THE ANALYSIS OF DIRECTIVE SPEECH ACTUSED BY THE MAIN CHARACTERS IN FILM ENTITLED INCEPTION AND ITS
APPLICATION IN TEACHING SPEAKING OF SENIOR HIGH SCHOOL
English Education Program
Faculty of Teacher Training and Education Muhammadiyah University of Purworejo
Afan Dwi Parda
afangreat@yahoo.co.idABSTRACT
The aims of this research are to identify the types of directive speech acts used by the main character in Inception film and to describe its application in teaching speaking in Senior High School. This research employs descriptive qualitative research. Qualitative research is used to emphasize on describing the phenomenon in its content by interpreting the data. Objects of this research are types of directive speech acts which consist of ordering, commanding, requesting, questioning, suggesting, forbidding and inviting used by the main character of the film. The steps of the data analysis are as follows: 1) Observing the directive speech acts used in Inception film comprehensively, 2) Taking a note to any words, phrases, clauses, and sentences that contain the speech act of directive, 3) Identifying and selecting the data based on the types of directive speech acts, 4) Making percentage of the finding of the types of directive speech acts, and 5) Making conclusion based on the data analyzed.The result shows that there are 130 utterances contain directive speech acts in the film.
Moreover, the application of the types of directive speech acts can be applied in XII grade of Senior High School on learning material of Expressing Gratitude.
Key words: Pragmatic, Analysis, Speech Act, Directive, Main Characters, Inception, Film.
Introduction
English as an international language has important role in our life and it is a determinant key of success in learning of all subject lessons. In order to get perfect competency in using language, the four skills must be mastered. In addition, if one of them ignored, it will influence other skills because all of those skills are related each other.
As a result, the goal of language’s competences cannot go fluently.
English is used in spoken and written communication form in a language.
Fromkin (2003:5) states that knowing a language is also to know that certain sound sequences signify certain concepts or meaning. A complete definition of communication competence is contextual ability including comprehension ability and producing spoken or written texts.
They are applied in language competences including listening, speaking, reading and writing.
In English learning, there are many skills which should be mastered by students. The skills are reading, writing, listening, and speaking. According to the researcher, the skill which is most difficult to be mastered is speaking. In speaking, the students must be confident to practice their speaking ability in front of others. In the classroom, the teacher always speaks to their students. However, most of students do not do their speaking well, they are always afraid to start their speaking.
Richards (2008:19) defines that the mastery of speaking skills in English is a priority for many second-language or foreign-language learners. In fact, the researcher can conclude that speaking is very important to communication, express of feeling, opinion, and socialization.
Review of Related Literature
According to Brown (2003:140), speaking is a productive skill that can be directly and empirically observed. Therefore, in language learning, the students, they should master four English skills those are speaking, reading, writing, and listening. Pragmatic is a the study of language usage of the combinatorial properties of words and their parts, and semantics (Levinson, 2008:5). Pragmatic is a systematic way to explain aspect of meaning which cannot be found in the plain some of words or structures. Moreover, Yule (2003:54) states that directives
are those kinds of speech acts that speakers use to get someone else to do something. They express what the speaker wants. They can be positive or negative. In using directive, the speaker attempts to make the world fit the words.
Research Methods
Technique of collecting data is very important in conducting research because the main objective from the research is getting the data. Without knowing the technique of collecting data, the researcher will not get data that is fulfill the standard of set in data (Sugiyono, 2015:308).In conducting this study, the researcher uses qualitative research method. The researcher conducts this research by doing the following steps, and the steps which are done by the researcher as follows : 1.)Watching Inception film severall times to analyze the whole of the film story. 2.) Searching the film script from the internet. 3.) Reading the film script to find the directive speech acts in the film. 4.) Collecting the types of directive speech acts from the conversation among the characters in the script of Inception film. 5.) Classifying the data into directive speech acts. 6.) Categorizing the classification of the datas of directive speech acts which used by the main characters of the film into a data sheet.
Research Finding
The number and the percentage of directive speech acts will be shown in the table below.
Table of The Number and The Percentage of Directive Speech Acts
No Types of
Directive Speech Acts
Number of data Tota
l Percenta ge (%) 1. Commanding 876, 940, 1087,
1136, 1138, 1141,
1390, 1440, 1445 9 6.92%
2. Forbidding 387, 889, 896 3 2.31%
3. Inviting 0 0 0
4. Ordering
74, 75, 77, 95, 104, 126, 131, 396, 399, 848, 864, 871, 942, 1112, 1257, 1472, 1488, 1641, 1677, 1678
20 15.38%
5. Questioning
5, 10, 26, 40, 54, 63, 78, 119, 142, 155, 164, 188, 197, 205, 207, 208, 217, 223, 227, 235, 247, 328, 331, 344, 351, 372, 403, 426, 436, 453, 460, 462, 493, 544, 575, 590, 635, 640, 646, 658, 707, 748, 758, 762, 788, 802, 812, 883, 966, 989, 1008, 1030, 1104, 1143, 1158, 1165, 1206, 1232, 1274, 1299, 1301, 1310, 1342, 1361, 1374, 1400, 1403, 1425, 1426, 1433, 1452, 1454, 1455, 1523, 1549, 1584, 1636, 1657, 1732, 1735
80 61.54%
6. Requesting
200, 281, 593, 815, 829, 841, 964, 1094, 1107, 1259, 1717
11 8.46%
7. Suggesting 240, 303, 411, 447,
655, 1127, 1166 7 5.38%
Total 130 100%
Based on the table above, the researcher concludes that the main characters in Inception film perform 130 utterances categorized as directive speech act. questioning is the most frequently used by the main characters in the film. There are 80 utterances using this type of
directive speech act, and the percentage is 61.54%. The second commonly used is ordering. It is used in 20 utterances, and the percentage is 15.38%. The third commonly used is requesting employing 11 utterances, and the percentage is 8.46%. Then, it is followed by commanding which employs 9 utterances, and the percentage is 6.92%. Then, suggesting are 7 utterances, and the percentage is 5.38%. Then it is followed by forbidding which employs 3 utterances, and the percentage is 2.31%. Meanwhile for inviting, there are no utterances which belong to this directive speech act in the film.
Conclusion
The researcher finds that there are 130 utterances contain directive speech act in the film. Among those types of directive speech acts, questioning is the most frequently used by the main characters in the film. The researcher definesthat directive speech act can be applied in Senior High School materials. In Senior High School level, there are some materials about functional skill which related to speaking skill. It consists of producing systematic verbal utterances to convey meaning.
Based on the explanation above, the researcher can conclude that speech acts, especially directive speech act can be applied in teaching speaking. In teaching speaking, especially in senior high school level, directive speech act can be found in the functional skills materials.
Functional skills usually taught in XII grade of Senior High School. By watching a film, students can find all the utterances and analyze belongs to the utterances of directive speech acts, and then they can produce the similar utterances from the film based on the material being taught by the teacher.
Bibliography
Brown, H Douglas. 2003. Language Assessment Principles And Classroom Practices.San Francisco: Longman
.
Fromkin, Victoria. 2003. An Introduction To Language: University Of California, Los Angeles.
Levinson, Stephen C. 2008. Pragmatics. Cambridge: Cambridge University Press.
Richards, Jack C. 2008. Teaching Listening and Speaking.Cambridge:
Cambridge University Press.
Sugiyono. 2015.
MetodePenelitianPendidikanPendekatanKuantitatifKualitatifda n R&D.Alfabeta: Bandung.
Yule, George. 2003. Pragmatics. Oxford: Oxford University Press.
