THE ANALYSIS OF COMMAND IN THE NOVEL “THE RED PONY” BY
JOHN STEINBECK
(A Socio-pragmatics Approach)
THESIS
Submitted As a Partial Fulfillment of Requirements
For the Sarjana Degree in English Department
Faculty Letters and Fine Arts
Sebelas Maret University
By:
Dionisia Diantisari
C 1306518
ENGLISH DEPARTMENT
FACULTY OF LETTERS & FINE ARTS
SEBELAS MARET UNIVERSITY
THE ANALYSIS OF COMMAND IN THE NOVEL “THE RED PONY” BY
JOHN STEINBECK
(A Socio-pragmatics Approach)
By:
DIONISIA DIANTISARI
C1306518
Approved to be examined before the Board of Examiners
Faculty Letters and Fine Arts
Sebelas Maret University
Thesis Consultant
Agus Dwi Priyanto, SS, M.CALL
NIP. 19740818200012 1 001
Head of English Non-Regular Program
THE ANALYSIS OF COMMAND IN THE NOVEL “THE RED PONY” BY
JOHN STEINBECK
(A Socio-pragmatics Approach)
By:
DIONISIA DIANTISARI
C1306518
Accepted and Approved by the Board of Examiners
Faculty Letters and Fine Arts
Sebelas Maret University
On 18
thFebruary 2010
1.
Drs. S. Budi Waskito, M.Pd
(
)
Chairman
NIP. 19521108198303 1 001
2.
Ida Kusuma Dewi, SS,MA
(
)
Secretary
NIP. 19710525199802 2 001
3.
Agus Dwi Priyanto, SS, M.Call
(
)
First Examiner
NIP. 19740818200012 1 001
4.
Drs. Sri Marmanto, M.Hum
(
)
Second Examiner
NIP. 19500901198601 1 001
Dean of Faculty Letters and Fine Arts
Sebelas Maret University
PRONOUNCEMENT
Name : Dionisia Diantisari
NIM : C1306518
Stated truthfully that the thesis entitled The Analysis of Command in the
novel “THE RED PONY” by John Steinbeck is originally made by the researcher.
It is neither a plagiarism nor made by other people. The information related to
other people’s work are written in quotation and included within bibliography.
If this pronouncement is proved incorrect in the future, the researcher is
ready to take the responsibility.
08 Februari 2010
MOTTO
NO G AIN WITHO UT PAIN
DO N’ T WAIT UNTIL TO MO RRO W WHAT YO U C AN DO
DEDICATION
I would like t o dedicat e t his t hesis f or :
The Might y J esus Chr ist f or t he guidance and blessing.
My par ent s ~ Thanks f or t he love, t hought f ulness and
guidance t hr ough my good and bad days.
ACKNOWLEDGEMENT
First of all, I would like to thank to
the Savior, Jesus Christ
with all my
strength, heart and soul. Thank you for the blessing through my day to accomplish
my thesis and I confess that this thesis still far from completion. I also want to
give thank to
Mother Mary
because of her love and grace. I would like to express
my gratitude to all of the people who helped me to finish this thesis:
1.
Drs Sudarno, MA, the Dean of Faculty of Letters and Fine Arts, Sebelas Maret
University.
2.
Drs. S. Budi Waskita, M.Pd, as the Head of English Non-Regular Program
and my academic consultant, who has given permission to have examination
for my thesis and helped me during my academic years.
3.
Agus Dwi Priyanto, SS, M.CALL as my thesis consultant who has given
guidance, critical advices and precious contributions to me from the beginning
of the process of thesis writing until completing it.
4.
My beloved
Papa and Mama
for your great love, support, attention, patience,
and prayer given to me. I am proud of being your daughter.
5.
My brother,
Ant o and Char les
for all of the wonderful support and love.
6.
All of the lecturers of English Non-Regular Program for the guidance and the
7.
David and his f amily,
thanks for your love, care and support all this time.. I
wish we can have a better relationship and there is no distance between me
and your family because I love them..
8.
My best friends Mba Dee and Nata. I have wonderful time when we spend
time together. Thank to be my good friends in sad and happy. I always hope
we will be best friends forever.
9.
Ata, Dian, Lasi, Ita, Rani and Widya thanks for giving me support,
motivations and pray.
10.
All of my friends in Non Regular Program : Pahmie, Yaya, Tutik, Wahyu,
Tiwi, DJ, Ayu, Beta, Mb Diong, Niken, Fitri Y, Fitri Q, Mas Bayu, Ngadiyo,
Bang Riza, Susi, Inul.
11.
All librarians in SAC, Faculty Letters and Fine Arts and Center Library of
Sebelas Maret University for their professional and generous assists in
obtaining the required references.
12.
All who have helped me in completing my thesis.
Finally, I realize that this thesis still has mistakes and errors. Therefore, I
still need any comments and suggestions to make this thesis better. I really hope
that this thesis will be useful for everyone who reads it.
Surakarta, 08 Februari 2010
TABLE OF CONTENTS
TITLE ...
i
APPROVAL OF THE THESIS CONSULTANT ...
ii
APPROVAL OF THE BOARD OF THE EXAMINERS ... iii
PRONOUNCEMENT ... iv
MOTTO ...
v
DEDICATION ……… vi
ACKNOWLEDGEMENT ……….. vii
TABLE OF CONTENTS ………. . ix
ABSTRACT ………... xii
CHAPTER I: INTRODUCTION
A.
Research Background ...
1
B.
Problem Statements ...
2
C.
Research Objectives ...
3
D.
Research Limitation ………..
4
E.
Research Benefit ………...
5
F.
Research Methodology ……….
6
G.
Thesis Organization ………..
7
CHAPTER II : LITERATURE REVIEW
A.
Sociolinguistics ...
8
1.
Definition of Sociolinguistics ...
8
3.
Social Dimension ... 10
B.
Ethnography of Communication ... 14
1.
Definition of Ethnography of Communication ………... 14
2.
Essential Component of Etnography of Communication ... 15
a.
Speech Community ... 15
b.
Speech Situation ... 16
c.
Speech Event ... 17
d.
Speech Act ... 18
e.
Component of Speech ... 18
C.
Pragmatics ... 22
D.
Speech Acts ... 22
1.
The Definition of Speech Acts ... 22
2.
The Classification of Speech Acts ... 24
E.
Directives ... 26
1.
The Definition of Directives ... 26
2.
The Classification of Directives ... 27
F.
Command ... 28
G.
Direct and Indirect Speech Acts... 30
H.
Politeness ... 31
I.
Synopsis of The Novel ... 36
J.
Review Related Study ... 39
A.
Type of Research ... 41
B.
Data and Source of Data ... 41
C.
Sample and Sampling Technique ... 42
D.
Technique of Collecting Data ... 42
E.
Technique of Analyzing Data ... 43
F.
Data Coding ... 44
CHAPTER IV : ANALYSIS AND DISCUSSION
A.
INTRODUCTION... 45
B.
DATA ANALYSIS ... 45
1. Bald On Record ... 46
2. Positive Politeness ... 66
3. Bald Off Record ... 72
C.
DISCUSSION ... 76
1. Kinds of Politeness Strategies employed by the characters in giving
command in the novel “THE RED PONY” ... 77
2. Reason why the characters employ the certain strategies in the novel
“THE RED PONY” ... 81
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A.
CONCLUSIONS ... 91
B.
SUGGESTIONS ... 93
BIBLIOGRAPHY
ABSTRACT
Dionisia Diantisari. C1306518. 2010. The Analysis of Command in the novel
“THE RED PONY” by John Steinbeck (A Socio-Pragmatics Approach). Thesis.
English Department, Faculty of Letters & Fine Arts, Sebelas Maret University.
The research is based on Socio-pragmatics study. The aims of the
research are to describe the kinds of politeness strategy used by the characters in
giving command in the novel “THE RED PONY” and to find out the reasons for
choosing certain kinds of politeness strategy.
The research employs the Socio-pragmatics approach with the speech act
of commands as the scope of the analysis. This research is a descriptive
qualitative research. It employs purposive sampling technique. All the dialogs
containing commands are taken as the data. They are 25 data representing the
criteria. The data are analyzed with Brown and Levinson politeness theory for the
strategy of command and the analysis also considers Holmes’s social dimension
and Hyme’s SPEAKING formula.
From the analysis, I find the following results:
First, there are three politeness strategies of command employed by the
characters in the novel. The strategies used by the characters by following Brown
and Levinson theory, namely Bald On Record, Positive Politeness, and Bald Off
Record. The data show that there are 17 data using Bald On Record, 4 data using
Positive Politeness and 4 data using Bald Off Record.
Second, there are various factors influencing the characters to employ
each strategy. They are the situations happening in the conversation, the
relationship between the characters, the social status between the characters and
the degree of imposition that may damage the hearer’s face.
From the results, it is expected that the research will give an input to the
readers in studying speech act of commands. It is suggested that other researchers
analyze the employment of commands in other classification of speech act. They
may attempt to analyze it in many other sources, such as film or dramas.
CHAPTER I
INTRODUCTION
Every human being who lives in this world has to communicate each other to fulfill their own need. Thus, communication is the solution. As a means of communication, language is an effective tool to create communication since it plays an important role to express what people want, need and feel. On the other hand, communication will run well only if the speakers and the hearers understand each other. The speakers should be aware of what they are doing with language because they are talking to someone. Otherwise, the hearers have to understand what the speaker’s intentions are. Therefore, the hearers should know the speaker’s intention in producing an utterance. This is one of the realizations of certain social communication that is related to speech act.
In everyday communication, people select one language variety rather than another to convey their message. In sending their message, they also have to choose certain behavior in order to make the message accepted correctly and does not hurt other’s feeling. Nowadays this study is called politeness strategies. Holmes (1992:296) states “A polite person makes other feel comfortable. Being linguistically polite involves speaking to people appropriately in the light of their relationship to you”. For example when we are with a group of friend we can say directly to them “Shut up!” to command them to be silent. However, when we are surrounded by a group of adults at formal situation, we will say “I’m sorry, I don’t mean to interrupt, would you slow down your voice?” In different social situation, it is obliged to adjust the use of word to fit with the occasion. It means that speaking politeness by using appropriate linguistic choices may make other feel comfortable.
The Red Pony as the chosen novel is a novel written by American author John Steinbeck portrayed life of a ten-year old boy named Jody Tiflin and also his family. Considering to the phenomena above, people express command form in some ways, directness, indirectness and some politeness based on context of situation and context of culture and it is expressed differently when people express it with different people and in different situation.
There are some politeness strategies employed by the characters in giving command based on Brown and Levinson theory. The following example may be useful to clarify the background of study.
Billy Buck : Jody. I’ve got to do something you won’t want to see. You run up to the house for a while.
Jody : You’re not going to shoot him?
Billy Buck : No, I’m going to open a little hole in his windpipe so he can breathe. His nose is filled up.
Jody : I’ll stay right here.
The conversation takes place in the barn at night. When Jody goes to the barn he sees his horse is gone then he catches the lantern and he finds his horse outside of the barn. After that he takes the horse into the stall then Jody tries to sleep beside the stall but he can’t because the horse’s breath grows louder and sharper. Jody is glad when Billy comes in to check the horse then he feels the ears and flanks. Billy says to Jody that he has got to do something that Jody will not want to see so he gives a command to him to go to the house for a while.
Based on the dialogue above it can be seen that there is command utterance said by Billy as the super-ordinate to Jody as the subordinate. We can see it from the bold sentence: “You run up to the house for a while” The sentence is in the form of an imperative sentence. He commands to Jody because Billy does not want Jody to see what he would do to the horse.
the conversation, it will emerge high solidarity between Billy and Jody. Even tough Billy asks Jody to go with high tone but Jody does not want to go because he wants to accompany the horse. Billy can understand what Jody felt was so he lets him to stay. There is also the factor influenced the using of strategy that is the informality of the setting. It can be found from the conversation which happens in the barn so the formality between the participants is low.
Based on the phenomenon above, it is interesting to have a research more about the use of command in the novel “The Red Pony” by John Steinbeck. The speech act command is a part of pragmatic study. Nevertheless, since command is also used for maintaining social relationship, it can not be separated from sociolinguistics. The combination between pragmatics and sociolinguistics is called socio-pragmatics. Sociopragmatics concerns about how the speakers use the language to create and maintain social interaction with others. Therefore, the researcher conducted a thesis entitled “THE ANALYSIS OF COMMANDS IN THE NOVEL “THE RED
PONY” BY JOHN STEINBECK.”
B. Research Questions
1. What kinds of politeness strategies are employed by the characters in the dialogue in giving command in the novel “THE RED PONY”?
2. Why do the characters employ the certain strategy in giving command in the novel
“THE RED PONY”?
C. Objectives
1. To find out the kinds of politeness strategies employed by the characters in giving command in the novel “THE RED PONY”.
2. To find out the reason why the characters in the novel “THE RED PONY” employ a certain strategy.
There are so many speech acts used in the novel so it is necessary to limit this research. This research only focuses the analysis on the command expressions in the dialogue “THE RED PONY” as the object of the study. Besides, it also focuses the analysis of command by using politeness strategy based on Brown and Levinson politeness theory.
E. Research Benefits
Every research done must be useful for other people; at least it will give positive contribution for their surrounding. This research tries to give the benefits as follows:
1. The students of English Department
It is important for English Department student to understand deeper in understanding directive especially command in order they can easily issuing command by considering the situation when and where the conversation happen and to whom he or she speaks to.
2. The readers
The readers will get more information about command expressions by using politeness strategy. It includes the kinds of politeness strategies in giving command and the reason why the characters employed a certain strategy in the novel entitled “THE RED PONY”.
3. Other researchers
It is expected become stimulant for other researchers that will be able to make better research about command expressions by using politeness strategy and they can analyze it from a different point of view and from other data source such as drama and film.
4. The lecturers
The result of the study is expected to be useful for the lecturers in teaching socio-pragmatics and pragmatics about command dealing with politeness strategy.
This research employs a descriptive qualitative method. It aims to solve problems by collecting data, classifying data, analyzing data, and drawing the conclusion.
In this research, the source of data is the novel entitled “THE RED PONY. The data are taken from the dialogue containing command expressions. Purposive sampling technique is applied to collect data containing command expressions. For more details, the research methodology will be discussed in Chapter III.
G. THESIS ORGANIZATION
This thesis is organized by some chapters as follows:
CHAPTER I :INTRODUCTION, consisting of Background, Research Questions, Objectives, Research Limitation, Research Benefit, Research Methodology and Thesis Organization.
CHAPTER II :LITERATURE REVIEW, consisting of Sociolinguistics, Ethnography of Communication, Pragmatics, Speech Acts, Directives, Command, The Direct and Indirect Speech Acts, Politeness, The Synopsis of The Novel and Review of Related Study.
CHAPTER III :RESEARCH METHODOLOGY, consisting of Type of the Research, Source of Data, Sample and Sampling Technique, Technique of Data Collection and Technique of Data Analysis. CHAPTER IV :ANALYSIS
CHAPTER V :CONCLUSIONS AND SUGGESTIONS
CHAPTER II
A.
Sociolinguistics
1. Definition of Sociolinguistics
Sociolinguistics is concerned with the ways in which social relationships, statuses, patterns, and networks interact with language structure and use (Verschueren, 1999:7). It means that sociolinguistics deals with the influence of society toward the use of language. It concerns with the way people use an appropriate language in a certain community.
Radford (1999:16) states that Sociolinguistics is the study of the relationship between language use and the structure of society. It takes into account such factors as the social backgrounds of both the speaker and the addressee (i.e. their age, sex, social class, ethnic background, etc), the relationship between speaker and addressee (good friends, employer-employee, teacher-pupil, etc) and the context and manner of the interaction (in bed or in supermarket, loudly or whispering, over the phone, etc) maintaining that they are crucial to an understanding of both the structure and function of the language used in situation.
According to Holmes (1992:1), sociolinguistics is the study of relationship between language and society. They are interested in explaining why people may speak differently in different social context and they are concerned with identifying the social functions of language and the ways it is used to convey social meanings.
In the other words, Chaika (1994:3) states that sociolinguistics is the study of the ways people use a language in social interactions of all kinds. It means that sociolinguistics refers to how people use language when they interact with other people for instance how they talk with their friends, families, teacher as well as store keepers, doctors and enemies.
Moreover, Spolsky (1998:32) states that sociolinguistics is the field that studies the relation between language and society, between the use of language and the social structures in which the users of language live. It is a field of study that assumes that human society is made up of many related patterns and behaviors, some of which are linguistics.
concerns the social function of language in accordance with its users. It also studies the language varieties in relation to the different social context.
2. Scope of Sociolinguistics
In analyzing a language, Fishman (1972) is divided sociolinguistics into two studies namely: micro sociolinguistics and macro sociolinguistics. Micro sociolinguistics is one that concerns the study of language in specific communities with the scope of discussion such as the behavior toward language, style of speech, domains of language use, registers, speech act, etc. It also focuses on the study of individuals, the role of each individual in intra group interactions. According to Sumarsono and Partana (2002:15) states that micro sociolinguistics studies who speaks in what variety of language, to whom a speaker speaks to, what is the topics of speaking, in what situation the speaking happens, what is the goal of the speaking, etc. The analysis and description of micro sociolinguistics is closer to linguistic orientation with wider scope.
Otherwise, macro sociolinguistics is the study on sociolinguistics that takes account on the study of language history and development in the scope of society in general. According to Roger Bell in Sumarsono and Partana (2002:15) macro sociolinguistics emphasizes on intergroup interaction. It has wider and bigger scope, concerning to communication between groups in a speech community or even in a country, concerning to language contact in a wide community, language maintenance and other inquiry involving speech community in a big amount.
In this research, the researcher takes micro sociolinguistics as the frame of the study because the focus of the discussion is speech act, especially command used by the characters of the novel “THE RED PONY”.
3. Social Dimensions
1. The participants: who is speaking and
who are they speaking to?
2. The setting or social context of the interaction: where are they speaking? 3. The topic: what is being talked about?
4. The function: why are they speaking?
Social dimensions are needed to put a framework for discussing a language in its social context and how the language reflects its users and the uses they put it to. According to Holmes (1992:9-10), the four social dimensions are:
1. A social distance, concerned with participant relationships The solidarity/social distance scale is as follows:
Intimate Distant
High Solidarity Low solidarity
This dimension takes account for the pattern of linguistic interaction. How well the participants know each other is a relevant factor in language choice. Vernacular forms within a language occur more frequently in interactions where people know each other well. Standard forms often express social distance between participants. People use different words to different person based on the closeness between them, whether in intimate or distant relationship.
The scale is useful in emphasizing how well we know someone. This is a relevant factor in linguistic choice (Holmes, 1992:12). The closeness between speaker and hearer may influence the language they use in interactions. If the participants have intimate relationship, it will probably emerge high solidarity between them. Otherwise, if the participants are not so close, it will probably emerge low solidarity between them.
The status/power scale is as follows: Superior High status
Subordinate Low status
The dimension of status/power accounts for variety of linguistic differences in the way people speak. Someone speaks in a way which signals his/her social status and construct the social identity in a community where they live, whether she/he is superior, equal, or subordinate. The status/power scale points to the relevance or relative status in some linguistic choices.
The scale points to the relevance of relative status in some linguistic choices (Holmes, 1992:9). The scale shows vertical differences between speaker and hearer. The language used in interaction may be influenced by the different social status among the participants.
3. A formality scale, relating to the setting or type of interaction The formality scale is as follows:
Formal High formality
Informal Low formality
communities, vernacular forms predominate in casual talk, while standard forms are more frequent in situations such as informal interview with the school principal or a bank manager. 4. Two functional scales, relating to the purpose or topic interaction
In referential function, language can convey objective information of a referential kind. While in affective function, language is a means of expressing how someone is feeling. In short, the more referentially an interaction is, the less expression of the felling of the speaker is.
Referential
High Low
information information content content
Affective
Low High affective affective content content
Though language serves many functions, the two identified in these scales are particularly pervasive and basic. For example, the conversation about the weather between two stranger sitting side by side in a bus conveys affective meaning. The phatic expression about the weather is intended to break the ice and to open a conversation between the two participants. On the contrary, the weather forecast in television news puts the emphasis on referential meaning because it serves to give important information.
The four social dimensions above are useful to analyze the sociolinguistics variation in different kinds of speech communities and in different context.
B.
Ethnography of Communication
Ethnography according to Hymes (1984:1) is a field of study that is concerned with the description and analysis of culture, and linguistics is a field concerned, among other things, with the description and analysis of language codes.
The ethnography of communication is not simply a study of language structure or grammar. It concerns of how the speakers use utterances, whether to show deference, to get someone to do something, to display verbal skill or to give someone else information which is considered simply outside the concerns of linguistic theory.
Fasold (1996:39) states that the approach to the sociolinguistics of a language in which the use of language in general is related to social and cultural values is called the ethnography of speaking, or generally well known as the ethnography of communication.
Based on two definitions above, it can be concluded that the ethnography of communication concerns the difference of ways of speaking in different speech community that has to be understood by a speaker in order to communicate appropriately and to make sense of communicative situations within a particular speech community.
2. Essential Components of Ethnography of Communication a. Speech Community
Coulthard (1998:35) gives an opinion about speech community as follows “Any group which shares both linguistic resourches and rules for interaction and interpretation is defined as speech community and it is on such groups that ethnographers of speaking concentrate.” It means that a speech community is a group of people who share at least a single speech variety and have the same rules for interacting and interpreting.
Southern British English speakers can not be said to belong to the same speech community as New Yorkers since they do not attach the same social meaning (Wardhaugh, 1998:118).
From all the definitions of speech community above, it can be concluded that a speech community is a group of people who use at least a single speech variety and have the same rules for in interacting each other that mutually accepted way among themselves.
b. Speech Situation
Speech situation was defined by Hymes in Fasold (1994:42) as situations associated with (or marked by the absence of) speech, for example: ceremonies, fights, hunts or lovemaking. The situations refer to any cnstellation of statues and settings which constrains the interaction that should or may occur, for example between church and priest, school and teacher, clinic and physician, etc. Speech situations are not purely communicative; they may be composed of both communicative and other kinds of events. They are not themselves subject to rules of speaking, but can be referred to by rules of speaking as contexts.
Such situations can be referred to by rules of speaking as contexts into aspects of setting (or genre). Thus, the speech situation is non-verbal context, which may be composed of communicative behavior within a speech community.
c. Speech Event
The essential thing of a speech event is about one person trying to get another person to do something without risking refusal or causing offense. However, this type of situation does not consist of a single utterance. It is a social situation involving participants, who necessarily have a social relationship of some kind, and who, on a specific occasion, may have particular goals.
Furthermore, Hymes (1974) describes that the term of speech event will be restricted to activities, or aspects of activities, that are directly governed by rules of norms for the use of language. The speech event may consist of a set of speech acts which typically occur in pairs with the first constraining the occurrence of the second and are produced a particular situation.
d. Speech Act
According to Searle (1976:16), speech acts are the basic or minimal units of linguistic communication. Speech act refers to an utterance and the total situation in which the utterance is issued (Austin, 1960:52).
Yule (1996:47) asserts that speech acts are actions performed via utterances. The speaker normally expects that the hearer will recognize his r her communicative intention. The more explanation about speech act will be discussed in the next subchapter.
e. Component of Speech
Hymes (in Fasold 1996:44) has suggested the component of speech, which is labeled, with the one of the letters of the word “SPEAKING”. They are as follows:
a. Situation (S)
Situation includes the setting and the scene. The setting refers to the concrete physical circumstances where speech takes place, including time and place. Scene refers to the abstract psychological setting, or the cultural definition of the occasion.
b. Participants (P)
press agent. Furthermore, it deals with who is speaking and who they are speaking to. As the example, a telephone conversation involves a sender and a receiver.
c. Ends (E)
Ends of a speech act can be divided into outcomes (the purpose of the event from a culture point of view). Goals are the purpose of the individual participant. For example, the personal goal of the seller is to maximize the price while the buyer wants to minimize it. Basically, its goal is to get something by exchange value from one person to another.
d. Act Sequence (A)
Act sequence refers to message forms (how something is said) and message content (what is said). It deals with the precise words used, how they are used, and the relationship of what is said to the actual topic of conversation. Both involve communicative skills that vary from one culture to another, meaning that different cultures cause varieties of message form and message content. Speakers have to know how to formulate speech events and speech acts in their culture appropriately, how to manage changes in topic. For example, causal conversations may discuss fashion (message content) in informal situations between best friends.
e. Key (K)
Key refers to the tone, manner, or spirit in which a speech act is performed, whether it is serious, mocking, sarcastic, and so on. Furthermore, it also refers to the feeling, atmosphere, and attitude. Moreover, the key may be marked by nonverbal action such as certain kinds of behavior, gesture, or posture. The definition of aspects of key is as follows:
1) Tone : It is the general spirit of the scene, such as brave, angry, afraid, etc. 2) Manner : It is the participants’ way of behaving toward others, whether it is
3) Feeling : It concerns to emotion indicating happiness, anxiety, shock, anger, etc. 4) Atmosphere : It refers to the feeling that affects the mind in a place or condition,
such as good, evil, etc.
5) Attitude : It is participants’ ways of thinking and behaving toward a situation whether it is sympathetic, optimistic, pessimistic, etc.
f. Instrumentalities (I)
Instrumentalities refer to channel and form of speech. Channel is defined as the way a message travels from one person to another whether by oral or written. Messages can also be transmitted by such a means as telegraph, semaphore, and smokes signals or drumming. The form of speech refers to language and their subdivisions dialects, codes, varieties and register.
g. Norms (N)
Norms of interaction and norms of interpretation are including in norms. Norms of interaction refer to non-linguistic rules of when, how, and how often speech occurs in the community. Norms of interaction are determined by the culture of the community. Thus, they are different in each different community. Norms of interpretation implicate the belief system of a community. It involves trying to understand what is being conveyed beyond what is in the actual words used. One has to follow both norms of interaction and norms of interpretation in order to be competent in communicating in a certain culture.
h. Genre (G)
C.
Pragmatics
Pragmatics is a branch of linguistics study that focuses in meaning of utterances. According to Levinson (1997: 24), pragmatics is the study of the role of context that focuses on meaning of utterances. Further in “The Study of Language” Yule (1996:127) states “when we read or hear pieces of language, we normally try to understand not only what the words mean, but what the writer or speaker of these words intended to convey.” The study of ‘intended speaker meaning’ is called pragmatics.
Yule (1996:4) also states that pragmatics is concerned with the study of utterances meaning in which as communicated by speakers and interpreted by hearers. It focuses on what people mean by their utterances that involve the interpretation of what people mean in a particular context and how the context influences what is said.
From those definitions, it can be concluded that pragmatics is a science that discusses a meaning of language by regarding the relation between language and context. It means that the interaction between the context and language becomes the main study in pragmatics.
D.
Speech Acts
1. The Definition of Speech Act
While, Austin (1960:52) isolates three basic senses in which in saying something one is doing something, and hence three kinds of acts are simultaneously performed:
Locutinary Act
It is an act of saying something. It contains the speaker’s verbalized message. Illocutionary Act
It indicates the speaker’s purpose in saying something. it refers to the force behind the words. It specifies in what way a speaker is using the locution.
Perlucotionary Act
It produces sequential effects on the feelings, thoughts, or action of hearers. To make the definitions above more clear, the example below may help to clarify: “It’s hot here”
(Thomas, 1995:49)
The act of saying “It’s hot here” is the Locutionary Act. Meanwhile, Illocutionary Act
or the meaning of the utterance is the speaker might need some fresh air. Finally,
Perlucotionary Act effect might be that someone opens the windows.
2. The Classification of Speech Act
Based on Searle’s classification (in Yule, 1996, 53-54), speech act is divided into five categories as follows:
1. Declarations
Declarations are kinds of speech acts that change the world via utterances. The speaker has to have a special institutional role, in specific context, in order to perform a declaration appropriately. In using a declaration, the speaker changes the world via words.
For example:
Priest: I pronounce you husband and wife.
Referee: You’re out!
Jury Foreman: We find the defendant guilty. 2. Representative
speaker representing the world as he or she believes it is. In using a representative, the speaker makes words fit the world (of belief).
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 kinds of speech acts that state what the speaker feels. They express psychological states and can be statements of pleasure, pain, like, dislike, joy, or sorrow. They can be caused by something the speaker does or the hearer does, but they are about the
Directives are those kinds of speech acts that the speakers use to get
someone else to do something. In this case, the speaker wants to get a
future situation in which the world will match his words. Act of
commanding, ordering, requesting, suggesting, are all instances of the
speaker’s expressing his wants.
For example:
a. Give me a cup of coffee! Make it black!
b. Could you lend me a pen, please?
c. Don’t touch that!
5. Commisives
Commissives are those kinds of speech acts that the speakers use to commit themselves to some future action. They express what the speaker intends including promise, threat, and pledge.
For example:
a. I’ll be back.
b. I’m going to get it right next time.
c. We will not do that.
1. The Definition of Directives
The way a speaker convey their desire can be in a form of getting someone to do something, meaning that the speaker is employing directives. According to Searle in Levinson (1985:240) gives the notion of directive speech act is the one, which is used by a speaker to make a hearer do something. From those definitions, it can be concluded that directives are all utterances attempt to get someone to do something.
In addition, directives include acts of commanding and requesting that lead to subsequent actions of hearer, most typically in the form of compliance with the directives. To employ directives, a speaker must satisfy the certain felicity conditions as follows (Gordon and Lakoff in Bonvillain, 2003:119):
1. Speaker wants hearer to do act
2. Speaker assumes hearer is able to do act 3. Speaker assumes hearer is willing to do act
4. Speaker assumes hearer wouldn’t do act in the absence of the request
According to Holmes (1992: 289), directives can be expressed in some forms that can be in declaratives, interrogatives and imperatives forms. Generally, interrogatives and declaratives are more polite than imperatives, a great deal depends on intonation, tone of voice and context. The example below may clarify the explanation above:
1. Sit down
2. Could you sit down?
3. You’d better more comfortable sitting down.
(HOLMES, 1992:290) From the example above, it can be seen that the attempts to get someone to sit down can be expressed by commanding with imperative form (1)., by requesting with interrogative form (2), and by suggesting with declarative form (3). The utterance (1) is called direct directive and the utterances (2) and (3) are called indirect directives.
To make the definition of directives clearer, the researcher classifies the kinds of directives by using Allan’s classification (1986: 199). Allan defines directives into four major classes:
1.
Requestives means the speaker requests the hearer to do an action or
something. However the addressee gets the chance of not complying.
It
includes ask, beg, implore, insist, invite, petition, plead and urge, for
example: Could you try to talk without moving your lips?
2.
Questions means the speaker asks questions to the hearer. This class
elicits only verbal response from the addressee. The utterances are
attempted by the speaker to get the information from the addressee. It
includes inquiry, question, quiz, for example: Do you have chicken for
my table?
3.
Requirements mean
utterances that solicit not only the verbal response
from the addressee, but also the non verbal response. The speaker must
be in a position of authority over the addressee. The utterances said by
the speaker are the requirement for the addressee to carry out the action.
Thus the addressee does not have the chance of not complying the
required action including charge, command, demand, dictate, instruct,
order, and require, for example: Come here!
4.
Prohibits means utterances that count as an attempt by the speaker
toward the addressee not to do the certain action including forbid,
F.
Command
In communication, commands cannot be left by the people. People often
employ commands to get someone to do something. In some occasions,
commands are very important to be employed, for instance: when a boss
commands his employee to do the task or the father commands his son to buy
something.
We can also attempt to get people to sit down, for instance, by suggesting
or inviting them to do so, or by ordering or commanding them to sit down.
Searle includes command into directives in his speech act classifications.
Dealing with the structure of the sentence of command, Holmes says that
order and command are generally expressed in imperative form. However,
polite attempts to get people to do something tend to use interrogatives or
declaratives.
Yule (1996:54) defines that there is an easily recognized relationship
between the three structural forms (declarative, interrogative, imperative) and
the
three
general
communicative
functions
(statement,
question,
command/request).
a. You wear a seat belt (declarative)
b. Do you wear a seat belt? (interrogative) c. Wear a seat belt! (imperative)
In (a) speaker states the hearer wears the seatbelt. In (b) the speaker asks a
question to the hearer whether the hearer wear the seatbelt or not. In (c) the
Moreover, Chaika (1994:183) states that commands share virtually the
same preconditions as questions:
The speaker who commands has the right and/or duty to command
The recipient of the command has the responsibility and/or obligation to carry out the command.
According to Green in Tsui (1994:92) request and order are different. The difference between order and request is politeness in which request is more polite than order. Lyons in Tsui (1994:92-93) states that request can be impolite but impolite request is not order. The crucial differences between command and request is that a command has the feature ‘unconditional’, meaning that the speaker assumes that the hearer will comply, whereas a ‘request’ has the feature ‘conditional’, meaning the speaker assumes the ‘directive’ will only take effect if the hearer agrees.
Based on the explanations above, it can be concluded that commands are contextually bound. They are interpretable as commands only if the participants are actually in a commanding situation. The duty or obligation to carry out a command need not proceed only from status, but may proceed from the physical circumstances in which the command has been uttered.
G.
Direct and Indirect Speech Acts
Direct speech act occurs when there is a direct relationship between structure and a function (Yule, 1996: 55). The speaker expresses his intention explicitly so the hearer can understand and interpret what the speaker wants easily.
b. I request you to take out the garbage.
The opposite of direct speech act is indirect speech act. Indirectness is conveying meaning without saying it explicitly (Fasold, 2006: 361). Searle in Parker (1986: 17) states that indirect speech acts, in general, are the syntactic form of an utterance that does not reflect any indirect illocutionary act associated with it.
According to Allan (1986: 204), in indirect speech act, the speaker communicates to the hearer more than he actually says. It means that the speaker expresses his intention implicitly.
According to Jenny Thomas (1995: 143), a variety of reasons have 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 goals
4. Politeness/regard for “face”.
Thomas (1995: 124) also states that there are number of factors how indirect speech acts are used, namely: the relative power of the speaker over the hearer; the social distance between the speaker and the hearer; the degree to which X is rated an imposition in culture Y; and relative rights and obligations between the speaker and the hearer.
H.
Politeness
Politeness, in an interaction, can be defined as the means employed to show awareness of another person face (Yule,1996:60). Meanwhile, Holmes in An Introduction to Sociolinguistics (1992: 296) states that a polite person makes other person feels comfortable.
Politeness deals with face that refers to emotional and social sense of self in which every person expects everyone else to recognize. There are two kinds of face, negative face and positive face. Negative face is the desire to have freedom of action and freedom of imposition whereas positive face is the need to be appreciated and accepted, to be treated as a member of the same group and to know that their wants are shared by others. In short, negative face is the need to be independent and positive face is the need to be connected (Yule in “The Study of Language”, 1996: 134).
However, commands as illocutionary acts have potential to damage the hearer’s face or even the speaker’s own face; such acts are known as face threatening acts or FTAs. Meanwhile, some action might be interpreted as a threat to another’s face, the speaker can say something to lessen the possible threat, it is called face saving act (Yule, 1996: 61).
Brown and Levinson distinguish strategies of polite behavior to perform FTA, they are:
1. Bald On-record
The prime reason for bald on record usage may be stated simply in general, whenever S wants to do the FTA with maximum efficiency more than he wants to satisfy H’s face, even to any degree, he will choose the bald on record strategy. The speakers go on-record if there are overwhelmingly good reasons for ignoring face risk. They do not do any effort to minimize threats to the hearer’s face. However, this type of strategy is commonly found with people who know each other very well, and are very comfortable in their environment, such as close friends and family.
There are occasions when external factors can strain individual to speak very directly so the speakers ignore face risk. For example, if there is an emergency of some sort, where there is a major time constraint or there is time limitation, and where there is some form of channel limitation such as in telephone. It would certainly demand speaking with maximum efficiency. Other situation in which no attempt is made to mitigate the face risk are to be found where the power differential is great, in such cases the powerful participant will often employ no indirectness at all.
An emergency : HELP!
Task oriented or command: Give me the nails!
Alerting or warning hearers: Turn your headlights on! (When alerting someone to something they should be doing).
2. Positive Politeness
Brown and Levinson state that positive politeness is redress directed to the addressee’s positive face, his perennial desire that his wants (or the actions/acquisitions/values resulting from them) should be thought of as desirable. Redress consists in partially satisfying that desire by communicating that one’s own wants (or some of them) are in some respects similar to the addressee’s wants.
Positive politeness is oriented toward the positive face of H, the positive self image that he claims for himself. It ‘anoints’ the face of the addressee by indicating that in some respects, S wants H’s wants (e.g. by treating him as a member of an in-group, a friend, a person whose wants and personality traits are known and liked). The potential face threat of an act is minimized by the assurance that in general S wants at least some of H’s wants; for example, that S considers H to be in important respects ‘the same’ as he, with in- group rights and duties an expectations of reciprocity, or by the implication that S likes H so that S likes H so that the FTA doesn’t mean a negative evaluation in general of H’s face.
Positive politeness utterances are used as a kind of metaphorical extension of intimacy, to imply common ground or sharing of wants to a limited extent even between strangers who perceive themselves, for the purposes of the interaction, as somehow familiar.
When people speak to someone they may orient positive face and employ positive politeness which appeal the hearer’s desire to be liked and approved of in conversation. Positive politeness is oriented to enhance the positive face needs of the interlocutor.
There are some sub strategies in positive politeness such as:
Attend to the hearer: “You must be hungry, it’s a long time since breakfast. How about some lunch?”
A: “What is she, small?”
B: “Yes, yes, she’s small, smallish, um, not really small but certainly not very big.”
Assume agreement: “So, when are you coming to see us?”
Give (or ask for) reasons: “Why don’t you lend us your record player?”
Use in-group identity markers: “Come here, buddy.”
3. Negative Politeness
Negative politeness is oriented mainly toward partially satisfying (redressing) H’s negative face, his basic want to maintain claims of territory and self-determination. Realizations of negative politeness strategies consist in assurances that the speaker recognizes and respects the addressee’s negative face wants and will not (or will not minimally) interfere with the addressee’s freedom of action.
The main focus for using the strategy is to assume that the speaker may be imposing on the hearer, and intruding on their space. Therefore, these automatically assume that there might be some social distance or awkwardness in the situation. Negative politeness manifests itself in the use of conventional politeness markers, minimizing imposition, etc.
Be conventionally indirect: “Could you pass the salt?”
Minimize imposition: “I just want to ask you if I would use your computer?”
Be pessimistic: “Could you jump over that five foot fence?”
Impersonalize S and H: “Give it.”
4. Off Record
A communicative act is done off record if it is done in such a way that it is not possible to attribute only one clear communicative intention to the act. Thus if a speaker wants to do an FTA, but wants to avoid the responsibility for doing it, he can do it off record and leave it up to the addressee to decide how to interpret it.
the sense that is rules out fewer possible states of affairs) or actually different from what one means (intends to be understood).
To lessen threat on hearer’s face, a speaker sometimes doesn’t say what he or she means directly, by employing indirectness. Off record covers the act so indirectly that the speaker cannot be made accountable for any specific communicative intent.
Give hints: “It’s cold in here.”
Be vague:“Perhaps someone should have been more responsible.”
Overstate: “There were a million people in the Co-op tonight!”
I.
Synopsis of The Novel
The Red Pony is divided into four stories. Each story centers on a boy named Jody; the four together show him in a critical time of his childhood. In the first story, Jody is ten years old. The stories are close together in chronological time; indeed, Steinbeck is careful to remind readers that Jody is a "little boy" at the start of each story.
The Gift
This story describes Carl Tiflin's family and ranch, which will be the setting of all four stories. Jody is Carl's son. Another central character is Billy Buck, the ranch's single employed hand. While Carl is a stern, unemotional man, Billy is warmer, and spends a lot of time teaching Jody how to take care of horses. The ranch includes several horses, along with cows and pigs.
The Great Mountains
Jody is bored. He looks with longing at the great mountains, wishing he could explore them. Suddenly, an old Mexican man named Gitano appears, claiming he was born on the ranch. Gitano requests to stay on the farm until he dies. Carl Tiflin refuses, although he does allow him to stay the night. That night, Jody secretly visits Gitano. He is polishing an old sword. Jody asks if he has ever been to the great mountains, and Gitano says he has but remembers little. The next morning Gitano is gone. A neighbor reports seeing him riding into the mountains with something in hand—the rapier, Jody assumes. Jody is filled with longing at the thought.
The Promise
Billy Buck and Carl Tiflin decide Jody should raise a colt from birth. Jody is sent with Nellie, a mare, to have her bred. The breeding is expensive; Jody works extra hard at his chores to repay his father, but eventually he grows tired of waiting. Also, he is worry that Billy will let something go wrong, as happened with Gabilan. This hurts Billy's feelings. Finally, it comes time for the colt to be born, but the birthing is complicated. Nellie becomes very ill. Billy discovers that something is wrong with the birth, and he has to kill Nellie and cut the colt out of her stomach with his pocketknife.
The Leader of the People
J.
Review of Related Study
Some studies about speech act of command have been done by previous researchers. It had been done by Endah Wahyuningsih in 2004 entitled “An Analysis of Speech Act of Commands in The Film A Walk To Remember”. This research was trying to find out how commands are expressed in the film.
The result of this research showed that there were two kinds of command in the film A Walk To Remember namely question and statement. She divided the commands used by the characters based on the form of commands. Question was classified into Yes/No Question and Wh-Question. Meanwhile the statement was classified into positive statement and negative statement. Endah stated that Yes/No Question is used to ask the addressee to do something. Moreover, Wh-Question is used to make commands in a polite way. Meanwhile, positive statement is used to emphasize commands and to make command in a polite way. The negative statement is used to make a clear command and to force someone by giving warning or threat. The characters use question sentences to make subordinate do what super ordinate want without feeling presure. Besides, they also used statement sentences to emphasize command sentences.
Another similar study was conducted by Aulia Rahman in 2006 entitled “A study of Politeness Strategies in Speech Acts of Directives in a Movie “Princess Diaries” by Gary
Marshall.” This research was conducted to describe the Politeness Strategies used among characters in the movie and the reason for choosing certain type of politeness strategy.
Meanwhile, in this research I explore the strategies used for issuing commands employed by the characters in the novel entitled THE RED PONY. The commands employed are analyzed with politeness strategies based on Brown and Levinson politeness theory. Furthermore, the research is also finding out the reasons why each type of strategy employed by the characters.
CHAPTER III
RESEARCH METHODOLOGY
A. Type of Research
In this research, the researcher uses a qualitative research which employs descriptive method. It is called a descriptive because the researcher just collected the data, made an analysis and made conclusions (Moleong, 2001:6). The objective of this method is to describe phenomena from the data analysis in which a research conclusion will be drawn.
Meanwhile, the qualitative research focuses its analysis on the process of making the deductive conclusion, and also on the analysis of the relationship between phenomena of research, using scientific logic (Azwar, 1999: 5). In qualitative research, the data are stated in the form of words or sentences (Arikunto, 1983:245). The data in this research include the utterances expressed by words or sentences containing command expression which spoken by the characters in the novel entitled “THE RED PONY”.
B. Data and Source of Data
In conducting this research, the researcher employs a novel entitled “THE RED PONY” as the source of data. The novel is selected since it has interesting phenomena of the variant of command expressions.
C. Sample and Sampling Technique
Sample is a representative of population being observed, whereas sampling technique is a technique of choosing sample from the population (Hadi, 1983:70). Since this research is aimed at describing specific things found in the data, the researcher employs purposive sampling technique. As what Sutopo states, sample in the purposive sampling technique is taken based on certain consideration (Sutopo, 2002: 56). The conversations which are uttered by the characters containing command expression in the novel entitled “THE RED PONY” are taken as the sample of this research.
D. Technique of Collecting Data
In collecting the data, the researcher did the following steps:
1. Reading the novel entitled THE RED PONY for several times in order to understand the whole story deeply.
2. Collecting data covering the utterances containing command said by the characters in the novel.
3. Classifying the data based on the types of politeness strategies. 4. Giving a code on each classified data.
5. Analyzing and interpreting the data to answer the problem statements. 6. Drawing conclusion from the result of the analysis and interpretation. 7. Giving suggestion.
The collected data are analyzed by using Socio-Pragmatics approach. The steps done in the research are as follows:
1. Classifying the expression of command employed by the characters in the conversations of the novel entitled “THE RED PONY” based on Brown and Levinson politeness theory of the command expression.
2. Describing the data in relation to the context of the conversations when certain expression of command occurs. The context of the conversations covers the situational context of the conversations, the participants of the conversations, and the relationship between the participants.
3. Analyzing the expression of the command based on Brown and Levinson politeness theory by applying Hymes’ SPEAKING theory and also analyzing the reason why the characters employed the politeness strategy in the novel “THE RED PONY”.
4. Giving a code on each classified data.
5. Drawing conclusion from the data analysis and giving suggestions.
F. Data Coding
In this research, each datum is given a code in order to make easy in analyzing data. The data coding based on the order of the datum number, the type of politeness strategy, and the participants relationship in the dialogs. The example of data coding in this research is as follows: Data: 01/ PP/ Sup-Sub
01 :Refers to the number of data
PP :Refers to the Politeness strategy namely Positive Politeness Sup-Sub :Refers to the participant relationship namely Superior-Subordinate
ANALYSIS AND DISCUSSION
A.
INTRODUCTION
This chapter is divided into three steps. The first is the introduction. It provides information of what will be analyzed, that is an analysis of command in the novel “THE RED PONY”. The second is data analysis. It contains of analysis of the selected data based on Brown and Levinson theory of politeness strategy and Holmes theory of Dimension of Sociolinguistics. The third is discussion; it contains the discussion from data analysis, which is relevant to the research objectives.
B.
DATA ANALYSIS
The analysis is conducted in two steps. The first step is determining the types of politeness strategies based on Brown and Levinson theory. In the second step Dimension of Sociolinguistics will be used to describe the speaker’s reason in using certain politeness strategy. From the novel, I found 25 data containing command expression and variety of politeness strategies. All of data are taken to be analyzed based on the consideration of form and social dimension.
After classifying the data based on Brown and Levinson’s theory, I found three types of politeness strategies in the novel. They are bald on record, positive politeness, and bald off record.
1. Bald On Record
Datum 01/BO/Sup-Sub
Ruth Tiflin : I’ve got to cut your hair before long.
Breakfast’s on the table. Go on in, so Billy can come. Jody sat at the long table.
When Jody’s family will have breakfast in the morning, Ruth Tiflin, Jody’s mother sees Jody is busy to brush his wet hair. It makes his mother upset because Jody does not go soon to the dining room and he also makes Billy, his father’s employee, waits outside. At home, Ruth Tiflin is a disciplinarian so she wants her son be on time when they have breakfast. Besides, Jody sometimes is late to school because he takes long times to prepare him to go to school. Therefore, she asks him angrily to go in the dining room.
The Analysis of Commands
From the bold sentence, it is found that Ruth Tiflin employs a command. It can be seen from the structure that is using imperative in the bold sentence: “Go on in, so Billy can come.” The sentence can be indicated as a command because Ruth Tiflin orders Jody to go in.
In delivering the command, Ruth orders him by using bald-on-record that is task-oriented. She decides to use the strategy because she is as super- ordinate and she is giving a command to her own son as the subordinate. The reason of the speaker uses the strategy because they have intimate relation between mother and son. The conversation above is influenced by the setting of informal situation between the participants because it happens before breakfast in the kitchen. Therefore, Ruth says the command directly to her son, Jody, without any intention to offend him because she says it with low tone. As a good son, Jody obeys what his mother commands to him by sitting in the dining room.
Datum 03/BO/Sup-Sub
In the kitchen, while Jody washed his face and combed back his hair, Ruth Tiflin : Don’t you go out until you get a good breakfast in you. Jody : (He went to the dining room and sat at the long table)
The Description of the Context
a disciplinarian so she wants Jody to have a breakfast before he goes together with his father. Therefore, his mother commands him not to go out until he has a breakfast.
The Analysis of Command
From the conversation above, Ruth says the command to Jody because she has superior status as his mother to Jody as her son who has subordinate status. It can be seen from the structure that is using imperative form in the bold sentence: “Don’t you get out until you get a good breakfast in you.” From the bold sentence, it is plainly seen that Ruth employed bald on record strategy in a command. This strategy is included as task-oriented.
Ruth decides to use the strategy because they have intimate relationship between mother and son. The command does not make Jody feeling offend because he realizes that his mother gives the command for his own goodness. It proves that Ruth cares of his son so much so she says the command baldly in order to make the command effectively. There is also the factor which influences the use of strategy that is the setting of informal situation between the participants because Ruth orders Jody when they are in the kitchen. The situation is relaxed because they will have breakfast in the morning so the formality of the setting is low. Meanwhile, Jody as a good son he always obeys what his mother commands to him.
Datum 04/BO/Sup-Sub
Jody’s father moved over towards the one box stall.
Carl Tiflin : “Come here! He needs a good currying and if I ever hear of you not feeding him or leaving his stall dirty, I’ll sell him off in a minute.
Jody : Mine?
The Description of the Context
