Apologizing Strategies REVIEW OF RELATED STUDIES

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id E xample: “how stupid I am” 2.2.3.2 Lack of Intent The speakers explain to the hearer that he or she does not have any intention to do the offense. E xample: “I didn’t mean like that” “I didn’t mean to do this” 2.2.3.3 Admission of fact The speaker takes on responsibility by admitting the offense that he or she has done. The speaker tries to tell the truth to the hearer about the offense that has been done by the speaker. Example : “I haven’t graded it yet” 2.2.4 Downgrading Responsibility or Severity Offense Downgrading Responsibility or Severity Offense means an utterance that reduces speaker’s accountability for the offense, therefore the utterance can reduce severity of offense. Example : “I’m only 10 minutes late” In addition, there are five kinds in downgrading responsibility: 2.2.4.1 Excusing The speaker tries to find argument to support his or her apology. The speaker mitigates his or her offense by giving explanation or account or the situation. E xample: “My watch had stopped” 2.2.4.2 Justification digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id The speaker provides argument to persuade the hearer that no blame can be attached to him or her. The speaker’s argument is used to Persuade the hearer that the speaker cannot be blamed because of the offense. E xample: “I was suddenly called to the meeting” 2.2.4.3 Claiming Ignorance The speaker avoids the responsibility by ignoring the complaint that is given by the hearer. The speaker tries to pretend that she or he does not have done the offense. E xample: “I didn’t know you were expecting me” 2.2.4.4 Problematizing a precondition The speaker uses certain condition or situation as a reason to avoid the responsibility. The speaker tries to evade the offense by giving a reason about the situation or condition that is not supposed to be. It is done by the speaker to reduce the offense. E xample: “we weren’t supposed to meet before 12.00” 2.2.4.5 Denial The speaker denies that an offense has occured in the interaction. The speaker denies the offense that she or he has done to the hearer so the speaker tries to evade the responsibility. Example : “I didn’t do it” “it wasn’t my fault” 2.2.5 Offering of Repair digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id The speaker offers to repair the damage because of offense that is done by the speaker. The speaker offers to remedy the damage by an action to restore the damage. Example: “I’ll pay for the damage” “I’ll have it marked tomorrow” “You can borrow my dress instead” 2.2.6 Verbal Redressing There are three kinds of strategies in Verbal redress: 2.2.6.1 Concerning for offended party The speaker expresses his or her concern toward the hearer’s condition. The speaker pays attention to the hearer’s condition because of the offense that has been done by the speaker. For example: “I hope you weren’t offended” “I hope you didn’t wait long” 2.2.6.2 Effort to appease Effort to appease is the situation where the speaker tries to appease the hearer’s condition because of the offense in order to the hearer can feel better than before. E xample: “Let me buy you a drink” 2.2.6.3 Promising or forbearance Promise or forbearance is a condition where the speaker admits the offense by expressing regret and the speaker promises not to do the digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id same mistake or act for which he or she has just apologized. The speaker promises not to repeat the offense that he or she has done. In promise forbearance somet imes uses the word “promise”. E xample: “It won’t happen again” “I’ll try not to do that again” digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 18

CHAPTER III RESEARCH METHOD

The writer conducted the study of apologizing strategies used by English Department students of State Islamic University Sunan Ampel. In this chapter the writer tried to explain how the writer collected the data during the research. The writer explained the methods of the study in four parts: Research Approach, Data Sources, Data Collection, Instrument, and Data Analysis.

3.1 Approach

The writer conducted the study of apologizing strategies in the pragmatics field. In conducting this research, the writer used the descriptive method because the data collected by the writer in the form of words and sentences. The writer chose to use descriptive method because in analyzing the apologizing strategies, the writer collected the data by recording, transcribed the data, and then the writer applied apologizing strategies theory by Bergman and Kesper 1993 to analyze the data in apologizing. After that the writer tried to explain the possible purpose of apologizing strategies.

3.2 Data and Sources

The data were taken from the conversation by English Department students in faculty Letters and Humanities the State Islamic University Sunan Ampel Surabaya. where many apologizing strategies were uttered by involved students. The data source of this study is straight from twelve 12 English digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id Department students in Faculty of Letters and Humanities the State Islamic University Sunan Ampel Surabaya. The students are in the eighth semester 8 th semester. They are Hendry, Fadilah, Lindy, Deci, Della, Mar’atus, Eka, Firda, Fitry, Mifta, Anas and Duhan, most of them are 22-23 years old. The writer chose English Department students who are in the eighth semester 8 th semester because the writer considered that English Department students in the 8 th semester have better understanding in spoken English because the students had passed Speaking 4.

3.3 Data Collection

In collected the data, the writer recorded the conversations. First, writer did an observation by joining the group from which the conversations obtained. In this matter, the writer also observed the attitude of the participants when they produced their conversation in certain situation. The conversations are taken from Adab faculty, such as in the hall of Adab faculty, outside the classroom while they were waiting for thesis consultation. Second, the writer recorded the conversations while the writer observed and listened to the conversations among the students. The conversation occurred between two students and it also occurred among three or four students. There were sixteen conversations that were recorded by the writer. Thus, the writer transcribed the recording of conversation into script. Though the writer joined the group but the writer did not involve in the conversation that related to the data in apologizing. The writer joined the conversation but the writer did not set the conversation in order to get the data in apologizing that came out from the participants. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

3.4 Instrument

The data was collected by recording the conversations the English Department students and transcribing the conversations. It was taken from utterance of English Department students. All of activities were done by the personal mobile phone, computer and stationary.

3.5 Data Analysis

After collecting the data in apologizing, the writer analyzed the data in apologizing by conducting several steps. The first step, the writer identified apologizing by student conversation English department Example identified Second, the writer put the data in apologizing strategy into the table frequency so that the writer was able to count the number of apologizing strategies that mostly used by the English Department students. Della : No problem, give me your KTM. Fadilah : Need photo? Hendry : Hah? No, gak usah, oh ya Della Sorry for bothering your time.