An Analysis Of Context Of Situation In Oscar Wilde’s Short Story “The Nightingale And The Rose”

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30 CHAPTER III

METHOD OF RESEARCH

3.1 Research Design

The method of research applied is qualitative research method. The focus of qualitative research method is on the designation of meaning, description, clarification, and placement of each of the data context and often described in the form of words rather than numbers. Qualitative research method based on the paradigm of inductive methodological and data provision activities take place simultaneously with the data analysis activities. The steps of data analysis applied in this method are (1) Conceptualization, categorization, and descriptions are developed on the basis of incidences that occur and (2) Theorization that showed linkage relationships among categories is also developed on the basis of the data obtained (Mahsun, 2012: 256-257).

1.2Data and Sources of Data

The data of the study are the utterances in Oscar Wilde’s short story “The Nightingale and the Rose”. The source of the data is obtained from the internet, and it consisted of 38 texts. Writer chose the short story “The Nightingale and the Rose” because this is the only short story by Oscar Wilde with the participants that comprised of humans, animals and plants.

1.3Data Collection Method

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31 1.4Data Analysis Method

The method of analysing data is descriptive method. Descriptive method aims to explain the matters of the problem or a particular object in detail (Suyanto, 2005: XIV).

The steps of analysing data are: 1) Reading the text.

2) Identifying the field, tenor and mode of the text.

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32 CHAPTER IV

ANALYSIS AND FINDING

In this chapter writer analysed the data, which are 38 texts, to find the field, tenor and mode in each paragraphs of the Oscar Wilde’s short story “The Nightingale and the Rose” using the theory of context of situation by Halliday (1978).

4.1Data Analysis

1. "She said that she would dance with me if I brought her red roses," cried the young Student; "but in all my garden there is no red rose."

Field

This paragraph is about the young Student who wanted a red rose to get a dance with a girl, but he did not have a red rose in his garden, because the young Student was talking about a red rose.

Tenor

The participant is the young Student. There was no power, contact and affective involvement because he only interacted with himself.

Mode

The role of language in this paragraph is action, because it is used to describe the thought of the young Student, and the language is written as a monologue. Also, the young Student used formal language, because of the use of the third person (she and her) and active voice.

2. From her nest in the holm-oak tree the Nightingale heard him, and she looked out through the leaves, and wondered.

Field

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33 Tenor

The participant is the Nightingale. There was no power, contact and affective involvement because there was no interaction.

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the Nightingale, and the language is written as on-going action.

3. "No red rose in all my garden!" he cried, and his beautiful eyes filled with tears. "Ah, on what little things does happiness depend! I have read all that the wise men have written, and all the secrets of philosophy are mine, yet for want of a red rose is my life made wretched."

Field

This paragraph is about the young Student who was crying for a red rose, but he did not have a red rose in his garden, because the young Student was talking about a red rose.

Tenor

Mode

The role of language in this paragraph is action, because it is used to describe the thought of the young Student, and the language is written as a monologue. Also, the young Student used formal language, because of the use of active voice.

4. "Here at last is a true lover," said the Nightingale. "Night after night have I sung of him, though I knew him not: night after night have I told his story to the stars, and now I see him. His hair is dark as the hyacinth-blossom, and his lips are red as the rose of his desire; but passion has made his face like pale ivory, and sorrow has set her seal upon his brow."

Field

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34 Tenor

The participant is the Nightingale. There was no power, contact and affective involvement because she only interacted with herself.

Mode

The role of language in this paragraph is reflection, because it is used to describe the experience of the Nightingale, and the language is written as a monologue. Also, the Nightingale used formal language, because of the use of the third person (him, his and her) and active voice.

5. "The Prince gives a ball to-morrow night," murmured the young Student, "and my love will be of the company. If I bring her a red rose she will dance with me till dawn. If I bring her a red rose, I shall hold her in my arms, and she will lean her head upon my shoulder, and her hand will be clasped in mine. But there is no red rose in my garden, so I shall sit lonely, and she will pass me by. She will have no heed of me, and my heart will break."

Field

This paragraph is about the young Student who was talking about a ball tomorrow night, but he did not have a red rose to give to a girl to get a dance with her, because the young Student was talking about a ball tomorrow night and about a red rose.

Tenor

Mode

The role of language in this paragraph is action, because it is used to describe the thought of the young Student, and the language is written as a monologue. Also, the young Student used formal language, because of the use of the third person (her and she) and active voice.

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35 Field

This paragraph is about the Nightingale’s thought about true lover, because the Nightingale was talking about true lover.

Tenor

The participant is the Nightingale. There was no power, contact and affective involvement because she only interacted with herself.

Mode

The role of language in this paragraph is reflection, because it is used to describe the experience of the Nightingale, and the language is written as a monologue. Also, the Nightingale used formal language, because of the use of the third person (he and him) and active voice.

7. "The musicians will sit in their gallery," said the young Student, "and play upon their stringed instruments, and my love will dance to the sound of the harp and the violin. She will dance so lightly that her feet will not touch the floor, and the courtiers in their gay dresses will throng round her. But with me she will not dance, for I have no red rose to give her"; and he flung himself down on the grass, and buried his face in his hands, and wept.

Field

This paragraph is about the young Student imagining about what will happen in the dance if he did not have a red rose, because the young student was talking about the musicians and red rose.

Tenor

Mode

The role of language in this paragraph is action, because it is used to describe the thought of the young Student, and the language is written as a monologue. Also, the young Student used formal language, because of the use of the third person (she and her) and active voice.

8. "Why is he weeping?" asked a little Green Lizard, as he ran past him with his tail in the air.

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36 "Why, indeed?" whispered a Daisy to his neighbour, in a soft, low voice.

"He is weeping for a red rose," said the Nightingale.

"For a red rose?" they cried; "how very ridiculous!" and the little Lizard, who was something of a cynic, laughed outright.

Field

These paragraphs are about why the young Student is weeping, because the dialogues described about the Nightingale answering why the young Student is weeping to her neighbours who were asking about it and the little Green Lizard thought it was ridiculous to weep for a red rose.

Tenor

The participants are a little Green Lizard, Butterfly, Daisy and Nightingale. The participants had equal power, because of their status as neighbours, the contact was infrequent because there were no vocatives in use and the affective involvement was low because the conversation was very brief.

Mode

The role of language in this paragraph is action, because it is used to describe the action of the participants, and the language is written as a dialogue. Also, the participants used formal language, because of the use of the third person (he) and active voice.

9. But the Nightingale understood the secret of the Student's sorrow, and she sat silent in the oak-tree, and thought about the mystery of Love.

Field

This paragraph is about the Nightingale who was thinking about the young Student and the mystery of Love.

Tenor

Mode

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37 10.Suddenly she spread her brown wings for flight, and soared into the air. She passed through the grove like a shadow, and like a shadow she sailed across the garden.

Field

This paragraph is about the Nightingale who soared into the air and sailed across the garden.

Tenor

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the Nightingale, the language is written as on-going action. 11.In the centre of the grass-plot was standing a beautiful Rose-tree, and when she

saw it she flew over to it, and lit upon a spray. Field

This paragraph is about the Nightingale who saw a Rose-tree and flew over to it.

Tenor

Mode

12."Give me a red rose," she cried, "and I will sing you my sweetest song." But the Tree shook its head.

"My roses are white," it answered; "as white as the foam of the sea, and whiter than the snow upon the mountain. But go to my brother who grows round the old sun-dial, and perhaps he will give you what you want."

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38 These paragraphs are about the Nightingale who was asking for a red rose to the White Rose-tree, because the dialogues described about the Nightingale was asking for a red rose.

Tenor

The participants are the Nightingale and the White Rose-tree. The participants had equal power, because of their status as neighbours, the contact was infrequent because there were no vocatives in use and the affective involvement was low because the conversation was very brief.

Mode

13.So the Nightingale flew over to the Rose-tree that was growing round the old sun-dial.

Field

This paragraph is about the Nightingale who flew over to the Rose-tree that was growing round the old sun-dial.

Tenor

Mode

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39 Field

These paragraphs are about the Nightingale who was asking for a red rose to the Yellow Rose-tree, because the dialogues described about the Nightingale was asking for a red rose.

Tenor

The participants are the Nightingale and the Yellow Rose-tree. The participants had equal power, because of their status as neighbours, the contact was infrequent because there were no vocatives in use and the affective involvement was low because the conversation was very brief.

Mode

15.So the Nightingale flew over to the Rose-tree that was growing beneath the Student's window.

Field

This paragraph is about the Nightingale who flew over to the Rose-tree that was growing beneath the Student’s window.

Tenor

Mode

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40 has chilled my veins, and the frost has nipped my buds, and the storm has broken my branches, and I shall have no roses at all this year."

Field

These paragraphs are about the Nightingale who was asking for a red rose to the Red Rose-tree, because the dialogues described about the Nightingale was asking for a red rose.

Tenor

The participants are the Nightingale and the Red Rose-tree. The participants had equal power, because of their status as neighbours, the contact was infrequent because there were no vocatives in use and the affective involvement was low because the conversation was very brief.

Mode

The role of language in this paragraph is action, because it is used to describe the action of the participants, the language is written as a dialogue. Also, the participants used formal language, because of the use of the third person (he) and active voice.

17."One red rose is all I want," cried the Nightingale, "only one red rose! Is there no way by which I can get it?"

"There is away," answered the Tree; "but it is so terrible that I dare not tell it to you."

"Tell it to me," said the Nightingale, "I am not afraid." Field

These paragraphs are about the Nightingale who was asking the Red Rose-tree the way to get a red rose, because the dialogues described about the Nightingale who asked the tree for a red rose.

Tenor

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41 Mode

The role of language in this paragraph is action, because it is used to describe the action of the participants, and the language is written as a dialogue. Also, the participants used formal language, because of the use of active voice. 18."If you want a red rose," said the Tree, "you must build it out of music by

moonlight, and stain it with your own heart's-blood. You must sing to me with your breast against a thorn. All night long you must sing to me, and the thorn must pierce your heart, and your life-blood must flow into my veins, and become mine."

"Death is a great price to pay for a red rose," cried the Nightingale, "and Life is very dear to all. It is pleasant to sit in the green wood, and to watch the Sun in his chariot of gold, and the Moon in her chariot of pearl. Sweet is the scent of the hawthorn, and sweet are the bluebells that hide in the valley, and the heather that blows on the hill. Yet Love is better than Life, and what is the heart of a bird compared to the heart of a man?"

Field

These paragraphs are about the Red Rose-tree who told the Nightingale the way to get a red rose and about the Nightingale who was willing to die to get it, because in the dialogue the tree told the Nightingale how to get a red rose.

Tenor

The participants are the Nightingale and the Red Rose-tree. The participants had equal power, because of their status as neighbours, the contact was infrequent because there were no vocatives in use and the affective involvement was low because the conversation was very brief.

Mode

The role of language in this paragraph is action, because it is used to describe the action of the participants, and the language is written as a dialogue, because there are interactions between the participants. Also, the participants used formal language, because of the use of the third person (his and her) and active voice.

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42 Field

This paragraph is about the Nightingale who soared into the air and swept over the garden and sailed through the grove.

Tenor

Mode

20.The young Student was still lying on the grass, where she had left him, and the tears were not yet dry in his beautiful eyes.

Field

This paragraph is about the Nightingale who was watching the young Student who was lying on the grass with tears.

Tenor

The participants are the Nightingale and the young Student. The participants had unequal power, because of the young Student’s status as human, while the Nightingale is an animal. There was no contact and the affective involvement because there was no interaction between the participants.

Mode

The role of language in this paragraph is action, because it is used to describe the action of the participants, and the language is written as on-going action.

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43 The Student looked up from the grass, and listened, but he could not understand what the Nightingale was saying to him, for he only knew the things that are written down in books.

Field

These paragraphs are about the Nightingale who told the young Student to be happy and be a true lover, because the Nightingale was talking about a red rose she was going to give to him and about love.

Tenor

The participants are the Nightingale and the young Student. There was no power, contact and affective involvement because there was no interaction between the participants.

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the Nightingale and the young Student, and the language is written as a monologue. Also, the participants used formal language, because of the use of the third person (she, he and his) and active voice.

22.But the Oak-tree understood, and felt sad, for he was very fond of the little Nightingale who had built her nest in his branches.

Field

This paragraph is about the Oak-tree who was sad for the Nightingale. Tenor

The participant is the Oak-tree. There was no power, contact and affective involvement because there was no interaction.

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the Oak-tree, and the language is written as on-going action.

23."Sing me one last song," he whispered; "I shall feel very lonely when you are gone."

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44 Field

These paragraphs are about the Oak-tree who was asking the Nightingale to sing, because in this text the Oak-tree asked the Nightingale to sing one last song.

Tenor

The participants are the Oak-tree and the Nightingale. The power was equal because of their status as neighbour, the contact was frequent because she lived in the holm-oak tree and the affective involvement was high because the Oak-tree was very fond of her.

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the Oak-tree and the Nightingale, and the language is written as on-going action. Also, the Oak-tree used formal language, because of the use of active voice.

24.When she had finished her song the Student got up, and pulled a note-book and a lead-pencil out of his pocket.

Field

This paragraph is about the young Student who pulled a note-book and a lead-pencil out of his pocket.

Tenor

The participants are the Nightingale and the young Student. There was no power, contact and affective involvement because there was no interaction.

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the young Student, and the language is written as on-going action.

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45 good." And he went into his room, and lay down on his little pallet-bed, and began to think of his love; and, after a time, he fell asleep.

Field

This paragraph is about the young student’s thought about the Nightingale, because in this text the young Student was talking about the Nightingale.

Tenor

The participant is the young Student. There was no power, contact and affective involvement because the young Student only interacted with himself.

Mode

The role of language in this paragraph is reflection, because it is used to describe the thought of the young Student, and the language is written as a monologue. Also, the young student used formal language, because of the use of the third person (she and her) and active voice.

26.And when the Moon shone in the heavens the Nightingale flew to the Rose-tree, and set her breast against the thorn. All night long she sang with her breast against the thorn, and the cold crystal Moon leaned down and listened. All night long she sang, and the thorn went deeper and deeper into her breast, and her life-blood ebbed away from her.

She sang first of the birth of love in the heart of a boy and a girl. And on the top-most spray of the Rose-tree there blossomed a marvellous rose, petal following petal, as song followed song. Pale was it, at first, as the mist that hangs over the river - pale as the feet of the morning, and silver as the wings of the dawn. As the shadow of a rose in a mirror of silver, as the shadow of a rose in a water-pool, so was the rose that blossomed on the topmost spray of the Tree.

Field

These paragraphs are about the Nightingale who flew to the Red Rose-tree and set her breast against the thorn and sang all night long.

Tenor

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46 Mode

27.But the Tree cried to the Nightingale to press closer against the thorn. "Press closer, little Nightingale," cried the Tree, "or the Day will come before the rose is finished."

So the Nightingale pressed closer against the thorn, and louder and louder grew her song, for she sang of the birth of passion in the soul of a man and a maid. And a delicate flush of pink came into the leaves of the rose, like the flush in the face of the bridegroom when he kisses the lips of the bride. But the thorn had not yet reached her heart, so the rose's heart remained white, for only a Nightingale's heart's-blood can crimson the heart of a rose.

Field

These paragraphs are about the Nightingale who pressed closer against the thorn and sang louder, because in the text the Red Rose-tree told the Nightingale to press closer against the thorn.

Tenor

The participants are the Red Rose-tree and the Nightingale. The power was equal, the contact was infrequent and the affective involvement was low because the conversation was very brief.

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the Red Rose-tree and the Nightingale, and the language is written as on-going action. Also, the Red Rose-tree used formal language, because of the use of the third person (him, his and her) and active voice.

28.And the Tree cried to the Nightingale to press closer against the thorn. "Press closer, little Nightingale," cried the Tree, "or the Day will come before the rose is finished."

So the Nightingale pressed closer against the thorn, and the thorn touched her heart, and a fierce pang of pain shot through her. Bitter, bitter was the pain, and wilder and wilder grew her song, for she sang of the Love that is perfected by Death, of the Love that dies not in the tomb.

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47 Field

These paragraphs are about the Red Rose-tree who told the Nightingale to press closer against the thorn, because in the text the tree told the Nightingale to press closer.

Tenor

The participants are the Red Rose-tree and the Nightingale. The power was equal, the contact was infrequent and the affective involvement was low because the conversation was very brief.

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the Red Rose-tree and the Nightingale, and the language is written as on-going action. Also, the Red Rose-tree used formal language, because of the use of active voice.

29.But the Nightingale's voice grew fainter, and her little wings began to beat, and a film came over her eyes. Fainter and fainter grew her song, and she felt something choking her in her throat.

Field

This paragraph is about the Nightingale whose voice grew fainter. Tenor

Mode

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48 Field

This paragraph is about the Nightingale who gave one last burst of music. Tenor

Mode

31."Look, look!" cried the Tree, "the rose is finished now"; but the Nightingale made no answer, for she was lying dead in the long grass, with the thorn in her heart.

Field

This paragraph is about the Nightingale who died after the rose is finished, because in the text the Red Rose-tree told the Nightingale that the rose is finished.

Tenor

The participant is the Red Rose-tree and the Nightingale. There was no power, contact and affective involvement because there was no interaction.

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the participants, and the language is written as on-going action. Also, the Red Rose-tree used formal language, because of the use of active voice.

32.And at noon the Student opened his window and looked out.

"Why, what a wonderful piece of luck!" he cried; "here is a red rose! I have never seen any rose like it in all my life. It is so beautiful that I am sure it has a long Latin name"; and he leaned down and plucked it.

Field

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49 Tenor

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the young Student, and the language is written as on-going action. Also, the young Student used formal language, because of the use of active voice.

33.Then he put on his hat, and ran up to the Professor's house with the rose in his hand.

Field

This paragraph is about the young Student who was going to the Professor’s house.

Tenor

The participant is the young Student. There was no power, contact and affective involvement because there was no interaction.

Mode

34.The daughter of the Professor was sitting in the doorway winding blue silk on a reel, and her little dog was lying at her feet.

Field

This paragraph is about the daughter of the Professor who was sitting in the doorway with her little dog.

Tenor

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50 Mode

The role of language in this paragraph is action, because it is used to describe the activity of the daughter of the Professor, and the language is written as on-going action.

35."You said that you would dance with me if I brought you a red rose," cried the Student. "Here is the reddest rose in all the world. You will wear it to-night next your heart, and as we dance together it will tell you how I love you." But the girl frowned.

"I am afraid it will not go with my dress," she answered; "and, besides, the Chamberlain's nephew has sent me some real jewels, and everybody knows that jewels cost far more than flowers."

Field

These paragraphs are about the young Student who brought a red rose for the daughter of the professor, because in the text he gave her the red rose..

Tenor

The participants are the young Student and the daughter of the Professor. The participants had unequal power, because of the daughter of the Professor’s status was higher than the young Student, the contact was frequent and the affective involvement was high because the conversation consisted of disagreement.

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the young Student and the daughter of the professor, and the language is written as dialogue. Also, the young Student used formal language, because of the use of active voice.

36."Well, upon my word, you are very ungrateful," said the Student angrily; and he threw the rose into the street, where it fell into the gutter, and a cart-wheel went over it

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51 Field

These paragraphs are about the young Student who called the daughter of the Professor ungrateful.

Tenor

The participants are the young Student and the daughter of the Professor. The participants had unequal power, because of the daughter of the Professor’s status was higher than the young Student, the contact was frequent and the affective involvement was high because the conversation consisted of disagreement.

Mode

The role of language in this paragraph is action, because it is used to describe the action of the participants, and the language is written as a dialogue. Also, the participants used formal language, because of the use of active voice. 37."What I a silly thing Love is," said the Student as he walked away. "It is not

half as useful as Logic, for it does not prove anything, and it is always telling one of things that are not going to happen, and making one believe things that are not true. In fact, it is quite unpractical, and, as in this age to be practical is everything, I shall go back to Philosophy and study Metaphysics."

Field

This paragraph is about the young Student’s though about Love, because in the text the Student said about what a silly thing Love is.

Tenor

Mode

The role of language in this paragraph is action, because it is used to describe the activity of the young Student, and the language is written as a monologue. Also, the young Student used formal language, because of the use of active voice.

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52 Field

This paragraph is about the young Student who returned to his room to read.

Tenor

The participant is the young Student. There was no power, contact and affective involvement because there was no interaction.

Mode

4.2Findings and Discussion

Table 4.1. Context of Situation in Oscar Wilde’s short story “The Nightingale and the Rose”.

Context of Situation Text

Field

Red rose

Young Student

(33) Professor’s

House

1, 3, 32, 33, 37 and 38 (37) Love

(38) Read a Great Dusty

Book

A Ball Tomorrow Night 5 and 7

Daughter of the Professor 34, 35 and 36

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53 Student (24)

Note-book and a Lead-pencil

25

True

Lover (21) Red Rose 4, 6 and 21

Mystery of Love 9

Soaring into the Air 10 and 19

Rose-tree

(12, 14, 16, 17, 18 and 31)

Red Rose

11, 12, 13, 14, 15, 16, 17, 18

and 31

Oak-tree (23) Sing One

Last Song 22 and 23

Sing All Night Long

(27, 28) Press closer against

the Thorn

26, 27, 28, 29 and 30 (29) Voice

grew Fainter (30) One Last burst of Music

Tenor Power Equal (8) Nightingale -

little Green Lizard,

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54 Butterfly and Daisy and 28

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56 36

On-going action

2, 9, 10, 11, 13, 15, 19, 20, 22, 23, 24, 26, 27, 28, 29, 30, 31, 32, 33, 34 and

38

1. Field

The Oscar Wilde’s short story “The Nightingale and the Rose” is about a Nightingale who sacrificed her life to give a young student a red rose, to give to a daughter of a professor to get a dance in a ball. The story happened in the young Student’s garden at winter.

The main fields (topics) are Red Rose and Nightingale, according to the title of the short story. The field Red Rose is supported with three sub-fields, they are Young Student, A Ball Tomorrow Night and Daughter of the Professor. While, the field Nightingale is supported with seven sub-fields, they are Young Student, True Lover, Mystery of Love, Soaring into the Air, Rose-tree, Oak-tree and Sing All Night Long. We can see this in the table, for example, the main field of texts 1, 3, 32, 33, 37 and 38 is red rose, and the sub-field is young student, then with the sub-sub-fields for texts 33, 37 and 38 are Professor’s house, Love and Read a Great Dusty Book respectively.

The story started when the young Student was weeping for a red rose to give to a girl to get a dance in tomorrow night ball. He was heard by the Nightingale from her nest in the holm-oak tree. Touched by the young Student’s sadness, the Nightingale sailed across the garden to look for a red rose.

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Rose-57 tree who grew beneath the young Student’s window. The Red Rose-tree also couldn’t give the Nightingale a red rose, because the winter chilled its veins, the frost nipped its buds, and the storm broke its branches, so it did not have any red roses. But, it told the Nightingale there is a way to get a red rose at a cost of her life, and the Nightingale agreed to do it.

At the end of the story, all night long when the moon shone, the Nightingale sang with her breast against a thorn that went deeper and deeper into her breast, and her life-blood ebbed away from her. At dawn the red rose finished blossoming and the Nightingale lied dead in the long grass with the thorn in her heart. Then, at noon the young Student found the red rose and gave it to the daughter of the Professor, but he was rejected. The young Student angrily threw the rose into the street, where it fell into the gutter and a cart-wheel went over it. The young Student decided that Love is a silly thing and not as useful as logic, and went back home to study Philosophy and Metaphysics.

2. Tenor

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58 reciprocal, where contact is frequent we often use nicknames, where affective involvement is high, we use diminutive forms of names and terms of endearment.

In text 20, the participants are the Nightingale and the young Student. They were neighbours because the Nightingale lived in the young Student’s garden, but they had unequal power, because according to Burr (1995) in Croney’s journal, human are superior than animal. They were no contact between them, except when the Nightingale heard the young student weeping and when the young Student heard the Nightingale singing. There was no affective involvement because there was no interaction between them. In text 23, the participants are the Oak-tree and the Nightingale. They had frequent contact because the Nightingale lived in the holm-oak tree. The affective involvement was high because the Oak-tree was very fond of the Nightingale.

In texts 35 and 36, the participants are the young Student and the daughter of the Professor. They had unequal power, because as the professor’s daughter, her status was higher than the young Student, the contact was frequent and the affective involvement was high, because according to Eggins (1994: 65-66), where contact and affect are high, the conversation is likely to be characterized by controversy and disagreement.

3. Mode

The role of language in the text is both action and reflection. It is written as monologues, dialogues and on-going actions. In texts 4, 6 and 25, the language is used as reflection, because according to Eggins (1994: 54), where language is in fact creating, and therefore constituting, the social process, language is being used to reflect on experience, rather than enact it, while in texts 1, 2, 3, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37 and 38, the language is used as action, because according to Eggins (1994: 54), where language is being use to accompany the activity interactants are involved in, we can describe the role of language here as almost kind of action.

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60 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

After analysing the context of situation in Oscar Wilde’s short story “The Nightingale and the Rose”, the writer concludes that to understand the story we will have to find the context of situation in each texts, because each texts has different field, tenor and mode. We also have to pay attention to the language use by the participants, whether it was a spoken or written language, and whether it was formal or informal language. The context of situation in 38 texts of Oscar Wilde’s Short Story “The Nightingale and the Rose” are as the following.

a. The main fields (topics) are Red Rose and Nightingale, according to the title of the short story. The field Red Rose is supported with three sub-fields, they are Young Student, A Ball Tomorrow Night and Daughter of the Professor. While, the field Nightingale is supported with seven sub-fields, they are Young Student, True Lover, Mystery of Love, Soaring into the Air, Rose-tree, Oak-tree and Sing All Night Long.

b. There are ten tenors (participants), they are the Young Student, Nightingale, Little Green Lizard, Daisy, White tree, Yellow Rose-tree, Red Rose-Rose-tree, Oak-tree and Daughter of the Professor.

1) The power between the Nightingale with little Green Lizard, Butterfly and Daisy; the Nightingale with White Rose-tree; the Nightingale with Yellow Rose-tree; the Nightingale with Red Rose-tree and the Nightingale with Oak-tree were equal, while the power between the Nightingale with Young Student and the Young Student with Daughter of the Professor were Unequal.

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61 the Nightingale with White Rose-tree; the Nightingale with Yellow Rose-tree; the Nightingale with Red Rose-tree were infrequent.

3) The affective involvement between the Nightingale with little Green Lizard, Butterfly and Daisy; the Nightingale with White Rose-tree; the Nightingale with Yellow Rose-tree; the Nightingale with Red Rose-tree were low, while the affective involvement between the Nightingale with Oak-tree and the Young Student with Daughter of the Professor were high.

c. The roles of language were reflection and action, and the language was written as monologues, dialogues and on-going action.

5.2 Suggestion

In the end of this thesis, writer hopes that this paper will help the readers understand about the context of situation better and know how to find them in the text. The writer realizes that this thesis has many weaknesses, for that the writer hopes in the future we will have more references in studying about context of situation.