An analysis grammatical cohesion of references in J.K. Rowling's speech

A Thesis

Submitted to The Faculty of Letters and Humanitiesin Partial Fulfillment of the Requirements for the Degree of Strata One (S1)

Siti Maulidah

NIM. 1111026000078

ENGLISH LETTERS DEPARTMENT LETTERS AND HUMANITIES FACULTY

STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH JAKARTA

Siti Maulidah, An Analysis of Grammatical Cohesion of References in J.K. Rowling’s speech, A Thesis: English Letters Department, Letters and Humanities Faculty, State Islamic University (UIN) Syarif Hidayatullah, Jakarta, 2015.

In this research, the researcher discusses the usage of grammatical cohesion of references in the J.K. Rowling’s speech. The datas are collected from the script of the J.K. Rowling’s speech in Harvard University with tittle the fringe benefits of failure and the importance of imagination. The purpose of this research is to find out the types and functions of grammatical cohesion devices of references used in the J.K. Rowling’s speech.

The researcher uses a qualitative method in this research. The researcher explains some theories of grammatical cohesion of references, and then the researcher collects the data of grammatical cohesion of references from the script of J.K. Rowling’s speech. Based on M.A.K Halliday and Ruqaiya Hasan’s theory, the items of grammatical cohesion devices of references that appear in J.K. Rowling’s speech are analyzed one by one to know the types and functions of grammatical cohesion devices of references and its context. To focus on the study, the researcher limits the problem by focusing the research on searching the markers of grammatical cohesion of referencse in the J.K. Rowling’s speech.

The result of this research shows that all types of grammatical cohesion of references used in the J.K. Rowling’s speech. They are personal reference, demonstrative reference, and comparative reference. In addition, the grammatical cohesion of references are used appropriate by the context. Therefore, cohesiveness sentence used in the script of J.K. Rowling’s speech, has connection to the other sentences.

REFERENCES IN J.K. ROWLING’S SPEECH

A Thesis

Submitted to Letters and Humanities Faculty in Partial Fulfillment of the Requirements for the Degree of Strata One (S1)

Siti Maulidah

1111026000078

Approved by

ENGLISH LETTERS DEPARTMENT

LETTERS AND HUMANITIES FACULTY

STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH”

JAKARTA

2015

Name : Siti Maulidah Nim : 1111026000078

Tittle : An Analysis of Grammatical Cohesion of References in JK. Rowling’s speech.

The thesis entitled above has been defended before to the Letters and

Humanities Faculty’s Examination Committee on October 23, 2015. It has already been accepted as a partial fulfillment of the requirements for the degree of strata one.

Jakarta, 23 October 2015

Examination Committee

I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of the University or other institute of higher learning, except where due acknowledgment has been made in the text.

Jakarta, 2015.

Siti Maulidah

In the name of Allah, the most gracious, praise, and gratitude be to Allah for giving the researcher health so the researcher can finish the thesis. Peace and salutation may be upon our beloved prophet who guides us to the right path by teaching us to learning any kinds of subjects anywhere.

The researcher would like to give her sincerest and deepest gratitude to her beloved parents, Drs. Sukri (Alm), and Hj. Uswatih who always pray for her, and give much loves, especially her lovely mother, thank you so much for her love, patience, affection, support, and advice during the time of study and the proccess of making the paper. To her sister and brother, Rika Fistiani, and Ahmad Baidowi for their silent prayer and who always accompany her with love and attention.

In this opportunity, the researcher also would like to convey her deepest gratitude to the following amazing people:

1. Prof. Dr. Sukron Kamil, M. A., the Dean of Letters and Humanities Faculty. 2. Drs. Saefudin, M.Pd., the Head of English Letters Department and also as an

advisor of the researcher for her suggestions, corrections, supports, and also criticism until the researcher can finish this thesis, because without his guidance, patience, support and encouragement, this thesis is never completed. Elve Oktafiyani, M.Hum., the Secretary of English Letters Department.

3. All the lecturers in English Letters Department who have taught her a lot of things and educated her during her study.

5. For the researcher’s classmates, Yani, Maryanti, Nunk, Nova, Nepho, Dicha, Uswah, Liana, Hanif, Tanto, Fikri, Iwa, Ade, Septian, Zulmi and especially her best friends ever Anis. Keep struggle and may we all be successful.

6. The researcher’s best friends, Yayah, Lulu, Elly, Addah, Syifa, Meriyana. 7. The researcher’s inspirations, Fauziah Eryani S.Kom., and Kamaluddin

Mustofa, S.Kom. who always giving support for the researcher to finish and complete this research.

8. The big family of PMII KOMFAKA, thank you for a rewarding experience that will never be forgotten. Especially, kak Sohib, kak Toha, kak Sahrul, kak Rifda, kak Yani, kak Ela, kak Indira, kak Rina, Rivah, Silvia and other who cannot be mentioned one by one.

9. All the people and friends that are not mentioned here, for their memories, their laughs, their activities, their supports, their spirit, their souls, their love conveyed her into life-mature.

Jakarta, October 2015.

The researcher

ABSTRACT ... i

APPROVEMENT ... ii

LEGALIZATION ... iii

DECLARATION ... iv

ACKNOWLEDGMENT ... v

TABLE OF CONTENT ... vii

CHAPTER I. INTRODUCTION A.Background of the Study …... 1

B.Focus of the Study …... 2

C.Research Questions ….. ... 3

D.Significance of the Study …... 3

E. Research Methodology …... 3

1. The Objectives of Research …… ... 3

2. The Method of Research ... 4

3. The Technique of Data Analysis ……. ... 4

4. The Instrument of the Research ……... 4

5. Unit of Analysis ……... 5

6. Time and Place of the Research …… ... 5

CHAPTER II. THEORITICAL DESCRIPTION A.Previous Research …... ... 6

B.Discourse Analysis …... ... 9

C.Halliday’s Cohesion Theory ... 10

1. Text ... 10

…...

E. Reference …... 12

a. Personal Reference ……... 15

b. Demonstrative Reference …... 17

c. Comparative Reference ……... 19

F. Context ………. 20

CHAPTER III. RESEARCH FINDING A.Data Description …... 22

B.Data Analysis … ... 25

CHAPTER IV. CONCLUSIONS AND SUGGESTIONS A.Conclusions ….. ... 37

B.Suggestions …... 39

BIBLIOGRAPHY………. 40

APPENDICES ……….. 41

1 A. Background of the Study

To be able to conjugate a discourse relation to each sentences depends on how speakers or writers in forming cohesiveness of their speech or writing. The cohesiveness between sentences can be seen from the markers of cohesion which their form can be found through grammar or vocabulary. According to Halliday and Hasan, the elements of cohesion in discourse can be differentiated into two types: grammatical cohesion and lexical cohesion. The grammatical cohesion consists of reference, substitution, ellipsis, and conjunction. Meanwhile, lexical cohesion consists of reiteration and collocation.1

Grammatical cohesion is one of the important parts to conjugate cohesiveness of a discourse which the cohesiveness of a discourse can be seen through fourth grammatical cohesion devices, they are: reference, substitution, ellipsis, and conjunction. Without correct grammar, the language will be bias. Therefore, the understanding of correct grammar is important to construct a discourse.

Afterwards, one type of language activity which contain discourse in it is speech. On doing speech, we also need a high level of cohesiveness to build an integrated discourse. A discourse will be integrated if the sentences in the

1

M.A.K Halliday, and Hasan, Cohesion in english (London dan newyork: Longman Group Limited,1976), p. 6.

discourse relates to the topic. That’s why the researcher interests to analyze grammatical cohesion devices especially reference in J.K. Rowling’s speech. In this research, the researher will analyze the speech of famous writer J.K. Rowling. As we know, she is an author of Harry Potter novel. J.K. Rowling had speeched on graduation ceremony in Harvard University in front of the graduates,

graduates’ parents, and all of members of the Harvard Corporation. The tittle of her speech is the fringe benefits of failure and the importance of imagination.

Her speech has caused many people stunned. The speech generally share about her life experience during her lecture period, before she success in her career as an author.

J.K. Rowling’s speech many give inspirations and motivations to anyone who hear. Although, in her many speeches very inspires to anyone, the whole sentences that are said by J.K. Rowling is not difficult enough to be understood. Therefore, the researcher interests to analyze grammatical cohesion of references used by J.K. Rowling in that her speech. Whether J.K. Rowling is familiar with the usage of grammatical cohesive devices in her speech.

We also need a good understanding about the relation between context and grammatical cohesion of references in J.K. Rowling’s speech. So, as the hearer can understand a discourse the speaker means well.

B. Focus of the Study

Related to the background of the study, so the researcher focus on analyzing the marker of grammatical cohesion devices of reference used in the J.K. Rowling’s speech with tittle the fringe benefits of failure and the importance of imagination in Harvard University on June 5th, 2008.

C. Research Questions

Based on focus of the study above, the researcher formulates research questions as follow:

1. What types and functions of grammatical cohesion devices of references are used in J.K. Rowling’s speech?

2. How does context affect the audience’s understanding on the grammatical cohesion of references in J.K. Rowling’s speech?

D. Significance of the Study

Through this research, theoritically, the researcher hopes it will give contribution to linguistics field. Especially, grammatical cohesion of references. And practically, the researcher hopes that the result of this research is able to give input for those who interest in discourse analysis, and can be used as source of information to another researcher who do the same research.

E. Research Methodology

1. The Objectives of Research

Based on the background of the research, the objective of the research are:

a. To identify and describe types and functions of grammatical cohesion devices of references used in J.K. Rowling’ speech.

b. To describe context affect of the audience’s understanding on the grammatical cohesion of references in J.K. Rowling’s speech?

2. The Method of Research

The method used in this research is descriptive qualitative method. Through this method, the researcher will describe markers of grammatical cohesion of reference contain in this research object. In this research, the researcher tries to analyze and classify kinds of the grammatical cohesion devices of references appear in J.K. Rowling’s speech, then describe the functions of the grammatical cohesion devices of reference appear in J.K.

Rowling’s speech.

3. The Technique of Data Analysis

In analyzing the data, the researcher applies the several steps. First, the researcher searchs video and script of J.K. Rowling’s speech in Harvard University. Second, the researcher watchs that video which duration video at 00:20:59 and reads its script. Third, the researcher uses

M.A.K. Halliday and Ruqaiya Hasan’s theory and other similar support

theories in analyze markers of grammatical cohesion of reference used in J.K. Rowling’s speech to construct discourse in that her speech.

4. The Instrument of the Research

The main instrument of this research is the researcher herself as the subject of the study through collecting, reading, and analyzing the acquired datas. Those data are collected from the script of video J.K. Rowling’s speech.

5. Unit of Analysis

The unit of data analysis in the research are all of the sentences are used in the J.K. Rowling’s speech the fringe benefits of failure and the importance of imagination in Harvard University on June 5th, 2008.

6. Time and Place of the Research

This research was started in March until July 2015 in UIN Syarif

Hidayatullah Jakarta’s library and other libraries that can be references of this research.

6

A. Previous Research

The researcher lists some of the results of previous studies by other researchers that had ever been read by the researcher. The first study was

conducted by Anna Kharunnisa (2011) with tittle “An Analysis of cohesion on

Editor‟s Note in U.S. News and world Report Magazine. This study was conducted to analyze the using of cohesion devices on Editor‟s Note in U.S. News and world Report Magazine. The study focused on cohesiveness degree by analyzed cohesion on three texts of editor‟s note in U.S. News and world Report Magazine. Based on M.A.K Halliday and Ruqaiya Hasan‟s theory, the researcher of this study analyzed the two kinds of cohesion devices, which were grammatical cohesion and lexical cohesion on Editor‟s Note in U.S. News and world Report Magazine. The result of this study showed the differences in using grammatical cohesion, lexical cohesion devices and degree of cohesiveness in each text. First text was the fewer cohesive than third text, and third text was fewer cohesive than second text. Generally, first text was the fewest cohesive of all the text, and second text was the most cohesive of all the text.

The next study was conducted by Nurul Laili Mariani Fadjrin (2011) with

tittle “An analysis of Grammatical and Lexical Cohesion on the Journalistic Text of VoAnews.com”. In this study, the researcher examined grammatical and lexical cohesion in Journalistic text. The researcher focused on the grammatical and

lexical cohesion and its markers of the journalistic text on the Journalistic Text of VoAnews.com (Edition of December 27th 2010 - December 30th 2010). The result of her study, based on Halliday and Hasan‟s theory about cohesion, the researcher concluded that all kind of grammatical and lexical cohesion devices utilized in the journalistic text which the researcher analyzed. They were reference, substitution, ellipsis, and conjunction as grammatical cohesion devices. While repetition, synonym, near-synonym, superordinate, general word, and collocation as lexical cohesion devices. However, generally lexical cohesion devices were very rarely utilized in the text, except repetition. The dominant device of grammatical cohesion was reference, its percentage reached 56.64%. Meanwhile the dominant device of lexical cohesion was repetition, its percentage attained 15.39%. The cohesiveness degree each markers were different, grammatical cohesion devices reached very high level of cohesiveness degree, the percentage average of cohesiveness degree attained 85.77%. Contrast to grammatical cohesion, lexical cohesion devices was very low, its percentage average only reached 50.01%.

Another study has been made bySri Widyarti Ali (2010) entittled “Penanda

Kohesi Gramatikal dan Leksikal dalam Cerpen “The Killers” Written by Ernest

Hemingway”. This study also use M.A.K Halliday and Hasan‟s theory, and the result of that study was the reseacher found the four aspects of grammatical cohesion, they were reference, substitution, ellipsis, and conjunction in discourse

of short story “The Killers”. If it presentated, so in grammatical cohesion there are

and 6,49% aspect of conjunction. Besides that, the researcher found the five types of lexical cohesion, they were repetition, synonym, hyponym, antonym, and meronym. If it presentated, so in lexical cohesion there were 22,5% repetition, 20% synonym, 12,5% hyponym, 32,5% antonym, and 12,5% meronym. Using of the grammatical and lexical cohesion on the short story “The Killers” had some reasons that became background. Basically, usingsome aspects of grammatical and lexical cohesion that dominate discourse of this short story had background of minimalism in written short story Hemingway‟ style. The minimalism represented on the expressing plot of story which dominated by using short dialogues. Mentioning nominal and nominal phrase as the elements of reference almost always followed by using personal reference and demonstrative reference which was the elements of its cohesion. In addition, using the lexical cohesion markers like synonym and hyponym aim to avoid using monotonic language or tend to same from the begin until the end of the story, and created variation of using language that made discourse more interesting.

Actually, the related studies above are similar to this study that discussed about cohesive devices, and also use M.A.K Halliday and Hasan‟s theory like this study who has done by the researcher. But, they had a different object. However, this research differs from those previous studies above. This study focuses on using grammatical cohesion of references on J.K. Rowling‟s speech entittled the fringe benefits of failure and the importance of imagination. The researcher will analyze and describe grammatical cohesion devices of references which applied in discourse.

B. Discourse Analysis

One of different kinds of language as potential objects for study is used to communicate something and is felt to be coherent (and may, or may not, happen to correspond to a correct sentence or a series of correct sentences). This kind of language in use, for communication is called discourse, and the search for what gives discourse coherence is discourse analysis.2

Many experts have the same opinion about discourse. It is defined as language complete unit in grammatical hierarchy is the highest grammatical unit upon unit of sentences.3

Discourse analysis or discourse is an explanation about how sentences are connected and give reference framework that understand about various kinds of discourse, which is give explanation about logical arrangement, discourse management, and stylistic characteristic of a discourse.4A discourse is not only consist of grammatical sentences, but also a discourse must give an interpretation that meaningful to their readers or listeners. It also mean that speaker or writer not only arrange the grammatical sentences, but also the sentences that connected logically and context. So, discourse analysis objectiveis not to arrange one general rule about discourse analysis.5

Based on the opinion above, it can be concluded that discourse analysis is a study that observe and analyze language which is used to communicate and review some function (pragmatic) of language and try to reach the nearest

2

Guy Cook, Discourse (Oxford: Oxford University Press, 1989), p.6.

3

Abdul chaer, Linguistik umum (Jakarta: Rineka Cipta, 2007), p. 62.

4

J.D Parera, Teori semantik second edition (Jakarta: Erlangga, 2004), p. 219.

5

meaning with the real meaning intended by speaker in an oral discourse or by a writer in a written discourse.

C. Halliday’s Cohesion Theory

Cohesion is a semantic relation between elements in text and some other elements that is crucial to the interpretation.6Therefore, Halliday divided the concept of cohesion into text, texture, and ties.

1.Text

The word text is used in linguistics to refer to any passage, spoken or written, of whatever length, that does form a unified whole. A text may be spoken or written, prose or verse, dialogue or monologue. It may be anything from a single proverb to a whole play, from a momentary cry for help to an all day discussion on a commitee. A text is a unit of language in use. It is not grammatical unit, like a clause or a sentence, and its not defined by its size.7From the official statement before, we know that the text can be spoken or written form.

2. Texture

The concept of texture is entirely appropriate to express the property of

„being a text‟. A text has texture, and this is what distinguishes it from something that is not text. It derives this texture from the fact that it functions as a unity with respect to its environment.8

6

M.A.K Halliday, and Hasan, Cohesion in english (London dan newyork: Longman Group Limited,1976), p. 8.

7 Ibid,p. 1

8

3. Ties

We need a term to refer to a single instance of cohesion, a term for one occurance of a pair of cohesively related items. This we shall call tie.9The concept of a tie makes it possible to analyze a text in terms of its cohesive properties, and give a systematic account of its patterns of texture.10A tie is a complex notion, because it includes not only the cohesive element itself but also that which is presupposed by it.11

D. Grammatical Cohesion

The ties that connect up units of language to form a text,12 or referring to the connections which have their manifestation in the discourse itself.13Therefore, to facilitate in interpreting a discourse in the text needs good cohesion. Because cohesion occurs where the interpretation of some element in the discourse is dependent on that of another.14

Kushartanti explained that cohesion is the condition of language elements which reference and connected systematically.15Some form cohesion which is represent in grammar by vocabulary.16 Based on Halliday‟s theory the cohesion elements in the discourse divided into two types. They are grammatical cohesion and lexical cohesion. Grammatical cohesion devices is discussed in reference, substitution, ellipsis, and conjunction.

9

Ibid, p. 3.

10_Ibid,

p. 4.

11

Ibid, p. 329.

12

H.G. Widdowson, Linguistics (Oxford: Oxford Universitty Press, 1996) p. 125.

13

Jan Renkema, Introduction to Discourse Studies (Amsterdam: John Benjamins Publishing Company, 2004), p. 103.

14

M.A.K Halliday, and Hasan (1976),Op.cit., p. 4.

15

Kushartanti, Pesona Bahasa (Jakarta: PT, Gramedia Pustaka Utama, 2005) p. 96.

16

E. Reference

Reference occurs when elements not only to get interpretation systematically but also give reference to other something to be interpretated. The reference refers to the same thing.17In the case of reference, the meaning of a dummy word can be determined by what is imparted before or after the occurrence of dummy word. In general, the dummy word is a pronoun.18And in English, types of reference consist of personal particels, demonstratives and comparatives.19For examples:

(1) I see John is here. Hehasn‟t changed a bit.

(2) She certainly has changed. No, behind John. I mean Karin.

But reference can also be achieved by other means, for instance, by the use of a definite article or an adverb,20 as in the examples below:

(3) A man crossed the street. Nobody saw what happened. Suddenly the man was lying there and calling for help.

(4) We grew up in the 1960s. We were idealistic then.

There are two ways to work out the full meaning of a reference word in a text. One is to look in the surrounding text, can call this text reference. The other is to look outside the text in the real world, we shall call it situation reference.

The word we, for instance, refers to a group of people including the writer or

17

J.D Parera (2004),op.cit., p. 225.

18

Jan Renkema (2004),op.cit., p. 104.

19

M.A.K Halliday, and Hasan (1976), op.cit., p. 31.

20

speaker. To arrive at the meaning of we in a text, then, we need to know who the speaker or writer is, and which other people are included.21

It is important to grasp the difference between reference and substitution. Reference is a relation between the meaning of a word and its environment, where the environment can be the text or the real world. Substitution is a relation between words: a substitute such as one replace another word or phrase. This

means that there is no such things as „situation substitution‟ or put it more

concrete, a verb substitute like do can‟t refer to anything outside the text, but only to words in the text.22

Reference

(Situational) (Textual) Exophora Endophora

(to preceding text) (to following text) Anaphora Cataphora Diagram 1. Categories of Reference

The diagram above, based on Halliday‟s theory,reference can be divided into two categories. Those are exophora and endophora. And there are two different ways in which reference items can function within a text. They can function in an anaphoric way, or they can function in a cataphoric way.23

21

Raphael Salkie, Text and Discourse Analysis (London: Routledge, 1995), p. 65.

22

Ibid. 23

1. Exophora

Exophora reference is an interpretation on words that related and depend on situational context.24Based on Parera, the source information gained through the elements of extrinsic of the text called exophora. The elements of exophora generally related by context the discourse.25Example:

(5) Climbing out of poverty by your own efforts, that is indeed something on which

to pride yourself, but poverty itself is romanticised only by fools.

The word your included exophora reference, which is the word your that related and depend on situational context. Then, that sentence is a part of

JK.Rowling‟ speech in Harvard University, and the word your refers to President Faust, members of the Harvard Corporation and the Board of Overseers, members of the faculty, proud parents, and all graduates.

2. Endophora

Meanwhile additional information within the discouse called endophora. Endophora can be defined into anaphora and cataphora reference. In anaphora reference, the elements needed to interprete are in front of before the discourse. Then, cataphora reference happen if the elements needed to interpreteare in the part or after the discourse.26Examples:

(6) Mr. George is not a teacher. He actuallly want to help children in that village to study.

He refers to Mr. George,he explain Mr. George. Here, the anaphora reference happen. The pronoun He include is the item of anaphora in the text.

24

M.A.K Halliday, and Hasan (1976), op.cit.,p. 33.

25

J.D Parera (2004),op.cit., p. 226.

26 Ibid.

(7)His declaration make the furies of society. President increased the cost of the fuel.

His refers to what is said follow, that is president. Therefore, His include the item of cataphora.

There are three types of reference based on Halliday and Hasan‟s theory, they are: personal, demonstrative, and comparative.27

a. Personal Reference

Personal reference is the reference refers to individual in utterance situation, through the category of person. Personal category included personal pronouns, possessive determiners (usually called possessive adjective), and possessive pronoun.28So, those which include in personal reference is all forms of personal pronoun, singular or plural. In this case it is also include in personal reference.29

Table 1.2 Personal Reference

Person Head Modifier

Personal Pronoun

Possessive Determiner

Possessive Pronoun

1st person singular I Me My Mine

1st person plural We Us Our Ours

2nd person singular You You Your Yours

2nd person plural You You Your Yours

2nd person male He Him His His

2nd person female She Her Her Hers

27

M.A.K Halliday, and Hasan (1976), op.cit.,p. 37.

28_Ibid

. p. 43.

29_Ibid

3rd person plural They Them Their Theirs

3rd person object It It Its Its

Generalized person One One One‟s Ones

Since the first and second person pronouns I, you and we involve the speaker or writer and the listener or reader, they are normally used for situation reference. the third person pronouns can be usedfor both types of reference. In speech these pronouns normally involve situation reference, while text reference is more common in writing.30Following are two examples of he:

(8) [Watching a person on a film] „Wasn‟t he also the chief baddie in the film

Hudson Hawk?‟

(9)Maurice Oberstein, the gravel-voiced boss of Polygram and, at 63, a veteran of the record industry, is particularly dismissive. „Overmight

sensations are crap,‟ he declares.

The first example involves situation reference, and the last example involves text reference.

According to grammatical concept, the personal can be grouped into three group, they are first person (I, We), second person (you), third person (he, she, it).31 Examples:

(10)My sister and I are leaving. We have seen quite enough of this unpleasantness.

In the example above, personal reference showed with first person personal pronouns I and my in my sister refers to someone who said the utterance. Meanwhile, the second person plural we in second the sentence refers to my sister and I.

30

Raphael Salkie (1995), op.cit., p. 66.

31

b. Demonstrative Reference

Demonstrative reference is expressed through determiners and adverbs. This items can represent a single word or phrase, or much longer chunks of text-ranging across several paragraphs or even several pages.32

Neutral the Near

Far (Not near) near: far: Singular: this that Selective Participant

Plural: these those Place: here there Circumstance

Time: now then Diagram 2. Demonstrative Reference

Based on the diagram above, nominal demonstrative reference refers to some thing that close and unclose, they are this/these and that/those. In dialogue there is some tendency for the speaker to use this to refer something that himself has said and that to refer to something said by his interlocutor.33For examples:

(11) There seems to have been a great deal of sheer carelessness. This is what I

can‟t understand.

(12)Yes, that‟s what I can‟t understand.

32

David Nunan (1993), op.cit., p. 23.

33

This and that is another one whereby proximity is interpreted in terms of time, in this case that tends to be associated with a past time referent and this for one in the present or future.34 For example:

(13)We went to the opera last night. That was our first outing for months. The example above, demonstrative reference appeared by existing demonstrative pronoun that refers to time where is in the past that utterance “last

night”.

Demonstrative reference is a kind form of verbal pointing. The speaker identifies referents by locating it on scale of proximity. Then, demonstrative reference classified into two types, they are adverbial demonstrative reference (here, there, now, then), and nominal demonstrative reference (this, these, that, those). Adverbial demonstrative reference refers to the place of a process in a space or time, whereas nominal demonstrative reference refers to the place of someone or something. typically some entity person or object that is participating in the process.35

Nominal demonstrative that refers to single noun is this and that. And, nominal demonstrative that refers to plural noun is these and those.36

The reference that refers to location in a process about space or time appeared on words here, there, now, and then.37Here and there refers to place or refers to things generally that has been mention before. Whereas, thenand

nowrefers to time.38For examples:

34_Ibid.

35

Ibid. pp. 57-58.

36_Ibid

. p. 62.

37_Ibid

. p. 57.

38_Ibid.

(14)The class is finished. Now we can go home.

Based on the example above, the word now refers to time when that utterance said. The use of now is confined to those instances in which the

meaning is „this state of affairs having come about‟.39

One of the demonstrative reference item is the.The create cohesion relationship which follows by noun or the things mention before.40 For example:

(15)I saw a house yesterday. The house was antique.

From the bold“the”, it is clear that that device refers to thing that has been mentionin sentence before which is house.

c. Comparative Reference

Comparative reference is expressed through adjectives and adverbs.41When two or more things are compared in a text, this can often contribute to cohesion. We can distinguish two types of comparison, they are general comparison and particular comparison.42

General comparison express equaland unequal to the things compared. To general comparison can refers to the same things (same, equal, identical, identically), similar things (such, similar, so, similarly, likewise) or to different things.43For example:

(16)It‟s the same cat as the one we saw yesterday.

Based on the example above, there is a cohesion comparative reference that showed by general comparison which refer to the same thing, signed by

39_Ibid

. p. 75.

40_Ibid.

p. 71.

41

David Nunan (1993), op.cit., p. 24.

42

Raphael Salkie (1995),op.cit., p. 68.

43

words same as. Whereas the comparison in that sentence is the cat that saw when that sentence said with the cat that saw yesterday.

Meanwhile, particular comparison expresses comparability between things in respect of a particular property. The property in question may be a matter of quantity or of quality.The comparison that shows quantity expressed in more or as. Then, the comparison is in terms of quality, it is expressed in comparative adjective, eg: easier in easier tasks, more difficult in more difficult tasks.44 For example:

(17)We are demanding higher living standard than we have now.

The most generalized comparative is actually the superlative, highest

means simply „higher than any other‟.45

F. Context

A context is not just one possible world-state, but at least a sequence of world-states. Moreover, these situations do not remain identical in time, but change.46We have an infinite set of possible contexts, of which one will have a specific status, viz the actual context. The actual context is defined by the period of time and the place where the common activities of speaker and hearer are realized, and which satisfy the properties of “here” and

“now” logically, physically, and cognitively.47

Contexts are courses of

events and thus are defined by an ordered set of “here-now” pairs; the

44_Ibid

. pp. 80-81.

45

Ibid. p. 81.

46

Dijk, Teun A. van, Text and Context, (New York: Longman Group Ltd, 1977) p. 191.

47_Ibid

context changes from moment to moment. This change must affect (effect) objects in the successive states 48 In order to provide the necessary relative interpretation of sentences, e.g. for the correct identification of individuals, with respect to previous sentences of the discourse sequence, we could also interpret a sentence relative to the sentence previously uttered in the same context of conversation.49

48 Ibid. 49 _Ibid

22

CHAPTER III

RESEARCH FINDING

A. Data Description

In this chapter, the researcher analyzes grammatical cohesion of references in the script of J.K. Rowling‟s speech. The researcher finds 3 types of grammatical cohesion devices of references in the script of J.K. Rowling‟s speech. They are: personal reference, demonstrative reference, and comparative reference. For the item of each types of references in the script of J.K. Rowling‟s speech, the researcher compiles and classifies data into the table below:

Table 2.3 Personal reference appear in the J.K. Rowling‟s speech

No

The Items

Corpuses (Sentences)

Total

1 I 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 21, 22, 23, 24, 25, 26, 27, 29, 30, 33, 34, 35, 36, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 53, 54, 55, 58, 59, 62, 63, 66, 68, 69, 70, 71, 72, 75, 77, 78, 79, 82, 83, 84, 95, 97, 101, 111, 112, 113, 114, 116, 117, 118.

111

2 You 2, 8, 9, 11, 14, 15, 28, 35, 37, 38, 39, 40, 43, 51, 52, 56, 57, 60, 61, 62, 104, 105, 106, 107,

109, 112, 117, 118, 119

3 We 14, 40, 65, 101, 102, 104, 111, 116, 11 4 They 22, 25, 26, 30, 73, 74, 87, 89, 93, 94, 95, 98,

114.

16

5 She 7, 17, 81. 3

6 He 75, 76, 77. 4

7 It 7, 26, 27, 30, 31, 40, 41, 45, 52, 58, 62, 65, 66, 93, 100, 104, 110, 118.

20

8 My 5, 11, 12, 18, 20, 24, 25, 27, 29, 34, 40, 42, 44, 47, 49, 50, 59, 60, 62, 63, 66, 67, 68, 69, 73, 78, 82, 88, 91, 114, 115.

38

9 Your 14, 28, 32, 33, 34, 39, 56, 57, 60, 105, 106, 108, 109, 110.

22

10 Their 27, 70, 71, 73, 82, 85, 91, 93, 94, 115. 11

11 Our 74, 101, 103, 104, 116. 6

12 Her 7, 80. 3

13 His 75, 81. 4

14 Its 61, 65, 97. 3

15 Me 3, 7, 8, 16, 18, 42, 47, 53, 54, 78, 80, 115. 14

16 Him 76, 78, 81. 3

Table 3.3 Demonstrative reference appear in the J.K. Rowling‟s speech

No The Items Corpuses (Sentences) Total

1 Here 36, 43. 2

2 Now 4, 21, 43, 62. 4

3 This 3, 7, 8, 12, 14, 26, 67, 78, 89, 91, 101, 11

4 These 16 1

5 Those 18, 66, 70, 74, 85, 99, 109, 117. 11 6 That 32, 35, 36, 44, 62, 88, 90, 95, 96, 101, 102. 11

7 There 28, 44, 69. 3

8 Then 45, 102. 2

9 The 1, 2, 3, 4, 6, 8, 9, 10, 12, 14, 15, 17, 18, 19, 20, 21, 24, 25, 26, 28, 34, 36, 37, 39, 40, 42, 44, 45, 46, 47, 48, 50, 51, 55, 56, 57, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 71, 73, 75, 76, 78, 80, 81, 82, 83, 86, 88, 93, 97, 103, 104, 105, 107, 108, 110, 111, 114, 115, 117, 118

112

Table 4.3 Comparative reference appear in the J.K. Rowling‟s speech

No The Items Corpuses (Sentences) Total

1 Such 58, 92. 2

2 Similar 117. 1

3 So 5. 1

6 Wiser 56 1

7 Taller 77 1

8 Fewer 95 1

9 Older 75 1

10 More 55, 83, 99. 3

11 Largest 4 1

12 Closest 18 1

13 Biggest 42 1

14 Greatest 49, 66 2

15 Earliest 67 1

B. Data Analysis

After explaining data description above, the researcher would like to analyze data for the next step. The researcher will analyze the kind of grammatical cohesion of references appear in J.K. Rowling‟s speech whether personal reference, demonstrative reference or comparative reference. Then, the researcher will desribe how does context affect the audience‟s understanding on the grammatical cohesion of references in J.K. Rowling‟s speech.

1. Grammatical cohesion of references a. Personal Reference

Data 1:

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. Based on the sentence above, the word I pointing forward to J.K. Rowling as a speaker on that time. I is included to first person personal pronoun in English, which is it means I is one of the items of personal reference. I involve the speaker, it is normally used for situational reference. Therefore, I is categorized as exophora reference. Then, the word you refers to audiences on that time, they are President Faust, members of the Harvard Corporation and the Board of Overseers, members of the faculty, proud parents, and graduates. It depends on situation, therefore you is categorized as exophora reference.

Reference is the link between an element and others in sentences in which it is interpreted. These is another example of personal reference on the script of J.K. Rowling‟s speech.

Data 2:

The commencement speaker that day was the distinguished British philosopher Baroness Mary Warnock.

Reflecting on her speech has helped me enormously in writing this one, because it turns out that Ican‟t remember a single word she said.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. Baroness Mary Warnock was a speaker in J.K. Rowling‟s graduation ceremony. From the sentences above, there are five items of personal references. First, those sentences show personal

reference, exactly it is possessive determiners “her”. The word her refers to

Baroness Mary Warnock. Andusage of personal reference her is categorized as anaphora reference, pointing backward to Baroness Mary Warnock. Next, first person personal pronoun me as object and I as subject in that speech refers to J.K. Rowling as a speaker. fourth, the word she is personal reference exactly second person female, she refers to Baroness Mary Warnock which is preceds the text. So, the word she is categorized as anaphora reference. Fifth, the word it

refers to the word reflecting which is preceding the text. Therefore, it is also categorized as anaphora reference.

Data 3:

I cannot remember telling my parents that I was studying Classics; they

might well have found out for the first time on graduation day.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. J.K. Rowling‟s parents absent on that time, because her mother passed away on 1991. Based on the sentence above, the researcher finds 3 items of personal reference. They are: I as subject is first person like described by the researcher on the explanation before. I refers to J.K. Rowling as a speaker. Then, My in my parents is possessive determiner. My

refers to speaker‟s parents here is J.K. Rowling‟s parents. The last is they as third person plural. They refers to my parents, which is refers to preceding text. Therefore they is categorized as anaphora reference.

I shall never forget the African torture victim, a young man no older than I

was at the time, who had become mentally ill after all he had endured in

his homeland.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. From the sentence above, the researcher finds three items of personal reference. First, I is first person singular, refers to the speaker. Second, he is second person male pronoun, a young man refers to African torture victim. Therefore, he is categorized as anaphora reference, which is the element needed to interpret preceding text. Third, the word

his in his homeland is possessive determiner. His refers to what is said before, that is African torture victim, a young man. So, his in that sentence is categorized as the item of anaphora reference.

Data 5:

The door opened, and the researcher poked out her head and told me to run and make a hot drink for the young man sitting with her.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. J.K. Rowling shares about her experience at Amnesty International. Based on that sentence, there are two items of personal reference. First, word her is possessive determiner. The word her

refers to researcher, which is have been said before. In addition, the word her is categorized as anaphora reference. Second, the word me as object refers to

speaker or J.K. Rowling on that time. Therefore, the word me is categorized as exophora reference.

Data 6:

There in my little office I read hastily scribbled letters smuggled out of totalitarian regimes by men and women who were risking imprisonment to inform the outside world of what was happening to them.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. J.K. Rowling shares about her experience at Amnesty International. Based on the sentence above, the researcher finds the item of personal reference. It is word them, which is refers to men and

women. This item is categorized as anaphora reference, because the item that needed to interpret preceding the text.

Data 7:

Ultimately, we all have to decide for ourselveswhat constitutes failure, but the world is quite eager to give you a set of criteria if you let it. So I think it fair to say that by any conventional measure, a mere seven years after my graduation day, I had failed on an epic scale.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. That sentence based on J.K.

Rowling‟s bad experiences, those are when her mother passed away on 1991 and

three items of personal reference. They are: we, I, and you. We is first person plural, that refers to what is said follow, that are I and you. Because of that, this item is categorized as cataphora reference. Meanwhile, the words I is first person singular refers to J.K. Rowling as a speaker and you is second person plural refers to audiences, they are President Faust, members of the Harvard Corporation and the Board of Overseers, members of the faculty, proud parents, and graduates Therefore, those items are categorized as exophora reference.

Data 8:

Climbing out of poverty by your own efforts, that is indeed something on which to pride yourself, but poverty itself is romanticised only by fools.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. There is an item of personal reference, it is your. The word your is possessive determiner refers to audiences which is President Faust, members of the Harvard Corporation and the Board of Overseers, members of the faculty, graduates‟ parents, and all graduates. That item is categorized as exophora reference, which is the word your that relates and depends on situational context.

b. Demonstrative Reference Data 1:

The commencement speaker that day was the distinguished British philosopher Baroness Mary Warnock.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. From the sentence above, the word the refers to thing that has been mentioned in sentence before, which is

commencement. Therefore, the word the is the item of demonstrative references and the word the is categorized as anaphora reference. The is neutral demonstrative reference.

Data 2:

This revelation came in the form of one of my earliest day jobs.

Based on the sentence above, the item of demonstrative reference marked by this. The word this refers to context, something that is connected by J.K. Rowling‟s speech directly. The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. Then, she shares about one of the greatest formative experiences of her life

Data 3:

These may seem quixotic or paradoxical choices, but please bear with me.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. Based on the sentences above,

these refers to the benefits of failure which is said on preceding text, so these is categorized as the item of anaphora reference. The word these is the item of nominal demonstrative. As we know, these is plural of this.

Climbing out of poverty by your own efforts, that is indeed something on which to pride yourself, but poverty itself is romanticised only by fools.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. She describes about poverty in her past time, then gives inspiration to climbing out of poverty. The word that

refers to phrase your own efforts which is said on preceding text, therefore the word that is categorized as the item of anaphora reference. That refers to something unclose that said by speaker, in this case is your own efforts. Besides of that, that is included one of the items of nominal demonstrative reference, which refers to something.

Data 5:

Now, I am not going to stand here and tell you that failure is fun.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. Based on the sentence above, there are 2 items of demonstrative reference. First, the word now refers to time when that speech said, which is on June 5, 2008. Second, the word here refers to to place where speech said, which is in Harvard University. Then, Both of them are categorized as the items of adverbial demonstrative reference, which is refers to the place of a process in a time or place.

Data 1:

So today, I wish you nothing better than similar friendships.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. Based on that sentence, there are two items of comparative reference. First, general comparison that marked by word similar which refers to the similar thing, that is friendships. Second, particular comparison that marked by better. The word better refers to similar friendship.

Data 2:

He was a foot taller than I was, and seemed as fragile as a child.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. She tells about physical of African torture victim. Based on the sentence above, the word taller is the item of comparative reference, which is that word used to compare he was a foot and I was. Therefore, taller is particular comparison, which expresses comparability between things in respect of a particular property. In this case, the property in question may be a matter of quality.

Data 3:

The knowledge that you have emerged wiser and stronger from setbacks means that you are, ever after, secure in your ability to survive.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. She reminds the graduates about the importance of the knowledge. Based on the sentence above, the researcher finds two items of particular comparison. They are wiser and stronger. Both of them are the items of particular comparison, which is comparing between The knowledge that you have emerged and setbacks.

Data 4:

I shall never forget the African torture victim, a young man no older

than I was at the time, who had become mentally ill after all he had endured in his homeland.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. The African torture victim is a man who J.K. Rowling meets in Amnesty International. She describes physical of him. The word older in the sentence above is one of the items of comparative reference exactly particular comparison. That item used to compare the terms of quality between African torture victim and I.

Data 5:

The fears that my parents had had for me, and that I had had for myself, had both come to pass, and by every usual standard, I was the biggest

failure I knew.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. She compares about fears of

her parents for her, and what happened with her. There is word biggest on the sentence above, and the word biggest is categorized as the item that compare in terms of quality, the biggest failuremeans simply „bigger than any failure‟.

Data 6:

I was set free, because my greatest fear had been realised, and I was still alive, and I still had a daughter whom I adored, and I had an old typewriter and a big idea.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. She tells about her formative life. The researcher finds one of the items of comparative reference in the sentence above, it is greatest. The most generalized comparative is actually the superlative, greatest in the sentence above means simply greater than any fear.

Data 7:

I discovered that I had a strong will, and more discipline than I had suspected; I also found out that I had friends whose value was truly above the price of rubies.

The context of the sentences are J.K. Rowling‟s speech on graduation ceremony in Harvard University, on June 5, 2008. That sentence, J.K. Rowling shares of her life that be better from the hard moment since. Based on the sentence above, the word more refers to discipline. It means that the word more is

categorized as the item of endophora reference, exactly cataphora reference. Because of the element needed to interpret is after the item in the text.

J.K. Rowling relates her personal failure until her success career in the whole sentence of her speech on graduation ceremony in Harvard University. She believes that the failure of her first marriage and career in her youth make her able to grow up and to be success in current time. Therefore, J.K. Rowling speeches

37

CHAPTER IV

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Considering the result of the study in the third chapter, the researcher concludes that all of the grammatical cohesion devices of references utilized in the almost of the sentence of the script of J.K. Rowling’s speech analyzed in the preceding chapter. Cohesiveness sentence utilized in the script of J.K. Rowling’s speech, has connection to the other sentences. The result of this research, the researcher finds the grammatical cohesion devices of references which divided into three kinds grammatical cohesion devices of reference namely personal reference, demonstrative reference, and comparative reference.

Personal reference exists in the script of J.K. Rowling’s speech. It is utilized to refer a person, something or object by specifying its function or role in the speech situation.

The dominant item of personal references that is utilized in the script of J.K. Rowling’s speech is I. As first person pronoun, I refers to the speaker. To be able to understand the meaning of I in a speech, we need to know who the speaker, and in this case, the speaker is J.K. Rowling. And other personal categories are used in the sentences of the script of J.K. Rowling’s speech are personal pronouns, and possessive determiners.

Next, demonstrative reference also exist in the script of J.K. Rowling’s speech. It is apply in order to identify the referent by locating it on a scale of

proximity whether it refers to location of a process in a process in a space or time or location of something, person or object that is participating in the process.

Then, all of the items of demonstrative reference are utilized in the script of J.K. Rowling’s speech. The most item that is utilized in the script of J.K.

Rowling’s speech is the. The is neutral demonstrative reference. And there are two types of demonstrative reference in the script of J.K. Rowling’s speech. They are adverbial demonstrative reference (here, there, now, then), and nominal demonstrative reference (this, these, that, those).

Furthermore, comparative reference finds in the script of J.K. Rowling’s speech. It is used to refer to person, something or object by expressing comparison of two items may be the same, similar or different, and expressing in more or as, or expressing in comparative adjective

The usage of the items of comparative reference is many enough. But, it is not as many as the usage of the items of demonstrative reference. The researcher finds two types of comparative reference are used in the script of J.K. Rowling’s speech. They are: general comparison, and particular comparison.

Overall, personal reference is mostly utilized in the script of J.K.

Rowling’s speech. One of the types of personal reference is first person singular, which is the most occured in the J.K. Rowling’s speech. Meanwhile, possessive pronoun is not occured in the script. Finally, reference is the most important to guide the hearer understand to the topic of the speech.

B.Suggestions

J.K. Rowling’s speech is function to give motivation for all graduates in Harvard University. To be able to convey that speaker means to audiences, the speaker has to consider the context with the usage of grammatical cohesion that she is used.

In this research, the researcher only analyzes the script of J.K. Rowling’s speech, and the next researcher suggested to expand the coverage by adding the script of the speech that will be analyzed or do not only take one script of the speech. So, the researcher can compare with another script of the speech. Finally, it will be a comprehensive research and the result of the research is more extensive.

40

BIBLIOGRAPHY

Ali, Sri Widyarti. 2010. Grammatikal and Lexical Cohesion in Shortstory “The Killers” written by Ernest Hemingway.

Chaer, Abdul. 2007. Linguistik umum. Jakarta : Rineka Cipta. Cook, Guy. 1989. Discourse. Oxford: Oxford University Press.

Dijk, Teun A. van, 1977, Text and Context, New York: Longman Group Ltd.

Fadjrin, Nurul Laili Mariani. 2011. “An analysis of Grammatical and Lexical Cohesion on the Journalistic Text of VoAnews.com”.

Farkhan, Muhammad. 2011. Proposal penelitian Bahasa dan Sastra. Jakarta : Adabia press.

Halliday, M.A.K dan Ruqaiya, Hasan. 1976. Cohesion in English. London dan Newyork : Longman.

http://harvardmagazine.com/2008/06/the-fringe-benefits-failure-the-Iimportance-imagination

https://www.youtube.com/watch?v=wHGqp8lz36c

Khoirunnisa, Anna. 2011. “An analysis of cohesion on Editor’s Note in U.S. News and world Report Magazine”.

Kushartanti. Pesona Bahasa. 2005. Jakarta : PT. Gramedia Pustaka Utama. Nunan, David. 1993. Discourse Analysis. London: Penguin Group.

Parera, J.D. 2004. Teori semantik edisi kedua. Jakarta : Erlangga.

Renkema, Jan. 2004. Introduction to Discourse Studies. Amsterdam: John Benjamins Publishing Company.

Salkie, Raphael. 1995. Text and Discourse Analysis. London: Routledge. Widdowson, H.G. 1996. Linguistics. Oxford: Oxford Universitty Press.

41

Transcript of JK. Rowling’s speech in Harvard University, entittle The fringe benefit of failure and the importance of imagination.

No Sentence Ties Cohesive Item Presupposed

Item

1 President Faust, members of the Harvard Corporation and the Board of Overseers, members of the faculty, proud parents, and, above all, graduates.

2 The first thing I would

like to say is ‘thank you.’

3 -The -I -You

-<Context> -JK. Rowling -President Faust, members of the Harvard

Corporation, the

board of

overseers,

members of faculty, parents, and graduates. (S.1)

3 Not only has Harvard

given me an

extraordinary honour, but the weeks of fear and nausea I have endured at the thought of giving this

commencement address have made me lose weight.

5 -Me -The -I -This -JK. Rowling -<Context> -JK. Rowling -commencement

4 A win-win situation!

Now all I have to do is take deep breaths, squint at the red

4 -Now -I -Myself -The

-<Context: 5th June 2008> -JK. Rowling -JK. Rowling

banners and convince myself that I am at the

world’s largest

Gryffindor reunion.

-Largest -<Context> -Gryffindor reunion

5 Delivering a

commencement address is a great responsibility; or so I thought until I

cast my mind back to

my own graduation.

4 -I -My

-JK. Rowling -JK. Rowling

6 The commencement speaker that day was

the distinguished British philosopher Baroness Mary Warnock.

2 -The -commencement

(S.3)

7 Reflecting on her

speech has helped me

enormously in writing

this one, because it

turns out that I can’t

remember a single word

she said.

6 -Her -Me -This -It -I -She

-Baroness Mary Warnock (S.6) -JK.Rowling -<Context: Speech)

-Reflecting on her speech

-JK. Rowling -Baoness Mary Warnock

8 This liberating discovery enables me to proceed without any fear that I might inadvertently influence

you to abandon promising careers in business, the law or politics for the giddy delights of becoming a gay wizard.

6 -This -Me -I -You -The -<Context> -JK. Rowling -JK. Rowling -graduates -<Context>, <Context>

9 You see? If all you

remember in years to come is the ‘gay wizard’ joke, I’ve come out ahead of Baroness Mary Warnock.

4 -You -I -The

- President Faust, members of the Harvard

Corporation, the

board of

overseers,

members of faculty, parents, and graduates.

(S.1)

-JK. Rowling -joke

10 Achievable goals: the

first step to self improvement.

1 -the -<Context>

11 Actually, I have wracked my mind and heart for what I ought to say to you today.

4 -I -My -You

-JK. Rowling -JK. Rowling - President Faust, members of the Harvard

Corporation, the

board of

overseers,

members of faculty, parents, and graduates. (S.1)

12 I have asked myself what I wish I had known at my own graduation, and what important lessons I

have learned in the 21 years that have expired between that day and

this.

7 -I -Myself -My -The -This -JK. Rowling -JK. Rowling -JK. Rowling -<Context> -<Context>

13 I have come up with two answers.

1 -I -JK. Rowling

14 On this wonderful day when we are gathered together to celebrate

your academic success,

I have decided to talk to

you about the benefits of failure.

6 -This -We -Your -I -You -The -S.3

-JK. Rowling and audience (S.1) -graduates -JK. Rowling -graduates -<Context> 15 And as you stand on

the threshold of what is

sometimes called ‘real life’, I want to extol the

crucial importance of imagination.

3 -You -The -I

-graduates <S.1> -<Context> -JK. Rowling

16 These may seem

quixotic or paradoxical choices, but please bear with me.

2 -These -Me

-Benefits of failure (S.14) -JK. Rowling

17 Looking back at the 21-year-old that I was at graduation, is a slightly uncomfortable

experience for the 42-year-old that she has become.

4 -The -I -She

-21 years old (S.12), <Context> -JK. Rowling -JK. Rowling

18 Half my lifetime ago, I

was striking an uneasy balance between the

ambition I had for myself, and what those closest to me expected of me.

7 -My -I -The -Those -Closest -Me -JK. Rowling -JK. Rowling -<Context> -<Context> -expcted of me -JK. Rowling 19 I was convinced that

the only thing I wanted to do, ever, was to write novels.

3 -I -The

-JK. Rowling -<Context>, <Context> 20 However, my parents,

both of whom came from impoverished backgrounds and neither of whom had been to college, took

the view that my overactive imagination was an amusing personal quirk that would never pay a mortgage, or secure a pension.

2 -My -The

-JK. Rowling -<Context>

21 I know that the irony strikes with the force of a cartoon anvil, now.

3 -I -The -Now

-JK. Rowling -<Context> -<Context> 22 So they hoped that I

would take a vocational degree; I wanted to study English Literature.

3 -They -I

-JK. Rowling’s parents (S.20) -JK. Rowling

23 A compromise was reached that in retrospect satisfied nobody, and I went up to study Modern Languages.

1 -I JK. Rowling

car rounded the corner at the end of the road than I ditched German and scuttled off down

the Classics corridor.

-The -I -<Context>, <Context>, <Context> -JK. Rowling 25 I cannot remember

telling my parents that I

was studying Classics;

they might well have found out for the first time on graduation day.

5 -I -My -They -The

-JK. Rowling -JK. Rowling -JK. Rowling’s parents (S.20) -<Context> 26 Of all the subjects on

this planet, I think they

would have been hard put to name one less

useful than Greek mythology when it

came to securing the

keys to an executive bathroom.

7 -The -This -I -They -Less -It -<Context> -planet -JK. Rowling -JK. Rowling’s parents

-usefull

-graduation day (S.25)

27 I would like to make it

clear, in parenthesis, that I do not blame my

parents for their point of view.

5 -I -It -My -Their

-JK. Rowling -securing the keys to an executive bathroom

-JK. Rowling -JK. Rowling’s parents

28 There is an expiry date on blaming your

parents for steering you

in the wrong direction;

the moment you are old enough to take the

wheel, responsibility lies with you.

7 -Your -The -you

-graduates (S.1) -<Context> -graduates (S.1)

29 What is more, I cannot criticise my parents for hoping that I would never experience poverty.

3 -I -My

-JK. Rowling -JK. Rowling’s parents

30 They had been poor themselves, and I have since been poor, and I

quite agree with them

that it is not an ennobling experience.

5 -They -I -Them -It

-JK. Rowling’s parents

-JK. Rowling -JK. Rowling’s parents

31 Poverty entails fear, and stress, and sometimes depression; it means a thousand petty humiliations and hardships.

1 -It -Poverty

32 Climbing out of poverty by your own efforts,

that is indeed something on which to pride yourself, but poverty itself is romanticised only by fools.

2 -Your -That

- President Faust, members of the Harvard

Corporation, the

board of

overseers,

members of faculty, parents, and graduates. (S.1)

-climbing out of poverty by your own efforts 33 What I feared most for

myself at your age was not poverty, but failure.

1 -I -Your

-JK. Rowling -graduates (S.1) 34 At your age, in spite of

a distinct lack of motivation at university, where I had spent far too long in the

coffee bar writing stories, and far too little time at lectures, I had a knack for passing examinations, and that,

for years, had been the

measure of success in

my life and that of my

peers.

9 -Your -I -The -My -That -graduates -JK. Rowling -<Context>, <Context> -JK. Rowling -passing examinations, <Context>

35 I am not dull enough to suppose that because

you are young, gifted and well-educated, you

have never known hardship or heartbreak.

4 -I -That -You

-JK. Rowling -a distinct lack of motivation (S.34) -graduates (S.1), graduates (S.1) 36 Talent and intelligence

never yet inoculated anyone against the

caprice of the Fates,

4 -The -I -Here -<Context>, <Context> -JK. Rowling -<Context:

and I do not for a moment suppose that everyone here has enjoyed an existence of unruffled privilege and contentment.

Harvard University >

37 However, the fact that

you are graduating from Harvard suggests that you are not very well--acquainted with failure.

2 -The -You

-<Context> -graduates

38 You might be driven by a fear of failure quite as much as a desire for success.

1 -You -graduates (S.1)

39 Indeed, your

conception of failure might not be too far from the average

person’s idea of

success, so high have

you already flown.

3 -Your -The -You

-graduates (S.1) -<Context> -graduates

40 Ultimately, we all have to decide for ourselves what constitutes failure, but the world is quite eager to give you a set of criteria if you let it. So I think it fair to say

that by any

conventional measure, a mere seven years after my graduation day, I

had failed on an epic scale.

7 -We -I -The -You -It -My

-JK. Rowling and audience (S.1) -JK. Rowling -<Context> -graduates (S.1) -criteria -JK. Rowling

41 An exceptionally short-lived marriage had imploded, and I was jobless, a lone parent, and as poor as it is possible to be in modern Britain, without being homeless.

2 -I -It

-JK. Rowling -jobless

42 The fears that my

parents had had for me,

7 -The -My

-fears (S.38), failure (S.38)

representation and a public trial were the rights of everyone. 83 Every day, I saw more

evidence about the evils humankind will inflict on their fellow humans, to gain or maintain power. I began to have nightmares, literal nightmares, about some of the things I saw, heard, and read.

6 -I -More -The -Their

-JK. Rowling -what that follows -<Context> -the rights of everyone (S.82)

84 And yet I also learned more about human goodness at Amnesty International than I had ever known before.

2 -I -more

-JK. Rowling -what that follows

85 Amnesty mobilises thousands of people who have never been tortured or imprisoned for their beliefs to act on behalf of those who have.

2 -Their -Those

-people -their

86 The power of human empathy, leading to collective action, saves lives, and frees prisoners.

1 -The -<Context>

87 Ordinary people, whose personal well-being and security are assured, join together in huge numbers to save people they do not know, and will never meet.

1 -They -Ordinary people

88 My small participation in that process was one of the most humbling and inspiring experiences of my life.

4 -My -That -Most

-JK. Rowling -Amnesty (S.85) -what that follows

89 Unlike any other creature on this planet, humans can learn and

understand, without having experienced.

90 They can think

themselves into other people’s places.

1 -They -humans (S.89)

91 Of course, this is a power, like my brand of fictional magic, that is morally neutral.

3 -This -My -That

-think themselves into other

people’s place

(S.90)

-JK. Rowling - think themselves into other

people’s place

(S.90) 92 One might use such an

ability to manipulate, or control, just as much as to understand or sympathise.

1 -Such -an ability

93 And many prefer not to exercise their imaginations at all.

1 -Their -humans (S.89)

94 They choose to remain comfortably within the bounds of their own experience, never troubling to wonder how it would feel to have been born other than they are.

5 -They -The -Their -It

-many (human) (S.92)

-<Context> -many (human) (S.92), humans 89)

-their own experience

95 They can refuse to hear screams or to peer inside cages; they can close their minds and hearts to any suffering that does not touch them personally; they can refuse to know.

5 -They -Their -Them

-many (humans) (S.92)

-many (humans) (S.92)

-many (humans) (S.92)

96 I might be tempted to envy people who can live that way, except that I do not think they have any fewer nightmares than I do.

5 -I -That -They -Fewer

-JK. Rowling -refuse to know (S.95)

-many (humans) (S.92)

-what that follows

97 Choosing to live in narrow spaces leads to a form of mental agoraphobia, and that brings its own terrors.

2 -That -Its

-mental agoraphobia -choosing

98 I think the wilfully unimaginative see more monsters.

2 -I -The

-JK. Rowling -<Context> 99 They are often more

afraid.

2 -They -More

-monster (S.98) -afraid

100 What is more, those who choose not to empathise enable real monsters.

4 -Those -more

101 For without ever committing an act of outright evil ourselves, we collude with it, through our own apathy.

3 -We -It -Our

-JK. Rowling and audience (S.1) -afraid (S.99) - JK. Rowling and audience (S.1) 102 One of the many things

I learned at the end of that Classics corridor down which I ventured at the age of 18, in search of something I could not then define, was this, written by the Greek author Plutarch: What we achieve inwardly will change outer reality.

10 -I -The -That -Then -This -We

-JK. Rowling -<Context>, <Context>, <Context> -<Context> -at JK. Rowling age of 18.

-<Context> -JK. Rowling and audience (S.1)

103 That is an astonishing statement and yet proven a thousand times every day of our lives.

2 -That -Our

-will change outer reality (S.102) -JK. Rowling and audience (S.1) 104 It expresses, in part,

our inescapable connection with the outside world, the fact that we touch other people’s lives simply by existing.

5 -It -Our -The -We

-an astonishing statement

-JK. Rowling and audience (S.1) -<Context>, <Context>

- JK. Rowling and audience (S.1) 105 But how much more are 6 -You -graduates (S.1),

you, Harvard graduates of 2008, likely to touch other people’s lives? Your intelligence, your capacity for hard work, the education you have earned and received, give you unique status,

and unique

responsibilities.

-Your -The

graduates (S.1), graduates (S.1), graduates (S.1) -graduates (S.1) -education

106 Even your nationality sets you apart.

2 -Your -You

-graduates (S.1) -graduates (S.1) 107 The great majority of

you belong to the world’s only remaining superpower.

2 -The -You

-<Context> -graduates (S.1)

108 The way you vote, the way you live, the way you protest, the pressure you bring to bear on your government, has an impact way beyond your borders.

8 -The -You -Your

-<Context>, way, way

-graduates (S.1), graduates (S.1), graduates (S.1) -graduates (S.1), graduates (S.1) 109 That is your privilege,

and your burden.

2 -That -Your

-impact (S.108) -graduates (S.1), 110 If you choose to use

your status and influence to raise your voice on behalf of those who have no voice; if you choose to identify not only with the powerful, but with the powerless; if you retain the ability to imagine yourself into the lives of those who do not have your advantages, then it will not only be your proud families who celebrate your existence, but thousands and millions of people whose reality you have helped

13 -You -Your -Those -The -It

- graduates (S.1), graduates (S.1), graduates (S.1), graduates (S.1), - graduates (S.1), graduates (S.1), graduates (S.1), graduates (S.1), -<Context> -<Context>, <Context>, <Context>

-retain the ability to imagine

change.

111 We do not need magic to change the world, we carry all the power we need inside ourselves already: we have the power to imagine better.

7 -We -The

-JK. Rowling and audience (S.1), JK. Rowling and audience (S.1) JK. Rowling and audience (S.1) JK. Rowling and audience (S.1) -<Context>, <Context>, power

112 I am nearly finished. 1 -I -JK. Rowling

113 I have one last hope for you, which is something that I already had at 21.

2 -I -You

-JK. Rowling -graduates

114 The friends with whom I sat on graduation day have been my friends for life.

3 -The -I -My

-<Context> -JK. Rowling -JK. Rowling 115 They are my children’s

godparents, the people to whom I’ve been able to turn in times of trouble, people who have been kind enough not to sue me when I took their names for Death Eaters.

7 -My -They -The -I -Me -Their

-JK. Rowling

-JK. Rowing’s

Friends -<Context> -JK. Rowling -JK. Rowling -JK. Rowling children’s

godparents 116 At our graduation we

were bound by enormous affection, by our shared experience of a time that could never come again, and, of course, by the knowledge that we held certain photographic evidence that would be exceptionally valuable if any of us ran for Prime Minister.

5 -Our -The -We -Us

-JK. Rowling and audience (S.1), JK. Rowling and audience (S.1), -knowledge (S.56)

-JK. Rowling and audience (S.1) -JK. Rowling and audience (S.1)

117 So today, I wish you nothing better than similar friendships.

4 -I -You -better -Similar

-JK. Rowling -graduates

-what that follows -friendship

118 And tomorrow, I hope that even if you remember not a single word of mine, you remember those of Seneca, another of those old Romans I met when I fled down the Classics corridor, in retreat from career ladders, in search of ancient wisdom: As is a tale, so is life: not how long it is, but how good it is, is what matters.

5 -I -You -Those -The -It

-JK. Rowling -graduates -<Context>, <Context>

-Classics corridor (S.102)

-life

119 I wish you all very good lives. Thank you very much.

2 -I -You

-JK. Rowling - President Faust, members of the Harvard

Corporation, the

board of

overseers,

members of faculty, parents, and graduates. (S.1)