Quote

"(Women) have rights similar to those (of men) over them in kindness, and men are a degree above them." --Surah Al Baqarah:228

Tuesday, 24 April 2012

Behind the scene of thefourwardah.blogspot


Salam readers,

When we ( the Four Wardah: which is Khairin, Husna, Syaira and Izzati) first met, we still do not have suitable theme to be applied within this portfolio. After a few discussions, we finally chose Literary Criticism; Feminism as our portfolio’s theme.


The Four Wardah

Why we CHOOSE Feminism:

1) Interesting field to be studied; non- ending issue.
2) Gender factor – Avoid from being bias and prejudice to opposite gender.
3) Religion factor – Compare and contrast how Islam followers and Westerners perceive feminism.
4) Want to expose to the community the benefits and the shortcomings of feminism.

Designing thefourwardah.blogspot

Salam readers,

Do you think this blog is a nice looking blog? There's actually a lot of things that had to be taken consider when we were constructing this blog. This includes the choice of colors, pictures, elements, and other things. The choices are very important as they will determine the effectiveness of our blog to the readers. This is because, every single thing that had been chosen plays their own role in the blog. The explanation for the elements that we have chosen are as follows:

1) Blog  Description

> We chose the name The Four Wardah because wardah means 'rose' and when people talk about roses, they think of women. Therefore, the rose act as a representative to the 4 of us and also all women out there.
  

2) Colors

> Brown, yellow, green - the color of nature.


  •  Brown - A solid wholesome feeling, a connection with natural earth and the stability. The color also brings the meanings of orderliness  and convention.
  •   Yellow - clarity for decision-making, sharpening memory and concentration skills, and full of creative and intellectual energy
  •   Green - a new state of balance, feel a need for change or growth, and freedom to pursue new ideas


> Black fonts - most of the main points are in black so the writings will be easier to read

3) Pictures

> The picture of the girl in our header is Sharbat Gula. She is an Afghan girl who had to fight for her own survival after her family was killed during the Soviet invasion. - symbol of our choice of subject, Feminism.
> We put pictures of Western Feminism's advocates in relation to our subject choice.
> We also include the Islamic Feminism advocate.
> Include photos and pictures in our posts to add varieties and make the posts interesting to read.

4) Quranic Verses

> We put Quranic verses as evidence to support our points in relation to women's rights. As Muslims, we must refer to the teaching of Quran and Sunnah in the process of seeking knowledge and in other things.

5) Entertainment

>Fish aquarium: To attract and maintain readers' attentions while visiting our blog.

What does Islam says about Feminism?

"Verily for all men and women who have surrendered themselves unto God, and all believing men and believing women, and all truly devout men and truly devout women, and all men and women who are true to their word, and all men and women who are patient in adversity, and all men and women who humble themselves before God, and all men and women who give in charity, and all self-denying men and self-denying women, and all men and women who are mindful of their chastity, and all men and women who remember God unceasingly: for all of them has God readied forgiveness of sins and a mighty reward." 
[Quran 33:35]

Gender Equality in Islam

Islam gave women rights and privileges at a time when only barbaric manners and values dominated. Yet, some people argue that Islam has alienated women in some domains. In fact, this belief is a misconception. People who say so, may have read about it in a magazine or seen it on TV. A quick examination of the issues judged as unjust to women will certainly correct the misunderstanding.

Man as the head of the household:
Some people believe that a woman in Islam is regarded as inferior to man since Allaah Says (what means): ]
{Men have one degree above women.} [Quran 2: 228]

In fact, to understand this Quranic verse, you should see another one, related to the issue in question. It reveals the wisdom behind this concept.
Allaah also says 

{Men are the protectors and maintainers of women, because Allaah has given the one more than the other and because men support them from their means.} [Quran 4:34]

This verse implies that it is a man's duty to support his wife, and not the reverse, but this, in no way, makes him superior to her.

The image of a woman wearing a veil from head to toe, a woman who gets unfair justice or a woman who is not allowed to drive is an all too familiar notion when it comes to women treatment in Islam. And while there are Muslim countries in the world that do implement many harsh rulings against women, this should not be portrayed as Islamic law. In this discussion, we will be focusing on three aspects of gender equality in Islam which are Human Rights, Civil Rights and Social Rights. 



1) Human Rights


Islam, fourteen centuries ago, made women equally accountable to God in glorifying and worshipping Him - setting no limits on her moral progress. Also, Islam established a woman's equality in her humanity with men.
In the Qur'an, in the first verse of the chapter entitled "Women," God says, "O mankind! Be careful of your duty to your Lord Who created you from a single soul and from it its mate and from them both have spread abroad a multitude of men and women. Be careful of your duty toward Allah in Whom you claim (your rights) of one another, and towards the wombs (that bore you). Lo! Allah has been a Watcher over you." (4:1)
Since men and women both came from the same essence, they are equal in their humanity. Women cannot be by nature evil (as some religions believe) or then men would be evil also. Similarly, neither gender can be superior because it would be a contradiction of equality.

2) Civil Rights

In Islam, a woman has the basic freedom of choice and expression based on recognition of her individual personality. First, she is free to choose her religion. The Qur'an states: "There is no compulsion in religion. Right has been made distinct from error." (2:256)
Women are encouraged in Islam to contribute their opinions and ideas. There are many traditions of the Prophet (pbuh) which indicate women would pose questions directly to him and offer their opinions concerning religion, economics and social matters.
A Muslim woman chooses her husband and keeps her name after marriage. A Muslim woman's testimony is valid in legal disputes. In fact, in areas in which women are more familiar, their evidence is conclusive.

3) Social Rights

The Prophet (pbuh) said: "Seeking knowledge is a mandate for every Muslim (male and female)." This includes knowledge of the Qur'an and the Hadith as well as other knowledge. Men and women both have the capacity for learning and understanding. Since it is also their obligation to promote good behavior and condemn bad behavior in all spheres of life, Muslim women must acquire the appropriate education to perform this duty in accordance with their own natural talents and interests.
While maintenance of a home, providing support to her husband, and bearing, raising and teaching of children are among the first and very highly regarded roles for a woman, if she has the skills to work outside the home for the good of the community, she may do so as long as her family obligations are met.
Islam recognizes and fosters the natural differences between men and women despite their equality. Some types of work are more suitable for men and other types for women. This in no way diminishes either's effort nor its benefit. God will reward both sexes equally for the value of their work, though it may not necessarily be the same activity.
Concerning motherhood, the Prophet (pbuh) said: "Heaven lies under the feet of mothers." This implies that the success of a society can be traced to the mothers that raised it. The first and greatest influence on a person comes from the sense of security, affection, and training received from the mother. Therefore, a woman having children must be educated and conscientious in order to be a skillful parent.

Criticism on Feminism

1) Feminism is a good movement and very idealistic in trying to fight for women's right. However, they are too concern on fighting women's right that they also fail to see the importance of both gender. Some of the sub movement under Feminism also denied the very nature or fitrah of a human being. Example like Lesbianism whereby they fight for the freedom of having relationship with the same gender. They denied the nature that man is the companion of woman as what Islam promotes.

2) They also reject the idea that man should be a part of their life. Even some of the Feminists reject the idea that man is unimportant. They say that why do they need to reject the man, they should only fight for their right as women. 

3) Despite that, Feminism do promote a good movement to protect the nature as in Eco-Feminism.   They promotes the importance of keeping the environment clean and free from human destruction and ways to protect it. In Islam, human also have a responsibility to protect the world that Allah has created for us.



Reference:





Links to CALL

Salam readers,


The links that being provided below will help us in understanding Computer Assisted Language Learning's field (CALL). Do visit the page and we wish you all to have fun in reading it!


1)http://callej.org/ (CALL electronic journal)

2)http://jcal.info/  (Journal of CALL)

4)http://www.igi-global.com/journal/international-jornal-computer-assisted-language/41023 (International Journal of Computer-Assisted Language Learning and Teaching IJCALLT)

5)http://www.tandfonline.com/toc/ncal20/current (Computer Assisted Language Learning)

6)http://www.encuentrojournal.org/textos/9.10.pdf (Computer Assisted Language Learning: Revision of some theoretical principas from a practical case)

7)http://www.europeanjournalofsocialsciences.com/ISSUES/EJSS_27_2_01.pdf ( The Effect of CALL on EFL High School Students Writing Achievement)

8)http://jolt.merlot.org/vol2no3/lu.htm (Barriers on ESL CALL Programs in South Texas)




The THREE CALLs

Salam readers,

Today, we have learned the three types of CALL and which were the Behaviorist CALL, Communicative CALL, and Integrative CALL. At first, it seems that the topics were not quite fun (as it seems to be like the history subject!), but after we go through the learning session and have to crack our brains to adapt it into our own experiences, we do really have fun with topic! =D yeay!

Thus, to summarize what we've learned today,

1) the computers were easy to use (faster,comprehensive and less time,energy and money constraint)



2)we send information via e-mail (Integrative CALL), take the information and used it without validating it with others (Behaviorist CALL) and learn Target Language (TL) grammar through internet (Communicative CALL)

3) Behaviorist CALL - learn the grammar system of the TL
    Integrative CALL - the learner have discussion with the native speaker of the TL
    Communicative CALL - the learner make use online exercises that related to the TL




What is Computer Mediated Communication?



What is Computer Mediated Communication.

CMC or Computer Mediated Communication is defined as any communicative transaction that occurs through the use of two or more networked computers. While the term has traditionally referred to those communications that occur via computer-mediated formats (e.g., instant messages, e-mails, chat rooms), it has also been applied to other forms of text-based interaction such as text messaging.

Research on CMC focuses largely on the social effects of different computer-supported communication technologies.


 Types

CMC can be divided into synchronous and asynchronous modes. In synchronous communications all participants are online at the same time (e.g. IRC), while asynchronous communications occurs with time constraints. (e.g. email). People choose asynchronous communication like email for delayed, controlled and longer messages. They also prefer email for negative emotion as they are distant from the receiver ("shielding" effect). On the other hand, people prefer synchronous communication like IM for immediate good news. They also use it because they can multitask while talking.
  
Scope of the Field

Examining how humans use "computers" (or digital media) to manage interpersonal interaction, form  impressions and form and maintain relationships.

These studies have often focused on the differences between online and offline interactions, though contemporary research is moving towards the view that CMC should be studied as embedded in everyday life.


The link for CMC magazine: 


http://www.december.com/cmc/mag/


Computer mediated communication magazine published on the web and covers the latest news in the online world, including information technology, knowledge management, and e-business. The magazine reported on people, events, technology, public policy, culture, practices, study, and applications related to human communication and interaction in online environment.
 
The other side of Computer Mediated Communication.


Social networking within communities can have a profound effect on the way our lives play out. There will be evidence shown that adolescents’ interacting on social networks can lead to negative and unrestrained behaviour in online communities which impacts their future and communities in a harmful way. The effect of social networks impacting communities globally has become apparent in the last 10 years as social networks begin, expand and in some cases end. Exploring the social world online has led to many adolescents exhibiting uncontrolled and unscrupulous online behaviour. The increase in inappropriate disclosure of personal information and content on social networking sites has highlighted the need for conscientious parental guidance and adolescent awareness of the long term effects of online communications. Statistics from a range of sources suggest social networking among teenagers can have a negative effect when used without caution and restraint and can undermine their future prospects.

Communications occurring via mediated communication can stimulate online self-disclosure. According to this theory of hyper-personal communication (Walther, 1996) via computer-mediated-communication (CMC), it is typically characterized by reduced visual, auditory, and contextual cues (e.g. social status cues). A consequence of these reduced cues is that CMC users become less concerned about how others perceive them and feel fewer inhibitions in disclosing intimate information (Valkenbury and Peter, 2009). Therefore, adolescents communicating online feel free to contextualize their emotions without thought to how people associated in their network will perceive it. The issue of interest brought out by this theory is information teenagers disclose in their online life, how is it affecting their face-to-face communication with peers and influencing their future.


Cyberbullying and cybercrime

Social networks give liberties to individuals to create online profiles free and without validation of personal details. In some cases pseudo profiles have been used to malign, and prey upon individuals with the intent of inflicting emotional and psychological damage, causing victims to suffer from low self esteem and suicidal thoughts. 20 to 25 percent of students have been the victims of cyberbullying, with about the same number acting as perpetrators (Cyberbullying Research Center, 2009).

A recent study conducted in Australia showed 1 in 10 Australian teenagers experiences cyberbullying. This usually involves nasty messages or photos posted online or sent on mobile phones. More importantly the survey discovered 92 per cent of young people reported that they were being both cyberbullied and face-to-face bullied (Courier mail, 2010). Extreme cases of the negative effects of cyberbullying are most prominent in the deaths of Alexis Pilkington, 17 who took her own life March 21, following vicious taunts on social networking sites 2010 (CBS News, 2010). To add to this Phoebe Prince also took her own life on January 14, 2010 after suffering from verbal harassment and threats of physical abuse (Kim LaCapria, 2010). These negative repercussions of online interactions are extreme cases. However, they could easily take precedence if harsher measures are not taken to curb the problem and prevent cyberbulling. Social networking sites enable users to harass others easily through the lack of proper barriers and the reduced contextual cues. It is easier for youths to express their feelings online without the inhibitions and concerns that come from face to face interactions because of the reduced auditory, visual and contextual cues that social networking brings.


Parents, teachers, non-profits, government, and industry have been working hard to protect kids online.
The Department of Justice categorizes computer crime in three ways:
 
1) The computer as a target - attacking the computers of others (spreading viruses is an example).
2) The computer as a weapon - using a computer to commit "traditional crime" that we see in the physical world (such as fraud or illegal gambling).
3) The computer as an accessory - using a computer as a "fancy filing cabinet" to store illegal or stolen information.


Reports of alleged computer crime have been a hot news item of late. Especially alarming is the realization that many of the masterminds behind these criminal acts are mere kids. In fact, children no longer need to be highly skilled in order to execute cyber crimes. "Hacker tools" are easily available on the Net and, once downloaded, can be used by even novice computer users. This greatly expands the population of possible wrongdoers. Children (and in some cases - their parents) often think that shutting down or defacing Web sites or releasing network viruses are amusing pranks. Kids might not even realize that what they are doing is illegal. Still other kids might find themselves hanging out online with skilled hackers who share hacking tools with them and encourage them to do inappropriate things online. Unfortunately, some of these kids don't realize that they are committing crimes until it is too late. Even more distressing and difficult to combat is the fact that some in the media portray the computer criminal as a modern day Robin Hood. Nothing could be further from the truth.

Psychologist’s summaries negative feelings of Facebook voyagers

Psychologists summarize negative feelings from Facebook users (Brett P. Kennedy, Tamara Hicks, 2011). According to some research the Facebook has an impact on individuals self esteem. The researchers suggest that the process of “selective self presentation” was responsible for influencing the self-esteem of social networking users (Amy L. Gonzales, Jeffrey T. Hancock, 2011). In other words, the process of creating your own profile and making changes to it makes you feel better about yourself. However, in therapy sessions some psychologists have observed Facebook frequently makes an appearance in their narratives of clients. Clients discuss Facebook as an inevitable part of life that they have a love/hate relationship with the latter seeming to come up more in sessions and the adjectives used to describe themselves or their behaviours do not always convey confidence and satisfaction (Brett P. Kennedy, Tamara Hicks, 2011).


Reference : Online conference and networks communications (Department of Internet Studies,Curtin university)

                              
                                              

Presentation Task - Lesson Plan: Speaking Skill

Websites
  • http://learnenglishkids.britishcouncil.org/en/speak-and-spell/ -Provide: games, songs, stories, activities for children to have fun          
  • http://pumkin.com/ - Provide: Learning English through exercises in the form of fun games            
  • http://www.teachingideas.co.uk/english/contents_speakinglistening.htm/ -Provide: Speaking & Listening using visual aids.
 Lesson Plan
  1. Skill emphasized: Speaking
  2. Level of students: Primary Schools
  3. Duration of lesson: 1 hour
-General outcomes:
  • The students will be exposed to the areas of speaking (Spelling and Pronunciation) and
  • To teach the students to become a better speaker.
  • To build confidence in students.
-Specific learning outcomes:
After the lesson, students should be able to:
  • speak with confident 
  •  Familiar with the technology and use it as a tool of learning.
Introduction (5 minutes)
  1. Teacher introduces the topic of the lesson which is speaking skills.
  2. Teacher introduces and explains the importance of speaking skills.
10 minutes

    1. Teacher explains about the activities that will be conducted through out the lessons.
    2. Teacher mentions about the websites as their sources in speaking lesson.
    3. Teacher divide the students into small groups

35 minutes (Activities)
Ask Me What

Aim: to practice forming questions; to practice fluency; to practice word order; to practice vocabulary / grammar
Time: 15 minutes or more
Language skills: speaking,
Material: pictures
Classroom management: individual

Procedure:
1. Teacher will show different pictures to the students.
2. Each of the students has to come out with a sentence describing the picture.
3. The students cannot repeat the similar sentences.  

Notes
1. During the activity, the teacher monitors their work and writes down incorrect sentences.
2. You can practice some specific grammar points in this way (tell the students to use only present tense).


Tell Me a Funny Story

Aim: to revise vocabulary or grammar; to practice word order; to practice fluency
Time: 15 minutes or more
Language skills: speaking, reading, listening
Material: an A5 blank piece of paper for each group
Classroom management: group work

Procedure:
1. Divide the class into groups of four or five.
2. Tell the groups to elect the student who will start the activity.
3. This student will say an English word that first comes into his/her mind when you say 'start' (it is not association on the verb 'start', but any English word he/she can think of at that moment).
4. The student sitting to his left side says the next word which comes into his/her mind to continue the previous student’s word.

Variations
1. You can give points (e.g. one point for every word). Students' attention is at a high level here, because they all have different words, thus different stories. What's more, advanced students tend to make their stories funny, so you can all have a good laugh!

10 minutes

Question and answer session

Reflection:
As we do not have enough experience in teaching area, we have problems in choosing the best activities to be done within the given time and also to divide the time accordingly with the activities. Thus we solved the problem by searching the information regarding this subject from the Web.
Based upon this assignment and from other's presentation, we learn the best way to tackle student's interest in learning, what activities is appropriate and good to be held during limited time and what is not.

Second Graded Assignment: Summary


Salam readers, below is the summary for our second graded assignment. Have fun in reading it!
Introduction.  
             A research has been conducted between students of Doshisha Women’s College (DWC) in Japan and the University of Alberta (UA) in Canada in 2004. This study investigates the effect of a cross-cultural bilingual communication project on students’ second language learning and it is a collaborative key-pal project that was conducted between Japanese university students learning English and Canadian university students learning Japanese. This study focused on students’ language learning in a tandem communication project and examined whether learners actually improve language skills, and how they deal with bilingual message exchanges. Tandem learning is a form of open learning in which two people or group with different mother tongues work together in order to learn one another’s language and this second language learning occur through the usage of language discussion board known as Cyber-Vine.


DWC students’ topics concerned with communication and language use, such as ‘‘differences in men and women’s communication,’’ ‘‘how people communicate when they meet the first time,’’ or ‘‘what people think of silence in discussion’’. Meanwhile, UA students choose various topics ranging from Japanese food and festivals, to high school and university student life, to women’s role in the family and society.


Methodology

      Data collected from a tandem learning project conducted between 24 of fourth-year English communication students from Doshisha Women’s College (DWC) in Japan and 30 of third-year Japanese language students from University of Alberta (UA) in Canada. They were divided into 11 groups of 5 or 6, consisting of 2 or 3 DWC students and a similar number of UA students. The students were divided into 11 groups of 5 or 6, consisting of 2 or 3 DWC students and a similar number of UA students. The data was collected in fall of 2004 which took 8 weeks. The message texts were downloaded from the discussion board and there will be two researchers separately examine the seven aspects of communication, 1) language learning, 2) error corrections, 3) language use, 4) communication strategies, 5) attitude towards communication, 6) shared interests, and 7) understanding of the partner’s language level.


Findings

           The result of this research, as shown in table 1, shows the total number of message posting that they have collected from the discussion board. The three groups shown in the table are group 1, 2 and 8. The seven aspects of communication that they looked at are, 1) language learning, 2) error corrections, 3) language use, 4) communication strategies, 5) attitude towards communication, 6) shared interests, and 7) understanding of the partner’s language level.


For language learning, the messages showed that they had gained a considerable knowledge from this project in terms of vocabulary and also syntactic. The language learning is represented by table 2. They found a strong indication that they learned through correspondences and are categorized by Students (i) asking openly how to say things in English or Japanese, (ii) copy what their partners had expressed, or (iii) responding to their partner’s correction as a sign of acknowledgement.


In error corrections, they have found out that students in the DWC–UA project were not profound on correcting the language errors they found. From 687 messages, only 4 cases where errors were corrected openly: two cases is where DWC students corrected UA students’ Japanese, and another two where UA students corrected DWC students’ English.


Both DWC and UA students seemed to prefer to signal their partners’ errors indirectly rather than directly. Twenty-eight cases were found where students combined the correct usage in their responses or answers, probably because the meaning of the question was clear despite the errors. Four other instances of indirect error corrections were found when students rephrase what they thought the partner had meant to say.


In other cases showed if the meaning was clear, errors, either grammatical or spelling, were not corrected and pointed out. The more important thing for them is to safely convey the message, and as long as the message was understandable, the need to correct grammatical mistakes is unnecessary.


The students communicate using both languages, Japanese and English. They wrote messages in the language they were learning, some with translations in the native language. Students began to ask each other to attach translations when they had trouble understanding the meaning of the questions. They will simply give up when they do not understand the messages from the other side and they will stop asking questions. Although this project provides a lot of opportunities to learn the target language, the groups did not have an equal amount of interaction.


From the analyses of the ethnographic data, three factors were identified as influencing the project outcome. They are individuals’ attitude towards communication, shared interests, and understanding of the partner’s language level. Even within the same group, students would exhibit different communication patterns in terms of the frequency of message exchanges and the amount of information they received. Some replied to the questions fast and some just left unanswered. This situation seems to deter partners from pursuing communication further, resulting in a short-lived topic thread.


Students who shared and discussed common general interests, such as music and movies with partners, were also found to have better results than those who only discussed the research topics.The researcher found that some of the messages in Japanese by DWC students were possibly beyond the UA students’Japanese level, causing difficulty in understanding when they use specific terms and difficult concepts. A good understanding of one’s partners’ weaknesses is essential in conducting a bilingual key-pal project, and teachers could, and should, provide such information for the students at the beginning of the communication project.


Conclusion

           To end with, a language-learning project like this provides invaluable experiences for students who would otherwise have little chance to communicate with native speakers and exchange ideas. Data discussed in this paper indicated that students were given ample opportunity to improve their language skills, either by directly asking their partners questions or by learning new expressions or vocabulary used in their partners’ messages and it takes a while before partners feel comfortable enough to correct each other’s language use. Some of the key factors that influenced the project outcome, namely, attitudes towards communication, shared interests, and an understanding of their partner’s language level. Moreover, students should be informed of their group member’s language level and their needs in language learning. This underscores the importance of the instructors’ role in this kind of project, since the degree of their involvement in and preparation for the project will determine its success. Apart from that, students should also consider the differences inacademic setting, including the school calendar and various course (or academic) deadlines in planning project timelines. Students should also be made aware of such differences so that they will be prepared to respond promptly when necessary, and understand when their partners cannot respond quickly for some reason.


Reflection:

Upon this task,we have learned from the research article how Computer Mediated Communication is being practiced in learning session which is through the usage of e-mail. We also learnt that the usage of e-mail in learning help students to improve their proficiency in Second Language Learning as the errors are being corrected immediately by the native speakers.



Second Graded Assignment: Tumblr - 500 days of Art


The purpose of this study is to analyze the data according to Halliday’s functional grammar specifically experiential metafunction. Under this metafunction there are six processes, material, mental, behavioral, verbal, relational and existential. After we have finished analyzing our corpus, we only found four processes which are material, mental, behavioral and relational process.

Our corpus is being taken from Tumblr, it is a poem entitled “500 Days of Art” which is 3 pages in length. We took 29 days to find, analyze and study the data. The tables below are our findings.

1) Material Process
Actor
Process
Goal
We are
Born out
Of candyland and cookies.
Our mothers
Become determined
That this batch will be better.
We
Siphon
The darkness from the beginning, 
often hiding from the light.
We
Grow up
on lunch sack poetry,
We
Turn into
an unknown constellation
We
Start
to feel the unsaid unknowns 
within our pores.
We
Watch
the skies turn red
Colors
Explode
Into dusk
We
Keep count
We
Sit
Outside of our windows
We
Lead
Life encoded
We
Find
The creaks and cracks
We
Discover
we’re no longer muselessness
We
Pack
Our suitcase
We(ellipsis)
Begin
To wander
We’ve
Become
boy wanderings
We
Meet
meandering lions,
We
Tattoo
Our skin
We
Carry
Bottles of velixir
We(ellipsis)
mumble
under our tongues violet words
We(ellipsis)
Carrying
seasoning: parsley, sage, rosemary,
We
write
about memories of performers
We
Hold
 in our heart’s chambers
You
Soothe
My soul
We
Beg
Fall through me
We’re
searching
 for the movement
We’re
bitten
 by an eternally coiling serpent
We
Begin
 with titles “Of Mice and Misanthropes”
We
Find
table tops covered in beauty 
and the duplicity of youth
….
stuttering
words with original
….
Dancing
With words
….
Soaking
In literature
….
Expand
Our knowledge
We’re
Awaiting
The break of the sun
….
watching
whispering dreams decay
The clouds
carried
by the wind
Actor
Process
Goal
We
Jump off
Roof tops
We
Capture
poems from cursed lips

     2) Mental Process
Sensor
Mental Process
Phenomenon
We
turn
into an unknown constellation
We
start to feel
the unsaid unknowns within our pores.
We
fall in love
with the American Icarcus.
We
and remember
“onward, upward, ever forward”
 is the way we lead life encoded
we      
only know
just an inkling
We
redefining
reality
We
discover
we’re no longer muselessness,
We
are searching
for the movement
We
compare
them to lions and birds
We
are learning
a little about you and them.
We
 capture
poems from cursed lips
We
are tired
-

3) Behavioral Process
Behavor
behavioral process
We
siphon the darkness from the beginning,
We
watch the skies turn red.
We
sit outside our windows
We
listening to cascading raindrops and reversed 
rainstorms, rambling memoirs,
We
find the creaks and cracks
We
pack our suitcase and begin to wander
We
meet meandering lions, figures in the mist, 
and women with tempest filled eyes
We
tattoo our skin “vivere mori” defining 
our existence
We
carry bottles of velixir and mumble under
 our tongues violet words,
We
write about memories of performers, and
 who we hold in our heart’s chambers
We
beg fall through me
We
find table tops covered in beauty and t
he duplicity of youth
we
are awaiting the break of the sun,
We
watching whispering dreams decay in the 
clouds carried by the wind
We
jump off roof tops,
We
capture poems from cursed lips,

































4. Relational Process - Attributive

CARRIER
PROCESS
ATTRIBUTE 
( quality , class, circumstances)
1
You
are
not just a writer who writes (class)
2
Our titles
not found
stripping savage writing finding promises
in the binding of used books at the corner bookstore (quality)
3
This
is
the era of American masters, of writers placing our fingers on triggers and submarine dreams. (class)
4
These fragments
are
ascension dreams and slurred sounds
(class)


5) Relational Process - Possessive
POSSESOR
PROCESS
POSSESSED
We
are
born out of candy land and cookies
You and me
are
changing
we
are
no longer muselessness
We
are
a quiet joy
We
have
become boy
she
is
an Argonauts
This
is
the era of the American Masters

These fragments
are

ascension dreams and slurred sounds
We
are
searching for the movement
We
are
bitten by an eternally coiling serpent
We
have
pocketed a thousand clever words
POSSESOR
PROCESS
POCESSED
We
are
seeing the horizon again
We
are
always the poet inside
It
is
ordinary life until the siren of the east
We
are
only part gravity
We
have
bags of dead books, authors, poets, soaking in literature to expand our knowledge
You
are
not just a writer who writes
You
are
wounded soul battles

You
are

greatness that lies within
We
are
girls broken down
Our pen
is
our pistola
we
are
tired
 Findings
Processes
Total
Material
38
Mental
12
Behavioral
16
 Relational
Attributive
4
Possessive
23
            From the analysis, we found that not all processes are present in the data. Like in this corpus that we have chosen, the author used only four processes. This is probably because the author wished to convey her feelings about how she perceived the world. Due to that, the author uses a lot of material process in her poem.
Material process is a process where it expresses the notion that some participant (called actor) does something (may be to some other entity, called goal). The total of material process that we have found is 38. The next process that the author uses is possessive process which is 23. Possessive process is where it includes relationships of part to whole and of ownership.
The author also described about human, circumstances and situations as having different qualities and characteristics. This is where it shows that what she mentions belongs to her, meaning to say, it is her own opinion and view.
While for the other two processes, verbal (process of saying) and existential that is not used by the author probably because of the fact that, she did not quote anyone or say anything using first person pronoun “I”. Another than that, she did not use any report and dialogue. While for existential, she did not refer to anything as being exist.
In conclusion, the existential metafunction plays an important part in expressing feelings and action. The correct use of it can help in conveying the exact meaning. However not all processes are used in the data. In depends on the author to use whichever processes in order to convey the message, feelings, suggestions, views, etc.