Expressive Illocutionary ACTS in Jane Austen''s Mansfield Park: A Aragmatic Analysis

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EXPRESSIVE ILLOCUTIONARY ACTS IN JANE AUSTEN’S

MANSFIELD PARK : A PRAGMATIC ANALYSIS

A THESIS

BY

REG. NO. 040705015

NOVITRI WAHYUNI

UNIVERSITY OF SUMATERA UTARA

FACULTY OF LETTERS

ENGLISH DEPARTMENT

MEDAN

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ACKNOWLEDGEMENTS

Bismillahirrahmanirrahim,

First of all, I would like to thank Allah SWT for giving me blessing, guidance, power and ability to finish the writing of this thesis.

Then I would like to express my gratitude and appreciation to the Dean of Faculty of Letters, Drs. Syaifuddin, MA, Ph..D , the Chairman of English Department, Dra. Swesana Mardia Lubis, M.Hum and the secretary of English Department, Drs. Yulianus Harefa, M.Ed.TESOL and all the lecturers of English Department for all the assistances, valuable knowledge and facilities during my academic years.

I also would like to express my sincere gratitude to my Supervisor Dra. Masdiana Lubis, M.Hum and Co. Supervisor Drs. Umar Mono, M.Hum for their generous support, advice, and constructive comments in completing my thesis.

Further, I dedicate my sincere gratefulness to my beloved parents (my father Sunardi and my mother Rosmawati ), my beloved brother, Koko, my little cute sister, Dira and my beloved Grandma and also my loving honey, Bidin for giving me great attention, endless support, love, and prays in everyday of my life especially during the term of my study and my graduation from this faculty.

My special and warm thanks are also devoted to all of my best friends either in Jambi (Nuri, Leni Desi, Ivi, Isti, Rika, Aji, Gopal, etc) or in Medan, (Qiqie, Lily, and Yow2) for their kindness and encouragement along this time. Thanks a lot guys! Without friends like you all, my days would be so empty. I hope this friendship will never end.

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Last but not least, my gratefulness are due to all of my classmates, Sofyan 10’s girls: Kak Yuli, Kak Yola, Kak Fit, Wulan, Dona, Afnot, Kak Ci, Lia, Wila, Rina, Heni, Dian, Santi, Kak Una, Yua, Eka, and Leony who have shared those beautiful moments in the lodging house. May we keep our Silahturrahim always! I’m also grateful to the only “Baka” I have ever known for his care and everything meaningful to me. Thank you very much to all the people I have explained above and to the others that cannot be mentioned one by one.

May Allah SWT always bless us all, Amien.

Medan, June 2008 The Writer

NOVITRI WAHYUNI Reg. No. 040705015

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ABSTRAK

Skripsi ini berjudul “Expressive Illocutionary Acts in Jane Austen’s Mansfield Park : A Pragmatic Analysis” yang membahas tentang tindak ilokusi ekspresif yang termasuk dalam analisis pragmatik pada ujaran-ujaran dalam novel tersebut di atas dengan menggunakan teori Yule (1996). Dalam skripsi ini, studi kepustakaan digunakan yakni dengan mengumpulkan bahan literatur seperti buku-buku, jurnal-jurnal linguistik dan skripsi yang berkaitan dengan judul di atas. Bahan-bahan literatur tersebut kemudian dipelajari untuk dapat diterapkan dalam mencari ujaran-ujaran langsung dari novel tersebut. Data analisis diambil dari semua bab dalam novel tersebut dengan menggunakan teori Nawawi (1993). Adapun tujuan dari analisis ini adalah untuk membuktikan bahwa ilokusi ekspresif juga teraplikasi dalam karya sastra, khusus nya novel serta memahami bagaimana pengklasifikasian ke dalam tipe-tipe ilokusi ekspresif. Dari hasil analisis, diperoleh 185 tindak ilokusi ekspresif yang ditemukan dalam novel tersebut dengan pengklasifikasian sebagai berikut : expressives for thank 10 (5,4%), expressives for apologies 21 (11,4%), expressives for congratulation 22 (11,9%), expressives for greetings 11 (5,4%), expressives for wishes 71 (37,8%), expressives for attitudes 52 (28,1%). Sehingga tipe tindak ilokusi ekspresif yang paling dominan adalah expressives for wishes. Sedangkan dalam hal pengaplikasiannya diperoleh hasil sebagai berikut: literal direct (91,9%), non literal direct (2,7%), literal direct+non literal indirect (5,4%). Sementara tiga cara selebih nya tidak teraplikasi.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS ………... i

ABSTRAK ………..ii

TABLE OF CONTENTS ……….iv

CHAPTER I : INTRODUCTION 1.1 Background of the Analysis ………1

1.2 Problem of the Analysis ………3

1.3 Objectives of the Analysis ………4

1.4 Scope of the Analysis ………4

1.5 Significances of the Analysis ………4

CHAPTER II : REVIEW OF RELATED LITERATURE 2 Theoritical Framework ………...5

2.1 General Issues in Pragmatics ………...5

2.1.1 What is Pragmatics ? ………...5

2.1.2 Pragmatics an Semantics ………...6

2.1.3 Context and Meaning in Pragmatics …………..8

2.1.4 The Goals of Pragmatic Theory …...………...10

2.2 The Overview of Pragmatics ……….12

2.2.1 Speech Acts ………12

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a. Locutionary Acts ………13

b. Illocutionary Acts ………13

c. Perlocutionary Acts ……….14

2.2.3 The Understanding of Illocutionary Acts……...14

a. The Definition of Illocutionary Acts…...14

b. The Ways of Performing Illocutionary Acts ………...16

c. The Function of Illocutionary Acts …….…20

2.3 Relevant Studies ……….27

CHAPTER III : METHODOLOGY 3.1 Research Method ………28

3.2 Data Collecting Method ………28

3.3 Data Analysis Method ………29

CHAPTER IV : ANALYSIS OF EXPRESSIVE ILLOCUTIONARY ACTS IN JANE AUSTEN’S MANSFIELD PARK 4.1 The Six Types Of Expressive Illocutions in Jane Austen’s Mansfield Park ……….30

4.1.1 Expressives for Thank ………....30

4.1.2 Expressives for Apologize ………31

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4.1.4 Expressives for Greeting ………..34 4.1.5 Expressives for Wishes ………..34 4.1.6 Expressives for Attitudes ………..39

4.2 The Six Possibilities of Performing Expressive

Illocution ………...42

4.2.1 Literal Direct Act ………..42 4.2.2 Non Literal Direct Act ……….60 4.2.3 Literal Direct Act + Non Literal Direct Act ……61 4.2.4 Literal Direct Act + Literal Indirect Act ………..61 4.2.5 Non Literal Direct Act + Non Literal

Indirect Act ……….61 4.2.6 Non Literal Direct Act + Literal Indirect Act …..61 4.3 The Percentage of the Data Analysis ……….63

CHAPTER V : CONCLUSION AND SUGGESTION

5.1. Conclusions ………..65

5.2. Suggestions ………..66

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ABSTRAK

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CHAPTER 1 INTRODUCTION

1.1Background of the Analysis

Sapir (1921: 8) says, “Language is a purely human and non instinctive method of communication, ideas, emotions, and desires by means of a system voluntarily produced symbols.” It is clear that language as a systematic means is used to communicate ideas, feelings and desires clearly in building the relationship with other people. As we all know, language as a system of communication plays a crucial role in every aspect of human life. Through language we can express ideas in our mind and confess our feelings in order to interact with other people or even society. We need language for getting, giving, or searching information to broaden our knowledge. So, it is no wonder that language is mainly important for human being to share and associate with each other.

Linguistics which is regarded as the study of language explains all about aspects of language in its use. One of the interesting topics in learning language is to deal with the way language is used or what the users intend to convey by using the language. Therefore, learning language is also about learning meanings. Pragmatics is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader) (Yule, 1996: 3). Pragmatics study of what people mean by their utterances than what the words and phrases in those utterances might mean by themselves.

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Actions performed via utterances are generally called speech acts (Yule 1996:47). In discussing a speech act, it is important to make distinction between locution, illocution and perlocution. As, Austin in (Jean, 2000:44) says “ Locution is the actual form of words used by the speaker and their semantic meaning. The illocution is an act performed by saying something. It is what the speaker is doing by uttering those words : commanding, offering, promising, threatening, thanking, etc. Perlocution is the actual result of the illocution or the hearer’s reaction “

There are five types of general functions performed by speech acts (Yule 1996:53). They are declarations, representatives, expressives, directives and commissives. Declarations are those kinds of speech acts that change the world via their utterance. It brings extra linguistic state of affairs into existence, as we declare war, appoint, veto and so forth. Representatives are those kinds of speech acts that state what the speaker believes to be the case or not. Expressives are those kinds of speech acts that state what the speakers feel. Directives are those kinds of speech acts that speakers use to get someone to do something. Commissives are those kinds of speech acts that speakers use to commit themselves to some future action.

More deeply Yule says expressive illocution describes and expresses psychological state of the speaker. It can be statement of pleasure, pain, likes, dislikes, joy, or sorrow. In other words, expressives more concern with a feeling and behavior. For example : “I’m really sorry!”, “Congratulations!”.

Jane Austen

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a place as one of the most widely-read and best-loved writers in British literature. Mansfield Park is one of the greatest of her work after Pride and Prejudice and Sense and Sensibility.

In accordance with my brief explanation above I would like to convey that I am interested in analyzing illocutionary acts because it is important to get the meaning in the utterances spoken in the novel ‘Mansfield Park’ to get a good understanding on the whole story. In this case, I choose novel as my object to discuss because novel is one of the application of language where there are many utterances occur within it.

1.2 Problem of the Analysis

The problems will be analyzed in this thesis are as follows :

1. How many expressive illocutionary acts exist in Jane Austen’s Mansfield Park ?

2. Which type of expressive illocutionary acts is the most dominant appeared in Jane Austen’s Mansfield Park ?

3. How are the expressive illocutionary acts applied in Jane Austen’s Mansfield Park ?

1.3 Objectives of the Analysis

Based on the problem of the analysis above, I expect some objectives as follows:

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1. To find out the number of expressive illocutionary acts in Jane Austen’s Mansfield Park.

2. To determine the most dominant of expressive illocutionary acts in Jane Austen’s Mansfield Park.

3. To describe the usage of expressive illocutionary acts in Jane Austen’s Mansfield Park.

1.4 Scope of the Analysis

The analysis in this thesis is based on pragmatics that is to discuss illocutionary acts in Jane Austen’s Mansfiled Park. It is very important for me to make the limitation in the analysis to get understanding on the problem discussed. I limit the analysis and focus it on the expressive one.

1.5 Significance of the Analysis

I expect the significances both theoretically and practically. Theoretically, this thesis will broaden the knowledge of readers about illocutionary acts, especially the expressive one. Practically, it will be useful for teaching of pragmatics and reference for the readers who are interested in analyzing the same case.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2. Theoritical Framework

In completing this thesis, I use Yule’s theory (1996) and Risana (2005) as the basic reference of the analysis. I apply many others theory like Jannedy (1994), Leech (1993), Akmajian (1980), Guntur (1986) and related source from the internet as additional references to support the analysis. Below are the arrangement of the theory :

2.1 General Issues in Pragmatics 2.1.1 What is Pragmatics?

Yule (1996:3) states pragmatics is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). It has, consequently, has more to do with the analysis of what people mean by their utterances than what the words or phrases in those utterances might mean by themselves. Pragmatics is the study of speaker meaning.

This type of study necessarily involves the interpretation of what people mean in a particular context and how the context influences what is said. It requires the consideration of how speakers organize what they want to say in accordance with who they are talking to, where, when and under what circumstances.

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Pragmatics also necessarily explores how listeners can make inferences about what is said in order to arrive at an interpretation of speaker’s intended meaning. This type of study explores how a great deal of what is unsaid is recognized as part of what is communicated.

(As quoted from

explicitly stated. Another perspective is that pragmatics deals with the ways we reach our goal in communication. Pragmatics explains language use in context. It seeks to explain aspects of meaning which cannot be found in the plain sense of words or structures, as explained by semantics. As a field of language study, pragmatics is fairly new. Its origins lie in philosophy of language and the American philosophical school of pragmatism. Pragmatics is regarded as one of the most challenging aspects for language learners to grasp, and can only truly be learned with experience.

2.1.2 Pragmatics and Semantics

Yule (1996:4) has defined that semantics is the study of the relationships between linguistics forms and entities in the world ; that is, how words literally connect to things. While pragmatics is the study of the relationships between linguistic forms and the users of those forms. Pragmatics allows human into the analysis. The advantage of studying language via pragmatics is that one can talk about people’s intended

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meanings, their assumptions, their purposes or goals and the kinds of actions (for example requests) that they are performing when they speak.

As quoted from

studies the meaning of words, phrases and full

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words in fact convey when they are used, or with intended speaker meaning as it is sometimes referred to. It can be said that pragmatics attempts to analyze how it happens that often more is communicated than said.

Semantics and pragmatics, are concerned with getting at the meaning of a sentence. In the first stage (semantics) a partial representation of the meaning is obtained based on the possible syntactic structure(s) of the sentence, and on the meanings of the words in that sentence. In the second stage (pragmatics), the meaning is elaborated based on contextual and world knowledge. To illustrate the difference between these stages, consider the sentence:

• He asked for the boss.

From knowledge of the meaning of the words and the structure of the sentence we can work out that someone (who is male) asked for someone who is a boss. But we can't say who these people are and why the first guy wanted the second. If we know something about the context (including the last few sentences spoken/written) we may be able to work these things out.

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Maybe the last sentence was ``Fred had just been sacked.'', and we know from our general knowledge that bosses generally sack people and if people want to speak to people who sack them it is generally to complain about it. We could then really start to get at the meaning of the sentence - Fred wants to complain to his boss about getting sacked.

Anyway, this second stage of getting at the real contextual meaning is referred to as pragmatics. The first stage based on the meanings of the words and the structure of the sentence is semantics.

I may conclude that semantics is the study of linguistic meaning of words, phrases and sentences. Whereas pragmatics is the study of language use in context. There is a close relationship between semantics and pragmatics in which both equally concerned with meaning. .

2.1.3 Context and Meaning in Pragmatics

.Jannedy, et. Al, (1994:227) states pragmatics concerns itself with how people use language within a context and why they use language in particular ways. This unit examines how factors such as time, place and social relationship between speaker and hearer affect the ways in which language is used to perform various function. To fully understand the meaning of a sentence, we must also understand the context in which it was uttered. Context is a factor in the determination of the propositional content of particular tokens of utterance inscriptions on different occasions of utterance. Consider the word ball. In a sentence as He kicked the ball into the net, we

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may visualize a round black and white soccer ball. In a sentence, She dribbled the ball down the court and shot a basket, we would visualize a basketball. By looking these examples, the word ball is understood in different ways depending on what type action is associated with it. From context, we can determine utterance meaning of a text at three level:

1. It tells us what sentence has been uttered. 2. It tells us what proposition has been expressed.

3. It tells us that the proposition in question has been expressed with one kind of illocutionary force rather than other.

Jannedy, et.Al (1994:228) then divide context into four subparts, they are : a. Physical Context

Where the conversation takes place, what objects are present and what action are taking place.

b. Epistemic Context

The background knowledge shared by the speakers and the hearers.

c. Linguistic Context

It is concerned with sentence or utterances preceding a certain sentence utterance in communication event.

d. Social Context

Concerned with social relation and setting background that complete the relationship between speakers and hearers.

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As stated by Jannedy (1994:228) this division of context may seem abstract, so let us consider how context helps people interpret a sarcastic remark. Suppose that two people talking loudly, into an individual section of the library (physical context). They sit down, still talking loudly, but no one says anything to them. After about five minutes, a person a cross from their table says sarcastically, “Talk a little louder, won’t you? I missed what you just said. The hearers will interpret this utterance as a request for them to be quiet, despite the fact that literally the speaker is requesting them to talk louder. Certain contextual help to signal that this is a request for silence : the utterance interrupts their conversation and breaks the silence between them and others (linguistic context); people usually do not talk to strangers (epistemic context) ; library is quiet place (epistemic context) ; and they are in the library (physical context). From these observations, the hearers must conclude that the utterance is a request for silence. These four context may influence how the communication works.

2.1.4 The Goals of Pragmatic Theory

Akmajian, 1980 (in Debora, 2005:12) summarizes the minimal requirements on an adequate pragmatics theory as follows :

a. A pragmatic theory must contain a classification of speech acts

b. A pragmatic theory must contain analysis and definitions of various speech acts.

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c. A pragmatic theory must contain a specification of various uses of expression, it must be said that :

i. Expression e is standardly (literally and directly) used to do x (in context c).

ii. Expression e has n different uses.

iii. Expression e has e’ have the same use or uses

d. A pragmatic theory must relate literal and direct language use to such phenomena as :

i. Linguistic structure (semantic, syntax, phonology)

ii. The structure of the communication, the course of conversation. And social institution.

iii. Speaker meaning, implication, (pragmatics) presupposition and understanding.

In pursuing these pragmatic goals over the last ten years, there are five discipline have been interested, they are philosophy, linguistics, psychology, sociology and anthropology (Akmajian (1980) in Debora, 2005:13). Philosophers have been mainly concerned with the categorizing types of speech acts and defining each category. Linguistics concern with specifying expressions in the language have which uses or conditions on uses. Psychologist have evaluate this investigation of how information concerning language use in processed, store, and acquired. Finally, anthropologist and sociologist concerned with regularities between language use and social role, as well as the structuring of speech acts into conversation, in short, goal (dii).

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From the explanation above, we may see that a successful pragmatics will require the cooperation of many disciplines.

2.2 The Overview of Pragmatics 2.2.1 Speech Acts

(Yule, 1996:47) states pragmatics is defined as the study of language use and linguistic communication, and the central concern of pragmatics is the study of speech acts. In attempting to express themselves, people do not only produce utterances containing grammatical structures and words, they perform actions via those utterances.

Actions performed via utterances are generally called speech acts and, in English are commonly given more specific labels, such as apology, complaint, compliment, invitation, promise or request.

These descriptive terms for different kinds of speech acts apply to the speaker’s communicative intention in producing an utterance. The speaker normally expects that his or her communicative intention will be recognized by the hearer. Both speaker and hearer are usually helped in this process by the circumstances surrounding the utterance.

As quoted from (online.sfsu.edu by Kent Bach) In general, speech acts are acts of communication. To communicate is to express a certain attitude, and the type of speech act being performed corresponds to the type of attitude being expressed. For example, a statement expresses a belief, a request expresses a desire, and an apology expresses a regret. As an act of

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communication, a speech act succeeds if the audience identifies, in accordance with the speaker's intention, the attitude being expressed.

2.2.2 Types of Speech Acts

On any occasion, the action performed by producing an utterance will consist of three related areas Yule (1996: 48 ), they are :

a. Locutionary Act

Locutionary act is the basic act of utterance, or producing a meaningful linguistic expression. In addition, Austin (in Peccei 1999:44) says that Illocution is the actual form of words used by the speaker and their semantic meaning. For example : Mike uttered the words “Give me some cash” which can be semantically paraphrased as : ’Hand some money over to me’, with me referring to Mike.

b. Illocutionary Act

Illocutionary act is an utterance with some kind of function in mind. In addition Austin (in Peccei 1994:44) says it is what the speaker is doing by uttering those words : commanding, offering, promising, threatening, thanking, etc. Illocutionary acts performed via communicative force of an utterance. For example : in uttering “Give me some cash”, Mike performed the act of requesting Annie to give him some cash. Another examples : “I promise I’ll be there.” (act of promising), “I’m sorry.” (act of apologizing) and so on.

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Besides of the examples above, there are some more another examples of illocutionary acts. They are ordering, apologizing, offering, condoling, giving permission, betting, vowing, proposing and so forth.

c. Perlocutionary Act

Perlocutionary act is an utterance with a function with intending it to have an effect. It is performed by saying something or act that produces effects to the hearer. Austin (in Peccei, 1994:44) says It is the actual result of locution. For example : Mike’s utterance (Give some cash) could have the following perlocutions : ‘Mike persuaded Annie to give him the money.’; ‘Annie refused to give the money’; ‘Annie was offended’, etc.

2.2.3 The Understanding of Illocutionary Act a. The definition of Illocutionary Act

As has been defined before, illocutionary acts is an utterance with some kind of function in mind. It is performed via the communicative force of an utterance (Yule, 1996:48)

In saying an utterance, we minimally involve three different kinds of doing (Lyons, 1981:245) :

- The act of producing an inscription. - The act of composing a sentence.

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To utter a sentence, in all normal communicative contexts, is to perform a complex act which in three kinds of doing are integrated and have as their product some identifiable and meaningful language signal : an utterance inscription.

There are many English verbs that can be used to performed illocutionary acts (Leech in Oka, 1993). Some of them are :

announce admit

thank

ask express

request

assert order

report

apologize predict

greet

report congratulate

request

Illocutionary acts have three important characteristics (Akmajian 1980, in Debora, 2005:21), they are :

1. Illocutionary acts can often be successfully performed simply by uttering the right explicit performative sentence with the right intention and believe and under right circumstances.

2. Illocutionary acts are the central to linguistic communication. Our normal conversations are composed in large part of statements, requesting, ordering, greeting and so forth. The performed acts are

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governed by rules. When one does perform perlocutionary acts of persuading, one does so by performing illocutionary act of stating or informing.

3. The most important characteristic possessed by illocutionary acts used to communicative have the feature that one performs them successfully simply by getting one’s illocutionary intention recognized. For example, if you say, “The book is the best books.” is not sufficient for me just to recognize your intention to persuade me. I must also believe what you say and I will prove it by reading the book.

b. The Ways of Performing Illocutionary Acts

Speech acts in general, and illocutionary acts in particular can be performed in variety of ways. According to Akmajian et.al, (1980) in Debora, 2005:18) there are some ways of performing of speech acts :

1. Literal Act, happens if the speaker means what he says in his utterances.

2. Non Literal Act is the contradiction of literal act where the speaker does not mean what he says.

3. Direct Act, is when a speaker does not perform that act by means of performing any other act.

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4. Indirect Act, happen when a speaker performs that act by means of performing another speech act.

In communicating, sometimes we find a speaker says an utterance to hearer, but the hearer can not understand what a speaker intend to. It may be possible for a speaker to state something successfully but still fail as communication. The reason for that may be the hearer asleep, the hearer not know what the words mean or the hearer may not know the language. Thus, to be successful in communication, the hearer must identify what it is the speaker means to do (state, order, ask, report, promise, etc.)

There are six possibilities of the ways of performing illocutionary acts, namely (Akmajian, et.Al 1980 in Debora 2005:19) :

1. Literal direct act

It is literal when the illocution of the act most directly indicated by literal reading of grammatical form the vocabulary of the utterance. It is a direct when the speaker does not perform an act by means of perform another act.

e.g : Please, come here!

This sentence means a request to someone to come here.

2. Non literal direct act

In this case the illocution of an utterance is not directly indicated by the literal reading of grammatical form and the vocabulary of the utterance.

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The speaker doesn’t mean what his words, phrases, sentence mean literally. Non literal is in which speaker doesn’t mean what his word mean literally. It is direct act, if the speaker performs an act but it is not performed by means of performing another act.

e.g : You come so quickly.

It is used figuratively to allude someone. In brief the speaker means the contrary that the hearer ‘come late’.

3. Literal direct act + Non literal indirect act

In literal direct act, the speaker means what he says literally and it is not performed any other act. In non literal indirect, the speaker does not mean what his word means literally and he performs the act by means of performing another speech act.

e.g : My glass is empty

First it is used to report that is empty, second the request some water.

4. Literal direct act + Literal indirect act

In literal direct act, the speaker means what he says literally and it is not performed by means of performing any other act. In literal indirect, although the speaker means what he says, but it is performed by means of performing any other act (indirectly).

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First it is to report that he does not like the hearer doing that, second as a warning for the hearer.

5. Non literal direct act + Non literal indirect act

In non literal indirect act, the speaker does not mean what this words mean literally and it is not performed by means of performing any other. In non literal indirect act, the speaker does not mean what his words mean literally but it is performed by means of performing any other acts.

e.g : Eat them out, we have a lot of rice now.

First, it is used sarcastically to point out that the mother does not like her son to eat all the rice, and the second, it is used to ask her son to stop eating.

6. Non literal direct act + Literal indirect act

In this case, there are two acts to contend with. Those acts are direct and indirect act. In non literal direct act, the speaker does not mean what his words really mean and it is not performed by mean of any other act. In literal indirect act the speaker means what he says but it is performed by means performing any other act. The typical example of non literal direct act and literal indirect act are rare and hard to find.

c. The Function of Illocutionary Acts

Leech 1983 (In Oka, 1993:162) classify illocutionary acts into four functions in accordance with relationship to social purposes. They are :

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In this function, illocution purposes compete with social purposes such as ordering, asking, claiming, etc. In competitive, the politeness contains negative side.

2 Convivial

In this function, the illocution purpose is parallel to social purpose such as offering, inviting, greeting, thanking, and congratulating. Its form tends to be positive in politeness.

3. Collaborative

The illocution purposes apart from social purposes, such as, stating, reporting, announcing, and teaching. This function involves no politeness for it is not relevant.

4. Conflictive

The illocution purposes conflict with social purposes, such as threatening, accusing, etc. Its form has no politeness because in threatening or accusing someone is not likely to do in a polite.

Whereas, Yule (1996:53) explain that there are five types general function of illocutionary acts. They are as follow :

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Declarations is those kinds of speech acts that change the world via their utterances. For example, the speaker has to have a special institutional role, in a specific context, in order to perform a declaration appropriately. In using a declaration, the speaker changes the world via words.

Example : I now pronounce you husband and wife. We find the defendant guilty.

(Guntur, 1986:48) states If the declarations have succeed to be done, the equality between the propositional content and reality will happen. In declaration, the speaker has an authority to do it. Thus, declaration is the special class of illocution because it is only performed by a speaker who is in charge from a certain institution, such as, priest, a judge, etc.

As an institutional act, this act almost does not involve politeness factor. For instance, a judge has right and obligation to give punishment ; therefore we can not blame that he does impolite. The speaker of declaration utters speech just as physical sign that an institutional, social, or religion or law act or decision has been made.

2. Representatives

Representatives represents some state of affairs. It is the kinds of speech acts that state what the speaker believes to be the case or not. Statement of act, assertion, conclusions, and description are examples of the

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speaker representing the world as he or she believes it. In using a representative, the speaker makes words fit the world (of belief).

Example : The earth is flat.

It is a warm sunny day.

(Guntur, 1986:48) states representatives are grouped into Leech’s collaborative illocutionary function. It is neutral in the case of politeness.

3. Expressives

Expressives are acts those kinds of speech act that what the speaker feel. They express psychological states and can be statement of pleasure, pain, likes, dislikes, joy or sorrow. They can be caused by something the speaker does or the hearer does, but they are about the speaker experience. In using an expressive, the speaker makes words fit the word (of feeling).

Example : I’m really sorry! Congratulations!

(Guntur,1986:47) states it is considered as a politeness principle. But it is also allowed for making expressive such as deprecating, deploring an so on.

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There are six types of expressives (Risana, 2005:27), which will be analyzed in this thesis, they are:

1. Expressives for Thank

Expressing gratitude is considered to be one universals of interpersonal communication, in particular in realization of the politeness principle. Thanking is classified as an expressive illocutionary act that can be defined as an expression of gratitude on the part of the speaker to the addressee. For example : ‘Thank you so much for calling.” , “Thank you for letting me know.”

2. Expressives for Apologize

Apologizing is an expression of regret. Some definitions of apologizing such as; acknowledge faults or shortcoming failing, defend, explain, clear away or make excuses for by reasoning. There also some related terms of apologizing : alibi out of, apologize for, ask forgiveness, beg pardon, express regret, plead guilty, do penance and so on. For example: “I’m sorry to waste your time.”, “I really do apologize.”, “I beg your pardon.”

3. Expresives for Congratulation

Congratulating, applauding and condoling are the kinds of expressives for congratulation. Those show the speaker’s sympathy toward what has been happening to the hearer.

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Congratulating expresses the feeling of pleasure toward the hearer’s luck, applauding expresses the feeling of honor toward hearer’s ability, while condoling expresses the feeling of compassion toward the hearer’s sadness. For example: “Well done!”, “I congratulate you for your success.”, “Oh, poor little thing!”

4. Expressives for Greetings

Greeting is an expression of welcoming. It is also the act of greeting by the speaker to the hearer. For example: “Come in, young man!”, “Good day to you!”

5. Expressives for Wishes

Wishing is the expression of speaker’s desire and wants in order to expect it becomes reality. For example: “I wish I knew the cause.”, “I hope you all have a marvelous holliday.”

6. Expressives for Attitudes

This kind of expressives is about criticizing, complaining, and deprecating that express the feeling of disagree or dislike with the hearer’s attitude. Those expect the hearer to mull over the speaker’s utterance. For example: “That’s no good.”, “It’s quite nasty.”, “Nonsense, old son.”.

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Directives are those kinds of speech acts that the speakers use to get someone else to do something. They express what the speaker wants. They are command, orders, requests, suggestions. They can be positive and negative. In using a directive, the speaker attempts to make the world fit the words (via the hearer).

Example : Don’t touch that.

Could you lend me a pen please!

(Guntur, 1986:47) states directives are considered to have competitive illocutionary function. It deals with negative politeness.

5. Commissives

Commissives are those kind of speech acts that speakers use to commit themselves to some future action. They express what the speaker intendeds. They are promises, threats, refusals, pledges. They can be performed by the speaker alone or by the speaker as a member of a group. In using a commissive, the speaker undertakes to make the world fit the words (via the speaker).

Example : I’m going to get it right next time. We will not do that.

(Guntur, 1986:47) states commissives tend to be convivial than to be competitive. Thus they involve more positive politeness because

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commissives do not refer to the speaker’s importance but to the hearer expectations

2.3 Relevant Studies

In the making of this thesis, I use some previous research as references that discuss the same topic, illocutionary acts. They are as follow:

Debora Pangaribuan (2005) in her thesis “Commissive Illocution in Ernest Hemingway’s The Sun Also Rises : A pragmatic analysis” analyzes commissive illocutionary acts in the novel. She uses library research with descriptive method in the analysis. She finds that there are four types of commissive illocution in that novel, they are promising, offering, threatening and betting. The most dominant commissive used in the novel is commissive for promise.

Rosmaidha Mariaty Banjar Nahor (2005) in her thesis “An Analysis of Illocutionary Acts in Never Been Kissed” also discusses about types of illocutionary acts and how they are performed in the dialogues of the film. Unlike Debora, she determines all kind of illocutionary acts in the dialogue. She also applies library research with descriptive method in the analysis. She finds that the most dominant illocution appeared is representatives and it is most of all literal direct act.

Risana A. Silalahi (2005) in her thesis “Expressive Illocution on James Herriot’s All Things Wise and Wonderful : A Pragmatic Analysis” analyzes expressive illocution in the novel. By using library research with descriptive method, she describes that there are six types of expressive illocution and she

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finds the most dominant one is expressive for thanking. She does not discuss the way of its performing.

I would like to explain that my analysis focuses on describing the findings of expressive illocutionary acts in the novel and how they are performed. I also do the library research with descriptive method (content analysis). I will find expressive illocutionary acts in each chapter, classify them into specific category and show how they are performed in the dialogues. Then I use formula to count the number of occurrence. It can be said my analysis is nearly the same with Risana but I do the other thing, that is to show the performing of expressive illocutionary acts in the dialogues in the novel.

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CHAPTER III METHODOLOGY 3.1 Research Method

In completing this thesis, library research is applied by using Nawawi theory (1991:30) who says that library research is a research done by collecting data from many kinds of literature, whether in the library or any other places. Literature used is not only limited on books but also in the magazines, newspaper and another written documentation. Relevant studies is also used to support the analysis. From that literature, there are theories, opinion, ideas found within it which can be used to analyze and solve the problem investigated

3.2 Data Collecting Method

Documentation method is applied in collecting the data. As Nawawi (1991:133) says this is a kind of technique of collecting the data by categorizing and classifying the written document that has relation with the problem discussed. In this method, the check list is done to write down the variable has been obtained. If there are any variable found, it has to be marked with a check mark.

All of the data in research called population. Population means the total object in the research. The population in this research are all the utterances in each chapter (48 chapter of the novel) which contain expressive illocutionary acts. There are 185 utterances as the population.

Purposive sampling is used as the technique in taking the sample. Nawawi explains this kind of sampling is taking the unit of sample that is

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appropriate and suitable to the purpose of analysis. Thus, all the population is taken as samples in this research.

3.3 Data Analysis Method

Descriptive method is applied in the data analysis that tries to reveal the aspects investigated completely by describing the objects condition as the way they are (fact finding). One of the procedures in the method used, that is, content analysis (Nawawi, 1991:68).

The systematic steps in doing this kind of analysis are as follows: - First the novel is read and the stories is understood.

- Then the conversation in the novel is focused on and the utterance which has expressive illocutionary acts in the conversation is identified.

- The expressive illocutionary acts is classified into their specific categories and the way of their performing is determined.

- Moreover, Nawawi’s formula is applied to count the percentage of data, to find the most dominant type of expressive illocution and the way it is performed. The formula is :

- Last step, the conclusion is made from the finding and the counting of data. x 100 % = N

Y Notes :

X : number of the subcategories of expressive illocutionary acts Y : number of all data

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CHAPTER IV

ANALYSIS OF EXPRESSIVE ILLOCUTIONARY ACTS IN JANE AUSTEN’S MANSFIELD PARK

4.1 The Six Types of Expressives Illocutionary Acts

As mentioned in the previous chapter, expressives illocutionary acts can be divided into six categories, they are expressives for thank, expressive for apologies, expressives for congratulation, expressives for greetings, expressives for wishes, expressives for attitudes (Risana, 2005:27). Here below are the data of expressives illocutionary acts I find in Mansfield Park :

1) Expressives for Thank

Thanking is classified as an expressive illocutionary act that can be defined as an expression of gratitude on the part of the speaker to the addressee.

No Utterances

1 “no, no—no at all – no, thank you.” (Chapter 2 Page 33)

2 “I should be most thankful to any Mr. Repton.” (Chapter 6 Page 66) 3 “Thank you, but I am not at all tired.” (Chapter 9 Page 95)

4 “Thank you my dear Fanny.” (Chapter 10 Page 99 )

5 “Thank you for your good word, Fanny.” (Chapter 11 Page 106) 6 “Thank you, I am quite warm, very warm.” (Chapter 18 Page 151) 7 “Thank you.” (Chapter 22 Page 183)

8 “Thank you, I am so glad.” (Chapter 23 Page 188) 9 “Oh! I thank you.” (Chapter 31 Page 256)

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10 “Thank you for your patience.” (Chapter 47 Page 372)

2) Expressives for Apologies

Apologizing is an expression of regretsome related terms of apologizing : alibi out of, apologize for, ask forgiveness, beg pardon, express regret, plead guilty, do penance and so on.

No Utterances

1 “I shall be very sorry to go away” (Chapter 3 Page 41 ) 2 “I beg your pardon.” (Chapter 5 Page 58 )

3 “I am very sorry.” (Chapter 10 Page 101) 4 “I am sorry for it.” (Chapter 15 Page 130)

5 “I shall be sorry to an inconvenience.” (Chapter 15 Page 133) 6 “I should be sorry to make the character ridiculous by bad acting,”

(Chapter 15 Page 133)

7 “I am sorry for Miss Crawford.” (Chapter 16 Page 140)

8 “I am more sorry to see you drawn in to do what you had resolved against.” (Chapter 16 Page 140)

9 “My dear Miss Price, I beg your pardon.” (Chapter 18 Page 150) 10 “I am sorry you are going--” (Chapter 20 Page 168 )

11 “I am sorry for them all.” (Chapter 21 Page 173)

12 “I should be sorry to have my powers of planning.” (Chapter 25 Page 207)

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13 “I am sorry to say that I am unable to answer your question.” (Chapter 25 Page 112)

14 “I beg your pardon for being here.” (Chapter 27 Page 220)

15 “I am very sorry that anything has occurred to distress you” (Chapter 27 Page 226)

16 “I beg your pardon but I am wildered.” (Chapter 31 Page 250) 17 “I am very sorry.” (Chapter 32 Page 263)

18 “I am very sorry indeed.” (Chapter 32 Page 263) 19 “Sorry!” (Chapter 32 Page 263)

20 “I was sorry that Mrs. Rushworth should resent any former supposed slight to Miss Bertram” (Chapter 44 Page 343)

21 “I am sorry to find how many weeks more she is likely to be without you. ” (Chapter 44 Page 344)

3) Expressives for Congratulation

Congratulating, applauding and condoling are the kinds of expressives for congratulation. Those show the speaker’s sympathy toward what has been happening to the hearer. Congratulating expresses the feeling of pleasure toward the hearer’s luck, applauding expresses the feeling of honor toward hearer’s ability, while condoling expresses the feeling of compassion toward the hearer’s sadness.

No Utterances

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2 “Well done, sister!” (Chapter 5 Page 58 )

3 “Though I have no younger sister, I feel for her.” (Chapter 5 Page 62) 4 “What a pity!” (Chapter 6 Page 65)

5 “Poor thing!” (Chapter 7 Page 78)

6 “Poor dear Fanny.” (Chapter 10 Page 97 )

7 “It is a pity he should have so much trouble for nothing.” (Chapter 10 Page 100)

8 “It is a pity you should not join them.” (Chapter 9 Page 101) 9 “Poor William.” (Chapter 11 Page 107)

10 “What a pity.” (Chapter 11 Page 109)

11 “I must really congratulate your ladyship.” (Chapter 15 Page 132) 12 “Very well, very well.” (Chapter 22 Page 185 )

13 “Poor Rushworth and his two-and-forty speeches.” (Chapter 23 Page 192)

14 “Poor fellow.” (Chapter 23 Page 192)

15 “Very much indeed. You are a lucky fellow.” (Chapter 25 Page 205) 16 “Poor Fanny! Not allowed to cheat herself as she wishes.” (Chapter 25

Page 207)

17 “Poor Fanny.” (Chapter 28 Page 234)

18 “Good gentle, Fanny!” (Chapter 35 Page 294) 19 “Excellent creature!” (Chapter 35 Page 296) 20 “Poor dears!” (Chapter 38 Page 309)

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21 “Poor little soul!” (Chapter 38 Page 315) 22 “Poor little dear!” (Chapter 38 Page315)

4) Expressives for Greetings

Greeting is an expression of welcoming. It is also the act of greeting by the speaker to the hearer.

No Utterances

1 “Come with me into the breakfast room.” (Chapter 2 Page 35) 2 “It is a pleasure to see a lady with such a good heart for riding.”

(Chapter 7 Page 75)

3 “I was glad to see you so well entertained.” (Chapter 10 Page 98) 4 “Heyday! Where are the others?” (Chapter 10 Page 100)

5 “Come in.” (Chapter 16 Page 139) 6 “Come, Fanny.” (Chapter 18 Page 149) 7 “Heyday!” (Chapter 23 Page 190)

8 “Come, Fanny, Fanny.” (Chapter 25 Page 212)

9 “Oh! My dear William, how glad I am to see you.” (Chapter 38 Page 308)

10 “Ha! Welcome back, my boy, glad to see you.” (Chapter 38 Page 310)

5) Expressives for Wishes

Wishing is the expression of speaker’s desire and wants in order to expect it becomes reality.

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No Utterances

1 “I only wish I could be more useful …” (Chapter 1 Page 30) 2 “I hope she will prove a well-disposed girl,” (Chapter 1 Page 30) 3 “I hope there can be nothing to fear for them,” (Chapter 1 Page 30) 4 “I hope she will not tease my poor pug.” (Chapter 1 Page 30) 5 “I should wish to see them very good friends,” (Chapter 1 Page 31) 6 “I wish there may not be a little sulkiness of temper, ” (Chapter 2 Page

33)

7 “I hope I am not ungrateful, aunt.” (Chapter 3 Page 41) 8 “I hope not.” (Chapter 3 Page 41)

9 “I hope it does not distress you very much.” (Chapter 3 Page 42) 10 “I shall hope to have a friend in my little cottage” (Chapter 3 Page 45) 11 “I hope, sister, things are not so very bad with you neither – considering

Sir Thomas says you will have six hundred a year.” (Chapter 3 Page 45) 12 “I hope you may be able to convince him that the many years that have

been passed since you parted have not been spent on your side entirely without improvement.” (Chapter 3 Page 48)

13 “I wish my friends in general would be so, too.” (Chapter 5 Page 58 ) 14 “I wish you could see Compton.” (Chapter 6 Page 63)

15 “I hope I shall have some good friends to help me.” (Chapter 6 Page 63) 16 “I wish we could contrive it.” (Chapter 6 Page 65)

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17 “I wish you may not be fatigued by so much exercise.” (Chapter 7 Page 75)

18 “I wish you had saved your self this walk home.” (Chapter 7 Page 75) 19 “I sincerely hope you will have a pleasant ride.” (Chapter 7 Page 75) 20 “Lord bless me!” (Chapter 7 Page 75 )

21 “I wish Fanny had half your strength, ma’am.” (Chapter 7 Page 79) 22 “I wish you had my seat.” (Chapter 8 Page 85)

23 “I hope, as well as the never.” (Chapter 9 Page 93)

24 “I wish I could convince Miss Crawford too.” (Chapter 9 Page 94) 25 “I hope you are not very tired.” (Chapter 9 Page 95)

26 “I hope I am not to lose my companion.” (Chapter 10 Page 103)

27 “I hope I should not have influenced myself in a wrong way.” (Chapter 11 Page 106 )

28 “I wish you a better fate Miss Price.” (Chapter 11 Page 108 ) 29 “I wish I could see Cassiopeia.” (Chapter 11 Page 109)

30 “I wish my good aunt would be a little less busy.” (Chapter 12 Page 114)

31 “I must hope it will be in a very small and quite way.” (Chapter 13 Page 120)

32 “I hope you will give it up!” (Chapter 15 Page 129) 33 “I hope we shall always think.” (Chapter 20 Page 166) 34 “I only wish you talk to him more.” (Chapter 21 Page 172)

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35 “I wish they met more frequently.” (Chapter 21 Page 172)

36 “I hope she does not suppose there is any dislike on his side.” (Chapter 21 Page 172)

37 “I hope my uncle may continue to like Mr. Rushworth.” (Chapter 21 Page 172)

38 “I hope you are aware that there is no real occasion for your going into company in this sort of way.” (Chapter 23 Page 188)

39 “I hope will have a very agreeable day.” (Chapter 23 Page 189) 40 “I hope it is not too fine.” (Chapter 23 Page 190)

41 “I hope you do not think of me too fine” (Chapter 23 Page 190)

42 “I hope your ladyship is pleased with the game.” (Chapter 25 Page 204) 43 “I hope dear Mr. and Mrs. Rushworth will be at home.” (Chapter 25

Page 208)

44 “I hope you will like the chain self.” (Chapter 27 Page 220) 45 “I hope, I am sure she is not serious.” (Chapter 27 Page 226)

46 “I hope we shall keep it up these two hours.” (Chapter 28 Page 234) 47 “I wish they would stay at home.” (Chapter 29 Page 238)

48 “I wish he was not going away.” (Chapter 25 Page 204)

49 “I wish the discovery may do them any good.” (Chapter 30 Page 247) 50 “I wish they may be heartily.” (Chapter 30 Page 247)

51 “I hope you will excuse my begging you take no further notice.” (Chapter 31 Page 255)

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52 “I hope you are sorry.” (Chapter 32 Page 263)

53 “I wish Sir Thomas had been here.” (Chapter 34 Page 278)

54 “I wish he had not been obliged to tell you what he was trying for” (Chapter 35 Page 285)

55 “I wish he had known you as well as I do, Fanny.” (Chapter 35 Page 285)

56 “I wish you could have seen her countenance. ” (Chapter 35 Page 289) 57 “I wish could have overheard her tribute of praise.” (Chapter 35 Page

289)

58 “I wish I had settled with Mrs. Frases --..” (Chapter 36 Page 294) 59 “I wish Margaret were married.” (Chapter 36 Page 295)

60 “I wish we could see him..” (Chapter 36 Page 297)

61 “I wish we could get the bell mended.” (Chapter 38 Page 309) 62 “I wish you would not be so quarrel some.” (Chapter 38 Page 315) 63 “I hope I foresee two objections.” (Chapter 41 Page 330)

64 “And I hope you will not be cruelly.” (Chapter 42 Page 334) 65 “I wish you were not so tired.” (Chapter 42 Page 335) 66 “I wish I left you in stronger health.” (Chapter 42 Page 335) 67 “I hope I should know how to bear it,” (Chapter 44 Page 343) 68 “I hope they got an pretty well together.” (Chapter 44 Page 343) 69 “… I hope it is not true.” (Chapter 46 Page 357)

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6) Expressives for Attitudes

Expressives for attitudes contain criticizing, complaining, and deprecating that express the feeling of disagree or dislike with the hearer’s attitude. Those expect the hearer to mull over the speaker’s utterance.

No Utterances

1 “This is not a very promising beginning.” (Chapter 2 Page 33)

2 “It is very bad, but you must not expect everybody to be as forward and quick at learning as yourself.” (Chapter 2 Page 36)

3 “…that is very stupid indeed,…” (Chapter 2 Page 37)

4 “It is not at all necessary that she should be as accomplished as you are.” (Chapter 2 Page 37)

5 “I cannot see the things as you do.” (Chapter 3 Page 42) 6 “Oh, do not say so.” (Chapter 3 Page 43)

7 “Me! Never!” (Chapter 3 Page 44)

8 “No, I am sure you are too good.” (Chapter 4 Page 55) 9 “Talking does no good.” (Chapter 5 Page 57 )

10 “You are as bad as your brother.” (Chapter 5 Page 58 ) 11 “Yes, I can not agree with you there.” (Chapter 5 Page 61)

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13 “That was bad indeed.” (Chapter 5 Page 62 ) 14 “Oh, for shame!” (Chapter 6 Page 63) 15 “No, you never can.” (Chapter 6 Page 65)

16 “Oh no, nothing of that kind could hired in this village.” (Chapter 6 Page 66)

17 “What strange creatures brothers are!” (Chapter 6 Page 67) 18 “It was very wrong : very indecorous.” (Chapter 7 Page 71) 19 “That is a very foolish trick, Fanny.” (Chapter 7 Page 77)

20 “Why can not you come and sit here and employ yourself as we do?” (Chapter 7 Page 77)

21 “Oh no! I can not do without Fanny.” (Chapter 8 Page 81)

22 “That would be not a very handsome reason for using Crawford’s” (Chapter 8 Page 82)

23 “Unpleasant!” (Chapter 8 Page 82) 24 “It seems very odd.” (Chapter 8 Page 83)

25 “It must have the strangest appearance!” (Chapter 8 Page 83) 26 “But why are you to be a clergyman?” (Chapter 9 Page 93) 27 “Oh, do not attach me with your watch.” (Chapter 9 Page 95) 28 “Why would not you speak sooner?” (Chapter 9 Page 96) 29 “You had better stayed with us.” (Chapter 9 Page 97) 30 “Prohibited! Nonsense!” (Chapter 9 Page 99)

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32 “You take up a thing so seriously!” (Chapter 13 Page 119) 33 “Oh no, that will never do!” (Chapter 14 Page 123)

34 “No, no, Julia must not be Amelia.” (Chapter 14 Page 126) 35 “You can not have an idea.” (Chapter 15 Page 134)

36 “Phoo! Phoo! Do not be shamefaced.” (Chapter 15 Page 134) 37 “It is all very bad” (Chapter 16 age 140)

38 “Both! No, no, that must not be.” (Chapter 17 Page 145)

39 “You had better stay till the curtain is hung.” (Chapter 18 Page 150) 40 “Why should you dare say that?” (Chapter 21 Page 171)

41 “So strange!” (Chapter 23 Page 187)

42 “Phoo! Phoo! This is only because there were no tall women to compare her with.” (Chapter 24 Page 196)

43 “Foolish fellow.” (Chapter 24 Page 196)

44 “Fanny Price! Nonsense! No, no. (Chapter 24 Page 195) 45 “A very odd game.” (Chapter 25 Page 204)

46 “No, no, you must not part with the queen.” (Chapter 25 Page 207) 47 “Oh! Shame! Shame!” (Chapter 25 Page 211)

48 “No, it is not handsomer not at all handsomer in its way.” (Chapter 27 Page 222)

49 “You had better not.” (Chapter 28 Page 242) 50 “Oh no! you cannot!” (Chapter 30 Page 244)

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51 “It was bad, very bad in me against such a creature .” (Chapter 30 Page 246)

52 “But, alas! It was not such a home.” (Chapter 38 Page 312)

4.2 Ways of Performing Expressives Illocutionary Acts Here the utterances and the ways of performing : 1. Literal direct act

1) “I should be most thankful to any Mr. Repton.” (Chapter 6 Page 66)

It expresses Edmund’s gratitude toward Mr. Repton. 2) “Thank you, but I am not at all tired.” (Chapter 9 Page 95)

It is used to expresses Fanny’s gratitude toward Edmund’s care.

3) “Thank you my dear Fanny.” (Chapter 10 Page 99 )

It is used to expresses Julia’s gratitude toward Fanny’s suggestion.

4) “Thank you.” (Chapter 22 Page 183)

It is an expression of gratitude from Mary to Edmund. 5) “Thank you, I am so glad.” (Chapter 23 Page 188)

It expresses Fanny’s gratitude toward Sir Thomas for letting her go to dine.

6) “Oh! I thank you.” (Chapter 31 Page 256)

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7) “Thank you for your patience.” (Chapter 47 Page 372) It expresses Edmund’s gratitude toward Fanny. 8) “I beg your pardon.” (Chapter 5 Page 41)

It is used to express Mrs. Grant apology to Fanny. 9) “I am very sorry.” (Chapter 5 Page 58)

It is used to express Fanny’s apology toward Mr. Rushworth.

10) “I am very sorry for it.” (Chapter 10 Page 101)

It is used to express Fanny’s apology toward Maria.

11) “I should be sorry to make the character ridiculous by bad acting,” (Chapter 15 Page 133)

It is used to express Edmund’s regret to Miss Crawford. 12) “I am sorry for Miss Crawford.” (Chapter 16 Page 140)

It is used to express Fanny’s to Miss Crawford.

13) “I am more sorry to see you drawn in to do what you had resolved against.” (Chapter 16 Page 140)

It is used to express Edmund’s sorry toward Fanny’s condition.

14) “My dear Miss Price, I beg your pardon.” (Chapter 18 Page 150) It is used to express Miss Crawford apologize for entering Fanny’s room

15) “I am sorry you are going--” (Chapter 20 Page 168 )

It is used to express Tom’s regret to let Mr. Crawford going.

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16) “I am sorry for them all.” (Chapter 21 Page 173)

It is used to express Edmund’s regret to what happened with Mr. Rushworth and Sir Thomas.

17) “I should be sorry to have my powers of planning.” (Chapter 25 Page 207)

It is used to express Sir Thomas’ apology to Edmund.

18) “I am sorry to say that I am unable to answer your question.” (Chapter 25 Page 112)

It is used to express Sir Thomas apology toward William’s question.

19) “I beg your pardon for being here.” (Chapter 27 Page 220)

It is used to express Edmund’s apology toward Fanny for his coming.

20) “I am very sorry that anything has occurred to distress you” (Chapter 27 Page 226)

It is used to express Fanny’s regret to what has happened to Edmund.

21) “I beg your pardon but I am wildered.” (Chapter 31 Page 250) It is used to express Fanny’s apology toward Henry. 22) “I am very sorry.” (Chapter 32 Page 263)

It is used to express Fanny’s great regret toward Sir Thomas. 23) “I am very sorry indeed.” (Chapter 32 Page 263)

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24) “I am sorry to find how many weeks more she is likely to be without you. ” (Chapter 44 Page 344)

It is used to express Edmund’s regret to see her mother condition without Fanny.

25) “I was sorry that Mrs. Rushworth should resent any former supposed slight to Miss Bertram” (Chapter 44 Page 343)

It is used to express Edmund’s regret toward Fanny. 26) “You are very good.” (Chapter 3 Page 45)

It is used to express the feeling of pleasure of Lady Bertram toward Sir Thomas’ behavior.

27) “Well done, sister!” (Chapter 5 Page 58 )

It is used to express congratulation (by Edmund to Mary) for her good mind.

28) “Though I have no younger sister, I feel for her.” (Chapter 5 Page 62)

It is used to express condoling from Mrs. Norris to Mrs. Grant.

29) “What a pity!” (Chapter 6 Page 65)

It is used to express Fanny’s condolence toward Edmund action.

30) “Poor dear Fanny.” (Chapter 10 Page 97 )

It is used to express Miss Bertram condolence to Fanny (for being left alone)

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It is used to express Miss Bertram condolence to Fanny (for being left alone)

32) “It is a pity he should have so much trouble for nothing.” (Chapter 10 Page 100)

It is used to express Fanny’s condolence toward Mr. Rushworth condition.

33) “It is a pity you should not join them.” (Chapter 9 Page 101) It is used to express Fanny’s condolence toward Mr. Rushworth. 34) “Poor William.” (Chapter 11 Page 107)

It is used to express Fanny’s condolence toward William’s fate.

35) “What a pity.” (Chapter 11 Page 109)

It is used to express Edmund condolence to Fanny.

36) “I must really congratulate your ladyship.” (Chapter 15 Page 132) It is used to express congratulation from Miss Crawford to Lady Bertram.

37) “Very well, very well.” (Chapter 22 Page 185 )

It is used to express congratulation from Henry to Edmund. 38) “Poor Rushworth and his two-and-forty speeches.” (Chapter 23

Page 192)

It is used to express condolence from Miss Crawford to Mr.Rushworth.

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It is used to express condolence from Miss Crawford to Mr.Rushworth.

40) “Very much indeed. You are a lucky fellow.” (Chapter 25 Page 205)

It is used to express congratulation from Henry to Edmund. 41) “Poor Fanny! Not allowed to cheat herself as she wishes.”

(Chapter 25 Page 207)

It is used to express Edmund’s condolence toward Fanny who is doubted to go to dance.

42) “Poor Fanny.” (Chapter 28 Page 234)

It is used to express William’s condolence toward Fanny 43) “Good gentle, Fanny!” (Chapter 35 Page 294)

It is used to express congratulation from Miss Crawford to Fanny.

44) “Excellent creature!” (Chapter 35 Page 296)

It is used to express congratulation from Miss Crawford to Fanny.

45) “Poor dears!” (Chapter 38 Page 309)

It is used to express Mr. Price’s condolence toward Fanny. 46) “Poor little soul!” (Chapter 38 Page 315)

It is used to express Mr. Price’s condolence toward Fanny and William.

47) “Poor little dear!” (Chapter 38 Page315)

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48) “Come with me into the breakfast room.” (Chapter 2 Page 35) It is uttered by Edmund to invite Fanny.

49) “It is a pleasure to see a lady with such a good heart for riding.” (Chapter 7 Page 75)

It is used to express greeting (Edmund to Miss Crawford) 50) “Heyday! Where are the others?” (Chapter 10 Page 100)

It is used to express greeting (Julia when find Fanny). 51) “Come in.” (Chapter 16 Page 139)

It is used to express act of welcoming (Fanny toward Edmund).

52) “Come, Fanny.” (Chapter 18 Page 149)

It is used to express act of welcoming (Mrs. Norris to Fanny).

53) “Heyday!” (Chapter 23 Page 190)

It is used to express greeting (Edmund to Fanny). 54) “Come, Fanny, Fanny.” (Chapter 25 Page 212)

It is used to express act of welcoming (Mrs. Norris to Fanny).

55) “Oh! My dear William, how glad I am to see you.” (Chapter 38 Page 308)

It is used to express act of welcoming (Mrs. Price toward William).

56) “Ha! Welcome back, my boy, glad to see you.” (Chapter 38 Page 310)

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It is used to express act of welcoming (Mr. Price toward his son, William).

57) “I hope there can be nothing to fear for them,” (Chapter 1 Page 30)

It is used to express Sir Thomas’ hope toward Fanny. 58) “I hope she will not tease my poor pug.” (Chapter 1 Page 30)

It is used to express Lady’s Bertram wish toward Fanny. 59) “I should wish to see them very good friends,” (Chapter 1 Page

31)

It is used to express Sir Thomas’ wish to make Fanny’s coming accepted by his two daughters.

60) “I wish there may not be a little sulkiness of temper, ” (Chapter 2 Page 33)

It is used to express a hope uttered by Mrs. Norris toward Fanny.

61) “I hope I am not ungrateful, aunt.” (Chapter 3 Page 41) It is indicated Fanny’s hope toward her own attitude. 62) “I hope not.” (Chapter 3 Page 41)

It is used to express a hope by lady Bertram.

63) “I hope it does not distress you very much.” (Chapter 3 Page 42) It is used to express Fanny’s hope toward Edmund’s condition.

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64) “I hope, sister, things are not so very bad with you neither – considering Sir Thomas says you will have six hundred a year.” (Chapter 3 Page 45)

It is used to express Lady Bertram’s toward Mrs. Norris. 65) “I wish my friends in general would be so, too.” (Chapter 5 Page

58 )

It is used to express Julia’s desire.

66) “I wish you could see Compton.” (Chapter 6 Page 63)

It is used to express Mr. Rushworth toward Mrs. Norris. 67) “I hope I shall have some good friends to help me.” (Chapter 6

Page 63)

It is used to express Mr. Rushworth’s want. 68) “I wish we could contrive it.” (Chapter 6 Page 65)

It is used to express Fanny’s want toward Edmund’s opinion.

69) “I wish you may not be fatigued by so much exercise.” (Chapter 7 Page 75)

It is used to express Edmund’s want toward Fanny.

70) “I wish you had saved your self this walk home.” (Chapter 7 Page 75)

It is used to express Edmund’s want toward Fanny.

71) “I sincerely hope you will have a pleasant ride.” (Chapter 7 Page 75)

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It is used to express Miss Crawford’s wish toward Fanny in her riding.

72) “Lord bless me!” (Chapter 7 Page 75 ) It is used to express Edmund’s wish.

73) “I wish Fanny had half your strength, ma’am.” (Chapter 7 Page 79)

It is used to express Edmund’s want toward Fanny. 74) “I hope, as well as the never.” (Chapter 9 Page 93)

It is used to express Edmund’s want toward Miss Crawford opinion.

75) “I wish I could convince Miss Crawford too.” (Chapter 9 Page 94)

It is used to express Fanny’s want toward Miss Crawford. 76) “I hope you are not very tired.” (Chapter 9 Page 95)

It is used to express Edmund’s want toward Fanny. He doesn’t want Fanny to be tired.

77) “I hope I am not to lose my companion.” (Chapter 10 Page 103) It is used to express Mr. Crawford toward Fanny.

78) “I hope I should not have influenced myself in a wrong way.” (Chapter 11 Page 106 )

It is used to express Maria’s desire on her decision. 79) “I wish I could see Cassiopeia.” (Chapter 11 Page 109)

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80) “I wish my good aunt would be a little less busy.” (Chapter 12 Page 114)

It is used to express Fanny’s want toward her aunt.

81) “I must hope it will be in a very small and quite way.” (Chapter 13 Page 120)

It is used to express Edmund’s hope toward Tom’s idea. 82) “I hope you will give it up!” (Chapter 15 Page 129)

It is used to express Edmund’s want toward Fanny. 83) “I hope we shall always think.” (Chapter 20 Page 166)

It is used to express Sir Thomas’ want toward himself and Mrs. Norris.

84) “I only wish you talk to him more.” (Chapter 21 Page 172) It is used to express Edmund’s want toward Fanny. 85) “I wish they met more frequently.” (Chapter 21 Page 172)

It is used to express Edmund’s want toward Mr. Crawford and Sir Thomas.

86) “I hope she does not suppose there is any dislike on his side.” (Chapter 21 Page 172)

It is used to express Edmund’s want toward Miss Crawford. 87) “I hope my uncle may continue to like Mr. Rushworth.” (Chapter

21 Page 172)

It is used to express Fanny’s hope toward Sir Thomas. 88) “I hope will have a very agreeable day.” (Chapter 23 Page 189)

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89) “I hope it is not too fine.” (Chapter 23 Page 190)

It is used to express Fanny’s wish in wearing the cloth. 90) “I hope you do not think of me too fine” (Chapter 23 Page 190)

It is used to express Fanny’s want toward Edmund.

91) “I hope dear Mr. and Mrs. Rushworth will be at home.” (Chapter 25 Page 208)

It is used to express Mrs. Norris’ wish toward Mr. Rushworth.

92) “I hope you will like the chain self.” (Chapter 27 Page 220) It is used to express Edmund’s want toward Fanny. 93) “I hope, I am sure she is not serious.” (Chapter 27 Page 226)

It is used to express great wish of Edmund toward Miss Crawford.

94) “I hope we shall keep it up these two hours.” (Chapter 28 Page 234)

It is used to express William’s wish toward Fanny. 95) “I wish they would stay at home.” (Chapter 29 Page 238)

It is used to express Lady Bertram’s wish toward Edmund and William.

96) “I wish he was not going away.” (Chapter 25 Page 204)

It is used to express Lady Bertram’s wish toward Edmund. 97) “I wish the discovery may do them any good.” (Chapter 30 Page

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It is used to express Henry’s wish toward Bertram’s daughter.

98) “I wish they may be heartily.” (Chapter 30 Page 247)

It is used to express Henry’s wish toward Bertram’s daughter.

99) “I hope you will excuse my begging you take no further notice.” (Chapter 31 Page 255)

It is used to express Fanny’s hope toward Miss Crawford. 100) “I hope you are sorry.” (Chapter 32 Page 263)

It is used to express Sir Thomas hope toward Fanny. 101) “I wish Sir Thomas had been here.” (Chapter 34 Page 278)

It is used to express Lady Bertram wish toward Sir Thomas. 102) “I wish he had not been obliged to tell you what he was trying

for” (Chapter 35 Page 285)

It is used to express Miss Crawford’s want toward Edmund. 103) “I wish he had known you as well as I do, Fanny.” (Chapter 35

Page 285)

It is used to express Miss Crawford’s want toward Henry. 104) “I wish you could have seen her countenance. ” (Chapter 35

Page 289)

It is used to express Miss Crawford’s wish toward Henry. 105) “I wish could have overheard her tribute of praise.” (Chapter 35

Page 289)

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106) “I wish I had settled with Mrs. Frases --..” (Chapter 36 Page 294)

It is used to express Mrs. Grant’s wish toward herself. 107) “I wish Margaret were married.” (Chapter 36 Page 295)

It is used to express Mrs. Grant’s wish toward Margaret. 108) “I wish we could see him..” (Chapter 36 Page 297)

It is used to express Miss Crawford’s hope to see William. 109) “I wish we could get the bell mended.” (Chapter 38 Page 309)

It is used to express Mrs. Price’s hope.

110) “I wish you would not be so quarrel some.” (Chapter 38 Page 315)

It is used to express Mrs. Price hope toward Susan (Fanny’s sister).

111) “I hope I foresee two objections.” (Chapter 41 Page 330) It is used to express Henry’s wish.

112) “And I hope you will not be cruelly.” (Chapter 42 Page 334) It is used to express Henry’s wish.

113) “I wish you were not so tired.” (Chapter 42 Page 335) It is used to express Henry’s hope toward Fanny. 114) “I wish I left you in stronger health.” (Chapter 42 Page 335)

It is used to express Henry’s hope toward Fanny.

115) “I hope I should know how to bear it,” (Chapter 44 Page 343) It is used to express Edmund’s hope in his letter to Fanny. 116) “I hope they got an pretty well together.” (Chapter 44 Page 343)

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It is used to express Edmund’s hope toward Mr. Rushworth and Maria.

117) “… I hope it is not true.” (Chapter 46 Page 357)

It is used to express Mrs. Price’s wish toward Edmund’s opinion.

118) “May God support you under your share!” (Chapter 46 Page 359)

It is used to express Edmund’s wish of blessing to Fanny. 119) “This is not a very promising beginning.” (Chapter 2 Page 33)

It is used to complain Fanny’s attitude (uttered by Mrs. Norris)

120) “It is very bad, but you must not expect everybody to be as forward and quick at learning as yourself.” (Chapter 2 Page 36)

Mrs. Norris’ complaint to the two daughters of Sir Thomas. 121) “…that is very stupid indeed,…” (Chapter 2 Page 37)

Mrs. Norris’ complaint toward Fanny’ intelligence.

122) “It is not at all necessary that she should be as accomplished as you are.” (Chapter 2 Page 37)

Mrs. Norris’ complaint to the two daughters of Sir Thomas. 123) “I cannot see the things as you do.” (Chapter 3 Page 42)

It is used to express Fanny’s complaint to Edmund. 124) “Oh, do not say so.” (Chapter 3 Page 43)

It is used to express Fanny’s complaint to Edmund. 125) “Me! Never!” (Chapter 3 Page 44)

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It is used to express Mrs. Norris’ complaint that she doesn’t say the words.

126) “No, I am sure you are too good.” (Chapter 4 Page 55) It is used to express Edmund’s complaint to Fanny. 127) “Talking does no good.” (Chapter 5 Page 57 )

It is used to express Mary’s criticism.

128) “You are as bad as your brother.” (Chapter 5 Page 58 )

It is used to express Mrs. Grant’s criticism toward Mary’s attitude.

129) “Yes, I can not agree with you there.” (Chapter 5 Page 61)

It is used to deprecate Edmund’s opinion (uttered by Miss Crawford)

130) “That is worse than anything – quite disgusting!” (Chapter 5 Page 61)

It is used to express Miss Crawford criticism toward Edmund.

131) “That was bad indeed.” (Chapter 5 Page 62 )

It is used to criticize Miss Sneyd condition (uttered by Miss Crawford)

132) “Oh, for shame!” (Chapter 6 Page 63)

It is used to express Mrs. Norris’ criticism toward Mr. Rushworth idea.

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It is used to express Edmund’s complaint toward Fanny that she can not go to Sotherton.

134) “Oh no, nothing of that kind could hired in this village.” (Chapter 6 Page 66)

It is used to express Edmund’s complaint toward Miss Crawford’s opinion.

135) “What strange creatures brothers are!” (Chapter 6 Page 67)

It is used to express Miss Crawford criticism toward William.

136) “It was very wrong : very indecorous.” (Chapter 7 Page 71) It is used to express Fanny’s complaint toward Edmund’s opinion.

137) “Why can not you come and sit here and employ yourself as we do?” (Chapter 7 Page 77)

It is used to express Edmund’s complaint toward Fanny.

138) “Oh no! I can not do without Fanny.” (Chapter 8 Page 81)

It is used to express Lady Bertram’s complaint being not Fanny.

139) “That would be not a very handsome reason for using Crawford’s” (Chapter 8 Page 82)

It is used to express Maria’s complaint toward Mrs. Norris. 140) “Unpleasant!” (Chapter 8 Page 82)

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141) “It seems very odd.” (Chapter 8 Page 83)

It is used to express Maria’s criticism to her mother (Lady Bertram) who keep stay with Fanny at home.

142) “It must have the strangest appearance!” (Chapter 8 Page 83) It is used to express Mrs. Norris’ complaint to Fanny. 143) “But why are you to be a clergyman?” (Chapter 9 Page 93)

It is used to express Miss Crawford’s criticism toward Edmund who wants to be a clergyman.

144) “Oh, do not attach me with your watch.” (Chapter 9 Page 95) It is used to express Fanny’s criticism against Edmund’s opinion.

145) “Why would not you speak sooner?” (Chapter 9 Page 96)

It is used to express Miss Bertram’s complaint toward Fanny.

146) “You had better stayed with us.” (Chapter 9 Page 97)

It is used to express Miss Bertram’s complaint toward Fanny.

147) “Prohibited! Nonsense!” (Chapter 10 Page 99)

It is used to express Miss Bertram’s complaint sarcastically to Mr. Rushworth.

148) “You had better not go.” (Chapter 10 Page 99)

It is used to express Fanny’s criticism toward Maria. 149) “I can not agree with you.” (Chapter 13 Page 119)

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It is used to express Edmund’s complaint toward Lady Bertram’s statement.

150) “You take up a thing so seriously!” (Chapter 13 Page 119) It is used to express Tom’s criticism to Edmund. 151) “Oh no, that will never do!” (Chapter 14 Page 123)

It is used to express

152) “No, no, Julia must not be Amelia.” (Chapter 14 Page 126) It is used to express Edmund’s complaint to Mr. Crawford consideration.

153) “You can not have an idea.” (Chapter 15 Page 134)

It is used to express Fanny’s complaint toward Tom’s order. 154) “Phoo! Phoo! Do not be shamefaced.” (Chapter 15 Page 134)

It is used to express Tom’s complaint toward Fanny’s refusal.

155) “It is all very bad” (Chapter 15 age 137)

It is used to express Edmund’s complaint toward the play. 156) “Both! No, no, that must not be.” (Chapter 17 Page 145)

It is used to express Mrs. Grant’s complaint toward Miss Bertrams.

157) “You had better stay till the curtain is hung.” (Chapter 18 Page 150)

It is used to express Mrs. Norris’ criticism toward Fanny. 158) “Why should you dare say that?” (Chapter 21 Page 171)

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It is used to express Julia disagreement to get her seat taken by Miss Crawford

5) “I hope you are aware that there is no real occasion for your going into company in this sort of way.” (Chapter 23 Page 188)

It is used to allude Fanny that she can not go to the ball.

3. Literal direct act + Non literal indirect act

1) “no, no—no at all – no, thank you.” (Chapter 2 Page 33)

First it is used to give thank (Fanny to Edmund). Second, it also means that actually Fanny request him to ask her reason for being crying.

2) “I shall be sorry to an inconvenience.” (Chapter 15 Page 133) First it is used to express Miss Crawford regret. Second it is used report that she can do nothing to change the play.

3) “Thank you, I am quite warm, very warm.” (Chapter 18 Page 151) First it is used to say thanks. Second, it expresses Mary’s request to Fanny

4) “I was glad to see you so well entertained.” (Chapter 10 Page 98) First it is used to greet Mr. Crawford (uttered by Maria). Second, it is used to show her disappointment

5) “I only wish I could be more useful …” (Chapter 1 Page 30)

First it is used to state her wish (Mr.s Norris). Second it is used report her refusal not to take care of Fanny.

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First it is used to express her hope (Mrs. Norris). Second it is an allusion for her doubt.

7) “I hope you may be able to convince him that the many years that have been passed since you parted have not been spent on your side entirely without improvement.” (Chapter 3 Page 48)

First it is used to express Edmund’s desire toward Fanny. Second it is a command to Fanny to behave more mature when her brother comes.

8) “I wish you a better fate Miss Price.” (Chapter 11 Page 108 ) First it expresses Miss Crawford’s wish. Second it is used to scorn Fanny to become a clergyman’s wife.

9) “I hope your ladyship is pleased with the game.” (Chapter 25 Page 204)

First it is used to express Mrs. Grant want. But in the same time she is also questioning Lady Bertram.

10) “That is a very foolish trick, Fanny.” (Chapter 7 Page 77)

First it used to complain Fanny. Second it is a request from Edmund to Fanny not to sleep all day long in the sofa.

4. Literal direct act + Literal indirect act -

5. Non literal direct act + Non literal direct act -

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4.3 The Percentage of Expressive Illocutionary Acts and Ways of Performing

I use Nawawi’s formula to count the percentage the data of each category and ways of performing of expressive illocutionary acts in all chapter. Here are the result :

Types of Expressive Illocutionary Acts

Frequency of Occurrence

The Percentage (%)

1 Expressives for Thank 10 5,4

2 Expressives for Apologies 21 11,4

3 Expressives for Congratulation 22 11,9

4 Expressives for Greetings 10 5,4

5 Expressives for Wishes 70 37,8

6 Expressives for Attitudes 52 28,1

Total Expressive Illocutionary Acts

185 100

Ways of Performing Expressive Illocutionary Acts

Frequency of Occurrence

The Percentage (%)

1 Literal direct act 170 91,9

2 Non literal indirect act 5 2,7

3 Literal direct act + Non literal indirect act

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4 Literal direct act + Literal indirect act

- -

5 Non literal direct + Non literal indirect act

- -

6 Non literal direct act + literal indirect

- -

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After the analysis has been done, some conclusions can be drawn as follow:

 Expressives illocutionary acts express the psychological state of the speaker through the utterances are applied in this novel and the categories of expressives iilocutionary acts are : thanking, apologizing, congratulating, wishing and criticizing.

 In this analysis 185 expressives illocutionary acts has been found from the novel with the percentage of each category: expressives for thank 10 (5,4%), expressives for apologies 21 (11,4%), expressives for congratulation 22 (11,9%), expressives for greetings 10 (5,4%), expressives for wishes 70 (37,8%), and expressives for attitudes 52 (28,1%). The possibilities of the ways performing expressives illocutionary acts in the novel also have been analyzed and counted : literal direct act (91,9 %), non literal direct act (2,7%), literal direct act+non literal direct act (5,4%), literal direct act+literal indirect act (-), non literal direct act+non literal indirect act (-), non literal direct act+literal indirect act (-).

 From the percentage, the most dominant of expressive illocutionary acts appeared in the novel is expressives for wishes and the dominant ways of performing is literal direct act. The result may imply that expressives for wishes play a great role in the novel. It may mean that wishes as expression

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of speaker’s desire and wants in order to expect it becomes reality can be a characteristic of the novel in case of applying expressives illocutionary acts within the utterances. While literal direct act is the most way of performing all the categories of expressive illocutionary acts in the novel. It means that almost of the utterances of expressive illocutionary acts perform just one speech act within it.

5.2 Suggestions

In this chance, the readers are suggested to do further research or analysis on pragmatics, especially illocutionary acts. The readers can do the investigation in other subject such as, news, speeches, songs, advertisement, interviews and so on.

Expressive Illocutionary ACTS in Jane Austen''s Mansfield Park: A Aragmatic Analysis