AN ANALYSIS OF REFUSAL EXPRESSIONS IN “HARRY POTTER AND THE GOBLET OF FIRE” FILM (A SOCIO-PRAGMATICS APPROACH)

(1)

43

(A SOCIO-PRAGMATICS APPROACH)

THESIS

Submitted as a Partial Fulfillment of the Requirement for Sarjana Sastra Degree in English Department

Faculty of Letters and Fine Arts Sebelas Maret University

By:

Irena Tomi Aswari C0305036

ENGLISH DEPARTMENT

FACULTY OF LETTERS AND FINE ARTS SEBELAS MARET UNIVERSITY

(2)

AN ANALYSIS OF REFUSAL EXPRESSIONS IN “HARRY POTTER AND THE GOBLET OF FIRE” FILM

(A SOCIO-PRAGMATICS APPROACH)

By:

Irena Tomi Aswari C0305036

Approved to be examined before the Board of Examiners Faculty of Letters and Fine Arts

Sebelas Maret University

Thesis Consultant

Drs. Budi Waskita, M. Pd NIP. 19521108 198303 1001

Head of English Department

(3)

AN ANALYSIS OF REFUSAL EXPRESSIONS IN “HARRY POTTER AND THE GOBLET OF FIRE” FILM

(A SOCIO-PRAGMATICS APPROACH)

By:

Irena Tomi Aswari C0305036

Accepted and Approved by the Board of Examiners Faculty of Letters and Fine Arts

Sebelas Maret University On April 28th 2010 Board of Examiners

Position Name Signature

1. Chairman Dr. Djatmika, MA ( )

NIP. 19670726 199302 1001

2. Secretary Agus Dwi Priyanto, SS, M. CALL ( ) NIP. 19740818 200012 1001

3. First Examiner Drs. Budi Waskita, M. Pd ( ) NIP. 19521108 198303 1001

4. Second Examiner Drs. Sri Marmanto, M.Hum ( ) NIP. 19500901 198601 1001

Dean of Faculty of Letters and Fine Arts Sebelas Maret University Surakarta

(4)

PRONOUNCEMENT

Name : Irena Tomi Aswari NIP : C 0305036

Stated wholeheartedly that this thesis entitled An Analysis of Refusal Expressions in “Harry Potter and The Goblet of Fire” film (A Socio-Pragmatics Approach) is made by the researcher. It is neither a plagiarism, nor made by others. The things related to other people‟s work are written in quotation and

included within the bibliography.

If it is then proved that the researcher cheats, the researcher is ready to take the responsibility

Surakarta, The researcher

(5)

MOTTO

To think is easy. To act is difficult.

To act as one thinks is the most difficult.

(Johann Wolfgang Von Goeth)

Far and away the best prize that life offers is the chance to work hard at work

worth doing

(6)

DEDICATION

This thesis is wholeheartedly dedicated to:

(7)

ACKNOWLEDGEMENT

Bismillahirrohmanirrohim.

Alhamdulillahi robbil „alamin.

All praise is only for The Almighty God, Allah SWT, for His blessing, grace and guidance in completing this thesis. However, this thesis would not be completed without encouragement, support, help, guidance, and advice from others. Therefore, I would like to express my fondest gratitude to:

1. The dean of Faculty of Letters and Fine Arts, Drs. Sudarno, M. A for approving this thesis.

2. The head of English Department, Dr. Djatmika, M. A for the permission to conduct this thesis.

3. Drs. Budi Waskito, M. Pd as my thesis supervisor. Thank you for your guidance and advice in helping me to complete the thesis.

4. M. Taufiq Al-Makmun, S.S as my academic consultant. Thank you for the guidance and support in my academic period.

5. All the lecturers of English Department. Thank you very much for the guidance and knowledge you have given to me.

6. My beloved family. My mother and father, thank you for all you have given to me. My little niece thanks for always cheering the situation at home.

(8)

8. My lovely friends‟ d‟kamprets. Melon, Nunik, Yogi, thanks for sharing the room and everything. Lilis, Hesti, thank you for being patient with me. Fitria, Nurin, Rupert, Ima, Kiki, Puspa, thanks for your support. I learn many things from you all. I will always remember the time we have spent together.

9. All my friends in ED ‟05. I‟ll remember all the times we had together.

10.For everyone who I cannot mention, thank you for all support and help in doing my thesis.

11.To all people who care to me, thank you for giving a new meaning in life.

(9)

ABSTRACT

Irena Tomi Aswari. 2010. C0305036. An Analysis of Refusal Expressions in “Harry Potter and the Goblet of Fire” Film. (A Socio-Pragmatics Approach). Thesis: English Department Faculty of Letters and Fine Arts Sebelas Maret University.

The research entitled An Analysis of Refusal Expressions in “Harry Potter and the

Goblet of Fire” Film is a descriptive qualitative research using socio-pragmatics approach.

The source of data in this research is “Harry Potter and the Goblet of Fire” film and the data are the utterances containing refusal expression. The technique of collecting data was total sampling technique. This sampling technique took all of the data provided in the population as the sample of the study. This kind of sampling was used for the data going to be analyzed, which were the entire phenomena that match with the criterion of the field of the study.

This research was conducted to describe the kinds of refusal expressions employed by the characters in “Harry Potter and the Goblet of Fire” film, how they express the refusal expression, and why they use such kind of way in expressing the refusal.

The results of the analysis can be seen as follows: first, there are eight kinds of refusal expression which are employed by the characters in the film, namely: be silent, hesitate, show lack of enthusiasm; offer an alternative; postponement (delaying answer); put the blame on third party or something over which you have no control; avoidance; divert and distract the addressee; direct refusal without reason; and direct refusal with reason.

(10)

Language has an important role in our lives. It is used as a means of communication to communicate with others. By using language people can express their thought to each other in the form of ideas, information, or opinion, either concrete or abstract for the past and future (Effendi, 1990:11). People communicate with each other both directly and indirectly. It depends on the situation that they have to face. Besides, it is also influenced by the social status between the speaker and the interlocutor. They used different utterances in saying words in different situations. The different utterances also come when they face a situation in which they have to perform refusal.

Refusal is a speech act performed when people do not intend to accept an action. Refusal occurs when someone gives negative responses of what the speaker requests, demands, commands, offers, invites, and suggests. Refusal can be expressed directly or indirectly. The direct refusal usually uses the word No; Sorry, I can‟t; No way; Absolutely not; and etc. The direct refusal is used when a

speaker wants to say explicitly that he/she does not accept an action, while the indirect refusal is used when a speaker does not want to go straight to give refusal responses since the expression has a possibility of offending the interlocutor.

(14)

there are nine ways of expressing “no” as the strategies of refusal. They are mostly performed as the indirect ways of refusal. The strategies are as follows:

1. Be silent, hesitate, show lack of enthusiasm

2. Offer an alternative

3. Postponement ( delaying answer)

4. Put the blame on a third party or something over which you have no control

5. Avoidance

6. General acceptance of an offer but giving no details

7. Divert and distract the addressee

8. General acceptance with excuse

9. Say what is offered is inappropriate

The indirect refusal is considered more polite than the direct one. According to Jenny Thomas (1996:143), a variety of reasons has been put forward for the universal use of indirectness, including:

1. The desire to make one‟s language more/less interesting

2. To increase the force of one‟s message

3. Competing goal

(15)

Thomas (1996:124) also states that there are several factors which influence the speaker to use indirectness. The factors are:

1. The relative power of the speaker over the hearer

2. The social distance between the speaker and the hearer

3. The degree to which X is rated an imposition in culture Y

4. Relative rights and obligations between the speaker and the hearer

In this research, the researcher will analyze the refusal expression employed by the characters in “Harry Potter and the Goblet of Fire” film.

Therefore, two examples of refusal expression employed in the film are included as follows:

1. The conversation occurs in Hogwarts. The pupils are going home. Hermione speaks to both of her closed friends, Harry and Ron. Hermione asks them to write her, but Ron refuses it.

HERMIONE

Promise you‟ll write this summer. Both of you

RON

Well, I won’t. You know I won’t

In this conversation, Ron refuses Hermione‟s demand directly by saying

(16)

that he will not write to her. In expressing the refusal, Ron does not need to use indirectness because there is no social distance between them. Ron and Hermione are closed friends. They have known well each other. Therefore, it does not matter for Ron to express the refusal directly since they have close relationship.

2. The conversation occurs in Hogwarts. Harry is walking up some steps. He reaches the top and bumps into Cho who has come around the corner. Harry asks Cho whether she wants to go to the ball with him or not.

HARRY

Um. I was just wondering if maybe you

wanted to go to the ball with me.

CHO

Oh. Um. Harry I'm sorry but someone's

already asked me. And well I've said

I'll go with him.

Cho refuses Harry‟s request by saying Oh. Um. Harry I'm sorry but

someone's already asked me. And well I've said I'll go with him. Cho refuses

(17)

Therefore, though the refusal contradicts with Harry‟s expectation, it still minimizes by Harry‟ disappointment.

From those two examples, it can be seen that there are different refusal expressions employed by the characters in the film entitled “Harry Potter and the Goblet of Fire”. The expressions are expressed directly and indirectly. Based on

the phenomenon above, the researcher is encouraged to conduct a research about the use of refusal expressions in the film. Therefore, the title of this research is An Analysis of Refusal Expressions in” Harry Potter and the Goblet of Fire”

film. (A Socio-Pragmatic Approach)

B. Problem Statements

Based on the research background, the problems of the research are as follows:

1. What are the kinds of refusal expressions employed by the characters in “Harry Potter and the Goblet of Fire” film?

2. How do the characters in “Harry Potter and the Goblet of Fire” film express the refusal expressions?

(18)

C. Research Objectives

Based on the problem statements above, the objectives of the research are as follows:

1. To find out the kinds of refusal expressions employed by the characters in “Harry Potter and the Goblet of Fire” film.

2. To describe how the characters in “Harry Potter and the Goblet of Fire” film express the refusal expressions.

3. To explain why the characters in “Harry Potter and the Goblet of Fire” film use such kind of way in expressing refusal.

D. Research Limitation

The research focuses on the analysis of utterances containing refusal expressions employed by the characters in “Harry Potter and the Goblet of Fire”

film, how the characters express the refusal expressions and why they use such kind of way in expressing refusal.

E. Research Benefits

The research is expected to be beneficial for:

1. The Readers

It is hoped that this research will give more information to the readers about refusal expressions and also help them to understand more about refusal.

(19)

It is expected that this research will give additional information for other researchers who want to make a research on the related field so that they can conduct more comprehensive research.

F. Research Methodology

This research is a descriptive qualitative research. Bodgan and Taylor in Moleong state that qualitative research is a research procedure which produces descriptive data in the form written or oral words of people and behavior which can be observed (Moleong, 2007:4). According to Surakhmad, descriptive method is a kind of research method using the technique of searching, collecting, classifying, analyzing the data, interpreting them and finally drawing conclusion (2004: 139).

The source of data in this research is “Harry Potter and the Goblet of Fire”

film and the data are the utterances containing refusal in the film. Further explanation of research methodology will be clarified in chapter III.

G. Thesis Organization

This thesis is organized by some chapters and items as follows:

CHAPTER I : INTRODUCTION consists of Research Background, Problem Statements, Research Objectives, Research Limitation, Research Benefits, Research Methodology, and Thesis Organization

(20)

Components of Speech, Social Dimension of Communication, Pragmatics, Speech Act, Direct and Indirect Speech Act, Refusal, Synopsis of the Film, and Reviews of Related Study.

CHAPTER III : RESEARCH METHODOLOGY consists of Type of Research, Data and Source of Data, Sample and Technique of Sampling, Equipments of Research, Technique of Collecting Data, Data Coding, and Technique of Analyzing Data

CHAPTER IV : ANALYSIS consists of Introduction to Analysis, Data Analysis, and Discussion

(21)

CHAPTER II LITERATURE REVIEW

A. Sociolinguistics 1. The Definition of Sociolinguistics

Sociolinguistics is the study of the relationship between language and society. Sociolinguistics is interested in explaining why people speak differently in the different social context and is concerned with identifying the social functions of language and the ways it is used to convey social meaning (Holmes, 1992:1). It can be said that sociolinguistics describes the relationship between language and society, the social functions of language and the way people use language in the different social context and speech community.

According to Hudson, sociolinguistics is the study of language in relation to the society (1996:1). It is confirmed by Dell Hymes saying that sociolinguistics refers to correlation between language and societies, and between particular linguistics and social phenomena (1974:7).

(22)

interact to each other, what the language patterns they use and how languages function in communication.

2. The Scope of Sociolinguistics

Sociolinguistics can be divided into two studies. They are macro sociolinguistics and micro sociolinguistics.

1. Macro Sociolinguistics

Macro sociolinguistics is a term used to cover secular linguistics, the sociology of language and other areas involving the study of relative large group of speakers (Trudgill, 1992:52). It emphasizes its study on the society that is in relatively large group of people or speakers of such language. Coulmas (1997:2) in Wardhaudh says that macro sociolinguistics studies what the societies do with their languages, that is, attitudes and attachments that account for the functional distribution of speech forms in society, language shift, maintenance, and replacement, the delimitation and interaction of speech communities (Wardhaugh, 1998:13).

2. Micro Sociolinguistics

(23)

B. Ethnography of Communication 1. The Definition of Ethnography Communication

The ethnography of communication studies the relationship between language and culture. It deals with language as a means of communication which is used in certain society considering the norms and the values applied in the community. According to Fasold, the ethnography of speaking or more generally the ethnography of communication is the approach to the sociolinguistics of language in which the use of language in general is related to the social culture (1990:39). Similarly, Hymes in Chaika defines the ethnography of communication as a study of the dynamics of communication between social groups (Chaika, 1994: 164).

2. Fundamental Concepts in Ethnography of Communication

In order to understand what ethnography of communication is all about, it is necessary to understand some fundamental concepts of ethnography of communication. They are speech community, speech situation, speech event and speech act.

a. Speech Community

(24)

shares both linguistics resources and rules for interaction and interpretation (1985:35).

Peter Trudgill explains speech community as a community of speakers who share the verbal repertoire and who also share the same norms for linguistics behavior (1992:69). In this sense, a group of people belong to the same speech community if they speak the same language and the same norms of interaction an interpretation.

b. Speech Situation

Hymes (1974:51) describes speech situation as situations associated with or marked by the absence of speech. He gives the examples of speech situation such as ceremonies, fights, hunts, love making and etc. He also explains that speech situations are not purely communicative. They may be composed of both communicative and other kinds of events. Speech situation are not themselves subject of speaking, but can be referred to by rules of speaking as context (Fasold, 1990:42).

c. Speech Event

(25)

d. Speech act

Hymes in Fasold explains that speech act is to be distinguished from the sentence and is not to be identified with any unit at any level of grammar. For Hymes, speech act gets its status from the social context as well as grammatical form and intonation. The level of speech acts mediates immediately between the usual levels of grammar and the rest of a speech event or situation in that it implicates both linguistics form and social norms (Fasold, 1990:43).

Austin in Levinson (1983:236) states that all utterances in addition to meaning whatever they mean, perform specific action,(or „do thing‟) through

having specific forces. Then, he divides utterances into three kinds of acts that are simultaneously performed.

1. Locutionary act: the utterance of sentence with determinate sense and reference.

2. Illocutionary act: the making of a statement, offer, promise, etc in uttering a sentence, by virtue of the conventional force associated with it (or with its explicit performative paraphrase).

3. Perlocutionary act: the bringing about of the effects on the audience by means of uttering the sentence, such effects being special to the circumstances of utterance.

To make clear the definition above, the example bellow may help to clarify: A: Open the window!

B: OK

The act of saying “Open the window” is the locutionary act. The act of

(26)

window by B is the result of the shared understanding on the effect of the utterance (perlocutionary act). The process above is influenced by specific social and situational context and other social factors of communication.

C. Components of Speech

Hymes suggests that there are eight components of speech that the ethnographer should look for. Those are situation, participants, ends, act sequence, key, instrumentalities, norms and genres. All of them are known with one of letters of the word “SPEAKING” formula. (Hymes, 1974:59-65)

a. Situation

The situation (S) consists of setting and scene that describes the conversation occurs. The setting refers to time and place or the concrete physical circumstances in which a speech takes place. The scene refers to the abstract psychological setting or cultural definition of an occasion as formal or informal, serious or festive.

b. Participants

Participants (P) are person or individual involving in a speech event. The participants consist of speaker-listener, addresser-addressee, or sender-receiver. It deals with who is speaking and who is speaker speaking to. Speaker, addresser and sender mean the people who deliver a message. Listener, addressee and receiver mean the person to whom the message is delivered.

(27)

Ends (E) means the purpose of an event. It can be divided into outcomes (the purpose of the event from social/ cultural point of view) and goals (the purpose of the individual participant). Outcomes that enter into the definition of speech event can be described as the purpose of speech based on the cultural point of view, e.g. trade, marriage contract, interview, etc. The goal of a speech is a purpose of each participant during communication. In other words, it can be seen as a negotiation among participants to make an agreement toward the topic discussed. Thus, there is a different goal of the participants.

d. Act sequence

Acts sequence (A) consists of message form (how something is said) and message content (what is said). Both message form and message content involve communicative skills that vary from one culture to another.

e. Key

Key (K) refers to the tone, manner, or spirit in which a speech is carried out, whether it is mock or serious, perfunctory or painstaking. In addition, key also refers to the feeling, atmosphere, and attitude. For better understanding of the term “key”, the definition of “key” in details is given as follows:

(28)

 Manner: the participant‟s way of behavior toward others, whether

it is polite, impolite, intimate, distant, formal, informal, tense, relaxed, serious, mocking, respectful.

 Feeling: the emotions indicating happiness, terror, excitability, anxiety, shock, desperation, anger, neutrality, irony, uncertainty, frustration, etc.

 Atmosphere: the feeling that affects the mind in a place o condition, for example: good, evil, or solemn.

 Attitude: the participant‟s ways of thinking and behaving toward a

situation whether it is sympathetic, optimistic, pessimistic, resolute, serious, mocking, resentful, bitter, etc.

f. Instrumentalities

Instrumentalities (I) include both channel and form of speech. Hymes describes channel as the way in which a message travel from one person to another. The most commonly used channels are oral and written, but message can also be transmitted by such means of telegraph, smoke signals, semaphore, etc. Whereas, form of speech according to Hymes deals with language and their subdivisions such as dialects, codes, varieties, and register.

g. Norms

(29)

norm of interpretation. Both of them are determined by cultural aspects of certain community. Norm of interaction refers to a set of non-linguistic rules which govern when, how, and how often speech occurs, while norm of interpretation tries to understand what is being conveyed beyond what is the actual word used.

h. Genre

Genre refers to the categories of the speech. It can be a poem, myths, tale, proverb, riddle, curse, prayer, oration, lecturer, commercial, form letter, editorial, etc. Genre often coincides with speech events, but may occur in more than one different event.

D. Social Dimension of Communication

Holmes (1992:376) states that there are four dimensions reflected during the process of communication, namely: social distance scale, status scale, formality scale, and function scale.

a. A Social distance scale concerned with participants relationships The solidarity – Social distance scale

Intimate/ close Distant High solidarity Low solidarity

(30)

pattern of communication. How close and far the participant‟s relationship is

shown by these scales. Language of solidarity based on Holmes (1992:378) is in-group language that identifies certain in-group difference, existence, or solidarity among the group members.

b. A Status scale concerned with participants relationship The social status scale Superior High status Subordinate Lower status

Other name of the dimension of status scale is the dimension of power scale of participants. Dimension of status or power scale is the dimension that accounts for a variety of linguistic differences in the way people speak (ibid, 378). People speak in a way which signals their status or power in a society.

c. A Formality scale relating to the setting or type of interaction The Formality scale

Formal High formality Low Low formality

(31)

everyday friendly conversation, people usually use casual language (informal language).

d. Two Function scale relating to the purpose or topic of interaction The Referential and affective function scale

Referential

High Low

Information information

Content Content

Affective

Low High

Affective Affective

Content Content

(32)

mainly affective in function and intended to convey goodwill toward the neighbor rather than important new information.

E. Pragmatics

Yule (1996:3) defines pragmatics as the study of speaker‟s meaning and as

the study of contextual meaning. As the study of speaker‟s meaning, pragmatics is

concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). It analyzes more in what people mean by their utterances than what the words or phrases in those utterances might mean by themselves. While as the study of contextual meaning, pragmatics involves the interpretation of what people mean in a particular context and how the context influences what is said. 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.

Thomas (1995:22) states that pragmatics focuses almost exclusively on the process of interpretation from the point of view of the hearer. The speaker and the hearer will have a good communication if the hearer comprehends what the speaker intends. While Richards in Kuncana Rahardi (2002: 5) defines that pragmatics is the study of the use of language in communication, particularly in the relationship between sentences and the contexts and situations in which they are used. Therefore, both of the speaker and the hearer need to understand the context of situation to avoid misinterpretation between them.

(33)

Actions performed via utterances are generally called speech acts (Yule, 1996:47). In Speech Act Theory (Austin 1962), an act refers to the action that is performed in making an utterance. Utterances are taken in isolation and the kind of speech act being performed is determined by considerations like the meaning conveyed by the words and the structures of utterances, the psychological conditions of the speaker and so forth (Tsui, 1994:9).

Speech acts can be classified into five categories. They are declarations, representatives, expressives, directives, and commissives. (Yule. 1996:53-54)

1. Declarations

Declarations are those kinds of speech acts that change the world via their utterance. The speaker has to have a special institutional role, in a specific context, in order to perform a declaration appropriately. In using a declaration, the speaker changes the world via words.

For example:

a. Priest: I now pronounce you husband and wife b. Referee: you‟re out!

c. Jury Foreman: We find the defendant guilty. 2. Representatives

(34)

For example: a. The earth is flat.

b. Chomsky didn‟t write about peanuts. c. It was a warm sunny day

3. Expressives

Expressives are those kinds of speech acts that state what the speaker feels. They express psychological states and can be statements of pleasure, pain, likes, dislikes, joy, or sorrow. They can be caused by something the speaker does or the hearer does, but they are about the speaker‟s experience. In using an expressive, the speaker makes words fit

the world (of feeling). For example;

a. I‟m really sorry! b. Congratulations!

c. Oh, yes, great, mmmm, ssahh! 4. Directives

Directives are those kinds of speech acts that the speakers use to get someone else to do something. They express what the speaker wants. They are commands, orders, requests, suggestions, and they can be positive or negative. In using a directive, the speaker attempts to make the world fit the words (via the hearer).

For example:

(35)

c. Don‟t touch that!

5. Commisives

Commisives are those kinds of speech acts that the speakers use to commit themselves to some future action. They express what the speaker intends. They are promises, threats, refusals, pledges. They can be performed by the speaker alone or by the speaker as a member of a group. In using a commissive, the speaker undertakes to make the world fit the words (via the speaker).

For example: a. I‟ll be back.

b. I‟m going to get it right next time c. We will not do that.

G. Direct and Indirect Speech Acts

(36)

Indirect speech acts are generally associated with greater politeness in English than direct speech acts. According to Jenny Thomas (1995:143), a variety of reasons have been put forward for the universal use of indirectness. They are: 1. The desire to make one’s language more/less interesting.

Interestingness is probably the least significant of the reason. Nevertheless, its importance should not be underestimated. People may use indirectness because they enjoy having fun with language.

2. To increase the force of one’s message

People can increase the impact or effectiveness of their message by employing indirectness. For example:

There is a weekly section in the guardian newspaper where readers‟ questions are

answered by other readers. The responses may be serious or humorous.

Q: It is really feasible that a chimpanzee with a type-writer and an infinite amount of time will be able to produce the complete works of Shakespeare?

A: Quite probably. After all, he‟s already produced the national Curriculum. (taken from Jenny Thomas page 144) The response is employed indirectly. It emphasizes that a chimpanzee is impossible to produce the complete work of Shakespeare. By saying quite probably, the speaker makes the answer very contrast with the true answer. He

also exaggerates his comment that the chimpanzee will produce National Curriculum. If the response is said directly by saying no, it is not feasible or no, a

chimpanzee can‟t do it, the sense is different from the response said indirectly. On the conversation above, indirectness gives a greater effect in increasing the force of one‟s message.

(37)

Pyle in Thomas says that we often employ indirectness because we have two goals which compete. The goals are different and depended on the context. For example, if a teacher has to tell that a student‟s work is not up to standard, the teacher‟s need/duty to tell the truth may conflict with the desire not to hurt the student‟s feeling or discourage him or her. He may say “Why does your work not

give a new idea?” The goals in this case are that the teacher tries to detect the student‟s problem and the teacher actually wants the student to do a better work.

4. Politeness /regard for face.

Politeness is the respect shown to other people by virtue of their higher status, greater age, etc. People need to notice individual‟s feeling of self worth or self image. Therefore, they need to consider their language and social behavior. For example, if we request someone to do something, we can use the word „please‟ in order to create a polite sense. The word please often increases politeness of someone‟s utterance.

Thomas (1995, 124) also states that there are several factors which influence the speaker to use indirectness. They are:

1. The relative power of the speaker over the hearer

The general point is that we tend to use a greater degree of indirectness with people who have some powers or authorities than to those who do not. Power can be classified into:

a. Legitimate power.

Legitimate power means someone‟s power over the other person by virtue

(38)

For example:

Kate has been living with her lover for seven years. Now, she intends to move out and take Joss, her daughter, with her.

“I don‟t want to,” Joss said. “Right? You can do whatever bloody stupid thing you want, but you‟re not making me do it too. I‟m not coming.” “You have to,” Kate said. “You‟re under sixteen and you‟re my daughter, and you have to come and live with me.”

(taken from Jenny Thomas page 127)

In the example above, Kate has a legitimate power. She makes it clear that she has the power to make Joss move by virtue of being Joss‟s mother.

b. Referent power.

Referent power means someone‟s power over the other because the other

person admires and wants to be like him or her in some respect.

c. Expert power.

Expert power means someone‟s power over the other because he has some special knowledge or expertise which the other person needs. For example, if an individual has great expertise in computing, he or she may have considerable power over someone who desperately needs to draw on that knowledge.

2. The social distance between the speaker and the hearer

(39)

know him or her well or are similar in terms of age, social class, occupation, sex, ethnicity, etc, you do not need to employ indirectness. For example, the speaker wants some change for the coffee machine. When she says to a colleague whom she knows very well, she will say it directly “Got change of fifty pence, DB?”

But, when she says it to a complete stranger (a man considerably older than she was), she will say it indirectly “Excuse me, could you change fifty pence for me? I need teens or fives for the coffee machine?”

3. Size of Imposition

Size of imposition means the degree of request that you make. For example, you would probably use a greater degree of indirectness in asking to borrow ten pounds than ten pence. And you would probably use a greater degree of indirectness in requesting someone to translate an article for you than in requesting someone to pass you the newspaper.

4. Relative rights and obligations between the speaker and the hearer

Rights and obligations explain a situation in which a speech act involving a major imposition is performed with a minimal degree of indirectness. For example, two elderly women are traveling on a country bus service. On country routes, the driver stops only when he is requested to do so. The first woman wants to get off at scheduled stopping place. As the bus approaches it, she simply says “Next stop, driver!” Meanwhile, the second woman wants to get off where there is

no official stop. She asks the driver “Do you think you could possibly let me out just beyond the traffic lights, please?” In the first case the woman uses indirect

(40)

the woman uses indirectness since the driver actually does not have the obligation to stop.

H. Refusal

Refusal is a speech act performed when people do not intend to accept an action. Refusal occurs when someone gives negative responses of what the speaker requests, demands, commands, offers, invites, and suggests. Refusal can be expressed directly or indirectly.

Refusal is a face-threatening act to the listener/requester/inviter, because it contradicts his or her opinion, and is often realized through indirect strategies (Chen, 1996). The appropriate manner is needed since refusal is an expression that is different from the hearer‟s expectation. According to Kwon, refusals can be

tricky speech acts to perform linguistically and psychologically since the possibility of offending the interlocutor is inherent in the act itself (Kwon, 2004). Since refusal can risk interpersonal relations of the speaker, it includes some strategies to avoid offending the interlocutor.

Rubin in Wolfson (1983:10) states that one needs to be able to recognize that a respondent has refused what the speaker has demanded, solicited, or offered. Based on his classification, there are nine ways of expressing “no” as the

strategies of refusal. He divides the expression into nine strategies as follows: 1. Be silent, hesitate, show lack of enthusiasm

In many cultures in the world, being silent is a way of refusing an offer or an invitation or of giving an answer. For example :

(41)

- If you receive a written invitation, don‟t answer

(taken from Wolfson page 10)

2. Offer an alternative

In some cases, in order to offend or to direct the conversation away from the request, the addressee may divert attention by suggesting an alternative. For example:

A: What time should we meet? Around 5? B: I‟m sorry I can‟t. How about 4:30? Data Interpretation:

The conversation happens between A and B. A asks B what time they should meet. A suggests how about if they meet around 5. B firstly refuses A‟s

suggestion directly by saying I‟m sorry I can‟t. But, to avoid offending A, B refuses A by offering alternative. He offers what time they can meet by saying How about at 4?

3. Postponement ( delaying answer)

In responding a request or an invitation, it can be expressed by postponement or delaying the answer. The speaker gives an expectation to the hearer that a request or an invitation or a suggestion will be done on the next time. For example:

A: Can you come to my house this evening? B: Not today, next time. I‟ll let you know.

(42)

B refuses the request from A by saying not today, next time. I‟ll let you know. It means that B will come someday. B gives an expectation by delaying his

action. He expresses the refusal indirectly in order to show politeness toward A and to avoid offending A.

4. Put the blame on a third party or something over which you have no control

One of the strategies of refusing a request, an invitation, an offer, a command, and a suggestion is by blaming on the third party or something over which you have no control. For example:

A: How about if we have dinner? B: I‟m not hungry

Data Interpretation:

B expresses the refusal indirectly to show regard to the inviter. The strategy of refusing an invitation is applied by blaming the third party. In this case, by saying I‟m not hungry; B blames his condition that is not hungry as the reason why B refuses the invitation.

5. Avoidance

One way to answer an offer is to avoid responding directly. For example: A: Do you want a cup of tea?

(43)

A offers a cup of tea to B. But, B answers I like coffee more. By saying I like coffee more, it means that B avoids responding directly in order not to hurt

A‟s feeling. B actually does not like what A offers. He prefers coffee than tea. In

this case, B refuses the offer through indirect utterance. 6. General acceptance of an offer but giving no details

- In the United States, “drop in time” is generally not taken as an invitation.

- In Arabic-speaking countries, when someone says InsyaAllah, the utterance is included to refusal. Meanwhile, when someone says InsyaAllah with plus time or detail, it means an acceptance.

7. Divert and distract the addressee

One strategy to refuse a request, a command, an invitation, an offer, or a suggestion is by diverting or distracting the utterance to the addressee. For example:

A: I want you out from my apartment. Now, today, before I get home from work.

B: Where I‟m supposed to go?

A commands B to leave his apartment. But B refuses it by applying an indirect way. By saying Where I‟m supposed to go? B diverts A in interrogative form. The way B expresses refusal is by saying a question aimed to A. B does not want to leave A‟s apartment because there is no place to go. By diverting A, B

(44)

8. General acceptance with excuse

One way to refuse an invitation, a request, or an offer is by giving a good comment firstly. The speaker gives a positive response. Then the speaker usually adds the word BUT indicating that the speaker does not accept what the inviter/requester wants. For example:

A: We will go to Bali next holiday. Do you want to join us? B: It‟s a good idea but I don‟t think I can.

B says his refusal by saying general acceptance with excuse. The general acceptance is employed by saying that the invitation is a good idea. It is a positive response to answer an invitation. Then, B says an excuse. The excuse utterance is expressed by the word but. It means that B wants to give a reason to refuse the invitation.

9. Say what is offered is inappropriate

One of the refusal strategies is by saying that what is offered or requested or suggested, etc is not appropriate. For example:

A: How about if we use this kind of book as a reference? B: It is not suitable

A gives suggestion to B how about if they use this kind of book as a reference, but B refuses it. B refuses A‟s suggestion by saying It is not suitable. It

(45)

I. Synopsis of the Film

Harry Potter and the Goblet of Fire focuses on the Triwizard Tournament. Harry, Ron and Hermione enter their fourth year at Hogwarts. After having a strange dream of the Dark Lord and his Death Eaters, Harry Potter awakes at the Weasleys' house where they shortly depart for the 422nd Quidditch World Cup. After the match, the camp is attacked by Death Eaters. The three later arrive at Hogwarts and find that the magical school will be hosting a legendary event called the Triwizard Tournament. In the tournament, one wizard each from two rival schools, Beauxbatons and Durmstrang, and Hogwarts will compete in three dangerous tasks. When the rival schools arrive, the rules are announced. People over seventeen who are interested must insert their name into the Goblet of Fire, and those chosen will be the Champions of their respective school. Three champions‟ names come out of the Goblet of Fire. They are Cedric Diggory from

Hogwarts, Viktor Krum from Durmstrang and Fleur Delacour from Beauxbatons. But, unexpectedly the goblet produces a fourth, Harry Potter who is an under-age fourth year who never entered. Although Harry insists that he did not enter his name, his selection prompts a certain amount of jealousy and suspicion on part of his fellow students, including Ron. He believes that Harry is attempting to make himself the centre of attention again.

(46)

enormous collective bath. The clue mentions that merpeople have taken something of Harry's and that he must retrieve it from the Black Lake. Just as the three are trying to find a way to breathe underwater, Ron and Hermione are called to McGonagall's office. Neville tells Harry about gillyweed which if eaten can let you grow webbed hands and feet and gills. During the second task, Harry follows a mermaid to where they have chained Ron, Hermione, Cho Chang, and Fleur's sister. Cho Chang is retrieved by Cedric. Victor, the Durmstrang champion, takes Hermione. Harry takes both Ron and Fleur's sister since she did not show up.

(47)

the woods first. Moody also reveals that it was him who told Cedric to open the egg underwater and gave Neville the book that led him straight to discovering gillyweed in it. Harry realizes that Moody put his name in the Goblet of Fire and that he bewitched Krum. As Moody is about to kill Harry, Dumbledore, Snape, and McGonagall burst in the room and save Harry. Dumbledore makes Moody admit that he is an imposter and that the real Moody is locked in a chest. The imposter rapidly changes from appearing like Moody to his own appearance, Barty Crouch Jr, a Death Eater working for Voldemort. The tournament ends and the other schools depart.

J. Reviews of Related Study

A study about refusal has ever been done by Misbakhum Munir in 2006 entitled The Analysis of Refusal Expression in bargaining between Javanese Sellers and Buyers in Klewer Market. The result of the analysis shows that there

are five types of refusal employed by Javanese sellers and buyers in Klewer market. They are refusal which uses „ora‟ (no), refusal which uses reason, refusal

which uses suggestion or choice, refusal which uses thanking expression, and refusal which uses comment. The refusals are employed directly and indirectly by using ngoko, krama, and mixture language to perform their refusal.

(48)

Another research was also done by Rosita Aspaningrum entitled Refusals

in the Film entitled “In Her Shoes”. The research shows that there are eleven strategies of refusals are employed by the characters in the film In Her Shoes. They are be silent, hesitate, show lack of enthusiasm; offer an alternative; postponement (delaying answer); put the blame on a third party or something over which you have no control; avoidance; divert and distract the addressee; general acceptance with excuse; say what‟s offered is inappropriate; refusal with giving

reason; refusal without giving reason; and refusal with thanking. The refusals are performed directly and indirectly.

The research also shows that there are several reasons why each strategy of refusal is applied by the characters. The use of indirect refusals has functions to make one‟s language more/less interesting, to increase the force of one‟s message,

competing goals, and politeness/regard to face. While the direct strategy is applied since the speaker wants to convey the meaning of what he/she says explicitly.

(49)

CHAPTER III

RESEARCH METHODOLOGY

A. Type of Research

This research is a qualitative research. Qualitative research is a type of research which does not include any calculation or numeration (Moleong, 2007:3). While Bodgan and Taylor in Moleong state that qualitative research is a research procedure which brings about descriptive data in the form of written or spoken words and behavior available to be observed (2007:4).

This research employs a descriptive method. The objective is to describe phenomenon from the data analysis out of which a research conclusion will be drawn. According to Surakhmad, descriptive method is a kind of research method using the technique of searching, collecting, classifying, analyzing the data, interpreting them and finally drawing conclusion (2004: 139). Furthermore, in this research, the conclusion only applies for the collected data, not for general conclusion.

B. Data and Source of Data

In a research, the source of data refers to the subject from which the data are obtained (Arikunto, 2006: 129). The data may appear in the form of discourse, sentence, clause, phrase, word, or even morpheme (Subroto, 1992:7).

(50)

Goblet of Fire” as the main source of the data. While the transcript of the film

found from internet is used to support the data in order to make the researcher understand the dialogs of the film easily. Therefore, if there is a difference between the dialogs in the film and the transcript of the film found from internet, the researcher uses the main source of the data that is the film entitled “Harry Potter and the Goblet of Fire”. The data of this research are the dialogs containing refusals expressed by the characters in the film entitled “Harry Potter and the

Goblet of Fire”.

C. Sample and Technique of Sampling

Sample is a part or representation of the data being observed (Arikunto, 2006: 92). While technique of sampling is a technique of choosing samples out of the data (Hadi, 1983: 75).

In this research, the researcher uses total sampling technique. Surakhmad states that total sampling is a technique where the whole data become the sample (2004:100). Therefore, the researcher takes all dialogs containing refusals expressed by the characters of the film “Harry Potter and the Goblet of Fire” as

the sample of the research.

D. Equipments of Research

(51)

E. Technique of Collecting Data

The data of this research are collected by doing the following steps:

1. Watching the film entitled “Harry Potter and the Goblet of Fire” for several times in order to understand the whole story.

2. Finding the transcript of the film from internet (http://www.imdsb.com)

3. Comparing the dialogs of the film containing refusals and the transcript of the film from internet.

4. Giving marks to each dialog containing refusals 5. Classifying the data based on the kinds of refusals. 6. Coding the data.

F. Data Coding

In this research, the researcher gives some codes in the data to make the classification and the analysis of the data easier. The data coding is based on the number of datum, the speaker, and the kind of refusal used by the character. The examples of the data coding in this research are as follow:

01 / Direct with Reason / Sub-sup 01 : refers to the number of the datum Direct with Reason : refers to the type of refusal

Sub-sup : refers to status scale among the characters The type of refusals:

(52)

Postponement : postponement (delaying answer)

Put the blame : put the blame on third party or something over which you have no control

Avoid : avoidance

Distract : divert and distract the addressee Direct without reason : direct refusal without reason Direct with reason : direct refusal with reason Status scale:

Sup-sub : Superior to subordinate Sub-sup : Subordinate to superior

Equal : Equal

G. Technique of Analyzing Data

In this research, the technique of analyzing data is conducted in several stages, as follows:

1. Classifying the data based on the kinds of refusals used by the characters in the film, based on Joan Rubin‟s classification

2. Analyzing and interpreting the data to answer the problem statements by describing the type of refusals and how they are expressed

3. Finding the reasons and the factors that influence the characters in using each kind of refusals

(53)

CHAPTER IV ANALYSIS

A. Introduction to Analysis

This chapter is the important part of the research as it contains the data analysis of the research. The aims of this research are to find out the kinds of refusal expressions employed by the characters in “Harry Potter and the Goblet of Fire” film, to describe how the characters in “Harry Potter and the Goblet of Fire” film express the refusal expression, and to explain why the characters in “Harry Potter and the Goblet of Fire” film use such kind of way in expressing the refusal.

In order to make the analysis easier, the researcher makes the steps of

dialogues are indirect refusal. All refusals are then classified as follows: Dialogues contain direct refusal Dialogues contain indirect refusal a. 5 refusals using direct without

b. 1 refusal by offering an alternative Datum 14

(54)

Data 01, 09, and 16 d. 5 refusals by putting the blame on third party or something over which you have no control

Data 03, 06, 07, 10, and 17 e. 1 refusal by avoidance

Datum 19

f. 2 refusals by distracting the addressee Data 05 and 18

The data are classified based on the strategy of refusal explained by Joan Rubin.

2. The description of data

It describes the context of the situation of a conversation. This background knowledge supports the refusal analysis.

3. The analysis of refusal

The first problem statement, about what kinds of refusal expressions employed by the characters in the film is answered in this part. The strategies chosen by the characters are analyzed based on Joan Rubin‟s classification of refusal. The data analysis is then comprehended by Holmes‟ theory of social dimension of communication and Jenny Thomas‟ theory of indirectness in order to answer the problem statement about why the strategies are used.

B. Data Analysis Direct Refusal 1. Direct refusal without reason

(55)

Mad Eye : Perhaps you could give us the last unforgivable curse Miss Granger

Hermione shakes her head

Mad Eye : The killing curse. Only one person is known to have survived it. And he's sitting in this room.

The description of data

The conversation is between Mad Eye and Hermione. It happens in the classroom. The class discusses about unforgivable curse. There are three kinds of unforgivable curse that are discussed. The two curses have been mentioned. Then, Mad Eye asks Hermione to mention the last unforgivable curse. But, Hermione only shakes her head.

The analysis of refusal

In the conversation above, Hermione does not answer anything when the teacher (Mad Eye) asks her to mention the last unforgivable curse. She only shakes her head. By shaking her head, it means that Hermione refuses the teacher‟s request directly. What Hermione does is not polite actually. Mad Eye has superior status than Hermione because he is his teacher. However, the direct way is used by Hermione in order to

Mc Gonagall : Here you are Potter. Are you and Miss Patil ready? Harry : Ready Professor?

(56)

Harry : No.

The conversation is between Professor Mc Gonagall and Harry. It happens in the dancehall. Professor Mc Gonaggall looks for Harry. After finding Harry, Professor Mc Gonagall asks Harry whether he is ready to dance or not. But, Harry seems surprised when Professor Mc Gonagall asks about that. Then, Professor Mc Gonagall explains to Harry that it‟s a tradition that the champions of the triwizard tournament are the first to dance. Professor Mc Gonagall is sure that she has told about it to Harry before. But, Harry refuses it directly.

In the conversation above, Harry shows his refusal directly to what Professor Mc Gonagall says. Professor Mc Gonagall thinks that she has explained to Harry about the dance party. It is a tradition that the three champions of the triwizard tournamernt are the first to dance. Professor Mc Gonagall is sure that she has told Harry about that tradition. Therefore, she looks for Harry in the dancehall. After finding Harry, Professor Mc Gonagall asks him whether he is ready to dance or not. Unfortunately, Harry is surprised with Professor Mc Gonagall‟s question. He does not

know what Professor Mc Gonagall means. Then, Professor Mc Gonagall explains to Harry that he has to dance first because he is also the champion of the triwizard tournament. Professor Mc Gonagall‟s explanation makes

(57)

of the dance party to Harry. But, Harry refuses Professor Mc Gonagall‟s statement directly. He feels that Professor Mc Gonagall has not told him yet about the tradition of the dance party. He does not know about that tradition. Therefore, Harry uses a direct way in refusing the statement though he has subordinate status than Professor Mc Gonagall. It is done because Harry wants to convey the meaning of what he says explicitly. He wants to convey Professor Mc Gonagall that she has not told him yet about the tradition which mentions that the three champions of the triwizard tournament, in this case four, are the first to dance.

12 / Direct without Reason / Equal

Hermione : Hot isn‟t it? Viktor‟s gone to get drinks. Care to join us? Ron : No, we’d not care to join you and Viktor.

(58)

Ron refuses Hermione‟s offer because he is annoyed with her. He

refuses directly by saying “No, we‟d not care to join you and Viktor”. What Ron says may offend Hermione since he refuses using direct way. Hermione just wants to be kind with her friends by offering them to join with her and Viktor. Unfortunately Ron refuses the offer. He looks not interested in joining with them. This occurs because Ron is actually still jealous with Hermione. He does not think that Hermione will have a great date in the ball. He thinks that Hermione will be sad because there is no one who asks her to be his date. But, the fact is surprising Ron. Hermione goes to the ball with his idol, Viktor Krum. Even, she looks very beautiful and makes everyone surprised. It makes Ron shy and jealous actually. But, he tries not to show it because of his prestige. Therefore, he uses a direct way in refusing the offer because he wants to convey the meaning of what he says explicitly. Ron wants to convey to Hermione that he is not interested in joining with her and Viktor. Hearing Ron‟s answer, Hermione leaves him and comes back to Viktor. The way Ron refuses the offer may offend Hermione since it contradicts with her expectation. However, it does not matter for Ron to use that way since there is no social distance between them. They have similar age and have known well each other because they are actually close friends.

(59)

The conversation is between Padma and Ron. It happens in the hall when the dance party is held. Ron does not really enthusiasm with the ball because the girl whom he hopes to be his dates has already had a date. Then, he is forced to go with the Padma Patil because he has no choice. He prefers to sit some distance away from the crowded people. Moreover, he knows that Hermione goes with Viktor Krum. Therefore, Ron refuses when Padma asks whether he will ask her to dance. He refuses it directly.

In the conversation above, Ron shows the refusal directly when Padma asks him to dance. Ron and Padma are in the same age and students in Hogwarts. It means that they have equal status. Therefore, Ron uses a direct way in refusing Parvati. The direct way is used because he wants to convey the meaning of what he says explicitly. Ron wants to convey Padma that he is not going to take her to dance. It happens because Ron is not interested in joining the ball from the first since he does not get a date. Moreover, he is surprised when he knows Hermione goes to the ball with Viktor Krum and stuns everyone with her beautiful appearance. It makes Ron shy and jealous actually. But, he tries not to show it because of his prestige. After knowing that Ron will not take her to dance, Padma leaves him directly.

20 / Direct without Reason / Equal

(60)

Ron : Well, I won’t. You know I won’t

The conversation is between Hermione and Ron. It occurs in Hogwarts. The pupils are going home after having a year of study in Hogwarts. They will have a holiday so that they will not meet each other for a while. Therefore, Hermione asks both of her close friends, Harry and Ron to write her. But, Ron refuses it.

In this conversation, Ron refuses Hermione‟s demand directly by saying “Well, I won‟t. You know I won‟t”. In expressing the refusal, Ron

(61)

will not write to her. Even, he repeats his words in order to give an emphasis to what he says.

2. Direct Refusal with Reason

01 / Direct with Reason / Sub-sup Lady : Anything sweet for you dear?

Harry : Oh no, thank you. I’m not hungry.

The conversation is between Harry and a lady. It happens in the train carriage. Harry, Ron, and Hermione are sitting on a train. They will continue their study in Hogwarts after having holiday. Then, a voice of a lady calls out. She offers whether they want anything sweet or not. First, she offers Ron and he accepts it. Then, she offers Harry. Unfortunately, Harry refuses the lady‟s offer because he is not hungry. The relationship

between them is not close since they do not know well each other. Therefore, in refusing the offer, Harry uses a polite way by adding thanks word and giving a reason why he refuses.

(62)

superior status since she is older than Harry. It means that she has a legitimate power by virtue of being older. Besides, there is also a social distance between them. Even though Harry refuses the offer directly, it can still minimize the disappointment felt by the lady since he says the refusal in a polite way. Harry refuses the offer as he adds a thanks word. By saying thank you, Harry shows to the lady that he still honors her offer even though he refuses it. Besides, Harry also says to the lady that he is not hungry as the reason why he refuses the offer. Therefore, even though Harry‟s answer may offend the lady because it contradicts her expectation,

the lady will understand it. She will know why Harry refuses her offer.

09 / Direct with Reason / Sub-sup Ron : Ginny, this must be for you.

Ginny : I’m not wearing that, it’s ghastly The description of data

The conversation is between Ron and Ginny. It happens in the classroom. Ron and Ginny are siblings. Their mother sends a package for one of them. The package is given to Ron first. After opening the package, Ron is surprised because the content looks like a dress. Then, Ron thinks that the package must be for his sister, Ginny. But, when Ron shows and wants to give it to Ginny, she refuses it.

(63)

because they are family. Therefore, it does not matter for Ginny to express the refusal directly. The direct way is used by Ginny because she wants to convey the meaning of what she says explicitly. She wants to convey to her brother that she does not wear that kind of dress. She also gives the reason why she refuses it. Ginny put the condition of the dress which is ghastly as the reason to refuse her brother. It means that Ginny wants to say to her brother that the package is actually for him not for her.

16 / Direct with Reason / Sup-sub

Dumbledore : A man has died here. And he won‟t be the last, you must take action.

Fudge : I will not. In time like these the wizard world looks to its leaders for strength Dumbledore.

The conversation is between Dumbledore and Fudge. It happens in a darkened room in Hogwarts. There is a serious problem which occurs in Hogwarts. A man has died in there. As a headmaster, Professor Dumbledore of course worries about that incident. He thinks that such kind of incident will happen again in Hogwarts and that man won‟t be the last. He is afraid that there will be another victim. Therefore, Professor Dumbledore asks Fudge to do something related to this incident. He must take action to solve this problem. Unfortunately, Fudge refuses what Dumbledore asks to him. He refuses it directly that he will not take action with what has happened in Hogwarts.

(64)

In the conversation above, Professor Dumbledore asks Fudge to take action related to the incident which has happened in Hogwarts. A man has died in Hogwarts and he won‟t be the last. This condition of course

creates a big of worry for Professor Dumbledore. Professor Dumbledore is the headmaster of the school so that he must be responsible for all what happen in the school. Moreover, Hogwarts is school of magic which is very famous. Thus, as a headmaster Professor Dumbledore must think about it and do something related to that incident. Then, he asks Fudge to take action with that problem. But, Fudge directly refuses what Professor Dumbledore asks him to do. He refuses it directly since he wants to convey the meaning of what he says explicitly. He wants to convey Professor Dumbledore that he will not take action about that. The direct way is used by Fudge since he has a higher status than Professor Dumbledore. Cornelius Fudge is one of the International Ministry of Magic. It means that Fudge has a legitimate power over Professor Dumbledore by virtue of being minister. Therefore, by saying the refusal directly, Fudge tries to show his superior status toward Professor Dumbledore.

Indirect Refusal

1. Be silent, hesitate, show lack of enthusiasm 04 / Silent / Equal Ron: How did you do it?

AN ANALYSIS OF REFUSAL EXPRESSIONS IN “HARRY POTTER AND THE GOBLET OF FIRE” FILM (A SOCIO-PRAGMATICS APPROACH)

To think is easy. To act is difficult.

To act as one thinks is the most difficult.

(Johann Wolfgang Von Goeth)

Far and away the best prize that life offers is the chance to work hard at work

worth doing

This thesis is wholeheartedly dedicated to:

TABLE OF CONTENTS