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o e .Thoset ype sofs peechact sareexplainedby e lr a e S m o r f s e ir o e h t e h t g n i s U . ) 9 9 9 1 ( e lr a e
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Bercengkrama ,danbertuka rpikirant elahmenjad ikegiatanpelaja rseha ir i d a d a r e b a k e r e m a k it e k n i a l r a j a l e p n a g n e d i s k a r e t n i r e b n a k a r a j a l e p a r a P . i r a h n e m u ti l a H . h a l o k e
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b ra yang benar .In idikarenakan dalam bermasyaraka t r o n n a d n a r u t a a d a h a d u
s m -a norma dalam berbicara . Dengan mempelajar i a h c e e p
S c st , orang-orang akan terbantu khususnya para pelaja r untuk i u h a t e g n e
m bagaimanacarabicarayangl ayak. n a h a b u r e p a s il a n a g n e m n a k a i n i n a it il e n e
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B Theoreitca lFramework ... 23
R E T P A H
C III .RESEARCHMETHODOLOGY .
A ResearchMethod ... 25 .
ii x .
C ResearchI nsrtuments ... 28 .
D DataAnalysi sTechnique ... 92 .
E ResearchProcedures ... 32
R E T P A H
C VI .RESEARCHRESULTSANDDISCUSSION .
A OilvePenderghas’t sSpeechActs ... 36 .. .
1 AsseritveTypeo fSpeechActs... 73 .
2 DirecitveTypeo fSpeechActs... 93 .
3 CommisiveTypeo fSpeechA cts... 04 .
4 Expres isveTypeo fSpeechActs ... 24 .
B TheDfiferenceo fSpeech Act sUsebeforeand atfe rtheTransformaiton o f e
i v o M e h t n i r e t c a r a h C s ’ e v il
O ... 45 .... .
1 BeforetheTransformaitono fOilve’ sCharacter... 7....4 .
2 A tfe rtheTransformaitono fOilve’ sCharacter ... 94
R E T P A H
C V.CONCLUSIONSANDRECOMMENDATIONS .
A Conclusions ... 2..5 .
B Recommendaitons ... 55
S E C N E R E F E
R ... 7....5 S
E C I D N E P P
ii i x
S E L B A T F O T S I L
E . 1 . 3 e l b a
T xampleoft ableofs peechact etyp utterances ... 13 2
. 3 e l b a
T . ThePercentageo fSpeechAc tType sUsedbyOilve... 13 3
. 3 e l b a
T . ThePercentageo fPowerlessandPowerfulSpeechAc tUsedbyOilve .... 23 .
1 . 4 e l b a
T AsseritveSpeechAct sExamples ... 73 .
4 e l b a
T 2.DirecitveSpeechAct sExamples ... 93 .
3 . 4 e l b a
T CommisiveSpeechAct sExamples ... 14 4
. 4 e l b a
T .ExpressiveSpeechAct sExamples... 43 .
5 . 4 e l b a
T ThePercentageo fSpeechAc tType sUsedbyOilve... 44 e
l b a
v i x
S E C I D N E P P A F O T S I L
: A x i d n e p p
A EasyAmovier eview ... 95 :
B x i d n e p p
A Synopsi so fEasyAmo vie... 61 .. :
C x i d n e p p
A OilvePenderghas’t sdialogue swhichcontainpowerfulspeechact s ... 4.. 6 :
D x i d n e p p
1 R E T P A H
C I
N O I T C U D O R T N I
The fris tchapter o fthi sthesisdiscusse s the background o fthe research , h
c r a e s e
r quesiton ,research objecitves ,research beneftis ,problem ilmtiaiton ,and i
n if e
d iton oft erms .Each oft hem i sexplained and presented i n t hi schapte.r The a
e s e r e h t f o d n u o r g k c a
b rch contain sthe issue srelated to the topic which i s .
h c r a e s e r s i h t n i d e s s u c s i
d Nex tdiscussion i saboutt her esearch quesitons .Based a
e s e r e h t , n o it c e s d n u o r g k c a b e h t n i s e u s s i e h t n
o che rmake stwo resear ch
n o it s e u
q swhichbecomet heindicator soft hegapsi nt hes cope.
, t a h t r e tf
A therei st hediscussionaboutt hepurpose soft hisr esearchwhich .
s e v it c e j b o h c r a e s e r e h t n i d e t c u d n o c s
i Nex,tt hebenefti sandt headvantagef rom .
s ti f e n e b h c r a e s e r e h t n i d e n i a l p x e e r a s i s e h t s i h
t Thenther esearche ralsoprovide s e
h t n i d e i d u t s e r a h c i h w s n o it s e u q e h t f o n o it a ti m il e h
t problem ilmtiaiton .Fort he
, r e t p a h c s i h t n i n o it c e s t s a
l ther esearche rclair ifest hedeifniitonoft het erms .
.
A ResearchBackground
r o n e k o p s s i ti r e h t e h w , e n o y r e v e r o f t n a tr o p m i y r e v s i n o it a c i n u m m o C
. n e tt ir
w Living togethe rin a society ,people need to communicate wtih the .
s r e h t
o Communicaiton tisel f actually i s a b irdge o f human relaitonship . t
a h t s e t a t s ) 9 8 9 1 ( d n u l k c a
B “communicaiton i simpo tran t to enhance the t
p i h s n o it a l e
y r e v e n I . e fi l n a m u h r o
f if eld such as educaiton ,work ,and daliy acitviites , t
c a f t a h T . d e s u s i n o it a c i n u m m o
c make severybodyd s eal wtih communicaiton .
r e tt a
m Thati swhyt heproblemincommunicaitonbecome sas ourceofproblem .
e l p o e p r o
f tIi ss howni nt hemovie ,EasyA. s
A a par to fsociety ,people wli linterac twtih each other .Atichison )
8 9 9 1
( explains t ha thuman i svery specia lcompared t o animals . tI i sbecause g
n i e b n a m u
h can say what t hey want .They can also understand number sand h
c i h w s e c n e t n e
s make the communicaiton easier .In othe rwords ,they can t
s s e r p x
e hemselvesf reely.I tmake sthemdfiferentf romothe rcreature .s e
n o d e b n a c n o it a c i n u m m o
C using many ways ,such a sby conversaiton , r
p x e l a i c a
f essions , and also body language . Actually , people o wn ll
i k
s inchoosing the way they wan tto use when they communicate .They can e
v e t a h w e s
u rwaywhichi sapprop irateint heris tiuaitonatt ha tmoment. e
v if e r a e r e h
T reason swhyt her esearche rchooses woman speech act sa s e
h
t topicoft hi sstudy .Fris,t t her esearcheri si nspried by theotherr esearcher s c
e e p s , d n o c e S . c i p o t e m a s e h t e v a h o h
w hacti sani nteresitngt opictobel earn t d n a n i a l p x e o t l u f e s u s i t c a h c e e p s g n i y d u t s , d ri h T . ) 9 7 9 1 ( h c a B y b d e t a t s s a
, h tr u o F . h c e e p s r i e h t h g u o r h t t n a w e l p o e p t a h w e b ir c s e
d because women
c e e p
s h act s are unique , learning speech ac t help people to avoid r e h c r a e s e r e h t s i n o s a e r t s a l e h T . n a m o w a o t k l a t y e h t n e h w g n i d n a t s r e d n u s i m
e h t r e v o c s i d o t s t n a
w powerinwomen’ss peech.
p s , c i p o t e m a s e h t h c r a e s e r o h w s r e h c r a e s e r e m o s e r a e r e h
T eech act
i p o
e i v o M c i n a ti
T ”by AureilaAnindtia(2014) .Shediscussest hespeechacts and r e v e w o H . tr a p t a h t s w o ll o f r e h c r a e s e r e h T . s t c a e s o h t d n i h e b g n i n a e m e h t o s l a
s e s s u c s i d o s l a d n a s e ir o e h t r e h t o e m o s s d d a r e h c r a e s e r e h
t a d fiferen tissue
h c r a e s e r d n o c e s e h t n i n w o h s s i h c i h
w quesiton o f thi s research. The e
h t m o r f s e m o c n o it a ri p s n
i previousr esearch whichi sconducted by Anindtia . .
c i p o t s i h t s e s o o h c r e h c r a e s e r e h t y h w n o s a e r t s ri f e h t y ll a u t c a s i s i h T
n a o d o s l a y e h t , k a e p s e l p o e p n e h w y ll a u t c
A aciton . tI i scalled speech t
c
a .Int he ilnguisitcs ifeld ,thet erm ,speechact ,i sactuallyf amou sa sakindo f t
c
a whichi sdonet hroughas peech.Bach( 197 ) 9 say sabouts peechac ta sact fo n
a n o it a c i n u m m o
c d ti can be found in the conversaiton .He also say stha t t
c a h c e e p s g n i y d u t
s i salway sinteresitng .Tha tf act make sthe researche r o
m itvated t oo d thi sresearch and i ti sthe second er ason why the researche r .
h c r a e s e r s i h t s e o d
d ri h t e h
T reasont oconductt hisr esearchi st hati ti susefult o understand r
i e h t h g u o r h t t n a w e l p o e p t a h
w u tterances . tIi sbecausecommunicaitoncanbe e
s
u d to accompilsh so many things . Through communicaiton people can , e k o j l l e t , s t e b e k a m , s n o it s e u q k s a , t s e u q e r e k a m , n o it a m r o f n i r e v il e d
k s a , t n e m il p m o
c forgiveness ,givewarning ,etc.Womenalsousespeechactst o h
s il p m o c c
a those things .Surp irsingly ,women speech act sare really unique . t
n e h
W hey speak ,someitmesthemeaningoft hei rspeeche sa remisunderstood r
e n e t s il e h t y
b s .That i sactually t he nex treason t o conduct t hi sresearch .B y p
o e p , s t c a h c e e p s g n i n r a e
l le can avoid misunderstanding.Fo rsome reason s h
c e e p s n e m o
t s
il e s ner w ho misunderstand can beanyone .That i swhy t hi sresearch wli lbe o t l u f e s
u othe rpeople ,whethert hey aremen o rwomen .I tmakes t hem know y ll a u t c a t a h
w awomanwant sandt endst os aybehindh erspeech. t s a l e h
T reason o fconducitng thi sresearch si to discove rthe power in h c e e p s n e m o
w es .Knowing the power o fpeople speeche s actually i svery . t n a tr o p m
i tIi sbecausei nt hesociety,t hereares omenormst obeobeyedwhen n O . s k a e p s e n o e m o
s e o f those norm s i s the use o f poweri son meone’s e c n a r e tt
u , in othe r word s people should understand abou t powe frul and s s e l r e w o
p speech acts.Understanding t he power o fspeech acts can l eadpeople o
t bemorecarefuli nchoosingword swhentheyspeak. s i h c r a e s e r s i h
T abou tthe speech ac tchange phenomenon inEasy A .
e i v o
m Why t he researche rchooses t hi smoviei sbecausethe audience soft hi s e
i v o
m aremosltythet eenagers ro thestudents.Actually ,thechlidrenwhowan t e h t f o e s u a c e b s t n e r a p r i e h t y b d e i n a p m o c c a e b t s u m e i v o m s i h t h c t a w o t e h t n i s r e t c a r a h c e h t f o e d u ti tt a t n e ir u r p e h t d n a e g a u g n a
l movie .Thef actt ha t
r e h c r a e s e r e h t s e k a m d lr o w e h t d n u o r a s r e g a n e e t y b d e h c t a w s i e i v o m s i h t e t a v it o
m dt ol earnaboutt hi smovie.Ther esearche rhopest hatthet eenager sand s t n e d u t s e h t o s l
a canlearn t hel anguageespeciallyabou twha tspeecht heycan . y ll u f e r a c e s u l l a h s y e h t h c e e p s t a h w d n a y l e e r f e s
u I fthe bad speech act s
e i p o c e r a e i v o m e h t n i e l p m a x
e dby t het eenagersi, tcan b irng abad i mpact t o .r e n e t s il r i e h t y b e l p o e p e ti l o p m i s a n e e s e b n a c y e h t , e l p m a x e r o f , m e h t s t c i p e d e i v o m e h T . e u s s i e g n a h c t c a h c e e p s a e d i v o r p o s l a e i v o m s i h T g a m i s ’ n a m o w a n r u t n a c t c a h c e e p s f o e s u e h t w o
e r
a a lo t ofpowerful speeche s used and those powerful speech act s are h c r a e s e r s i h t n i d e s s u c s i
d .I tmakest her esearche rcan givemany example so f l u f r e w o
p speechacts .Thi sway, t hestudent scanunderstandeasliyaboutt hose .s t c a h c e e p s s i h
T research i s about Oilve’s speech acts ni Easy A movie.The speech t
c
a sarei n t heOilve’ sdialogue swhich aretaken f romt hemoviescirpt.Movie s
i ani nteresitngmediumt ober esearched. tIi sbecauset heresearchercanl earn . n o it c a e h t h g u o r h t o s l a t u b s e u g o l a i d e h t h g u o r h t y l n o t o n e g a u g n a l e h t t u o b a t
I si dfiferen twhenconducitngr esearchbasedonabook.Learningl anguageby e i v o m g n i h c t a
w help s the student s to get a rea l example o f people . n o it a s r e v n o c e i v o
M a sa learning medium g s ive the student sbeneftis .Kruesmann )
9 9 9 1
( agreesi n using movie a sal earning medium because movieha ssome s s o r c , y ti li b i x e lf , y ti r a il i m a f e r a s ti f e n e b e h T . s ti f e n e
b -cutlura lconnecitvtiy ,
. y ti s n e d t n e t n o c d n
a In educaiton ifeld ,the greates tchallengefo reducatorsi s p l e h n a c e i v o M . s e it i v it c a g n i h c a e t e h t p l e h o t s e i g o l o n h c e t w e n e h t e s u o
t the
s t n e d u t
s learnl anguagebecausestudent snowaday saref amiila rwtiht elevision , . e i v o m e h t d n if o t e s o h t e s u s y a w l a n a c s t n e d u t s e h T . t e n r e t n i d n a , r e t u p m o c y e n a H d n a a m z u K y b d e t n i o p s i tI . e l b i x e lf o s l a s i e i v o
M (1998)thatr ecalilng
l a n o it i d a rt e h t g n i s u y b y r o m e m t n e d u t s e h
t tool s ilkebook so rblackboard i s y l s u o e n a tl u m i s s t n e d u t s e h t s e t a l u m it s e i v o M . e i v o m g n i s u s a e v it c e f f e s a t o n . y ll a b r e v d n a y ll a u s i
v Theuseo fmoresensesl eadst hestudentst o i mp irntt he o it a m r o f n i e h t ll a c e r d n a , r e g n o l ti n i a t e r , y li d a e r n o it a m r o f n
s s o r
C -cutlura lconnecitvtiy give sthe student sbeneif tin engaging the e v i g h c i h w l a u s i v d n a , e v it a r r a n , n o it a m r o f n i r e h t e g o t g n i g n ir b y b s n o it o m e
i d n if r o f s e it i n u tr o p p o y n a
m ng chord s o fresonance wtih exisitng studen t .
e c n e ir e p x
e The student s can fee l the rea l stiuaiton from the movie they .
h c t a
w A movie can be a grea tvehicleto student sto get t ha tbeneif.tAnother t n e t n o c e h t s i m u i d e m g n i h c a e t d n a g n i n r a e l a s a e i v o m g n i s u f o t if e n e b
. e i v o m e h t f o y ti s n e
d In amovie, t here aremany i ssue sand problems .I tcan a
e b o t s t n e d u t s e h t e g n e ll a h
c problem solve rin thei rrea llfie i fthe same m
e l b o r
p occurs ,fo rexample ,in the movie Easy A ,i tcan be seen how a e
c n e t n e
s , whichi ss pokenbyOilve ,cans uddenlychangeheri mage.Thati ssue s
i researched in thi sthesis .The movie which is studied i sEasy A .The s
e s u r e h c r a e s e
r andl earns fu trhe rabou twoman’sspeechactsint hi smovie . A
y s a
E movie actually tell sabou tan average high schoo lgri lnamed t
s a h g r e d n e P e v il
O . Even in the opening narraiton ,Oilve hersel f tell sthe s
i e h s t a h t e c n e i d u
a "invisible" and "anonymous". Unfo trunatelyhe rquietlfie n o it a t u p e r e h t s n i a g y l n e d d u s r e h e k il l ri g d o o g A . s s e m a o t n i s e g n a h
c ast he
lr i g d a b 1 . o N s 'l o o h c
s atfe rhe rwh tie ileabou tabo irngweekendturnsi ntothe l
o o h c
s -wide buzz .Like the othe rteenagers ,Oilve only want sto be popular . e
v il O n e h
W ’ s bes tfirend ,Rhiannon, ask sOilve to join he rdinne rwtih he r w
a g n il l e t y b r e f f o e h t s e s u f e r e v il O , s t n e r a
p htie ile .Unfo trunatelybecauseo f h
R iannon ,the exaggeraiton gossip reache sthe ea ro fMairanne .Mairanne i s f
o r e t o m o r p e h
t oneo fareilgiousf reakclub .Thi sgossipi ss preadatt hewhole .r
e k a m n o it a u ti s t a h
T s Oilve a famou sbad gilr .She gain sfan sand also .
s r e t a
h Oilvemus tdea lwtihmanypeoplebecauseoft his .Atlhoughshesay sto t
a h t e n o y r e v
e h er being a bad gilr i sjus tgossip which i sno t rtue ,no one e
d i c e d r e h s e k a m t a h T . r e h s e v e il e
b s to go wtih t he lfow. She beginst o dres s h
t o s y l e v it a c o v o r p t c a d n
a a tshecanstandout .He rchangei tsn o onlynoitced y
b t he student sin he rschoo lbu talso he rfavortie teacher ,Mr .Grfiftih .M r h
ti f fi r
G also no itces and woriresabou therchange .Theonlypeoplewho rtust n
e p o e r a d n
a -minde dabou tOilves tiuaitonarehe rparent .s
r o f s t c e f f e e v it a g e n y n a m e v i g s e m a g e lt ti l r e h t a h t s k n i h t r e v e n e v il O
a h ti W . t u o e m o c o t h t u rt e h t r o f e m it s i ti t a h t s e z il a e r e h S . r e
h ltiltehelpf rom
g n o l
a -itme crush ,Woodchuck Todd ,sheattemptst o l e tal lpeopleknowt ha t r
a f o s s i e h
s frombeingabadgi lr. e
h t h g u o h tl
A re are so many problems ,Oilve can solve themI.n t heend s
i h t u rt e h t t a h w w o n k e l p o e
p .Finally ,she can ac tand speak ast he way she .s
i Thi smoviei sfun and i tteache s many l essons to t heaudience .sOne of t he a
e p s t o n f o t c e f f e d a b e h t t u o b a s i s n o s s e
l k gi n the rtuth o rwha twecall a eil n
e v
e when tii sawh tie ile. Someitmesthesmalles tilecan comebackt ohaun t o
h w n o s r e p e h
t doe snot t ell t he rtuth .People can learn t hat t hey must t hink t
u o b
a t hereputaitontha tma ybegainedf romthei rilebeforetheregre tcomes. e
h
T researche ranalyzes thespeechactsusedbyOilvePenderghastint he e
i v o
m EasyA .Beside sanalyzing t het ypeo fOilve’ sspeechacts ,theresearcher e
z y l a n a o s l
a s the change o fOilve speech act sin orde rto make he rnew .
.
B ResearchQuesitons
h c r a e s e r o w t e r a e r e h
T quesitonsi nt hiss tudy .Theyare: .
1 W hattypesofs peechacts ea r usedbyOilve inEasyAmovie? .
2 Whati st hed fiferenceofs peechact susedbyOilvewhen r
e
h characte rrtansformsint hemovie?
.
C ResearchObjecitves
s a h h c r a e s e r s i h
T t woobjecitves .Thiss tudyi sconductedto ifndou thow y
ll a i c e p s e , e i v o m e h t n i n o it a s r e v n o c e h t n i d e y o l p m e e r a s t c a h c e e p
s Oilve’s
. s t c a h c e e p
s The other objecitve sare to ifnd the answe rfo rthe research n
o it s e u
q .sThe fris tresearch quesiton iswhat type o fOilve’s speech act sfrom A
y s a
E movieare.I nt hi scaset her esearche ranalyze sOilve’ss peechactst ype s t
e h t g n i s u y
b heory from Sea lre (1999) .There are ifve type o fspeech acts . .
e v it a r a l c e d d n a , e v i s s e r p x e , e v i s o m m o c , e v it c e ri d , e v it r e s s a e r a y e h T
h c r a e s e r d n o c e s e h
T quesiton which should beanswered i sthe dfiferen t f
o n o it a m r o f s n a rt e h t r e tf a d n a e r o f e b e s u s t c a h c e e p s n
i oilve’ scharacteri nt he
e i v o
m .Ther esearche ranalyze sw hatspeechact sOilveuse sbefores hechange s t
a h t r e tf a d n a e d u ti tt a r e
h .There i sa dfiference speech act suse when Oilve s
k a e p
s whens hebecome sanaughtys choo lgilr.
.
D ResearchBeneftis
h c r a e s e r s i h t ,l l a r e tf
A w illgivet hebeneftis t oward t he readers .In t hi s ,
e s a
c theresearcherhopest hatt hi sstudywli lbebeneifcialf ort hosewhodea l :
.
a EngilshStudents
h s il g n E o t d e t a l e r s i y d u t s s i h
T linguisitcs .Thisr esearch wli lhelpt he g n i n r a e l n i s t n e d u t
s that , especially s ooci ilnguisitcs .The student sare f o g n i n a e m e h t d n a t s r e d n u o t d e t c e p x
e the ac tbehind a speech ,fo r o t r e n e t s il e h t r e d r o n a c e n o e m o s y ll a u t c a , n o it s e u q a g n i k s a y b e l p m a x e . g n i h t e m o s o d r p o r p p a g n i y l p p a s a h c u s t if e n e b e h t t e g n a c s t n e d u t s h s il g n
E iate
e h t n i s t c a h c e e p
s learning process .By doing that ,the student salso can n o it a t e r p r e t n i s i m d i o v
a o fthemeaning and misunderstanding t hemessage . n o it a s r e v n o c r i e h t n
i Ther esearche ralsobeilevest hatthestudent swli lge t e g a u g n a l e h t t u o b a n r a e l d n a e i v o m a g n i s u e g a u g n a l e h t y d u t s o t a e d i n a y d u t s s i h t d a e r y e h t r e tf a r e p e e
d ,f o reaxmpleaboutt hes peechacts .
.
b EngilshLecturers
t a d l a n o it i d d a n a e b n a c y ll u f e p o h y d u t s s i h t f o t l u s e r e h
T a fo rthe
h s il g n E g n i h c a e t n i s r e r u t c e
l ,s uchast headdiitona ldatai nl earnings peech s t c a h c e e p s n a m o w y ll a i c e p s e , s t c
a .In order t o encouraget he students t o t e s u n a c s r e r u t c e l e h t , n r a e l o t a i d e m e h t g n i h c r a e s n i e v it a e r c e
b hi sstudy
a san example t hat l earning speech acts actually can befrom everything , . k o o b m o r f y l n o t o
.
c Othe rResearcher si n theSameField
r e h t o e h t p l e h o t d e t c e p x e s i h c r a e s e r s i h
T researcher swho work i n t he d n e h e r p m o c d n a n r a e l o t m e h t r o f e c n e r e f e r a e b n a c y d u t s s i h T . d l e if e m a s .s t c a h c e e p s t u o b a r e p e e
d The researche r also offer s to learn the othe r c it s i u g n
il stopicsfo rexamplet hes wea rwords ,men’ss peechacts ,o rpoltieness . d e s u n a c s r e h c r a e s e r e r u t u f e h T . t n r a e l e b o t t n a tr o p m i o s l a e r a s c i p o t e s o h T c i p o t e s o h
t s tocont irbutet hestudyo fsocioilnguisitcsifeld.
.
E ProblemLimtia iton
, y d u t s s i h t r o
F theresearche rusesthetheo ire sandalsosource swhichare f o t p ir c s e h T . s t c a h c e e p s n e m o w e h t o t d e t a l e
r EasyA moviei salso used t o . h c r a e s e r s i h t t c u d n o
c Thi sstudy use sthe theory o fconten tanalysis ,so the h c r a e s e
r e r attempts to ifnd ou tt he necessary informaiton which is related to . e i v o m e h t n i h c r a e s e r s i h
t Thefris t ilmtiaiton of thi sresearchf ocusesonly on s
’ e v il
O dialogue son the movie .I ti sbecause the researche rwant sto study t
u o b
a woman speech act .EasyA moviei san subjecttha thelp s et h researche r t u o b a n r a e l o
t woman speechact. I talsomeanst hatt her esearche rdoe sno tuse .s e u g o l a i d n e m o w r e h t o r o s e u g o l a i d n e m h t s i n o it a ti m il d n o c e s e h
T eresearcher l earn sonly Oilve’sconversaiton t a h t s w o h s e i v o m e h T . r o t u c o lr e t n i e h t s a h e h s n e h
w Oilve actually ha s
t o n s e o d r e h c r a e s e r e h T . r e t u p m o c r e h o s l a d n a e l p o e p h ti w n o it a s r e v n o c s e c n a r e tt u s ’ e v il O f o l l a e z y l a n
a .In othe rwords ,the speech act swhich are h t e r a d e z y l a n a e b o t d e d n e t n
.
F Deifni itonO fTerms
.
a SpeechA ct ( k c o d a
S 1974) statest hat“speechact smeant heact swhicharedonei n s
s e c o r p g n i k a e p s e h
t .” (p .45) Anothe rexplanaiton i sstated by Sealre (1974). Heexplainst ha tspeech act sareutterancest hatr efert o t heproces s
n a y b d e ll o rt n o c s s e c o r p a s i e s a c s i h t n i n o it c a r o y ti v it c A . g n ir e tt u f o
h t s g n ir b t I . t n e g
a e understanding tha tspeech ac ti san act which i sdone s
k a e p s e n o e m o s n e h
w .
.
b PowerfulandPowerlessSpeechActs n
w o s ti s a h d r o w
A powerwhen tii sspoken by aperson .peoplecan a
e s
u powerfulwordo rapowe lressword .Thatwli lmakesomeone’ss peech t
c
a becomes etihe rpowerful ro powerless .Therei saf acto rwhy peopleuse r
e h ti
e powerful ro powe lressspeechacts .Thatf actori ssomeone’ sstatusi n r
e h g i h e h T . y t e i c o
s someone’ s status ni the society society ,the more l
u f r e w o
p speech act swli lbe used by t ha tperson .Thesamestatemen talso h
w , s e l y t s h c e e p s e h t t a h t e d u l c n o c o h w ) 0 8 9 1 ( r r a B ’ O y b d e t a t
s ethe r tii s
l u f r e w o
p orpowerless ,weres tatusr elated .
.
c Poltieness
t a h t e s u a c e b s i tI . y t e i c o s n i d e s u y l n o m m o c s i t a h t m r e t a s i s s e n e ti l o P
. y t e i c o s e h t n i s r e h t o o t t c a r e t n i e l p o e p n e h w t n a tr o p m i y r e v s i m r e t
. t c il f n o c m o r f y a w a e l p o e p p e e k o t l o o t a s a n e e s e b n a c s s e n e ti l o
t c il f n o c c i g e t a rt s s a d o o t s r e d n u e b d l u o h s s s e n e ti l o p t a h
t -avoidancecan be
d n u o
f in Brown & Levinsonn (1987 )theory o fpoltieness .They said tha t “the basic socia lrole o fpoltienes si sin ti sablitiyto funciton a sa way o f
s e it r a p l a n o it c a r e t n i n e e w t e b n o i s s e r g g a l a it n e t o p g n il l o rt n o
c ” (p.1).
.
d EasyAmovie
e i v o m e c n a m o r y d e m o c a s i e i v o m s i h
T . tIi sdriectedbyWli lGluck. tI s
i oa ls produced by Wli lGluck wtih the help from Zanne Devine a sthe .r
e c u d o r p d n o c e
s The researcherprovide s some examples o f Oilve’ s s
e u g o l a i
d o fthi smovie .Thosedialoguescontain et h speech act .s They a re a
t a d e h t s a d e s
u whichareanalyzed fort hiss tudy.Thef ullr eviewo fEasyA A
n i n e e s e b n a c e i v o
m ppendixA.
h c r a e s e r , d n u o r g k c a b e h t e r a e s o h
T quesitons , research objecitves , ,
s ti f e n e b h c r a e s e
r problem ilmtiaiton ,and deifniiton o fterm swhich are used in s
i h
t research .The nex tchapte rdiscusses the theo ire sto suppor tand help the .
3 1
R E T P A H
C II
Y D U T S D E T A L E R F O W E I V E R
e r a e r e h
T t ow main pa tr so fthi schapter .Those tw eo ar the theoreitca l d
n a n o it p ir c s e
d the theoreitca l framework . In the theoreitca ldescirpiton ,the h
c r a e s e r s i h t f o w e i v e r l a c it e r o e h
t i s provided .The las t patr si the theoreitca l k
r o w e m a r
f .In the theoreitca lframework ,the researche rexplains the relaiton h
c r a e s e r e h t d n a s e ir o e h t e h t n e e w t e
b quesiton o fthi sresearch. The researche r h
c r a e s e r e h t r e w s n a o t d e d i v o r p s e ir o e h t e h t s e s
u quesiton .s
o it p i r c s e D l a c it e r o e h T .
A n
e s s i h t n
I citon ,the researcher discussesthe theo ire swhich are related to s
t c a h c e e p s n e m o
w and t he powerin women utterances .The t erm o fspeech act s e
r
a descirbed in detali .Thepowerin women speech act sareanalyzed t ohelp t he r
e h c r a e s e
r toanswerther esear chquesitons. e
r e h
T a ores met erm swhich come up i n speech ta c discussion ,sucha sthe ,s
t c a h c e e p s e h t n i s e p y t , s t c a h c e e p s f o s t n e n o p m o
c direct and indirect speech, s
s e n e ti l o p n e m o
w ,and also the powerin women speech .They are discussed e
h t p l e h n a c y e h t e s u a c e
b researche rto understand women speech acts .The r
e h c r a e s e
r wrties some deifniitons , descirpitons, and elaboraiton s as t he .
.
1 SpeechActs
s i e g a u g n a L . n a m u h r o f n o it a c i n u m m o c f o l o o t t n a tr o p m i n a s i e g a u g n a L
o t n o s r e p e n o m o r f n o it a m r o f n i r e v il e d o t d e s
u another .Actually ,speaking a
o w r e h t o n I . e t a c i n u m m o c o t t s u j n a h t e r o m s i e g a u g n a
l rds ,people d o an act
e c n a r e tt u r i e h t d n i h e
b s.
n i d r o c c
A gt oSealre(1999) ,“speakingal anguagei spefrormingspeechacts ,
g n i v i g , s t n e m e t a t s g n i k a m s a h c u s s t c
a requests ,asking quesiton so rmaking
s e s i m o r
p ” (p .36).Sea lre(1999) sharestha tspeechact sareactuallyt hebasicuni t
a c i n u m m o c s c it s i u g n il f
o iton .They are performed fo rtheriprope rmeanings in
e c n a r e tt u e l o h w e h
t s.
r e h t o n
A de ifniitono fspeechacti salsostudiedbyMcGregor(2009) . eH says
t a h
t “speechi sf undamentallyasocia lac to fdoingt hing swtihwords” (p .142). tI
n o s r e p t a h t y ll a u t c a e s l e e n o e m o s o t s k l a t n o s r e p a n e h w t a h t s n i a l p x
e doe sno t
k a e p s y l n
o bu talsodoe san ac.t I n sociall fie ,peopledoaconversaiton no tonly
s ; h s u b e h t d n u o r a o g o
t omeitmest heyalsohavepurposes indoingconversaiton
. g n ir e d r o r o g n i k s a , g n it a t s s a h c u s
n it s u A e li h w n a e
M (1962)s tate s“speechacti sdoingace traint hingbys ayinga
n i a tr e
c wordo rgroupo fwords” (p .94).T hepurposei st oshowt hatt hefuncitono f
g n i k a m r o f y l n o t o n s i e g a u g n a
l rtueorf alsestatements .Ausitnprovest hatt here
s n o it c n u f e r o m y l d e t b u o d n u e r
a o flanguage t ha tcan bel earnt .One of t hem i s
. g n i h t e m o s g n i y a s y b n o it c a n a o d n a c e l p o e p t a h t
Speech ca t i sinrtoduced frislty by Ausitn (1962) .He inrtoduce sthe basic
f y d u t s f o a e r a e h t d n a s m r e
e v it a m r o f r e
P i ishsto ircallyt hef rists peechacttobeexaminedands tudiedwtihin
n it s u A . t c a h c e e p s f o s e ir o e h t r e h t o e h
t (1962) deifne sa performaitve a san
a , b r e v f o e p y t l a i c e p s a s n i a t n o c h c i h w e c n a r e tt
u performa itveverb ,byf orceo f
. n o it c a n a s m r o f r e p t i h c i h
w He de ifnespe frormaitve utterance a s utterance
: h c i h w
e r a , ll a t a g n i h t y n a e t a t s n o c r o ’ tr o p e r ‘ r o ’ e b ir c s e d ‘ t o n o d ] .. .[
l a f r o e u rt ‘ t o
n se’ ;and [..]. t heutteirng oft he sentence i s ,or i s t
o n d l u o w n i a g a h c i h w , n o it c a n a f o g n i o d e h t ,f o t r a
p normally
) 5 : 2 6 9 1 (. g n i h t e m o s g n i y a s s a d e b ir c s e d e b
) 2 6 9 1 ( n it s u
A explanaitoni ssuppo tredbyWardhaugh( 1992) ow h saystha t
a g n i s u n
i performaitve ,a person i sno tjus tsaying something bu ti sactually
. g n i h t e m o s g n i o
d Pe frormaitve utterance i swha tpeople understand now a s
t c a h c e e p
s where “the utteirng o fthe word sis.[.. ]the leading inciden tin the
f o e c n a m r o f r e p e h t ] .. .[ , t c a n a f o e c n a m r o f r e
p which i salsothe objec to fthe
” e c n a r e tt
u (Ausitn1962) .T heexamples fo theutterance sare:
)
1 ‘ Ido ’ i[namarirageceremony]
)
2 ‘ Inamet hiss hipt heQueenEilzabeth ’ i[nas hipopeningpatry]
2 6 9 1
( , )p.5
n it s u
A (1962) desc irbes t heutterance sabovet ha t“they do notdesc irbemy
a h t e t a t s o t r o g n i o d e b o t g n ir e tt u o s n i d i a s e b d l u o h s I t a h w g n i o
d t Iamdoing
ti o d o t s i t i :
ti ”( .p )6 . I texplain stha tthose utterance sare said to perform an
. n o it a m r o f n i t r o p e r o t y l n o t o n n o it c
a The sentence i ssaid to convey anothe r
s , ) 0 1 0 2 ( e lr a e S y b d e n i a l p x e s
A peech acti s formed from three basic
e r a y e h T . s t n e n o p m o
c locuitonary, i llocuitonary ,and perlocuitonary.The othe r
) 2 6 9 1 ( n it s u A d n a ) 4 7 9 1 ( k c o d a S e k il s tr e p x
e also discusst he deifniiton oft he
.s t n e n o p m o c e e r h t
.
a Locuitonary acti s simply t he speechactt ha thas taken place. tIi slocuitonary
t c
a when t‘o ’say something i s t o do something .I tshowst he ac twhich t he
. y e v n o c o t s n a e m r e k a e p
s Sadock (1974 )add slocuitonaryac ta s“actt ha ti s
r e
p formed in orde rto communicate” (p .8).A speake rneed sto speak in
r e d r
o tha t the ilstener understands wha t the speake r wants . Thus ,
y r a n o it u c o
l i sperformedbyt hes peaker .Fo rexample :
- We ifndt hedefendan tno tguitly
- Thet emperatureoft hisr oomi st ooho tandi tmake smes weatt oomuch.
e r e h r e k a e p s e h
T doe sno tonlywantt ogivet heaudienceani nformaiton.I nt he
e h T . y tl i u g r e h / s i h m o r f t n a d n e f e d e h t r a e l c o t s t n a w r e k a e p s e h t , e l p m a x e t s ri f
c o t s t n a w e r e h r e k a e p
s hange t hedefendan’t sstiuaiton .Meanwhlie t he second
m r o f r e p y ll a u t c a r e k a e p
s s anac to fcommandorr eques this/he rilstenert os olve
e h
t speaker’ sproblem, i n othe rwords the speake rwant shis/he r ilstener t o do
.t n i a l p m o c s ’ r e k a e p s t u o b a g n i h t e m o s
.
b Illocuitonary a scti the rea l aciton which i s performed by the utterance .
y r a n o it u c o ll
I i sexplainedby Ausitn (1962) too .Hesays tha t“ an illocuitonary
n e p p a h l li w t c
a when i‘n ’saying something t hen anacti sperformed ,such
o s g n ir e d r o ’ n i‘ s
s
i actually theactua lword o fthe message .Dfiferen tfrom the locuitonary
t c
a which can be found in the speake rutterance ,the illocuitonary can be
. e c n a r e tt u r e k a e p s e h t n i d e ir r a c s i h c i h w e g a s s e m e h t n i d n u o f
. g .
e tIi sho.t...s.tatement
o d e h t n e p o u o y d l u o
W or? ...r.equest
.. .. .. .. .. .. .. ! e m r o f ti a
W ...order
o
D yous eemys on? ...quesiton
.
c Perlocuitonarya scti theeffectoft heutteranceon t he ilstener .According t o
n it s u
A (1962) “ , Pe lrocuitonarybeingwhen‘ by ’saying somethinganacti s
y b ‘ n i s a , d e m r o f r e
p saying x Iwa sy-ing him’ :‘by saying stop Iwa s
g n i n r a
w him’ ”(p .108).Perlocuitonaryac tmake sthe hearer t o reac tto the
. e g a s s e m s ’ r e k a e p
s Thet ypica lexample so fpe lrocuitonaryac tareinspried ,
, d e t a d i m it n i , d e d a e l s i m , d e s s a r e b m e , d e v i e c e d , d e s s e r p m i , d e d a u s r e
p rirtiated ,
. c t e , y r g n a , d e y o n n a
Thisr esearchdiscussesas tudyabou t if vekind sofs peechacts .Thoses peech
t c
a type sare explained by Sea lre (1999) . eH statestha t“there are ifve dfiferen t
f o s e p y
t speech act sbased on illocuitonary points”( .p148).They are asseritve ,
e v it a r a l c e d d n a , e v i s s e r p x e , e v i s i m m o c , e v it c e r i
d .
, t s ri f e h
T asseritvetypeis et th a c tha tcommi ta heare rto a proposiiton .
e v it r e s s
A statemenit spotenitally rtueorf alse . tIi sbasedont hespeakerwhethe r
s i e c n a r e tt u e h
t the fac to rnot .I
