27 his mother’s feeling. He believes about his mother’s feeling because he relates it
with what his mother has done. In order to prove that those utterances are representatives and more
specifically description, we can assess the utterances using an instrument proposed by Searle 1976. He says that “all the members of the representative
class are assessable on the dimension of assessment which includes true and false” p. 10. In the example 13, we can assess the utterances using the question “is it
true that ………?” and we might answer that question using “it is true or false that…..” In the example 13a,b, d, and e, it is possible that we assess the utterance
using true and false: “is it true that the first story is about connecting the dot?” However, for the example 13c, we cannot use the assessment to prove that the
utterance belongs to representative. We can use other indicator, such as considering the question as a rhetorical question as researcher has elaborated
above. 2. Claim
The second function found in representative is claim or assertion. Claim is also considered as representative because it involves also sense of believing.
Claim is statement that something is true or is a fact, although other people might not believe it, as illustrated in example 14.
Example 14: a. It was pretty scary at the time, but looking back it was one of the best
decisions I’ve ever made. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28 b. Reed College at that time offered perhaps the best calligraphy instruction
in the country. c. If I never dropped in on that single course in college, the Mac would have
never had multiple typefaces or proportionally spaced fonts. d. But it turned out that getting fired from Apple was the best thing that I
could have ever happened to me. e. Pixar went out to create the worlds first computer animated feature film,
Toy Story, and is now the most successful animation studio in the world f.
Remembering that I’ll be dead soon is the most important tool I’ve ever encountered to help me make the big choices in life.
It is same with the description that in classifying those utterances we could use some ways. By looking at the felicity condition, specifically in content
condition, we can see that the content of all utterances is about claiming something that the speaker believes to be true or not. In utterance 14a, 14b, 14d,
14e, 14f the speaker claims something related to the best decision, best calligraphy, best thing that I could have ever happened, the most successful and
the most important. By using some words such as “the best…” and “the most….” the speaker believes in what he claims. By looking at those words, researcher can
differentiate the utterances which indicate claim and description. Yule 1996 says that “in the same utterance can potentially have quite
different illocutionary forces” p. 49. In examples 14, it is also possible to consider description as the illocutionary force. However, Yule 1996 also says
that we can indicate the illocutionary forces by using some indicators of ways. Researcher considers the utterances as claims because there are some words in the
utterances that indicate the speaker is claiming something, such as “the best” and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29 “the most”. Researcher also can consider the utterances as claim because the
speaker also uses a grammatical structure, such as “if condition”. In the utterance 14c, the speaker claims that if he doesn’t do something, then the following
condition will not be fulfilled. By using conditional sentence, the speaker believes that something happens because there is causality. Moreover, looking for the
felicity condition, researcher finds that the content of the utterances is about claim.
In order to prove that those utterances are representative and more specifically claim, we can also asses the utterances using “true-false” assessment.
For example: Is it true that it is the best decision he has ever made? ; Is it true that Reed College at that time offered perhaps the best calligraphy instruction in the
country? Etc. After analyzing the data, researcher concludes that in the speech being
analyzed, it is found that the speaker performs representative speech acts. Representative can be found in some illocutionary forces of the utterances that
indicate what the speaker believes, such as description and claim. The illocutionary forces can be found using some ways, such as finding the
performative verbs, analyzing word order, stress, and intonation, and analyzing the felicity condition.
2.2.2 Directives
The second type of speech acts found in the speech being analyzed is directive. Yule 1996 defines directive as “that kind of speech acts that the
30 speaker uses to get someone else to do something” p. 54. In directive, there are
some illocutionary forces performed, such as request, order, command, suggestion, and advice. In the speech being analyzed, generally the speaker
suggests the audience based on his life experiences. It is related to one of the three types of speech proposed by Wilson, Arnold, Wertheimer 1990. They mention
that one of the types is “speech to persuade” p. 30. Moreover, he explains that speech to persuade aims to “persuade or influence the audience to do something or
believe in something” p. 30. Example 15:
a. So you have to trust that the dots will somehow connect in your future. b. You have to trust in something, your God, destiny, life, karma,
whatever. c. If you haven’t found it yet, keep looking and don’t settle.
d. Don’t lose faith. e. don’t waste it living someone else’s life.
f.
Don’t be trapped by dogma, which is living with the results of other people’s thinking
g. Don’t let the noise of others’ opinions drown out your own inner voice. h. And most important, have the courage to follow your heart and
intuition. i.
Stay Hungry, Stay Foolish. In indicating that those utterances are directive speech acts, we couldn’t
find any performative verbs. However, as Yule 1996 mentions that we can indicate the function by using other indicator such as “word order” p. 50. In
utterance a and b, the speaker uses auxiliary ‘have to’ that indicate necessity. By PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31 using “have to”, the speaker also suggests the audiences to trust because he thinks
that those are necessary. According to Yule 1996, the directive speech acts can be positive or
negative p. 54. In the utterances 15c, 15d, 15e, 15f, and 15g, the speaker uses auxiliary ‘don’t’ in the beginning in order to suggest the audiences not to do
something. In the utterances h and I, the speaker puts the verbs in the beginning of each utterance to indicate that they are imperative.
Using felicity condition, specifically in content condition, researcher can also explain why the utterances are considered as suggestion. According to Yule
1996, the content of utterance should be in accordance with the intended illocutionary force. In the example 15, the contents of the utterances are about
suggesting the audience to do, to trust, and to not doing something. After analyzing the data, researcher concludes that in the speech being
analyzed, it is found that the speaker performs directive speech acts. Directive can be found in some illocutionary forces of the utterances that indicate the speaker
uses to get someone else to do something, such as suggestion. The illocutionary forces can be found using some ways, such as finding the performative verbs,
analyzing word order, stress, and intonation, and analyzing the felicity condition.
2.2.3 Expressives
The third type of speech acts found in the speech being analyzed is expressive. According to Yule 1996, expressives are those kinds of speech acts
that state what the speaker feels p. 53. In addition, he also mentions that in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32 expressive, the speaker expresses psychological states and can be statement of
pleasure, pain, likes, dislikes, joy, or sorrow p. 53. In the speech delivered by Steve Jobs, there are two illocutionary forces that indicate what the speaker fells:
gratitude and honor. Example 16:
a. Thank you. b. I am honored to be with you today at your commencement from the
one of finest universities in the world. c. Thank you all very much
In utterances 16a and 16c, the speaker express what he fells by expressing gratitude. He uses the verb “thank” to express his gratitude. In the utterance 16b,
the speaker expresses what he fells by expressing his honor. In indicating that those utterances are expressive, as Yule 1996 mentions that we can find
performative verb ‘honored’ such as in utterance b and performative verb ‘thank’ such as in utterance 16a and 16c p. 53.
After analyzing the data, researcher concludes that in the speech being analyzed, it is found that the speaker performs expressive speech acts. Expressive
can be found in some illocutionary forces of the utterances that indicate what the speaker feels, such as gratitude and honor. The illocutionary forces can be found
using some ways, such as finding the performative verbs, analyzing word order, stress, and intonation, and analyzing the felicity condition.
2.2.4 Commissives
33 The fourth type of speech acts found in the speech being analyzed is
commissives. Yule 1996 says that commissives are kinds of speech acts that speakers use to “commit themselves to some future actions” p. 54. Additionally,
he also mentions that commissive expresses “what the speaker intends” p. 54. In the speech being analyzed there are some illocutionary forces that indicate the
speaker commits himself to some future actions such as intention, hopewish, and guarantee as illustrated in example 17.
Example 17: a. Today I want to tell you three stories from my life.
b. Let me give you one example. c. As with all matters of the heart, you’ll know when you find it.
d. And I hope it’s the closest I get for a few more decades. e. Right now the new is you, but someday not too long from now, you
will gradually become the old and be cleared away. f.
And now, as you graduate to begin a new, I wish that for you. 1. Intention
In utterances 17a and 17b, the speaker expresses what he intends to do by using the verb “want” and “let”. When the speaker says, “I want to tell you…” it
means that the speaker is going to tell the audiences or in another word, “commit himself to some future actions. When the speaker says, “let me give you one
example” it means that the speaker is going to give the audiences one example or in another word also: commit himself to some future action.
2. Guarantee In the utterances 17c and 17e, the speaker expresses his commitment to the
future action by guarantying something to the audiences. When the speaker PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
