AN ANALYSIS OF REGISTER IN
HARRY POTTER AND THE SORCERER’S STONE
MOVIE
A THESIS
Submitted in partial fulfillment of the requirement for the Sarjana degree of English Department Faculty of Arts and Humanities UIN Sunan Ampel Surabaya.
By
Riska Ulia Sari Reg. Number: A83210145
FACULTY OF ARTS AND HUMANITIES
DEPARTMENT OF ENGLISH
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
AN ANALYSIS OF REGISTER IN
HARRY POTTER AND THE SORCERER’S STONE
MOVIE
A THESIS
Submitted in partial fulfillment of the requirement for the Sarjana degree of English Department Faculty of Arts and Humanities UIN Sunan Ampel Surabaya.
By
Riska Ulia Sari Reg. Number: A83210145
FACULTY OF ARTS AND HUMANITIES
DEPARTMENT OF ENGLISH
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRACT
Sari, Ulia Riska. (2017). An Analysis of Register in Harry Potter and the Sorcerer’s Stone Movie. A Thesis. English Department, Faculty of Arts and Humanities, Sunan Ampel State Islamic University, Surabaya. Advisor: Dr. Mohammad Kurjum, M.Ag
Key terms: sociolinguistic, register, Harry Potter, J.K. Rowling.
Sociolinguistic is the study between language and society. In sociolinguistic there is a language variation. One of the famous language variations is Register. Register is language items associated with discrete occupational or social group.
Harry Potter is a best seller novel that very success in the teenagers who registers that occur in Harry Potter and the Sorcerer’s Stone movie?
. The writer takes the data from the conversation that happen in the movie. This study uses a descriptive qualitative method because the writer would analyze and interpret the research object of register in Harry Potter movie.
The result of this research is as follows: (1) the registers that occur in Harry Potter movie are Hogwart, Diagon Alley, Gringot, Goblin, Troll, Unicorn, Oculus Reparo, Alohomora, Wingardium Leviosa, and Lumus Solem (2) the registers are mostly in the Frozen style because those are the magic formulas that cannot be changed.
INTISARI
Sari, Ulia Riska. (2017). An Analysis of Register in Harry Potter and the Sorcerer’s Stone Movie. Skripsi S-1. Sastra Inggris, Fakultas Seni dan Humaniora, Universitas Islam Negeri Sunan Ampel, Surabaya. Pembimbing: Dr. Mohammad Kurjum, M.Ag
Kata kunci: sociolinguistic, register, Harry Potter, J.K. Rowling.
Sociolingustic adalah ilmu yang mempelajari antara bahasa dan masyarakat. Dalam sociolinguistic ada variasi bahasa. Salah satu variasi bahasa yang popular adalah register. Register adalah item bahasa yang terkait dengan kelompok kerja atau kelompok social.
Harry Potter adalah novel dengan penjualan terbaik yang sangat sukses di kalangan remaja. Oleh karena itu, penulis tertarik dalam menganalisa register yang digunakan dalam film Harry Potter. Penulis memutuskan untuk member judul penelitian ini “Sebuah Analisis dari Register dalam film Harry Potter dan Batu Bertuah”. Permasalahan dalam penelitian ini adalah: (1) Register apa saja yang muncul dalam film Harry Potter dan Batu Bertuah? (2) Apa arti dari register yang muncul dalam film Harry Potter dan Batu Bertuah?
Penulis mengambil data dari percakapan yang terjadi dalam film. Penelitian ini menggunakan metode deskriptif kualitatif karena peneliti akan menganalisa dan menginterpretasikan obyek penelitian dari register dalam film Harry Potter.
Hasil dari penelitian ini adalah sebagai berikut: (1) register yang muncul dalam film Harry Potter adalah Hogwart, Diagon Alley, Gringot, Goblin, Troll, Unicorn, Oculus Reparo, Alohomora, Wingardium Leviosa, and Lumus Solem (2) register yang muncul kebanyakan dalam bentuk Baku karena itu adalah mantra sihir yang tidak bisa diubah.
TABLE OF CONTENTS
Inside cover page ... i
Inside title page ... ii
Declaration page ... iii
Dedication page ... iv
Advisor’s Approval page ... v
Examiner’s Approval page ... vi
Motto ... vii
Acknowledgements ... viii
Table of Contents ... ix
Abstract ... xi
Intisari ... xii
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Statement of the Problem ... 4
1.3 Objective of the Study ... 5
1.4Significance of the Study ... 5
1.5 Scope and Limitation ... 6
1.6 Organization of the Study ... 6
1.7 Definition of Key Terms ... 6
CHAPTER II LITERATURE REVIEW ... 8
2.1 Review of Related Literature ... 8
2.1.1 Language ... 8
2.1.3 Language Variation ... 16
2.1.4 Register ... 21
2.1.4.1 Language in Context ... 26
2.1.4.2 Feature of Registers and Linguistic Style ... 27
2.2 Review of Related Study ... 27
CHAPTER III METHODOLOGY ... 29
3.1 Research Approach ... 29
3.1 Source of Data ... 29
3.2 Data Analysis ... 30
CHAPTER IV FINDINGS AND DISCUSSION ... 31
4.1 The Findings ... 31
4.2 Discussion ... 46
CHAPTER V CONCLUTION ... 52
5.1 Conclusion ... 52
5.2 Suggestion ... 54
REFERENCES ... 55
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Language is a communication tool that used by human to communicate each other. We use language to express our feeling, ideas, and emotion to other people. As long as we are human that always need each other, we have to learn and master the language to communicate each other. We not only learn language of our country, but also need to learn other language in the world, such as Arabic and English. English is international language, so we can communicate with other people in the world use English. According to Wardaugh (2006:1) when two or more people communicate with each other in speech, we can call the system of communication that they employ a code. In most cases that code will be something we may also want to call a language. Language is not just words that used by society. Language has a rule which is known as grammar. That rules arrange about how to use language correctly, such as for make statement, use language in passive and active sentences, etc.
According to Edward Sapir (1921), language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbol.
Evin-Tripp, Groesjean (in http://fathurrokhmancenter.wordpress.com) said that there are four factors that influence language choice in social interaction, that are participant, situation, discourse content, and interaction function factor. Situation factor refer to location, monolingual speaker, formality level, and intimacy. Discourse content factor refer to topic and type of vocabulary. Interaction function factor include the aspect of raising status, creating the social gab, forbid someone in or out from the topic, and command or asking.
In daily life, people use language differently each other according to the situation. It is called language variation. It means that people communicate each other use different language. It is because they have different culture and knowledge.
Nowadays, movie is very interesting thing for people, especially teenagers. It is because many movie makers use the newest technology that makes the movie more attractive. They make movie with interesting story and effect. There are many genres in the movie, such as action, animation, comedy, documentary, family, horror, musical, romance, sport, war, adventure, biography, crime, drama, fantasy, history, music, mystery, sci-fi, and thriller. The most favorite genre around teenagers is animation and fantasy. Movie with those genre need high imagination from the writer and the director. Usually, that movie show many attractive effects that make people who watch very interested.
novelist in British, Joanne Kathleen Rowling, or better known as J.K. Rowling. The success of Harry Potter is because the imaginative of the writer, the director, and the actors that plays their characters in the movie very well.
There are seven series of this movie, that are, Harry Potter and the Sorcerer’s Stone, Harry Potter and the Chamber of Secret, Harry Potter and the Prisoner of Azkaban, Harry Potter and the Goblet of Fire, Harry Potter and the Order of the Phoenix, Harry Potter and the Half Blood Prince, and Harry potter and the Deathly Hallows. All of the novel and the movie are best seller. The famous of this movie, makes the main actor be the richest man in Britain. The movie that starring by Daniel Radcliffe as Harry Potter is very well-loved by teenagers until occur the fans of Harry Potter called Potterhead. Things that make this movie very interesting are the story of the school of wizards and the unique name of magic formulas that created by the author.
This movie tells us about the school of wizards that invisible by normal people. No one can see this school except they are come from a wizard’s family. Because of the differentiation between the wizards and normal people, create the registers among the wizards to communicate each other so that the normal people cannot understand what they are talking about.
Hagrid hands him a letter telling him that he has been accepted as a student at the Hogwarts School of Witchcraft and Wizardry. Harry learns that his parents were wizards and were killed by an evil wizard Voldemort, a truth that was hidden from him all these years. He embarks for his new life as a student, gathering two good friends Ron Weasley and Hermionee Granger along the way. They soon learn that something very valuable is hidden somewhere inside the school and Voldemort is very anxious to lay his hands on it.
Because of the famous of the novel and movie Harry Potter, make the writer be anxious to find out the registers that used by the wizards that occur in the movie. It will be interesting for the Potterhead (fans of Harry Potter) to more understand the meaning of the registers in the magic world. There are many terms that used in the magic world, such as the name of the places, people’s names, and the magic formulas. In this research, the writer use registers to analyze the phenomenon that happens in the movie. But, the writer limits the research only in the first series of the movie, Harry Potter and the Sorcerer’s Stone. It is because this movie which bring Harry Potter to the success.
1.2 Statement of Problems
In this research the writer want to discuss the problem related to the studies which are:
2. What are the meanings of registers that occur in Harry Potter and the Sorcerer’s Stone movie?
1.3 Objective of the Study
After doing observation in the language of wizards in Harry Potter movie, the writer illustrated the objective of the study into two objectives below:
1. To find out the register that occurs in Harry Potter and the Sorcerer’s Stone movie.
2. To find out the meanings of registers that occurs in Harry Potter and the Sorcerer’s Stone movie.
1.4 Significant of the Study
1.5 Scope and Limitation
This study is concern with sociolinguistics study, especially about register. We can elaborate the data from Harry Potter movies. The scope of this study is one of the seven series Harry Potter that made based on the novel written by Joanne Kathleen Rowling or better known as J.K. Rowling. The writer limited this study only in the first series of Harry Potter movies, Harry Potter and the Sorcerer’s Stone. The channel used was spoken and written because the movie was in video and subtitle form.
1.6 Organization of the Study
This study is consists of five chapters. The first chapter is introduction comprises background of the study, statement of problems, purpose of the study, scope and limitation, the organization of the study, and the last definition of key terms. The second chapter is about review of Related Study. Chapter three consists of Methodology. The fourth chapter is about Analysis and Discussing. The last chapter or the fifth explains about conclusion of the study.
1.7 Definition of Key Terms
society. It is learn how language and society related each other.
Register :Wardhaugh (2006:52) stated that Registers are sets of language items associated with discrete occupational or social groups. Surgeons, airline pilots, bank managers, sales clerks, jazz fans, and pimps employ different registers.
Harry Potter :The main character in the Harry Potter and the Sorcerer’s Stone.
J.K. Rowling :British writer of the best seller novel, Harry Potter.
CHAPTER II
LITERATURE REVIEW
2.1 Review of Related Literature
This chapter presents the theory that will be used to analyze the statement of problems and to support the data analysis.
2.1.1 Language
Different conceptions of the nature of language arise in different contexts and in response to a variety of historical, social, political, scientific, and pedagogical needs. Chomsky’s view of language will be considered. In the first instance, this will be done by examining his focus on determining the precise rules of a transformational grammar by relying on the intuitions of idealized native speakers as to grammatical well-formedness. Chomsky’s claim that humans are born with an innate linguistic ability that constitutes a Universal Grammar will also be examined, along with the corresponding search for language universals. In the final part of the essay, the examination of language as a means of expressing identity and creativity will necessitate moving from cognitive theories of language to sociolinguistic conceptions that examine the impacts of community, context, and power relationships on language in use.
elements” (Chomsky, 1957, as cited in Lyons, 1981:7). As Lyons (1981:7) comments, this definition varied markedly from previous definitions of language in its silence about both the communicative function and the symbolic properties of language; it instead focused on the essential structure of language in a way that was mathematically precise.
In Syntactic Structures (1957), Chomsky established the notion of ‘generative grammar’ that uses explicit ‘generative’ formal description and ‘rewrite rules’ to describe the structure of language. As Cook and Newson (1996:2) explain, ‘kernel sentences’ were shown to undergo transformations so as to produce different forms, such as the negative, interrogative etc. In a later work, Chomsky continued examining how identical surface forms could express different meanings, for example (cited in Finch, 2000:121):
John is eager to please. John is easy to please.
Chomsky’s solution was that underlying both sentences was a different ‘deep structure’, “an abstract level of structural organization in which all the elements determining structural interpretation are represented” (Yule, 2006, p.88). This abstract deep structure is subject to a series of rules or ‘transformations’ that ‘generate’ the surface structure.
‘to separate the grammatical sequences’…‘from the ungrammatical sequences’….‘The grammar’ of a language ‘will thus…be a device that generates all of the grammatical sequences of [the language] and none of the ungrammatical ones’.
Chomsky’s now famous sentence, Colourless green ideas sleep furiously (cited in Trask, p.294), exemplifies Chomsky’s view of linguistic competence as knowledge of syntactic rules independent of semantic meaning.
Unsurprisingly, many argue that this definition is deficient. Derewianka (2001, p.255) reports Halliday’s (1977) criticism of Chomsky for his “violent polemic” by which he sought to make the views of “language ‘as resource’” and “language ‘as rule’” “unnecessarily incompatible”. Halliday’s view of language as a social semiotic requires asking functional questions regarding what people do with language. This necessitates looking at real examples of language in use in a variety of settings. This can be contrasted with Chomsky’s explicit rejection of speakers’ spontaneous usage, their ‘performance’ (subsequently E-language), as the proper data for linguistic analysis. Instead, Chomsky proposed to rely on the intuitions as to grammatical well-formedness provided.
scientific study of society. In this paper I want to give an overview on his inquiries into the function and form of languages as arbitrary systems of symbolisms. Beginning with Sapir’s definition and characterization of language I want to carve out the function of language structure in connection with language change, its impact on world view, and finally Sapir’s conclusions concerning an artificial international language.
Sapir characterizes language as purely human and non-instinctive, consisting of a conventional system of arbitrary sound symbols that are produced voluntarily. Therefore not only communication systems of animals are excluded from his definition of language but also any human articulation that is not symbolic or voluntary, e.g., instinctive cries. A speech element can symbolize either a concept or relations within and between concepts. A concept is the abstracted sum of numerous individual experiences that are perceived as similar or even identical in their basic properties. For example, if we hear the word “house” we might have in mind a certain prototype, e.g., four stone walls, a wooden door, glass windows, and a tiled roof, but we do not think of a certain house we once saw, because “house” is a symbol for a concept, a category, consisting of very few basics: walls and a roof, suitable for people to live in. The same applies to abstract things like ideas, sensations, and emotions. As Sapir writes:
And this is what language does for us. It conceptualizes our world and provides for us the categories we think in. As each language has a different structure, each language dictates its own classification of the world around. The differences can be anything from marginal to fundamental. Benjamin Whorf, a student of Sapir, compares the treatment of time and space in the Hopi language with its treatment in what he calls SAE (Standard Average European) languages. The SAE languages objectify time and space in the sense that they allow counting and measuring them while in Hopi ‘There is no objectification, as a region, an extent, a quantity, of the subjective duration-feeling. Nothing is suggested about time except the perpetual ‘getting later’ of it’ (Worf 1956:143) But we don’t even have to look at such abstract conceptions to realize that different linguistic categories are responsible for different perceptions of the world. If we take a simple term like chair and its German translation Stuhl and compare the concepts that are triggered off by them, we will find, that chair does not cover the same group of items as Stuhl. What is perceived as similar or identical in one language because it is called the same is perceived different in the other, because it is referred to by different terms. Each language has its own way of classifying reality and dividing the world into different categories. But the important thing is that
2.1.2 Sociolinguistic
According to Holmes (1992:1) sociolinguistics is the study of the relation between language and society. It is learn how language and society related each other. Society can be separated, because society uses language to communicate each other. Trudgill write a good summary of some aspects of its coverage:
Whenever we speak, we cannot avoid giving our listeners clues about our origins and the sort of person we are. Our accent and our speech generally show where we come from, and what sort of background we have. We may even give some indication of certain of our ideas and attitudes, and all of this information can be used by the people we are speaking with to help them formulate an opinion about us.
These two aspects of language behavior are very important from a social point of view: first, the function of language in establishing social relationships; and the second, the role played by language in conveying information about the speaker. (Trudgill 2000:2)
Within sociolinguistics there is a division into macro and micro research. Microlinguistic studies ‘typically focus on very specific linguistic items or individual differences’ in language use and look for ‘wide-ranging linguistic and/or social implications (e.g. the distribution of singing and singin’)’ (Wardhaugh 2006:17)
According to Joshua Fishman in
(https://doi.org/10.1017/S0267190500001793) there are two branches of
as process, and more concerned with the interaction of linguistic and social system; in this view the significance of language is mainly symbolic.
Considerations other than grammatical correctness often govern speaker choices. For example, Sign this paper is a grammatically correct imperative sentence. However, a student approaching a teacher to obtain permission to drop a course, for reasons having nothing to do with grammar, will probably avoid the imperative — expressing the request instead as a statement or a question, such as I need to get your signature on this paper or Will you please sign this drop form?
Some social factors are attributes of the speaker — for example, age, gender, socio-economic class, ethnicity and educational level. Many studies have shown that these factors commonly correlate both with variation within the language itself (such as the pronunciation of final consonant clusters) and with variation in the use of language (such as the use of more or less formal vocabulary, depending on the audience). These findings match our everyday experience; most people are well aware that men and women use the language differently, that poor people often speak differently from rich people, and that educated people use language differently from uneducated people.
participants — in addition to the previously mentioned attributes of region, ethnicity, socioeconomic status, age and gender. Here are some examples.
Constraints on subject matter vary from culture to culture. In American English, it is fine to ask a child or a medical patient, “Have you had a bowel movement today?” However, the same question to an acquaintance might be coarse. Even a good friend would find it at the least peculiar. American English speakers must approach other subjects with care. They wouldn’t dare ask, for example, “Are you too fat for one plane seat?” “What’s your take-home pay?” “Are you sure you’re only 50?” “Do you have a personal relationship with Christ?”
Any of these questions posed at a cocktail party might draw a prompt “None of your business” — or something less polite. However, in other situations, between other participants, those same questions might be appropriate. A public-health official encouraging Americans to lose weight might well ask a general audience, “Are you too fat to fit in one plane seat?” A financial planner speaking to a client certainly should ask, “What is your take-home pay?”
in the same network. In the segregated South, blacks and whites often lived on the same piece of land; blacks worked in the homes of whites. The physical distance was minimal, but the great social distance led to different varieties of American English.
Contact between languages brings about variation and change. Situations of language contact are usually socially complex, making them of interest to sociolinguists. When speakers of different languages come together, the results are determined in large part by the economic and political power of the speakers of each language. In the United States, English became the popular language from coast to coast, largely replacing colonial French and Spanish and the languages of Native Americans. In the Caribbean and perhaps in British North America where slavery was practiced, Africans learned the English of their masters as best they could, creating a language for immediate and limited communication called a pidgin. When Africans forgot or were forbidden to use.
2.1.3 Language Variation
Language variation can be approached from a number of angles, including what the variation consists of, which groups display it, in which situations it occurs, and the approaches that can be taken to its analysis. The causes of variation are known as extra linguistic variables and where there is a relationship between linguistic and extra linguistic variables, this is sometimes referred to as co-variation.
We can identify three main types of extra linguistic variable: speaker, group and situation. The sorts of speaker characteristic that are a backdrop to variation include age, gender ethnic origin, social background, regional origin, level of education, occupation and religious persuasion. If variation exists between the language varieties of two or more groups, the sociolinguist needs to identify a pre-existing group membership. He/she might decide there are grounds for saying that these people belong to this group and as a result speak differently. Alternatively, there may be evidence that people belong to a group only by virtue of the fact that they speak differently.
The variability in language use found within a community of speakers and uncertainty about what constitutes ‘correct’ or acceptable usage often give clues to what aspects of language may change in the future.
familiarity of speakers and their reasons for needing to communicate, from the style or register that they use. Consider, for example, how a politician might speak to his parliamentary colleagues and to prospective voters. The linguistic variation might be seen in the manner of address, including the use of colloquialisms, jargon, and regionalisms, in the selection of topic and examples, and in the level of detail.
The concept of language variation is central in sociolinguistics. The English language varies on individual, regional, national and global levels. Unfortunately, some people are unaware of various social and regional dialects, and different varieties of English in the world. Understanding variation within a language is important for every member of our community, and especially for those who receive a college education. Sociolinguistics investigates all these language variations.
Different factors affect how a language is spoken within a country. They can be regional (geographical), ethnic (national and racial), and social (class, age, gender, socioeconomic status and education). All these factors are interconnected. They are reflected in every language variety’s pronunciation, vocabulary, grammatical constructions and syntax.
It is erroneous to believe that the standard variety is the ‘correct’ one. Every language has dialects, and no dialect is substandard to other dialects. We all speak a dialect and we all have an accent.
All varieties of a language are systematic in their use, have a large number of speakers and thus have their right for existence. The term dialect refers to any variety of a language, and from the point of view of sociolinguistics, all dialects are equally correct, systematic, logical, and meaningful.
Besides all these variations, there are individual variations of language use that are called idiolects. We all have unique ways of speaking that reflect our personal identities. Through our linguistic choices we have an opportunity to express who we are and where we are from. Our language changes over time as it gets into contact with various idiolects of people who we interact with. It changes with our life experiences. There are no two speakers who speak exactly the same way.
The issue of standard vs. non-standard variety of a language is not a linguistic one, but political. The standard dialect is associated with prestige in the society. That is why many people prefer it to other varieties. Some people feel pressured to use the standard dialect to conform to the rules of the society. However, some speakers of a non-standard dialect prefer to use it to demonstrate their sense of belonging to their community or social/ethnic group. These kinds of linguistic misperceptions are among the reasons why sociolinguistics is important to everyone in our society. People need to know more about how dialects work to avoid language prejudice.
The English language varies not only on individual and national levels but also even more on the global level. It is becoming the language of international communication and is acquiring the status of a global language. English is a major language because Great Britain and the United States have been powerful militarily, politically, and economically for the past two centuries. Crystal (2003:59) observed that English received its world status due to “the expansion of British colonial power […] and the emergence of the United States as the leading economic power of the twentieth century”. It is used worldwide in such areas as business, science, aviation, music, sport, and now the Internet. In spite of its popularity in the world, we need to remember that English is not superior to other languages, and the use of other languages should be respected.
can be found in countries across the world, as well as within each country where it is widely spoken.
Different varieties of English are used throughout the world. Kachru (1985) identified three concentric circles: (1) the Inner Circle, which includes countries where English is used as a primary language, such as the U.S. and Canada; (2) the Outer Circle, which consists of countries where English is used as a second or official language, such as India or Singapore; and (3) the Expanding Circle, which refers to countries where English is studied as a foreign language, such as Russia or China. According to Crystal (2003), non-native speakers of English outnumber non-native speakers of English. Therefore, it is important to understand that no variety is superior over another variety, and develop an increased tolerance for all varieties of English.
The study of sociolinguistics can build people’s awareness of different varieties of English and help us become more respectful to all other languages and their dialects.
2.1.4 Register
choices based on that situation. In other words, the language we use needs to be appropriate to the situation in which we use it.
Wardhaugh (2006:52) stated that Registers are sets of language items associated with discrete occupational or social groups. Surgeons, airline pilots, bank managers, sales clerks, jazz fans, and pimps employ different registers. In Wardaugh (2006:52), Ferguson (1994: 20) says,
‘People participating in recurrent communication situations tend to develop similar vocabularies, similar features of intonation, and characteristic bits of syntax and phonology that they use in these situations.’ This kind of variety is a register.
For example the register in Harry Potter:
Expelliarmus: magic formula used to disarm the enemy’s wound.
Accio: magic formula used to call something to come to us.
In one prominent model, Martin Joos (1961) in Wikipedia describes five styles in spoken English:
• Frozen: Also referred to as static register. Printed unchanging language, such as Biblical quotations, often contains archaisms. Examples are the Pledge of Allegiance of the United States of America and other "static" vocalizations that are recited in a ritualistic monotone. The wording is exactly the same every time it is spoken.
• Consultative: Two-way participation; background information is provided – prior knowledge is not assumed. "Back-channel behavior" such as "uh huh", "I see", etc. is common. Interruptions are allowed. Examples include teacher/student, doctor/patient, expert/apprentice, etc.
• Casual: In-group friends and acquaintances; no background information provided; Ellipsis and slang common; interruptions common. This is common among friends in a social setting.
• Intimate: Non-public; intonation more important than wording or
grammar; private vocabulary. Also includes non-verbal messages. This is most common among family members and close friends.
The linguist Michael Halliday divides the three variables that combine to form the register of the text into three categories (ro.uow.edu.au):
Field, Tenor and Mode.
• Field: what language is being used to talk about
The field includes: The topic; The interactants. The topic of discourse can be:
Specialised/technical (e.g. talking about the environment etc.); Everyday (e.g. talking about shopping etc.)
The interactants may have:
Common knowledge of the field (e.g. the readers of a newspaper article).
The field determines the use of specialised language, for example whether technical terms or everyday terms are used. It is of course always important for a writer to think about his/her audience (who he/she is writing for), which may be specialist or wide-public. Look for example at these two examples, one from an academic journal and the other from a daily newspaper.
• Tenor of discourse: the role relationships between the interactants
The relationships between the interactants varies according to:
Status (ranging from unequal as in the case of a boss/ employee to equal as with friends);
Affective involvement (ranging from high as with friends/family members to low as with business clients);
Contact (ranging from frequent to occasional).
The relationship between interactants influences the formality of the language
• Mode of discourse: the role language is playing in the interaction
Language can be: Written; Spoken;
Spontaneous (e.g. conversation); Planned (e.g. a composition or article).
The level of interactiveness of language varies. There can be the possibility of having:
Immediate feedback (e.g. conversation); Rapid feedback (e.g. emails);
Delayed feedback (e.g. letters). Language can:
Accompany an action (e.g. saying those while pointing to something);
Describe an experience (e.g. a news report).
In linguistics, one's register is a style or variety of language determined by such factors as social occasion, context, purpose, and audience, also called stylistic variation. Practically, the term refers to the degrees of formality with which populations use language; these formal variations are sometimes called codes.
Registers are marked by a variety of specialized vocabulary and turns of phrases, colloquialisms and the use of jargon, and a difference in intonation and pace; in "The Study of Language," Linguist George Yule describes the function of jargon as helping " to create and maintain connections among those who see themselves as 'insiders' in some way and to exclude 'outsiders.'"
debating a topic in a classroom discussion. These differences help provide context to a conversation, adding flair to the art of discourse.
2.1.4.1. Language in Context
Linguistic registers primarily help a listener determine the context for the content of one's speech wherein the speaker's register is defined by the casualness or formality of tone, language, and grammar or the speech's intended use and audience.
Robert MacNeil describes the range of these registers to encompass everything from professional to intimate sounds couple makes in his book "Wordstruck: A Memoir." From the "very formal occasions, often requiring written English: the job application or the letter to the editor" to what MacNeil calls the "language with no clothes on; the talk of couples — murmurs, sighs, grunts," registers encompass all the ways in which humans communicate to one another in specific parameters.
2.1.4.2 Feature of Registers and Linguistic Style
Whether it is in writing, sign language, or verbal communication of any kind, a particular register is defined by certain lexical and grammatical characteristics as they compare to another localized language usage by a different population or in a different situation.
These characters include many linguistic classes, as Douglas Biber states in "Dimensions of Register Variation: A Cross-Linguistic Comparison." These include phonological features like pauses, intonation and speech patterns, tense and aspect markers, pronouns and pro-verbs, questions, nominal forms, passive constructions, dependent clauses, prepositional phrases, adjectives, adverbs, lexical classes, modals, reduced forms like contractions and that-deletions, coordination, negation and "grammatical devices for structuring information."
In order to form a complete understanding of a particular register, then, a linguist must consider what of these elements would constitute a truly "representative selection of linguistic features" wherein the analyses of these are "necessarily quantitative, because the associated register distinctions are based on differences in the relative distribution of linguistic features."
2.2 Review of Related Study
has the same problem and theory. The thesis is written by Umar Prahara Sakti in 2009 from Gadjah Mada University Yogyakarta. The title of the thesis is ‘Notation in Tekken Zaibatsu Internet Forum Register’. His first statement of problem is what are the use and meaning as well as the development of the notation that appears in Tekken Zaibatsu forum register. The second statement is significance of social factors in the occurrence of linguistic variations. To answer his statement of problem, he uses the theories of language variation, register, and social community. He collects the data research from 40 random posts from different members of taken from two different topics in the forum. He finds 38 different notation items from 32 posts. Those notations take the form of letters, numbers, and punctuation marks. Each of the items has its own distinct meaning. He also find several factors that are found to be relevant in the development of the register, such as Tekken Zaibatsu as informal community, Tekken as the participants’ shared interest and knowledge, and text as the form of utterances and Tekken Zaibatsu as internet forum. His thesis helps me to analyze the language that used by the witchcraft in Harry Potter movie using the theory of register in sociolinguistic.
CHAPTER III
METHODOLOGY
This chapter presents the research approach, sort of data, and the data analysis which used by the writer to analyze the register in Harry Potter and the Sorcerer’s Stone movie.
3.1 Research Approach
In conducting this study, the writer used descriptive qualitative approach. The qualitative method was a research procedure which results in descriptive data including written and oral word from the research objectives whether it is from society or books. The writer studied about the register.
Unfortunately, it describes the data in the form of words and uses the English subtitle to be analyzed. Therefore, this research was descriptive qualitative because it depends very much on narrative descriptive. Qualitative approach took because this research was in discussing.
3.2 Source of Data
The writer will collect the data from books, journals, and online resources. The data and analysis of the data will be mentioned as follows:
3.2.1 Main Data
Rowling. The data gains in the form of dialog that shows the register phenomenon.
3.2.2 References
The references are use to support the theoretical foundation of analysis. It is gained from pdf, book, and website.
3.3 Data Analysis
In analyzing the data, there are some steps taken in conducting this study, as follows:
1. Watching the movie to understand the story and get the idea of the dialog that can be discussed and explored for the thesis.
2. After having the idea to analyze, build the statement of problems.
3. Watching the movie again to find the dialog which related to the statement of problems in the thesis and note it including the time of the dialog.
4. Find the references of the theory which can support the quotations to analyze the data in the thesis.
5. After finding the quotations and the theory, the next step is analyzing the register that used by the wizards in the movie using the quotations and theory.
6. After analyzing the register in the movie, the next step is analyzing the meaning of the registers that occur in the Harry Potter movie. It is also supported with quotations and theory.
1
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the analysis of Harry Potter and the Sorcerer’s Stone movie using the register’s theory. The writer will try to connect the topic with the theory.
4.1 The Findings
After collecting the data from Harry Potter movie, the writer analyzed them in according with the research focuses. In this analysis, the writer used one word to explain the register that occur in the conversations between the wizards in Harry Potter and the Sorcerer’s Stone. There are many registers that have their own meaning.
Analysis 1
00:03:07
Professor McGonagall : Do you really think it is safe, leaving him with these people?
l've watched them all day.
2
Professor Dumbledore : They really are the only family he has.
He'll be famous. Every child in our world will know his name.
It is the conversation between Professor McGonagall and Professor Dumbledore when they put baby Harry Potter at the door of his only family. In that dialogue, Professor McGonagall said “Muggle”. It is included to the register. The definition of muggle here is all people in the worlds who do not have any relation with magic or wizards. In other word, muggle is normal people or non magic folk.
Analysis 2 00:22:31
Harry Potter : All those people, how is it they know who l am? Hagrid : l'm not sure l'm the right person to tell you that.
Welcome, Harry, to Diagon Alley.
Here, you get your quills and ink.
3
It is the conversation between Harry Potter and Hagrid. The register here is “Diagon Alley”. Diagon Alley is a place where all wizards can buy all they need. It is like a big market that sells books, magic wands, animal, uniforms, etc.
Analysis 3 00:24:01
Harry Potter : But how am l to pay for all this? l haven't any money.
Hagrid : There's your money. Gringots, the wizard bank. Ain't no safer place, not one.
Except perhaps Hogwarts.
Harry Potter : Hagrid, what exactly are these things? Hagrid : They're goblins. Clever as they come,
but not the most friendly of beasts. Best stay close.
4
the safest place to save money. It has a high security. The second is “goblin”. It is a Gringot’s keeper. They are a clever beast but not friendly for other wizards.
Analysis 4 00:33:37
Hagrid : Well, he'll be wanting to see me.
Your train leaves in 1 0 minutes.
Here's your ticket. Stick to your ticket, that's very
important.
Harry Potter : ''Platform 9 3/ 4''?
But, Hagrid, there must be a mistake.
This says platform 9 3/ 4. There's no such thing, is there?
It is the conversation between Hagrid and Harry Potter. It is take place at the station. The first time Harry Potter takes the train to go to Hogwart. The register that occur here is “Platform 9 ¾”. It is a hidden platform between platform 9 and 10.
5
00:37:13
Seller : Anything off the trolley, dears?
Harry Potter : No, thanks. l'm all set. We'll take the lot.
Ronald Wesley : Bertie Bott's Every Flavor Beans? They mean every flavor.
Inside the train Harry Potter met Ronald Wesley. They buy “Bertie Bott’s Every Flavor Beans.” It is a candy that has many unique flavors, such as chocolate, peppermint, spinach, liver, tripe and even a booger-flavored.
Analysis 6
00:39:16
Hermionee : l've only tried a few simple ones myself...
...but they've all worked for me. For example:
Oculus Reparo.
6
It is when Hermionee sat with Harry Potter and Ronald Wesley in one room in the train. The register here is “Oculus Reparo”. It is a magic formula that used to repair Harry’s broken glasses. With this magic formula, Harry’s glasses that broken before return like a new glasses.
Analysis 7
00:45:22
Professor McGonagall : Hermionee Granger.
Hermionee : Oh, no. Okay, relax.
Ron Weasley : Mental, that one, l'm telling you. Hatstalls : Right, then. Right.
Okay. Gryffindor! Professor McGonagall : Draco Malfoy.
Hatstalls : Slytherin!
Ron Weasley : Every wizard who went bad was in Slytherin.
Professor McGonagall : Susan Bones. Hatstalls : Let's see....
7
This conversation happen when the new students of Hogwart are selected to the house. There are four houses in Hogwart. Each house has its own characteristic. “Gryffindor” is one of the four houses at Hogwarts into which the students are shorted when they start their first year and it’s found by Godric Gryffindor. Gryffindor house places high value on traits such as courage, chivalry, and nerve.
“Slytherin” is one of the four house at Hogwarts into which the students are shorted when they start their first year and it’s found by Salazar Slytherin. His personal belief in the superiority of Pure Blood wizard still influences the attitude of Slytherin.
“Hufflepuff” is one of the four house at Hogwarts into which the students are shorted when they start their first year and it’s found by Helga Hufflepuff. Hufflepuff house value character traits such as dedication, fair play, and hard work. Hufflepuff are often unjustly characterized as unintelligent or as loser not good enough for any of the houses.
Analysis 8 00:55:06
Professor Snape : You don't know? Let's try again.
8
Harry Potter : l don't know, sir.
It is the conversation between Professor Snape and Harry Potter. Professor Snape is a teacher of poison. He teachs all about poison and related with it. Professor Snape asked Harry Potter about “bezoar”. It is the register in this conversation. Bezoar is a stone found in a goat's stomach and will save you from poison.
Analysis 9 00:57:28
Ronald Wesley : Mail's here.
Harry Potter : Can l borrow this? Thanks.
Friend : Look, Neville's got a Remembrall.
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Analysis 10 01:03:12
Professor McGonagall : Professor Quirrell, excuse me. Could l borrow Wood for a moment? Professor Quirrell : Yes, of course.
Professor McGonagall : Potter, this is Oliver Wood.
Wood, l have found you a Seeker.
Have you heard? Harry Potter's the new Gryffindor Seeker. l always knew he'd do well.
This conversation happen when Professor McGonagall saw harry Potter drove his magic broom to catch the Neville’s ball which is thrown by Draco Malfoy to the sky. Professor McGonagall was very impressed with Harry Potter. So, she invited him to join Gryffindor’s Quidditch team to be a seeker. “Seeker” is a position which catches the golden snitch in Quidditch sport.
Analysis 11
10
Fred Weasley : Well done, Harry.
Wood's just told us.
Ron Weasley : Fred and George are on the team.
Beaters.
After join the Gryffindor’s Quidditch team, Harry Potter accepted congratulation from Fred and George Weasley. They are also part of Quidditch team. They are a beater. “Beaters” is a position which to keep the ball away from their team and at the same time try and aim the ball toward the opposite team.
Analysis 12 01:05:35
Harry Potter : Quick, let's hide through that door! lt's locked!
Ron Weasley : We're done for! Hermionee : Move over!
Alohomora.
11
This conversation happens between Harry Potter, Ronad Weasley, and Hermionee Granger. They ran to hide from Professor Flich. But, the door was locked. So, Hermionee said the magic formula Alohomora. “Alohomora” is a magic formula to unlock the door. Alohomora is word was from West Africa Sidiki dialect used in geomancy and has the literal meaning “Friendly to thieves”.
Analysis 13 01:08:57
Oliver Wood : But you are a Seeker. The only thing l want you to worry about is this. The Golden Snitch. Harry Potter : l like this ball.
Oliver Wood : You like it now.
This conversation is between Oliver Wood and Harry Potter. As the leader, Oliver Wood explained to Harry Potter about his job in the Quidditch team. As a seeker, Harry Potter must catch the golden snitch, so that his team will be a winner. ”The golden snitch” is a ball in the Quidditch. The seeker goal is to catch the snitch before the team’s seeker.
12
01:09:50
Filius Flitwick : Do you have your feathers? Good.
Now, don't forget the nice wrist movement we've
been practicing. The swish and flick. Everyone. The swish and flick. Good. Oh, and enunciate. Wingardium Leviosa. Off you go, then.
This is happen in Professor Filius Flitwick’s class. All the students learned to make a thing flying. Professor Filius Flitwick taught them the Wingardium leviosa formula. “Wingardium leviosa” is a magic formula to make a thing flying. Wingardium Leviosa is a composite word, based on : English to wing meaning “to fly” (e.g. the plane winged skywards; arduss (meaning “high, tall, lofty, steep, proudly elevated” or arduum (meaning “steep place, the steep”; and the common Latin ending – ium. Leviosa probably derives from Latin levo, meaning light (of weight). Altogher, therefore, the incantation could best be read as “lift up high”.
Analysis 15 01:12:16
13
Professor Dumbledore : Silence!
Everyone will please not panic! Now...
...prefects will lead their house back to the dormitories.
Teachers will follow me to the dungeons.
When everyone gathered in the hall, Professor Quirrel shouted that troll entered the dungeon. “Troll” is a mythical, cave-dwelling being depicted in folklore as either a giant or a dwarf, typically having a very ugly appearance. “Prefect” at Hogwart school is a student who has been given extra authority by the head of house.
Analysis 16
01:24:53
Ron Weasley : Jinxing the broom? What do we do?
Hermione : Leave it to me.
Ron Weasley : Come on, Hermionee!
14
Teacher : Fire! You're on fire! Go, go, go, go!
When the Quidditch played in the field, there was someone who bothered Harry Potter’s broom. He was almost fallen in the ground. But, Hermione did a magic formula to the Professor Snape’s cloak. The register here is Lacarnum inflamare. “Lacarnum inflamare” is a magic formula to ignite the cloak by shooting a fire from the tip of the caster’s. Lacarnum Inflamare is a composite word, based on : Latin lacerna, a noun meaning “cloak” and “inflamare”, the Latin verb meaning “to ignite, inflame”. Taken together, the incantation can mean “to set fire to a cloak”
Analysis 17 02:00:33
Harry Potter : Neville, listen. We were--
Neville Longbottom : No, l won't let you!
You'll get Gryffindor into trouble again.
l'll fight you.
Hermionee : Neville, l' m really sorry about this. Petrificus
Totalus.
15
you know that? Brilliant, but scary.
Harry Potter : Let’s go! Ron Weasley : Sorry !
This scene is when Harry Potter, Ronald Weasley, and Hermione Granger would like to go out from the dorm. But, suddenly their friend, Neville Longbottom knew their plan. He tried to hold them so that they would not make trouble for Gryffindor again. But, Hermione did her magic to him. Petrificus totalus is the register that occurs in this scene. “Petrificus totalus” is a magic formula that make stiffens a person’s limbs so they cannot move, only the person’s eyes are free while the spell is in effect. The root of this curse’s incantation seems to be the Latin words petra, “rock”, and totus, “whole’ or “entire”. Also, petrificus seems to come from the word “petrify”, meaning to turn into stone, or describes a manner in which someone to takes on the characteristics of a stone. Totalus likely comes from “total”, meaning complete or wholly. Following this, the spell likely means, entirely petrify.
Analysis 18
02:04:15
16
...but will sulk in the sun! That's it! lt hates
sunlight. Lumus Solem. Harry Potter : Ron, you okay?
Ron Weasley : Yeah!
In this scene, Hermione tried to save Ronald Weasley who trapped in a plant. Lumus Solem is the register that occurs in the scene. “Lumus Solem” is a magic formula to conjure a very bright, narrow beam of light, which may potentially be warmer than normal light. Lumos solem created from two words: the latin lumen, meaning “light,” and the Latin solis, meaning “of the sun.”
4.2 Discussion of the Data
After the writer analyzes the data, the writer wants to discuss the data about the registers in Harry Potter and the Sorcerer’s Stone movie. The first register is Muggles occurs in the minute 00:03:07 from the conversation between Professor McGonagall and Professor Dumbledore. It includes in the Consultative style, background information provided, prior knowledge is not assumed. The field is everyday talking and common knowledge. The tenor of discourse is unequal as in this case of a headmaster and teacher. The mode of discourse is spoken spontaneously.
17
Casual style, no background information provided. The field is everyday talking and common knowledge. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken spontaneously.
The third registers are Gringots and Goblin occur in the minute 00:24:01 from the conversation between Harry Potter and Rubeus Hagrid. It includes in the Casual style, no background information provided. The field is everyday talking and common knowledge. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken spontaneously.
The fourth register is Platform 9 ¾ occurs in the minute 00:33:37 from the conversation between Harry Potter and Rubeus Hagrid. It includes in the Casual style, no background information provided. The field is everyday talking and common knowledge. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken spontaneously.
The fifth register is Bertie Bott’s Every Flavor Beans occurs in the minute 00:37:17 from the conversation between Harry Potter and Ronald Weasley. It includes in the Casual style, no background information provided. The field is everyday talking and common knowledge. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken spontaneously.
18
have to learn it to know this register. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken spontaneously.
The seventh registers are Gryffindor, Slytherin, and Hufflepuff occur in the minute 00:45:22 from the conversation among Professor McGonagal, Hermione Granger, Hatstalls and Ronald Weasley. It includes in the Frozen style, the language is unchanging because that are the name of houses in the school. The field is technical talking and specialized knowledge. The tenor of discourse is unequal as in this case of a teacher and student. The mode of discourse is spoken plannedly.
The eighth register is Bezoar occurs in the minute 00:55:06 from the conversation between Harry Potter and Professor Snape. It includes in the Frozen style, the language is unchanging because it is a magic thing. The field is technical talking and specialized knowledge, because we have to learn it to know this register. The tenor of discourse is unequal as in this case of a teacher and student. The mode of discourse is spoken plannedly.
The ninth register is Remembrall occurs in the minute 00:57:28 from the conversation Ronald Weasley and Harry Potter. It includes in the Frozen style, the language is unchanging because it is a magic thing. The field is technical talking and specialized knowledge, because we have to learn it to know this register. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken spontaneously.
19
Harry Potter. It includes in the Frozen style, the language is unchanging because it is a sport term. The field is everyday talking and common knowledge. The tenor of discourse is unequal as in this case of a teacher and student. The mode of discourse is spoken spontaneously.
The eleventh register is Beaters occurs in the minute 01:03:48 from the conversation between Fred Weasly, Harry Potter, and Ronald Weasley. It includes in the Frozen style, the language is unchanging because it is a sport term. The field is everyday talking and common knowledge. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken spontaneously.
The twelfth register is Alohomora occurs in the minute 01:05:35 from the conversation among Hermione Granger, Harry Potter, and Ronald Weasley. It includes in the Frozen style, the language is unchanging because it is a magic formula. The field is everyday talking and common knowledge. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken plannedly.
The thirteenth register is The Golden Snitch occurs in the minute 01:08:57 from the conversation between Oliver Wood and Harry Potter. It includes in the Frozen style, the language is unchanging because it is a sport term. The field is everyday talking and common knowledge. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken plannedly.
20
formula. The field is technical talking and specialized knowledge. The tenor of discourse is unequal as in this case of a teacher and student. The mode of discourse is spoken plannedly.
The fifteenth registers are Troll and Prefects occur in the minute 01:12:16 from the conversation between Professor Quirrell and Professor Dumbledore. It includes in the Frozen style, the language is unchanging. The field is technical talking and specialized knowledge. The tenor of discourse is unequal as in this case of a Headmaster and teacher. The mode of discourse is spoken spontaneously.
The sixteenth register is Lacarnum Inflamarae occurs in the minute 01:24:53 from the conversation between Ronald Weasly and Hermione Granger. It includes in the Frozen style, the language is unchanging because it is a magic formula. The field is technical talking and specialized knowledge. The tenor of discourse is equal as in this case with friends. The mode of discourse is spoken plannedly.
The seventeenth register is Petrificus Totalus occurs in the minute 02:00:33 from the conversation among Harry Potter, Neville Longbottom, Hermione, and Ron Weasley. It includes in the Frozen style, the language is unchanging because it is a magic formula. The field is technical talking and specialized knowledge. The tenor of discourse is unequal as in this case with friends. The mode of discourse is spoken plannedly.
21
includes in the Frozen style, the language is unchanging because it is a magic formula. The field is technical talking and specialized knowledge. The tenor of discourse is unequal as in this case with friends. The mode of discourse is spoken plannedly.
CHAPTER V
CONCLUSION
This chapter deals with the results of the research and discussion on the data analysis of register in Harry Potter and the Sorcerer’s Stone movie.
5.1 CONCLUSION
The famous of the novel and movie Harry Potter, make the writer be anxious to find out the registers that used by the wizards that occur in the movie. It will be interesting for the Potterhead (fans of Harry Potter) to more understand the meaning of the registers in the magic world. In this research, the writer use registers to analyze the phenomenon that happens in the movie. But, the writer limits the research only in the first series of the movie, Harry Potter and the Sorcerer’s Stone.
Based on the discussion in the previous chapter, the writer found that there are a lot of registers that occur in the movie Harry Potter and the Sorcerer’s Stone. The registers are mostly in the Frozen style because those are the magic formulas that cannot be changed. There are many terms that used in the magic world, such as the name of the places, creature’s names, and the magic formulas.
- Diagon Alley (A market where the wizards can buy books, magic wand, uniform, and all magic things)
- Gringot (The safest place where the wizards save their money and valuable things)
Creature’s name : - Goblin (A clever creature that keep the Gringot)
- Troll (A mythical, cave-dwelling being depicted in folklore as either a giant or a dwarfs, typically having a very ugly appearance)
- Unicorn (A mythical creature look like a horse and has a long horn symbolize purity and grace)
Magic Formulas : - Oculus Reparo (A magic formula used to repair
something broken)
- Alohomora (A magic formula used to unlock the door)
- Wingardium Leviosa (A magic formula used to make a thing flying)
5.2 SUGGESTION
Based on the research, the writer found so many registers in movie Harry Potter and the Sorcerer’s Stone. The writer suggested to another researcher to find another registers in other series of Harry Potter. The writer hopes this research can give an advantage for the linguistic student to urge them to study more deeply about linguistics especially about register.
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Harry Potter and the Sorcerer’s Stone movie.
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http://fathurrokhmancenter.wordpress.com/2009/05/11/sosiolinguistik-pemilihan-bahasa-dan-masyarakat-multilingual/)
http://harrypotter.wikia.com
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https://www.thoughtco.com/register-language-style-1692038
