: 40). Based on the above, many readers are astonished by
situation and emotion that Anne Frank delivers on her diary. The diary, written by
a thirteen-year-old girl, when started, uses simple sentences yet it succeeds to
reach reader‟s emotions. As the result, Larson stated, “As noted, millions of
American teens, in the 1950s and 1960s, read the book in their English classes or
else saw film or play versions of the diary (2000: 43).” Based on that, this diary is
the most suitable literature work to provide the data without looking to another
complicated sources.
B. Problem Formulation
Based on the background of the study that mentioned above, the problems
are formulated as follows
1. What mental state verb dominates Anne Frank‟s The Diary of Young Girl?
2. What mental states do those verbs reveal?
C. Objectives of the Study
In this research, there are two objectives that are going to be discussed. In
order to identify the mental state verb‟s function as expressing mental state in The
Diary of a Young Girl, this research has to be aware of the dominant verbs that the
narrator, Anne Frank, uses. Finally, knowing which type of verbs that dominates,
the data could be identified how those mental state verbs reveal the narrator‟s
mental state by analyzing those data as following the procedure in this recent
study will discuss later on.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
D. Definition of Terms
In order to avoid misunderstanding and ambiguity, it is important to
explain a key term which is mental state verbs.
Mental state verbs, based Morley in Šinušienė (2011), are “the information
that mental process verbs are not only emotion verbs but here also belong some
verbs which have the meaning of thinking or the meaning of having or feeling
some kind of sense (2011: 10).”
Lock (1996) and Downing and Locke (2006), use another terms – which is
mental state process, and state that mental state is understood as the process of
feeling and sensing. The examples taken from the diary (1952) are below.
1. I believe that trust has to crone from both sides; I also think that's the
reason why Father and I have never really grown so close.
2. There is no reason to believe that another truffle will develop in the
same spot.
3. Every day I think what a fascinating and amusing adventure this is!
4. Well, I suppose we do give each other the occasional wink.
5. I desire only that you should be happy.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
CHAPTER II
REVIEW OF LITERATURE
A. Review of Related Studies
The first review is taken from Šinušienė‟s thesis. In this thesis, her aim is
to analyse the semantics of English mental verbs and to explore the frequency of
the usage of such verbs (Šinušienė, 2011: 3). The similarity that Šinušienė‟s thesis
and this study have is these studies deal with mental state verbs. Thus, this study
helps the writer to analyse the writer‟s formulated problems. However, this recent
study focuses on the narrower notion about mental state verbs. Šinušienė‟s thesis,
on the other hand, copes the mental state verbs and active verbs.
Šinušienė‟s data are taken from literary work Jennie Gerhadt by Dreiser.
She conducts the data by using “CONCORD”, a special computer program. The
selected verbs were calculated and divided into the subgroups of mental verbs as
they were assigned previously. Having calculated the frequency of these mental
verbs, some figures were drawn and provided together with the description (2011:
23). Meanwhile, this recent thesis‟ data is taken from Anne Frank‟s diary, The
Diary of a Young Girl. The data are taken only from the character Anne Frank or
contextually refer to the subject I. The data will be analysed based on the problem
formulation that has been mentioned.
The second review is taken from journal of Kramer and Haviland (1991).
This journal analyses how Anne Frank, the character of the diary, feels trauma
that affects her cognition by the verbs that Anne Frank‟s uses. The difference is,
they just examine one type of verb which is affection verbs. In their study, then,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
they compare Anne Frank‟s cognition with another normal adolescences‟
cognitions. The research reaches the result that Anne Frank‟s cognition is
common amongst adolescences (1991: 156). Although this recent study shares the
same source, the approach that both studies use is different. Kramer and
Haviland‟s (1991) focuses on psychology aspects, while this recent study focuses
on the lexicon that Anne Frank uses.
The third review is from Sudarmo‟s thesis. This thesis‟ focus is on the
comparative study between literary works by Ernest Hemingway‟s – In another
Country and The Killer with news reports (Sudarmo, 2007: ix). In order to achieve
the aim, the writer analyses verbs that Hemingway uses in his literary work.
Similarly, this recent research also analyses the same field, which is verbs.
Therefore, problem formulations and methodology that Sudarmo‟s thesis conduct
are similar to this recent study. Sudarmo‟s formulated problem is to find how
those verbs make effects from the use of dynamic and stative verbs of the
narration of Hemingway‟s short stories (Sudarmo, 2007: 4). However, there are
two variables that cause both researches different. First is the source of literary
work. Sudarmo‟s work is taken from Hemingway‟s works. Meanwhile, this recent
research is taken from Frank‟s work, The Diary of a Young Girl. Second, the
scope that Sudarmo‟s thesis achieves is broader than this recent study. Sudarmo‟s
thesis includes dynamic verbs on her research to make comparison with news
report. On the other hand, this recent study, does not include dynamic verbs.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
B. Review of Related Theories
1. The Nature of Diary
Diary is one of another related autobiographical work. Similar to journal,
diary contains a daily account of experiences. The difference is diary includes
personal thoughts and feelings. On the other hand, a journal is based more on
facts. A diary can have a person's deepest secrets and desires, as such, and it is
usually not meant to be shared with anyone.
Shmoop editorials explains further about the characteristic of the diary
along with its purpose.
“it is an intimate portrait of an individual‟s daily experiences, not filtered
through any kind of editorial process and often not with the intention of
telling the whole of your life‟s experiences, just those surrounding the time
of the particular entry,” (Shmoop editorials, 2008).
Meaning to say that diary has significant characteristics and purposes
compare to the other literature, such as novel, or journal. It is true with the fact
that published diary makes The Diary of a Young Girl seems become not suitable
with the mentioned characteristics. However, Anne Frank herself mentions on her
diary she wants to be a writer and publish her own writing (Frank, 252). In order
to grant her wish, Otto Frank decides to publish her only writing, The Diary of a
Young Girl.
Speaking of the differences between diary and other literature, O‟Sullivan
mentions, one of the characteristic of diary is silent reading which encourages
solitary reflection and allows individual to perform personal judgement (2005:
55). O‟Sullvian‟s statement is also supported by Tang‟s which highlights the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
practice of the writer itself. Tang (2002) states, “The very nature of diary writing
itself requires the writer to think back on events that have taken place and
provides opportunity for expression of personal thoughts.”
A great example is the book The Diary of Anne Frank. Anne Frank was a
real Jewish girl who kept a diary while hiding from the Germans during World
War II. She wrote about her personal thoughts and feelings about what was
happening to her family. Years later, her diary was found and published by Anne's
descendants to showcase the terrors of Nazi Germany.
2. Mental State Process
Generally, mental state means a mental condition, based on wikipedia.org,
of an agent. For instances, fear, anger, acceptances, sadness, pains, joy, etc.
Philosophers discover a structured way of observing and describing someone‟s
psychological functioning which is called mental status examination. MSE
observes someone‟s psychology under domains speech, thought process, thought
content, perception, cognition, insight and judgment.
In linguistics, mental state process is a part of Systemic Functional
Grammar theory (SFG). SFG treats the grammar language as a means to convey
people‟s ideas in various ways and purposes. In SFG, there are various ways to
examine how language conveys people‟s meaning. There are theme and rheme
theory, action process theory, or mental state process theory. The examined
objects also vary, such as from its clauses, modality, etc. Meaning to say that
mental state process is one of a tool to examine language in order to have better
understanding of people‟s intended meaning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
Halliday (2004) has further explanation about mental state process. It is
concerned with our experience of the world of our own consciousness (Halliday,
2004: 197). Furthermore, Downing and Locke (2006) explains mental state
processes are those through that we organize our mental contact in the world.
There are four main types of mental state processes, they are perception, affection,
cognition, and volition/desideration. These four types are the processes which are
recognized by verbs which are going to be discussed in the next sub-chapter.
Bloor et al. (1995: 116) add that mental processes also involve “not
material action but phenomena best described as states of mind or psychological
events.” Meaning to say that the important element that mental processes have is
phenomena which function is to complete what it is inside mind. The statement is
also supported by Israel (2008) who mentions the use of mental state verbs related
to conceptual minds.
In order to identify whether or not it is mental process, there are three
elements that we need to pay attention.
a. Elements of ‘mental’ clauses
There are some required elements in order to distinguish „mental‟ process
from other processes. Mental state processes require three elements which are
experiencer (or Senser), process (verbs) and phenomenon.
i. The Nature of Senser
Senser is someone who senses. Halliday (2004: 201) states that Senser is
the one who feels, thinks, want, or perceives or the one who endowed by
consciousness. Meaning to say, the significant feature of the Senser is that being
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
endowed with consciousness. Senser is the participant that is engaged in the
mental process.
ii. The Nature of Phenomenon
Phenomenon is something that is sensed The following phenomenon is
needed for mental state process. It is semantically incorrect for mental process to
have a sentence, such as, *I desire. It is true that it is syntactically a correct
sentence, because it has a subject and a verb. Since desire is categorized as mental
verbs (Lock, 1996: 109), the verb requires object to describe the state of mind, or
phenomenon. Halliday (2004) explains Phenomenon which is wider than the set of
possible participants. It may not only be a Thing, but also possibly an Act or a
Fact. An Act is a configuration of a process, participants involved in that process
and possibly attendant circumstance.
“A Fact is on a higher level of abstraction than an ordinary thing or an
act. Ordinary things and acts are both material phenomena; they can be
seen, heard and perceived in other ways. Thus while an act is more
complex than an ordinary thing, it still exists in the same material realm.
In contrats, a fact is not a material phenomenon but rather a semiotic one:
semiotic realm, without being brought into existence by somebody saying
it,” (Halliday, 2004: 204).
The status of „fact‟ clause is often signaled by the noun fact itself, as in I
regret the fact that you should have left him out in the cold, or by another „fact‟
noun such as notion, idea, possibility.
In order to have better understanding about Phenonmena, Isti‟anah (2012:
23) explains the classification of Phenomena in table. Table 2.1 below
summarizes the types of Phenomena of mental process.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
Table 2.1. Summary of Phenomena
Summary of
Phenomena
Types of
Phenomenon
Forms Examples
Isti’anah
(2012, 23)
Thing noun: person, creature,
institution, object,
substance or abstraction
I know the city.
Act imperfective noun-finite
clause nominal group
I saw the operation
taking place.
I saw the occurance of
the operation
Fact finite (sometimes with
that or the fact that)
She regretted that they
hadn’t watched the
operation.
However, the Phenomenon that follows, still depends on the type of
mental verbs. Before this study explains it further, we have to understand first the
types of mental states processes.
b. The Types of Mental Processes
Linguist Lock (1996: 96) explains there are four sub types of mental
processes. They are perception, affection, cognition, and volition. Before deciding
which verbs that they belong, it is helpful to understand the further explanation
about each process has.
i. Process of Perception
Verbs that belong to this group express the process of sensing something.
They are related to the five human senses: sight, touch, taste, smell, and hearing
(Valeika 1998). Downing and Locke (2006) also explain process of perception
and how experiencer or senser is applicable to the process. Meaning to say that,
experiencer or senser has slightly different function with subject.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
“…perception is an involuntary state, which does not depend upon the
agency of the perceiver, who in fact receives the visual and auditory
sensations non-volitionally. However, as the term Recipient has been
adopted for the one who receives goods and information in three-
participant processes, we will keep to the terms Experiencer or Senser”
(Downing and Locke, 2006)
Verbs which express the process of perception are the following: feel, find,
listen, look, see, and smell. Usually these verbs tend to be stative but sometimes
they might express a dynamic situation. Dynamic situation means that the
situation requires dynamic verbs. Nordquist on ThoughtCo explains dynamic verb
is a verb that is used primarily to indicate an action, process, or sensation.
Meaning to say that dynamic situation is a situation that showing an action or
process, while mental state verb is supposedly stative verbs which is the opposite
of dynamic verbs. This may especially be shown by the verbs listen and watch.
1. Are you listening to me?
2. I’m just watching television. (Valeika, 1998: 41)
Sentence (1), (2) show that actions are currently happening. Sentence (1) also
indicates that the speaker try to find the hearer‟s attention. On the other hand, the
sentence (2), based on Valeika (1998: 41) indicates that the speaker offer the
information to the hearer about what s/he is doing. S/he does not perform the
mental process.
ii. Process of Affection
The second is process of affection. It includes processes such as liking,
loving, admiring, missing, fearing and hating. Valieka in Šinušienė (1998: 43)
also explains the details the process of affection. Citing Valeika (1998),
“processes of affectivity are realized by such verbs as like, love, enjoy, please,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
delight, dislike, distress, hate, detest, want, etc. i.e. all the emotion verbs fall
under this category of processes.” The example from the diary could be seen as
follow.
4. I admire him in many ways
5. Sometimes I fear they will, but more often I actually hope they do!
(Frank, 1952)
iii. Process of Cognition
According to Lock (1996), cognition includes processes such as thinking,
believing, knowing, doubting, remembering, and forgetting. Valeika in Šinušienė
(1998: 43) states, “The verbs which belong to this group express the process “of
knowing in the broadest sense.” Nevertheless, there is very little data about the
verbs of the process of cognition. However, some classifications of these verbs
still can be done. The examples of cognition process as follow.
6. I firmly believe that nature can bring comfort to all who suffer.
7. I know that there will be solace for every sorrow, whatever the
circumstances.
8. I think mom and dad prefer to choose Margot than me. (Frank, 1952)
iv. Process of Volition
Lock (1996) includes processes such as wanting, needing, intending,
desiring, hoping and wishing in the process of Volition. The usage of volition verb
on the diary follows as the example below:
9. I hope that if you live to the end of the war and return to us.
10. Oh, I wish I could have said something to poor Bep.
11. I need someone remind me to clean the house.
12. I just want everybody in this house understand the circumstances. (Frank,
1952)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
In order to have better understanding, Isti‟anah (2012), on her research,
summarizes the classification of mental state verbs which could be seen below
Table 2.2 The Summary of Mental State Process by Isti’anah (2012,
28)
Type of Mental
State Process
Participants Sample Verbs
Perception Senser – Phenomenon see, hear, notice, feel, taste, smell
Affection Senser – Phenomenon like, love, admire, miss, fear, hate
Cognition Senser – Phenomenon think, believe, know, doubt,
remember, forget
Volition Senser – Phenomenon want, need, intend, desire, hope,
wish
Since this research has already discussed senser, mental state processes,
and phenomenon, we need to know the more detailed explanation. Hence, in order
to understand the experience, process and phenomenon in a sentence/clause, table
2.3 offers four sentences to see the application of experience, process and
phenomenon. The explanation table is taken from Halliday (2004: 210).
Table 2.3 The Example of Experience – Process – Phenomenon (Halliday,
2004: 210)
Table 2.3 explains about the structure that may happen in a sentence. The
first row, consists of two sentences, has experience – process – phenomenon
Experience Process Phenomenon
I – don‟t understand – his motives
Most people – are horrified by – the increase of violence
Phenomenon Process Experience
His motives – elude – me
The increase – horrifies – most people
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
arrangement. The second row, on the other hand, offers the two sentences which
phenomenon – process – experience occurs.
In the mental process, however, Lock (1996) treats Phenomena more
varied and detailed which depends on mental state processes. In order to have
better understanding about the Phenomena, Lock (1996, 111), has summarized in
the table below.
Table 2.4 Summary of Phenomena in Mental Process Clauses by Lock (1996:
111)
Structure Example Gloss
Perception
Noun group I saw them. Thing
V-clause I saw them leave. Event (finished)
V-ing clause I saw them leaving. Event (unfinished)
That clause I saw that they had left. Fact
Affection
Noun group I hate them. Thing
Ving clause I hate them leaving. Situation
Relative clause I hate the fact that they are
leaving.
Fact
Cognition
Noun group I want them. Thing
That clause I believe that they are leaving. Situation
Wh-/if clause I wonder why they are leaving. Thought
Relative clause I recognize the fact that they
are leaving.
Fact
Volition
Noun group I want them. Thing
to + V clause I want them to leave. Desire
that clause + modal I wish that they would leave. Desire
In table 2.4, the phenomenon that perception process possibly have are
either its structure is noun group, V-ing clause or that clause. The example that
each structure has can be seen on the third column. If the structure belongs to
noun group, therefore the Phenomenon is categorized as a thing. Whenever the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
structure is identified as V-clause, then the Phenomenon is a finished event.
However, it is quite different with V-ing clause. V-ing clause belongs to
unfinished event. The last is that clause. If the structure is that clause, then the
phenomenon is categorized as a fact.
It is also applied to the rest of processes. Affection process has a
phenomena which either it is a thing, situation, or fact. It is a thing, when the
structure that follows after verb belongs to noun group. When the structure is V-
ing clause, then the Phenomenon belongs to the situation. It is a fact when the
structure is relative clause.
Cognition process also has its own phenomenon. The phenomenon on
cognition process are thing, situation, thought or fact. Like other processes, it is a
thing when its structure is noun group. When the clause that follows is considered
as that clause, the phenomenon then is a situation. The phenomenon is a thought,
when its clause‟s structure is marked with wh-/if clause. Meanwhile, the
phenomenon is changed into fact, when its structure is considered as a relative
clause. The identification can be seen from the embed word after mental state
verbs, such as, the fact.
The last, volition process has either thing, or desire as its Phenomenon. It
is a thing, when the structure is noun group. Desire, when its structure either to +
V clause or that clause + modal.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
C. Theoretical Framework
In this chapter, the writer has mentioned theories that are needed to
analyze the data. The first theory is the theory about diary and its characteristics,
the second theory is theory is about mental state process theory.
The first theory is the theory of diary. It is important to involve this theory
since it is about the basic information about the definition and the characteristics
of diary which are vital necessary to understand the field this research
investigates. Besides helping this research to have suitable data theoretically, the
nature of diary theory also exhibits the relation between the characteristic of the
diary itself and language use in the diary. The theory of diary is applied after the
analysis of second problem formulation is done. It is because the analysis that this
study has mainly applies mental state process theory, which will discuss later. It is
important to help this research to relate the characteristic of diary and language
use in the analysis and to become the analysis plausible.
The second theory is Systemic Functional Grammar (SFG). Since this
research talks about the function of a diary related to the language use, the
systemic functional grammar theory is a suitable theory to examine that area. This
is the prior tool to investigate the concrete subject, which is clause. The
metafunctions of systemic functional grammar, as Halliday (2004) states, contain
three functional components of meaning, ideational, interpersonal, and textual.
The clause, then, is related to the metafunctions that have mentioned above in
order to have the result. Since this thesis talks about the character‟s feeling and
experience, SFG provides the theory of human experience in language area.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
However, since this research focus in mental process, it also means that the
analysis only focus in just one of metafunctions which is ideational function.
The third theory is the theory about mental state processes. The theory
talks about verb processes. Mental state clauses or process mentions the
participants that are involved in order to make the mental process occurs. These
theories are provided in order to support the answer the formulated problems in
the previous chapter. The problems are to identify the meaning of the verbs in
each group of mental state verbs classification and understand the nature of diary,
is suitable with the verbs which mainly use mental state verbs.
The first and the second problem formulation could be solved by mental
state verb theories. Mental state verbs theory helps on the mental state‟s verb
classification that each verbs has been collected before. The classifications are
cognition, perception, affection, and volition. Then, denoting the meaning and to
group of classification of mental verbs will be useful. Therefore, in order to
complete determining the narrator‟s mental state, the mental state theory is
needed. Mental state theory is a theory about the definition, types of mental states,
and the characteristics each type has, in which it helps this analysis to determine
which mental state that the narrator has for every sentence. The nature of diary,
after all, is applied in order to support and the final result. This theory is
applicable to see the connection between the language and the language user.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
CHAPTER III
METHODOLOGY
A. Object of the Study
The object of this research is Anne Frank‟s The Diary of a Young Girl. It
was published on June 25, 1947. The original diary was written in Dutch. The
English translated version was published on 1952, which this research used.
Based on the diary, the diary started on June 12, 1942 and it ended two years after
on August 1944. The Diary of a Young Girl was a story about Anne Frank herself,
a Jewish girl, who had to go into hiding during World War Two (WWII) to avoid
the Nazis. Together with seven others, she hid in the secret annex on the
Prinsengracht 263 in Amsterdam. After almost 2 years in hiding they were
discovered and deported to concentration camps. Anne‟s father, Otto Frank, was
the only one of the eight people who survived. After her death, Anne became the
world famous person because of the diary that she wrote while in hiding.
This diary was written periodically by Anne Frank. Besides her situation,
and atmosphere while hiding in the Secret Annex, the thought of Anne Frank
herself is inspiring for many people. Concerning in that matter, thus, this
undergraduate thesis decides to conduct the research on how language plays role
to the reader. When it is speaking about her feeling, this research then tries to
analyse how her language reveals her feeling. Besides, the theory about diary has
suitable characteristics with the language use. Based on that reason, this
undergraduate thesis analyses Anne Frank‟s language especially mental state
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
verbs on her diary. In other words, since most part of her diary uses
subject I – refer to Anne Frank, this thesis analyse with verbs that followed by the
pronoun I because it refer also to the narrator.
B. Approach of the Study
Since the objective of the study is about how the character uses language
to reveal her feeling, syntax and semantics approaches are used. It is true that this
recent study requires SFG theory because SFG is a system making of a meaning.
However, in order to reach the aim, this recent study needs syntax and semantic
approaches.
The semantic approach is beneficial to identify the verb‟s meaning by
looking on the dictionary. The dictionary that this recent study uses is Longman
Dictionary of Contemporary English (LDOEC). The verb‟s meaning will be
helpful for knowing better reason why Anne Frank uses that kind of verbs by
interpreting her meaning denotatively. For example, it is given the mental state
clause I believe you will be here for me. It has believe word as mental state verb.
Since this undergraduate thesis tries to convey the narrator‟s meaning, then
believe meaning needs to be described. The description is done in order to have
better understand towards clauses.
The syntax approach is helpful to sequence given clauses. Those clauses
which are taken from the diary, will be sequencing of senser, process, and
phenomenon. It is sequenced so because following the SFG theory and
transitivity. To be precise, this paper conducts on the distribution of mental state
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
verbs in the diary. Hence, syntax and semantics approaches are suitable for this
research.
Some verbs, however, have the tendency ambiguity. Therefore, those
verbs that require more explanation would be analyzed with syntax approach by
seeing the phrase that follows the verb. The verb see, for instance, is ambiguous.
It has two meanings that could confuse the classification. First meaning is the act
of using eyes (process of perception). The second meaning is to understand
(process of cognition).
C. Method of the Study
1. Data Collection
As the source of the data, The Diary of a Young Girl would be analyzed in
this recent study. This recent study decided to be as a sample study. From this
diary, the writer took all the verbs that belong to subject I or the pronoun that refer
to the narrator Anne Frank in the context of the writing as the requirement. It was
because first, Anne Frank was the one who was analyzed in this research so that
the data with subject I was taken. Second, the subject I showed the belief that she
has. In the diary, Anne Frank addresses herself with the pronoun I. Relating to the
one of the nature of diary that as a personal reflective and judgment, it was
suitable to take the data from the pronoun I. This research was also aware
who/what the pronoun I refer to. Relating it to the mental clause theory, Halliday
(2004) also states that, “the speaker addressing herself that is they serve to
construe the speaker‟s own process of consciousness,” (Halliday, 2004: 198).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
The verbs, however, were taken from the middle of the book until the end
of her diary. It is because Anne Frank‟s traumatic feeling is mostly revealed there.
As Shmoop claims, “her final diary entry is a cry of despair from someone who
just can‟t take anymore,” (Shmoop Editorial Team, 2008).
The writer would not take merely the verbs, though, for each classification
the writer would display a whole sentence or clause. This intended to identify the
feeling that Anne Frank had. Ravelli (1995) states that it is necessary to always
include the clause to interpret the text. Besides, the research into reading considers
the sentence as the main unit used by readers to process written text. Second, it
intends to have subtle „frame‟ upon the conversational situation (Davis, 1997). In
this undergraduate thesis, the writer also would take at least two sentences for
each classification to represent the explanation.
2. Data Analysis
In order to analyze the data, there were three steps to follow. First, verbs
were collected based on the requirements that have been presented in the previous
section on this paper. Second, having those verbs collected, those verbs would be
classified into which mental verbs categories they belong to. The summary of
mental state‟s classification would be displayed in the table. The table could
support the analysis to determine the number and percentage of each type of
mental state verbs. The total of the verbs from this table would help the writer to
conduct the first and second problem formulation.
This classification would help the writer to formulate the second problem
which is about the distribution. The discussion only displays some random
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
sentences from the diary to represent of each classification. It is also important to
display sentences which contain a verb that is ambiguous in meaning. Thus, those
sentences would be displayed along with the explanation, though only the mental
state verbs which dominates that requires further explanation. The other
classifications is explained briefly in order to know that those verbs do belong to
the right group.
The explanation for the second problem that this research aims is about
how those verbs express or relate to the message or context of situation. In this
research, the message refers to is the traumatic feeling that Anne Frank (or subject
I) has. It also supports by Ludden (2016), “But mental state verbs are about the
contents of our minds, which we express as sentences, and so their meaning
supports the syntactic process of embedding a sentence in the object position to
form sentences.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
CHAPTER IV
ANALYSIS RESULTS AND DISCUSSION
In this chapter, the recent study displays the result of the analyzed data.
This part aims to answer the formulated questions previously. Thus, this chapter
presents two sections of the analysis results. The first part is the most frequently
used mental state verbs that the character Anne Frank uses. That part shows the
classification of mental state verbs data in the table, which has been classified.
They are cognition, affection, perception, and volition. Having result with the first
part, the second part is the distribution of mental state verbs. The performance that
this research intends is the distribution of the most frequent used mental state
verbs, which has been discussed on first part.
A. Dominating Mental State Verbs
Based on the sampling data, the mental state process that Anne Frank uses
could be seen as follow:
Table 4.1 The Summary of Mental State Process in The Diary of a
Young Girl
No Types of Mental States Number Percentage
1. Perception 31 20%
2. Affection 5 3%
3. Cognition 105 70%
4. Volition 12 7%
Total 151 100%
Table 4.1 shows the summary of number and percentage of mental state
verb in the diary. The first type, perception, is used by Anne Frank 31 times or
with the percentage 20%. Affection, the second type, is mentioned 5 times or with
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
the percentage 3%. The cognition verbs is used 70% in her diary which means it is
dominant compared to another classifications with the usage is 105 times. The
last, volition verbs is mentioned 12 times with the percentage 7%. The total of
mental state verbs that Anne Frank mentions are 151 mental state verbs. For
further information about the data, the writer provides it on the appendices page.
As the data above, it shows that the cognition verbs that is used the most
by the character Anne Frank. The verbs that Anne Frank uses in her diary are
mainly: know, believe, and think. The fact that those verbs show personal
judgment is stated by Nussbaum (1993: 127) that in order to have personal
judgment, judgment must be based on certain set of beliefs. Those verbs,
semantically speaking is meant to indicate that the speaker has beliefs. For
example, know means that to have knowledge of something that based on their
own experience. Believe is clearly seen as the indication that the speaker has
certain belief. It is because Anne Frank‟s writing refers to herself. The result is
supported by Lock (1996: 106) “which is in a sense created by the cognitive-type
mental process, in the other words, it is a kind of „saying to oneself‟.” Moreover,
it is also matched with the characteristic of diary that has been mentioned by
O‟Sullivan before: “the diary encourages the solitary reflection which allows the
writer to have personal judgment,” (O‟Sullivan, 2005: 55). Here is clearly seen
that Anne Frank has poured her judgment based on the experience that she has on
her diary. The further explanation which is related with the clause in each process
of mental state (cognition, perception, affection, volition), will be discussed in the
part B.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
The least process that the narrator uses is volition process. The volition
process is marked with verbs, such as wish and hope. This result is theoretically as
it should be the narrator‟s least use. As Israel in Yiyoung (2008, 202) on his
research about the usage of mental state verbs and mental space, claims, “volition
process is most of people expect least that hearer fulfill their desire.” He also
adds, in that case, there is still no certain indication that whether or not the speaker
really apprehend the volition process completely.
B. Revealed Mental States
In this part of this undergraduate thesis, the writer shows the answer of the
second problem that this undergraduate thesis has formulated. Meaning to say,
this part explains the distribution that mental process do for each category. It is
important to examine each category distribution since to see the significant
difference that each category has.
1. Cognition Process
Based on the result of the previous problem formulation, the cognition
verbs are mostly used by Anne Frank. Cognition verbs, cited in Lock (1996: 105),
are the processes such as thinking, believing, knowing, doubting, remembering,
and forgetting. The data of cognition verbs which are recited from the diary are as
follows.
(1) I firmly believe that nature can bring comfort to all who suffer
(2) I know that there will be solace for every sorrow, whatever the
circumstances.
(3) I knew that it would be my last night in my own bed.
(4) I think it is stupid of Daddy to have given in
(5) I expect I have thoroughly bored you with my long-winded description of
our dwelling.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
(6) I expect we shall be suffocated with smoke.
(7) I expect you will be interested to hear what it feels like to “disappear”.
(8) I wonder how they managed to have such clear brains after that terrifying
parachute trips.
(9) Sometimes I wander by the roadside, or our Secret Annex is on fire, or
they come and take us away at night.
(10) I simply can‟t imagine that the world will ever be normal for us again.
Before discussing the further analysis about the performance of each
category clauses, it is important to know the element‟s function within clauses in
order to avoid the confusion that may happen.
(1) I firmly believe that nature can bring comfort to all who suffer
Senser Process Phenomenon
The diary contains lexical believe, know, wonder, wander, imagine and
think. Based on Isti‟anah (2010: 93), believe, in (1) means to consider something
to be true, honest or real. The subject I, then, makes of the Phenomenon true. The
Phenomenon is identified by that/if word. Thus, according to Halliday in Isti‟anah
(2010: 93) the Phenomenon‟s existence in the sentence is concerned with the
character‟s consciousness of the world. This is also supported by Lock (1996,
108) “a fact, that is, as something which in a sense exist prior to the mental
process.” Thus, the sentence (1) could be paraphrased as, the fact that nature can
bring comfort to all who suffer convinces me. It is also applicable to other
cognition verbs, which is followed by that.
Throughout the analysis, the mental state that Anne Frank reveal is fate.
She compromises herself for her own survival in her condition.
Another data, taken from the diary, is presented in sentence (2). The
element within clause could be seen as below.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
(2) I know that there will be solace for every sorrow, whatever the
circumstances
Senser Process Phenomenon
The word know means that to have knowledge of something as a result of
personal experience (LDOCE). The word know is followed by the clause
(Phenomenon) that there will be solace for every sorrow, whatever the
circumstances. Since the Phenomenon‟s clause begins with that, it means that the
Phenomenon is classified as a Fact. Thus, the clause could be paraphrased as, the
fact that there will be solace for every sorrow, whatever the circumstances.
Hence, the Phenomenon, as the result of the Senser personal experience, is the
fact that the Senser has knowledge before. From the analysis, the narrator then
reveals the mental state acceptance. She willingly accepts the circumstances that
happen because she has to survive no matter what. The survival is not only the
physical needs, but also every aspect of her life including her emotions. In order
to do so, acceptance is needed, moreover in the condition that the narrator lives,
There is also another example of cognition process with the word know.
The sentence (3), excerpted from the diary, could be seen below.
(3) I knew that it would be my last night in my own bed
Senser Process Phenomenon
As mentioned above, the word know means that to have knowledge of
something as a result of personal experience (LDOCE). The word know in this
case is followed by the clause (Phenomenon) that it would be my last night in my
own bed. The Phenomenon‟s clause also begins with that in its initial position,
means that the Phenomenon is classified as a Fact. Thus, the clause could be
paraphrased as, the fact that it would be my last night in my own bed. Hence, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
Phenomenon, as the result of the Senser personal experience, is the fact that the
Senser has knowledge before. It is clearly seen that the data (2) and (3) both have
the same verb know. However, the data (3) is past tense form. There is no
significant difference that both data have. It is because in her diary, Anne Frank
writes it in the different time. Meaning to say she retells her yesterday event.
Thus, (3) also shows her acceptance that she has to accept for survival.
The next example, the sentence (4)‟s analysis could be presented as below.
(4) I think it is stupid of Daddy to have given in.
Senser Process Phenomenon
The sentence (4) has the word think. However, the clause that is followed
is different with the other two. In sentence (4), the Phenomenon is a dependent
clause. It could be embedded in a noun group with a head like fact. As the result,
it is presented as a fact. When we try to paraphrase this sentence to be
semantically understood, first we should understand the meaning the word think.
Think, semantically speaking, means that to use your mind to decide about
something or form an opinion about something (LDOCE). Furthermore, we can
paraphrase it as, the fact (that) it is stupid of Daddy to have given in. Therefore,
the Phenomenon, as the result of the Senser‟s mind to decide or form opinion.
Based on the interpretation has been discussed above, the Phenomenon shows that
the narrator expresses anger that she throws upon his Daddy.
Another example of the cognition process verb could be seen on the
sentence (5) which is expect. The analysis of the process with same method is
discussed below:
(5) I expect I have thoroughly bored you with my long-winded
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
description of our dwelling
Senser Process Phenomenon
Another verb that categorized in cognition process is expect. Finding out
the meaning of its word, it means to agree with a statement that you think is
probably true (LDOCE). The process is followed by the Phenomenon I have
thoroughly bored you with my long-winded description of our dwelling.
Considering the theory to the data, the Phenomenon is considered as a Fact. In
order to have better understanding, it could be paraphrased as, the fact I have
thoroughly bored you with my long-winded description of our dwelling. Although
it is not marked with the word the fact or that on the initial position, the
Phenomenon is finite clause. Besides, it is agreeable that the fact or that word is
omitted. Meaning to say that the Senser agrees and think it is probably true with
the Phenomenon that follows. Understanding the Phenomenon, this research
analyses that the narrator expresses demanding. Although she uses expect as her
choice of word, she does self-blaming and she demands us to be accepted of her
condition.
The sentence (6) cognition process‟ explanation about the word expect
could be seen below.
(6) I expect we shall be suffocated with smoke
Senser Process Phenomenon
As it is discussed above, the word expect means that agree with a
statement that you think is probably true (LDOCE). Comparing to the
Phenomenon in sentence (5), this Phenomenon is slightly different when it is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
talking about the subject of the Phenomenon on the initial position. However, this
recent study does not discuss about it further.
The Phenomenon, as it is mentioned is we shall be suffocated with smoked.
Based on the clause, structurally it is finite. Since the Phenomenon is finite, then it
is considered as a Fact. Therefore the sentence (6) could be paraphrased as, the
fact (that) we shall be suffocated with smoked. That Phenomenon, thus, is
plausible to be agreed for the Senser. The Senser finds it reasonable enough and
tends to agree with it. In the (6), the narrator reveals mental state fear. Although
(5) and (6) have the same meaning, they both express different intention from the
narrator. The narrator think is probably true and the narrator used to say that even
she no longer is surprised by suffocating with smoke, which is especially
something unpleasant.
It also applies to another example of expect in sentence (7). The analysis
of sentence (7) could be seen as below.
(7) I expect you will be interested to hear what it feels like to
“disappear”
Senser Process Phenomenon
From the interpretation mental state process in (7), it is quite similar to the
interpretation in (6). Both have expect as the process and independent clauses as
the following Phenomenon. Since they are similar in both process and
Phenomenon, then the sentence (6)‟s interpretation also applies in example (7).
Thus, the process could be paraphrased the fact (that) you will be interested to
hear what it feels like to “disappear”. The narrator this time is also express her
certainty that the reader (you) will be interested to hear about the feelings to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
disappear. Related to the diary, Anne Frank spends her life in Secret Annex. The
term of “disappear” is understood as the hiding.
Another verb, categorized as cognition process, is found in the diary.
Sentence (8) has wonder to deliver cognition process. The word wonder means to
think about something that you are not sure about and try to guess what is true,
what will happen (LDOCE)
(8) I wonder how they managed to have such clear brains after that
terrifying parachute trips
Senser Process Phenomenon
At the same time, wonder itself is ambiguous. Wonder also means to feel
surprised and unable to believe something. However, when we identify the
Phenomenon, it is considered as the Thought. The Phenomenon is finite clause
that marked with how. This clause, on the other hand, could not normally be
embedded in a noun group with head like fact, and it would be much harder to
paraphrase them using a noun group. It is presented as not as facts but as thoughts
which, as Lock (1996: 109) noted, are in a sense created by the mental process. It
is true that (8) draws to the question. On the other hand, the context is that the
narrator shows her disbelief by questioning it.
Another verb which is categorized in cognition process is wander in (9).
The analysis of its sentence has shown below.
(9) Sometimes I wander by the roadside, or our Secret Annex is on fire,
or they come and take us away at night
Senser Process Phenomenon
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
Semantically speaking, wander means that no longer pay attention to
something, especially because you are bored or worried (LDOEC). The second
meaning of wander is to walk slowly across or around an area (LDOEC). In here,
the Phenomenon that follows varies or more than one. It is possible that the
meaning of wander is changed, adjusting by the Phenomenon that follows. There
are three Phenomenon that follow. First is by the roadside. This Phenomenon is
prepositional phrase. Based on the LDOEC, wander’s meaning for the first
Phenomenon is suitable with the second meaning. It is because the followed with
prepositional, such as around, by and the place. Hence, the first Phenomenon is
suitable to second meaning of wander. Second is or our Secret Annex is on fire.
Third is or they come and take us away at night. Both second and third have the
same characteristic which are finite clause. Thus, semantically both Phenomenons
refer to the first meaning: related to the thinking. Syntactically, if it related to the
first meaning, hence the verb wander belongs to mental state process. Meaning to
say that the Senser does the process on her consciousness. Then, the sentence
could be paraphrased into the thought that our Secret Annex is on fire or the
thought that they come and take us away at night makes the Senser worry.
Therefore, the Senser does not pay attention to something instead her worry
produces her thinking to be ones.
The last verb that Anne Frank mentions is imagine. The usage of imagine
in her diary is cited as below.
(10) I simply can’t
imagine
that the world will ever be normal for us
again
Senser Process Phenomenon
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
Imagine means that to form a picture or idea in your mind about what
something could be like (LDOEC). The process imagine is followed by the
Phenomenon that the world will ever be normal for us again. Since the
Phenomenon is marked with that as its initial position, therefore the Phenomenon
is considered as a Fact. Since it is a fact, the Phenomenon could be paraphrased as
the fact that the world will ever be normal for us again. Therefore, the Senser
hardly to form idea in her mind about the fact that the world will ever be normal
for us again. From the analysis, the narrator revealed despair. She has no hope to
have what she mentions “normal world”. It is because the narrator‟s living makes
her be that way.
2. Affection Process
The second type of mental state process that is found in Anne Frank‟s
diary is affection process. The Phenomenon is typically a thing, situation or a fact
(Lock, 1996). The example data, taken from diary, are displayed below.
(11) I never dare to stay long
(12) I adore him so that I didn‟t want to face the truth
(13) I didn‟t like him a bit any more
(14) I didn‟t risk opening a window
(15) I love talking to Peter
The affection process can be seen with the verbs afraid, scared, glad,
thrilled, and love. The Senser, I, means that the subject (Anne Frank) is the one
who feels the process. Then, let us see how those verbs reveal the senser‟s
emotions. The first example, sentence (11) analysis could be seen below.
(11) I never dare to stay long
Senser Process Phenomenon
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
The Phenomenon in sentence (11) is to stay long. Since the Phenomenon
is marked with the word to and followed by stay (verb clause). Unfortunately, if
following the theory that Lock (1996: 111) offers, the Phenomenon does not suit
to affection process. Based on the analysis that has been done, thus, the mental
state that the narrator has is fear. It is clearly seen with the process that she
chooses and she is unsure about staying any longer. The affection process that the
narrator chooses, highlights that she is persist about not to stay long.
Another example that uses adore is as the sentence (12). The analysis of
the sentence (12) could be seen below.
(12) I adore him so that I didn’t want to face the truth
Senser Process Phenomenon
Comparing with the sentence (11), the example (12)‟s Phenomenon
followed by noun clause him. Adore means used to love someone very much and
feel very proud of them (LDOEC). Meaning to say the Senser feels loved towards
the Phenomenon him. Him in the sentence (12) is categorized as thing. It seems
that the narrator reveals adoration towards the pronoun him. The phenomenon,
though, tells that the narrator does not want to face the truth which it gives the
information that it is a contradiction with the verb‟s meaning. Thus, the narrator
reveals sadness mental state.
(13) I like him a bit any more
Senser Process Phenomenon
The second example of affection process is marked by the verb like. The
process is followed by the noun phrase (NP) him. Looking the Phenomenon‟s
characteristics, it could be concluded that it is categorized as thing. Hence, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
participant really feels the process. It is clearly seen that the narrator reveals
fondness towards the pronoun him.
The original clause (14) is I didn’t risk opening a window. The Senser-
Process-Phenomenon analysis could be seen below.
(14) I
didn’t risk opening a window
Senser Process Phenomenon
Based on the analysis above, the result shows that opening a window is
the Phenomenon of the affection process of risk. Based on the structure that the
Phenomenon (14) has, it is categorised as situation. On the other hand, the process
risk, semantically means frightened or nervous about something. Thus, the Senser
feels the fact that opening window. The mental state that is revealed based on the
analysis that has been conducted is fear.
The other affection process that Anne Frank uses is analysed below: (15)*
(15) I love talking to Peter
Senser Process Phenomenon
Situation that Anne Frank depicts here are slightly different with the other
affection clauses which are written. In the (18), Lock (1996: 111) explains that
with the affection process and followed that form, interpreted as, I enjoy (the
activity of) talking to Peter. While Lock (1996) also explains if the Phenomenon
that follows is to + V form, it will be shading to the volition process. It has closer
meaning to I desire to talk to Peter. The further explanation of volition process
will be discussed later.
3. Perception Process
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
Another type of mental process that Anne Frank uses is perception
process. In this recent study, the perception process that Anne Frank uses are see,
heard, noticed, and feel. The full sentences of those verbs could be seen below.
(16) I can‟t even see what sort of person is riding on the machine
(17) At last, I saw him coming
(18) But all the same I feel I have some right to be taken seriously too
(19) Suddenly I felt the tears coming back
(20) I noticed the next morning that Peter‟s bed had been slept in
(21) I heard hammering outside on the landing opposite our cupboard door
Having gathered all the perception process data, then we could analyse
how the perception process reveals the narrator‟s emotion. One of the example of
the usage of perception process is shown by the sentence (16) throughout (21).
The analysis will be discussed per each example below.
(16) I can’t even see what sort of person is riding on the machine
Senser Process Phenomenon
Following Phenomenon is what sort of person is riding on the machine.
The Phenomenon plays two important roles. However, before we analyze the
functions of Phenomenon, we have to understand which category that
Phenomenon belongs to by analyzing it syntactically.
First, the Phenomenon is as a determiner of which mental process the verb
belongs to. This case only occurs with ambiguous words, such as see. The verb
see is ambiguous since it has two meanings. First meaning is to understand
(LDOCE). Meaning to say, it could have a slightly difference. The difference,
then, lead to another interpretation which to understand is categorized as cognitive
process. Second meaning is to have power of sight (LDOCE). This meaning leads
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
to perception process which is shown by the sentence (19). Besides, the
misinterpretation is possibly solved between two processes by paying attention to
the Phenomenon. It could happen when the Phenomenon use that clause. The only
way to solve the problem is to understand the clause‟s context or applying what
Lock‟s theory says. Seeing what word on the initial position of the Phenomenon
clause, thus, it is wh- clause. Lock (1996) explains that, wh- clause often happens
for cognition process rather than perception. Meaning to say, the Phenomenon
and the process, syntactically belong to the cognition process which has been
discussed before. Still, the Lock‟s theory is inadequate.
Hence, the phrase what sort of person is riding on the machine means that
the phrase is a cognition process because it begins with wh- clause, and second, if
we pay attention to the Phenomenon‟s tense, it is progressive tense. Meaning to
say, the process is unfinished. Third, semantically speaking, the word see is to
notice or examine someone or something. Fourth, it is marked with the word sort
of It is occurred when the participant physically know the event that is happening.
Second role is to determine which kind of function is the phrase based on
the categorized process. Since it is talking about perception process in sentence
(16), the Phenomenon, as mentioned, is wh- clause. Meaning to say that the
Phenomenon is a Fact.
Another example of see verb is shown the clause (17). The origin clause is
At last, I saw him coming.
(17) I saw him coming
Senser Process Phenomenon
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
It is different from the example (16), saw in the (17) above is categorized
as perception process. It is because the Phenomenon that follows the process him
coming. Semantically speaking, him coming means that there is someone who is
doing an action which is coming. It is important to know that the Ving form on the
(17) Phenomenon presents that the process is unfinished. Based on Lock (1996,
107), it is quite relative for perception process. The Phenomenon that occurs on
(17) is an event. Lock (1996, 107) explains the main differences between events
and fact is that the event are directly perceived and the fact are not. Thus, in this
clause, the Senser directly perceived the process of him coming.
The second example of perception process is marked with feel verb.
According to Longman Dictionary, feel means to experience particular physical
feeling or emotion (LDOEC). The Phenomenon that follows is I have some right
to be taken seriously too. The language user, however, omits that word which is
supposed to be between mental process verb and Phenomenon. In order to
understand the function of the sentence, we could see below.
(18) But all the same I feel (that) I have some right to be taken
seriously too
Modifier Senser Process Phenomenon
In (18), therefore, the Senser experiences that she has some right to be
taken serious too hits her consciousness. Thus, the mental state that the narrator
reveal is salience. Salience that this research refers to is about the degree to which
something attract the narrator‟s attention in this context. In this context, the
narrator talks about how she is treated just like a young child who is never taken
seriously, the context is about whether her behavior, thoughts, or opinion.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
Another example of feel is shown on the sentence (19). The analysis of the
process is below.
(19) I felt the tears coming back
Senser Process Phenomenon
Similar to (19), the following Phenomenon has Ving form. Meaning to
say, the Phenomenon is directly perceived by the Senser. She physically
experiences the tears coming back. Hence, the narrator reveals sadness. It is
clearly seen from the phenomenon that is displayed.
The other verb that belongs to the perception process is the word noticed.
The example of the word notice from the diary can be seen the analysis below.
(20) I noticed the next morning that Peter’s bed had been slept in
Senser Process Phenomenon
From the (20), it has verb notice. Notice means to realize that something is
exist, especially when you can see, hear, or feel them (LDOEC). The Phenomenon
that follows is considered as a fact, which is that Peter’s bed had been been slept
in. In (20), the narrator‟s mental state is skeptical. There is probably something
wrong with the Peter‟s bed that so far of her understanding, Peter did not sleep on
his bed last night.
The last example of perception process, heard word, is shown in clause
(21). It is analysed below.
(21) I heard hammering outside on the landing opposite our
cupboard door
Senser Process Phenomenon
In the sentence (21), the Phenomenon is followed by heard verb. Before
analysing how heard works, the first thing we have to know is what heard’s
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
meaning is. Heard means to know that a sound is being made using ears
(LDOCE). Therefore the Senser knows that the hammering outside on the landing
opposite our cupboard. From (21), the narrator reveals Acceptance mental state.
She is just given the information that the fact there is hammering sound outside.
4. Volition Process
The least mental process that Anne frank uses is volition process. The
Phenomenon that might happen can be a thing or a desire. The Phenomenon is
categorized as a thing, when the process followed by noun phrase or non-finite
clause. It is categorized as desire, when the process is followed by the finite
clause. The example of volition process which taken from the diary as follows.
(22) I do wish I didn‟t have to go to school
(23) I wished he wouldn‟t as I don‟t like being pawed by boys
(24) I hope that I shall grow a bit like him without having to go through all
that.
(25) I hope that I am doing that enough.
(26) I shouldn‟t want them hanging around me all the time.
(27) I wanted a friend who‟d help me to put me on the right road.
This research has some data of volition process. The data have verbs that
are wish, hope, and want. Then, the analysis how the volition process works is
discussed below. The first example is wish verb, as it is seen on sentence (22).
Before determining what kind of Phenomenon that each sentence has, it is
crucial to analyze each part within the sentence since it is also an evidence that the
following sentences are mental process. As mentioned before, mental process has
three crucial parts: experiencer/senser, mental process, and phenomenon.
(22) I do wish (that) I didn’t have to go to school
Senser Process Phenomenon
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
The first example of volition process is marked with wish verb. The
Phenomenon that follows is I didn’t have to go to school. The Phenomenon is a
complete sentence which has a subject and a verb. In the volition process,
however, the Phenomenon can be a thing or a desire. Since the Phenomenon is
marked with finite clause, therefore, the Phenomenon on the sentence (22) is
categorized as a desire. Based on the analysis, the mental state that is revealed is
inconvenience. In the context of the diary, it is understandable that she has an
expectation for not going to school. It is because, during the school life, Germans
really limits their access to school and make them uncomfortable to go.
The second example of volition process, which is sentence (23), is also
marked by wish verb. The verb is followed by the Phenomenon he wouldn’t as I
don’t like being pawed by boys. This sentence‟s Phenomenon, similar to (23), is
also categorized as desire.
(23) I wished he wouldn’t as I don’t like being pawed by boys
Senser Process Phenomenon
That Phenomenon has same function as the first example. This research
shows the that table below is to show the sentence (23) is still categorized as
mental state and the phenomenon is still be analyzed.
(that) he wouldn’t as I don’t like being pawed
by boys
(omitted) that clause + modal
Therefore, from the analysis above, the (23) clause tries to reveal the
narrator‟s irritation or annoyance. Because she put desire to the subject he to not
do something she does not like, as she compare to the action of being pawed by
boys.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
The full sentence of the clause (24), along with the Phenomenon, could be
seen and analyzed below here.
(24) I hope that I shall grow a bit like him without having to go
through all that
Senser Process Phenomenon
The third example (24) is marked by hope verb. Hope means that to
believe that it is possible or likely (LDOCE). The following phrase, which is also
Phenomenon, is I shall grow a bit like him without having to go through all that
and it is marked with that word. Based on Lock (1996), the Phenomenon that
follows after mental process, is categorized as desire.
That I shall grow a bit like him without
having to go through all that
that clause + modal
From the Senser-Phenomenon, the sentence could be interpreted as the
Senser has desire that she shall grow a bit like him without having to go through
all that. By employing the mental process, the Senser likely to believe her desire
towards the Phenomenon. From the analysis, the narrator reveals acceptance
mental state. It is because related to her condition during that time, she is in
despair to keep safe and sound. Being to compromise herself to accept her
development may help her go through her living.
Another example from volition process as seen clause (25) below.
(25) I hope that I am doing that enough.
Senser Process Phenomenon
Clause (25) has hope as the one of volition process. Semantically, hope
means that to believe that it is possible or likely (LDOCE). The Phenomenon that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
follows is that I am doing that enough. Theoretically, the Phenomenon is
categorized as desire which is known that as the marked of the Phenomenon
itself. Like (25), the other analysis of hope could be seen as above.
Another example of volition process is seen as clause (26). The structure
of the clause (26) could be seen as below.
(26) I shouldn’t want them hanging around me all the time.
Senser Process Phenomenon
The clause (26) above has volition process. The Phenomenon that follows
it is them hanging around me all the time. Structurally, based on Lock (1996), the
Phenomenon is categorized as desire because it follows with finite clause. If we
look out want meaning, it is to have a desire for something (LDOCE) Meaning to
say, the Senser puts her desire during the process. However, shouldn’t is a part of
the process itself. It affects the meaning of the clause semantically. Shouldn’t is
from should and not. Should is a modal, meaning to say that the main verb hope is
not inflected and affected in case of the meaning. While the modal should is
followed by not. Not is the negation.From the analysis, the narrator reveals
acceptance. Likewise (24), the narrator compromises her desire. She tries to
accept that she cannot ask them hanging around the narrator all the time.
The last example of volition process is shown in (27). The analysis can be
seen below.
(27) I wanted a friend who’d help me to put me on the right road
Senser Process Phenomenon
The Phenomenon that follows is considered a thing. Since it is marked
with who’d help me to put me on the right road is a complement for a friend. It is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
a complement since the sentence becomes illogical because without who’d help
me to put me on the right road, it is incomplete to know what kind of friend that
Anne Frank desire to have specifically.
Thus, based on the data that has been analyzed, Anne Frank cognitively
assesses dejection. The mental state verbs through the analysis of processes and
the participants involved in mental process shows that the main character, Anne
Frank, cognitively reveals dejection emotional states. Dejection or feeling
dejected, is synonymous with unhappy, disappointed, sad, or has lower spirit
(LDOCE). It is known by the example of the explanation from the analyzed data
that has been discussed before.
As the result, her delivery is not about her traumatic feeling explicitly.
However, based on this recent study, Anne Frank uses her traumatic feeling as her
supportive motives to make her delivery of her personal judgment or opinions.
Although cognitive process, affection process, perception process, and volition
process are unity within the scope mental state process, the tendency of the usage
still happens.
First, based on the data that has been shown in the analysis, the rest of the
other types of mental state processes become supportive devices to complement
the intended message that the language user wants; since mental state verbs is
talking about verbs have meanings related to our understanding, deciding,
planning that refer to cognitive state. Though, the choice of the one of process
determines the message of the language user intends to deliver. Second, it is
known by the analysis of the inter-relatedness between Phenomenon of cognitive
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
process and the meaning that each verb has. The cognition process‟ verbs
semantically links the Phenomenon‟s existence in the sentence. In the other
words, it is concerned with the character‟s consciousness.
Another reason why Anne Frank uses cognition process instead of another
process is probably because the lack of sentence or clause which embed in the
other processes to form more subtle context.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
CHAPTER V
CONCLUSION
In this chapter, the recent study makes conclusion based on the analysis of
the data which has been showed on the previous chapter. In this research, there are
two problems that have been formulated. Therefore, this recent study then has
drawn two major conclusions.
From the research and through the above discussion, the first conclusion is
that cognitive process is chosen by Anne Frank as the manner to depict her mental
states. It is because there are the constant use of verbs, such as think, believe, and
know. Based on these Phenomena that follow the mental state verbs, they are more
like what Israel says “demands us to change the environment in particular way.”
Meaning to say, the narrator urges the reader or herself to understand her
circumstance. However, what is depicted in these uses is not only an invisible
mental state, but also familiar type of activity that happen in her everyday life.
For the second conclusion, Anne Frank cognitively reveals dejection for
her emotional states. It is displeasure state including anger, fear, Sadness and
depressed. This is known from the interpretation through transitivity which
looking the phenomenon that embed the mental state verbs.
In the present study, the interpersonal function is explored, that of
expressing personal feeling or viewpoint through the diary. As argued above, the
choice of mental state process affects the viewpoint of meaning from the language
user. This present study believes that mental state verbs appears to be a key factor
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
for the depiction of Anne Frank‟s traumatic feeling. However, the focus of this
recent study is how mental state verbs expresses the interpersonal meaning of the
language user. A number of methods for identifying mental state process have
been reviewed in detail, and a rationale for selecting the method used in the
present study provided. The reasons for analyzing the diary in this manner are that
it allows the researcher and others who are users or readers to understand the way
in which a text is constructed and the role played by the Subject (Anne Frank) and
features other than the Subject in organizing the message.
For the second problem, Anne Frank reveals many mental states. They are
from fate, disbelief, sadness, fear, acceptance, expectation, adoration, until
Acceptance mental states. This is known from the interpretation through the
Phenomenon that embed the mental state verbs and mental state verb itself.
Thus, having the revealed mental states, it is not just on one certain
understanding process, however, it is also from all the processes, which are
cognition process, perception process, affection process,and volition process.
From this research, it is also revealed the beauty of language itself. The variation
on how to express many ways the intended message, in this case, especially the
narrator‟s of The Diary of a Young Girl mental state.
Having done the research‟s conclusion, however, there are some
inadequacy that this research has. Therefore, this recent study suggests to have
further research for researchers who are interested in Systemic Functional
Grammar applying in literature. The first suggestion is that the researcher could
possibly observe the other part of speech that indicate the message in the diary,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
such as adverb or adjective. The second suggestion is that the researcher could
observe the different employment of certain processes in Systemic Function
Grammar approach. For instance, there are action process, verbal process,
relational or existential process. The third suggestion is that the researcher may
find out the pragmatics uses in the formula [I think] since the dominant use in the
diary is cognition process. The approach that could be used on this research is that
cognitive approach.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
BLIBIOGRAPHY
Bamberg, Michael. “Language, Concept and Emotion: The Role of Language in
the Construction Emotion” Language Sciences, Vol.19 No.4 (1997) pp.
300-340.
Farrell, P. Grammatical Relation. Oxford: Oxford University Press, 2005.
Frank, Anne. The Diary of a Young Girl. New York: Garden City, 1952.
Haviland, J. M., & Kramer, D. A. Human Development. Affect-Cognition
Relationships in Adolescent Diaries: The Case of Anne Frank, 143-159.
1991.
Isti'anah, Arina. "Ideologies in Hosni Mubarak's and Muammar Qaddafi's
Translated Speeches: Critical Discourse Analysis". Thesis. Yogyakarta:
Universitas Sanata Dharma, 2012.
Larson, T. The Antioch Review. "In Spite of Everything": The Definite and
Indefinite Anne Frank, 40-54, 2000.
Lock, G. Functional English Grammar. Sydney: Press Syndicate of the University
of Cambridge, 1996.
Longman Dictionary of Contemporary English. London: Pearson Longman, 1987.
Ludden, David. The Pshchology of Language: An Intregrated Approach. Los
Angeles: SAGE Publication Inc, 2015.
Papafragou, A., Cassidy, K., & Gleitman, L.Cognition. When We Think about
Thinking: The Acquisition of Belief Verbs, 125-165, 2006.
Shmoop Editorial Team. Anne Frank in The Diary of Anne Frank. . November 11,
2008.(http://www.shmoop.com/diary-of-anne-frank/anne-frank-
character.html). April 18, 2017.
Šinušienė, Aurika. Semantics of Mental Verbs in English. Dissertation. Siauliai:
Siauliai University, 2011.
Sudarmo, Lucia Tri Natalia. "The Effect of the Employment of Dynamic and
Stative Verbs in Hemingway's "In Another Country" and "The Killer"".
Dissertation. Yogyakarta: Universitas Sanata Dharma, 2007.
Norquidt, Richard. Mental State Verb. ThoughtCo. August 19, 2016.
(https://www.thoughtco.com/mental-state-verb-
1691306?utm_source=facebook&utm_medium=social&utm_campaign=m
obilesharebutton2). April 23, 2017.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
Vellinga, Fiona van Rees. The Story of Anne Frank. Anne Frank. April 28, 2010.
(http://www.annefrank.org). March 23, 2017.
What are Emotional States. Emotional States. n.p. 2015. (nlp-
mentor.com/emotional-states). June 30, 2017.
Yiyoung, Kim. Language in the Context of Use Discourse and Cognitive
Approaches to Language. Berlin: Walter de Gruyter GmbH & Co, 2008.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
APPENDICES
Appendix 1: Mental State Process and Clauses in The Diary of a Young Girl
Category No Clauses Mental State
Perception
1
I felt that my inventiveness on this subject
was exhausted
Acceptance
2 At last, I saw him coming Relief
3
Neither Harry nor I felt like sitting stiffly
side by side indefinitely
Acceptance
4
I noticed the next morning that Peter‟s bed
had been slept in
Skeptical
5
I heard hammering outside on the landing
opposite our cupboard door
Acceptance
6
I feel I have some right to be taken
seriously too
Anger
7
The next day, I hear that Anne is just a silly
little goat who doesn‟t know anything at
all.
Acceptance
8
I can‟t even see what sort of person is
riding on the machine
Acceptance
9
I heard something about their chat about
this.
Acceptance
10
But I do really see that I get on better by
shamming a bit
Acceptance
11
I feel as if I am in stilts and look much
taller than I am
Acceptance
12
I feel afraid sometimes that from having to
be so serious I‟ll grow a long face and my
mouth will drop at the corners
Acceptance
13
I see myself alone in a dungeon without
Mummy and Daddy
Fear
14
I have noticed that the word “Mumsie” tells
you everything
Acceptance
15
I see the naked figure of a woman, such as
Venus, for example
Acceptance
16
I could see on his face that look of
helplessness and uncertainty
Acceptance
17
I noticed his shy manner and it made me
feel very gentle
Happiness
18 I still feel his wonderful eyes in me Happiness
19
I didn‟t listen for footsteps on the staircase
any longer
Fear
20 I heard hammering outside on the landing Fear
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
opposite our cupboard door.
21
I heard Mr. Koophuis say, “Open the door,
it‟s only me.”
Acceptance
22
I can‟t see much difference between this
and the schoolgirl love stories.
Acceptance
23
But all the same I feel I have some right to
be taken seriously too.
Anger
24
I feel wicked sleeping in a warm bed, while
my dearest friends have been knocked
down or have fallen into a gutter
somewhere out in the cold night.
Sadness
25 I feel as if I am going to burst Anger
26
I noticed that Peter kept looking at me all
the time.
Acceptance
27 Suddenly I felt the tears coming back Sadness
28
On Saturday afternoon I felt in such a whirl,
after hearing a whole lot of sad news that I
went and lay on my divan for a sleep.
Sadness
29
I see the world being slowly transformed
into a wilderness
Sadness
30
I hear the approaching thunder that, one
day, will destroy us too
Fear
31
I somehow feel that everything will change
for the better, that this cruelty too shall end,
that peace and tranquillity will return once
more
Acceptance
Affection 32 I never dare to stay long Fear
33
I adore him so that I didn‟t want to face the
truth
Sadness
34 I didn‟t like him a bit any more Dislike
35 I love talking to Peter Adoration
36 I didn‟t risk opening a window. Fear
Cognition
37 I expect you‟ll be rather surprised at the fact
that I should talk of boy-friends at my age
Acceptance
38 I pretend to be insulted and tell them in no
uncertain terms to clear off
Acceptance
39 I expect he will from now on Acceptance
40 I knew that it would be my last night in my
own bed
Sadness
41 I still don‟t know where our secret hiding
place was to be
Acceptance
42
I expect I have thoroughly bored you with
my long-winded description of our
dwelling
Anger
43 I think you should know where we have Acceptance
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
landed
44 I expect you will be interested to hear what
it feels like to “disappear”
Acceptance
45 I don‟t think I shall ever feel really at home
in this house
Disappointment
46 Although I knew nothing of your
disappearance all time
Acceptance
47 I think he must have kept his word Acceptance
48 I think it is lovely Acceptance
49 Up till now, I thought that only children
squabbled and that wore off as you grew up
Acceptance
50 I suppose I should get used to it Acceptance
51 And I don‟t know how long I shall be able
to stifle my rage
Acceptance
52 I don‟t think this was nearly as bad as
having to sit still and not talk the whole day
Acceptance
53 Of course, I thought that someone had
come: you‟ll guess who I mean
Acceptance
54 I think Cissy van Maxverlat is a first-rare
writer
Acceptance
55 I expect we shall be suffocated with
smoked
Acceptance
56 I don‟t know how to keep it all to myself Acceptance
57 Neither can I believe that I am always in the
wrong
Acceptance
58 Sometimes I believe that God wants to try
me both now and later on
Acceptance
59 I think it‟s stupid of Daddy to have given in Acceptance
60 I think it‟s pretty crazy that he doesn‟t jump
at the proposal – whatever it is
Acceptance
61 I never knew before that neighbors could be
such interesting people
Acceptance
62 I expect he‟ll soon give me a thorough
check-over
Acceptance
63
I wonder how they managed to have such
clear brains after that terrifying parachute
trips
Anger
64 I suppose I shall be obliged to give you
your own way
Acceptance
65
I suppose it‟s their idea of a good
upbringing to always try to set me against
my parents
Anger
66 I realize that guns are firing and that I am
still in the room
Fear
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
67 I suppose she thinks about it Acceptance
68 I don‟t think my opinions are stupid and the
others do
Acceptance
69
Sometimes I wander by the roadside, or our
“Secret Annexe” is on fire, or they come
and take us away at night
Fear
70 I simply can‟t imagine that the world will
ever be normal for us again
Fear
71 I thought it was grand that the fire should
burn
Fear
72 I wonder if she ever thinks of me Acceptance
73 I wonder if Lies has real faith in herself Acceptance
74 I think that in my own case this trouble is
getting much worse lately
Acceptance
75 I sometimes think if all eight of us began to
pity ourselves
Sadness
76 I know I should cry Sadness
77 Last year, I didn‟t understand the meaning
of this words as well as I do now
Acceptance
78 I believe that Pim talked about it Acceptance
79 I don‟t think Margot has any idea of all Pim
has had to go through
Acceptance
80
I think what is happening to me is so
wonderful and not only what can be seen on
my body
Acceptance
81 I know I cried for long time Sadness
82
I remember that once when I slept with a
girlfriend I had a strong desire to kiss her,
and I did do so
Happiness
83 I shall feel that secret within me again Acceptance
84 I can still remember us walking hand in
hand through the streets together
Acceptance
85 I thought it was fun, felt honored, but was
otherwise quite untouched.
Acceptance
86 I imagined that I had forgotten Peter Fear
87 This morning, I knew that nothing has
changed
Sadness
88 I can quite understand now that Peter
thought me childish
Acceptance
89 I know that no one else could remain with
me like he does
Acceptance
90 I might know that Peter‟s thoughts are not
with me
Acceptance
91 I always knew that I did understand it Acceptance
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
92 I know that for me everything would remain
the same anyway
Fear
93
I believe Mummy thinks there could be no
better relationship between parents and
their children
Acceptance
94 I think it‟s all to the good to have learned
enough
Acceptance
95
I also believe that if I stay here for very
long I shall grow into a dried-up old
beanstalk.
Anger
96
I wonder whether you can tell me why it is
that people always try so hard to hide their
real feelings.
Acceptance
97 I know there must be a reason Acceptance
98
I sometimes think it‟s horrible that you find
you can never really confide in people,
even in those who are nearest to you.
Sadness
99
I still do think that half the quarrels could
be avoided if it weren‟t for the fact that
when the conversation gets tricky Mummy
is a bit difficult too.
Anger
100 I know exactly what you‟ll say, Kitty Acceptance
101 I always thought the Vann Daans were in
the wrong
Acceptance
102
I hope that I have acquired a bit of insight
and will use it well when the occasion
arises.
Desire
103 I remember exactly what my answer was Acceptance
104 I wonder if Peter really does ask his parents
much
Acceptance
105 I think it is the best place of all Acceptance
106 I think it‟s pretty crazy that he doesn‟t jump
at the proposal – whatever it is.
Disbelief
107 I think it‟s stupid of Daddy to have given
in.
Anger
108 I know it‟s dull for you. Anger
109 I know that it would get better with crying. Anger
110 I believe that it‟s spring within me. Acceptance
111 I could really see that he wanted to please
me
Acceptance
112 Now I understand more why he always
hugs Mouschi.
Acceptance
113 I firmly believe that nature brings solace in
all troubles.
Acceptance
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
114 I don‟t know quite how long my common
sense will keep this longing under control.
Fear
115 I knew that he was sitting in the room next
to ours.
Acceptance
116 I believe he‟d like to say a lot just like I
would.
Acceptance
117 I know quite well that the circle around me
would be much smaller.
Acceptance
118 Now I think seriously about life and what I
have to do.
Acceptance
119 I expect you know the rest of the story Acceptance
120 I know what I want Anger
121 I know that I am a woman Anger
122 And now I know that first and foremost I
shall require courage and cheerfulness
Acceptance
123 I know exactly how I‟d like to be, how I am
too inside.
Acceptance
124 I don‟t think I ought to have allowed. Anger
125 I realized that he could not be a friend for
my understanding.
Acceptance
126 I don‟t think I shall easily bow down before
the blows that inevitably come to everyone.
Anger
127 I thought for a long time about the best
answer to give Peter.
Fear
128 I know that you‟ll immediately think of
Peter.
Acceptance
129 I think that my terrible longing for him was
exaggerated.
Sadness
130 I wonder however many her spouse
managed to knock back.
Acceptance
131 I don‟t think I have, so I will begin now. Anger
132
I don‟t believe that the big men, the
politicians and the capitalists alone, are
guilty of the war.
Anger
133 I expect she‟s already in the cat‟s heaven. Sadness
134 I believe that you have good qualities, and
that you‟ll get on in the world.
Acceptance
135 I expect you‟ve gathered that when we‟re
together Peter and I don‟t sit miles apart.
Acceptance
136 I know for certain that I have chosen the
right time.
Acceptance
137 I really believe, Kits, that I‟m slightly bats
today.
Sadness
138 I know that I am sentimental sometimes. Sadness
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
139 I wonder if he is going to fall in love with
me after all.
Acceptance
140 I still believe, in spite of everything, that
people are truly good at heart.
Acceptance
Volition 141 I do wish I didn‟t have to go to school Fear
142 I wished he wouldn‟t as I don‟t like being
pawed by boys
Fear
143 I wish like anything that one of our
protectors could sleep here at night.
Fear
144 In any case, I want to publish a book
entitled Het Achterhuis after the war.
Expectation
145 I hope that I shall grow a bit like him
without having to go through all that.
Acceptance
146 I hope that I am doing that enough. Acceptance
147 I wanted to look a little further on, Margot
got more and more angry.
Curiosity
148 I wanted to have something to hold than
with an idea of escaping
Expectation
149 I want something from Daddy that he is not
able to give me.
Expectation
150 I shouldn‟t want them hanging around me
all the time.
Acceptance
151 I wanted a friend who‟d help me to put me
on the right road.
Expectation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix 2: Anne Frank’s Life by annefrank.org
Anne Frank and her family, Frank‟s family, have to go into hiding from Nazis
during World War II. Frank‟s Family – consists of eight members including Anne
Frank, hides in a place which is mentioned by Anne Frank on her diary called
Secret Annex at Prinsengracht 263 in Amsterdam.
During their life in German
The economic crisis, Hitler‟s rise to power and growing antisemitism put an end
to the family‟s carefree life. Like other Jews, Frank‟s family decide to leave
Germany. They plan to immigrate to U.S but they fail.
Life in Netherlands
Based on annefrank.org, during their life in Netherlands, the children still go to
school while Otto Franks runs a business in Amsterdam. Their living in
Netherlands is because their attempts to escape to U.S fails. Then, Otto and his
wife decide to go hiding. They do this with Otto‟s Jewish business partner,
Hermann van Pels, with help from his associates Johannes Kleiman and Victor
Kluger.
In hiding
During their hiding, Anne writes that they have to keep quiet and are often
frightened and pass the time together as well as they can. After more than two
years hiding, all the Frank‟s family deported and sent to concentration camps.
Anne‟s mother was died due to starvation. Her sister, Margot also died because
typhus and not long after her sister‟s death, Anne also died, succumbed with
typhus. Her father, that once Anne believed also died, the only member of the
family that survive during that time.
In hiding, the Frank‟s and the other eight other members (the dentist Fritz Preffer,
Johannes Kleiman, Victor Kugler, Miep Gies, Bep Voskujil, Jan Gies) remain in
the secret annex for more than two years. The other eight members, not only help
Franks family to arrange food, clothes and books, they are the group‟s contact
with the outside world, annefrank.org claims.
Arrest and deportation
After more than two years hiding in the secret annex, the Frank‟s along with the
eight helpers are arrested in August 4, 1944. Johannes Kleiman and Victor Kluger
are passed from where they are deported in Auschwitz. Johannes Kleiman is
released shortly after his arrest in six months. After his arrest, Miep Gies and Bep
Voskujil rescue Anne‟s diary and papers that have been left behind in their secret
annex.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
Otto Frank’s return
Otto Franks is the only survivor from Nazi‟s camp. For more than seven years, he
goes to see Miep and Jan Gies. He hopes his children and wife also survive but it
turns out different. They all die. His wife is dead by famine, Anne and Margot die,
succumb in typhus.
Anne’s Diary
Otto Frank reveals that Anne‟s dream is to release her diary to be a diary. Feeling
uncertain at first, Otto Franks after all grants his daughter‟s wish. After the
publication, so many readers are touched by Anne‟s writing and Otto begins
receiving letters from the readers. Not long after that, the diary is translated
through many languages, adapted into play, and movie.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
Appendix 3: The Synopsis of The Diary of a Young Girl (Frank, 1952)
The Diary of a Young Girl is claimed as an autobiography book, written by a
Jewish girl, Anne Frank. The book is basically a text about Anne‟s thought, daily
events, school life, boys, her favourite books, family and everything. She feels
excited and happy to write her diary because she thinks that nobody understands
her and claims that diary is the best thing she has. She states, “paper has more
patience than men” on her diary.
In the beginning of the diary, it is known that her diary was given to Anne for her
thirteen birthday. She started how happy and grateful she was. However, Anne
Frank then tells that they have to move and hide from their current place to what
she calls “Secret Annex”. It is because Franks family has news that Margott,
Anne‟s sister, is about to be sent to concentration camp. The reason because
Frank‟s family is a Jew family that lives in German at that time.
Within in her diary, Anne Frank also reveals so much about her. In June 21, for
instance, we learn that Anne Frank has a good sense of humour because the
teacher calls her a chatterbox because to shame Anne‟s failed submission. The
relationship amongst Frank‟s also is revealed by Anne especially with her. For
example, when Anne Frank has a fight with her mother, she tells to her dad that
she likes her dad more than her mother. She also has a little sister relationship
with Margot. She wants her to share her diary if Margot also shows her too. Anne
Frank also tells her relationship with Peter which then we learn that Peter is
Anne‟s crush. She reveals so much about Peter and her, from her first meeting and
impression towards Peter, until how she cannot imagine living without Peter.
Besides all her characters, we also learn what she feels on certain event that
happen during her hiding. June 24, she wishes she could ride a public transport.
July 1, she is sad because her Dad is so angry when Anne‟s friend, “Hello” returns
Anne from walk at ten minutes after eight night. It is dangerous and illegal for
Jews to be out after eight. July 8, Anne and Margot are told to stay in the house
and not answering any doorbells. July 11, Anne reveals that she is really terrified
that neighbour may hear them hiding in the Secret Annex. She also finds the place
is so silent and it is so oppressive for her. July 12, Anne misses her cat so much.
Even by recalling its name on her head, it makes her cry. Anne Frank‟s cat is left
due to moving to her dad‟s office (Secret Annex). The second part of the diary, in
May 26, 1944, Anne begins to despair. She wonders whether or not her life would
be normal again. This date is important to indicating Anne‟s feeling towards the
Holocaust. She wonders if it is better not to go to hiding and just be dead instead
of suffering right now. She also suffers guilt during her hiding in the secret annex.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
She believes it is unfair to be “lucky” while she knows out there the other Jews
suffers or even are sent to the concentration camp.
In her diary, Anne Frank also reveal her inner thoughts, opinions, judgement, and
beliefs on her diary. For example, in July 12 Anne Frank thinks she does not fit in
her family. She thinks that her family always chooses Margot over her. In August
4 of her diary, Anne describes her thinking about another person which is named
Peter or about Mrs. Van Daan which Anne believes she is unbearable to tolerate.
In details, she also gives her opinion towards the diary she read, about her nation
and politics, etc.
Throughout her diary, she has constant contents to be written on. Those things
above are the highlights of the Anne‟s diary.
The diary then stops on August 1, 1944. Based on annefrank.org, on August 4
their family receive calls from German camp and sent to the concentration camp.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI