LANGUAGE FUNCTIONS USED BY THE MAIN CHARACTER
IN
THE PACIFIER
MOVIE
THESIS
Submitted as Partial Fullfilment of the Requirements for the Sarjana Degree of English Department Faculty of Arts and Humanities
State Islamic University of Sunan Ampel Surabaya
By:
Fitria Tahta Alfina Reg. Number: A03212041
ENGLISH DEPARTMENT
FACULTY OF ARTS AND HUMANITIES
STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL
SURABAYA
ABSTRACT
Alfina, Fitria T. 2015. A study of Language Functions Used by the Main Character in “The Pacifier” Movie. Thesis. English Department, Faculty of Arts and Humanities, State Islamic University Sunan Ampel Surabaya. The Advisor : Mohammad Thoriqussu’ud, M.Pd.
Keyword : Discourse Analysis, Language Functions, Context, The Pacifier
This study investigates language functions used by the main character in “The Pacifier” movie in talking to Mr. Plummer’s children who has disrespectful behavior. The objectives of the study are to find the kinds of language function used by Shane as the main character of the movie in talking to the children and to describe the context of language functions used by the main character in talking to the children.
This study uses descriptive qualitative approach. It is categorized as discourse analysis because this study focuses on analysis the phenomena of talk in interaction. The data are collected from the utterances of Shane as the main character in the movie and the data source is the script of “The Pacifier” movie. The data collecting method used is documentation. The researcher used it to collect data of dialogue of “The Pacifier” movie’s script. The researcher uses Holmes’s theory to analyze language functions and Hymes’ theory to describe the context of the language functions.
INTISARI
Alfina, Fitria T. 2015. A study of Language Functions Used by the Main Character in “The Pacifier” Movie. Thesis. Sastra Inggris, Fakultas Adab dan Humaniora, Universitas Islam NegeriSunan Ampel Surabaya. Pembimbing : Mohammad Thoriqussu’ud, M.Pd.
Kata Kunci : Discourse Analysis, Fungsi-Fungsi Bahasa, Konteks, The Pacifier
Penelitian ini meneliti tentang fungsi-fungsi bahasa yang digunakan oleh karakter utama di film The Pacifier dalam berbicara kepada anak-anak tuan Plummer yang memiliki perilaku kurang sopan. Tujuan dari penelitian ini adalah untuk menemukan macam-macam fungsi bahasa yang digunakan oleh Shane sebagai karakter utama di film The Pacifier dalam berbicara kepada anak-anak dan untuk mendiskripsikan konteks dari fungsi bahasa yang digunakan oleh karakter utama dalam berbicara kepada anak-anak.
Penelitian ini menggunakan pendekatan deskriptif kualitatif. Hal ini termasuk kategori discourse analysis karena penelitian ini menganalisa fenomena berbicara dalam interaksi. Data di penelitian ini dikumpulkan dari ucapan-ucapan Shane sebagai tokoh utama film dan sumber data di penelitian ini di ambil dari naskah film The Pacifier. Metode yang digunakan adalah dokumentasi yang mana peneliti menggunakannya untuk mengumpulkan data dari naskah film The Pacifier. Peneliti menggunakan teori dari Holmes untuk menganalisis fungsi-fungsi bahasa dan teori dar Hymes untuk mendiskripsikan konteks dari penggunaan fungsi-fungsi bahasa.
2.3.4.The Metalinguistic Functions ... 19
2.3.5.The Poetic Functions ... 19
2.3.6.The Phatic Functions ... 20
2.3.7.The Heuristic Functions ... 20
2.3.8.The Commissive Functions ... 20
2.4. The Features of Context ………. 21
CHAPTER III: RESEARCH METHODOLOGY ... 25
3.1. Research Design ... 25
3.2. Research Instrument ... 26
3.3. Data and Data Sources ... 26
3.4. Data Collections ... 27
3.5. Data Analysis ... 28
CHAPTER IV: FINDINGS AND DISCUSSION ... 32
4.1. Findings ... 32
4.1.1.Types of Language Functions and Context Analysis ... 33
4.2. Discussion ... 68
CHAPTER V: CONCLUSION ... 74
REFERENCES ... 77
CHAPTER I
INTRODUCTION
This first chapter explains about the basic of the research that includes the reason why the researcher choose the topic in background of the study, statement of the problems which are investigated, objectives of the study, expectation of some target readers in significance of the study, scope and limitation of the study and the definition of the key terms.
1.1Background of study
Many visual arts were created to entertained people in this world, such as movie or film. Movie is one kind of literary works that has become popular thing for the people nowadays. According to Cambridge Advance Learner’s Dictionary, movie is a series of moving pictures which is usually shown in a cinema or on television and often telling a story. It is also categorized into several genres such as adventure, action, comedy, romance, crime and gangster, horror, cartoons animation, thrillers, epics/historical and so on. From all movie genres above, some of them were made based on human experiences.
Movie is also considered as an important art form, in which carried out a source of popular entertainment and a powerful medium for educating. It is because movie involves a conversation between the characters to share and convey the
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conversation has become the significant way for exchanging their opinions. So movie also can be said as a representative of human life where the situation and setting of the conversation reflect to the real life of society. In addition, through the movie, we can learn about how languages that used in the conversations involved in the movie itself.
The Pacifier is American action movie directed by Adam Shankman and written by Thomas Lennon and Robert Ben Garant. It tells about Lieutenant Shane Wolfe, an undercover agent who was assigned to protect a government scientist, Howard Plummer, who has invented a devise that could usurp control of all nuclear missiles. Unfortunately, the Mr. Plummer is killed by agent who wants to take control of his invention. Shane feels like a failure to keep him save. Then, Shane was assigned to stay in Mr. Plummer residence in order to search for a secret project called GHOST hidden somewhere in the house. Besides, he also assigned to protect five of Mr. Plummer’s children namely Zoe, Seth, Lulu, Peter, and baby Tyler while their mother travel to Switzerland because the government is still seeking the missing invention and they want the Mr. Plummer’s wife to aid them in the process of locating. At the first, Shane is awkward and difficult to take care of the children because he was a solider and not a nanny, but it was a task that he had to do.
Moreover, Mr. Plummer’s children are stubborn and very difficult to be controlled,
but Shane with his basically as a solider who were closed toward the discipline, tried
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communication. So that in the end they all began to adapt toward Shane’s parenting
style, which is attached to the firmness and discipline like in the military.
Looking at these phenomena, the researcher considered language is very important tool to establish a close relationship between one person to another.
According to Armstrong and Ferguson (2010:5), language as a set of ‘meaning
-making resources’ that are crucial to everyday communication and which enable
speakers not only to convey information to each other but also maintain social relationship in the sense of both transaction and interaction. Therefore, it is clear that language is a functional since it is not only use to provide information; instead, it is used to perform multiple purposes.
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In doing communication, people may not realize that spoken or written sentences also carry several functions. As an example if a man says, “turn on the lamp!” This sentence carries a function; it is directive function. Directive functions
means asking someone to do something. The example above clearly shows that the speaker wants the hearer to turn on the lamp. People use language in their daily conversation in order to construct meaning and to get attention from whom they are speaking with. On the contrary, when people speak to other with no purpose, of course they will not get the attention from the hearer because the hearer does not get the intended meaning of the utterances. Therefore, language with its various functions is very important in having good communication since by noting the function of language can lead people to understand the purpose conveyed by someone’s
utterance.
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Hymes (1964) stated that the role of context in interpretation as, on the one hand, limiting the range of possible interpretations and, on the other, as supporting the intended interpretation. Thus, Hymes (1964) sets about specifying the features of context and the mnemonic device of SPEAKING grid as a heuristic for the various factors he deems to be relevant in the identification of speech event. Such factors are
‘setting’, ‘participants’, ‘ends’, ‘act sequences’, ‘key’, ‘instrumentalities’, and ‘genre’
(Brown and Yule 1983:37). Considering above, it is important to understand the use of language function in a communication along with identify the context that influenced the use of language itself.
Study about language function itself has been observed and investigated by a number of researchers. The first one is study done by Agwin Degaf (2010), under the title A Study of Language Functions Used by the Caretakers of Autistic Children in “Miracle Run”. The objectives of the study are to find out the kinds and the
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Yasmin Mari Ambrosio et. Al (2015) in their research entitled Analysis of Language Functions in Children’s Classroom Discourse. The researchers used the
proposed framework of Kumupulainen & Wray (1997) on analyzing the various
functions of language among children’s discourse and the most preponderant
functions of language in children’s classroom discourse. Findings of this study revealed that there were categorized (e.g. interrogative, responsive, organization) and uncategorized (e.g. code-switching, polite expressions, expression of sarcasm, repetition/emphasis, self-correction) language functions that come into play. Besides, the most preponderant language functions were the informative, organizational, affectional, interrogative, and responsive. In addition, results showed that children tend to use informative function in their conversations with one possible reason is they express and communicate ideas based on previous knowledge learned from home, school and community. Instead, hypothetical and heuristic functional categories were not evident in children’s classroom talk.
Furthermore, Istinganatun ‘Aliyah (2015) in her study about Language Functions of Toyota Advertisement Headlines, she investigated about the linguistic
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tenses (simple present tense, present continous tense, feature tense and present perfect tense) for expressing different language functions. Similarly, the lexical features including nouns, adjectives, verbs, adverbs, numerals, and figurative language (personification) express the different language functions too. The phonological features like special diction and musical devices (including consonance, assonance, rhyme) express poetic and phatic functions. Besides, this research also finds that to deliver particular messages, the headlines employ various combinations of language functions. From the 6 categories of language function, 5 data refers to referential, conative, and emotive functions; 17 data refers to referential, phatic and conative functions; 2 data refers to phatic, emotive and conative functions; 43 data refers to referential, conative, poetic and phatic functions; 28 data refers to referential, conative, poetic, phatic and emotive functions.
Based on those previous researches above, all of the researchers concerned their researches in analysis of language functions although they are emphasized their researches in different proposed theory, object, and research problems. The first researcher conducted his study by use M.A.K Halliday’s theory to explore the kinds and the effectiveness of language functions used by the caretaker of autistic children in the movie. The second researchers conducted their study by use Kumpulainen and Wray (1997) theory to investigate the various function of language and the most
preponderant functions in children’s conversation occur in the classroom. The third
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language functions on advertisement, but she also investigated the grammatical feature of language functions.
By all of these, the researcher interests to analyze the similar research about language function that prefers to work on the research about the movie entitled Language Functions Used by the Main Character in The Pacifier Movie. However,
this present research is different from the previous researches that have been mentioned above, although one of them also used movie as the subject of the study. In this present study, the researcher emphasizes to investigate the several functions of language based on Holmes (2013) along with the examination of context by the proposed framework of Hymes (1974).
The researcher chooses the topic of language function because language itself serves a range of functions such as for the media of personal relationship, for expressing the feeling and so on. On the other hand, language functions are interested to analyze in order to understand the function of utterances and the intended meaning behind the utterances by knowing the context of situation when the utterance produced. Here, the importance of language function leads the hearers to achieve the
purpose of someone’s speech correctly, so that the goal of communication can be
reached.
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the researcher chooses The Pacifier movie as the subject of the research because this movie is presented uniquely since as we know that generally a caretaker is a woman with their love and tenderness, but in this movie, a character of caretaker is a navy in which he has no experience with children before. The use of language functions shows how Shane interacts and adjusts with the children’s misbehavior attitudes since he is a navy, yet on the other hand, he must became a caretaker for the children. By using language functions, Shane tries to convey what is on his mind, what he wants, and what he expects from the children.
In this case, discourse analysis becomes one of the important fields in understanding the language function because discourse analysis is concerned with investigating the relationship between text and context with the goal to get a better understanding of the language used in both spoken and written interactions.
1.2Statement of the Problems
This present study deals with the observation about language functions used by the man character in The Pacifier movie. Related to the background of the study, the researcher formulates the research problems to be analyzed in the present study as follows:
1. What kind of language functions are used by the character Shane in talking to the children in The Pacifier movie?
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1.3Objectives of the Study
Based on the statement of the problems above, the researcher formulates the research objectives of the study as follows:
1. To describe the kinds of language functions that are used by the character Shane in talking to the children in The Pacifier movie.
2. To describe the context of language functions that are used by the character Shane in talking to the children the children in The Pacifier movie.
1.4Significance of the Study
Theoretically, by conducting this research, the researcher expects that this research will give contribution to the development of discourse analysis theory, especially becomes comprehensives understanding of language functions. On the other hand, this research can enrich information for people or the next researchers who want concern their study on language functions especially used in movie.
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1.5Scope and Limitation
This present research focuses on the discourse analysis which concern on the use of language functions and the interpretation of the context in the selected movie. The researcher examines the language functions that occurred in the utterances of the character Shane in talk to the five characters of children based on Janet Holmes’ (2013) theory of language functions. On the other hand, the researcher uses the theory of context that proposed by Dell Hymes (1974) to answer the second of problem statements. The researcher limits the discussion by take the data only from the utterances produced by the main character in The Pacifier movie which was released in March, 2005. It is because the main character in the selected movie has strong character which can lead the positive changes toward the children’s behavior.
1.6Definition of Key Terms
Discourse Analysis: One of linguistic branch, which is examines about
language in use, whether produced both spoken and written, then taking on meaning in context for its users and perceived by them as purposeful, meaningful and connected. (Cook, 1994:25)
Language Functions: A functional approach to language means investigating
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Context: The background knowledge of what people know about each other
and the world includes cultural knowledge and interpersonal knowledge such as what the know about various areas of life, what they know about the norms and expectations of the particular discourse community in which the communication is taking place. (Paltridge, 2006:54)
The Pacifier: An action movie which was directed by Adam Shankman and
CHAPTER II
REVIEW OF LITERATURE
This chapter presents some terms of theories related with the topic of the research, which is the language functions. In this part, the researcher divides the discussion of theories into three sub chapters. The first sub chapter tells about discourse analysis since it has become the primary theory that cover all theory used in this research. The second sub chapter is about the theory of language function proposed by Janet Holmes (2013). The third sub chapter is about theory of context proposed by Dell Hymes (1964). All theories about are used to assist the researcher in answering the statement of the problem in her study.
2.1 Discourse Analysis
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context of communication: who is communicating with whom and why; in what kind of society and situation; through what medium; how different types and acts of communication evolved; and their relationship to each other. By all of these, discourse analysis considered what people mean by what they say, how they work out of what people mean and the way language present the different views and understanding of the world includes an examination of how discourse is shape by relationship between participant and the effect of discourse has upon social identities and relations.
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2.2 The Basic Function of Language
Language has a primary function to human live; it is to convey information to each other, or request services of some kind in a variety of situations, such as use language to apologize, refuse, giving direction, asking permission, and expressing a wish. Keraf (1997:1) stated the primary function of language is as communication tool between members of the society in the form of symbol of the sound produced by human vocal organs. It is supported by Brown and Yule (1983:1) argument, which stated the analysis of discourse deals with the description of linguistic forms independent of the purposes or functions which those forms are designed to serve human affairs. It means that all human being needs a language to interact with other people although they have different abilities to use and deliver the language itself. People can fulfill their need to survive through producing and receiving language.
However, Brown and Yule (1983:1) have been divided two major functions of language in order to emphasize convenience analytic, as follow:
2.2.1 Transactional Function
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2.2.2 Interactional Function
Interactional function is involved in expressing social relations and personal attitudes. In this case, conversational analysts have been particularly concerned with the use of language to negotiate, role-relationships, peer-solidarity, the exchange of turns in a conversation, the saving of face of both speaker and hearer. For example, Good morning. Lovely day isn’t it?
Furthermore, Halliday (1973) stated that a functional approach to language means investigating how language is used: trying to find out what purposes that language serves for us, and how people are able to achieve these purposes through speaking and listening, reading and writing (Ambrosio et. al, 2015:107). It means that function of language is an understanding about how language works in functional terms. Language is used to perform some kinds of communicative acts with the purpose to convey and interpret meaning in communication.
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2.3 Types of Language Function
This study uses theory of language functions proposed by Holmes (2013). Holmes (2013:275) stated in his book that there are eight categories of speech functions, in which each of those functions has its own characteristics and purposes. They are expressive, directive, referential, metalinguistic, poetic, phatic, heuristic and commissive functions. Three of them are recognized by many linguists although the precise labels they are given may differ and seem to be very fundamental functions of language because they derive from the basic components of any interaction. Those three functions are expressive (addressor), directive (addressee), and referential (message). Meanwhile, the categorization of the eight types of speech functions will describe in the following:
2.3.1 The Expressive Functions
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the expression as positive (e.g. I’m feeling great today) or negative (e.g. I’m very gloomy tonight).
2.3.2 The Directive Functions
The directive function is the use of language to direct, influence and manage
one’s own or other’s action. Holmes (2013:277) clarifies that directive function refers
to the language used as an attempt to get someone to do something. On the other hand, this function is created to giving orders or making requests by using interrogatives, declaratives and imperatives statements. Imperative sentences may express a strict demand such as saying (e.g. Clear the table) or it can seem less demanding by using the politeness strategy such as saying (e.g. Clear the table, please). Context informs when and how people express directives and how people
respond to them. In this case, the researcher concluded that language is a means of control, which consists of demanding an action, suggesting an action, requesting an action, dealing with permission, dealing with obligations or expectations and requesting information.
2.3.3 The Referential Functions
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such as declarative (e.g. At the third stroke it will be three o’clock precisely) or interrogative statements (e.g. what time is it?).
2.3.4 The Metalinguistic Functions
Holmes (2013:275) stated that metalinguistic function refers to the utterances comment on language itself. For example ‘Hegemony’ is not a common word. On the other hand, it is used to describe parts of language such as grammar or words that describe language itself. Another example is the word “ion” of the sentence means noun. Furthermore, Jackobson (1960:356) emphasized this function only focused attention on the code itself. It means that metalinguistic function reveals the condition in which the speakers want to clarify or correct the use of language itself. For example, speaker said, “I don’t like you.” – “Sorry what did you say?” asks the addressee.
2.3.5 The Poetic Functions
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2.3.6 The Phatic Functions
Phatic reveals the condition of how the speakers show their sociability toward the hearer. It also can be known as a function of language that commonly used in everyday interaction includes greetings, complements, gossip, etc. According to Holmes (2013:275), phatic utterances express solidarity and empathy with others. The phatic function is, however, equally important from a sociolinguistic perspective. Phatic communication conveys an affective or social message rather than a referential one. One of the insights provided by sociolinguists has been precisely that language is not used to convey only referential information, but also expresses information about social relationships. For example, when two strangers are met and one of them say, “Hi, how are you, it’s cold!” the speaker is indicating a readiness to be friendly and
to talk.
2.3.7 The Heuristic Function
Holmes (2013:276) argued in his book that Michael Halliday identified a function of language which is concerned with learning. This function was labeled by Halliday as heuristic and also glossed as the ‘tell me why’ function. The need of this function arose from the study of children language acquisition in which language is use to learn and discover. For example, “What is the function of tractor?”
2.3.8 The Commissive Function
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declarations of war. Nevertheless, each category has its distinctive characteristics. The precise linguistic form used is crucial to bets, for instance. By uttering the words I bet . . . we ‘perform’ the bet. Similarly, the precise words uttered at particular points
are crucial in a wedding ceremony. So it is possible to add a variety of further categories which may prove useful and illuminating for particular analyses. Simplify, Commissive function reveals what the speaker intends to commit themselves to do something in the future. Other examples are (1) I will clean my room, I promise. (2) You will get a punishment if you late again.
2.4 Features of Context
According to Paltridge (2006:54), an understanding of how language functions in context is central to an understanding of the relationship between what is said and what is understood in spoken and written discourse. It requires a consideration of how speakers organize what they want to say in accordance with who they are talking to, where, when, and under what circumstances.
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the hearer or the reader interprets the utterances based on the background knowledge of the utterances. It is important to understand the context of an utterance in order to help the hearer or reader to reveal the literal or the intended meaning of speaker’s utterances.
Georgakopoulo (1997) as cited in Fidayanti (2012: 98) stated that there are four types of context; they are context of situation, context of culture, context as co-text and cognitive conco-text. From the four types of conco-text above, conco-text of situations is the best codification of context elements that closed to the speech event. Context of situation includes who is speaking to whom, when, where, and for what purpose; the physical setting, the social scene in which the discourse occurs; the roles and status of the participants involved.
Context can be also known as speech event. Hymes (1974) stated that speech events is the most important one dealing with particular instances of speech exchanging, like exchange of greeting, enquiry and etc. Besides, in order to analyze speech events, some factors should be considered. One of the most comprehensive
lists of such factors is Hymes’ SPEAKING term, which is the abbreviation for
setting, participants, ends, act sequences, key, instrumentalities, and genre (Vakili et. al, 2012:27). The abbreviation of SPEAKING grid will be explained as follow:
‘S’ for Setting and Scene: Setting refers to the time and place which is the
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particular setting, of course, participants are free to change scenes as they change the level of formality, or as they change the kind of activity in which they are involved.
‘P’ for Participants: It includes various combinations of speaker-listener,
addressor-addressee, or sender-receiver. They generally fill certain socially specified roles. A two-person conversation involves a speaker and hearer whose roles change.
E’ for Ends: It refers to the conventionally recognized and expected outcomes
of an exchange as well as to the personal goals that participations seek to accomplish on particular occasions. On the other hand, it is the goals or purposes that a speaker wishes to reach.
‘A’ for Act sequence: It refers to the actual form and content of what is said:
the precise words used, how they are used, and the relationship of what is said to the actual topic at hand.
‘K’ for Key: In the course of social interaction, participants offer each other
cues as how to interpret the message content. It refers to the tone, manner, or spirit in which a particular message is conveyed such as lighthearted, serious, precise, pedantic, mocking, sarcastic, pompous, and so on. The key may also be marked nonverbally by certain kind of behavior, gesture, posture, or even deportment.
‘I’ for Instrumentalities: It refers to the choice of channel such as oral, written,
or telegraphic, and to the actual form of speech employed, whether it will be deliver in a more formal way or a casual friendly one.
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The norm of interaction is the contextual custom in using the code, including for example allowance for an interruption, using gestures freely, addressing an audience, eye contacts, distance, asking questions about belief, etc.
‘G’ for Genre: It refers to the types of utterance that is being given such things
CHAPTER III
RESEARCH METHOD
In this part, the researcher discusses about the methodology of the research which is consists of research design, research instrument, data and data source, data collection, and data analysis.
3.1. Research Design
In this present research, the researcher applies the descriptive-qualitative method. Krathwohl (1993) stated that descriptive is a research methodology which has three main purposes of research: to describe, explain and validate findings (Knupfer and McLellan: 1197). It means that the description emerges following creative exploration and serves to organize the finding. Meanwhile, qualitative approach is an approach in which concerned on description and interpret the data rather than the counting of feature (Wray and Bloomer: 97). The emphasis is on exploring the types of strategy that particular speakers use in specific contexts with particular people. By all of these, the researcher uses both descriptive and qualitative method because the data analysis is presented through interpretation and the description of detail information about the kinds of language functions and the context of language functions used by character Shane in talking to the children in The Pacifier movie. The researcher also prefers to put any words of quotation rather
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3.2. Research Instrument
The main instrument of this research is human. As stated by Bogdan and Biklen (2007:4) even when equipment is used, however, the data are collected on the premises and supplemented by the understanding that is gained by being on location. In addition, mechanically recorded materials are reviewed in their entirety by the researcher with the researcher’s insight being the key instrument for analysis. Therefore, in this research, the main instrument is the researcher herself because she observed the objects, obtained the data, and analyzed them as well through her insight. Then, another supporting instrument that used to gather the data of this research are books, internet and laptop. Books and internets are used to collect some references for the research, whereas laptop is regarded as an instrument that help the researcher to conduct this research through all the process.
3.3. Data and Data Sources
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3.4. Data Collection
Creswell (2009:178) stated that data collection steps involve regulating the borders of the study by gathering information, which then enables to answer relevant question through unstructured or semistructured observations and interviews, documents, and visual materials. In this research, the researcher collects the data of the research through documentation in which the data may public documents or private documents and visual materials in which the data may take form of photographs, art objects, videotapes or any forms of sound. By all of these, the researcher collects the data by several steps below:
1. The researcher watch the movie based on the time sequence appearance in order to get deep understanding about how the character Shane interacts with the five characters of children in The Pacifier movie.
2. The researcher read the script of The Pacifier movie carefully while watch and listen the movie in order to get the accurate scrip that suitable with the dialogue in the movie.
3. The researcher underline the utterances of character Shane that contained kinds of language functions based on Holmes’s theory while
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3.5. Data Analysis
Miles and Huberman (1990) proposed flow model analysis data, which is categorized into four steps; they are data collection, reduction data, data display, and verification or draw conclusions (2013:135). Therefore, after getting and collecting the data from the data source, the researcher analyzed the data by following the steps below:
1. Collecting Data
The researcher underlined all of the character Shane’s utterances that contained the use of language functions. Then, the researcher gives the
code on each of Shane’s utterances and put the collected data into table in
order to simplify them.
Table 3.1 Table sheet of language functions emerge in The Pacifier’s
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the Panda dance.
Seth : I'll write it down for you.
The researcher gives code on each of Shane’s utterances because Shane
produced some utterances in each of data. Meanwhile, the researcher determines the data based on the context of the conversation. The code given for the type of language functions based on the abbreviation: Expressive (E), Directive (D), Referential (R), Metalinguistic (M), Poetic (P1), Phatic (P2), Heuristic (H), and Commissive (C).
2. Reduction Data
Data reduction is summarizing, choose things that are fundamental, and focus on important things so that the reduced data will provide a clear picture and make the researcher easily to conduct further data analysis. 3. Data Display
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No Types of Language Function Frequency Percentage (%)
1. 2.
Total 100%
Furthermore, the researcher presented them into narrative explanation based on Holmes’ language functions and Hymes’ context theories as the
example below: Data 27
Time: 00:54:59 – 00:55:09
Seth : You're gonna have to do the Panda dance or he won't stop. Shane : (27.1) Oh, come on... I don't know how to do the Panda
dance.
Seth : I'll write it down for you. Language Functions:
On the conversation above, Shane produces only one utterance in which it
is refers to the expressive function of language. It is because Shane expresses his
personal feelings and thoughts. In this scene, Shane feels confused when Seth
asks him to do the Panda dance to Peter. Shane stated that he has lack of
knowledge about the Panda dance by saying “Oh, come on... I don't know
how to do the Panda dance.” However, Seth directly gives verbal response by answer Shane’s statement that he will give a direction to
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Context:
The setting of the conversation is in Mr. Plummer’s house
especially inside Lulu’s room at night. The participants are Shane and
Seth. The end is Shane wants to show his inability to do the panda dance requested by Seth. The act sequence is firstly, Shane tells a story to make Lulu sleep and suddenly Seth comes and asks him to make Peter calm and sleep by doing panda dance. The key indicates the tone of the speech is sincerity. The instrument is indicates the channel of speech is orally and delivered in informal way. The norm is children have their own habit to make them sleep. The genre is expressive.
4. Conclusion Drawing/Verification
CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter, the researcher presents two points. The first point of this chapter is data findings and the second point is discussions. Furthermore, this chapter provides more detail reflection on the findings and displays all the result of data analysis. Therefore, the research questions are answered within this chapter.
4.1 Findings
In this point, the researcher presents the findings from the data. Furthermore, the researcher provides the analysis of language function found in Shane’s utterances while doing communication with five children of Mr. Plummer in The Pacifier movie. The researcher has found many utterances contained the language function used by Shane as the main character in the movie. Therefore, the researcher takes some of the data finding analysis to be displayed in this section. By firstly, the researcher put on the type of language function found in Shane’s utterance on the
following table:
Table 4.1 The frequencies and percentages of Language Functions in The
Pacifier Movie.
No. Type of Language Functions Frequency Percentage (%)
1 Expressive 44 32%
2 Directive 42 30%
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4 Metalinguistic 2 1%
5 Poetic 0 0%
6 Phatic 15 11%
7 Heuristic 2 1%
8 Commissive 5 4%
Total 139 100%
Based on the table 4.1 above, it is obvious the percentages of language functions show 32% refers to expressive functions. In the second with totally around 30% data is directive function. Referential functions with totally around 21% are regarded as the third rank. Metalinguistic and heuristic functions are equally found in only 1% data. The next one is Poetic function with totally 0% data. Phatic functions are found around 11% data. Meanwhile commissive functions are found in 4% data. Therefore, looking at the results, it can be concluded that the overall maximum of all language functions in The Pacifier movie deals with expressive functions with totally 32%, while the overall minimum refers to poetic functions with totally 0% data.
After the data are gathered in the table, the researcher analyzes the data by
presents the description of language function’s type and explanation of the context of
situation as follows:
4.1.1 Types of Language Function and Context onْShane’sْUtterancesْ
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into eight types, they are expressive, directive, referential, metalinguistic, poetic, phatic, heuristic and commissive function. Besides, the researcher interprets the context based on Hymes’ (1974) such setting, participants, ends, act sequences, key,
instrumentalities, norms and genre. The explanation of research findings can be seen as follow:
4.1.1.1 Expressive Functions
Expressive shows the truth condition of the meaning of someone’s utterances.
Holmes (2013:275) stated that expressive functions of language refers to a kind of language function that state or express what the speaker’s mind or personal feeling. Furthermore, the term of expression focused on feeling, ideas, attitudes, and opinion of the speaker. The following are Shane’s utterances that included in expressive
function of language:
Data 10
Time: 00:23:39 - 00:23:51
Shane : (10.1) Ah! God! Red Baby! Tyler : (crying)
Shane : (10.2) Alrighty. We'll try this. Soak that up a bit. Language Function:
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change the diaper of a baby. By utter the utterance above, Shane wants to reveal his feeling of disgusting. It also supported by his behaviors that cannot stop to groaned
and repelled when the baby’s diaper was opened. Secondly, he tried to convince
himself that everything will be fine and revealed his ideas to douche the baby by dips
the baby’s bottom half in the puddle of toilet. By all of these explanations, it is clear
that Shane’s utterances contain of expressive function because he used language to
express his personal feeling and ideas.
Context:
The participants of the conversation are Shane and Tyler. The conversation occurs in the Mrs. Plummer’s house especially in the bathroom, at the morning. The
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Data 14
Time: 00:32:51 – 00:33:01
Shane : (13.1) That guy don't have his head on right. Seth : I was fine! I don't need your help!
Language Function:
Based on the conversation above, Shane only produced one utterance in which it is refers to the expressive function of language. It is because Shane delivered his personal thought toward the hearer by said “That guy don't have his head on right.” In this case, Shane revealed to Seth about his personal thought about the vice-principal of Seth. Shane considered the vice vice-principal was insane because his absurd behavior. Besides, by revealed his personal thought about Seth’s vice-principal, Shane expected to have close relationship with Seth because it seemed like he has defended Seth. Overall, it is clear that Shane’s utterance contained expressive function.
Context:
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adults tend to show an attitude as if they have defended the teenagers in order to establish the close relationship with them. The genre is expressive.
Data 15
Time: 00:33:53 – 00:36:05
Shane : (15.1) Very funny. (15.2) Thank you for the letter.
(Looks around at Scott and Zoe with show a tracking device) Zoe : (Suppressing a smile).
Seth : (Staring at Shane with terrified).
Peter : (Show his innocence’s face while eating snack).
Lulu : (Staring at Zoe with her hand makes a “you will die” gesture). Tyler : (Laughing).
Language Function:
On the conversation above, Shane produces two utterances in which they are refers to the use of expressive function. Firstly, Shane produced the utterance “Very funny.” in order to express his annoyed feeling on what has been done by Mr.
Plummer’s children toward him. Besides, he also supported by show his emotion of
aggravation on his face when he saw the innocence’s expression of Mr. Plummer’s children. Secondly, Shane insinuated his feeling of annoyed by saying “Thank you for the letter.” It means that he derided the children by thanked them for their
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Context:
The participants that followed in the conversation above are Shane as the addressor (speaker) and Zoe, Seth, Lulu, Peter and Tyler as the addressee (hearer). The setting of the conversation is taken place in the family’s room of Mr. Plummer’s
house. The purpose is Shane wanted to show how annoyed he felt on the behavior of Mr. Plummer’s children who have cooperated to tease Shane. Zoe and Seth are cooperated to tease Shane by throw away the tracking device which is set up by Shane to keep them saved. Shane detected where the tracking device throw in because he thinks that one of Mr. Plummer’s children trapped in danger. Then he
comes home with much of dirt smearing his body. Everyone gasps then covers their noses. The key indicates the tone is annoyed. The instrument is orally and delivered in informal way. The norm is described that children tend to underestimate the serious thing without thinking about the risks. The genre is expressive.
Data 19
Time: 00:43:02 – 00:44:23
Zoe : Thanks a lot, Lt. Loser! Now I'm gonna be the school joke. I don't know what I'll say to my friends.
Shane : (19.1) You call those people your friends? They have no respect for you. They have no respect for your home. You have no respect for yourself!
Zoe : I do, too, respect myself!
Shane : (19.2) Company downstairs. That means you too (pointed Seth and Lulu). Zoe : You're not my dad. In case you haven't noticed, this family is going through a really hard time and you're just making everything a lot worse. You have no feelings. We hate you and you hate us. So why don't you just leave us alone?
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Language Function:
From the dialogue above, an underlined of Shane’s utterances is refers to the use of expressive function of language. In this case, Shane felt surprised of Zoe’s statement that stated people who joined in the party as her best friends. However, Shane expressed his personal opinion that all of people who joined in the party is not supposed to be called as friends because they just make a riot in Zoe’s home. Shane
also argued that Zoe is not much different with her friend because she has allowed them to riot up her home. Zoe gives verbal response by answer Shane’s statement. These explanations clarified that Shane’s utterances are expressive function because
he used language in order to express his personal feeling and opinion toward the hearer.
Context:
The participants of the conversation are Zoe, Shane, Seth and Lulu. The setting is in the upstairs of Mr. Plummer’s house especially in the hallway, at night.
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Data 30
Time: 00:56:27 – 00:56:45
Shane : (30.1) Whoa! Whoa! Not bad. Lulu : Land! Solid land!
Shane : (30.1) I think it went well. Zoe : Oh, it's so dramatic. Language Function:
From the conversation above, it can be known that Shane used expressive function in both two utterances produced on the dialogue. In this scene, Shane commented to Zoe about how she had been driving the car. By said “Whoa! Whoa! Not bad.” Shane revealed that Zoe is already slightly capable of drive a car.
Secondly, Shane delivered his opinion by said, “I think it went well.” when he saw Lulu and Seth’s condition, which they looked sick when dropped from a car driven
by Zoe. Shane stated that nothing serious had happened and they will be fine. By these explanation, it is obvious that Shane carried out expressive function since he used language in order to express his personal feeling and opinion.
Context:
The participants are Shane, Lulu and Zoe. The conversation happened in the
school of Mr. Plummer’s children especially in the parking lot, at morning. Shane
was dropped Mr. Plummer’s children go to school by having the eldest one to drive
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appreciated the way of Zoe drive the car. The key indicates the tone is praise. The instrument of the speech is orally and informal. The genre is expressive.
4.1.1.2 Directive Functions
Directive shows the condition of the speakers who want to request some actions from the hearer. According to Holmes (2013:275), directive function refers to utterances attempt to get someone to do something. Shane’s utterances that included in directive function of language are presented below:
Data 4
Time: 00:15:45 -00:16:02
Peter : What are you doing?
Shane :(4.1)You're burning daylight! Move! Peter : It's Sunday. And it's 6am! You're insane!
Language Function:
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Context:
The participants of the dialogue above are Shane and Seth. The dialogue happens in upstairs of Mr. Plummer’s house, especially in Seth’s bedroom, at the
morning. The end is Shane wanted Seth to awaken up at the morning. The act sequence is Shane awakened up the kids by blowing the whistle. Shane enters Seth’s room and blow up the whistle louder. Seth got angry and pulls the blanket over his head, but Shane flips the mattress over spilling Seth to the floor. The key indicates that Shane equalize the way to awakened up the kids as a navy in order to make the kids discipline. The norm is wake up in the morning and being sunbathed is good for health. The genre of Shane utterance is directive.
Datum 25
Time: 00:48:56 - 00:49:11
Shane : (25.1) Red One!
Zoe : (Rushed forward Shane)
Shane : (25.2) Zoe! You're in charge. Anyone gets within keep all doors sealed, do your homework, preheat the oven and don't let Lulu in the cookie jar.
Zoe : (Staring at Shane with her head makes “a confused” gesture)
Language Function:
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during he is not be in the Mr. Plummer’s house. Look at the explanation above, it is
clear that Shane used directive functions of language in order to get Zoe followed his instructions.
Context:
The participants of the conversation above are Shane as the speaker and Zoe as the hearer. The conversation was occurred in upstairs of Mr. Plummer’s house precisely in front of the children’s room. The purpose is Shane wants Zoe to obey on
what he has been commanded to her. The act sequence begins when Shane found out Seth who had escaped from his room, then he suddenly called Zoe and out of Seth’s room. Shane told Zoe about some tasks that she should handle off. The key indicates the tone of the speech is high and wise. The instrument is orally and delivered in informal way. The norm revealed that the eldest child should have a responsibility to lead and protect the younger child. The genre of the speech is directive.
Data 29
Time: 00:55:48 – 00:56:24
Shane : (29.1) Zoe. Uh! Today you drive. Zoe : But I can't even pass Driver's Ed. Shane : (29.2) Exactly.
Seth : We're all gonna die.
Zoe : Have you ever given a driving lesson before?
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Seth : Zoe, what are you doing? What are? Slow down! Lulu : Truck!
Language Function:
On the data above, Shane produces four utterances. On 29.1 and 29.4, Shane carried out directive functions of language in his utterances. It is because Shane gives command to the kids to follow his instructions. In this case, Shane uses directive functions in the form of declarative statement in order to asked Zoe to drive the car go towards the school. However, Zoe feels surprised on what Shane instructed to her and tries to refuse it. On the other hand, Shane convinced Zoe by instructed her to consider herself as driving Bradley Assault Vehicle in order to help Zoe decrease her nervousness.
Context:
There are six participants in the conversation above, in which Shane, Zoe, Seth and Lulu become active participants instead Peter and Tyler become passive participants. The conversation is happened in the car, more precisely along the way to
the children’s school, at morning. The purpose of the conversation is Shane wants
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Data 31
Time: 00:57:00 - 00:57:08
Shane : (31.1) Peter, careful! (31.2) Don't make me come up there! Peter : (He ignores Shane and keeps going play at slide game)
Language Function:
Based on data 31 above, Shane produces two utterances in which they are refers to the use of directive function. It is because he requests an action from Peter. In this case, Shane gives a command to Peter in order to follow his instructions. Shane asks Peter to be careful when he is playing at slide game. It shows by Shane utterance that used imperative statements with adding exclamation as “Peter, careful! Don't make me come up there!” In fact, Peter gives non-verbal response to Shane by
ignored him and keeps playing at slide’s game.
Context:
On the conversation above, the participants are Shane who has becomes an addressor and Tyler as an addressee. The conversation took place in the playground
of the kids’ school at break time. The end of the speech is Shane does not want
something bad happened to Peter. It is begin when Shane and principal are being talked about positive changes in the behavior of Mr. Plummer’s children. In the
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speech is delivered orally and in informal way. The norm revealed that children tend to ignore their safety when they are infatuated to play. The genre is directive.
4.1.1.3 Referential Functions
Referential shows the condition of the speakers who want to share their knowledge or news toward the hearer. As cited by Holmes (2013:275), referential functions refer to utterances attempt to provide information. The analysis of
referential functions found in Shane’s utterances can be seen below:
Data 7
Time: 00: 19:07 – 00:19:30
Lulu : Somebody help me, please! Help me, somebody! Stop it, Peter! This is nuts! Shane : (7.1) Peter, cut this out. (7.2) Hey, good soldiers aren't scared of anything. Lulu : I'm not scared. I'm annoyed. Ever since he heard Daddy say there was a
ghost in the house, he puts on that blanket and chases me everywhere. It drives me crazy.
Language Function:
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By all of these, it is obvious that Shane’s underlined utterance is referential since the speaker of the utterance’s purpose to give information or tell something to the hearer.
Context:
There are three participants in the conversation above. They are Shane, Lulu and Peter. The setting of the conversation is in the upstairs hallway of the Mrs. Plummer’s house especially in Lulu’s room, at the morning. The end of the
conversation is Shane wanted to calm the condition by stop Peter’s behavior, who was scaring Lulu. The act sequence is Shane does one-handed push-ups in the living room and suddenly he hears Lulu screams out loudly. He rushes into Lulu’s room and
found that Peter pretends to be a ghost by covering his face with white blanket and scaring Lulu. The Key is Shane wisely informs to Lulu to do not scare with anything. The instrument indicates that the speech is delivered informally. The genres of Shane’s utterance is referential.
Data 12
Time: 00:25:05 – 00:26:14
Shane : (Answers phone) Plummer residence. Yes, I know it's Monday today. No, Mrs. Plummer's away. Yes, we'll be right there.
Zoe : Who was that?
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Language Function:
Based on the dialogue above, it can be seen that Shane’s underlined utterance
conveyed referential function of language. It is because Shane attempted utterances to provide information to the hearer. In this case, Shane produces declarative sentences as “Your vice principal. He said that if you and Seth are late again, you're both suspended. He wants to see you in his office right away.” in order to tell the children
that he has been getting calls from their vice-principal. Then, he told Mr. Plummer’s children especially Zoe and Seth about what was delivered by the vice principal on the phone. Shane explained to them that their vice principal had given stern warning to them if they came late to school again. Besides, the vice principal wanted to meet them soon.
Context:
The participants of the conversation are Shane, Lulu, Tyler, and Zoe. The dialogue occurred in Mrs. Plummer’s house especially in the dining room, at the
morning. The end is delivered of what has been said by the vice principal on the phone. The chronological order is Shane has been preparing food on the table and call
Mr. Plummer’s children to immediately come to the dinning room and having a
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rules provided by the school, so that they should get reprimand from the school principal. The genre is referential.
Data 21
Time: 00:45:43 – 00:45:59
Shane : (21.1) Kids, it's safe!
Seth : Who was that? What'd they want? Zoe : What happened?
Lulu : Please don't leave us Shane! Seth : What do they want?
Shane : (21.2) They were after the program that your father invented. They were after this.
Language Function:
From the conversation above, Shane produces two utterances that refer to referential function of language. It is because Shane wants to inform and explain something to the kids. In the first, Shane produces declarative sentences as “Kids, it's safe!” in order to informs the children that the situation outside the room is secure
because the intruders have gone, so that they can out of the bedroom. In the second utterance, Shane gives answer of the kid’s questions about the intruders. He tells to
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Context:
The participants of the conversation are Shane, Seth, Zoe and Lulu. The conversation occurs in upstairs of Mr. Plummer’s house especially in the hallway, at
night. The purpose is to tell the children about the situation and the reason of the intruders come in home. The act sequence begins when Shane successes to fight the intruders and repel them go out of home. Then he tells to the children that it was safe to go out of the bedroom. The key indicates that the feeling of the speaker is relieved. The instrument is orally and informal. The genre is referential.
Data 36
Time: 01:12:11 – 01:12:30
Shane : (36.1) The good news is, once I give this to my C.O., whoever's been bothering you ain't gonna be.
Zoe : Really?
Shane : (36.2) What's wrong Lulu? (36.3) Your mother's coming home. You should be happy.
Lulu : But, Shane, doesn't that mean you have to go?
Shane : (36.4) You guys should get ready. (36.5) Your mother will be home soon.
Language Function:
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Shane told to the kids that their mother will be immediately comes home so they have to prepare themselves.
Context:
From the conversation above, it shows the active participants are Shane, Zoe and Lulu, instead Seth, Peter and Tyler are the passive. The conversation occurs in the Mr. Plummer’s house especially in the family room at the morning. The purpose
is Shane wants the kids to do not worry anymore because after he gives the CD to his superior, they will be saved. The act sequence is Shane and the Plummer’s kids are
gathering in the family’s room. The kids are carefully listen on what Shane has talk
about. The key shows the tone of the speech is happy and hopeful. The instrument indicates the speech is deliver informally way. The genre is referential.
4.1.1.4 Metalinguistic Functions
Metalinguistic reveals the condition in which the speakers want to clarify or correct the use of language itself. As cited by Holmes (2013:275) that metalinguistic function of language refers to utterances attempt to comment on language itself. The following are Shane’s utterances that included in expressive function of language:
Data 11
Time: 00:24:03 - 00:24:53
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Shane : Yes.
Lulu : Did you ever punch someone so hard that their head came off? Shane : No.
Lulu : Why are your boobs so big? Shane : (11.2) They're not boobs.
Lulu : Do you have to wear a bra? Will my boobs get as big as yours someday? Shane : (11.3) You know, little girl, I think it's time you went nappy-poo in
beddy-bye land.
Lulu : Do I look like I'm five to you? Shane : (11.4) What did I say?
Lulu : Disrespectful. And to think I was interested in you! Language Function:
From the dialogue above, Shane produced some utterances contained the characteristics of language function. On the underlined one, Shane carried out metalinguistic function of language in his utterance. In this scene, Shane supposed Lulu went to sleep through declarative statement “You know, little girl, I think it's time you went nappy-poo in beddy-bye land.” Instead, Lulu felt offended on language style used by Shane, which it is impressed that Shane considered Lulu as children at five years old. Then, Shane rechecked on the language he used by said “What did I say?” and his expression shown that nothing wrong with his language style since he
regarded Lulu is a little girl. Overall, it is obvious that Shane’s utterance is metalinguistic function since he used language to comment on the language he used.
Context:
The participants in the dialogue are Lulu as the questioner and Shane as responder. The dialogue occurs in Mrs. Plummer’s house especially in the hallway, at
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chronological is Shane out of the baby’s room and meet Lulu in the hallway. Then, they discuss such in a pair. The key indicates the tone of speech is annoyed. The instrument is orally and intimate. The norm is a kid tend to be someone who has a big curious when they does not get the information or answer about their curiosity yet.
Shane : (39.3) What are you talking about? (39.4) We still have one more mission. Language Function:
Based on the conversation above, Shane produced some utterances that carried out the function of language. On underlined utterance, Shane used metalinguistic function of language. It is because Shane used language in order to comment on the use of language itself. In this scene, Shane produced utterance “What are you talking about?”in order to confirmed Lulu’s statement about her anxiety that
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obvious that Shane’s underlined utterance is metalinguistic function since he used
language to clarify on the language used by addressor.
Context:
The participants of the conversation above are Shane, Lulu, Tyler, Zoe, Peter and Seth. The conversation took place in front of Mr. Plummer’s house, at daylight.
The purpose of the conversation is Shane wanted Mr. Plummer’s kids realize that they have become greet children. The act sequence began when Shane and all Mr. Plummer’s kids are gathered in front of house. They are stand around Shane to listen
on what he said. The key shows the tone of the speech is sincere. The instrument indicates the speech is delivered in informal way.
4.1.1.5 Phatic Functions
Phatic reveals the condition of how the speakers show their sociability toward the hearer. It also can be known as a function of language that commonly used in everyday interaction includes greetings, complements, gossip, etc. According to Holmes (2013:275), phatic utterances express solidarity and empathy with others. Shane’s utterances that contain of phatic functions can be seen in the analysis below:
Data 17
Time: 00:39:19 - 00:39:40
Shane : (17.1) Lulu, what happened?
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Shane : (16.2) Broke your cookies. Lulu, this is not a toy. (17.3) Forget those boys. (17.4) I am here to protect you, not cookies. Understand?
Lulu : (nod the head affirmatively)
Shane : (17.5) Good, now get in the car. We're all going home. Language Function:
From the conversation above, it can be seen that Shane produced five utterances. On datum 17.1 and 17.4, Shane used phatic functions of language. Firstly, Shane produced utterance “Lulu, what happened?” in order to asked Lulu about what was going on during his absence. Through his utterance, Shane wants to show his anxiety toward Lulu’s condition after the previous incident. In this scene, Lulu gives verbal response by explain to Shane about the incident. Secondly, Shane produced utterance “I am here to protect you, not cookies.Understand?”, in order to supported his affection by shows his attention toward Lulu. From that sentence, Shane stated
that Lulu’s safety is his primary. By all of these, it is clear that Shane’s utterances
contain of phatic function since he used language to show his empathy toward hearer.
Context:
