by using of request. The purpose of a request is to involve the hearer in some future action which has positive consequences for the speaker and may imply
costs to the hearer Trosborg, 1994:15. Specific utterances in Peanuts influences the choice of types of request strategy considered appropriate.
In showing their feelings, people should express it by uttering words and also perform actions via those utterances. If the speaker wants the hearer do what
heshe wants, the speaker should use strategies to show the politeness of the utterance. The politeness of directive utterance, which the writer analyzes in
Peanuts, applies the theory of Brown and Levinson. The response given by the requestee can show that the request succeeds or fails.
F. ORGANIZATION OF WRITING
This research is divided into five main parts, Chapter One, Chapter Two, Chapter Three, Chapter Four, and Chapter Five. The writer describes the background of
the study, the problem statement, the purpose of the study, the significance of the study, the scope and limitation, the definition of the key terms and the
organization of the study early in Chapter One. In Chapter Two, the writer provides and systematizes the review of related
theories in which differentiates between the related linguistic theories, that is about speech acts theory, the definition of directive utterances, the politeness of
directive utterances, the definition of comic, context, and giving the detail about the characters in Peanuts which back the main theories up to directly help the
writer to answer the problems in this research.
Furthermore, in chapter three, the writer provides a brief explanation about the research methodology, in which gives a clear picture about the research type,
data and source of data, population and sample, the technique of collecting data, as well as the technique of analyzing the data.
Chapter Four is a part where the writer analyzes the data from which could reveal many significant and meaningful findings of this research. Thus, finally,
the writer could draw the conclusion based on the findings and related theories, in the last section of this study, that is Chapter Five.
CHAPTER TWO REVIEW OF LITERATURE
A. Speech Acts Theory and Directive Utterances
1. Speech Acts Theory
In showing their feelings, people should express it by uttering words and also perform actions via those utterances. That is why the message can be
delivered to the hearer. Actions that are performed via utterances are generally
speech acts . Speech acts is one of the basic ingredients of pragmatics arranging
by words and corresponding to sentences. When Debby says Go anywhere today?, she does something and what she does is called ‘asking questions’. This
type of act is considered as speech acts. Debby, certainly, expects an answer to her question from the hearer.
Austin 1962 and Searle 1969 proposed that language has three main aspects: Locutionary Act, Illocutionary Act and Perlocutionary Act. Searle
describes a speech act, i.e., an act of saying but the Locutionary act has itself various facets. Locutions act is the basic act of utterance that producing a
meaningful linguistic expression, such as words, phrase that are arranged into a good sentence. Illocutionary act is performed via the communicative force of an
utterance. Yet, this must be understood that the speaker has to realize what the speaker will say and take it a certain sense. Searle in Celce and Olshtain
2000:25 explains types of illocutionary acts into a limited number of major categories; they are Declarative, Representatives Assertives, Directives,
Expressives and Commisives.
2. Directive Utterances
When the speaker asks the hearer to do something, it means that the speaker performs a speech act. Heshe certainly wants hisher action to be understood
and then the hearer will do what the speaker wants. According to Searle 1969:24, language is a part of a theory of actions, and speech acts are those
verbal acts, or more precisely illocutionary acts, such as promising, threatening and requesting, that one performs in speaking.
Yule 1996:54 states that in using a directive, the speaker attempts to make the world fit the words via the hearer. Leech 1993:327346 gives the detail of
directive verbs that usually occur in the construction sentence “S verb O that X” or “S verb O to Y”, they are request, ask, beg, bid, command, demand,
forbid, recommend, tell, order, advise, suggest, and invite. A directive act is an illocutionary act whereby a speaker conveys to a hearer
that heshe wants the hearer to perform an act which can be benefit for the speaker and, sometimes, for the hearer. For an example, request is for the
benefit of the speaker whereas a suggestion is defined as being beneficial to
both speaker and hearer, and if the act is performed, it is exclusively for the benefit of the hearer. Thus, the directive act can be characterized as pre-event
and the desired act takes place post-utterance, either in the immediate future or at some later stage. In short, directive verbs demand the cost of the hearer and
the benefit for the speaker. There are four major categories of request strategies simplified by Anna
Trosborg 1994:192-204 that based on the theories of Austin 1962 and Searle 19969, 1976 then reformulated by Brown-Levinson 1978, 1987, House-
Kasper 1981, and Blum Kulka-Olshtain 1984. The categories cover: CATEGORY I
─ Indirect Request Strategy 1
─ Hints: A speaker who does not want to state hisher Impositive intent explicitly has resort to hinting strategies.
Mild : The speaker can leave out the desired action altogether.
e.g. I have to be at the airport in half an hour Strong : The speaker can mention hisher wish partially
e.g. My car has broken down. Will you be using your car tonight?
Hints strategy involves the condition, as follows: a.
Reasonableness Stating some general condition which indicates the speaker’s reason
for making hisher request is a useful way of indirectly conveying an
impositive intent of the ‘reasonableness precondition’ referred to by Haverkate, 1984.
e.g. Would you do the dishes? The kitchen is a total mess b.
Availability Questioning some condition that would present an obstacle to
compliance if not fulfilled is another way of giving a hint. e.g. Is there any coffee left?
c. Obviousness
Speaker conveys hisher desire obviously. e.g. Has the letter already been typed?
CATEGORY II ─ Hearer-oriented conditions Conventionally Indirect
Strategy 2 Questioning hearer’s abilitywillingness
a. Ability
This depends on the hearer’s capacity in performing the act. e.g. Maybe you could help John dig the garden tomorrow?
b. Willingness
This depends on the hearer’s willingness in performing the act.
e.g. Would you lend me a copy of your book? Statements of ability and willingness
Hearer can not give any excuses because speaker has conveyed that heshe considers this condition is fulfilled
and anticipates compliance.
e.g. Mary, you can clear the table now. Strategy 3
─ Suggestory formulae
When employing suggestory formulae, speaker has anticipated the refusal from hearer. But hearer must invent
hisher own reason to refuse because the hearer-based preparatory condition is questioned.
CATEGORY III ─ Speaker-based conditions
Strategy 4 ─ Statements of speaker’s wishes and desires
e.g. I would like to have some more coffee. Strategy 5
─ Statements of speaker’s needs and demands e.g. I need a pen.
CATEGORY IV ─ Direct Request
Strategy 6 ─ Statements of obligation and necessity
The speaker uses hisher own authority in stating hisher desire. e.g. You shouldought to leave now.
Strategy 7 ─ Performatives
Performative verb is considered moreless polite ask vs. command
e.g. I askrequest ordercommand you to leave. Strategy 8
Imperatives The imperative is the grammatical form directly signaling
that the utterance is an order this can be also added by adding tags andor the marker please
e.g. Open the door, please. Elliptical Phrases
This is phrases in which only the desired object is mentioned. e.g. Two coffee, please.
B. The Politeness of Directive Utterances
Politeness is best expressed as the practical application of good manners. In other words, it is culturally defined as a phenomenon, and what is considered
polite in one culture can often be quite rude or simply strange in another. While the goal of politeness is to make all of the participants relaxed and comfortable
with one another, these culturally defined standards and may be manipulated to inflict shame on a designated participant.
Penelope Brown and Stephen C. Levinson 1978,1987:92 states that Strategies, then, form hierarchies of strategies that will achieve higher-
order goals. Where necessary we refer to the four highest-level strategies bald on record, positive politeness, negative politeness and
off record as ‘super-strategies’, to the strategies that emanate from these as ‘higher-order strategies’, to final choice of linguistic means to
realize the highest goals as ‘output strategies’ identified in the text thus: BE VAGUE.
1. Bald on Record
Brown and Levinson 1978, 1987:94-101 divide bald on record strategy into two strategies, they are
a. Cases of non-minimization of the face threat
This is mutually known to both speaker and hearer that face redress is not necessary. First, in cases of great urgency of desperation, redress would
actually decrease the communicated urgency. E.g. Help , Watch out Second, non-redress occurs when the speaker’s want to satisfy hearer’s
face is small, either because speaker is powerful and does not fear retaliation or non-cooperation from hearer. E.g. Bring me wine, Jeenes.
Third, in cases where non-minimization likely occurs where doing the FTA Face Threatening Act is primarily in hearer’s interest. Thus,
sympathetic advice or warnings may be baldly on record. E.g. Careful He’s a dangerous man. Warning hearer against someone who could
threaten himher b.
Cases of FTA-oriented bald on record This case illustrates the way in which respect for face involves mutual
orientation, so that each participant attempts to foresee what the other participant is attempting to foresee. There are three subjects where one
would expect such pre-emptive invitations; First, Welcomings or post- greetings, where speaker insists that hearer may impose on his negative
face. e.g. Come in, don’t hesitate, I’m not busy. Second, Farewells, where speaker insists that hearer may transgress on his positive face by taking his
face. e.g. Go. Third, Offers, where speaker insists that it may impose on speaker’s negative face. e.g. Don’t bother, I’ll clean it up.
2. Positive Politeness
Brown and Levinson 1978, 1987:103-129 reveal the positive politeness strategy into:
a. Claim common ground
1 Speaker may convey that some want goal or desired object of hearer’s
admirable of interesting to speaker too STRATEGY 1. Notice, attend to hearer his interests, wants, needs, goods
e.g. What a beautiful vase this is Where did it come from? STRATEGY 2. Exaggerate Interest, approval, sympathy with hearer
e.g. What a fantástic gárden you have STRATEGY 3. Intensity interest to hearer ‘by making ‘a good story’
e.g. I come down the stairs, and what do you think I see? ─ a huge mess
all over the place, the phone’s off the hook and clothes are scattered all over …
2 Claim in-group membership with hearer
STRATEGY 4. Use in-group identify markers a.
Address forms There is several in-group memberships in English, as Mac, mate,
buddy, pal, honey, dear, duckie, luv, babe, Mom, blondie, brother, sister, cutie, sweetheart, guys, fellas.
e.g. Come here, buddy. b.
Use of in-group language or dialect Below is an example that is comparable to the switch within English,
from nickname to full name Gumperz, 1970:133:
First call : Come here, Johnny.
Second call : John Henry Smith, you come here right away.
c. Use of jargon or slang
e.g. Lend us two bucks then, wouldja Mac? d.
Contraction and Ellipsis e.g. Mind if I smoke?
3 Claim common point of view, opinions, attitudes, knowledge, empathy
STRATEGY 5. Seek Agreement a.
Safe Topics For an example, if your neighbor comes home with a new car and
you think it hideously huge and pollution-producing; you might still be able to say sincerely: “Isn’t your new car a beautiful color”
b. Repetition
Repetition is usually used to stress emotional agreement and those repeats go back and fourth for several conversational turn.
e.g. A: “John went to London this weekend” B: “To Lóndon”
STRATEGY 6. Avoid disagreement a.
Token Agreement in order to pretend to agree. e.g. A: “ Have you got friends?”
B: “I have friends. So-called friends. I had friends. Let me put it that way.
b. Pseudo-agreement speaker draws hisher own conclusion
e.g. I’ll meet you in the front of the theatre just before 8.0, then. c.
White lies e.g. Yes, I do like your new hat c.i. The speaker does not like the
hearer’s new hat d.
Hedging opinions Several hedges in English are sort of, kind of, like, in a way.
e.g. It’s really beautiful, in a way. STRATEGY 7. PresupposeRaiseAssert common ground
a. Gossip, small talk
This is just as a mark of friendship between speaker and hearer. b.
Point-of-view operations This is related to deixis.
c. Personal-centre switch: speaker to hearer
Speaker may speak as if hearer was speaker, or hearer’s knowledge was equal to speaker’s knowledge.
e.g. Oh dear, we’ve lost our little ball, haven’t we, Johnny? d.
Time switch It refers about the tense that shifts from past to present tense.
e.g. John says he really loves your roses. e.
Place switch The use of proximal rather than distal demonstratives here, this
e.g. on saying goodbye: This ?That was a lovely party.
f. Avoidance of adjustment of reports to hearer’s point of view
g. Presupposition manipulations
h. Presuppose knowledge of hearer’s wants and attitudes
i. Presuppose hearer’s values are the same as speaker’s values
j. Presuppose familiarity in speaker-hearer relationship
k. Presuppose hearer’s knowledge
STRATEGY 8. Joke Since jokes are based on mutual shared background knowledge and
values, jokes may be used to stress that shared background knowledge or those shared values. e.g. OK if I tackle those cookies now?
b. Convey that speaker and hearer are cooperators
1 Indicate speaker knows hearer’s wants and is taking them into account
STRATEGY 9. Assert or presuppose speaker’s knowledge of and concern for hearer’s wants.
e.g. I know you love roses but the florist didn’t have more, so I brought you geraniums.
2 Claim reflexivity
STRATEGY 10. Offer, promise e.g. I’ll drop by sometime next week.
STRATEGY 11. Be Optimistic e.g. I’ve come to borrow a cup of flour.
STRATEGY 12. Include both speaker and hearer in the activity e.g. Let’s have a cookie, then.
STRATEGY 13. Give or ask for reasons
e.g. Why not lend me your cottage for the weekend? 3
Claim reciprocity STRATEGY 14. Assume or assert reciprocity
e.g. “I’ll do X for you if you do Y for me” or “I did X for you last week, so you do Y for me this week” or vice versa.
c. Fulfill hearer’s want for some X
STRATEGY 15. Give gifts to hearer goods, sympathy, understanding, cooperation
Speaker may satisfy hearer’s positive face want by satisfying some of hearer’s wants.
3. Negative Politeness
Brown and Levinson 1978, 1987: 130-211 distinguish the doing of FTA into two categories:
a. On record → Be Direct
STRATEGY 1. Be conventionally indirect 1
Politeness and the universality of indirect speech acts Gordon and Lakoff 1971 drew attention to a systematic way of making
indirect speech acts in English: by stating or questioning a felicity condition. Yule 1996:50 says that felicity conditions are certain
expected or appropriate circumstances for the performance of a speech act to be recognized as intended.
2 Degrees of politeness in the expression of indirect speech acts
a The more effort a speaker expends in face-preserving work, the more
he will be seen as trying to satisfy hearer’s face wants. b
The strategic choices will be preferred over other strategies that satisfy the end to a lesser degree.
b. Redress to hearer’s want to be unimpinged upon
1 Don’t presumeassume
Make minimal assumptions about hearer’s wants, what is relevant to hearer.
STRATEGY 2. Question, hedge In literature, a ‘hedge’ is a particle, word, or phrase that modifies the
degree of membership of a predicate or noun phrase in a set. e.g. John is a true friend.
2 Don’t coerce H. Give hearer option not to do act:
a Be indirect
b Don’t assume hearer is ablewilling to do action
Hedged on illocutionary force, Hedges encoded in particles, Adverbial-clause hedges, Hedges addressed to Grice’s Maxims,
Hedges addressed to politeness strategies, and Prosodic and kinesic hedges.
c Assume hearer is not likely to do action
STRATEGY 3. Be pessimistic This strategy gives redress to hearer’s negative face by explicitly
expressing doubt that the conditions for the appropriateness of speaker’s
speech act obtain. In order to minimize threat, we should make explicit Rating of imposition, Power, Distance values. e.g. Couldwouldmight you
do X? STRATEGY 4. Minimize the imposition
One way of defusing the Face Threatening Act is to indicate that rating of imposition, the intrinsic seriousness of the imposition, is not in itself
great, leaving only distance and power as possible weighty factors. e.g. I just want to ask you if I can borrow a tiny bit of paper.
STRATEGY 5. Give deference There are two sides to the coin in the realization of deference: one in
which speaker humbles and abases himself and another where speaker raises hearer pays him positive face of a particular kind, namely that
which satisfies hearer’s want to be treated as superior. In both cases, hearer has a higher social status that speaker.
3 Communicate speaker’s want to not impinge on hearer
STRATEGY 6. Apologies By apologizing for doing an FTA, the speaker can indicate his
reluctance to impinge on hearer’s negative face and thereby partially redress that impingement. There are four ways to communicate regret or
reluctance to do an FTA: a
Admit the impingement e.g. I’m sure you must be very busy, but …
b Indicate reluctance
e.g. I normally wouldn’t ask you this, but … c
Give overwhelming reasons e.g. I can think of nobody else who could …
d Beg forgiveness
e.g. Excuse me, but … STRATEGY 7. Impersonalize speaker and hearer: Avoid the pronouns ‘I’ and
‘you’ a
Performatives; e.g. I tell you that it is so → It is so. b
Imperatives; e.g. Take that out c
Impersonal verbs; e.g. It looks to me like… d
Passive and circumstantial voices; e.g. I expect → It is expected e
Replacement of the pronouns ‘I’ and ‘you’ by indefinites; e.g. One shouldn’t do things like that rather than: You shouldn’t do things like that
f Pluralization of the ‘you’ and ‘I’ pronouns
g Address terms as ‘you’ avoidance; e.g. Excuse me, sirmiss’you
h Reference terms as ‘I’ avoidance; e.g. His majesty is nót amused in the
majesty i
Point-of-view distancing; e.g. I have beenwas wondering whether you could do me a little favor.
STRATEGY 8. State the FTA as some general social rule, regulation or obligation
e.g. ─
Passengers will please refrain from flushing toilets on the train ─ You will please refrain from flushing toilets on the train.
STRATEGY 9. Nominalize e.g. a You performed well on the examinations and we were favourably
impressed. b Your performing well on the examinations impressed us favourably.
c Your good performance on the examinations impressed us favourably. Here c seems more formal, more like a business letter than b, and b is
more than a. a seems a spoken sentence while c is a written one. So, as we nominalize the subject, the sentence gets more ‘formal’.
4 Redress other wants of hearer’s derivative from negative face
STRATEGY 10. Go on record as incurring a debt, or as not indebting hearer e.g. for requests
→ I’d be eternally grateful if you would … for offers
→ I could easily do it for you.
4. Off Record
Brown and Levinson 1978, 1987:213:227 classifies the off-record strategies by the kinds of clues that are presented by the speaker for the
intended inferences to be derived from: a.
Invite conversational implicatures, via hints triggered by violation of Gricean Maxim.
1 Violate Relevance Maxim
STRATEGY 1. Give hints a
Motives for doing action e.g. It’s cold in here c.i. Shut the window
b Conditions for action
e.g. That window isnt’ open STRATEGY 2. Give association clues
e.g. Are you going to market tomorrow? … There’s a market tomorrow, I suppose. c.i. Give me a ride there
STRATEGY 3. Presuppose e.g. I washed the car again today
Based on the example above, speaker presupposes that he has ever done it before and the use of again forces hearer to think about the relevance
of the presupposed prior event. It is relevant if speaker and hearer count the times each does the task, and this in turn is relevant because speaker and
hearer have agreed to share the task, then the criticism is implicated. 2
Violate Quantity Maxims STRATEGY 4. Understate
e.g. A: What do you think of Harry? B: Nothing wrong with him. c.i. I don’t like think he’s particularly
like it STRATEGY 5. Overstate
e.g. There were a míllion people in the Co-op tonight Based on the example of overstatement above could convey an excuse
for being late. STRATEGY 6. Use tautologies; e.g. Boys will be boys.
3 Violate Quality Maxims
STRATEGY 7. Use contradictions e.g. A: Are you upset about that?
B: Well, yes and no I am and I’m not. STRATEGY 8. Be ironic; e.g. Lovely neighborhood, eh? in a slum
STRATEGY 9. Use metaphors; e.g. Harry’s a real fish. c.i. He drinks swims is slimy is cold-blooded like a fish
STRATEGY 10. Use rhetorical question e.g. How many times do I have to tell you …? c.i. Too many
b. Be vague or ambiguous
1 Violate Manner Maxim
STRATEGY 11. Be ambiguous e.g. John’s a pretty sharp cookie.
Smooth The example above could be either a compliment or an insult,
depending on which of the connotations of sharp or smooth are latched on to.
STRATEGY 12. Be vague e.g. in criticism
→ Perhaps someone did something naughty. In some euphemism:
I’m going you-know-where. down the road for a bit. c.i. to the local pub
STRATEGY 13. Over-generalize; It relates to the use of proverbs. e.g. People who live in glass houses shouldn’t throw stones.
STRATEGY 14. Displace hearer
Tripp 1972:247 cites an example of this, where one secretary in an office asks another
─ but with negative politeness ─ to pass the stapler, in circumstances where a professor is much nearer to the stapler that the
other secretary. His face is not threatened, and he can choose to do it himself as a bonus ‘free gift’.
STRATEGY 15. Be incomplete, use ellipsis Elliptical utterances are legitimated by various conversational
contexts. e.g. Well, if one leaves one’s tea on the wobbly table …
C. Comic
