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l l a f h c i h w s e h c e e p s f o s t p ir c s n a rt s ’ o n r a k u S n i d n u o f s t c a y r a n o it u c o ll i e l b i s s o p . e v it i c r e x e d n a , e v i s s e r p x e , e v i s s i m m o c , e v it c e ri d , e v it r e s s a f o y r o g e t a c e h t r e d n u e h t n o d n e p e d y e h T . d e ir a v e r a e c n e i d u a e h t n o s t c a y r a n o it u c o lr e p e h T it u c o ll
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G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... i v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... v T
C A R T S B
A ... v i K
A R T S B
A ... v iii E
G A P N O I T A C I D E
D ... x S
T N E M E G D E L W O N K C
A ... x i S
T N E T N O C F O E L B A
T ... x ii A
T F O T S I
L BLES ... x v S
E C I D N E P P A F O T S I
L ... x vi
.I R E T P A H
C INTRODUCTION 1
.
A ResearchBackground ... 1 .
B ProblemFormulaiton ... 3 .
C ProblemLimtiaiton... 3 .. .
D ResearchObjecitves ... 4 .
E ResearchBeneftis ... 4 .... .
F De ifniitono fTerms ... 5
.I I R E T P A H
C REVIEWOFRELATEDLITERATURE 7
.
A Theoreitca lDescirpiton ... 7 .
1 LanguageFuncitons... 8 .
a MicroFuncitons... 8 .
b MacroFuncitons ... 1 1 .
2 Pragmaitcs ... 1 2 .
3 SpeechActs ... 1 4 .
ii i x .
b IllocuitonaryActs ... 1 7 .
c PelrocuitonaryActs... 2 0 .
4 PubilcSpeakingCommunicaiton ... 2 2 .
a Speech ... 2 2 .
b AudienceI nteraciton ... 2 4 .
5 Lexica lRepetiiton... 2 5 .
B Theoreitca lFramework... 2 6
.I I I R E T P A H
C METHODOLOGY 2 8
.
A ResearchMethod ... .... 2 8 .
B ResearchSubjects... .... 2 9 .
C ResearchI nsrtument ... 3 0 .
D DataGatheirngTechnique ... 3 1 .
E DataAnalysi sTechnique ... 3 2 .
F ResearchProcedure ... 3 3
. V I R E T P A H
C RESEARCHFINDINGSANDDISCUSSION 3 4 .
A SpeechAct sFoundi nt heSpeeche s
o fKingandSukarno ... 3 4 .
1 LocuitonaryActsi nt heSpeeches ... 3 4 .
a LocuitonaryActsi nKing’ sSpeeches ... 3 5 .
b LocuitonaryActsi nSukarno’ sSpeeches... 4 0 .
2 IllocuitonaryActsi nt heSpeeches ... .... 4 5 .
a IllocuitonaryActsi nKing’ sSpeeches... 4 6 .
b IllocuitonaryActsi nSukarno’ sSpeeches... 5 5 .
3 PelrocuitonaryActsi nt heSpeeches... .. 6 7 .
a PelrocuitonaryActsi nKing’ sSpeeches ... 6 8 .
b PelrocuitonaryActsi nSukarno’ sSpeeches... 7 0
.
B Lexica lRepeititonUsedi nt heSpeeche s f
v i x .
1 Lexica lRepeititoni nKing’ sSpeeches ... 7 4 .
2 Lexica lRepeititoni nSukarno’ sSpeeches... 8 9
. V R E T P A H
C CONCLUSIONS ,SUGGESTIONS ,ANDI MPLICATIONS 21 0 .
A Conclusions ... 1 02 .
B Suggesitons ... 1 04 .
C Impilcaiton sonTeachingandLearning ... .. 1 05
E F E
R RENCES ... 1 07 S
E C I D N E P P
v x
S E L B A T F O T S I L
e g a P .
1 e l b a
T Locuitonaryactsi nKing’ss peeches ... 3 5 .
2 e l b a
T Locuitonaryactsi nSukarno’ss peeches... 4 0 .
3 e l b a
T Illocu itonaryactsi nKing’ss peeches ... 4 7 .
4 e l b a
T Illocu itonaryact sinSukarno’ss peeches ... .... 5 6 .
5 e l b a
T Possiblepelrocu itonaryactsi nKing’ss peeches... 6 9 .
6 e l b a
T Possiblepelrocu itonaryactsi nSukarno’ss peeches... 7 1 .
7 e l b a
T Lexicalr epeititoni nKing’ s IHaveaDream............................... 7 5 .
8 e l b a
T Lexicalr epeititoni nKing’ sNobe lAcceptances peech... 7 8 .
9 e l b a
T Lexicalr epeititoni nKing’ sSpeechatt heGrea t ti
o r t e D n o h c r a
M ......................................................................... 82 s
’ g n i K n i n o it it e p e r l a c i x e L . 0 1 e l b a
T AReailsitcLookatt he
s n o it a l e R e c a R f o a e r A e h t n i s s e r g o r P f o n o it s e u
Q ..................... 8 5
1 1 e l b a
T .Lexica lRepeititoni nSukarno’ sPeople’ sTr iCommand .............. 9 0 2
1 e l b a
T .Lexica lRepeititoni nSukarno’ sAsianArficanConference
OpeningSpeech........................................................................... 9 5 .
3 1 e l b a
T Lexica lRepeititoni nSukarno’ sDutchPubilcAcceptance
Condiiton SineQuaNonf o rResumpitono fNegoitaitons............. 9 7 .
4 1 e l b a
T Lexica lRepeititoni nSukarno’ sTheDoori s tsli lopen m e l b o r P n a i r I t s e W e h t f o n o it u l o S l u f e c a e P r o
i v x
C I D N E P P A F O T S I
L E S
e g a P .
1 x i d n e p p
A TheRelaitonshipbetweenSentenceForm s
t c A y r a n o it u c o ll I d n
a inKing’ sSpeeches... 1 12 .
2 x i d n e p p
A T heRelaitonshipbetweenSentenceForm s
t c A y r a n o it u c o ll I d n
a inSukarno’ sSpeeches... 1 40 .
3 x i d n e p p
A Lis to fLexica lRepeititoni nKing’ss peeches... 1 82 .
4 x i d n e p p
A Lis to fLexica lRepeititoni nSukarno’ss peeches... 1 88 .
5 x i d n e p p
A Biographyo fMaritnLuthe rKingJ .r ... .... 1 96 f
o y h p a r g o i B . 6 x i d n e p p
1
I R E T P A H C
N O I T C U D O R T N I
e c u d o rt n i r e h c r a e s e r e h t , r e t p a h c s i h t n
I d and descirbed the nature and
e r a e s o h T . s r e t p a h c b u s x i s f o s t s i s n o c r e t p a h c s i h T . y d u t s d e s o p o r p f o t n e t n o c
h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o f m e l b o r p , d n u o r g k c a b h c r a e s e r
s e v it c e j b
o ,r esearchbeneftis ,anddeifniitonoft erm .s
.
A ResearchBackground
Language ha s ti sp irmary funciton which i sto expres smeaning sand to
m r o f o t n i a e d i r e h / s i h m r o f s n a rt o t s d e e n r e k a e p s A . e s l e e n o e m o s o t e s e h t y e v n o c
l e e n o e m o s o t d e r r e f s n a rt e b n a c t a h
t se and be understood by the addressee .
d l e if m o o l
B (1993 )stated tha tby rtansformingt hementali magei nspeaker’ shead
e e s s e r d d a e h t , e s l e e n o e m o s o t d e r r e f s n a rt e b n a c t a h t m r o f l a c i s y h p e m o s o t n i
m e m a s e h t e v a h d n a , e g a s s e m l a c i s y h p e h t e d o c e d n a c n e h
t entali magecomei nto
d n a s n g i s o t n i t i g n it t u p y b a e d i r e h / s i h e d o c n e n a c r e k a e p s e h T . d a e h r e h / s i h
. d e s u e g a u g n a l e h t h g u o r h t s l o b m y s
e b n a c s g n i n a e m y e v n o c o t e g a s s e m l a c i s y h p e h t s a d e s u e g a u g n a l e h T
n o g n i d n e p e d y r a v n a c t a h t s m r o f y n a m n i d e s s e r p x
e thestiuaiton and i nvolving
l a m r o f ,s t x e t n e k o p s d n a n e tt ir w f o m r o f n i e b n a c t I .s e it i n u m m o c h c e e p s s u o ir a v
s i s t e g r e v i e c e r e h t t a h t e g a s s e m e h t f o g n i n a e m e h T . s e n o l a m r o f n i d n a
e n n a h c r o m u i d e m e h t , d e d o c s i e g a s s e m e h t h c i h w n i y a w e h t y b d e c n e u lf n
i l
g n i v i e c e r d n a g n i d n e s y b g n i n a e m f o g n ir a h s e h t s i “ n o it a c i n u m m o c , s u h T . ) 5 . p .) 5 . p , 5 9 9 1 , r e n n i k S & e c ir G ( e g a u g n a l g n i s u ” s e u c c il o b m y s l n o t o n s i n o it a c i n u m m o c n a m u
H y a matte ro f rtansfer irng no iton .I t
n o it a c i n u m m o c l a e r n I . e c n e u lf n i l a u t u m d n a e c n e ir e p x e n o m m o c s e v l o v n i o t s r e h t o e c n e u lf n i o t s e p o h e h s / e h , s e t a c i n u m m o c r e k a e p s a n e h w , s s e c o r p a m o r f n e e s e b n a c t I .) 5 . p , 5 9 9 1 , s s o R ( o t m e h t s t n a w e h s / e h s a d n o p s e
r speecho r
g n i k a e p s c il b u
p , for i nstance. The speaker’ schoice so fword so rsentence ,even
m e h t s r e v il e d e h s / e h y a w e h
t , arer elatedt ot hepurposeo fhis/hers peech.I nothe r
s a h c e e p s e l o h w e h t e c n e u lf n i m e h t g n ir e tt u f o y a w e h t d n a s e c n a r e tt u e h t ,s d r o w . e c n e i d u a e h t n o t c e f f e e h t s a l l e w e h t m o r f n e e s e b n a c h c e e p s e v it c a r e t n i d n a e v it c e f f e , h g u o h tl A n w o s ’ r e k a e p s e h t s i t i , d e s u e g a u g n a l e h t d n a f l e s ti h c e e p s e h t f o n o it a z i n a g r o f o d n i k a h c u s e s u o t n o it a v it o
m word choice sand combinaitons .The speaker’ s
. g n i n a e m r o e g a s s e m d e d n e t n i r e h / s i h t n e s e r p e r n a c t a h t y a w a n i d e s s e r p x e s i a e d i g n i K r e h t u L n it r a
M Jr .andf orme rPresiden tofI ndonesiaSukarnoaret wo
d e d r o c e r n e e b e v a h s e h c e e p s ri e h T . d lr o w s i h t n i s r e k a e p s l a it n e u lf n i y n a m g n o m a d e r a h s d n
a al love r the wo lrd .King inspried people and communicated hi s
p s s i h h g u o r h t s g n i d n u o r r u s s e u s s i y ti n a m u h n o s n r e c n o
c eeche sand sermons ,
s a e r e h
w Sukarno arouse ,especially ,Indonesians ’ spiir to fsrtuggle through hi s
. s e h c e e p
s Throught hei rcha irsma,t heyin lfuencedmanypeoplet ot akeacitonand
.s e h c e e p s e h t n i d e s o p o r p y e h t s e u s s i o t d e t a l e r s e g n a h c e k a m t a h t n o it a c i n u m m o c c il b u p s a d e d u l c n i s i h c e e p s r o g n i k a e p s c il b u P r e k a e p s e h t f o s a e d i d n a g n i n a e m s y e v n o
g u o r h
T h pub ilcspeaking ,thespeake rmayhopehe/shecani n lfuencet heaudience
t s t n a w e h s / e h s a e s n o p s e r m r o f r e p o
t o ,o raffectt hem t o t akeaciton .Therefore ,
d e m i a h c r a e s e r s i h
t tos tudyt heconten to fwhatt hes peaker sdidt hroughl anguage
n
i King and Sukarn o’s speeche sbased on Ausitn’ sspeech ac ttheory and the
n o it it e p e r l a c i x e l h g u o r h t s e h c e e p s e h t f o t n e m e l e c it s il y t
s .
.
B ProblemFormula iton
e t a l u m r o f r e h c r a e s e r e h t , e v o b a d e t a t s d n u o r g k c a b h c r a e s e r e h t n o d e s a
B d
: s w o ll o f s a s m e l b o r p e h t
.
1 Wha taret hespeechactsf oundi nt hespeeche so fMaritnLuthe rKingJr .and
o n r a k u
S ?
.
2 Wha tare t hel exica lrepeititons used i n t he speeche so fMaritn Luthe rKing
d n a . r
J Sukarno?
.
C ProblemLimtia iton
d n a . r J g n i K r e h t u L n it r a M h t o
B Sukarno had given many speeche so n
e f fi
d ren toccasions .Thei rspeeche swereabou tvairoust opic .s I n accordancewtih
e h t r o e c n e i d u a e h t , n o i s a c c o e h t d n a n e v i g h c e e p s e h t f o s c i p o t f o y t e ir a v e h t
d e s u e l y t s e g a u g n a l e h t o t s e c n e r e f fi d s tl u s e r tI . ll e w s a t n e r e f fi d e r e w s e e s s e r d d a
c e e p s ri e h t n
i hes .
s e h t t c u d n o c o t e l b a e b o
T tudy wel,l t heresearche r ilmtied he rstudy on
e h
t rtanscirpt so fKing and Sukarno’s esp eche stha tweregiven t o t hesame kind
s a m r o e l p o e p n o m m o c e r e w h c i h w e c n e i d u a f
-. 5 6 9
1 The seleciton o f speeche s analyzed w as due to the histo irca l event s
e h t d n a m o d e e r f l a i c a r r o f e l g g u rt s e h t e r e w h c i h w , s r a e y e s e h t g n ir u d d e n e p p a h
. e t a t s a f o n o it a r e b
il
d e s u r e h c r a e s e r e h
T the rtanscirpt so fKing and Sukarno’s speeches tha t
a
h ev simliart opic .Thet opico fspeeche sselected f ort hisr esearch wasr elated t o
a f o n o it a r e b il d n a m o d e e r
f raceo rstate .Ther esearche rquesitone donthespeech
d e s u s t c
a and the lexica lrepeititons found in the rtansc irpt so fspeeches. By
w o r r a
n i ng the speeche sanalyzed, t hi sstudy w ld ou beeasiert o handleand more
. e l b a e g a n a m
.
D ResearchObjecitves
Thereare t w o objecitvest ha tcan be obtained .By conducting t hi sstudy ,
a w r e h c r a e s e r e h
t sexpectedt obeablet o:
.
1 Figureoutt hespeechact susedi nt hespeeche so fMaritnLuthe rKingJr .and
o n r a k u S
.
2 Findoutt hel exica lrepeititonsusedi nt hes peeche so fMaritnLuthe rKingJ r .
d n
a Sukarno
.
E ResearchBeneftis
t c e p x e y d u t s s i h t f o r e h c r a e s e r e h
T e dthatt her esutl scanbebeneifcialf o :r
.
1 Reader soft hiss tudy
s i h
T study i s expected to be beneifcia l fo r the reader s in providing
s i h t n i d e s s u c s i d s c i p o t e h t o t d e t a l e r n o it a m r o f n
.
2 Scholars
t n a w o h w e s o h t r o f n o it a m r o f n i l a i c if e n e b e v i g n a c y d u t s s i h t f o s tl u s e r e h T
d n a . r J g n i K r e h t u L n it r a M t u o b a e g d e l w o n k n e p e e d o
t Sukarno.
.
3 Pub ilcs peakers
, e v it c e f f e g n i k a m n i s r e k a e p s c il b u p o t e c n a c if i n g i s e d i v o r p l li w y d u t s s i h T
n a c t a h t h c e e p s e v it c a r e t n
i ber emarkablef ort heaudience.
.
4 Futurer esearchers
s i h
T study give sfuture researcher sbeneifcia l input s to conduc t simlia r
r a e s e
r ch abou t speech act s and lexica l repeititons , in ti s relaiton wtih
’ r e k a e p
s si nteracitonwtiht heaudience.
.
F De ifniitono fTerms
s i h
T study include ssomespeciifct erm .s I n an attemptt o clarfiyconcept s
n o it a t e r p r e t n i s i m d i o v a d n
a , t he following explanati on deifnes t he key word so r
n i d e s u y ll a c if i c e p s s m r e t f o s e s a r h
p thi sstudy.
.
1 Speech
e l b a il e r e s u d n a r e n n a m l a c i g o l n i s a e d i y e v n o c o t y a w a s i h c e e p S
. ) 7 0 0 2 , C N U ( s t n i o p s ’ r e k a e p s e h t t r o p p u s o t e c n e d i v
e Speech communicate s
il b u p n i y l e v it c e f f e s t h g u o h
t c o rto the audience .I tconsist so fthree main pa tr s
c i p o t e h t o t m e h t e k a t d n a n o it n e tt a s ’ e c n e i d u a e h t n i a g o t n o it c u d o rt n i y l e m a n
d e u s s
i ,body in which the speake rexplain sthe main topic and suppo tr si twtih
n o i s u l c n o c d n a , s e c n e d i v
e to restate and make remarkable conclusion through
h c e e p s e h t f o g n i s o l c e v it c e f f
e r a y d u t s s i h t n i d e z y l a n a s e h c e e p s e h T . h c e e p s c il b u p r o , g n i k a e p s c il b u p , h c e e p s
d n a . r J g n i K r e h t u L n it r a M y b d e r e v il e
d Sukarno .
.
2 Speechacts
n e h w d e m r o f r e p t a h t n o it c a f o s d n i k r a l u c it r a p s a d e n if e d e r a s t c a h c e e p S
, g n i n r a w , g n i s i m o r p , g n it a t s y b s a h c u s h c e e p s r o s n o i s s e r p x e e h t g n ir e tt u
n o o s d n a , g n ir e d r
o (Cruse ,2000 ,p.331). Speech act sconsist soft hreeseparate
y l e m a n ) 4 7 9 1 , e lr a e S ( s t c
a an ac to fsaying something l(ocuitonaryac)t ,anac to f
g n i h t e m o s g n it c e f f a f o t c a n a d n a , )t c a y r a n o it u c o ll i( g n i h t e m o s g n i o d
, t c a h c e e p s m r e t e h t s e s u r e h c r a e s e r e h t , y d u t s s i h t n I . )t c a y r a n o it u c o lr e p (
o it u c o lr e p d n a , t c a y r a n o it u c o ll i , t c a y r a n o it u c o
l nary ac ta sproposed by Ausitn
. e lr a e S d n a
.
3 Lexica lrepeititon
g n it a e p e r s i n o it it e p e r l a c i x e
L fully words, o r word-phrases , in a
f o e l p m a x e r e h t o n a o t r o t c e j b o e m a s e h t o t g n ir r e f e r r e h ti e , e c n e t n e s t n e u q e s b u s
m y n o n y s e s o l c s ti . g . e n o it a ir a v t c e j b
o wtihin thet ext .Beside smakingt hespeech
n o it it e p e r , e l y t s n i t n a c if i n g i s e r o m e b o
t aims t o emphasize poin ta swel las t o
g n it s e r e t n i d n a e v it c e f f e e r o m h c e e p s e k a
m (Buehler ,1950 ,p.103 ;Fowler ,1986 ,
9 9 9 1 , s ll o h c i N ; 4 6 .
7 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
e z il a u t x e t n o c y r o e h t d e t a l e r f o w e i v e r a s t n e s e r p r e t p a h c s i h
T dt ot het opic
s r e t p a h c b u s o w t s e d u l c n i r e t p a h c s i h T . d e i d u t s g n i e
b :theoreitca ldescirpiton and
l li w n o it p ir c s e d l a c it e r o e h t e h T . k r o w e m a r f l a c it e r o e h
t discus stheo ire srelated
k r o w e m a r f l a c it e r o e h t d n
a wli lsummairzeand synthesizeal lrelevant t heo irest o .
s m e l b o r p h c r a e s e r e h t e z y l a n a
.
A Theoreitca lDescrip iton
e t a r o b a l e r e h c r a e s e r e h t ,t r a p s i h t n
I d related theo irest o analyzet he data . e
h t d e t a l e r e h
T o ire sused are t heory of l anguage funciton, t heory o fpragmaitcs , e h t d n a , n o it a c i n u m m o c g n i k a e p s c il b u p n i h c e e p s f o y r o e h t ,s t c a h c e e p s f o y r o e h t
. n o it it e p e r l a c i x e l
f o n o it a r e d i s n o c e h
T usingt heset heo ire sast hebasi so fanalyzingt hedata a
w s becauset het opicoft hi sstudy i sa irsenf romaphenomenoni nl anguages tudy e
s u e g a u g n a l h c i h w n
i inspeechesconvey sparitcularf uncitoni n communicaiton g
n i n a e m g n i s s e r d d a n i d n
a . Thi sstudy focused on t heanalysi so fspeech acts i n L
n it r a M f o s e h c e e p s e h
t uthe r King Jr . and Sukarno . Thus, the theory o f s
i h c i h w s t c a h c e e p s f o y r o e h t y ll a i c e p s e , s c it a m g a r
p undert hi s ilnguisitc ifeld ,
u o
w ld be discussed .Besides ,since the data o fthi sstudy ew re gathered from f
o s t p ir c s n a
rt speeche ,st het heoryo fpubilcspeakingcommunicaitoni sneededt o .
.
1 Language Funcitons
f o s n a e m y r a m ir p a s a e g a u g n a l e s u o t n o n e m o n e h p l a r u t a n a s i t I
e n o g n it a c i n u m m o
c ’st houghts(Wisniewski ,2007) .I tresutl sdfiifcutly fo rsome )
3 9 9 1 ( d l e if m o o l B . s n o it c n u f e g a u g n a l e h t e n if e d o t e l p o e
p n d “pote erhaps
e w s a , d e t n a r g r o f r e h t a r ti g n i k a t ,t i e v r e s b o y l e r a r e w , y ti r a il i m a f s ti f o e s u a c e b
. ” g n i k l a w r o g n i h t a e r b o
d Finch (1998) a sctiedbyWisniewski( 2007 )divided the .
s e ir o g e t a c o w t o t n i s n o it c n u f e g a u g n a
l These catego ire sare micro funcitons d
n a , s e s u l a u d i v i d n i c if i c e p s o t r e f e r h c i h
w macro funcitonstha tdea lwtih more
.s m i a l l a r e v
o
.
a MicroFuncitons )
1 Physiologicalf unciton
w e i v s i h t n i e s u e g a u g n a l a f o n o it c n u f e h
T i sto release physica land
d e s u s i ti e r o f e r e h T . g n i n a e m s y e v n o c y l e r a r e s u e g a u g n a l e h T . y g r e n e s u o v r e n
, e l p m a x e r o F . y g r e n e d e s s e r p e r g n i s a e l e r r o f r e tt e b s l e e f r e k a e p s e h t e k a m o t y l n o
n o it c u rt s n i t u o h s n e tf o s n a f , V T e h t n i h c t a m l l a b t o o f g n i h c t a w n e h
w s ,expres s
r e y a l p e h t o t s d r o w e s r u c r o , t n e m t n i o p p a s i d , tr o p p u
s fo rexample :Go !Go !Go !
!l a o
G Meanwhlie ,a samean so fcommunicaitont ot heplayer ,st heseexpression s r
e k a e p s e h T . s s e l e s u e r
a ’ sexpression swli lno tgiveanyi n lfuencet ot heplayers . )
2 Phaitcf unciton
i k s w e i n s i W y b d e ti c s a ) 8 9 9 1 ( h c n i
F (2007)s tated thatt helanguageusein n
o it c n u f s i h
t i scharacteirzed byl acko fanyi nformaitveconten tandi si ntendedt o .
t n a s a e l p d n a l u f e c a e p e c n e t s i x e o c e h t e k a m d n a e l p o e p k n
il In sho tr ,i tb irng s
c o
e e s s e r d d
a sthroughphrase sas‘ nicedayt oday’or‘ howdoyoudo’; da n incetrain n
o it a t u l a s e h t n i e c n a t s n i r o f , r e tt e l n i s a g n it ir w f o s e p y
t Dea rSi /rMadam and
g n i d n
e Yoursfatihfully. )
3 Recordingf unciton ) 8 9 9 1 ( h c n i
F menitone rd “ecording funciton denote susing language to s ti o t g n i w O . d e r e b m e m e r e b o t t h g u o t a h t s g n i h t f o d r o c e r e l b a r u d a e k a m
. e g a u g n a l f o n o it c n u f t n a c if i n g i s t s o m e h t y l b a b o r p s i g n it ir w e c n e s e r p i n m
o ” The
n a e m a s a e g a u g n a l f o e s u e h t n i d e t a rt s u ll i e b n a c e g a u g n a l f o n o it c n u f g n i d r o c e r
o
t note paritcular ,chronologica leven tin the past .Before being developed into d e p o l e v e d , s e r u t c i p f o m r o f n i m e t s y s g n it ir w t s ri f e h t ,s e m it t n e s e r p n i s t e b a h p l a
M e h t n
i iddle Eas tin 4000 BC to represen tsomething ,can be included a sthe .
e g a u g n a l f o n o it c n u f g n i d r o c e r
)
4 Identfiyingf unciton
d lr o w e h t n i s t n e v e d n a s t c e j b o e h t y fi t n e d i o t o s l a d e s u s i e g a u g n a L
) 7 0 0 2 , i k s w e i n s i W
( .Peoplemigh thavea concep to fan object i n thei rmind .To s i e g a u g n a l , o t g n ir r e f e r s i r e k a e p s a t c e j b o t a h w d n a t s r e d n u e l p o e p r e h t o t e l
e h t h t o b t c e j b o e h t g n i m a n y B . s d r o w o t n i t c e j b o n a f o t p e c n o c s i h t t u p o t d e d e e n
.t i y fi t n e d i d n a y fi n g i s o t e l b a e b l li w e e s s e r d d a e h t d n a r e k a e p
s In othe rword ,si t
r e k a e p s e h t t a h t o s s t c e j b o r o s g n i h t e m a n o t e g a u g n a l f o n o it c n u f e h t o t d e t a l e r s i
. ti o t r e f e r d l u o c e e s s e r d d a e h t d n a d e s s u c s i d g n i e b t c e j b o e h t y fi t n e d i d l u o
c “We
r a c a l l a c e w r e h t e h w , s g n i h t f o s e p y t t n e r e f fi d y fi s s a l c o t s e m a n e s u
i b o m o t u a n
a le ,a lorry ,a van o ra truck make sa big dfiference” (Wisniewski , .)
)
5 Reasoningf unciton
ll a c i k s w e i n s i W y b d e ti c s a ) 8 9 9 1 ( h c n i
F e di tasi nsrtument soft hought .I n n
a m u
h thinkingproces ,sl anguageusei snecessarliyneeded.Becausehumanbrain i
s k r o
w n processingi nformaiton, i twli lbeveryd fiifcutlt ot hinkwtihou tanyuse T
. s d r o w f
o hu s language provide s wtih concept s formulated by mean s o f .
e g a u g n a
l When someonet hink sabou tsomethingo raconcept ,wordsr eferred t o p
m a x e r o F . d n i m n i e m o c l li w t
i le when someone t hink sabou tsta itonery ,wha t s
e m o
c his/he rmind mus tbe word srelated to i tsuch a spencli ,books ,ruler , .
c t e , n e p , r e s a r
e I tmus tbei mpossiblet ot hinkabouti twtihou tanyuseo fword .s )
6 Communicaitngf unciton
u m m o c w e i v s r e k a e p s t s o
M nicaitng a sthe majo rfunciton o flanguage . “Requesitng ,apologizing, i nforming ,orde irng a swel la spromising and refusing
s a e d i r u o g n it a c i n u m m o c r o f s n o s a e r l l a e r
a ” (Wisniewski ,2007). Fo rexample s
y a s e n o e m o s n e h
w can you tel lme wha t itme i sthis? hS e/he i spefrorming g
n ir e tt u y b , r O . g n it s e u q e r f o n o it c n u f g n it a c i n u m m o c e g a u g n a
l Jane wli lbe
5 t a e m o
h , t hespeakeri scommunicaitnghe rthought sofi nformingsomething t o .
e e s s e r d d a e h t
)
7 Pleasuref unciton
s r e k a e p s e h t h t o b r o f e r u s a e l p e v i g n a c e g a u g n a
L and ilsteners .I tcan be
n i a i e o p o t a m o n o d n a , n o it a r e ti ll a , e c n a n o s s a f o e s u e h t h g u o r h t e c n a t s n i r o f t l e f
s a l l e w s a , s e l u r c it c a t n y s f o e s u l a u s u n u , h s il g n E f o d n u o s d li m e h t , y rt e o p
0 2 , i k s w e i n s i W ( s e m a g e g a u g n a l d n a s n o it i s o p a t x u j g n i n a e m f o s e it l e v o
o t , m a e r d o t “ s d r o w f o e s u e h t n i d e t a rt s u ll i e b n a c n o it a r e ti ll a e s u e h t , h c e e p s
.) 7 3 2 , 5 9 9 1 , r e n n i k S & e c ir G ( s d n u o s g n i n n i g e b s ti g n it a e p e r y b ” o d o t , e r a d
.
b MacroFuncitons )
1 Ideaitonalf unciton
i k s w e i n s i W y b d e ti c s a ) 8 9 9 1 ( h c n i F o t g n i d r o c c
A 0(2 0 7) in hi swebstie ,
I
“ deaitona lfunciton referst o t he conceptuailzing processi nvolved i n ou rmenta l .s
e it i v it c
a ” Through l anguage ,people can ifgureou twha thappen saround t hem. t
a h t g n it r o p e r s i e n o e m o s e l p m a x e r o
F thet sunam ihappened 5 minute satfe rthe s
e k a u q h t r a e e l a c s r e t h c i R 9 .
8 .To be able to repor twha thappened atfe rothe r .
e g a u g n a l f o n o it c n u f l a n o it a e d i e h t s m r o f r e p e l p o e p , d e n e p p a h g n i h t
)
2 Interpersonalf unciton
o t e l p o e p e l b a n e e g a u g n a l n a c y l n o t o n , n o n e m o n e h p l a i c o s a s A
t o h c a e e t a c i n u m m o
c he,ri talsoenablest hes peakert o rtansferi deasi nt hedesried r
e k a e p s e h t t n e s e r p e r o t d n a y a
w (Wisniewski ,2007) . tI i sbecause aconcept i n r e h / s i h g n ir r e f s n a rt t u o h ti w e e s s e r d d a e h t y b d o o t s r e d n u e b t o n n a c d n i m s ’ e n o
h t f o e n O . e g a u g n a l a o t n i s a e d
i e ways ,thi sfunciton can be seen when people o t s a e d i r e h / s i h g n ir r e f s n a rt s i e h s / e h , h c e e p s e h t h g u o r h T . h c e e p s a g n ir e v il e d
. s r e h t o
)
3 Poeitcf unciton
l , g n i n a e m d n a s d r o w e h t h g u o r h
T anguage can be manipulated in a
y a w e v it a e r
c asi n j oke so rmetaphors of rpleasure .Fo rexample :Lfiei sa boxo f t
e g o t g n i o g e r a u o y t a h w w o n k r e v e n u o y , e t a l o c o h
c .Thi smetapho rcompare s
)
4 Textualf unciton
s e c n a r e tt u g n o l e t a e r c o t e l b a e r a e l p o e p , s e c i v e d c it s i u g n il n i a tr e c g n i s U
n a e v i s e h o c r
o d coherence piece o fw iritng .According to Jakobson a sctied by )
7 0 0 2 ( tr e b e
H ,
s r o t c a f r o , s t n e m e l e x i s f o d e s o p m o c s i n o it a c i n u m m o c l a b r e v f o t c a y n a
o c e h t( t x e t n o c a ) 1 ( :) l e d o m e h t f o s m r e t e h
t( -tex,tt hati ,st heothe rverba l g
a s s e m e m a s e h t n i s n g i
s e ,and the wo lrd in which the message take s r
e s s e r d d a n a ) 2 ( , ) e c a l
p o ra sende r(3 )an addressee o rareceiver ,(4 )a a ) 6 ( d n a e d o c n o m m o c a ) 5 ( , e e s s e r d d a d n a r e s s e r d d a n a n e e w t e b t c a t n o c
e g a s s e m
m o r
F the elaboraiton of language funcitons above ,i tcan be found that e r a h c i h w s e ir o g e t a c d a o r b o w t o t n i d e d i v i d e r a s n o it c n u f e g a u g n a l y ll a r e n e g
, ) 3 8 9 1 ( e l u Y d n a n w o r B o t g n i d r o c c A . n o it c n u f l a n o it c a r e t n i d n a l a n o it c a s n a rt
e li h W . t n e t n o c s s e r p x e o t e g a u g n a l f o n o it c n u f e h t o t s r e f e r l a n o it c a s n a rt
o it c a r e t n
i na lrefer sto the use o finterpersona llanguage tha ti srelated to socia l ,
s u h T . ) 1 . p , 3 8 9 1 , e l u Y & n w o r B ( s g n il e e f l a u d i v i d n i d n a s p i h s n o it a l e
r language
s i fl e s
ti asocia lphenomenona swel la samenta lphenomenont ha tcanbestudied 3
. p , 3 8 9 1 , h c e e L
( .)
.
2 Pragma itcs
s c it a m g a r p , s c it s i u g n il n i s e h c n a r b f o e n o s
A studie s abou t the
e n if e d ) 6 8 9 1 ( r e l w o F . s r e s u s ti d n a e g a u g n a l n e e w t e b s p i h s n o it a l e
r d pragmaitc sa s
d n a s r e s u e h t d n a s n o it c u rt s n o c s c it s i u g n il n e e w t e b p i h s n o it a l e r l a n o it n e v n o c e h t “
g n a l f o s e s u e h
t uage” .There aret hree aspects i nvolved i n t hi sdeifniiton .Those e h t d n a , e g a u g n a l e h t f o s r e k a e p s r o s r e s u e h t , n o it c u rt s n o c s c it s i u g n il e r a
n i k m o r
F and Rodman (2002 ,p.207 )wrote tha tpragmaitc si sconcerned n
il f o n o it a t e r p r e t n i e h t h ti
w guisitcmeaningi ncontext .Accordingt oFromkinand )
2 0 0 2 ( n a m d o
R , t hereare t wo context swhich are relevant t o i nterpre tmeaning , y
l e m a
n ilnguisitc context and stiuaitona lcontext .The ilnguisitc scontex tdeal s e
s a r h p e h t s e d e c e r p t a h t e s r u o c s i d e h t h ti
w o rsentencet obei nterpreted( Fromkin & Rodman ,2002 ,p.207) .Interpreitng the meaning through the discourse ,the
d e r e v il e d s e c n a r e tt u r o e c n e t n e
s , leadst o t hesecond context ,stiuaitona lcontext . w
l a e r e h t f o e g d e l w o n k e h t s e v l o v n i t x e t n o c l a n o it a u ti
S o lrd referent so fthe
e r a e h , r e k a e p s e h t s w o ll a t I . e s r u o c s i
d r ,and anyt hridparite spresent( Fromkin & .
p , 2 0 0 2 , n a m d o
R 208 .)
f o y d u t s a d n a r e d r o s d r o w h ti w s n r e c n o c h c i h w x a t n y s m o r f t n e r e f fi D
v n i o s l a s c it a m g a r p , s c it n a m e s d e ll a c g n i n a e m l a r e ti l s d r o
w olves the language
. s r e s
u Yule( 1996 ,p.4 )a sctiedbyMeidaraitka (2008)stated thati nt hist hree-par t o t n i n a m u h s w o ll a s c it a m g a r p y l n o ; s c it a m g a r p d n a , s c it n a m e s , x a t n y s , n o it c n it s i d
. s i s y l a n a e h t
e n if e d e r ) 3 8 9 1 ( h c e e
L d pragmaitcst obemoret han meaningt hatr elaitves u
b e g a u g n a l f o r e s u r o r e k a e p s a o
t talsot ot hespeechstiuaiton ,s“ Ishallr edeifne n
i g n i n a e m f o y d u t s e h t s a , s c it s i u g n il f o e s o p r u p e h t r o f s c it a m g a r
p relaiton t o
” s n o it a u ti s h c e e p
s (Leech ,1983 ,p.6) .Pragmaitc sconcern sontheuseofl anguage s e c n a r e tt u r o e c n e t n e s n e e w t e b p i h s n o it a l e r e h t n i y lr a l u c it r a p , n o it a c i n u m m o c n i
e h t n o s d n e p e d h c i h w d e s u e r a y e h t h c i h w n i n o it a u ti s e h t r o t x e t n o c e h t d n a
a u g n a l f o g n i n a e m e h t e c n e u lf n i t a h t s n o it a u ti s h c e e p
S ge use studied in
a ir e ti r c g n i w o ll o f e s e h t o t d e t a l e r e r a s c it a m g a r
p (Leech ,1983 ,p.1 - )3 1 : 4
.
a Addresserandaddressee .
b Thecontex to fanutterance .
c Thegoa(ls )o fanutterance .
d Theu tterancea saf ormo fac to racitvtiy( speechac)t .
e Theu tterancea saproducto faverba lact
h ti w d e n r e c n o c g n i e b n i s c it n a m e s m o r f d e h s i u g n it s i d s i s c it a m g a r p “ , s u h T
a o t n o it a l e r n i g n i n a e
m speech stiuaiton”(Leech ,1983 ,p.15 )menitoned above. t x e t n o c a n i h ti w e g a u g n a l e s u e l p o e p w o h “ n o s e s u c o f s c it a m g a r p , s d r o w r e h t o n I
w d n
a hyt heyusel anguagei nparitcula rways”( McManis ,Stollenwerk ,Zhang& ,
z t n a s s i
B 1987 ,p.197).
.
3 SpeechAc ts . p , 6 8 9 1 ( r e k r a
P 1 -1 24 )a sctied byDarma( 2005), wrotethatt hereare ifve s s u c s i d s e h c n a r b e v if e h T . s c it a m g a r p f o d l e if e h t n i d e s s u c s i d s e h c n a r
b ed in
e r a s c it a m g a r
p performaitves ,feilctiy condiiton ,speech acts ,impilcature ,and .s
m i x a m l a n o it a s r e v n o
c Wherea sFromkin and Rodman (2002 ,p.221 )menitone d s
c it a m g a r p t a h
t include s speech acts , presupposiitons ,and deixis . Since thi s e
s u c o f h c r a e s e
r d ont hes peechact susedi nt hes peeche so fKingandSukarno,t he u
o w r e h c r a e s e
r ld fu trhe rdiscus son t het heory o fspeech act sused t oanalyzet he .
, s c it a m g a r p f o d l e if e h t r e d n u y d u t s f o h c n a r b a s
A speech ac ttheory
y e b s e o d e c n a r e tt u n a t a h w s e i d u t
s ond jus t saying something (Fromkin & .
p , 2 0 0 2 , n a m d o
R 221) . tIi sr elated wtih t hecommunicaitngf unciton ofl anguage h
c i h w n
i speaker scanusel anguaget odot hings .Sealre( 1974 ,p.16 )wrote: e
h
T reasonf o rconcen rtaitngont hestudyo fspeechactsi ssimplyt his :al l s c it s i u g n il f o t i n u e h T . s t c a s c it s i u g n il s e v l o v n i n o it a c i n u m m o c s c it s i u g n il
, l o b m y s e h t , d e s o p p u s n e e b y ll a r e n e g s a h s a , t o n s i n o it a c i n u m m o
c word
r e h t a r t u b , e c n e t n e s r o d r o w , l o b m y s e h t f o n e k o t e h t n e v e r o , e c n e t n e s r o
i r o n o it c u d o r p e h
t ssuance o fthe symbo lo rword o rsentence in the .s
t c a h c e e p s e h t f o e c n a m r o f r e p
. n o it a c i n u m m o c c it s i u g n il f o s ti n u l a m i n i m r o c i s a b e h t s e m o c e b n e h t s t c a h c e e p S
( o t d e r r e f e r n o it c a e h t s e t u ti t s n o c y ll a u t c a e c n e t n e s e h t f o e c n a r e tt u e h
T Parker ,
.) 6 8 9
1 eT h focusi sont heacitons peaker sdobyperformingt hel anguage. n
it s u
A (1963) pointed ou t tha t when people use language , they are s
t c a h c e e p S . n o it c a f o d n i k a g n i m r o f r e
p then can be explained a sact stha t
s e r p x e e h t g n ir e tt u n e h w d e m r o f r e
p sion so rspeech .Ausitn proposed three l evel s o
t d e t a l e r t c a h c e e p s f
o theact sas entencemayperform .Theyare: .
a LocuitonaryAc t s n
it s u
A (1963 ) dfiferenitated locuitonary act s from the two othe r by f
r e p s a t i g n i n if e
d orming ac to fsaying something .A locuitonary ac tis “the e h t d n a , n o it c u rt s n o c n i a tr e c a n i s d r o w n i a tr e c , s e s i o n n i a tr e c f o e c n a r e tt u
m o r F . ) 3 6 9 1 , n it s u A ( ” e c n e r e f e r n i a tr e c d n a e s n e s n i a tr e c a h ti w m e h t f o e c n a r e tt u
n o it c u d o r p e h t n o s i t c a y r a n o it u c o l f o s u c o f e h t t a h t d e t a t s e b n a c t i , n o it i n if e d s i h
o f an utterance wtih cetrain condiiton .Lyon sa sctied by Cruse (2000 ,p.331 ) e
h s i u g n it s i
)
1 Produceanutterancet hroughphysica lac to fspeaking :producing cetrain t ype m
y s n e tt ir w f o t e s a , e g a u g n a l n e tt ir w f o e s a c e h t n i r o ( e s i o n f
o bols),
)
2 Composeasentence :composingast irngo fword sconformingt ot hegramma r ,
e g a u g n a l e m o s f o )
3 Contextuailzedwhichi sr elatedt os peaker’si nteniton. d
d a ) 9 9 1 . p , 3 8 9 1 ( h c e e
L e d“Wemayprovisionallyi dentfiyt hel ocu itonary o
n o i s s i m s n a rt e h t h ti w t c
a f t he message i(deaitona lcommunicaiton)”. I tcan be :
w o ll o f s a d e t a rt s u ll
i
N O I T U C O
L :speake rsayst oheare rtha tX
) e c n e r e f e r d n a e s n e s n i a tr e c a h ti w n e k o p s s d r o w n i a tr e c g n i e b X ( s u h
T the rtansmission o fthe message in pefrorming locuitonary act sinvol s ve .
m r o f n i a tr e c n i e c n e t n e s g n i s o p m o
c Tha ti swhy locuitonary ac trefer sto a t
I . r e r a e h e h t s a n o s r e p r a l u c it r a
p comp irses theproduciton o fsound sand word s r
e k a e p s e h t y b g n i n a e m h ti
w (Schfifirn ,1994)t ot hehearer . m
r o f e c n e t n e s e h t , y d u t s s i h t n
I sanalyzed are declaraitve ,imperaitve , n i s i e v it a r a l c e d f o e l o r y r a m ir p e h T . t n e m g a r f d n a , n o it a m a l c x e , e v it a g o r r e t n i
n i s a ) ” e v it a r a l c e D “ , s w e h tt a M ( s t n e m e t a t s g n i k a
m Kate ha sletf .Imperaitve
, s w e h tt a M ( s r e d r o e v i g o t n o it c n u f y r a m ir p s ti s a h e c n e t n e
s “Imperaitve”) .
e c n e t n e
S Ge tou tnow!i sconsideredasi mperaitve .Whereasi nterrogaitvei sused g
n i k s a n e h
w quesiton s(Matthews ,“Interrogaitve”) ,fo rexample i she here? ro ?
ti s i e m it t a h
w whichmarksi n t heuseofi nterrogaitveword .Whlieexclamaiton i s “characteirsitcally used in emo itona l reacitons , a s opposed to quesitons ,
c t e , s t s e u q e r ,s t n e m e t a t
! e b d l u o w t a h
t o rwha ta grea tday! Laslty ,fragmen ti susually o fa sentence n
o i s s i m o e h t y b d e c u d e
r o fone o rmore element sfrom the consrtuciton to an .)
” t n e m g a r F “ , s w e h tt a M ( m r o f e t e l p m o c n
i When these form sare disitnguished
o s e h t o t n i s d a e l ti n e h t ,t x e t n o c d n a n o it n e t n i s ’ r e k a e p s m o r
f -called i llocuitonary
.s t c a
.
b IllocuitonaryAc t s r a n o it u c o l e li h
W y act i s t heac to fsaying something, i llocuitonary act i s e h t h c i h w n i ) n o it a c i n u m m o c l a n o s r e p r e t n i( e s r u o c s i d e h t f o n o i s s i m s n a rt e h t
r o f r e p r e k a e p
s m sanacti ns ayings omething( Leech ,1983 ,p.199 .)I nothe rwords , t
c a n a g n i m r o fr e p s i t c a y r a n o it u c o ll
i o fdoing something .I ti sdeifned a sthe n a g n it s e u q e r , s n o it s e u q g n i k s a , t c a f a g n it r e s s a e k il n o it a c i n u m m o c f o n o it c a
n i k m o r F ( g n i n r a w a g n i v i g r o , e s i m o r p a g n i k a m , n o it c
a & Rodman ,2002 .)
p o r p p a n i d e m r o f r e p s i s d r o w e h t g n ir e tt u r o t c a y r a n o it u c o l f
I irate
e m a s e h t , r e v e w o H . d e m r o f r e p n e e b s a h t c a y r a n o it u c o ll i , n o it i d n o c l a u t x e t n o c
r o F . ) 2 3 3 . p , 0 0 0 2 , e s u r C ( n o it u c o l t n e r e f fi d n i d e m r o f r e p e b n a c t c a y r a n o it u c o ll i
n i e l p m a x
e Isaw Jane thi smorning dan Isaw you rw fie thi smorning. These n
a c s e c n e t n e
s refert o t hesame meaning on t heassumpiton t hat t he addressee’ s e z il a e r n a c t c a y r a n o it u c o l e m a s e h t “ , d n a h r e h t o e h t n O . e n a J d e ll a c s i e fi w
e c n a t s n i r o F . ) 2 3 3 . p , 0 0 0 2 , e s u r C ( ” t c a y r a n o it u c o ll i t n e r e f fi
d whenas peakers ay s
e r e h t e b l l’
I ,t hi sutterancecanf uncitona sapromise ,aprediciton ,o rawarning . 5
0 1 . p , 3 8 9 1 ( h c e e L y b d e ti c s a ) 9 7 9 1 ( e lr a e
S - 61 ) 0 classi ifed illocuitonary
)
1 Asseritves
s a d r a w r o f ti t u p o t r e d r o n i n o it i s o p o r p a g n it r e s s a f o s y a w e r a s e v it r e s s A n I . e u
rt othe rwords ,thi sac tcommti sthe speake rto the rtuth o fthe expressed r o g n i m i a l c , g n i n i a l p m o c , g n it s a o b , g n it s e g g u s , g n it a t s n i e l p m a x e r o f n o it i s o p o r p
. g n it r o p e
r Performaitve verb scommonly used to asser tcetrain proposiiton are tr
o p e
r ,insist ,claim, maintain ,answer ,agree, remark ,meniton ,announce ,testfiy , d
n i m e
r ,admti ,disclose ,deny ,complain ,o rpredict(Alston ,2000) .Theutterance n
e p o s i r o o d t a h
T canconsttiuteanac to fasseritngt hatt hedoori snowopen. )
2 Driecitves
d n e t n i e r a s e v it c e ri
D ed to produce some effec tthrough aciton by the d n a , g n i s i v d a , g n it s e u q e r , g n i d n a m m o c , g n ir e d r o n i s r a e p p a y l n o m m o c t I . r e r a e h
. g n i d n e m m o c e
r Accordingt oAlston( 2000 ,p.34) ,“Driecitve sareconcernedwtih e
r p x e y l n o m m o c t I ” .s r e h t o f o r o i v a h e b e h t g n i d i u
g ssed t hrough t he useoft hese
: s b r e v g n i w o ll o
f ka ,s request , llt ,e command ,order ,forbid ,advise ,recommend , t
s e g g u
s ,o rpropose .To i llusrtate ,whenamothe rsayst ohe rchlidTakeyourf ee t e
l b a t e h t ff
o ,t hi sac tconsttiute sanac to fordeirng .Theeffec texpectedbyutteirng .
) 5 1 . p , 6 8 9 1 , r e k r a P ( e l b a t e h t f f o t e e f s i h g n i k a t d li h c e h t s i r e d r o s i h t
)
3 Commissives
Commissive scommti thespeaker t(o a greate ror l esse rdegree) t o some .
e ; s n o it c a e r u t a e
f g .promising ,vowing ,offeirng (Alston ,2000 ,p.34 ;Leech , 6
0 1 . p , 3 8 9
1 .) Moslty ,commisive sappea rwtih verb s ilkepromise ,bet ,guarantee , ,
e l p m a x e r o F . r e f f o d n a , e ti v n
)
4 Expressives
g n i h t e m o s n w o n k g n i k a m r o g n i s s e r p x e f o s t c a e h t s a d e r e d i s n o c s i s i h T
t d e t a l e r s i h c i h
w ot hespeaker’ spsychologica latttiudet owardst hestateo faffari s .
d e s o p p u s e r p n o it u c o ll i e h
t In shor,t i texpresse ssomepsychologica lstateoft he r
e k a e p
s (Alston ,2000 ,p.34) .I texist sin thanking ,congratulaitng ,pardoning , l
o d n o c , g n i s i a r p , g n i m a l
b ing ,etc.fo rexample: .
p l e h r u o y r o f u o y k n a h t ) I(
. n o it o m o r p r u o y r o f u o y e t a l u t a r g n o c I
, r
O Iapologizef ors teppingonyourt oe.
, e t a r e s i m m o c , e z i g o l o p a , k n a h t e r a t c a s i h t m r o fr e p o t d e s u y l n o m m o c t a h t s b r e V
. e t a l u t a r g n o c r o , t n e m il p m o
c Those are used to express: enthusiasm ,contempt , f
e il e
r , desrie , wliilngness , inteniton , opinion , opposiiton , determinaiton , s
s e n i p p a h n
u ,anddeilght(Alston ,2000 ,p ). .34 )
5 Declaraitons
ll a c ) 3 6 9 1 ( n it s u
A e d i ta sexerciitves . tI i sconsidered as t hegiving o fa n
o i s i c e
d in favo ro fo ragains ta ce train course o faciton (Ausitn ,1963 ,p.154 ) l a i c o s ‘ e h t g n ir e tl a f o s y a w l a b r e v , y ti r o h t u a f o e s i c r e x e l a b r e v a “ s a d e m r o f r e p
l a n o it u ti t s n i r o l a i c o s s ’ e n o y b e l b i s s o p e d a m s i t a h t t c a n a r o , g n i h t e m o s f o ’ s u t a t s
s u t a t s r o e l o
r ”(Alston ,2000 ,p.34) .
o t d e z ir o h t u a s i o h w e n o e m o s y b d e m r o fr e p e r a s n o it a r a l c e d r o s e v it i c r e x E
h ti w s d n o p s e r r o c h c i h w k r o w e m a r f l a n o it u ti t s n i n i h ti w o s o
d the proposiitona l
, g n i m a n , g n i n e t s ir h c , g n i s s i m s i d , g n i n g i s e r n i d e s u s i t I . y ti l a e r d n a t n e t n o c
n it a c i n u m m o c x
. e fi w d n a d n a b s u h s a u o
y Somepefrormaitveverb sused t o i ndicatedeclaraitve s e
r
a adjourn ,appoint ,pardon ,name ,nominate ,sentence ,h erie, fri ,and approve ,
0 0 0 2 , n o t s l A
( p 4. ). 3
f o e c n e t s i x e e h t s e if it s u j s b r e v e v it a m r o f r e p y r a n o it u c o ll i f o e c n e t s i x e e h T
.) 6 9 1 . p , 3 8 9 1 , h c e e L ( s e ir o g e t a c y r a n o it u c o ll i
.
c PelrocuitonaryAc t s t c a n a g n i m r o f r e
P o faffecitngsomeonebysayingsomethingi sconsidered .
t c a y r a n o it u c o lr e p s
a Performing pelrocuitonary ac tuse slanguage a sa too lto o
s t c e f f
a meone .Cruse(2000 ,p.332 )wrote“
