AN ANALYSIS OF ILLOCUTIONARY ACTS USED BY A
MAIN CHARACTER IN
“
AKEELAH AND THE BEE
”
MOVIE
BY DOUG ATCHISON
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Sarjana Degree of English Department Faculty of Adab and Humanities UIN Sunan Ampel
Surabaya
By:
Nuril Azizah Reg. Number: A03211064
ENGLISH DEPARTEMENT
FACULTY OF ADAB AND HUMANITIES
STATE ISLAMIC UNIVERSITY SUNAN AMPEL
ABSTRACT
Azizah, Nuril. 2015. An Analysis of Illocutionary Acts Used by a Main Character in “Akeelah and the Bee” Movie by Doug Atchison, English Departement, Faculty of Adab and Humanities, State Islamic University Sunan Ampel, Surabaya.
Advisor : Dr. Mohammad. Kurjum, M. Ag.
Key Words : Speech Acts, Illocutionary Acts, “Akeelah and the bee” Movie.
Illocutionary acts is the acts that refers to speaker’s intention in uttering the words. In this research, the writer analyzes illocutionary acts used by the main character “Akeelah and The Bee”, Movie by Doug Atchison. This research focuses on Illocutionary acts. It identifies types and context of illocutionary acts used by Akeelah as the main character to answer the problems of this study: (1) What are types of illocutionary acts appeared on Akeelah’s utterances as the main character of “Akeelah and the Bee” Movie by Doug Atchison? (2) What is the context of illocutionary acts that appeared on Akeelah’s utterences as the main character of “Akeelah and the Bee” Movie by Doug Atchison? The writer takes the types and the context of situation of illocutionary acts as the problem of the study. She uses Searle’s theory (1979) to identify the types of illocutionary acts and theory of context by Hymes (1964) to answer the second of problem statements.
This study is designed with using descriptive qualitative method to analyze the data because it describes and explains illocutionary acts used by Akeelah which describes the types and the context in Akeelah’s utterances. In the data findings present that there are four types of illocutionary acts that is found in this study; directive, assertive, expressive, and commissive. One of them is found mostly is directive in Akeelah’s utterances. The writer also finds the context of illocutionary acts; the participants (speaker/hearer), the setting (place/time), the event and the topic from which appeared on Akeelah’s utterances. In every utterances, there is context.
INTISARI
Azizah, Nuril. 2015. An Analysis of Illocutionary Acts Used by a Main Character in “Akeelah and the Bee” Movie by Doug Atchison, English Departement, Faculty of Adab and Humanities, State Islamic University Sunan Ampel, Surabaya.
Advisor : Dr. Mohammad. Kurjum, M. Ag.
Key Words : Speech Acts, Illocutionary Acts, “Akeelah and the bee” Movie.
Illocutionary acts adalah tindakan yang menunjukkan ke tujuan pembicara di ungkapan kata. Di dalam penelitian ini, penulis menganalisa Illocutionary Acts Used by a Main Character in “Akeelah and the Bee” Movie by Doug Atchison. Penelitian ini mengidentifikasi jenis dan konteks illocutionary acts yang digunakan oleh Akeelah sebagai peran utama untuk menjawab rumusan masalah penelitian ini: (1) apa macam-macam Illocutionary acts yang dimunculkan di ucapan Akeelah sebagai peran utama dari “Akeelah and the Bee” film oleh Dough Atchison? (2) apa konteks dari illocutionary acts yang dimunculkan di ucapan Akeelah sebagai peran utama dari “Akeelah and the Bee” film oleh Dough Atchison? Penulis mengambil macam-macam illocutionary acts dan konteks situasi dari illocutionary acts sebagai rumusan masalah. Dia menggunakan teorinya Searle (1979) untuk mengidentifikasi macam-macam Illocutionary acts dan teori konteks oleh Hymes (1964) untuk menjawab kedua dari rumusan masalah.
Penelitian ini dirancang dengan menggunakan metode deskriptif kualitatif untuk menganalisis data karena menggambarkan dan menjelaskan Illocutionary acts yang digunakan oleh Akeelah yang mana menggambarkan jenis dan konteks didalam ucapan Akeelah. Di dalam data finding ini bahwa ada empat jenis illocutionary acts yang ditemukan dalam penelitian ini; directives, assertives, expressives, and commissives. Salah satunya banyak ditemukan adalah direktif dalam ucapan-ucapan Akeelah ini. Penulis juga menemukan konteks illocutionary acts; peserta (speaker/hearer), pengaturan (tempat/waktu), kejadian dan topik dari illocutionary acts yang dimunculkan oleh Akeelah. Di setiap ucapan ada konteks.
TABLE OF CONTENTS
Inside Cover Page ... i
Inside Title Page ... ii
Declaration page ... iii
Thesis Advisor’s Approval Page ... iv
Thesis Examiners’ Approval Page ... v
Motto ... vi
Dedication Page ... vii
Acknowledgement ... viii
Table of Contents ... x
List of Table ... xv
Abstract ... xvi
Intisari ... xvii
CHAPTER I INTRODUCTION 1.1Background of the Study ... 1
1.2The Problem of the Study ... 5
1.3The Objectives of the Study ... 6
1.4The Scope and Limitation ... 6
1.5 The Significance of the Study ... 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1Theoretical Framework ... 8
2.1.1 The Definition of Pragmatics ... 8
2.1.2 Context ... 9
2.1.3 Speech Acts ... 12
2.1.4 Speech acts Classification ... 14
2.1.5 The Types of Illocutionary acts ... 18
2.2 Review of Previous Study ... 21
CHAPTER III RESEARCH METHODS 3.1Research Design ... 24
3.2Data and Data Sources ... 25
3.3Instruments ... 25
3.4Data Collection ... 25
3.5Data Analysis ... 26
CHAPTER IV FINDINGS AND DISCUSSIONS 4.1Findings ... 28
4.1.1 The types of Illocutionary Acts ... 34
4.1.1.1 Directive ... 34
4.1.1.2 Assertive ... 39
4.1.1.3 Expressive ... 46
4.1.1.4 Commissive ... 49
4.1.2 The Context of Illocutionary Acts ... 52
4.2Discussions ... 67
CHAPTER V CONCLUSION 5.1Conclusion ... 71
REFERENCES ... 75
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the statement of the
problem, objectives of the study, scope and limitation of the study, significance of the study, and the definition of key terms.
1.1 Background of the Study
In understanding of the speaker’s meaning is very important in
communication. When people reads or hears the utterances, they not only try to know the definition of word, but they also wants to understand the meaning
of the writer or speaker conveys. So, it needs about pragmatics. It is supported in Yule (1985:97) that the study of ‘intended speaker meaning’ is
called pragmatics. Based on Paltridge (2006:52) pragmatics is study of
relation between language and context that are grammatical in structure of language. In this case, pragmatics is not only study in grammatical structure
but it also study about the intended meaning of the speaker utterances. The meaning of the speaker utterances are depend on the interpretation of the
hearer. Human uses utterances in a different language and different context. Based on Mey (2001: 06) said that Pragmatics, as the study of the way humans use their language in communication, bases itself on a study of those
premises and determines how they affect and effectualize, human language use. From this explanation, that pragmatics is study of human language based
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Pragmatic study is very important for human communication. Therefore the writer takes speech act and context as the clarifying of her
study. Context helps the readers or hearers to understand what the writers or the speakers say. Without context, the readers or the hearers will get
misunderstanding in their communication. Context can be defined as the topic in the utterances. There are some types of context in linguistics. From some of them, the writer takes context of situation in her study, because it is
suitable to analyze the speech acts. Whereas Speech acts discuss about how language represents an acts. For example, a teacher in a school says “Submit
your works now, please”. This utterance has driven to the students to come to
her/him and do what she/he wants. It support on Yule (1996: 48) that speech acts is the action performed by producing an utterance will consist of three
related acts. Based on Austin (1962) in Paltridge (2006:55) argued that there are three kinds of act which occur with everything we say. These are the
locutionary act, the illocutionary acts, and the perlocutionary act. The locutionary acts refers to the literal meaning of the actual words (such as ‘It’s
hot in here’ referring to the temperature). Then the illocutionary act refers to speaker’s intention in uttering the words (such as a request for someone to
turn on the air conditioning). Perlocutionary act is the effect this utterance has
on the thoughts or actions of the other person (such as someone getting up and turning on the air conditioning). There is any relation between Austin and Searle’s theory of speech act. Searle has improved the speech act theory from
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types in Searle (1979). They are Representatives, Directives, Expressives, Commissives, and Declarations. For example when Akeelah try to hard to
spell the word on the stage. Woman: “Synecdoche.”
Akeelah: “You wanna tell me what that means?”
Woman: “A figure of speech in which a part is used for a whole; an individual for a class; a material for a thing; or the reverse of any of these.”
In this dialogues, Akeelah as the speaker asks to the woman as the
hearer to do something. She requests to the woman as the judge to give her a definition of the word “synecdoche”, because she does not know the
definition. She expresses her utterance to the woman slowly. Then the woman gives the definition to Akeelah.
In this study, the writer uses Searle’s theory (1979) which is
illocutionary of speech acts. The writer focuses on types and context of illocutionary acts. She chooses this theory because she wants to learn deeply
and to know the meaning and the topic of the utterances. The writer proves this theory which is used on a main character’s conversation in a movie. Movie is a medium of education that can demonstrate the human audio visual
so people with such a device would be easier to accept education. The situation can be seen in a movie. Movie is also one of the tools used to deliver
the events. Most of the movie adapted from real story in the world and the other adapted from books or novel. According to Hornby (1995: 434) in Nafik’s thesis (2011: 25) states that a movie or film is a story recorded as a
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is the result of human creation, it is the reflection of the perception of the society. We can take the intrinsic factor from this movie like characterization
(protagonist and antagonist), setting, plot, theme, point of view, and etc. From many other movies, the writer chooses “Akeelah and the Bee”
movie to be analyzed. The main character of this movie is Akeelah. This movie is one film that contains a lot of educational value for audience among the many films that contain lots of violence, pornography or others. From the
movie can be seen that Akeeelah Anderson (Keke Palmer), a talented speller from South Los Angeles. She wins the spelling bee. This movie gives her
message as hard work, love, honest, and good speech acts. Purwanti (2012) also concluded the moral value for this movie in her thesis that the moral values from this movie are: love and affection, sacrifice, optimism, kind and
friendly and honesty. So it can be motivation for the readers. Then the writer uses this Movie because this Movie has education value. Besides, She wants to find and show the types of illocutionary acts in “Akeelah and the Bee”
Movie, by Doug Atchison.
Illocutionary acts teach us how to put the right words in appropriate
place and appropriate context. The writer applies this theory in Akeelah and the Bee movie that is suitable for this study. The writer also hopes to know
the good act and good saying for getting a knowledge. In order to she gets success in her studying such as the story of the main character (Akeelah) when she faces the obstacles and then success in her study and her future.
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the spelling bee. Because at that time, there are many illocutionary acts types which are appeared in utterances. Therefore the writer has chosen and
determined the appropriate title in her study that is An Analysis of Illocutionary Acts Used by a Main Character in “Akeelah and The Bee”
Movie by Doug Atchison. The writer hopes, this study has the different studies from the previous study. Previously, Isanna A. Muskananfola (2009) in Faculty of Letters Petra Christian University Surabaya. The title is Analysis of illocutionary acts in “Victory Speech” and “Inaugural Speech” of
Barrack Obama. In analyzing “Victory Speech” and Inaugural Speech”, the writer used Austin’s theory of speech Acts, Illocutionary Acts of Searle
(1976).
The second is Liana Salim (2006) in Faculty of Letters Petra Christian
University Surabaya. The title is The Study of Illocutionary Acts in ‘Bed
Cover’ Program of DJ FM Radio presented by Julian. The writer chooses the
theory of illocutionary act types categorizes by Searle (1977). Third is Arini Purwanti (2012) in English of Educational Faculty (STAIN Salatiga). The title of her thesis is Moral Values of “Akeelah and the Bee” Movie. In this study, the writer chose the “Akeelah and the Bee” movie, in this movie is chosen to be analyzed the important of moral values as a part of our life.
1.2 The problem of the Study
The writer is interested in knowing and learning more about illocutionary in Speech act and the context. So, the writer takes the statement
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1. What are types of illocutionary acts appeared on Akeelah’s utterances as the main character of “Akeelah and the Bee” Movie by Doug Atchison?
2. What is the context of illocutionary acts that appeared on Akeelah’s utterences as the main character of “Akeelah and the Bee” Movie by Doug Atchison?
1.3 The Objectives of the study
The objective of the research are;
1. To identify the types of illocutionary acts appeared on Akeelah’s utterances of “Akeelah and the Bee” Movie by Doug Atchison.
2. To identify the context of illocutionary acts that appeared on Akeelah’s utterences of “Akeelah and the Bee” Movie by Doug Atchison.
1.4 The Scope and Limitation
The data of this study are utterances data. The data focuses on types of
illocutionary acts are appeared in Akeelah’s utterences and the context of situation on Akeelah’s illocutionary of “Akeelah and The Bee” Movie by Doug Atchison. Besides that the writer limits her research in utterance of the
main character only who is Akeelah with analyzing based on Searle (1979). This study is focused on “Akeelah and The Bee” movie which has
good example for students. The movie includes the utterances on the dialogue which speaker communicates with hearer in an event.
The scope of this study is pragmatics analysis. There are many
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are many Akeelah’s utterances that ungrammatical. Therefore the writer
limits her study in order to focus clearly and it did not discuss in other
discussion.
1.5 Significance of the study
The Writer hopes that the result of this study to be useful for the
Students majoring in linguistic. This study can be used as an understanding and interpreting of illocutionary acts and context in pragmatics study. The writer also hopes that this finding can inspire other researcher to observe
more about Illocutionary of Speech Acts and context of situation in other literary work.
1.6 The definition of key terms
1. Illocutionary acts is the acts that refers to speaker’s intention in uttering the words. Such as a request for someone to turn on the air conditioning. For example, a speaker says, “I feel hot in this room”, then, the hearer
will turn on the fan or the AC. It has the implicit meaning of requesting. This phenomenon is often found in our daily life.
2. Context is background or what the speaker and hearer talk about.
3. Spelling Bee is spelling contest in United State which often held in
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework
In this chapter the writer presents the theories that support the topic of her study. She divides into two chapters that are theoretical framework and review of previous study. In the theoretical framework, there is review of
related theories. The writer takes this theories from books and some resources. Thus she relates two theories that are illocutionary acts and context to analyze the Akeelah’s utterances. The writer presents about pragmatics,
context, speech acts, and type of illocutionary acts. They are very important for the writer and can help to solve the statement of problem in her study.
2.1.1 The Definition of Pragmatics
Pragmatics is a study of meaning and language that dependent on the speaker and the addressee based on the context of utterance.
Based on Paltridge (2006:53) pragmatics is the study of meaning in relation to the context in which a person is speaking or writing. This
includes social, situational and textual context. It also includes background knowledge context; that is, what people know about each other and about world. Yule (1996:3) says that pragmatics is the study
of speaker meaning. The explanation above that pragmatics is study what the speaker says and the listener interprets the spreaker’s
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Pragmatics in this study is about speaker’s intention in uttering a speech act and knowing the function of pragmatics. The function of
pragmatics is interpreting the elements in a piece of utterances, it is necessary to know who the speaker and hearer are, the time and place of
the production of the utterances and what the speaker and hearer talking about.
2.1.2 Context
Context is the interpretation of what people means. 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. Based on Paltridge (2006:54) that the linguistic context, in terms of what has been said and what is yet to be said in the discourse, also has an impact on the intended meaning and how
someone may interpret this meaning in spoken and written discourse. From explaining above that context is the result of the hearer or the
reader interprets the utterances based on the background. It is supported by Thomas (1995) in Paltridge (2006:54) that context is produced in
interaction.
In this study, the writer chooses the context of situation to analyze the types of speech acts. Context of situation; 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
10
From that case, the writer can explain that situational context interprets the background knowledge about who, whom, what, when, where, how
in social scene. Therefore it is suitable to analyze speech acts and the writer needs to know the background knowledge of the utterances. Such
as, who is speaking to whom, when, where, and what talking about. Hymes (1964) in Brown and Yule (1983: 38) that sets about specifying the features of context which may be relevant to the identification of a
type of speech event. So, the writer takes theory of Hymes (1964) to analyze them.
Hymes (1974) in Elham, Alireza, and Farhad’s Journal (Vol 2, 2012: 29) also proposed that these speech events have components that should be taken into account to produce a satisfactory description of
any particular speech event. He offers the mnemonic device of SPEAKING grid as a heuristic for the various factors he deems to be relevant. Such factors are ‘setting’, ‘participants’, ‘ends’, ‘act
sequences’, ‘key’, ‘instrumentalities’, and ‘genre’. This set of
components is referred to as the ‘speaking grid’ and its purpose is to
help the analysts to put their analysis in some kinds.
Hymes (1964) states in Brown and Yule (1983:37) 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
11
They are nine features: participant (addressor, addressee, audience) topic, setting, channel, code, message-form, event, key and purpose.
The explanation are;
1. Participant (Addressor, Addressee and Audience)
The adressor is the speaker or writer who produces the utterance. While the addressee is the hearer or reader who is the recipient of the utterance. The last, Audience is presence of overhearers may
contribute to the specification of the speech event. 2. Topic
Topic is what is being talked about. 3. Setting
Setting is terms of where the event is situated in place and time.
4. Channel
Channel is how is contact between the participants in the event being
maintained by speech, writing, signing, smoke signal. 5. Code
Code is what language, or dialect, or style of language is being used.
6. Message-form
Message-form is what form is intended; chat, debate, sermon,
fairy-tale, sonnet, love-letter, etc. 7. Event
Event is the nature of the communicative event within which a genre
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8. Key
Key is which involves evaluation.
9. Purpose
Purpose is what did the participants intended should come about as a
result of communicative event (Brown and Yule, 1983:38).
From this theory, the writer in this study takes some of features. They are the participants, the setting, the event, and the topic to identify
the context. She uses this features, because she wants to know what Akeelah means in her utterances.
2.1.3 Speech Act
The term speech act was coined by Austin (1962) and developed by Searle (1969). Austin and Searle in Paltridge (2006:55) argue that language is used to ‘do things’ other than just refer to truth or falseness
of particular statements. They argue that in the same way that we perform physical acts, we also perform acts using language. That is, we
use language to give orders, to make requests, to give warnings or to give advice; in other words, to do things that go beyond the literal
meaning of what we say. So, Austin and Searle define speech acts as acts is what someone says and what the person intends by what they say.
An important notion in speech act theory is the concept of falicity condition. Austin (1975) in Wardaugh (2006:285) says that a
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does something, and it is not something that in itself is either true or false. Truth and falsity may be claims made about its having been done,
but they cannot be made about the actual doing. Austin pointed out that the ‘circumstances’ mentioned above can be prescribed. He mentions
certain felicity conditions that performatives must meet to be successful.
1. A conventional procedure must exist for doing whatever is to be
done, and that procedure must specify who must say and do what and in what circumstances.
2. All participants must properly execute this procedure and carry it through to completion. Finally,
3. The necessary thoughts, feelings, and intentions must be present in
all parties.
In the speech act, there also contain direct and indirect speech
acts. Indirect speech often intends something that is quite different from the literal meaning of what we say. It is supported in Searle (1979:31) says that indirect speech acts is the problem of how it is possible for the
speaker to say one thing and mean that but also to mean something else. In Searle (1969: chapter 3) shown in Searle (1979: 31) she also says
that,
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condition by means of asserting or questioning one of the other conditions.”
Based on this case, the direct speech act is the speech act presents their function directly. While the indirect speech act presents
their function indirectly. The writer gives the example for the understanding. Direct speech act’s example is “I hereby tell you about
the weather” it means that, someone tells about the weather to the
hearer. In orders the hearers know and believe about the weather at that time. Whereas indirect speech act’s example is “I hereby request of you
that you close the door”. This interpreting is someone requests to hearer
to close the door politely. Based on Yule (1998: 55) that there is a direct
relationship between a structure and a function, we have a direct speech act. Whenever here is an indirect relationship between a structure and a function, we have an indirect speech act. When the utterance is used to
make a statement, it is functioning as a direct speech act. When the utterance is used to make a command/ request, it is functioning an
indirect speech act. In this study the writer provides this theory to support her in interpreting the illocutionary that relates with context on
the utterances.
2.1.4 Speech Act Classification
Paltridge (2006:55) says that Austin argued, there are three kinds of locutionary acts, the illocutionary acts, and the perlocutionary
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i. Locutionary Acts
Locutionary acts refer to the literal meaning of the actual
words. For example: if someone say “This room is too dark”. The appearance of that utterance is locution.
ii. Illocutionary Acts
Illocutionary acts refers to the speaker’s intention in uttering
the words. In fine, illocutionary acts is what the speaker intends to communicate to the addressee. In example before “This room is
dark”. The illocution is the intention of the speaker that he wants
someone to turn the lamp on. Austin (1975) in Wardaugh
(2006:280) divides performatives into five categories:
1) Verdictives, typified by the giving of a verdict, estimate, grade, or appraisal (‘We find the accused guilty’).
2) Exercitives, the exercising of powers, rights, or influences as in appointing, ordering, warning, or advising (‘I pronounce you husband and wife’).
3) Commissives, typified by promising or undertaking, and
committing one to do something by, for example, announcing an intention or espousing a cause (‘I hereby bequeath’).
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5) Expositives, a term used to refer to how one makes utterances fit into an argument or exposition (‘I argue,’ ‘I reply,’ or ‘I
assume’).
Illocutionary acts also need illocutionary force indicating
device to intend direction sentence. Searle (1979:18) said that the illocutionary force indicating device in the sentence operates on the proposional content to indicate among other things the direction of
fit between the proposional content and reality. Based on Yule (1996: 49) Illocutionary force indicating device in is an expression
of the type shown in where there is a slot for a verb that explicitly names the illocutionary act being performed. Such a verb can be called a performative verb (Vp). For example “I [Vp] you that….” In
other IFIDs which can be identified are word order, stress, and intonation, as shown in the different versions of the same basic
elements.
Based on the explanation above, the writer will explain again. Illocutionary force is indicating somethings in the direction sentence
(like; word order, stress, intonation, juncture, punctuation, the verb or performative verbs etc.) that help the hearer to understand clearly
what the speakers saying to classiffy the type of illocutionary acts. For example when Akeelah says to Kiana:
A. Kiana gets that baby out of here.
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C. Does Kiana get that baby out of here? The utterances mean:
a. The illocutionary force in A is Kiana tells that Kiana carry out her baby from that place.
b. The illocutionary force in B seem like A statement but it shows that ordering to Kiana that Kiana must carry out her baby from that place.
c. The illocutionary force in C is looked clearly about question if Kiana gets her baby out of that place.
From the utterances above, we can look from the other devices. They have different illocutionary force which we look from their punctuation, juncture and the intonation. The differences
among those are the juncture and intonation. The first utterance uses fast intonation and there is no juncture but ended by the punctuation
of dot (.). Thus the second utterance uses the slow intonation and there is juncture in the word “Kiana” because there is punctuation of
comma (,) and ended by dot (.). The last utterance uses asking
intonation and it is ended by the punctuation of question mark (?).
iii. Perlocutionary Acts
Perlocutionary acts refer to the effect this utterance has on
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speaker says. For example before, “This room is dark”. The
perlocution is the result that the lamp was on.
2.1.5 The Types of Illocutionary Acts
In Searle(1979: 12) also recasts Austin’s five categories of performative by what he calls their point or purpose:
1. Assertives, the point or purpose of the members of assertive class is to commit the speaker to something’s being the case, to the truth of the expressed proposition. The verbs are; affirm, allege, announce,
believe, boast, complain, conclude, forecast, inform, insist, predict, report, state, and suggest. If there are another verbs that includes to
assertive, it is possible. For example when akeelah studies with Dr. Larabee.
Dr. Larabee : “Ever since you found out there was such a thing as the national spelling bee you've seen yourself holding up that trophy, but if you can't say it, you can't win it. So say it.”
Akeelah : “I want to win.” Dr. Larabee : “Say it louder please.” Akeelah : “I want to win.”
Dr. Larabee : “You want to win what?”
Akeelah : “I want to win the national spelling bee!” Dr. Larabee : “Good. Good.”
The speaker used assertive acts that that she believes that she will
be the winner in spelling bee contest. She makes belief to Dr. Larabee that she can perform the best performance.
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The verbs are; advise, ask, beg, bid, demand, forbid, order, recommend, and request. For example when the teacher said to
akeelah in the class.
The teacher : “How long did you study for this spelling test?” Akeelah : “I didn’t.”
The teacher : “See me after class.”
The teacher’s saying is ordering. The teacher orders to akeelah to
meet her in the office after the class finished.
3. Commissives, illocutionary acts whose point is to commit the speaker to some future course of action. The verbs are; offer,
promise, swear, threat, volunteer and vow. For the example when akeelah said to dr. Larabee.
Akeelah : “Any... more. I promise. I was wondering if you might reconsider coaching me for the state bee. Cause I need a coach. Bad.”
Dr. Larabee : “Badly. You need a coach badly. Come in.” Akeelah utterance has shown that it is ‘promise’ because she uses
word “promise”. She makes clarification about her problem to Dr. Larabee. She hopes that Dr. Larabee believes and wants to be her coach.
4. Expressives, illocutionary point of this class is to express the psychological state specified in the sincerity condition about state of affairs specified in the propositional content. The verbs are;
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when Akeelah and her teachers stand on the stage and Mr. Welch order her to speech.
Mr. Welch : “l'd like to thank you all for coming out today to honor our own Akeelah Anderson!”
Akelah : “Um...thanks...a lot.”
It is directive acts that use verb ‘thank’. The speaker gives thanks to audience especially for her friends that has given support for her. 5. Declarations, it is defining characteristic of this class that the
successful performance of one of its members brings about the correspondence between the propositional content and reality,
successful performance guarantees that the propositional content corresponds to the world. The verbs are; adjourn, appoint, baptize, christen, declare, excommunicate, name, resign and veto. The
writer gives example of this type, when pasture declares the John and Merry get a married in church and in front of the audiences.
Pasture: “I declare, Jhon and Merry is the husband and wife. God blessing you”
It is declarative type, because the pasture declares a truth and holly. His state has changed John and Merry’s status in the world.
The writer just presents the verb of types of illocutionary acts that appear in Searle (1979). In this study, Searle's theory is chosen because it is more clear and practical than Austin’s theory. Austin’s theory is more
difficult to understand and still need a deeper understanding of the categories and also still need more explanation. Therefore Searle has
21
this classification is more specific and detail than other classifications. But, actually Austin and Searle have same presumption that human wants
to reach objectives in using language.
2.2 Review of Previous Study
Previously, there are several researches about illocutionary acts. The
writer has read first is Isanna A. Muskananfola (2009) in Faculty of Letters Petra Christian University university Surabaya. The title is Analysis of illocutionary acts in “Victory Speech” and “Inaugural Speech” of Barrack
Obama. This study was a descriptive qualitative study on illocutionary acts of speeches delivered by Barack Obama, “Victory Speech” and “Inaugural
Speech”. The writer wanted to know the classifications of illocutionary acts
occurring the utterances in the speeches of Barrack Obama, the frequency occurred of each classification in the speeches. In analyzing “Victory Speech”
and Inaugural Speech”, the writer used Austin’s theory of speech Acts,
Illocutionary Acts of Searle (1976). The findings showed that the five
classifications of Illocutionary Acts with different frequencies used in both two speeches. Furthermore, it was revealed that the every classification was occurred in “Victory Speech” and “Inaugural Speech”, they are
Representatives, Directives, Commissives, Expressives and Declarations. Finally, it was discovered that Obama in his speeches used several acts of
each classification to transmit his message to the audiences, mainly in the way to assert the fact, tell his belief, promise some future actions, invite the
22
(2009) with this study are the object, the problems of the study and the result. Muskananfola uses speech (Barack Obama), while this study uses movie
(Akeelah and The Bee). Then the problems of the study, Muskananfola takes the types and frequent of illocutionary acts, while this study takes the types of
illocutionary acts and the context of illocutionary acts. In the result of the study, Muskananfola has found the all of types of illocutionary acts, but in this study has found four of five types of illocutionary acts (directive,
assertive, expressive and declarations).
The second is Liana salim (2006) in Faculty of Letters Petra Christian
University Surabaya. The title is The Study of Illocutionary Acts in ‘Bed
Cover’ Program of DJ FM Radio presented by Julian. Liana wants to analyze the illocutionary act types and most dominant types from presenter’s speech.
The writer chooses the theory of illocutionary act types categorizes by Searle to analyze the illocutionary acts type of the utterance in the data. The
methodology of this study is descriptive approach to analyze the data. The analysis shows that the data have representative (29 of the data (36.7%)), directive (30 of the data (38%)), expressive (24 of the data (24%)), and
commissive (one of the data (1.3%)) types of illocutionary acts, and directive is the most dominant type in the data. The differences of Liana’s study (2006)
with this study are the object, the problems of the study and the research method. Liana (2006) uses program of DJ FM Radio (Julian), while this study uses movie (Akeelah and The Bee). Then the problems of the study, Liana
23
study takes the types of illocutionary acts and the context of illocutionary acts. In the result of the study, Liana (2006) has used directive approach to
analyze her study, while this study uses qualitative approach.
From the thesis above, the writer gets inspiration to her study. She wants to analyze “Akeelah and The bee” movie in linguistics study with using
illocutionary acts theory. In this study, the writer takes theory of Searle (1979). She also chooses the types and the context of illocutionary acts as the
problem of the study to make different from previous study and give useful for the students majoring in linguistic. So the writer in this study analyzes
CHAPTER III
RESEARCH METHODS
This chapter presents the method of the research. They are research design,
data and data sources, research instrument, data collection, and data analysis.
3.1 Research Design
The researcher used qualitative approach to find out the illocutionary
acts used by main character in “Akeelah and the Bee” Movie, by Doug Atchison. The qualitative approach was used because it analyzed the data descriptively based on Searle’s theory of Illocutionary acts of Speech Act
and the context of illocutionary acts. Qualitative research was done by describing the phenomenon that found out in the data, then was continued
with general conclusion. It was concluded from state of Litosseliti (2010:52) that qualitative research is concerned with structures and patterns. It was
designed to help the researcher understands people, social and cultural context which they live. The writer used this approach because she analyzed Akeelah’s utterences as the data source, and the data are words, phrases,
25
3.2 Data and Data Sources
The data sources of this study was taken from movie transcript in
Akeelah and the Bee by Doug Atchison. This movie was published in 2006. This study was focused on types of illocutionary acts used by the main character who was Akeelah in the transcript of movie entitled “Akeelah and the Bee” by Doug Atchison. Meanwhile, the data was the words, utterances,
or sentences produced by Akeelah which reflect five types of illocutionary
acts.
3.3 Instruments
In this study, the writer used herself as the main research instrument.
The research instrument who actively and directly participates in data collection and data analysis. The writer used the references to help in her research. Besides that the writer used laptop as media of obsevation.
3.4 Data Collection
In collecting the data, the writer used these following steps. Firstly, the writer prepared the transcript of the movie. She got the script from her
friend on October 22th, 2014. Then the second, the writer transcribed the movie on October 25th until October 26th, 2014. The third, the writer marked Akeelah’s utterances because she analyzed Akelah’s utterances as the main
26
illocutionary acts by Searle (1979). She underlined the words, phrases, clauses, utterences or expressions by Akeelah. If she did not find words in the
verb of illocutionary acts, she used Illocutionary Force Indicating Device (IFID) which explain that to indicate an illocutionary act was not only verbs
and punctuation words, but also it can by intonation, mode, stress and etc.
The techniques in collecting the data are:
1. Preparing the script from friend.
2. Transcribing the movie. 3. Marking Akeelah’s utterances. 4. Segmenting the dialogue.
5. Filtering the Akeelah’s utterances which contained of illocutionary acts by Searle’s theory.
3.5 Data Analysis
In the data analysis, the writer did some steps to analyze the data. First, the writer identified the data based on the types of illocutionary acts by
Searle (1979). The second, the writer categorized Akeelah’s utterances with using the table of observation sheet to make her easier in classifying types of
illocutionary acts. The third, the writer determined the frequency of the types of Illocutionary act that appeared in Akeelah’s utterances. The fourth, the writer analyzed the types of illocutionary acts used by Searle (1979). And the
27
context based on Hymes (1964). In summary, there were some steps of the
data analysis:
1. Identifying the data based on the types of illocutionary acts by Searle (1979).
2. Categorizing the utterancesby using an observation sheet.
3. Determining the frequency for each types of illocutionary acts. 4. Analyzing each types of illocutionary act based on Searle (1979).
CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter, the writer presents two points. The first point of this
chapter is data findings and the second point is discussions. In the data findings there is table of types of illocutionary acts that is appeared on Akeelah’s
utterances. From the data findings, the writer interprets illocutionary acts and context of illocutionary acts. She analyzes based on illocutionary acts theory that recasted by Searle’s theory (1979) from Austin. There are five; assertives,
directives, commisives, expressives, and declarations. In the last, the writer provides the interpretation of the context based on the features of Hymes (1964) that appeared in Akeelah’s illocutionary acts which are the participant, setting,
event, and topic.
4.1 Data Findings
In this point, the writer provides the table of types of illocutionary acts. In the table contains some examples of Akeelah’s utterances of
illocutionary acts on dialogues. Before, the writer has found many
utterances of illocutionary acts types used by Akeelah as a main character in Akeelah and The Bee movie. So, she takes some the data finding as a
29
Table 4.1 Types of Illocutionary Acts
Freq Types of Illocutionary
Acts
Some Example of Utterances on Dialogue Frag
50 Directive Ask 1. Dr. Larabee : “New words get added to the dictionary every year. Look, I didn't get to the national bee until I was 14 years old. l had no help. I had no
training. I had nothing. By the time I got to the third round, I was out. You have an opportunity to win this thing. Akeelah : “But all we've done for eight months is study words. Why can't we take a break, go to a movie, to a basketball game? Why can't we have fun?”
Dr. Larabee : “l told you, Denise, you can have fun after the bee.”
Akeelah : “Who's Denise?” Dr. Larabee : “What?”
2. Woman : “lt's the suffix that would trip up most people.They would tend to spell it T-l-O-U-S, or C-l-O-U-S.”
Akeelah : “ls it derived from the Latin word argilla, meaning clay?”
Man: “That's correct.”
Akeelah : “A-R-G-l-L-L-A...Can l start over?”
30
practice...or art of of singing in psalms.”
Akeelah : “P-S-A- L-M-O-D-Y, psalmody.”
Man : “That's correct.”
Order 5. Man : “We're down to 11 spellers. The top 10 qualify for the Southern California regional finals. ln the next round…”
( baby crying ) if you miss a word do not leave the stage……as you may have an opportunity to compete for any
remaining places.”
Akeelah : “Kiana, get that baby out of
here.”
18 Assertive Affirm 7. Akeelah’s friend: “everybody say you a brainiac.”
you're my best friend. And you always
tell me l can do things even when l think l can't. But l gotta tell you something. lf you want to be a flight attendant, you first gotta ride on a plane.”
Georgia : “l will someday.”
F-3
F-9
F-26
Believe 10.Dr. Larabee : “Ever since you found out there was such a thing as the national spelling bee you've seen yourself holding up that trophy, but if you can't say it, you can't win it. So say it.”
Akeelah : “I want to win.”
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Dr. Larabee : “Say it louder please.” Akeelah : “I want to win.”
Dr. Larabee : “You want to win what?” Akeelah : “I want to win the national spelling bee!”
Dr. Larabee : “Good. Good.”
Complain 11.Mrs. Anderson : “You don't be taking a bus to Woodland Hills by yourself.” Akeelah : “There's nobody around to take me.”
Mrs. Anderson : “That's 'cause I work.” Akeelah : “That's what you said on the weekend. All the other kids have their parents at the district bee.” Mrs. Anderson : “Maybe the other kids have parents who got more time on their hands. Look, l'm not having another child of mine disappearing at all hours. So if this spelling thing means sneaking off to the suburbs by yourself, I'm calling it all off.
Akeelah : “We can't call it off! I'm going to the regional bee.
F-13
Inform 12.Mrs. Anderson : “What you got there?” Akeelah : “Homework. You know, the
regional bee is coming up soon and l
was wondering if you might want...” Mrs. Anderson : “ls that gonna happen in Beverly Hills too?”
F-17
Predict 13.Mrs. Anderson : “You must want this thing pretty bad because you ain't never lied to me before in your life. So maybe you can tell me what you think a good punishment would be for what you did.” Akeelah : “I guess I gotta miss the bee.” Mrs. Anderson : “ But that don't just punish you.”
F-20
Report 14.Mrs. Anderson : “Akeelah, what's wrong?”
Akeelah : “I don't want to do the bee no more.”
Mrs. Anderson : “You don't want to do
32
the bee? Why not?”
Akeelah : “Dr. Larabee don't want to coach me no more, Georgia don't want to hang out with me and all these people are expecting me to win. And it's just too hard, Mama. l want it all
to stop.”
Mrs. Anderson : “Baby, you worked so.”
Suggest 15.Dr. Larabee : “You should be very well prepared then.”
Akeelah : “You know, Dr. Larabee, when l was a little girl...my daddy died. I used to cry all the time. But then...I found something that helped. Dr. Larabee : “What was that?” Akeelah : “I spelled-- over and over again. And l'd feel better. Maybe when you're thinking of her...you can try
spelling. It might help.”
F-25
12 Expressive Apologize 16.Mrs. Anderson : “You want to tell me what the heck is going on here? Because l never signed a consent form.
Akeelah : “I signed Daddy's name.” Mrs. Anderson : “You did what?! How do you think l felt when Javier's mother calls me to see if l need a ride to USC? I
Pardon 17.Dr. Larabee : “You can leave now.” Akeelah : “Excuse me?”
Dr. Larabee : “I said you can leave.”
F-9
Praise 18.Dr. larabee: “Come in, come in.”
Akeelah : “That's a very pretty lady. ls she your wife?”
F-14
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back up on that stage?”
Mr. Welch : “lf we move very quickly, yes.”
Mrs. Anderson : “Well, l guess you'd better get a move on.” the other kids are hanging out in my room, drinking soda pop and watching movies. We thought maybe he'd like to come over.”
Dylan’s father : “I'm sorry, but tomorrow is the spelling bee.”
F-27
Promise 21.Akeelah : “Any... more. I promise. I was wondering if you might reconsider coaching me for the state bee. Cause I need a coach. Bad.”
Dr. Larabee : “Badly. You need a coach badly. Come in.”
22.Dr. Larabee : “You just sit down and you study them.”
Akeelah : “Dr. Larabee, I swear, I
promise. I won't miss any more sessions
and l'll do whatever you say.You can't stop coaching me now.
Dr. Larabee : “l told Mr. Welch l'd get you through the regionals and l've done that promise. I won't miss any more sessions and l'll do whatever you say.You can't stop coaching me now.
Dr. Larabee : “l told Mr. Welch l'd get you through the regionals and l've done that.”
F-23
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4.1.1 Types of Illocutionary Acts on Akeelah’s Utterances.
In this section, the writer analyzes the data of utterances on dialogue based on the Searle’s theory of illocutionary acts (1979:12)
which are five types in illocutionary acts. The writer finds four types
of illocutionary act types in her analysis. They are directives, assertives, expressives and commissives.
4.1.1.1Directives
Directive acts mostly appear on Akeelah’s utterances as
main character in Akeelah and The Bee Movie. Directive, the illocutionary point of these consists in the fact that they are
attempted by the speaker to get the hearer to do something. The verbs are advise, ask, beg, bid, demand, forbid, order, recommend, and request.
Data 1 in fragment 23
Dr. Larabee : “New words get added to the dictionary every year. Look, I didn't get to the national bee until I was 14 years old. l had no help. I had no training. I had nothing. By the time I got to the third round, I was out. You have an opportunity to win this thing.
Akeelah :“But all we've done for eight months is study words. Why can't we take a break, go to a movie, to a basketball
game? Why can't we have fun?”
Dr. Larabee : “l told you, Denise, you can have fun after the bee.”
35
From this dialogues above, contain three utterances of illocutionary acts. In the first and second utterances are same
on this dialogues, Akeelah feels tired and boring at that time. For a while, she wants to relax and have fun “Why can't we take a break, go to a movie, to a basketball game? Why can't
we have fun?”.Akeelah asks Dr. Larabee’s reason about a
few free time for her. Directive used by Akeelah because she
attempts to Dr. Larabee does something. Akeelah wants Dr. Larabee answers her question. Her directive acts is ‘ask’. She
asks to Dr. Larabee with using “why can’t” in first sentence and question mark (?) in last sentence. Therefore Dr. Larabee answers her question.
Then in the third utterance on this dialogues, Akeelah feels surprised with Dr. Larabee’s statement. He calls her
with name “Denis”. Therefore she is curious with asking “Who's Denise?”. Akeelah asks about Denise. Directive used
by Akeelah because she attempts to Dr. Larabee does
something. Her directive acts is ‘ask’. She asks to Dr. Larabee with using ‘W-question, it is “who is” and there is
36
Data 2 in fragment 28
Woman (ketie) : “lt's the suffix that would trip up most people.They would tend to spell it T-l-O-U-S, or C-l-O-U-S.”
Akeelah : “ls it derived from the Latin word
argilla, meaning clay?”
Man : “That's correct.”
Akeelah : “A-R-G-l-L-L-A...Can l start over?” Woman : “You may. But you cannot change the
letters you've already spelled.” Keelah :“A-R-G-l-L-L-A-C-E-O-U-S,
argillaceous.” Woman : “That's correct.”
In those dialogues, there are two utterances that
includes in illocutionary acts. The first utterances, Akeelah feels confuse and doubt from question that given by judge.
Then she asks to judges “ls it derived from the Latin word argilla, meaning clay?”. She asks just to make sure her
answer is right, therefore she uses directive acts in order to
the judge answers her question and gives next clues of the question. Directive acts used by Akeelah is ‘ask’. She uses ‘yes/no question’ or interrogative sentence (is it) and question
mark (?) to asks it.
In the second utterance, Akeelah finds and knows the right answer, but she tries to answer with her memory. She wants to replay her right answer with asking “A -R-G-l-L-L-A...Can l start over?”. She hopes that she gets permit to
replay her answer, so she uses directive acts to judge do
37
by the judge. Directive acts used is ‘ask’. She uses ‘yes/no question’ or interrogative sentence (Can l) and question mark
(?) in the last sentence. Thus the next samples in directive acts,
Data 3 in fragment 10
Mrs. Anderson : “Hey. Baby, what are you still doing up?
Akeelah : “I've gotta learn more words. You gonna come see me in the district bee this Saturday?”
Mrs. Anderson : “What, is that at your school?”
In the dialogue above, when Akeelah studies to memorize the words, her mother asks and Akeelah answers “I've gotta learn more words. You gonna come see me in the
district bee this Saturday?”Akeelah says like that, in hope
her mother to support her with coming and accompanying
him in the spelling bee, but she is doubt with her mother’s decision. She uses directive actthat is the speaker’s wish for the hearer to do something. Akeelah says “you gonna”
slowly that describes her wish to her mother politely. But her mother cannot accompany her and come in the contest. She
38
Data 4 in fragment 19
Man : “Psalmody.”
Akeelah : “Definition please.”
Man : “Psalmody means the practice...or art of of singing in psalms.”
Akeelah : “P-S-A- L-M-O-D-Y, psalmody.” Man : “That's correct.”
In the dialogue, Akeelah does not know what the word
means, so she says slowly “Definition please”. She wants the judge gives her a definition to make her easily in answering word. She uses directive act that describes her desire for the judge do something. Akeelah’s illocutionary acts is ‘request’
because she wants to know the meaning of the word. There is another example Akeelah’s utterance.
Data 5 in fragment 11
Man : “We're down to 11 spellers. The top 10 qualify for the Southern California regional finals. ln the next round…”( baby crying ) if you miss a word do not leave the stage……as you may have an opportunity to compete for any remaining places.”
Akeelah : “Kiana, get that baby out of here.”
Akeelah says “Kiana, get that baby out of here.”, when the judge announces to the audience while Kiana’s baby
cries. Then Akeelah wants to Kiana’s baby goes out from the
hall. Akeelah uses directive act. Directive act is the speaker’s desire the hearer to do something. The verb used by
39
baby out from the hall in order the baby does not make annoying. Akeelah says loudly and strees the word “get that baby out”. The next another example in Akeelah’s
utterances.
Data 6 in fragment 15
Kiana : “And baby, you should know that you ain't...”
Akeelah : “Here it is, here it is. Stop stop stop stop.” In this dialogue, Akeelah wants to Kiana stops their car
because they have arrived in the Javier house who invites Akeelah in his party. Akeelah says “Here it is, here it is. Stop stopstopstop.”Akeelah uses directive act that use verb
‘order’ because Akeelah orders Kiana to stop their car that pass in front of Javier‘s house. Akeelah replays loudly and
stress the word“Stop stop stop stop.”
4.1.1.2Assertives
Assertives, the point or purpose of the members of assertive class is to commit the speaker to something’s being
the case, to the truth of the expressed proposition. The verbs
40
Data 7 in fragment 3
Akeelah’s friend : “everybody say you a brainiac.” Akeelah : “I ain’t no brainiac.”
From Akeelah utterance, “I ain’t no brainiac.” Akeelah wants to truth state about her. She uses assertive act to make clear her statement. Assertive describes that the
speaker states truth for hearers do something. Akeelah uses
“affirm” because she wants to make clarification about her friends’ saying in order to they do not disturb her with their
saying. Akeelah says loudly with stressing word “ain’t no”. The next example in Akeelah’s utterances.
Data 8 in fragment 9
Dr. Larabee : “Do me a favor, leave the ghetto talk outside, all right?
Akeelah : “ Ghetto talk? I don't talk ghetto.”
In the dialogue above, Akeelah feels shock when Dr. Larabee calls her speech with impolite word because of her
speech style. Then she clarifies with says “I don't talk ghetto.”Akeelah uses assertive in this utterance in order to
Dr. Larabee does not talk her with impolite word. her
assertive includes “affirm” because she wants to clarify that she does not talk ‘getho’ to Dr. Larabee, in order to Dr.
41
Akeelah says loudly. Another example of illocutionary acts in Akeelah’s utterances.
Data 9 in fragment 26
Georgia : “Cause people want to see you do good. I want to see you do good.”
Akeelah : “You know what? Georgia, you're my best
friend. And you always tell me l can do
things even when l think l can't. But l gotta tell you something. lf you want to be a flight attendant, you first gotta ride on a plane.” Georgia : “l will someday.”
In the dialogue above, Akeelah does not want to lose
her best friend because of her business. Then she makes believes with says “Georgia, you're my best friend.”Akeelah uses assertive in this utterance in order to Georgia to
understand her. She does not want Georgia gets misunderstanding. Her assertive includes “affirm” because
she wants to clarify and make belief that her friends is Georgia in order to Georgia believes and forgives her. Akeelah wants that Georgia accompanies her in the National
Spelling bee. Akeelah says loudly with stressing words. Another example of illocutionary acts in Akeelah’s
utterances.
Data 10 in fragment 16
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trophy, but if you can't say it, you can't win it. So say it.”
Akeelah : “I want to win.” Dr. Larabee : “Say it louder please.” Akeelah : “I want to win.”
Dr. Larabee : “You want to win what?”
Akeelah : “I want to win the national spelling
bee!”
Dr. Larabee : “Good. Good.”
In this dialogue, there are three utterances that includes
in assertive because she commits about the truth. Akeelah’s
utterances is included ‘believe’ because she stresses in word “win”. Its mean that she wants to win and she believes that
she will be the winner. She says like that in order to Dr.
Mrs. Anderson : “That's 'cause I work.”
43
In the dialogues above, there are two utterances of Akeelah which they are included in assertive. Assertive is
kinds of illocutionary act that the speaker commits about the truth. They included in assertive, because Akeelah’s
utterances express the real what she feels to her mother. Her
assertives are included in ‘complain’ because she wants her
mother knows how her feeling when she does not get care
from her mother and makes aware her mother about her. She says loudly and stressing words “There's nobody” and “All the other kids have their parents”. In the next dialogues is
example of assertive.
Data 12 in fragment 17
Mrs. Anderson : “What you got there?”
Akeelah : “Homework. You know, the regional
bee is coming up soon and l was
wondering if you might want...”
Mrs. Anderson : “ls that gonna happen in Beverly Hills too?”
When Akeelah goes to home, the mother asks her and
she answers the question. Then she says “……You know, the regional bee is coming up soon…….”, she means that she
gives information to her mother in order to her mother knows about her success in the spelling bee and she wants to her mother accompanies her as her other friends. Therefore she
44
stresses in the words “you know”. The next example of assertive in Akeelah utterances.
Data 13 in fragment 20
Mrs. Anderson : “You must want this thing pretty bad because you ain't never lied to me before in your life. So maybe you can tell me what you think a good punishment would be for what you did.”
Akeelah : “I guess I gotta miss the bee.” Mrs. Anderson : “But that don't just punish you.” From Akeelah utterance above, it shows that assertive
because it commits about truth. This utterances are classified
as ‘predict’ because Akeelah says “I guess…..” She is
confident if she will be the winner of the spelling bee. She
likes that, in order to her mother believes and allows her to continue the contest. Then finally, her mother allows her to
continue the contest. Akeelah says slowly and politely when she says it to her mother. The stressing words is “guess”.
Another example in assertive of Akeelah.
Data 14 in fragment 24
Mrs. Anderson : “Akeelah, what's wrong?”
Akeelah : “I don't want to do the bee no more.” Mrs. Anderson : “You don't want to do the bee? Why
not?”
45
it's just too hard, Mama. l want it all to stop.”
Mrs. Anderson : “Baby, you worked so.”
When Akeelah’s mother asks to Akeelah about her reason, Akeelah answers “Dr. Larabee don't want to coach me no more, Georgia don't want to hang out with me and all
these people are expecting me to win. And it's just too hard,
Mama. l want it all to stop.” She does not want her mother to
order her and continue the spelling bee again. Her utterances
is assertive that classifies as ‘report’ because Akeelah
reports to her mother that Dr. Larabee does not wants to coach her again, while Georgia doesn’t want to hang out with her again. She hopes that her mother knows about her
problem and helps her to solve the problem. Assertive is the speaker commits about truth to the hearer. She says slowly
and she cries. This is another example.
Data 15 in fragment 25
Dr. Larabee : “You should be very well prepared then.”
Akeelah : “You know, Dr. Larabee, when l was a little girl...my daddy died. I used to cry all the time. But then...I found something that helped.
Dr. Larabee : “What was that?”
Akeelah : “I spelled-- over and over again. And l'd feel better. Maybe when you're thinking of her...you can try spelling.lt might
46
Akeelah talks about herself in the past time to Dr. Larabee. She shares her past story to Dr. Larabee. She wants
to help Dr. Larabee because she knows that Dr. Larabee is remembering his past story and says “I spelled-- over and over again. And l'd feel better. Maybe when you're thinking
of her...you can try spelling. lt might help.” Assertive used by Akeelah because she commits about truth to Dr. Larabee.
Her assertive includes ‘suggest’ because she gives suggestion to Dr. Larabee with saying “Maybe and lt might help.” She wants to help and solve the Dr. Larabee’s problem. She says
slowly and politely when talks with Dr. Larabee.
4.1.1.3Expressives
Expressives, illocutionary point of this class is to
express the psychological state specified in the sincerity condition about state of affairs specified in the propositional
content. The verbs are; apologize, appreciate, blame, commiserate, condole, congratulation, pardon, praise, thank
and welcome.
Data 16 in fragment 20
Mrs. Anderson : “You want to tell me what the heck is going on here? Because l never signed a consent form.
Akeelah : “I signed Daddy's name.”
