Implications Magnum Mini Version

Magnum advertisements built the legitimate power upon the advertisements to suggest people to do something related to the products. In brief, Magn um advertisements‟ simplicity affected the use of linguistic features in their utterances. That simplicity did not require many linguistic features of linguistic. Therefore, Magnum advertisements only had a few linguistic features. The purpose of Magnum advertisements also influenced the use of persuasion techniques. There were only two purposes of those advertisements. They were to introduce the new product of Magnum, which used the pioneering stage and to keep the consumers‟ attention upon the existing product of Magnum, which used the retentive stage. The power relation which was built between the companies and the consumers of Magnum advertisements consisted of three kinds of power relation, namely the legitimate power, the referent power, and the expert power. It dealt with how the advertisers presented the product through the advertisements.

B. Implications

In Indonesia, there seems only a few English linguistics course books which supply what the learners need in learning English. Therefore, they choose some linguistics course books which are published by foreign publishing companies. Those books often use the examples of certain linguistic features which are not familiar to Indonesia learners. These research findings are expected to be an example of analyzing the advertisements‟ language style, especially the linguistic features of advertisements which are more familiar for learners. For example, a teacher who wants to teach Syntax can use an example from a well- known advertisement by explaining some syntactic features of advertisements. As the result, learners will not only learn about Syntax, but also about the advertisement as the additional knowledge. Hopefully, it will ease English learners to understand English linguistics as well as English teachers who help their learners by giving the example found around them. English learners can use these research findings to deepen their knowledge about some linguistic features, especially in advertisements. They can broaden their understanding of English advertisements. Someday, when they are interested in working as the advertisers, they know what words they should use to deliver the message of the companies to the consumers in the right way based on the purpose of advertising. Moreover, they can learn the persuasion techniques and the power relation which are suitable for their advertisements to avoid misunderstanding of the content of advertisements.

C. Recommendations

There are some suggestions which are addressed to English teachers, English learners, advertisers, and future researchers to improve their capability of using English. It may contribute to the improvement of the success in English teaching - learning activities and the application of English.

1. For English Teachers

English teachers have the duty to help their learners to understand the course materials. Through giving examples, teachers can explain some theories clearly. Teachers should find the examples which are closely related to the learners‟ daily lives in order to help learners have a pictorial in their minds. Therefore, English teachers need the authentic materials, such as advertisements which are broadcasted in the national television channels, to ease learners in understanding the materials. Besides, teachers should pay attention to learners‟ interest and curiosity to increase their wants to learn English.

2. For English Learners

Learning linguistic features is sometimes boring for most of learners, but it can improve learners‟ speaking skill and writing skill because they can enrich their vocabulary and how to use it correctly. English learners need to learn more about many kinds of linguistic feature to avoid misusing them in their writing and utterances. They should be aware of choosing diction to suit readers or listeners. Nowadays, learners have to be proactive to overcome their curiosity and broaden their knowledge. Learners should find additional materials by themselves to meet their needs of learning English. In fact, the details of advertisement are never discussed deeply although there are many interesting elements which can be learnt. Therefore, learners should have willingness to learn by themselves although they are not asked to learn that.

3. For Advertisers

The creativity of the advertisers is important in presenting attractive advertisements. Advertisers should be able to vary the diction to attract the audience‟s attention when they see advertisements, both the written and spoken advertisements. Advertisers have to understand the language style of advertisements to help them vary the diction without omitting special characteristics of certain product advertisements. Besides, they can use various diction in advertisements based on the goals of advertising, power relation which is wanted to be built, and many more.

4. For Future Researchers

There are many experts who propose the theories of advertisement‟s language style which can be used to examine any kinds of advertisement. The researcher encourages future researchers to conduct research on the language style of other advertisements. They may use the same theories, which are used by the previous research, but they choose different advertisements as the research subject. However, it will be better if they use different theories from other experts to analyze different advertisements. Future researchers who have eagerness to conduct a deeper study about the advertisement language style are suggested to dig deeper into other aspects of advertisements language style, such as propaganda techniques, slogans, and elements of advertisements. They may freely choose the types of advertisements whether they will analyze spoken advertisements or written advertisements. 62 REFERENCES Ary, D., Jacobs, L. C., Razavieh, A. 2002. Introduction to research in education 6 th ed.. Belmont, CA: Wadsworth Thomson Learning. Asher, R. E. 1994. The encyclopedia of language and linguistics Vol. 2. Oxford: Pergamon Press. Best, J. W. Kahn, J. V. 1989. Research in education. Upper Saddle River, NJ: Prentice Hall. Bovee, C. L. 1982. Advertising concepts and applications: A student supplement. Glenview: Richard D. Irwin, Inc. Bovee, C. L., Arens, W. F. 1986. Contemporary advertising 2 nd ed.. Glenview: Richard D. Irwin, Inc. Brown, J. D. Rodgers, T. S. 2002. Doing second language research. Oxford: Oxford University Press. Cook, G. 1996. The discourse of advertising. London: Routledge. Drake, G. 2006. Human as instrument statement. Retrieved November 20, 2012, from http:geodrake.blogspot.com200602human-as-instrument- statement_20.html French, J. R. P., Raven, B. 1959. The bases of social power. Ann Arbor, MI: University of Michigan Press. Gilson, C. Berkman, H. 1986. Advertising, concept and strategies. Blacklick. OH: McGraw - Hill College. Goddard, A. 2002. The language of advertising 2 nd ed.. New York: Routledge. Grey, D. 2008. Language in use. Cambridge: Cambridge University Press. Hornby, A. S. 1995. Oxford advanced learner’s dictionary of current English. Oxford: Oxford University Press. Kertajaya, H. 1997. Siasat memenangkan persaingan global. Jakarta: Gramedia Pustaka Utama. Kleppner, O. 1986. Advertising procedures 9 th ed.. Englewood Cliffs, NJ: A Division of Simon Schuster, Inc. Leech, G. N. 1972. English in advertising: A linguistic study of advertising in Great Britain. London: Longman. Leedy, P. D., Ormrod, J. E. 2005. Practical research: Planning and design 8 th ed.. Upper Saddle River, NJ: Pearson Prentice Hall. Lill, R. 1998. Getting causes from powers. Oxford: Oxford University Press. Magnum Official Website. n.d.. About Magnum. Retrieved October 2, 2012, from http:magnumicecream.comabout_us Merriam, S. B. Associates. 2002. Qualitative research in practice: Example for discussion and analysis. San Fransisco, CA: Jossey - Bass. Packard, V. 1957. The hidden persuaders. New York: Pocket Books, a Division of Simon Schuster, Inc. Peirce, C. S. 1886. Writings of Charles S. Peirce: A chronological edition Vol. 6. Bloomington, IN: Indiana University Press. Potter, W. J. 1996. An analysis of thinking and research about qualitative methods. London: Routledge. Ross, R. S. 1994. Understanding persuasion. Upper Saddle River, NJ: Prentice Hall. Supriyono, A. 2006. Power relation between producers and consumers created in English advertisement. Unpublished master ‟s thesis. Semarang: Semarang University. Taylor, A. 1986. Communicating. Upper Saddle River, NJ: Prentice Hall. Triandjono, I. 2008. Semiotika iklan mobil di media cetak Indonesia. Unpublished m aster‟s thesis. Semarang: Universitas Diponegoro. Trimmer, J. F. Nancy, I. S. 1984. Writing with a purpose. Boston, MA: Houghton Mifflin Company. Verdonk, P. 2002. Stylistics. Oxford: Oxford University Press. Weilbacher, W. M. 1984. Advertising. London: Macmillan Publishing Company. APPENDICES Appendix A THE TRANSCRIPT OF MAGNUM ADVERTISEMENTS

A. Magnum Mini Version

music Man : Eva, I‟m so sorry. Come on. I must admit I was wrong. You‟re so right. sofa sound Man : Eva, I‟m so sorry. Come on. I must admit I was wrong. You‟re so right. Narrator : Magnum Mini, another little indulgence you can enjoy again and again. cracked Magnum sound

B. Magnum Ecuador Version