2 Expressive
In this part, an example is presented to discuss expressive style in expressive type of speech acts. The function of the utterance is insulting. It is taken from Scene
17 and the utterance is labeled as JU137. Based on expressive style clues in Appendix 4, utterance JU137 is identified as reactive behavior. The discussion can
be found in Excerpt 18.
[Excerpt 18] Scene 17 Context: Jimmy is summoned to
Principal’s office and he is accused for being a vandal. Dr. Crabblesnitch, principal in Bullworth Academy, implies that Jimmy is
expelled from school then Jimmy reacts to the principal’s accusation. Jimmy
:
This place is a dump and you’re a big-nosed freak. JU137
This school rewards losers and bullies. I just stand up to them.
Dr. Crabblesnitch : You painted obscene graffiti on the town hall, boy. I have it on good authority it was you.
From Excerpt 18, Jimmy expresses his psychological state or his feeling by uttering an insult toward Bullworth’s principal, Dr. Crabblesnitch. He insults the
principal because he is angry toward the principal. Reacting in anger manner is a way to show anger. It is the psychological state that is sincerely expressed by
Jimmy. The principal has expelled him because Jimmy has been well known as a vandal. By uttering JU137, Jimmy expresses his anger by insulting in reactive
manner. From expressive type discussions, it can be concluded that expressive type
is the second number of speech act types found in Jimmy Hopkins’ utterances after
representative type. However, the mood of expressive-type utterances are not as varied as representatives. The type is only expressed through two mood types. The
moods are declarative and interrogative. Furthermore, utterances of expressive type attribute some clues of all four social styles. For example, analytical style is typical
with being critical. Jimmy Hopkins expresses his disbelief by saying something which expresses his critical behavior.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS
This chapter consists of three parts. The first part contains conclusions of findings which are aimed to answer research questions. The second part is
implications for teaching and learning. The third part is recommendations.
A. Conclusions
After analyzing research data and findings, two conclusions are drawn. The first conclusion is related to the first research question. There are five speech act
types in Searle’s speech act typology. However, there are only four speech act types found in Jimmy
Hopkins’ utterances. The speech act types are representatives, directives, commissives, and expressives. Declaration type is not found in Jimmy
Hopkins’ utterances. Representative type becomes a speech act type that dominates Jimmy
Hopkins’ utterances. Asserting is a speech function which belongs to representative type and utters mostly in the utterances. This means that Jimmy
Hopkins tends to assert his belief of something which he thinks to be true or false. The second conclusion is related to the second research question. From data
analysis, four social styles are attributed to four speech act types from Jimmy Hopkins’ utterances. The four styles are amiable, analytical, driving, and
expressive. A social style which is identified the most in the four speech act types of Jimmy Hopkins
’ utterances is expressive style. This means that Jimmy Hopkins tends to express his feelings and thoughts based on expressive style preference such
as reactive behavior. Besides expressive style which is attributed to representative, directive, and expressive type, the other three social styles are indicated in Jimmy
Hopkins ’ utterances, namely, amiable, analytical, and driving. Meanwhile, in
uttering commissive-type utterances, Jimmy Hopkins expresses some clues of driving and expressive styles only.
B. Implications
Two implications can be obtained from the findings and the results of this research for education field especially for teaching and learning English. First, in
teaching, teaching speech act types to students are important for English teachers and lecturers who teach English major. Since a language is used for communication,
teaching speech acts lets students differentiate language use in proper contexts and situations such as asserting opinions, expressing irony, giving orders and requests.
Furthermore, students will get deeper understanding of English when they learn English from contexts and situations. However, teaching materials of speech act
types and the use of media should be designed differently a ccording to students’
grades. For college level of English major, speech act types can be taught in
Pragmatics class. Sources of teaching materials and media can be varied from conventional media and literature to electronic media and literature. Even so, they
can be taught in other class such as listening and speaking class and do not have to be taught strictly in Pragmatics class. For high school and elementary school levels,
speech act type materials do not have to be taught directly from speech act theories. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Instead, teachers can present the speech act materials indirectly through vocabulary learning activities. Students can learn which words are appropriate to be used in
certain kinds of situations and to certain people with the same or different social style. In addition, since social style can be attributed to speech act types, students
can learn to recognize other people social styles and how to deal with them properly. Second, in learning English, students or any English learners can learn
speech act types and speech acts in general. The purpose is to increase their awareness of choosing proper vocabularies and using them to express their
intentions in appropriate contexts and situations. Knowing someone’s social style from his or her speech acts in his or her utterances is also useful for communication.
C. Recommendations
There are three groups of people of whom the researcher suggests the recommendations of this research. The first group is English teacher candidates and
lectures. The second group is English-major students and the third group is future researchers.
1. English teacher candidates and lecturers
English can be found everywhere and in any media or literature work. The media and the literature work can be used as sources of teaching media or teaching
references. Since this research studies the meaning of spoken utterances based on their contexts and the sp
eaker’s intentions, the researcher suggests that English teacher candidates and lecturers emphasize the importance of finding the meaning
of utterances to their students. The purpose is to educate the students to be more PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
aware of contexts when they use English on writing or speaking. Furthermore, English teachers and lecturers are encouraged to discuss ellipsed utterances which
are more frequently to be used in conversation. The teacher candidates and the lecturers can also use social style to learn students
’ behavioral preferences and try to interact with them using their speech act types that mostly occurs.
2. English-major students
Speech act study is as important to be learned as semantics or other branches of linguistics. From this research, the researcher recommends that students who take
English major learn to understand and to use English depending on the contexts, the speakers
’ intentions, and people’s social style. The researcher also suggests that the students have to be aware of the language use since many people with different
social style can react differently to certain utterances. 3.
Future Researchers The researcher recommends future researchers who focus on speech act
study to gather data from different genres of video games. That is because video games contain narrative and interactive stories. Furthermore, the future researchers
can attribute speech act types into other social science theories such as social style. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
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