Data analyzing is the process of searching and arranging data that can be from observation, documentation, note taking and etc. In analyzing the data, there are several steps as follows:
1. Classifying all the data based on the interpersonalmetadiscourse markers.
2. Analyzing the data by seeing the context of the markers used by the speaker and interpreting them with Hyland's theory of interpersonalmetadiscourse.
3. Evaluating all of the analysis and make sure the research questions has been answered.
4. Drawing conclusion.
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CHAPTER FOUR ANALYSIS
This chapter analyses metadiscourse by Jan Blake in her storytelling performance entitled Let it come, Let it go!(a story about Camel Driver). The writer focuses on interpersonal metadiscourse markers. Here, Jan Blake is the only subject who is doing the communication which further initialized as (JB).
Further the writer classifies the types of interpersonal metadiscourse that are uttered by the speaker. Then the writer analyze them based on Hyland Theory (2005), to explain the function of each marker in both interactive and interactional metadiscourse markers to answer the research questions.
Furthermore, there are two differences of context (situation) when the speaker uses both metadiscourse markers. The first situation is when the speaker brings her topic discussion as the present time and second is when the speaker brings herself and audience into her story. In accordance, the detail of the analysis can be seen from the following data:
Speaker
Interactive Metadiscourse Markers Transitions Frame
Markers
Endophoric
Markers Evidentials Code Glosses
JB 127 6 2 - 3
Speaker
Interactional Metadiscourse Markers Hedges Booster Attitude
Markers
Engagement Markers
Self-Mention
JB 3 4 2 4 187
Table 4.1 The Distribution of Metadiscourse Markers in Jan Blake Performmance
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4.1 Interactive Metadiscourse
4.1.1 Transition Markers
Based on the finding, the writer notices that the speaker uttered transition marker to link the perspective or idea by using conjunction to conclude her idea, connecting and add the information, giving contradiction and comparing evidence. The examples are discussed below. Here, the writer includes the example from the appendices:
Time Utterances
00:25 – 00:33 I know I look young, but I'm actually a lot older than I look and when I became a storyteller, the time that I became a storyteller…
Table 4.1 Transitions Markers in JB Performance
Table 4.1 shows that the speaker is using two different transition markers. In this situation, the speaker is not entering the story yet, but she still introduced herself and explains what she is going to do for next several minutes. In this point, the two transition markers that are being used by the speaker can be seen from the word “but” and “and”.
First, the word “but” in the datum expresses relation between the main clauses but in giving contradiction form. The contradiction is when the speaker says how she looks. The key point of the contradiction is can be seen from the clause “I know I look young” then the speaker says something about “I'm actually a lot older than I look” that is shown as if although human she look young, but in contradiction actually she is old.
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Then, the word “and” in the datum also express that there is relation between the main clauses, but different from the function of transition “but”, this transition is used to give additional information. Here, the speaker added “when I became a storyteller” as the additional information to explain her first journey to become a storyteller.
Also, the speaker found another data that is similar to transition markers above but in this case, the transition markers are mentioned when the speaker delivers the story to the audience.
Time Utterances
08’28” – 08’38”
Then he took his knife, and he cut the rope that tied the first camel to the second camel, and he tried to lead the caravan away, but he had been seen.
Table 4.2 Transition Markers 2 in JB Performance
As it described from the datum 2 above, the speaker uttered other transitions that are similar to the previous datum. Here, the transition markers still in the word
“but” and “and”. However, the context of the transition markers is quite different. The first transition marker of “and” from the datum is indicated as continuous event from the main character’s acts from first into another one.
Hence, it makes the speaker directly explains that after the main character took his knife, he cut the rope that tied the first camel to the second one and after that he tried to get away.
However, the next transition marker shows a contradiction of what he is going to do next. The word “but” in the datum 2 indicates that the speaker tells the audience that there is something that makes the main character cannot do his final
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act that is running away from that place by saying “he had been seen”. Thus, the sentence that contains with this transition marker is telling that the main character should be able to escape from that place. Unfortunately, he cannot since he has been seen by an eyewitness.
4.1.2 Frame Markers
Frame markers have function to organize the speaker’s idea and to make a clear presentation or arguments. The speaker produces frame markers to remind the readers by using sequence, topic shifting, and summarizing idea. In this metadiscourse markers, the writer found the word “so”, “then”, “now”, “the end” which have function to summarize the speaker’s idea.
Time Utterances
00’13”-00’20” So, I'm just going to give you a bit of background, and then I'm going to tell you a story if that's acceptable to you.
04:30 – 04:37 When I began, all I wanted was the £20 an hour. Now what I want to do is embrace everybody, give everybody permission just to be a flawed human being, but with possibilities, with potential and with hope.
Table 4.3 Datum Frame Markers in JB Performance
Based on the datum 3 above, it can be seen that the metadiscourse markers that uttered by the speaker is frame markers. The first column shows the words “so”, and “then” as the frame markers. Word “so” indicates the first time she open the talk and also has the function to explain the purpose why she is standing in front of the audience. Further, the word “then” has function to refer to the sequences or discourse acts in order to make clear arguments. Then, in second column shows
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the frame marker “when I began”, “now”, is being used in the story by the speaker to describe the situation faced by the main character. Here, the word
“now” also shows the next sequence and explanation from the previous scene.
The writer finds out that the speaker wants to frame the audience perception what she want to do next.
4.1.3 Endophoric Markers
Jan Blake used endophoric markers “I mentioned earlier” to refer the information to other part of the text that make audience easily connect into other materials that has been discussed by her in previous sentences of storytelling. The datum is:
Time Utterances
04’59”-05’55” So with that in mind, I'd like to share with you one of the stories that I heard from the woman I mentioned earlier, Eno Sourcie.
Table 4.4 Endophoric Markers in JB Performance
In these markers, Jan Blake want to refer the information in other part of her storytelling where she has mentioned Eno Sourcie in the beginning of her speak (01’49”) and she mentioned it again at 04’55”.
4.1.4 Code Glosses
In this type of interactive metadiscourse markers, the writer finds out that the code glosses used by the speaker in order to elaborate ideas or proportional meaning. In
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this case, the writer finds this metadiscourse markers before the speaker enters the story that is going to tell to the audience.
Time Utterances
02’41”-02’59” As I developed as a human being, as I read more stories, as I heard more stories, as I immersed myself in more stories, as I grew up, as I became a mother, I was able to tell stories with a bit more gravitas
Table 4.5 Code-Glosses in JB Performance
Based on the table above, it can be seen that the word from the datum above that is indicated as code glosses is the word “as I”. In this case, the function of code glosses from the word “as I” is to help the speaker to elaborate ideas. Further, the ideas that the speaker want to elaborate is the idea of how she can be a good storytelling from the first time she starts as a storyteller until she gets the today’s achievement. She intentionally gives the explanation what effort that she has done.