An Analysis Of Tenor On Some World’s Influencing Women Speeches
TENOR ANALYSIS ON SOME WORLD’S INFLUENCING WOMEN SPEECHES A THESIS BY AYU SUGIANTO REG. NO. 080705039
DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2012
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AUTHOR'S DECLARATION
I AM AYU SUGIANTO DECLARES THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCES IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON'S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGEMENTS IN THE MAIN TEXT OF THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.
Signed Date
: : 2nd September 2012
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COPYRIGHT DECLARATION
NAME
: AYU SUGIANTO
TITLE OF THESIS :
AN ANALYSIS OF TENOR ON SOME WORLD’S
INFLUENCING WOMEN SPEECHES
QUALIFICATION :
S-1/SARJANA SASTRA
DEPARTMENT :
ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATRA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.
Signed Date
: : 2nd September 2012
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ACKNOWLEDGEMENT
Alhamdulillah. First of all, the praise and grateful for Allah, the almighty, the sustainer that blessing and give the writer strength and chance to accomplish this thesis.
First and foremost, I want to thank my supervisor and my co-supervisor, Prof. T. Silvana Sinar, M.A Ph. D and Dra. Hj. Nilzami Raswief, M. Hum for the guidance, support, advice and constructive comments during the writing of this writer.
My sincere gratitude also goes to the head and the secretary of English Department, Dr. H. Muhizar Muchtar, M.S and Dr. Nurlela, M. Hum and all of the lecturers and the staffs of English Department for the facilities and opportunities given to me during my study in this university.
My special thanks are expressed for my beloved parents, Suriani and Sugianto. Thank you for giving a birth for me and make me alive until now. For my little brothers and sister, Egi, Ari and Putri, thank you for your absence in my life. I love you all so much.
Also I want to give a special thanks for my best friends, Silau, Njuu, Yosi, Rina, Ari, Aqis, Dewi, Sandra, Pame and Tami. Thank you for your support, attention and your jokes that always makes me enthusiasm, laugh and smile everyday. I do
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really appreciate every moments we have. Thanks for your friendship. I love you girls.
I also want to thank my 2008 friends. We are awesome and amazing. I proud to be the part of you and big thanks for my beloved sisters in 2009, Petra, Omi, Chyma, Mora, Yova and Melisa. Thanks for your support and helps girls. I love you.
And thanks for everyone that supporting me in this thesis. Medan, September 2012 Ayu Sugianto
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ABSTRACT
Skripsi ini berjudul “Tenor Analysis on Some World’s Influencing Women Speeches”. Tujuan dari penulisan skripsi ini adalah untuk memberikan gambaran bagaimana cara berbicara ataupun menyampaikan suatu pidato secara baik dan benar sehingga pesan yang ingin kita sampaikan dapat terealisasikan dan tersampaikan dengan baik dalam kaitannya dengan analisis tenor dalam konteks situasi. Sumber data yang digunakan dalam skripsi ini berasal dari internet dengan berbagai situs yang berbeda dan dalam menganalisa data-data dalam skripsi ini, penulis menggunakan metode kualitatif deskriptif dimana skripsi ini hanya menemukan kemudian menjelaskan dan tidak melibatkan metode perhitungan statistika. Penelitian ini kiranya juga dapat merangsang ketertarikan para pembaca untuk lebih mendalami teori dalam bidang linguistik, khususnya teori sistem fungsional linguistik. Kata kunci : konteks situasi, tenor
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TABLE OF CONTENTS
AUTHOR’S DECLARATION.........................................................................v COPYRIGHT DECLARATION .....................................................................vi ACKNOWLEDGEMENT...............................................................................vii ABSTRACT....................................................................................................ix TABLE OF CONTENTS.................................................................................x CHAPTER I. INTRODUCTION
1.1 Background of the Study................................................................1 1.2 Problems of the Study.....................................................................9 1.3 Objectives of the Study...................................................................9 1.4 Scope of the Study..........................................................................10 1.5 Significance of the Study................................................................10 1.6 Method of the Study........................................................................10
CHAPTER II. REVIEW OF LITERATURE 2.1 Text and Social Context.................................................................11 2.1.1 Context of Situation (Register)............................................11 2.1.2 Context of Culture (Genre)..................................................20 2.1.3 Ideology...............................................................................21 2.2 Public Speaking..................................................................21 2.2.1 The Definition of Public Speaking............................21 2.2.2 The Elements of Public Speaking..............................22 2.2.3 The Purposes of Public Speaking..............................24 2.2.4 Making Effective Speaking.......................................25
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CHAPTER III METHOD OF RESEARCH 3.1 Research Design...............................................................26 3.2 Sources of Data.................................................................26 3.3 Technique of Collecting Data...........................................27 3.4 Technique of Analyzing Data...........................................27
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS 4.1 Data Analysis.................................................................28 4.2 Research Findings...........................................................39
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion.....................................................................43 5.2 Suggestion......................................................................44
REFERENCES..............................................................................................45 APPENDIXES
i. Biography of Condoleezza Rice ii. Biography of Hillary Clinton iii. Hillary Clinton text as prepared for delivery to the Democratic
National Convention iv. Condoleezza Rice text at the American University in Cairo. v. Hillary Clinton text in Newseum, Washington, D.C. vi. Condoleezza Rice text at Washington, D.C
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ABSTRACT
Skripsi ini berjudul “Tenor Analysis on Some World’s Influencing Women Speeches”. Tujuan dari penulisan skripsi ini adalah untuk memberikan gambaran bagaimana cara berbicara ataupun menyampaikan suatu pidato secara baik dan benar sehingga pesan yang ingin kita sampaikan dapat terealisasikan dan tersampaikan dengan baik dalam kaitannya dengan analisis tenor dalam konteks situasi. Sumber data yang digunakan dalam skripsi ini berasal dari internet dengan berbagai situs yang berbeda dan dalam menganalisa data-data dalam skripsi ini, penulis menggunakan metode kualitatif deskriptif dimana skripsi ini hanya menemukan kemudian menjelaskan dan tidak melibatkan metode perhitungan statistika. Penelitian ini kiranya juga dapat merangsang ketertarikan para pembaca untuk lebih mendalami teori dalam bidang linguistik, khususnya teori sistem fungsional linguistik. Kata kunci : konteks situasi, tenor
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
Language has a very important function for every human being in this world, that is to express their thought, intention, feelings and so on in the form of oral and written communication or gestures. Many factors influence the use of language, and one of them is a social factor. The social factor that involves is called register, genre and ideology.
Register or context of situation is one of language varieties. Register " is the set of meanings, the configuration of semantic patterns, that are typically drawn upon under the specific conditions, along with the words and structures that are used in the realization of these meanings" (Halliday, 1978:23). Register analysis is concerned with the variables of field, tenor, and mode. In considering these three variables, Halliday is making a claim that-of all the things going on in a situation at a time of language use-only these three variables have a direct and significant impact on the type of language that will be produced.
Field refers to "what is happening, to the nature of the social action that is taking place," mode concerns "what it is that the participants [of a transaction] are expecting language to do for them in that situation," and tenor has to do with who are taking part in the transaction as well as the "nature of the participants, their status and roles” (Hasan and Halliday,
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1985:12). These three register variables delineate the relationships between language function and language form. In other words, a register is constituted by "the linguistic features which are typically associated with a configuration of situational features—with particular values of the field, mode and tenor" (Halliday, 1976:22). For example, the tenor of a text, which concerns the relationship between the addresser and the addressee, can "be analysed in terms of basic distinctions such as polite-colloquial-intimate, on a scale of categories which range from formal to informal.”
Genre or context of culture is "a set of communicative events, the members of which share some set of communicative purposes". Genre can be thought of as the general framework that gives purpose to interactions of particular types, adaptable to the many specific contexts of situation that they get used in" (Eggins, 1994:32). It provides "a precise index and catalogue of the relevant social occasions of a community at a given time" (Kress, 1985:20).
Ideology is "basic systems of fundamental social cognitions and organising the attitudes and other social representations shared by members of groups" (Van Dijk in Eggins). As "a more abstract contextual dimension" of the systemic approach, ideology denotes "the positions of power, the political biases and assumptions that all social interactants bring with them to their texts" (Eggins and Martin, 1997:237).
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This paper attempts to apply one of the three types of register system of analysis, it is tenor. In this analysis, tenor will be discussed through the scripts of Hillary Clinton and Condoleezza Rice’s Speeches.
The writer chose the mentioned speeches of texts due to two reasons. Firstly, their speeches can make a vast difference in human’s ability to influence decisions in speaking in the public sectors. In a public speaking, a person has the opportunity to deliver an interrupted message to a few individuals or a few million individuals. The ability to communicate effectively is essential both to individuals and society. The value of effective communication extends into the political arena. The second is that their speeches are interesting because they are the best female communicators in public speaking that can be learned by women all over the world especially as their necessary speaking skills and insights of women natural communication.
As has been stated formerly that tenor analysis has been placed under the discussion of the interpersonal meaning which is concerned with the interaction between the speaker and addressee; influence the speakers’ behaviour and their expression of their viewpoint. In this case of the two speakers mentioned above as the data source are relevant to be analyzed to prove people’s strong beliefs in the truth of their message. Tenor analysis is also suitable to be applied to explore the communication process in order to reach the objective of this analysis in women’s speech performances. The writer plans to describe three parts of tenor analysis, namely status or power, contact and affective involvement (Cate Poynton in Eggins 1994 : 100).
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Based on public perception, women have less knowledge or ability to address political topics than men. This is a real dilemma and reason enough to consider developing women public speaking skills. Women are regarded have generally experienced difficulty in accommodating to the argumentative, or adversial, style of speaking. (Elizabeth J. Natalie and Fritzie R. Bodenheimer, 2004)
So that in this thesis the writer will bring some world’s prominent women who essentially influence people. Through their thoughts, their charisma, and their grace attitude people praise them. Hillary Clinton and Condoleezza Rice are world’s most influencing women (based on polling in a famous site in www.forbes.com/power-women/ in 2010, 2011 and 2012).
Hillary Clinton was born on October 26, 1947 in Chicago, Illinois. Hillary was the eldest daughter of Hugh Ellsworth Rodham, a prosperous fabric store owner and Dorothy Emma Howell Rodham. Hillary had two younger brothers, including Hugh E. Rodham (born in 1950) and Anthony Rodham (born in 1954).
As a young woman, Hillary Rodham was active in young Republican groups and campaigned for Republican presidential nominee Barry Goldwater in 1964. She was inspired to work in some form of public service after hearing a speech in Chicago by the Reverend Martin Luther King and became a Democrat in 1968.
Rodham attended Wellesley College; she was active in student politics and was elected Senior Class president before she graduated in 1969.
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She then attended Yale Law School, where she met Bill Clinton. Graduating with honors in 1973, she also attended one post-graduate year of study on children and medicine at Yale Child Study Center.
Hillary worked at various jobs during her summers as a college student. In 1971, she first came to Washington, D.C to work on U.S. Senator Walter Mondale's subcommittee on migrant workers. In the summer of 1972, she worked in the western states for the campaign of Democratic presidential nominee George McGovern.
In the spring of 1974, Rodham became a member of the presidential impeachment inquiry staff, advising the Judiciary Committee of the House of Representatives during the Watergate Scandal. After President Richard M. Nixon resigned in August, she became a faculty member of the University of Arkansas Law School in Fayetteville, where her Yale Law School classmate and boyfriend Bill Clinton was teaching as well.
Rodham married Bill Clinton on October 11, 1975, at their home in Fayetteville. In 1976, she worked on Jimmy Carter's successful campaign for president while husband Bill was elected Attorney General. He was elected governor in 1978 at age 32, lost re-election in 1980, but came back to win in 1982, 1984, 1986 (when the term of office was expanded from two to four years) and 1990.
Hillary joined the Rose Law Firm in Little Rock and in 1977 was appointed to part-time chairman of the Legal Services Corporation by President Carter. As First Lady of Arkansas for a dozen years (1979-1981,
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1983-1992), she chaired the Arkansas Educational Standards Committee, cofounded the Arkansas Advocates for Children and Families and served on the boards of the Arkansas Children's Hospital, Legal Services and the Children's Defense Fund. She also served on the boards of TCBY and Wal-Mart. In 1988 and 1991, The National Law Journal named her one of the 100 most powerful lawyers in America. During the 1992 presidential campaign, she emerged as a dynamic and valued partner of her husband, and as president he named her to head the Task Force on National Health Reform (1993). The controversial commission produced a complicated plan which never came to the floor of either house. It was abandoned in September 1994.
In January of 2009, Hillary Clinton became the 67th Secretary of State, the third woman and the only former First Lady to serve in this capacity. The position’s duties are to serves as the primary advisor on foreign affairs to the President and also enact presidential policy decisions through her department, which also includes the U.S. Foreign Service. She is also responsible for negotiating with foreign leaders on policy and treaties, granting passports, suggesting and advising the President on individuals for the posts of ambassador, consul and minister, and on which foreign government representatives to receive or dismiss.
Hillary Clinton has continued to enjoy a diverse and unprecedented career in public service. In a 15 July 2009 speech to the Council on Foreign Relations, she offered her forecast of the challenges and opportunities of the U.S. as it entered the second decade of the 21st Century: "We are determined to channel the currents of change toward a world free of violent extremism,
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nuclear weapons, global warming, poverty, and abuses of human rights, and above all, a world in which more people in more places can live up to their God-given potential.”
Not only the press and public of the U.S. but much of the world continued its avid interest in the life of Hillary Clinton, from her career to the July 2010 wedding of her only child, daughter Chelsea.
Concoleezza rice is a woman of force and character, beauty and charm who has reached the highest level of power in the United States Government. Rice was born in 1954 in Birmingham, Alabama. Her parents, John Wesley Rice Jr. And Angelena were both educators. Angelena loved opera and she named her only child after an Italian-language term, con dolcezza. It is used in musical notation and means “to play with sweetness”.
Condoleezza began her education home-schooled by her mother during her first year. The program included learning the piano. At second grade she was placed in a segregated school. Eventually her father got a job at the University of Denver in Colorado, and Condoleezza attended high-school at a private Catholic school there. She graduated at a very young age and attended Denver University even as she finished her last year of high-school. She would go on to receive her Masters (Notre Dame) and Doctorate (Denver University) in Soviet Studies.
Her early career is marked by stunning and rapid advancement. She was hired at Stanford as an assistant professor and soon got tenure. Because of her expertise in the Soviet Union she came to the attention of Brent
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Scowcroft who hired her on at the National Security Council as an adviser to President Bush where she helped greatly in forming U.S. policy in response to the fall of the Soviet Union and the re-unification of Germany.
After a two year stint at the NSC. Condoleezza returned to Stanford to become provost (the person in charge of the internal running of the university). Yet in 1999, the younger George Bush asked her to help with his presidential campaign. Soon she became involved in politics and was a great help, especially in foreign policy matters. When Bush won the election she was appointed his national security adviser.
During her time at NSC the United States was attacked on September 11, 2001. The U.S. responded by invading Afghanistan and subsequently engaged in the Iraq War. Condoleezza Rice helped to coordinate efforts to bring democracy to Iraq once the war was won. In recognition of her knowledge and abilities Condoleezza Rice became Secretary of State in George W. Bush's second term.
Condoleezza Rice became one of the most influential women in the world of global politics when President George W. Bush named her as his national security adviser in December of 2000. Her role became extremely important after the September 11, 2001, attacks on New York City and the Pentagon in Washington. Rice has played a crucial part in shaping the most aggressive U.S. foreign policy in modern history, with wars launched against Afghanistan and Iraq during her time in office.
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Each has excellent public speaking skills, but those skills are complemented by a persona that helps the speaker obtain her goals. They can effect many people to do what they want, what they are thinking about, their persuation or opinion about what happened in their country or other countries. They use their intelligence to gather belief’s society of them and make them have a big power and respected by a lot of people although they are women.
1.2 Problems of the Study Based on the research background above, the problems of this study
can be divided as the following : a. How is the configuration status in the speech of Hillary Clinton and Condoleeza Rice? b. How is the configuration contact in the speech of Hillary Clinton and Condoleeza Rice? c. How is affective involvement stated in the speech of Hillary Clinton and Condoleeza Rice?
1.3 Objectives of the Study The objectives of the study are :
a. To find out and explain the status that are used in Condoleezza Rice and Hillary Clinton’s speeches.
b. To find out and explain the contact that are used in Condoleezza Rice and Hillary Clinton’s speeches.
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c. To find out and explain the affective involvement that are used in Condoleezza Rice and Hillary Clinton’s speeches.
1.4 Scope of the Study The scope of the study is limited to the analyzing of aspects of tenor
in some world’s influencing women speeches in context of situation in discourse analysis study because tenor is concerned more with the interaction between the speaker and addressee; influence the speakers’ behaviour and their expression of their viewpoint, and their strong beliefs in the truth of their message.
1.5 Significance of the Study
The study is expected to share and give knowledge about how to analyze speech with tenor in context of situation to the reader and what the correlation between the speech and the speaker; how women’s speech can influence many people.
1.6 Method of the Study
In analyzing tenor on some world’s influencing women speeches, I apply descriptive qualitative research. The findings in this research are not gained through statistics procedure or other counting. The purpose of this research is to describe the correlation between the dimensions of status or power, contact and affective involvement in some world’s influencing women speeches.
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CHAPTER II
REVIEW LITERATURE
2.1 Text and Social Context
In terms of utterances, “text” is the linguistic content: the stable semantic meanings of words, expressions, and sentences, but not the inferences available to hearers depending upon the contexts in which words, expressions, and sentences are used. So in other words, context is always being together with text. Text in use can be written or spoken. When it is written text, it is signaled by punctuations; however, spoken text involves a number of speakers whom takes turn everything that said or written form in context is referred to as social context. Social context consists of :
a. Context of Situation (Register) b. Context of Culture (Genre) c. Ideology
2.1.1 Context of Situation (Register) Context of situation or register refers to a variety of language
that varies according to the using of language in different situations. Halliday and Hasan (1975) identifying three variables, or contextual dimensions that impact on language use: field, tenor and mode. Register is important in systemic linguistics because it is seen as the linguistic consequence of interacting aspects of context. An
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anthropologist, Branislaw Malinowski claimed that language only
becomes intelligible when it is placed within its context of situation.
In coining this term, Malinowski wanted to capture the fact that the
situation in which words are uttered ‘can never be passed over as
irrelevant to the linguistic expression’, and that ‘the meaning of any
single word is to a very high degree dependent on its context’
(Malinowski, 1946 : 307)
In the following extended quotation, it can be seen that
Malinowski was making an important association, between the fact
that language only makes sense (only has meaning) when interpreted
within its context and the claim that language is a functional resource
(i.e. language use is purposeful) :
It should be clear at once that the conception of meaning as contained in an utterance is false and futile. A statement, spoken in real life, is never detached from the situation in which it has been uttered. For each verbal statement by a human being has the aim and function of expressing some thought or feeling actual at that moment and in that situation, and necessary for some reason or other to be made known to another person or persons – in order either to serve purposes of common action, or to establish ties of purely social communion, or else to deliver the speaker of violent feelings or passions ... utterance and situation are bound up inextricably with each other and the context of situation is indispensable for the understanding of the words ... a word without linguistic context is a mere figment and stands for nothing by itself, so in reality of a spoken living, tongue, the utterance has no meaning except in the context of situation. (Malinowski, 1946 : 307)
Malinowski thus considered that, at least in primitive cultures,
language was always being used to do something. Language
functioned as ‘a mode of action’(Malinowski, 1946 : 312).
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One scholar who developed a more general theory of meaningin-context, influenced by Malinowski’s work, was the linguist J.R. Firth (1935, 1950, 1951). With a life-long interested in the semantics of language, Firth extended the notion of context of situation to the more general issue of linguistic predictability. Firth pointed out that given a description of a context can be predicted what language will be used. Predictability also works in the other direction : given an example of language use (text), it can made prediction about what was going on at the time that it was produced.
In trying to determine what were the significant variables in the context of situation that can make such predictions, Firth suggested the following dimensions of situations : A. The relevant features of participants : persons, personaloties. (i) The verbal action of the participants. (ii) The non-verbal action of the participants. B. The relevant objects. C. The effect of the verbal action. (Firth, 1950/57 : 182)
Following in the functional-semantic tradition pursued by Firth, Halliday (1978: 10) points out, “the context of situation is a theoretical construct for explaining how a text relates to the social processes within which it is located”, and consists of three components: the main social activity taking place, the people involved in it (plus the way they relate to one another), and the roles and
functions of the text within this social activity −known
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technically in systemic functional linguistics as ‘field’, tenor and mode.
2.1.1.1 Field Field can be described as the social action : “what is actually
taking place” and it refers to what is happening, to the nature of the social action that is taking place : what (activity/topic) is it that the participants are engaged in, in which the language figures as some essential component” (Halliday & Hasan, 1985 :12).
Martin (1986) defines field as “a set of activity sequences oriented to some global institutional purpose”, and he includes taxonomies, configurations and activity sequences in the discussion of field of discourse. The discussion of field, according to Martin (1992 : 292), can be divided into the following : (1) Taxonomies of actions, people, places, things and qualities, (2) Configurations of actions with people, places, things and qualities and
of people, places and things with qualities; and (3) Activity sequences of these configuratioins.
Following the Systemic Functional Theory’s hypothesis that the intrinsic functional organisation of language closely interacts with and corresponds to the extrinsic functional organisation of social context. It is argued that field is closely related to the ideational metafunction, tenor to the interpersonal metafunction and mode to the textual metafunction (Halliday, 1978 : 143, Martin, 1993 : 145-146). With this argument, an analysis of field would be associated with an analysis of the experiential
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and logico-semantic aspects within the transitivity and clause complexity system representation analysis.
2.1.1.2 Mode Mode can be described as the symbolic organization : “what role
language is playing “ and it refers to what part language is playing, what is it that the participants are expecting the language to do for them in the situation : the symbolic organization of the text, the status that the text has, and its function in the context, including the channel (is it spoken or written or some combination of the two). (Halliday and Hasan, 1985 : 12).
Mode is the kind of role that language is playing in a text-creating social interaction. Hasan specifies mode of discourse-in-text into two dimensions : (1) channel, and (2) medium (Halliday and Hassan, 1985 : 12). The notion of channel relates to the question of whether the text comes to the participants through their eyesor whether the text comes to the participants through their ears, finger tips or other body parts or senses. In the first case, it is visual; in the second case, it is non-visual. On the other hand, the notion of medium relates to the question of whether the text comes to the participants when the text is still being processed or created (not yet finished, still a process), or whether the text comes to the participants when the text has already been processed or created (already finished, already a finished product). In the first case, it is spoken; in the second case, it is written.
Martin states that mode can be interpreted in terms of distance which can be further divided into (1) experiental distance, and (2)
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spatial/interpersonal distance. The distance between speaker and listener is known as feedback which can be further divided into immediate feedback and delayed feedback (Martin, 1984 : 26).
A spatial/interpersonal distance mode of the immediate feedback type maybe represented by an active casual conversation or an active conversing lecture, whereas a spatial/interpersonal distance mode of the delayed feedback type maybe represented by a one-way communication such as that of a radion mode. On the other hand, an experiential distance maybe represented by a distance between language and the social process occuring (Eggins, 1994 : 54).
With reference to lecture discourse mode, it can be characterised that immediate feedback is the active conversing lecture while the delayed feedback is apt for monologuing lecture. Referring to the experiential distance, for example, in the conversing lecture language is used for asking questions, for checking, explaining and giving tasks so the patterns flow. In such a situation, it is the language as action but where the mode is not spontaneous and monologic, the language is used as reflection.
2.1.1.3 Tenor Tenor can be described as the role structure : who is taking part
and it refers to who is taking part, to the nature of the participants, their statues and roles : what kinds of role relationship obtain among the participants, including permanent and temporary relationships of one kind or another, both the types of speech role that they are taking on in
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the dialogue and the whole cluster of socially significant relationships in which they are involved.. (This notion includes what Halliday (1978 : 33) refers to as the “degree of emotional charge” in the relationship).
Building on pioneering studies of language variation and role relationship variables such as formality, politeness, and reciprocity (Brown and Gilman in Eggins, 1994 : 100). Poynton in Eggins (1994 : 100) has suggested that tenor can be broken down into three different continua. a. Power (status), which positions situations in terms of whether the roles we are playing are those in which we are of equal or unequal power. Power (status) influenced by wealth, ethnicity, social position, age, geographical origin, knowledge, and physical appearance. Examples of roles of equal power are those of friends; examples of roles unequal (non-reciprocal) power would be those of boss/employee. A : Shandy, could you bring those books to the office? B : Yes, I could sir b. Contact, which positions situations in terms of whether the roles we are playing are those that bring us into frequent or infrequent contact. For example, contrast the frequent contact between spouses, with the occasional contact with distant acquaintances. A : Do you like him? B : Yes. c. Affective involvement, in which situations can be positioned according to whether the roles we are playing are those in which the affective involvement between us is high or low. This dimension refers
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to the extent to which we are emotionally involved or committed in a situation. For example, friends or lovers are obviously affective involvement, whereas work associates are typically not?
Affect deals with the positive or negative feelings of the author. The feelings can be expressed directly or implied. Direct expression of feelings can be done by the exploiting attitudinal lexes the words showing specific emotions feeling can also be indirectly expressed by describing the behaviour that indicate the state of the feelings. Negative feeling of being worried, for example can be shown by describing how the participants recklessly wander from one point of space to another. (Eggins, 1994 : 63-64) A : Darl, can you wake me up at 6 o’clock tomorrow morning? B : ok babe.
Poynton’s study of vocatives in Australian English has suggested that there are correlations between the dimensions of power, contact and affect and the choice of vocatives. It appears that : a. When power is equal, vocative use is reciprocal : if I call you by your
first name, you will call me by my first name. Or if I use title plus surname, so will you. b. Where power is unequal, vocative use will be non-reciprocal : you may call your doctor ‘Dr. Bloggs’, but he may call you ‘Peter’. c. Where contact is frequent, we often use nicknames : Johnno, Pete, Shirl, etc. d. Where contact is infrequent, we often have no vocatives at all (e.g. the clerk at the post office, or the bus driver).
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e. Where affective involvement is high, we use diminutive forms of names and terms of endearment : Georgie-Porgie, Darl, Honey, Bro.
f. Where affective involvement is low, we use formal ‘given’ names : Peter, Suzanne, Anne.
Aside from vocatives, there are many other significant ways in which these dimensions of tenor impact on language use. For example, in casual conversations (where you are talking not to achieve any clear pragmatic purpose but are just cheating), it can be seen a clear correlation between the tenor variables and both the length and the type of interraction : a. Where both affective involvement and contact are low (e.g.
conversation with neighbour), conversations tend to be fairly brief; whereas with high affective involvement and frequent contact (e.g. with friends), conversations can go on for hours. b. In addition, where affective involvement and contact are low, the conversation will emphasize consensus and agreement; whereas where contact and affect are high, the conversation is likely to be characterized by controversy and disagreement (Eggins 1994 : 102).
One of realizations of the tenor of the situation can be seen in the choice of mood and related grammatical areas.
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2.1.1.3 Context of Culture (Genre) Context of culture is termed as genre. According to Martin, genre
is a term that is defined to capture the notion of context of culture, which stands as one of the semiotic systems outside language, which is not intrinsically part of his register plane but one level above it. In this respect the relation between genre, register and language is one of realization : genre is realized by register and language, register is realized by language.
A genre is realized and characterized by a structure characteristic of its own and Martin (1984) refers to that structure in question as schematic structure, which is roughly equivalent to Halliday’s generic structure. A schematic structure of genre represents as overall organizational pattern of the genre-in-text. When speakers/listeners as members of a certain culture use a language, they interact socially and become the procedures of a genre of aparticular kins, and this genre is the speakers/listeners’ product characteristic of the given culture. That is, the speakers/listeners’ genre has certain distinctive properties or features of its own. Genres is classified into many different types as there are recognizable social activity types in our culture. They are : a. literary genres : short stories, autobiographies, ballads, sonnets, etc. b. Popular fiction genres : romantic novels, sitcoms c. Popular non-fiction genres : profiles, revioews, recipes, etc. d. Educational genres : tutorials, report/essay writing. Lectures, etc.
(Eggins : 1994)
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2.1.3 Ideology Ideology is "basic systems of fundamental social cognitions and
organising the attitudes and other social representations shared by members of groups" (van Dijk in Eggins, 1994). Ideology is rooted in the practices of its society. Ideology is a semiotics; therefore decision can be best understood by applying semiotic procedures. All perception involves theory or ideology and there are no “raw”, uninterrupted or theory free facts. A social construct that says ideally what one should or should not do as a member of the community.
Ideology functions as a guide to act (potentially) and a filter to react (defend). Community in forms of race or ethnicity, age, sex/gender and aspirations applies ideology and consequently perception of the world varies. The perception is realized in varies modes; one of which is language and hence is realized in linguistic varieties. Ideology determines culture, which in turn rules out elements of context of situation.
2.2 Public Speaking 2.2.1 The Definition of Public Speaking
Public speaking is powerful communication tool by which people can share or sell their ideas to others. Because it is a form of human communication that calls for a variety of thinking, language, and behavioral skills, it is often considered the mark of a successful person (Linda and Dick Heun, 1986).
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2.2.2 The Elements of Public Speaking Every communicative event, even those involving the same person, is
unique, because people and situations change with time. In spite of this, there are common elements in each communicative situation. Public speaking shares seven elements with other forms of human communication : sender, message, media or channel(s), receiver(s), feedback, barrier(s) or interference and communication situation (Linda and Dick Heun, 1986).
The sender or speaker is the person who sends the message. The message is developed by the sender and represents the meanings the sender chooses to share with the receiver. Messages consist of verbal and nonverbal symbols. verbal symbols are words that represent the meanings intended; nonverbal symbols are means other than words, such as facial expressions, body movements, and vocal stress, that are used to represent meanings. The channel is the means by which the message is sent. A speech can reach the listeners by using media varieties : radio, television, public-address system or direct voice communication.
The receiver is the person receiving the sender’s message. The messages are received through five human senses. For example, a television advertisement is received through the eyes(sight) and ears(sound). Feedback is the response message(s) sent by the receiver to the sender during or after the message has been received and understood. Feedback can consists of verbal and nonverbal symbols.
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Barrier(s) or interference include three factors : a) External interference, appears from outside of the listener such as
baby’s crying, someone’s cough, someone speak loudly outside the room of the speaking, etc. b) Internal interference, appears from the listener maybe have an emotional feeling with his/her problem, maybe the listener tired or something else. c) Speaker-generated interference, often appears when the sender uses difficult, not familiar or unknown words to the listeners. The speakergenerated interference may also happened when the speaker wears bizarre clothing, some of the listeners maybe just look at the clothes of the speaker than concentrate to the speech itself. And the last element is communication situation. The communication situation includes both the physical aspects of the speecsetting itself (place, time and layout of room and objects) and the relationship between the speaker and listener (roles and attitudes). These seven elements function on three levels of human communication- intrapersonal, interpersonal and public communication. Intrapersonal communication refers to the communication that the speakers have with themselves. Interpersonal communication refers to communication the speakers have with one person or a group of people in which the roles of sender and receiver change often. And public communication refers to the communication of a continuous message by one person to call up a response within a specific group of people called an audience.
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Public speaking differs from the other levels in two ways: (1) in public speaking, the message is called a speech and is a continuous oral statement from the speaker. (2) In public speaking, the audience’s attention on the speaker.
Public speaking involeves speaker and audience choice making that is speakers choose appropriate speech content to achieve their speech purpose and audience make choices depending on their listening goals.
2.2.3 The Purposes of Public Speaking Public speaking can be classified in terms of the desired audience
response : a.` Informative speaking Informative speaking is one of which the speaker’s general purpose is make the audience understand something new or gain a new perspective on something audience members already know. b. Persuasive speaking Persuasive speaking is one of which the speaker’s general purpose is to influence and make the audiences believes of what the spaeker saying. c. Entertaining speaking With entertaining speaking, the apeaker’s purpose is to make the audience enjoy of themselves.
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2.2.4 Making Effective Speaking In making effective speaking, it is depend on how well the speaker is
able to put the ideas into words. Thus, there are several guidelines for using language effectively in public speaking. First, be accurate in both vocabulary and grammar. Further, use language that is appropriating to the audience, the occasion and the the speaker itself. Define jargon in an effort to be clear. Select concrete words that will allow the listeners to form more precise meanings. Finally, choose words that are interestung, and consider using alliteration, rhyme, repetition, personification, metaphors, similes that draw from shared cultural references. (Clella Jaffe, 2003 : 264)
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CHAPTER III
METHOD OF RESEARCH
3.1 Research Design
This research used descriptive qualitative research. Descriptive qualitative research is the research whose findings are not gained through statistics procedure or other counting procedure. The purpose of this research is to describe the correlation between the dimension of power or status, contact and affect in speeches by the person that taking part.
3.2 Sources of Data
The sources of data are the transcript of Condoleezza Rice and Hillary Clinton’s speech as the following :
1. Hillary Clinton text as prepared for delivery to the Democratic National Convention on August 26,2008, delivered to Americans.
2. Condoleezza Rice text at the American University in Cairo on June 20, 2005, delivered to Egyptians.
3. Hillary Clinton text as Secretary of State in Newseum, Washington, D.C on January 21, 2010, delivered to Americans.
4. Condoleezza Rice text at Washington, D.C on January 18, 2005, delivered to the Senate Foreign Relations Committee as a confirmation hearing for National Security Adviser Condoleezza Rice to replace Colin Powell as Secretary of State.
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3.3 Technique of Collecting Data According to Arikunto (1998 : 18) there are six types of methods in
collecting data, i.e. test, questionnaire, observation, interview, upgrade scale, and documentation method. In this writing, the writer uses the documentation method and the datas which are the speeches of Condolezza Rice and Hillary Clinton taken from internet.
3.4 Technique of Analyzing Data The data will be analyzed by the following procedures :
1. Collecting the data. 2. Identifying the system of tenor 3. Categorizing them into three parts (a) power or status, (b) contact, (c)
affective involvement. 4. Find out and describe the status or power, contact, and affective involvement
that Condoleezza Rice and Hillary Clinton use in their speech.
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CHAPTER IV
DATA ANALYSIS AND RESEARCH FINDINGS
4.1 Data Analysis
Data of this research are taken from the internet. There are four transcript speeches of the speakers. The speeches of the the data are political speech of Hillary Rodham Clinton as prepared for delivery to the Democratic National Convention, political speech of Hillary Rodham Clinton as Secretary of State at the Newseum, Washington, D. C, political speech of Condoleezza Rice as Senate Foreign Relations Committee at Washington, D.C and political speech of Concoleezza Rice as Secretary of State at the American University in Cairo. All the speeches are analyzed to identify the register type of the status, contact and affection involved in the texts. In those speeches, the writer got three important findings that, firstly the status of Hillary Rodham Clinton and Condoleezza Rice is equal status secondly, their contact is infrequent and finally the affective involvement is low which are explained in the following.
4.1.1 Status
Status (power), which position in terms of whether the roles are playing, are those in equal or unequal power . In the speeches of Hillary Rodham Clinton and Condoleezza Rice, it is found that the status is equal but, there are a few moments when both of the speakers used uequal status that
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made themselves lower than the addressee or the hearers. Here are some examples of data analysis in Hillary Rodham Clinton and Condoleezza Rice’s speeches. There are two kinds of status found in the text, the first is equal status and the second is unequal status.
4.1.1.1 Equal status Hillary Clinton’s text as prepared for delivery to the Democratic National Convention shows the status in the tenor relationship when addressing ‘Barrack Obama’,’you’,’we’,’us’,’McCain’ and ‘our’.
(1) I am honored to be here tonight. A proud mother. A proud Democrat. A proud American. And a proud supporter of Barack Obama.
(2) Whether you voted for me, or voted for Barack, the time is now to unite as a single party with a single purpose. We are on the same team, and none of us can sit on the sidelines.
(3) No way. No how. No McCain. (4) Barack Obama is my candidate. And he must be our President.
Condoleezza Rice’s text at the American University in Cairo shows the status in terms of tenor relationship when addressing ‘Muhammad Ali’,’Anwar Sadat’,’Ladies and Gentlemen’ and ‘we’. (5) Throughout its history, Egypt has always led this region through
its moments of greatest decision. In the early 19th century, it was the reform-minded dynasty of Muhammad Ali that distinguished Egypt from the Ottoman Empire and began to transform it into the
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region's first modern nation. In the early 20th century, it was the forward-looking Wafd Party that rose in the aftermath of the First World War and established Cairo as the liberal heart of the "Arab Awakening." And just three decades ago, it was Anwar Sadat who showed the way forward for the entire Middle East -beginning difficult economic reforms and making pe
DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2012
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AUTHOR'S DECLARATION
I AM AYU SUGIANTO DECLARES THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCES IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON'S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGEMENTS IN THE MAIN TEXT OF THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.
Signed Date
: : 2nd September 2012
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COPYRIGHT DECLARATION
NAME
: AYU SUGIANTO
TITLE OF THESIS :
AN ANALYSIS OF TENOR ON SOME WORLD’S
INFLUENCING WOMEN SPEECHES
QUALIFICATION :
S-1/SARJANA SASTRA
DEPARTMENT :
ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATRA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.
Signed Date
: : 2nd September 2012
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ACKNOWLEDGEMENT
Alhamdulillah. First of all, the praise and grateful for Allah, the almighty, the sustainer that blessing and give the writer strength and chance to accomplish this thesis.
First and foremost, I want to thank my supervisor and my co-supervisor, Prof. T. Silvana Sinar, M.A Ph. D and Dra. Hj. Nilzami Raswief, M. Hum for the guidance, support, advice and constructive comments during the writing of this writer.
My sincere gratitude also goes to the head and the secretary of English Department, Dr. H. Muhizar Muchtar, M.S and Dr. Nurlela, M. Hum and all of the lecturers and the staffs of English Department for the facilities and opportunities given to me during my study in this university.
My special thanks are expressed for my beloved parents, Suriani and Sugianto. Thank you for giving a birth for me and make me alive until now. For my little brothers and sister, Egi, Ari and Putri, thank you for your absence in my life. I love you all so much.
Also I want to give a special thanks for my best friends, Silau, Njuu, Yosi, Rina, Ari, Aqis, Dewi, Sandra, Pame and Tami. Thank you for your support, attention and your jokes that always makes me enthusiasm, laugh and smile everyday. I do
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really appreciate every moments we have. Thanks for your friendship. I love you girls.
I also want to thank my 2008 friends. We are awesome and amazing. I proud to be the part of you and big thanks for my beloved sisters in 2009, Petra, Omi, Chyma, Mora, Yova and Melisa. Thanks for your support and helps girls. I love you.
And thanks for everyone that supporting me in this thesis. Medan, September 2012 Ayu Sugianto
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ABSTRACT
Skripsi ini berjudul “Tenor Analysis on Some World’s Influencing Women Speeches”. Tujuan dari penulisan skripsi ini adalah untuk memberikan gambaran bagaimana cara berbicara ataupun menyampaikan suatu pidato secara baik dan benar sehingga pesan yang ingin kita sampaikan dapat terealisasikan dan tersampaikan dengan baik dalam kaitannya dengan analisis tenor dalam konteks situasi. Sumber data yang digunakan dalam skripsi ini berasal dari internet dengan berbagai situs yang berbeda dan dalam menganalisa data-data dalam skripsi ini, penulis menggunakan metode kualitatif deskriptif dimana skripsi ini hanya menemukan kemudian menjelaskan dan tidak melibatkan metode perhitungan statistika. Penelitian ini kiranya juga dapat merangsang ketertarikan para pembaca untuk lebih mendalami teori dalam bidang linguistik, khususnya teori sistem fungsional linguistik. Kata kunci : konteks situasi, tenor
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TABLE OF CONTENTS
AUTHOR’S DECLARATION.........................................................................v COPYRIGHT DECLARATION .....................................................................vi ACKNOWLEDGEMENT...............................................................................vii ABSTRACT....................................................................................................ix TABLE OF CONTENTS.................................................................................x CHAPTER I. INTRODUCTION
1.1 Background of the Study................................................................1 1.2 Problems of the Study.....................................................................9 1.3 Objectives of the Study...................................................................9 1.4 Scope of the Study..........................................................................10 1.5 Significance of the Study................................................................10 1.6 Method of the Study........................................................................10
CHAPTER II. REVIEW OF LITERATURE 2.1 Text and Social Context.................................................................11 2.1.1 Context of Situation (Register)............................................11 2.1.2 Context of Culture (Genre)..................................................20 2.1.3 Ideology...............................................................................21 2.2 Public Speaking..................................................................21 2.2.1 The Definition of Public Speaking............................21 2.2.2 The Elements of Public Speaking..............................22 2.2.3 The Purposes of Public Speaking..............................24 2.2.4 Making Effective Speaking.......................................25
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CHAPTER III METHOD OF RESEARCH 3.1 Research Design...............................................................26 3.2 Sources of Data.................................................................26 3.3 Technique of Collecting Data...........................................27 3.4 Technique of Analyzing Data...........................................27
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS 4.1 Data Analysis.................................................................28 4.2 Research Findings...........................................................39
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion.....................................................................43 5.2 Suggestion......................................................................44
REFERENCES..............................................................................................45 APPENDIXES
i. Biography of Condoleezza Rice ii. Biography of Hillary Clinton iii. Hillary Clinton text as prepared for delivery to the Democratic
National Convention iv. Condoleezza Rice text at the American University in Cairo. v. Hillary Clinton text in Newseum, Washington, D.C. vi. Condoleezza Rice text at Washington, D.C
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ABSTRACT
Skripsi ini berjudul “Tenor Analysis on Some World’s Influencing Women Speeches”. Tujuan dari penulisan skripsi ini adalah untuk memberikan gambaran bagaimana cara berbicara ataupun menyampaikan suatu pidato secara baik dan benar sehingga pesan yang ingin kita sampaikan dapat terealisasikan dan tersampaikan dengan baik dalam kaitannya dengan analisis tenor dalam konteks situasi. Sumber data yang digunakan dalam skripsi ini berasal dari internet dengan berbagai situs yang berbeda dan dalam menganalisa data-data dalam skripsi ini, penulis menggunakan metode kualitatif deskriptif dimana skripsi ini hanya menemukan kemudian menjelaskan dan tidak melibatkan metode perhitungan statistika. Penelitian ini kiranya juga dapat merangsang ketertarikan para pembaca untuk lebih mendalami teori dalam bidang linguistik, khususnya teori sistem fungsional linguistik. Kata kunci : konteks situasi, tenor
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
Language has a very important function for every human being in this world, that is to express their thought, intention, feelings and so on in the form of oral and written communication or gestures. Many factors influence the use of language, and one of them is a social factor. The social factor that involves is called register, genre and ideology.
Register or context of situation is one of language varieties. Register " is the set of meanings, the configuration of semantic patterns, that are typically drawn upon under the specific conditions, along with the words and structures that are used in the realization of these meanings" (Halliday, 1978:23). Register analysis is concerned with the variables of field, tenor, and mode. In considering these three variables, Halliday is making a claim that-of all the things going on in a situation at a time of language use-only these three variables have a direct and significant impact on the type of language that will be produced.
Field refers to "what is happening, to the nature of the social action that is taking place," mode concerns "what it is that the participants [of a transaction] are expecting language to do for them in that situation," and tenor has to do with who are taking part in the transaction as well as the "nature of the participants, their status and roles” (Hasan and Halliday,
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1985:12). These three register variables delineate the relationships between language function and language form. In other words, a register is constituted by "the linguistic features which are typically associated with a configuration of situational features—with particular values of the field, mode and tenor" (Halliday, 1976:22). For example, the tenor of a text, which concerns the relationship between the addresser and the addressee, can "be analysed in terms of basic distinctions such as polite-colloquial-intimate, on a scale of categories which range from formal to informal.”
Genre or context of culture is "a set of communicative events, the members of which share some set of communicative purposes". Genre can be thought of as the general framework that gives purpose to interactions of particular types, adaptable to the many specific contexts of situation that they get used in" (Eggins, 1994:32). It provides "a precise index and catalogue of the relevant social occasions of a community at a given time" (Kress, 1985:20).
Ideology is "basic systems of fundamental social cognitions and organising the attitudes and other social representations shared by members of groups" (Van Dijk in Eggins). As "a more abstract contextual dimension" of the systemic approach, ideology denotes "the positions of power, the political biases and assumptions that all social interactants bring with them to their texts" (Eggins and Martin, 1997:237).
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This paper attempts to apply one of the three types of register system of analysis, it is tenor. In this analysis, tenor will be discussed through the scripts of Hillary Clinton and Condoleezza Rice’s Speeches.
The writer chose the mentioned speeches of texts due to two reasons. Firstly, their speeches can make a vast difference in human’s ability to influence decisions in speaking in the public sectors. In a public speaking, a person has the opportunity to deliver an interrupted message to a few individuals or a few million individuals. The ability to communicate effectively is essential both to individuals and society. The value of effective communication extends into the political arena. The second is that their speeches are interesting because they are the best female communicators in public speaking that can be learned by women all over the world especially as their necessary speaking skills and insights of women natural communication.
As has been stated formerly that tenor analysis has been placed under the discussion of the interpersonal meaning which is concerned with the interaction between the speaker and addressee; influence the speakers’ behaviour and their expression of their viewpoint. In this case of the two speakers mentioned above as the data source are relevant to be analyzed to prove people’s strong beliefs in the truth of their message. Tenor analysis is also suitable to be applied to explore the communication process in order to reach the objective of this analysis in women’s speech performances. The writer plans to describe three parts of tenor analysis, namely status or power, contact and affective involvement (Cate Poynton in Eggins 1994 : 100).
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Based on public perception, women have less knowledge or ability to address political topics than men. This is a real dilemma and reason enough to consider developing women public speaking skills. Women are regarded have generally experienced difficulty in accommodating to the argumentative, or adversial, style of speaking. (Elizabeth J. Natalie and Fritzie R. Bodenheimer, 2004)
So that in this thesis the writer will bring some world’s prominent women who essentially influence people. Through their thoughts, their charisma, and their grace attitude people praise them. Hillary Clinton and Condoleezza Rice are world’s most influencing women (based on polling in a famous site in www.forbes.com/power-women/ in 2010, 2011 and 2012).
Hillary Clinton was born on October 26, 1947 in Chicago, Illinois. Hillary was the eldest daughter of Hugh Ellsworth Rodham, a prosperous fabric store owner and Dorothy Emma Howell Rodham. Hillary had two younger brothers, including Hugh E. Rodham (born in 1950) and Anthony Rodham (born in 1954).
As a young woman, Hillary Rodham was active in young Republican groups and campaigned for Republican presidential nominee Barry Goldwater in 1964. She was inspired to work in some form of public service after hearing a speech in Chicago by the Reverend Martin Luther King and became a Democrat in 1968.
Rodham attended Wellesley College; she was active in student politics and was elected Senior Class president before she graduated in 1969.
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She then attended Yale Law School, where she met Bill Clinton. Graduating with honors in 1973, she also attended one post-graduate year of study on children and medicine at Yale Child Study Center.
Hillary worked at various jobs during her summers as a college student. In 1971, she first came to Washington, D.C to work on U.S. Senator Walter Mondale's subcommittee on migrant workers. In the summer of 1972, she worked in the western states for the campaign of Democratic presidential nominee George McGovern.
In the spring of 1974, Rodham became a member of the presidential impeachment inquiry staff, advising the Judiciary Committee of the House of Representatives during the Watergate Scandal. After President Richard M. Nixon resigned in August, she became a faculty member of the University of Arkansas Law School in Fayetteville, where her Yale Law School classmate and boyfriend Bill Clinton was teaching as well.
Rodham married Bill Clinton on October 11, 1975, at their home in Fayetteville. In 1976, she worked on Jimmy Carter's successful campaign for president while husband Bill was elected Attorney General. He was elected governor in 1978 at age 32, lost re-election in 1980, but came back to win in 1982, 1984, 1986 (when the term of office was expanded from two to four years) and 1990.
Hillary joined the Rose Law Firm in Little Rock and in 1977 was appointed to part-time chairman of the Legal Services Corporation by President Carter. As First Lady of Arkansas for a dozen years (1979-1981,
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1983-1992), she chaired the Arkansas Educational Standards Committee, cofounded the Arkansas Advocates for Children and Families and served on the boards of the Arkansas Children's Hospital, Legal Services and the Children's Defense Fund. She also served on the boards of TCBY and Wal-Mart. In 1988 and 1991, The National Law Journal named her one of the 100 most powerful lawyers in America. During the 1992 presidential campaign, she emerged as a dynamic and valued partner of her husband, and as president he named her to head the Task Force on National Health Reform (1993). The controversial commission produced a complicated plan which never came to the floor of either house. It was abandoned in September 1994.
In January of 2009, Hillary Clinton became the 67th Secretary of State, the third woman and the only former First Lady to serve in this capacity. The position’s duties are to serves as the primary advisor on foreign affairs to the President and also enact presidential policy decisions through her department, which also includes the U.S. Foreign Service. She is also responsible for negotiating with foreign leaders on policy and treaties, granting passports, suggesting and advising the President on individuals for the posts of ambassador, consul and minister, and on which foreign government representatives to receive or dismiss.
Hillary Clinton has continued to enjoy a diverse and unprecedented career in public service. In a 15 July 2009 speech to the Council on Foreign Relations, she offered her forecast of the challenges and opportunities of the U.S. as it entered the second decade of the 21st Century: "We are determined to channel the currents of change toward a world free of violent extremism,
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nuclear weapons, global warming, poverty, and abuses of human rights, and above all, a world in which more people in more places can live up to their God-given potential.”
Not only the press and public of the U.S. but much of the world continued its avid interest in the life of Hillary Clinton, from her career to the July 2010 wedding of her only child, daughter Chelsea.
Concoleezza rice is a woman of force and character, beauty and charm who has reached the highest level of power in the United States Government. Rice was born in 1954 in Birmingham, Alabama. Her parents, John Wesley Rice Jr. And Angelena were both educators. Angelena loved opera and she named her only child after an Italian-language term, con dolcezza. It is used in musical notation and means “to play with sweetness”.
Condoleezza began her education home-schooled by her mother during her first year. The program included learning the piano. At second grade she was placed in a segregated school. Eventually her father got a job at the University of Denver in Colorado, and Condoleezza attended high-school at a private Catholic school there. She graduated at a very young age and attended Denver University even as she finished her last year of high-school. She would go on to receive her Masters (Notre Dame) and Doctorate (Denver University) in Soviet Studies.
Her early career is marked by stunning and rapid advancement. She was hired at Stanford as an assistant professor and soon got tenure. Because of her expertise in the Soviet Union she came to the attention of Brent
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Scowcroft who hired her on at the National Security Council as an adviser to President Bush where she helped greatly in forming U.S. policy in response to the fall of the Soviet Union and the re-unification of Germany.
After a two year stint at the NSC. Condoleezza returned to Stanford to become provost (the person in charge of the internal running of the university). Yet in 1999, the younger George Bush asked her to help with his presidential campaign. Soon she became involved in politics and was a great help, especially in foreign policy matters. When Bush won the election she was appointed his national security adviser.
During her time at NSC the United States was attacked on September 11, 2001. The U.S. responded by invading Afghanistan and subsequently engaged in the Iraq War. Condoleezza Rice helped to coordinate efforts to bring democracy to Iraq once the war was won. In recognition of her knowledge and abilities Condoleezza Rice became Secretary of State in George W. Bush's second term.
Condoleezza Rice became one of the most influential women in the world of global politics when President George W. Bush named her as his national security adviser in December of 2000. Her role became extremely important after the September 11, 2001, attacks on New York City and the Pentagon in Washington. Rice has played a crucial part in shaping the most aggressive U.S. foreign policy in modern history, with wars launched against Afghanistan and Iraq during her time in office.
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Each has excellent public speaking skills, but those skills are complemented by a persona that helps the speaker obtain her goals. They can effect many people to do what they want, what they are thinking about, their persuation or opinion about what happened in their country or other countries. They use their intelligence to gather belief’s society of them and make them have a big power and respected by a lot of people although they are women.
1.2 Problems of the Study Based on the research background above, the problems of this study
can be divided as the following : a. How is the configuration status in the speech of Hillary Clinton and Condoleeza Rice? b. How is the configuration contact in the speech of Hillary Clinton and Condoleeza Rice? c. How is affective involvement stated in the speech of Hillary Clinton and Condoleeza Rice?
1.3 Objectives of the Study The objectives of the study are :
a. To find out and explain the status that are used in Condoleezza Rice and Hillary Clinton’s speeches.
b. To find out and explain the contact that are used in Condoleezza Rice and Hillary Clinton’s speeches.
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c. To find out and explain the affective involvement that are used in Condoleezza Rice and Hillary Clinton’s speeches.
1.4 Scope of the Study The scope of the study is limited to the analyzing of aspects of tenor
in some world’s influencing women speeches in context of situation in discourse analysis study because tenor is concerned more with the interaction between the speaker and addressee; influence the speakers’ behaviour and their expression of their viewpoint, and their strong beliefs in the truth of their message.
1.5 Significance of the Study
The study is expected to share and give knowledge about how to analyze speech with tenor in context of situation to the reader and what the correlation between the speech and the speaker; how women’s speech can influence many people.
1.6 Method of the Study
In analyzing tenor on some world’s influencing women speeches, I apply descriptive qualitative research. The findings in this research are not gained through statistics procedure or other counting. The purpose of this research is to describe the correlation between the dimensions of status or power, contact and affective involvement in some world’s influencing women speeches.
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CHAPTER II
REVIEW LITERATURE
2.1 Text and Social Context
In terms of utterances, “text” is the linguistic content: the stable semantic meanings of words, expressions, and sentences, but not the inferences available to hearers depending upon the contexts in which words, expressions, and sentences are used. So in other words, context is always being together with text. Text in use can be written or spoken. When it is written text, it is signaled by punctuations; however, spoken text involves a number of speakers whom takes turn everything that said or written form in context is referred to as social context. Social context consists of :
a. Context of Situation (Register) b. Context of Culture (Genre) c. Ideology
2.1.1 Context of Situation (Register) Context of situation or register refers to a variety of language
that varies according to the using of language in different situations. Halliday and Hasan (1975) identifying three variables, or contextual dimensions that impact on language use: field, tenor and mode. Register is important in systemic linguistics because it is seen as the linguistic consequence of interacting aspects of context. An
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anthropologist, Branislaw Malinowski claimed that language only
becomes intelligible when it is placed within its context of situation.
In coining this term, Malinowski wanted to capture the fact that the
situation in which words are uttered ‘can never be passed over as
irrelevant to the linguistic expression’, and that ‘the meaning of any
single word is to a very high degree dependent on its context’
(Malinowski, 1946 : 307)
In the following extended quotation, it can be seen that
Malinowski was making an important association, between the fact
that language only makes sense (only has meaning) when interpreted
within its context and the claim that language is a functional resource
(i.e. language use is purposeful) :
It should be clear at once that the conception of meaning as contained in an utterance is false and futile. A statement, spoken in real life, is never detached from the situation in which it has been uttered. For each verbal statement by a human being has the aim and function of expressing some thought or feeling actual at that moment and in that situation, and necessary for some reason or other to be made known to another person or persons – in order either to serve purposes of common action, or to establish ties of purely social communion, or else to deliver the speaker of violent feelings or passions ... utterance and situation are bound up inextricably with each other and the context of situation is indispensable for the understanding of the words ... a word without linguistic context is a mere figment and stands for nothing by itself, so in reality of a spoken living, tongue, the utterance has no meaning except in the context of situation. (Malinowski, 1946 : 307)
Malinowski thus considered that, at least in primitive cultures,
language was always being used to do something. Language
functioned as ‘a mode of action’(Malinowski, 1946 : 312).
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One scholar who developed a more general theory of meaningin-context, influenced by Malinowski’s work, was the linguist J.R. Firth (1935, 1950, 1951). With a life-long interested in the semantics of language, Firth extended the notion of context of situation to the more general issue of linguistic predictability. Firth pointed out that given a description of a context can be predicted what language will be used. Predictability also works in the other direction : given an example of language use (text), it can made prediction about what was going on at the time that it was produced.
In trying to determine what were the significant variables in the context of situation that can make such predictions, Firth suggested the following dimensions of situations : A. The relevant features of participants : persons, personaloties. (i) The verbal action of the participants. (ii) The non-verbal action of the participants. B. The relevant objects. C. The effect of the verbal action. (Firth, 1950/57 : 182)
Following in the functional-semantic tradition pursued by Firth, Halliday (1978: 10) points out, “the context of situation is a theoretical construct for explaining how a text relates to the social processes within which it is located”, and consists of three components: the main social activity taking place, the people involved in it (plus the way they relate to one another), and the roles and
functions of the text within this social activity −known
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technically in systemic functional linguistics as ‘field’, tenor and mode.
2.1.1.1 Field Field can be described as the social action : “what is actually
taking place” and it refers to what is happening, to the nature of the social action that is taking place : what (activity/topic) is it that the participants are engaged in, in which the language figures as some essential component” (Halliday & Hasan, 1985 :12).
Martin (1986) defines field as “a set of activity sequences oriented to some global institutional purpose”, and he includes taxonomies, configurations and activity sequences in the discussion of field of discourse. The discussion of field, according to Martin (1992 : 292), can be divided into the following : (1) Taxonomies of actions, people, places, things and qualities, (2) Configurations of actions with people, places, things and qualities and
of people, places and things with qualities; and (3) Activity sequences of these configuratioins.
Following the Systemic Functional Theory’s hypothesis that the intrinsic functional organisation of language closely interacts with and corresponds to the extrinsic functional organisation of social context. It is argued that field is closely related to the ideational metafunction, tenor to the interpersonal metafunction and mode to the textual metafunction (Halliday, 1978 : 143, Martin, 1993 : 145-146). With this argument, an analysis of field would be associated with an analysis of the experiential
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and logico-semantic aspects within the transitivity and clause complexity system representation analysis.
2.1.1.2 Mode Mode can be described as the symbolic organization : “what role
language is playing “ and it refers to what part language is playing, what is it that the participants are expecting the language to do for them in the situation : the symbolic organization of the text, the status that the text has, and its function in the context, including the channel (is it spoken or written or some combination of the two). (Halliday and Hasan, 1985 : 12).
Mode is the kind of role that language is playing in a text-creating social interaction. Hasan specifies mode of discourse-in-text into two dimensions : (1) channel, and (2) medium (Halliday and Hassan, 1985 : 12). The notion of channel relates to the question of whether the text comes to the participants through their eyesor whether the text comes to the participants through their ears, finger tips or other body parts or senses. In the first case, it is visual; in the second case, it is non-visual. On the other hand, the notion of medium relates to the question of whether the text comes to the participants when the text is still being processed or created (not yet finished, still a process), or whether the text comes to the participants when the text has already been processed or created (already finished, already a finished product). In the first case, it is spoken; in the second case, it is written.
Martin states that mode can be interpreted in terms of distance which can be further divided into (1) experiental distance, and (2)
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spatial/interpersonal distance. The distance between speaker and listener is known as feedback which can be further divided into immediate feedback and delayed feedback (Martin, 1984 : 26).
A spatial/interpersonal distance mode of the immediate feedback type maybe represented by an active casual conversation or an active conversing lecture, whereas a spatial/interpersonal distance mode of the delayed feedback type maybe represented by a one-way communication such as that of a radion mode. On the other hand, an experiential distance maybe represented by a distance between language and the social process occuring (Eggins, 1994 : 54).
With reference to lecture discourse mode, it can be characterised that immediate feedback is the active conversing lecture while the delayed feedback is apt for monologuing lecture. Referring to the experiential distance, for example, in the conversing lecture language is used for asking questions, for checking, explaining and giving tasks so the patterns flow. In such a situation, it is the language as action but where the mode is not spontaneous and monologic, the language is used as reflection.
2.1.1.3 Tenor Tenor can be described as the role structure : who is taking part
and it refers to who is taking part, to the nature of the participants, their statues and roles : what kinds of role relationship obtain among the participants, including permanent and temporary relationships of one kind or another, both the types of speech role that they are taking on in
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the dialogue and the whole cluster of socially significant relationships in which they are involved.. (This notion includes what Halliday (1978 : 33) refers to as the “degree of emotional charge” in the relationship).
Building on pioneering studies of language variation and role relationship variables such as formality, politeness, and reciprocity (Brown and Gilman in Eggins, 1994 : 100). Poynton in Eggins (1994 : 100) has suggested that tenor can be broken down into three different continua. a. Power (status), which positions situations in terms of whether the roles we are playing are those in which we are of equal or unequal power. Power (status) influenced by wealth, ethnicity, social position, age, geographical origin, knowledge, and physical appearance. Examples of roles of equal power are those of friends; examples of roles unequal (non-reciprocal) power would be those of boss/employee. A : Shandy, could you bring those books to the office? B : Yes, I could sir b. Contact, which positions situations in terms of whether the roles we are playing are those that bring us into frequent or infrequent contact. For example, contrast the frequent contact between spouses, with the occasional contact with distant acquaintances. A : Do you like him? B : Yes. c. Affective involvement, in which situations can be positioned according to whether the roles we are playing are those in which the affective involvement between us is high or low. This dimension refers
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to the extent to which we are emotionally involved or committed in a situation. For example, friends or lovers are obviously affective involvement, whereas work associates are typically not?
Affect deals with the positive or negative feelings of the author. The feelings can be expressed directly or implied. Direct expression of feelings can be done by the exploiting attitudinal lexes the words showing specific emotions feeling can also be indirectly expressed by describing the behaviour that indicate the state of the feelings. Negative feeling of being worried, for example can be shown by describing how the participants recklessly wander from one point of space to another. (Eggins, 1994 : 63-64) A : Darl, can you wake me up at 6 o’clock tomorrow morning? B : ok babe.
Poynton’s study of vocatives in Australian English has suggested that there are correlations between the dimensions of power, contact and affect and the choice of vocatives. It appears that : a. When power is equal, vocative use is reciprocal : if I call you by your
first name, you will call me by my first name. Or if I use title plus surname, so will you. b. Where power is unequal, vocative use will be non-reciprocal : you may call your doctor ‘Dr. Bloggs’, but he may call you ‘Peter’. c. Where contact is frequent, we often use nicknames : Johnno, Pete, Shirl, etc. d. Where contact is infrequent, we often have no vocatives at all (e.g. the clerk at the post office, or the bus driver).
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e. Where affective involvement is high, we use diminutive forms of names and terms of endearment : Georgie-Porgie, Darl, Honey, Bro.
f. Where affective involvement is low, we use formal ‘given’ names : Peter, Suzanne, Anne.
Aside from vocatives, there are many other significant ways in which these dimensions of tenor impact on language use. For example, in casual conversations (where you are talking not to achieve any clear pragmatic purpose but are just cheating), it can be seen a clear correlation between the tenor variables and both the length and the type of interraction : a. Where both affective involvement and contact are low (e.g.
conversation with neighbour), conversations tend to be fairly brief; whereas with high affective involvement and frequent contact (e.g. with friends), conversations can go on for hours. b. In addition, where affective involvement and contact are low, the conversation will emphasize consensus and agreement; whereas where contact and affect are high, the conversation is likely to be characterized by controversy and disagreement (Eggins 1994 : 102).
One of realizations of the tenor of the situation can be seen in the choice of mood and related grammatical areas.
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2.1.1.3 Context of Culture (Genre) Context of culture is termed as genre. According to Martin, genre
is a term that is defined to capture the notion of context of culture, which stands as one of the semiotic systems outside language, which is not intrinsically part of his register plane but one level above it. In this respect the relation between genre, register and language is one of realization : genre is realized by register and language, register is realized by language.
A genre is realized and characterized by a structure characteristic of its own and Martin (1984) refers to that structure in question as schematic structure, which is roughly equivalent to Halliday’s generic structure. A schematic structure of genre represents as overall organizational pattern of the genre-in-text. When speakers/listeners as members of a certain culture use a language, they interact socially and become the procedures of a genre of aparticular kins, and this genre is the speakers/listeners’ product characteristic of the given culture. That is, the speakers/listeners’ genre has certain distinctive properties or features of its own. Genres is classified into many different types as there are recognizable social activity types in our culture. They are : a. literary genres : short stories, autobiographies, ballads, sonnets, etc. b. Popular fiction genres : romantic novels, sitcoms c. Popular non-fiction genres : profiles, revioews, recipes, etc. d. Educational genres : tutorials, report/essay writing. Lectures, etc.
(Eggins : 1994)
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2.1.3 Ideology Ideology is "basic systems of fundamental social cognitions and
organising the attitudes and other social representations shared by members of groups" (van Dijk in Eggins, 1994). Ideology is rooted in the practices of its society. Ideology is a semiotics; therefore decision can be best understood by applying semiotic procedures. All perception involves theory or ideology and there are no “raw”, uninterrupted or theory free facts. A social construct that says ideally what one should or should not do as a member of the community.
Ideology functions as a guide to act (potentially) and a filter to react (defend). Community in forms of race or ethnicity, age, sex/gender and aspirations applies ideology and consequently perception of the world varies. The perception is realized in varies modes; one of which is language and hence is realized in linguistic varieties. Ideology determines culture, which in turn rules out elements of context of situation.
2.2 Public Speaking 2.2.1 The Definition of Public Speaking
Public speaking is powerful communication tool by which people can share or sell their ideas to others. Because it is a form of human communication that calls for a variety of thinking, language, and behavioral skills, it is often considered the mark of a successful person (Linda and Dick Heun, 1986).
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2.2.2 The Elements of Public Speaking Every communicative event, even those involving the same person, is
unique, because people and situations change with time. In spite of this, there are common elements in each communicative situation. Public speaking shares seven elements with other forms of human communication : sender, message, media or channel(s), receiver(s), feedback, barrier(s) or interference and communication situation (Linda and Dick Heun, 1986).
The sender or speaker is the person who sends the message. The message is developed by the sender and represents the meanings the sender chooses to share with the receiver. Messages consist of verbal and nonverbal symbols. verbal symbols are words that represent the meanings intended; nonverbal symbols are means other than words, such as facial expressions, body movements, and vocal stress, that are used to represent meanings. The channel is the means by which the message is sent. A speech can reach the listeners by using media varieties : radio, television, public-address system or direct voice communication.
The receiver is the person receiving the sender’s message. The messages are received through five human senses. For example, a television advertisement is received through the eyes(sight) and ears(sound). Feedback is the response message(s) sent by the receiver to the sender during or after the message has been received and understood. Feedback can consists of verbal and nonverbal symbols.
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Barrier(s) or interference include three factors : a) External interference, appears from outside of the listener such as
baby’s crying, someone’s cough, someone speak loudly outside the room of the speaking, etc. b) Internal interference, appears from the listener maybe have an emotional feeling with his/her problem, maybe the listener tired or something else. c) Speaker-generated interference, often appears when the sender uses difficult, not familiar or unknown words to the listeners. The speakergenerated interference may also happened when the speaker wears bizarre clothing, some of the listeners maybe just look at the clothes of the speaker than concentrate to the speech itself. And the last element is communication situation. The communication situation includes both the physical aspects of the speecsetting itself (place, time and layout of room and objects) and the relationship between the speaker and listener (roles and attitudes). These seven elements function on three levels of human communication- intrapersonal, interpersonal and public communication. Intrapersonal communication refers to the communication that the speakers have with themselves. Interpersonal communication refers to communication the speakers have with one person or a group of people in which the roles of sender and receiver change often. And public communication refers to the communication of a continuous message by one person to call up a response within a specific group of people called an audience.
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Public speaking differs from the other levels in two ways: (1) in public speaking, the message is called a speech and is a continuous oral statement from the speaker. (2) In public speaking, the audience’s attention on the speaker.
Public speaking involeves speaker and audience choice making that is speakers choose appropriate speech content to achieve their speech purpose and audience make choices depending on their listening goals.
2.2.3 The Purposes of Public Speaking Public speaking can be classified in terms of the desired audience
response : a.` Informative speaking Informative speaking is one of which the speaker’s general purpose is make the audience understand something new or gain a new perspective on something audience members already know. b. Persuasive speaking Persuasive speaking is one of which the speaker’s general purpose is to influence and make the audiences believes of what the spaeker saying. c. Entertaining speaking With entertaining speaking, the apeaker’s purpose is to make the audience enjoy of themselves.
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2.2.4 Making Effective Speaking In making effective speaking, it is depend on how well the speaker is
able to put the ideas into words. Thus, there are several guidelines for using language effectively in public speaking. First, be accurate in both vocabulary and grammar. Further, use language that is appropriating to the audience, the occasion and the the speaker itself. Define jargon in an effort to be clear. Select concrete words that will allow the listeners to form more precise meanings. Finally, choose words that are interestung, and consider using alliteration, rhyme, repetition, personification, metaphors, similes that draw from shared cultural references. (Clella Jaffe, 2003 : 264)
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CHAPTER III
METHOD OF RESEARCH
3.1 Research Design
This research used descriptive qualitative research. Descriptive qualitative research is the research whose findings are not gained through statistics procedure or other counting procedure. The purpose of this research is to describe the correlation between the dimension of power or status, contact and affect in speeches by the person that taking part.
3.2 Sources of Data
The sources of data are the transcript of Condoleezza Rice and Hillary Clinton’s speech as the following :
1. Hillary Clinton text as prepared for delivery to the Democratic National Convention on August 26,2008, delivered to Americans.
2. Condoleezza Rice text at the American University in Cairo on June 20, 2005, delivered to Egyptians.
3. Hillary Clinton text as Secretary of State in Newseum, Washington, D.C on January 21, 2010, delivered to Americans.
4. Condoleezza Rice text at Washington, D.C on January 18, 2005, delivered to the Senate Foreign Relations Committee as a confirmation hearing for National Security Adviser Condoleezza Rice to replace Colin Powell as Secretary of State.
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3.3 Technique of Collecting Data According to Arikunto (1998 : 18) there are six types of methods in
collecting data, i.e. test, questionnaire, observation, interview, upgrade scale, and documentation method. In this writing, the writer uses the documentation method and the datas which are the speeches of Condolezza Rice and Hillary Clinton taken from internet.
3.4 Technique of Analyzing Data The data will be analyzed by the following procedures :
1. Collecting the data. 2. Identifying the system of tenor 3. Categorizing them into three parts (a) power or status, (b) contact, (c)
affective involvement. 4. Find out and describe the status or power, contact, and affective involvement
that Condoleezza Rice and Hillary Clinton use in their speech.
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CHAPTER IV
DATA ANALYSIS AND RESEARCH FINDINGS
4.1 Data Analysis
Data of this research are taken from the internet. There are four transcript speeches of the speakers. The speeches of the the data are political speech of Hillary Rodham Clinton as prepared for delivery to the Democratic National Convention, political speech of Hillary Rodham Clinton as Secretary of State at the Newseum, Washington, D. C, political speech of Condoleezza Rice as Senate Foreign Relations Committee at Washington, D.C and political speech of Concoleezza Rice as Secretary of State at the American University in Cairo. All the speeches are analyzed to identify the register type of the status, contact and affection involved in the texts. In those speeches, the writer got three important findings that, firstly the status of Hillary Rodham Clinton and Condoleezza Rice is equal status secondly, their contact is infrequent and finally the affective involvement is low which are explained in the following.
4.1.1 Status
Status (power), which position in terms of whether the roles are playing, are those in equal or unequal power . In the speeches of Hillary Rodham Clinton and Condoleezza Rice, it is found that the status is equal but, there are a few moments when both of the speakers used uequal status that
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made themselves lower than the addressee or the hearers. Here are some examples of data analysis in Hillary Rodham Clinton and Condoleezza Rice’s speeches. There are two kinds of status found in the text, the first is equal status and the second is unequal status.
4.1.1.1 Equal status Hillary Clinton’s text as prepared for delivery to the Democratic National Convention shows the status in the tenor relationship when addressing ‘Barrack Obama’,’you’,’we’,’us’,’McCain’ and ‘our’.
(1) I am honored to be here tonight. A proud mother. A proud Democrat. A proud American. And a proud supporter of Barack Obama.
(2) Whether you voted for me, or voted for Barack, the time is now to unite as a single party with a single purpose. We are on the same team, and none of us can sit on the sidelines.
(3) No way. No how. No McCain. (4) Barack Obama is my candidate. And he must be our President.
Condoleezza Rice’s text at the American University in Cairo shows the status in terms of tenor relationship when addressing ‘Muhammad Ali’,’Anwar Sadat’,’Ladies and Gentlemen’ and ‘we’. (5) Throughout its history, Egypt has always led this region through
its moments of greatest decision. In the early 19th century, it was the reform-minded dynasty of Muhammad Ali that distinguished Egypt from the Ottoman Empire and began to transform it into the
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region's first modern nation. In the early 20th century, it was the forward-looking Wafd Party that rose in the aftermath of the First World War and established Cairo as the liberal heart of the "Arab Awakening." And just three decades ago, it was Anwar Sadat who showed the way forward for the entire Middle East -beginning difficult economic reforms and making pe