An Analysis Of Student’s Speech Act At Canteen Faculty Of Cultural Studies University Of Sumatera Utara

AN ANALYSIS OF STUDENT’S SPEECH ACT

AT

CANTEEN

FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA

UTARA

A THESIS

BY

FAISAL EFENDI

REG. NO : 100705001

DEPARTMENT OF ENGLISH

FACULTY OF CULTURAL SCIENCE UNIVERSITY OF SUMATERA UTARA MEDAN 2015

Approved by THE ENGLISH DEPARTMENT OF FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA (USU) MEDAN as a thesis for THE SARJANA SASTRA EXAMINATION

Head, Secretary,

Dr. H. Muhizar Muchtar, M.S. Rahmadsyah Rangkuti, M.A Ph.D

NIP. 19541117 198003 1 002 NIP. 197502092008122002

Accepted by the Board of Examiners in partial fulfillment of requirements for the degree of Sarjana Sastra from the English Department, Faculty of Cultural Studies University of Sumatera Utara.

The examination is held in the Faculty of Cultural Studies University of Sumatera Utara on Saturday April 25, 2015.

The Dean of Faculty of Cultural Studies University of Sumatera Utara

Dr. H. Syahron Lubis, MA NIP. 19511013 197603 001

Board of Examiners

Dr. H. Muhizar Muchtar, MS ……….

Rahmadsyah Rangkuti, MA, Ph.D ……….

Dr. Edi Setia, M.Ed TESP ………. Dr. H. Syahron Lubis, MA ………...

i AUTHOR’S DECLARATION

I M. FAISAL EFENDI DECLARE 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 ANOTEHR DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGEMENTS IN THE MAIN TEXT OF THE THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.

Signed:

ii COPYRIGHT DECLATARATION

NAME : FAISAL EFENDI

TITLE OF THESIS : AN ANALYSIS OF STUDENT’S SPEECH ACT AT CANTEEN FACULTY OF CULTURAL STUDIES UNIVERSITY OF

SUMATERA UTARA

QUALIFICATION : S-1/SARJANA SASTRA

DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCREATION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA

Signed :

iii

Acknowledments

Bismillaahirrahmaanirrahiim,

Alhamdulilah, first of Allah all. The writer would like to expreess his

thankfullness to the almighthy Allah swt, who always gives her health, chance,

strenght, courrage and all his blessing thar enable her to finish her study,

espesially in the completion of this thesis.

The writer would like to express her deep gratitude and appreciation to

Gratefulness to chairman and secretary of english deparment, who have given

her facilities and opportunities to complete this thesis. The writer would also

like to thank very much all lecturers who have given their precious thought

and valuable knowledge throught the academic years.

Finally, the writer devotes her big thanks to her dearest and sweetest friends

for their help, support and warm frienship and colorful days during her study

in faculty.

Medan,25 Apr 2015

The writer

iv

Abstrak

Dalam skiripsi ini yang berjudul An Analysis of Student’s Speech Act At

Canteen Faculty of Cultural Studies University Sumatera Utara. Penulis

menganalisis tindak tutur yang terdapat pada mahasiswa Fakultas Ilmu

Budaya USU, dalam hal ini saya akan menganalisis tindak tutur tersebut,

saya akan terlibat dalam lapangan, adapun tujuan penulis menjadikan

skiripsi agar menemukan bentuk bentuk tindak tutur yang terdapat pada

mahasiswa Fakultas Ilmu Budaya USU dan akan mendiskripsikan makna

secara pragmatics dari ujaran – ujaran, dalam penulisan skiripsi ini, saya

menggunakan metode observasi lapangan dan menggunakan alat perekam,

langkah selanjutnya saya akan mengumpulkan data data yang saya peroleh

dari lapangan akan saya buat dalam bentuk teks, selanjutnya penulis akan

melakukan analisis apa yang dimaksud si penutur apakah itu bentuk

penawaran, peringatan, perintah, ucapan selamat, ucapan maaf, atau lainnya.

Langkah terakhir adalah pengambilan kesimpulan bahwa bentuk ujaran dan

akan menganalisis makna apa yang mahasiswa ujarkan dalam kampus

tersebut.In this observation, the writer has already found type of speech act

reflected at Faculty of Cultural Studies University of Sumatera

Utara.Representatives consist of 60 acts

14,9%

Directives Consist of 304

acts

75,8%

Commisives consist of 4 act

0,33%

Declaratives consist of 1

act

0,24%

Expressives consist of 32 acts

7,98%.

v

Abstract

In this thesis entitled An Analysis of Student's Speech Act At Canteen Faculty

of Cultural Studies University of Sumatra Utara. The authors analyze the

speech acts contained in the USU students of the Faculty of Cultural Studies,

in which case I will analyze the speech acts, I will be involved in the field,

while the author's purpose in order to make thesis find forms of speech acts

contained in the USU students of the Faculty of Cultural Studies and will

describe the significance pragmatics of speech acts, in writing this thesis, I use

the method of observation and using a tape recorder, my next step will be to

collect data that I obtained the data from the field I will make in the form of

text, then the author will do what analysis referred to the speaker if it forms a

quote, warning, command, congratulations, apology, or other. The final step is

making a conclusion that the form of speech and will analyze the meaning of

what the students act in the campus. In this observation, the writer has

already found the type of speech act reflected Faculty of Cultural Studies at

the University of North Sumatra. Representatives Consist of 60 acts Directives

Consist of 14.9% 75.8% 304 acts Commisives Consist of 4 act 0,33%

Declaratives Consist of one act of 0.24% Expressives Consist of 32 acts 7.98%.

vi

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ... i

ABSTRACT ... ii

TABLE OF CONTENT ... iii

CHAPTER I INTRODUCTION

1.1 The Background of Study ... 1

1.2

The Problems of Study ... 3

1.3

The Objectives of the Study ... 3

1.4Scope of the Study ... 3

1.5 The Significant of The Study ... 4

1.6The Method of the study ... 3

CHAPTER IIAN OVERVIEW OF PRAGMATIC THEORY

2.1. The Understanding of Pragmatic Theory ... 6

2.2. The Goals of Pragmatics Theory ... 8

2.3. The Relationship Between Bragmatics Theory and

Semantic ... 9

vii

2.4.1 Definition of Speech Acts ... 10

2.4.2. Types of Speech Acts ... 11

2.4.3. Types of Meaning ... 13

2.4.4. Literal Meaning ... 18

2.4.5. Non-Literal Meaning ... 18

CHAPTER III METHODS OF ANALYSIS

3.1. Location ... 25

3.2. Research Method

...

25

3.3. Population Sample ... 25

3.4. Data Collecting Methods ... 26

3.5. Data Analysis Methods ... 26

CHAPTER IV “ANALYSIS OF STUDENT’S SPEECH ACTS ATCANTEEN

FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA

UTARA”

4.1. Presentation of data ... 26

4.1.1.1. Speech Act Reflected At Canteen Faculty

of Cultural Studies University Sumatera Utara 26

4.1.1.1.2. Analysis of Data I (English Department 2010) 26

4.1.1.1.3 Data II (English Department 2011) ... 28

4.1.1.1.4 Analysis of Data II (English Department 2011) 28

viii

4.1.1.1.5 Data III (English Department 2012) ... 29

4.1.1.1.6 Analysis of Data III (English Department 2012)

... 31

4.1.1.1.7 Data IV (English Department 2013) ... .35

4.1.1.1.8 Analysis of Data IV (English Department 2013).37

4.1.1.1.9 Data V (English Department 2014) ... .40

4.1.1.1.10 Analysis of Data V (English Department 2014)

... 40

4.1.1.1.11 Data VI ((Arabic Department 2010) ... 42

4.1.1.1.12 Analysis of Data VI (Arabic Department 2010)

... 43

4.1.1.13 Data VII (Arabic Department 2011) ... 45

4.1.1.14 Analysis of Data VII (Arabic Department 2011) 46

4.1.1.15 Data VIII (Arabic Department 2012) ... 49

4.1.1.16 Analysis of Data VIII (Arabic Department 2012) 50

4.1.1.17 Data IX (Arabic Department 2013) ... 52

4.1.1.18 Analysis of Data IX (Arabic Department 2014) .. 53

4.1.1.19 Data X (Japanese Department 2010) ... 56

4.1.1.20Analysis of Data X (Japanese Department 2010) 67

4.1.1.21 Data XI (Japanese Department 2011) ... 60

ix

4.1.1.1.21 Analysis of Data XI (Japanese Department 2011)

... 61

4.1.1.1.22 Data XII (Japanese Department 2012) ... 63

4.1.1.1.23 Analysis of Data XII (Japanese

Department 2012) ... 64

4.1.1.1.24 Data XIII (Japanese Department 2013) ... 66

4.1.1.1.25 Analysis of Data XIII (Japanese

Department 2013) ... 66

4.1.1.1.26 Data XIV ... 66

4.1.1.1.27 Analysis of Data XIV ... 69

4.1.1.1.28 Data ... 70

4.1.1.1.29 ... 74

4.1.1.1.30 ... 75

4.1.1.1.31Data XXI (Chinese Department 2011) ... 79

4.1.1.1.32An Analysis of Data XXI

(Chinese Department 2011) ... 80

4.1.1.1.33Data XXII (Chinese Department 2012) ... 84

4.1.1.1.34An Analysis of Data XXII

(Chinese Department 2012) ... 85

x

4.1.1.1.36An Analysis of Data XXIII

(Chinese Department 2013) ... 89

4.1.1.1.37 Data XXV (Chinese Department 2014) ... 93

4.1.1.1.38An Analysis of Data XXV

(Chinese Department 2014) ... 94

4.2. Findings ... 99

CHAPTER V CONCLUTION AND SUGGESTIONS

5.1. Conclusion.………..101

5.2.Suggestions………...102

APPENDIX ………104

iv

Abstrak

Dalam skiripsi ini yang berjudul An Analysis of Student’s Speech Act At

Canteen Faculty of Cultural Studies University Sumatera Utara. Penulis

menganalisis tindak tutur yang terdapat pada mahasiswa Fakultas Ilmu

Budaya USU, dalam hal ini saya akan menganalisis tindak tutur tersebut,

saya akan terlibat dalam lapangan, adapun tujuan penulis menjadikan

skiripsi agar menemukan bentuk bentuk tindak tutur yang terdapat pada

mahasiswa Fakultas Ilmu Budaya USU dan akan mendiskripsikan makna

secara pragmatics dari ujaran – ujaran, dalam penulisan skiripsi ini, saya

menggunakan metode observasi lapangan dan menggunakan alat perekam,

langkah selanjutnya saya akan mengumpulkan data data yang saya peroleh

dari lapangan akan saya buat dalam bentuk teks, selanjutnya penulis akan

melakukan analisis apa yang dimaksud si penutur apakah itu bentuk

penawaran, peringatan, perintah, ucapan selamat, ucapan maaf, atau lainnya.

Langkah terakhir adalah pengambilan kesimpulan bahwa bentuk ujaran dan

akan menganalisis makna apa yang mahasiswa ujarkan dalam kampus

tersebut.In this observation, the writer has already found type of speech act

reflected at Faculty of Cultural Studies University of Sumatera

Utara.Representatives consist of 60 acts

14,9%

Directives Consist of 304

acts

75,8%

Commisives consist of 4 act

0,33%

Declaratives consist of 1

act

0,24%

Expressives consist of 32 acts

7,98%.

v

Abstract

In this thesis entitled An Analysis of Student's Speech Act At Canteen Faculty

of Cultural Studies University of Sumatra Utara. The authors analyze the

speech acts contained in the USU students of the Faculty of Cultural Studies,

in which case I will analyze the speech acts, I will be involved in the field,

while the author's purpose in order to make thesis find forms of speech acts

contained in the USU students of the Faculty of Cultural Studies and will

describe the significance pragmatics of speech acts, in writing this thesis, I use

the method of observation and using a tape recorder, my next step will be to

collect data that I obtained the data from the field I will make in the form of

text, then the author will do what analysis referred to the speaker if it forms a

quote, warning, command, congratulations, apology, or other. The final step is

making a conclusion that the form of speech and will analyze the meaning of

what the students act in the campus. In this observation, the writer has

already found the type of speech act reflected Faculty of Cultural Studies at

the University of North Sumatra. Representatives Consist of 60 acts Directives

Consist of 14.9% 75.8% 304 acts Commisives Consist of 4 act 0,33%

Declaratives Consist of one act of 0.24% Expressives Consist of 32 acts 7.98%.

1

CHAPTER I

1.

INTRODUCTION

1.1 Background of The Study

The most important aspect in human life which is used as communication is language. All people around the world use the language in communication and interaction to each other. Without language people cannot interact to other people else. People can express their ideas or feelings through the language. Beside it, thecommunicative function of language as the gift for human being, it is the important thing that makes human being different from animal.

In sharing our ideas, we need to deliver our ideas clearly so that the hearer can catch the meaning or the content of the message we are going to say. The hearer that wants to understand the meaning of the utterance of the speaker should know the languages and the context related to the utterance.

Stewart and Vaillette (2001:221) state that people use language to do an extraordinarily wide range of activities. It is used to convey information, request information, give orders, make requests, make threats, give warnings, make bets, give advice, etc.

Language has many functions in human’s life. People, especially linguists got interested to study about language. The discusses three general aspects, which include language form, language meaning, and language in context.

2 It is important to understand the meaning of someone utterances, so both the speaker and the hearer understand each other and they can communicate well. There will be misunderstanding if the hearer can not get the meaning of the speaker utterances.

For example, when someone says “do that again, and I’ll kick you”, it means that the speaker doesn’t try to make a request to do something, but he tries to make a threat in order to stop what the hearer do. In case of this situation, the hearer should be able to understand the meaning of the speaker utterances to avoid the misunderstanding.

This study describes the form of speech acts in a dialogue at the Faculty of Cultural Studies USU in data collection, see the method used followed by a technical note as advanced techniques. While the assessment of data used descriptive analysis method. The theory used in this research is the theory of speech acts by JL Austin.

From the results of the analysis, it can be concluded that the acts of locutions, illocutionary acts, and acts perlocution many students in dialogue Faculty of Cultural Studies USU, Follow locutions is a form of speech acts are most commonly found in the dialogue. Furthermore, forms of speech acts less common in the dialogue dialogue is illocutionary acts and perlocution.

One way of appreciating the distinctive features of speech acts is in contrast with other well-established phenomena within the philosophy of language. Accordingly in this entry I will consider the relation among speech acts and: semantic content, grammatical mood, speaker-meaning, logically perfect languages, perlocutions, performatives, presuppositions, and implicature. This will enable us to situate speech acts within their ecological niche.

3 The background of this thesis is about the uses of the students’ speech act at Faculty of Cultural Studies Canteen University of Sumatera Utara, but only covers some of the department, why I chose this title? because most students very compose in their speech act, with a slang term that is often used to talk during activity but not all students know what they talking about, therefore occurred to me to analyze what they are saying that all students of Culture Science understand what the meaning of the utterance.

Pragmatics, as a branch of linguistics, plays its role to study about the meaning of language and its relation to the context. In the theory of pragmatics, there are three types of acts (locutionary acts, illocutionary acts, and perlocutionary acts), they are called speech acts. Speech acts as the center of pragmatic study, is defined as a study of how to do the things with words.

In general, we recognize the types of act performed by a speaker in uttering a sentence such as ordering, requesting, begging, offering, inviting and others.In studying pragmatics, we focus on how to utter a speech, so the hearer can interpret its meaning.

J.R. Searle (1965:105) states:“Behind the word, there is a hidden meaning we want to convey.” He states that on the utterance has two kinds of meaning, i.e. propositional meaning and illocutionary meaning. Propositional meaning is a basic literal meaning of the utterance which is conveyed by the particular words and a structure which the utterance contains while illocutionary meaning is the hidden meaning or the effect of the utterance or written text has on the hearer or reader.

When a speaker says “can you take the rubbish outside?” to his maid, It is more than just a question of the ability of the maid whether she is strong enough to take the rubbish outside, but it is a kind of command that is uttered in such away.

4 Semantically, we may interpret the utterance as the act of questioning, but we can interpret it as an act of ordering pragmatically. The example above is a kind of illocutionary act that may be concluded that in language there should be an act can be performed. So, the sentence “can you take the rubbish outside?” contains at least two acts, i.e. requesting and ordering.

Illocutionary act is an act performed in saying something. It is something the speaker intends to do in making the utterance. This act is performed within the full control of the speaker and it is the evident after the utterance is made. The illocutionary act is carried out by speaker in making an utterance’s significance within a conventional system of social intention.

It is important to understand the meaning of someone utterances, so both the speaker and the hearer understand each other and they can communicate well. There will be misunderstanding if the hearer can not get the meaning of the speaker utterances. For example, when someone says “do that again, and I’ll kick you”, it means that the speaker doesn’t try to make a request to do something, but he tries to make a threat in order to stop what the hearer do.

In case of this situation, the hearer should be able to understand the meaning of the speaker utterances to avoid the misunderstanding.

J.R. Searle in Said (1997) categorizes the types of illocutionary acts into five categories. 1. Representatives,

Which commits the speaker to the truth of the expressed proposition (paradigm cases: asserting, concluding);

5 Which are attempted by the speaker to get the addressee to do something (paradigm cases: requesting, questioning);

3.Commissives,

Which commits the speaker to some future course of action (paradigm cases: promising, threatening, offering);

4. Expressive,

Which expresses a psychological state (paradigm cases: thanking, apologizing, welcoming and congratulating);

5. Declarations,

Which effects immediate changes in the institutional state of affairs and which tends to rely on elaborate extra linguistic institution (paradigm cases: excommunicating, declaring war, christening, marrying and firing from employment).

This is the reason why this topic is chosen and needed to be discussed. This topic, an analysis of Students’ Speech Act At Faculty of Cultural Studies Canteen Of University of Sumatera Utarawill be analyzed to find out the type of speech act whether To find the meaning of the speaker to analysis the meaning of the speaker.

1.2 The Problem of The Study

Speech act is the actions of performed via utterances. The used of the term speech acts cover such as request, command, and question. Related to the background explained, he problem of the study are formulated as a following :

6 b. What type speech act reflected At Faculty of Cultural Studies University Sumatera Utara?

1.3 The Objectives of The Study

This study with the interferences of the student or speaker to the listener in Faculty of Cultural Studies University of Sumatera Utara.So the main objectivities of this study are :

• To find the meaning of students’ speech act at Faculty of Cultural Studies University of Sumatera Utara

• To find the type and analyze of students’ speech act at Faculty of Cultural Studies Canteen University of Sumatera Utara

1.4

The Scope of The Study

The scope of the study are the students of Faculty of Cultural Studies University of Sumatera Utara who used the speech act language in their dialogue and the writer try to analyze their utterances and the writer try to find the meaning of the speaker and to analysis the meaning of the speaker.

The speaker only take four departments, and while that would be observation from the English Department, Arabic department, Japanese Department and Chinese Department. Not all students that I observed, only several years previously the only so within the confines of this issue I just observe and analyze students per Stambuk, and every department would I take two people, who belong from 2010-2014.

7 The finding in this study are useful for the student to pronounce the speech act in their dialogues especially for foreign language At Faculty of Cultural StudiesUniversity Sumatera Utara.

The researcher also hopes that this research could motivated other researchers who want to study the same topic in the future. He also hopes the result of the research would be useful for other people who are interested in learning English especially in speech act’s problems.

8 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 An Overview of Pragmatics

Pragmaticsis often defined as the theory of the way language is used. It links the language and its user. It is the study of relationships between linguistic forms and the users of those forms. This study allows humans into the analysis. In this study, it's possible to discuss people's intended meanings, assumptions, purposes or goals and the kinds of actions that they perform when speaking.

Pragmatics is concerned with how people use language within a context, in real-life situations,while semantics is concerned with the relationship between linguistic forms and entries inthe world. In pragmatics, people study about how factors such astime, place and the social relationship between speaker and hearer affectthe ways in which language is used to perform different functions. It is clear that the role of pragmatics is to understand how context affects the meaning of certainutterances.

Language is a means of communication between members of the community in the form of a symbol of the sound produced by human vocal organs. Maybe there is an objection by saying that the language is not the only tool for communicating. They showed that two persons or parties to a communication by means of certain ways that have been agreed. The paintings, the smoke, the sound of drums or barrels and so on. But they also have to admit that when compared with the language, all communication devices contain many terms was weak.

9 Pragmatics is concern with the study of meaning as communicated by a speaker or writer and interpreted y a listener or reader. It means that pragmatics is to do analysis of what people mean by their utterances. So, the pragmatics is the study of speakers meaning.

The pragmatics is the study of how the speaker or writer makes the communication more than what is they said. This approach also necessarily explores how the listeners can make inferences about what is said, in order to arrive at interpretation of the speaker’s or the writer’s intended meaning. This type of study explores how great deal of what is unsaid is recognized as a part of what is communicated.

This perspective then raises to the question of what choices is determined between the saying and unsaying. The basic answer tied to the notion of distance. Closely, whether it is physical social, or conceptual, it is implies the shared experience. On the assumption of how close or far the listener is, the speakers determine how much needs to be said. So, the pragmatics is the study of the expression of relative distance.

Yule (1996:3) states that there are four definitions of pragmatics, and these four definitions becomes the areas that pragmatics are concerned with. The four definitions of pragmatics are described below:

1. Pragmatics is the study of speaker meaning. It is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). It analyzes what people mean by their utterances than what the words or phrases in those utterances might mean by themselves.

2. Pragmatics is the study of contextual meaning.It involves the interpretation of what people mean in a particular context and how the context influences what is said. It

10 requires a consideration of how speaker organize what they want to say in accordance with who they are talking to, where, when, and under what circumstances.

3. Pragmatics is the study of how more gets communicated than is said.It explores how listeners can make inferences about what is said in order to arrive at an interpretation of the speaker’s intended meaning. This type of study explores how a great deal of what is unsaid is recognized as part of what is communicated. It can be called as the investigation of invisible meaning.

4. Pragmatic is the study of the expression of relative distance. It raises the question of what determines the choice between the said and the unsaid. The basic answer is tried to the notion of distance. Closeness, whether it is physical, social, or conceptual, implies shared experience. On the assumption of how close or distant the listener is, speakers determine how much needs to be said.

In conclusion, pragmaticsis the study of how language is used incontext and how meaning is derived from the context. Different context will result the different meaning. It is important to know the context of some utterances in order to get the real meaning of the utterances. For example:

1. Alex has a knife.

The example above can be used to accomplish different things in dfferent contexts, such as:

a) To make an assertion.

The context is when some people are on a beach and they are thinking about how to open a coconut. Suddenly, someone says “Alex has a knife." People will

11 understand that this utterance is an assertion that Alex has a knife to open the coconut.

b) To give a warning.

The context is Alex is trying to bully two new students in order to take their lunch and money. One of the new students just turns around and starts to walk away. He doesn't see that Alex brings out a knife. The other student then yells “Alex has a knife.” People will understand that this utterance is a warning that Alex has a knife and he will hurt the student.

2.2 Speech Acts

The central concern of pragmatics is the study of speech acts. Speech act is a part of pragmatic discussion which relates to what a certain sentenceand utterance possesses certain act within it.

Speech act is the usage of language to accomplish something. It enables people to do or perform an extraordinarily wide range of activities simply by using language, such as to convey information, request information, give orders, make requests, make threats, give warnings, make bets, give advice, etc.

Speech acts are a staple of everyday communicative life, but only became a topic of sustained investigation, at least in the English-speaking world, in the middle of the Twentieth Century.

Since that time “speech act theory” has been influential not only within philosophy, but also in linguistics, psychology, legal theory, artificial intelligence, literary theory and many other

12 scholarly disciplines.Recognition of the importance of speech acts has illuminated the ability of language to do other things than describe reality.

In the process the boundaries among the philosophy of language, the philosophy of action, the philosophy of mind and even ethics have become less sharp. In addition, an appreciation of speech acts has helped lay bare an implicit normative structure within linguistic practice, including even that part of this practice concerned with describing reality.

Yule (1996:47, 53-54) says that actions that performed by utterances are generally called as speech acts and, in English, are commonly given more specific labels, such as apology, complaint, compliment, invitation, promise or request. There are five types of general functions that are performed by speech acts,they are:

1. Declarations

Declarations are those kinds of speech acts that change the world via utterance. It is kind of sentence that typically used in assertions to convey information that having truth conditions.It brings extra linguistic state of affairs into existence, as people declare war, appoint, veto and so forth. For example:

• Priest: I now pronounce you husband and wife.

• Referee: You’re out!

• Jury Foreman: We find the defendant guilty. 2. Representatives

Representatives are those kinds of speech acts that state what the speaker believes to be the case or not. For example:

13

• Chomsky didn’t write about peanuts.

• It was a warm sunny day. 3. Expressives

Expressives are those kinds of speech acts that state what the speakers feel.They expresspsychological states and can be statements of pleasure, pain, likes, dislikes, joy, orsorrow. For example:

• I’m really sorry!

• Congratulations!

• Oh, yes, great, mmmm, ssahh! 4. Directives

Directives are those kinds of speech acts that speakers use to get someone to do something.For example:

• Gimme a cup of coffee. Make it black.

• Could you lend me a pen, please?

• Don’t touch that. 5. Commissives

Commissives are those kinds of speech acts that speakers use to commit themselves to some future action. For example:

• I’ll be back.

• I’m going to get it right next time.

14 Stewart and Vaillette (2001:222) says that there are some common speech acts that has different function for each of them, they are:

Speech act Function

Assertion conveys information

Question elicits information

Request (more or less politely) elicits action Order demands action

Promise commits the speaker to an action Threat intimidates the hearer

Here are the examples of the seven common speech acts according to Steward and Vaillette as described above:

• John read the book. assertion

• Did John read the book? question

• Please pass the salt. request

• Kim’s got a knife! warning

• Get out of here! order

• I will love you forever. promise

• I’ll give you a reason to cry. Threat

Certain speech acts are so central to communication that people have special syntactic structures that are typically used to mark them. The sentence forms that will be discussed are:

15 1. Sentence Forms:

Form Example

Declarative “He is cooking the chicken.” Interrogative “Is he cooking the chicken?”

Imperative “Cook the chicken!”

2. Typical association between Sentence Form and speech act:

Form Speech act

Declarative Assertion Interrogative Question

Imperative Order/Request

2.2.1 Types of Speech Acts

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

1. Locutionary Act

Locutionary act is the basic act of utterance, or producing a meaningful linguistic expression. This act is simply the speech acts that have taken place. It is an utterance that is well organised in grammar terms.

16 Illocutionary act is used when people form an utterance with some kind of function in mind. It is performed via communicative force of an utterance. This act is the real actions that are performed by the utterance, such as make a statement, an offer, an explanation, etc.

3. Perlocutionary Act

Perlocutionary act is used when people say an utterance which is intended to give an effect to the hearer. So, this act is simply the effects of the speaker’s utterance on the hearer. For example:

Utterance : Shoot her!

1. Locutionary Act or Locution:

He said to me “Shoot her!” meaning by shoot “shoot” and referring by her to “her.” 2. Illocutionary Act or Illocution:

He urged (or advised, ordered, etc.) me to shoot her. 3. Perlocutionary Act or Perlocution:

He persuaded me to shoot her.

Besides the three types of speech acts above, speech acts can also be classified into two types, they are direct speech act and indirect speech act. In daily life, people often do not directly express what they intend, but instead formulate their utterances in ways which appear more polite to hearers. For example:

1. Lend me your book!

17 Both examples above are uttered in order to give requests, but the first one, phrased as an imperative and the second, phrased as an interrogative. It's obvious from experience that the second example, “Could you lend me your book?” is not actually a question about the ability of the addressee to lend the book, but a prompt to action. People usually respond this prompt simply by saying “Yes, I could” and if they do not do it, it will not be a polite reaction.

Therefore the second example above, “Could you lend me your book?” has two pragmatic levels. First, it is a question and second, it is a request. It therefore qualifies as an indirect speech act, whereas the first example, “Lend me your book!” is a direct speech act.

2.2.1.1 Direct Speech Act

Yule (1996:55) states that direct speech acts will happen if there is direct relationship between the structure and the function of the utterance.

Stewart and Vaillette (2001:223) also states that direct speech act is the relationship between the structure and the function of some utterances. It occurs when a particular sentencetype is being used to serve its typical function. It is based on the literal meaning of the sentence. For example:

1. Utterance: You wear a seat belt. Declarative sentence type; Assertion 2. Utterance: Do you wear a seat belt?

Interrogative sentence type; Question 3. Utterance: Wear a seat belt!

18 Imperative sentence type;Order/request

2.2.1.2 Indirect Speech Act

Yule (1996:55) states that indirect speech acts will happen if there is indirect relationship between the structure and the function of the utterance.

Stewart and Vaillette (2001:225-226) states that indirect speech acts are generally considered to be more polite than direct ones. Indirect usages are not rare or marginal. It takes little reflection, however, to notice that in most cases, some notion of politeness plays a role. The direct imposition can be ameliorated by avoiding a direct demand and instead asking whether the addressee is willing to or capable of carrying out the act. This gives the addressee the option of not carrying out the implied request without losing face. Hence “Would you pass the salt?” or “Can you pass the salt?” are more polite than “Pass the salt!”

Indirect speech actoccurs when aparticular sentence type is used to serve an atypicalfunction.It suggests a different purpose than it actually has.For example:

1) Direct: Please close the door.

Imperative sentence type; Order/request

Indirect: Do you think you could close the door? Interrogative sentence type; Order/request

2) Direct: Did Bart get the job?

Interrogative sentence type; Question

Indirect: I was wondering if Bart got the job. Declarative sentence type; Question

19 Akmajian, et al (2001:381-383) states that sometimes when people speak they are not only performing some direct form of communication but also speaking indirectly. When people speak indirectly, they mean something more than what they mean directly and they want the hearer to guess or to conclude what they mean by saying the utterance. For example:

a. The door is over there. (used to request someone to leave)

b. I want 10 gallons of regular. (used to request 10 gallons of regular)

c. I’m sure the cat likes having its tail pulled. (used to request the hearer to stop pulling the cat’s tail)

d. I need some foods. (used to request the hearer to give foods) e. You’re the boss. (used to agree to do what the speaker says) f. I should never have done that. (used to apologize)

g. Did you bring any tennis balls? (used to inform the hearer that the speaker did not bring any)

h. It’s getting late. (used to request the hearer to hurry)

The hearer will know that the speaker is not speaking merely directly but indirectly by virtue of contextual inappropriateness. For instance, it would be strange if, on driving into a gas station, the speaker (in example b) had only been reporting her wants and was not also making a polite request for some gas. A mere report of what one now wants is relevant to the taking of a poll, perhaps, but is not contextually appropriate at a gas station. Thus, the same sort of contextual information and presumptions used in recognizing previous communicative intentions and acts are also used with indirect acts.

20 The hearer is also able to use context and the Conversational Presumptions to find the speaker’s indirect communicative intent. Once the hearer identifies why the speaker cannot merely be speaking directly, he is able to use this information to aid in recognizing her indirect intent. Thus, reporting a desire for a tank of gas at a service station would be contextually inappropriate if that were all the speaker was doing.

Since requesting expresses the desire that the hearer do something, it would be natural in the circumstances for him to conclude that in reporting this desire the speaker was also requesting the gas, since requesting would be the contextually appropriate thing to do.

Suppose that the speaker utters (in example a) ‘The door is over there’ to the hearer, thereby indirectly requesting the hearer to leave. How might the hearer reason? The first thing he must notice is that it would be contextually inappropriate for the speaker to be merely reporting the location of the door, assuming that the speaker and the hearer both already know the location of the door, and this is not relevant to the conversation.

Stewart and Vaillette (2001:224) say that associated with each speech act is a set of felicity conditions that must be satisfied if that speech act is to be correctly (including honestly) performed. Here are some felicity conditions on the acts of questioning and requesting (where “S” stands for the speaker, “H” for the hearer, “P” for some state of affairs, and “A” for some action):

A. S questions H about P:

1. S does not know the truth about P.

21 3. S believes that H may be able to supply the information about P that S wants.

B. S requests H to do A:

1. S believes that A has not yet been done. 2. S believes that H is able to do A.

3. S believes that H is willing to do A-type things for S. 4. S wants A to be done.

Here are examples of direct and indirect speech act analysis in question and request form according to explanation above:

C. Question 1. Direct

a. Did you marry Helen?

b. I ask you whether or not John married Helen.

2. Indirect

a. I don’t know if John married Helen. (A.1)

b. I would like to know if John married Helen.(A.2) c. Do you know if John married Helen?(A.3) D. Request

22 a. Please take out the garbage!

b. I request that you take out the garbage.

2. Indirect

a. The garbage isn’t out yet.(B.1)

b. Could you take out the garbage?(B.2)

c. Would you mind taking out the garbage?(B.3) d. I would like for you to take out the garbage.(B.4)

23 CHAPTER III

METHOD OF THE ANALYSIS

3.1 Location

The study was conducted at Canteen Faculty of Cultural Studies University of Sumatera Medan. The reason why the writer took the location is due the writer is one of student at Faculty of Cultural studies at that University.

The research location is a place where researchers studies. In this study researchers also as a research instrument, conduct research at University of Sumatera Utara campus is located in the Faculty of Cultural Studies. This is because the objectstudied is speech or utterances, the researchers prefer the campus to do research. In addition, researchers conducted the study inprivate rooms as well as supported by means of appropriate equipment forsupport the research process.In this study, researchers conducted a study in several weeks, start from 10/10/2014 to 10/02/2015 this is because previous researchersgradually been doing research for then do researchintensified the research object.

3.2 Research Method

There are three kinds of research based on the location of the research library, labolatory, and field research ( Bugin, 2005 : 40-41 ) in doing research, the writer took field research to collect his data and he also applied library research to obtain information to support the analysis. The method of the study that use is quantitative method as Arikunto (2006 : 12) says that quantitative research applies number from collecting the data, describing the data, until

24 the result of the research. Moreover, the results of the research would be better by applying table, graph, draft, picture, etc.

The research was conducted at of Faculty of Cultural Studies University of Sumatera Utara there are at English Department, Arabic Department, Japanese Department and Chinese Department.

3.3 Population and Sample

Populasi adalah himpunansemuahal yang ingindiketahuidalampenelitian (Malo, 1985:149). Sample adalahbagiandaripopulasi yang dapatmewakilipopulasi data yang ada (Malo, 1985: 152).Population data in this study is in the form of dialogue as a whole contained at Faculty of Cultural Studies University of Sumatera Utara. In this study, researchers used a sample of some of the data in the form of dialogue with regard to the follow-locutions, illocutionary, and perlocution.

The population of this research are 300 students, the population in data is sentence which obtained from 32 respondents, Arikunto(2006:12) says that sample is purposed by taking the subject not based on the level, random, or domain but it’s taken based on the certain purpose. Thus, the researcher took sample based on the sentences which speech act sentence.

Sampel adalah bagian dari jumlah dan karakteristik yang dimiliki oleh populasi tersebut(Sugiyono2011:120). Sedangkan menurut pendapat lainnya, yang dimaksud sampel atau contoh adalah sebagian atau wakil populasi yang diteliti (Arikunto, 2010: 174).

Penentuan besarnya sampel dalam penelitian ini didasarkan pada pendapat Arikunto berikut:

25

“Untuk sekedar ancer- ancer, maka apabila subyeknya kurang dari 100, lebih baik semua sehingga penelitiannya adalah penelitian populasi.Selanjutnya apabila subyeknya besar dapat diambil antara 10-15% atau 20-25% atau lebih.”

Based on the concept mentioned above, because the population of more than 100, the researchers took samples of 10-15%. With the sample number was expected to meet the requirements of the sampling.

3.4 Data Collecting Methods

In this study, researchers collected data based dialogue reflected at Faculty of Cultural Studies Canteen University of Sumatera Utara.

Metode yang digunakan dalam pengumpulan data yaitu metode simak (Sudaryanto, 1993: 133).

Refer to the method is a method by means of listeninga language. The techniques used in this method, which is a technique ListenProficient involved free. In this technique, the researchers not involved in the dialogue, conversations,or reward speech. So, the researchers did not participate in the talks process those peoplewho is speaking in the dialogue.

After that, the researchers also uses techniques Record. In this technique, researchersrecord all the data found in the data card and using mediacomputer as a place to store data that is then followed byclassification (Sudaryanto, 1993: 135).

Additionally, in this study the researchers also using descriptive method, the method in which the researchers explained that there are forms of speech acts that, in this study. The researcher use theory of Daulay, burt, And Krashen in analyzing the type of speech act made by students in faculty of Cultural Studies University of Sumatera Utara Medan.

26

CHAPTER IV

DATA ANALYSIS AND FINDINGS

4.1. Presentation of Data

4.1.1.Speech act reflected at Faculty of Cultural Studies University of Sumatera Utara.

Many utterances that reflected at canteen Faculty of Cultural studies University of Sumatera Utara, there are:

Conversation at the canteen Faculty of Cultural Studies University of Sumatera Utara. 4.1.1.1 Data 1 (English Department 2010)

Ad : Could you order us for two cups of tea, please ! Yu : Yes certainly, ice tea or hot tea?

Ad : Ice tea please.

Yuk : Wait for a while, please. Ad : Thank you

Yu : What would you like to eat? Ad : Fried noodle please

Yu : Okay, it's ready now. 4.1.1.2Analysis of Data I

Ad : Could you order us for two cups of tea, please ! Direct : Enquiring

Literal : The speaker literally enquires the hearer about coffee because he want to drink that coffee

Yu : Yes certainly, ice tea or hot tea? Direct : Informing, Asking.

Literal : The speaker literally informs the hearer will order that coffee, and the speaker _{asks what coffee want to order.}

27 Direct : Informing

Literal : The speaker gives information that coffee. Yu : Wait for a while, please.

Direct : Informing

Literal : The speaker informing to the hearer to wait for a while. Ad : Thank you

Direct : Thanking

Literal : The speaker literally thanks the hearer for being so kind to him. Yu : What would you like to eat?

Direct : Enquiring

Literal : The speaker literally enquires the hearer about the food want to eat. Ad : Fried noodle please

Direct : Informing

Literal : The speaker informs the hearer that food Yu : Okay, it's ready now.

Direct : Informing

Literal : The speaker informing that will okay all. 4.1.1.1.3 DataII (English Department 2011)

Ay : Hei Dewi, how are you today?

De : Hei Ayu, I am very fine. How about you?

Ay : I am fine too Dewi. What do you want something to eat for breakfast? De:Yeah I want to eat fried rice with special chicken and egg. How about you?

Ay : I want to eat Nasi Uduk with egg and tempe and very spicy sauce. De : Okay, just wait here, Ayu and I will order.

Ay: Thank you Wi for doing that . By the way.Why do you seldom breakfast at this canteen? De : Usually I cooked my breakfeast in my renthome.

28 4.1.1.1.4 Analysis of Data II

Ay : Hei Dewi, how are you today? Direct : Enquiring

Literal : The speaker literally enquires the hearer about Dewi condition. De : Hei Ayu, I am very fine. How about you?

Direct : Informing and asking

Literal : The speaker literally informs the hearer about her condition.

Ay : I am fine too Dewi. What do you want something to eat for breakfast? Direct : Informing and Enquiring

Literal : The speaker literally informs her condition and he enquires about hearer condition.

De : Yeah I want to eat fried rice with special chicken and egg. How about you? Direct : Informing and Enquiring

Literal : The speaker Literally informs her ordering and enquires about hearer. Ay : I want to eat Nasi Uduk with egg and tempe and very spicy sauce. Direct : Asking

Literal : The speaker literally asks the hearer what she wants. De : Okay, just wait here, Ayu and I will order.

Direct : Informing

Literal : The speaker informs the hearer to wait for a while.

Ay : Thank you Wi for doing that . By the way. Why do you seldom breakfast at canteen?

29 Literal : The speaker literally thanks the hearer and asking about

information why the hearer seldom breakfast. De : Usually I cooked my breakfeast in my renthome. Direct : Informing

Literal : The speaker literally informs the hearer she is cooked in her rental home.

4.1.1.5 Data III (English Department 2012)

De : Hi Ira, it’s a rest break, why do you just stay in the class? Let’s go to the canteen.

Ir : Actually I have to finish my homework. But, no problem, I can do it later.

De : That’s a homework, why didn’t you do in your home? Ir : That’s my bad habit? Any problem?

De : Not really.

At the canteen.

Ir : What are you going to order? De : I think meatball and ice tea.

Ir : Ok, wait a minute, I tell your order. De : Ok, thank you.

Ir : No problem.

A few minutes later.

De : The waiter told me that we might have to wait for little bit long because there are so many orders.

Ir : No problem. I am not in hurry. Hey, tell me about the examination yesterday.. I mean maybe the questions will be the same for my class.

De : Hmmm, when will the exam be held in your class? Ir : Tomorrow morning. It will be the first hour.

De : Ok, you need to study about pronoun, countable noun, un-countable noun, and some tenses. The questions are related to those topics.

Ir : Ok, and then? Any other topic?

De : Hmmm, oh ya I remember it. The conditional sentence appeared for about three questions.

Ira : Thank you Dewi. What are the kinds of those questions. I mean multiple choice or essay?

Ira : Essay! It’s gonna be so difficult. You need to study hard. De : Really? I must prepare it well.

30 De : May I ask your notes because my notes are not complete enough for

the examination.

Ir : No problem. Just visit my home tonight or after school. De : Ok. Thank you Ira.

Ir : You’re welcome. Our foods are coming, let’s eat.

4.1.1.1.6 Analysis of Data III

De : Hi Ira, it’s a rest break, why do you just stay in the class? Let’s go to the canteen.

Direct : Informing and asking

Literal : The speaker Literally informs and asks the hearer to go to canteen.

Ir : Actually I have to finish my homework. But, no problem, I can do it later. Direct : Informing

Literal : The speaker literally informs the hearer she will do that homework as pas as possible.

De : That’s a homework, why didn’t you do in your home? Direct : Asking

Literal : The speaker literally asks the hearer about that homework. Ir : That’s my bad habit? Any problem?

Direct : Informing

Literal : The speaker literally informs that is speaker habitation to the hearer. De :Owhhhh,, What ails are you?

Direct : Mocking

Literal : The speaker non-literally mock the hearer that the hearer is grazy.

31 Ir : What are you going to order?

Direct : Enquiring

Literal : The Speaker literally asks the hearer what is her ordering. De : I think meatball and ice tea.

Direct : Informing

Literal : The speaker literally informs that the speaker ordering. Ir : Ok, wait a minute, I tell your order.

Direct : Informing

Literal : The speaker literally informs that will okay to the hearer. De : Ok, thank you.

Direct : Thanking

Literal : The speaker Literally thanks the hearer for being so kind to him. Ira : No problem.

Direct : Informing

Literal : The speaker literally informs that is no problem.

A few minutes later.

De : The waiter told me that we might have to wait for little bit long because there are so many orders.

Direct : Informing

Literal : The speaker informs the hearer he might to wait for a while because there adre many orders.

Ir : No problem. I am not in hurry. Hey, tell me about the examination yesterday.. I mean maybe the questions will be the same for my class.

32 Direct : Informing

Literal : The speaker literally informs no problem about that, she is not in hurry. De : Hmmm, when will the exam be held in your class?

Direct : Asking

Literal : The speaker literally asks the hearer when they take exam. Ir : Tomorrow morning. It will be the first hour.

Direct : Informing

Literal : The speaker literally informs the time of the exam.

De : Ok, you need to study about pronoun, countable noun, un-countable noun, and some tenses. The questions are related to those topics.

Direct : Informing

Literal : The speaker literally informs about the topic examination. Ir : Ok, and then? Any other topic?

Direct : Asking

Literal : The speaker literally asks her about other topics.

De : Hmmm, oh ya I remember it. The conditional sentence appeared for about three questions.

Direct : Informing

Literal : The speaker literally informs about the topic for tomorrow.

Ir : Thank you Dewi. What are the kinds of those questions. I mean multiple choice or essay?

Direct : Thanking and asking

33 Ir : Essay! It’s gonna be so difficult. You need to study hard.

Direct : Informing

Literal : The speaker informs the hearer to study hard. De : Really? I must prepare it well.

Direct : Stating

Literal : The speaker literally tells the hearer that he want to study hard to prepare that examination.

Ir : Yes of course. Direct : Informing

Literal : The speaker literally informs yes.

D : May I ask your notes because my notes are not complete enough for the examination.

Direct : Asking

Literal : The speaker literally asks the hearer about the notes. Ir : No problem. Just visit my home tonight or after school. Direct : Informing

Literal : The speaker informs the hearer to visit her house. De : Ok. Thank you Ira.

Direct : Thanking

Literal : The speaker literally thanks the hearer.

Ir : You’re welcome. Our foods are coming, let’s eat. Direct : Informing

34 4.1.1.1.7 Data IV (English Department 2013)

Fa : Hey, Good morning, Riah!

Kha : Hello there, Farah! Good morning.

Fa : Wow, I don’t see you very often to be in cantin this early. What makes you come so early this morning?

Kha : That’s actually fine, Farah. My house is kind of far from our Campus, I’m just afraid I would come late if I didn’t come so early.

Fa : But, I think you never come this early before, Riah. It’s just 08.00 AM now. I usually see you come to class around 08.20 AM.

Kha : Yeah, Farah. As a matter of fact, the road where I pass by the bus I take everyday to campus is now under betterment. The betterment process really disrupts the traffic condition, so I always end up trapped in traffic jam lately. Due to the traffic jam, I almost come late everyday to campus. So, during the road betterment I will come to campus earlier than before.

Fa : That’s a smart decision, Riah. You know about our campus rules, right? Kha : Yeah, you are so right, that would be awful. So, what makes you

come this early, Farah? Do you usually arrive at campus this early? Fa : Yes, Riah. I come this early to campus everyday.

Kha : Wow, what a duty! By the way, do you do all the preparation things by yourself? It must be tiring.

Fa : Heehee it won’t happen,

Kha : Heehee I thought that you have to set everything up all alone.

Fa : And… besides of my duty as a student, there are also a few things that please me to be in the campus this early.

Kha : Huh? What are those?

Fa : Humm… I think the air in here is clearer if you breathe in at this early hour. And you may also find some gauze or thin mist around the campus.

Kha : Yeah, you’re right, Vina. I do feel the air is clearer and I think I saw that thin mist you said too.

Fa : Yeah, So, coming earlier to campus isn’t bad, right? Kha : Yup, it’s not that bad.

Fa : And maybe, you could do some homework you forgot to do last night by coming early to the campus.

Fa : Oh, my! I remember I got homework I haven’t finished. I have to finish it before the bell rings. What a great talk, Vina! I’ve got to go, see you later!

Kha : Haha…See ‘ya, Farah! 4.1.1.1.8 Analysis of Data IV

35 Direct : Greeting

Literal : The speaker literally greets the hearer. Kha : Hello there, Farah! Good morning. Direct : Information

Literal : The speaker literally gives information on that dialogue.

Fa : Wow, I don’t see you very often to be in cantin this early. What makes you come so early this morning?

Direct : Enquiring

Literal : The speaker literally enquiring the hearer why does hearer come early. Kha : That’s actually fine, Farah. My house is kind of far from our

Campus, I’m just afraid I would come late if I didn’t come so early. Direct : Information

Literal : The speaker literally Informs the hearer he was afraid to late.

Fa : But, I think you never come this early before, Riah. It’s just 08.00 AM now. I usually see you come to class around 08.20 AM.

Direct : Inforrming

Literal : The speaker literally inform about hearer information.

Kha : Yeah, Farah. As a matter of fact, the road where I pass by the bus I take everyday to campus is now under betterment. The betterment process really disrupts the traffic condition, so I always end up trapped in traffic jam lately. Due to the traffic jam, I almost come late everyday to campus. So, during the road betterment I will come to campus earlier than before.

36 Direct : Informing

Literal : The speaker literally informs hearer about speaker habit.

Fa : That’s a smart decision, Riah. You know about our campus rules, right? Direct : Enquiring

Literal : The speaker literally enquires hearer about campus rules.

Kha : Yeah, you are so right, that would be awful. So, what makes you come this early, Farah? Do you usually arrive at campus this early?

Direct : Informing

Literal :The speaker literally informs about hearer condition. Fa : Yes, Riah. I come this early to campus everyday. Direct : Informing

Literal : The speaker literally informs hearer about the speaker.

Kha : Wow, what a duty! By the way, do you do all the preparation things by yourself? It must be tiring.

Direct : Enquiring

Literal : The speaker literally Enquires about hearer preparation the speaker absolutely wonderful about that activities.

Fa : Heehee it won’t happen, Direct : Informing

Literal : The speaker literally informs that is her habitual.

Kha : Heehee I thought that you have to set everything up all alone. Direct : Informing

37 Fa : And… besides of my duty as a student, there are also a few things

that please me to be in the campus this early. Direct : Information

Literal : The speaker literally informs her duty as a student to the hearer. Kha : Huh? What are those?

Direct : Enquiring

Literal : The speaker literally enquires and want to know what the speaker duty. Farah : Humm… I think the air in here is clearer if you breathe in at this

early hour. And you may also find some gauze or thin mist around the campus.

Direct : Information

Literal : The speaker literally informs her encouragement to campus to the hearer. Kha : Yeah, you’re right.

Direct : Information

Literal : The speaker literally informs the hearer and the speaker absolutely wrapper about that information.

Fa : Yeah, So, coming earlier to campus isn’t bad, right? Direct : Enquiring

Literal : The speaker literally enquires to the hearer is bad goes to campus early? Kha : Yup, it’s gooooood.

Direct : Information

38 Fa : And maybe, you could do some homework you forgot to do last night

by coming early to the campus. Direct : Information and enquiring

Literal : The speaker literally informs and enquires hearer about her homework. Fa : Oh, my! I remember I got homework I haven’t finished. I have to

finish it before entering the class. Direct : Information

Literal : The speaker literally informs the hearer she want to do the homework Kha : Haha…See ‘ya, Farah!Hurry !

Direct : Ordering

Literal : The speaker Literally orders the hearer to do the homework as pas as possible.

4.1.1.1.9 Data V (English Department 2014)

Ve : I’ll just have mandi Fitri.

Fi : Fine. I’ll order it right away kak. Ve : Do you take milk with your coffee? Fi : Yes, I take it Kak.

Ve : Is everything okay here?

Fi :Yes, Everything is fine Kak. Kak I want to join my class as pas as possible kak

Ve : Very well then. Have a nice day. Fi : Thanks ya Kak.

4.1.1.1.10Analysis of data V

Ve : I’ll just have mandi Fitri. Direct : Order

39 Fi : Fine. I’ll order it right away kak.

Direct : Information

Literal : The speaker literally informs hearer she will order that. Ve : Do you take milk with your coffee?

Direct : Enquiring

Literal : The speaker literall enquires hearer about drinking. Fi : Yes, I take it Kak.

Direct : Information

Literal : The speaker literally inform hearers to takes thar order. Ve : Is everything okay here?

Direct : Enquiring

Literal : The speaker literally enquires hearer about condition.

Fi : Yes, Everything is fine Kak. Kak I want to join my class as pas aspossible kak

Direct : Informing and asking

Literal : The speaker literally informs and asks hearer he want to follow the class right now

Ve : Very well then. Have a nice day. Direct : Information

Literal : The speaker literally informs hearer to get luck Fi : Thanks ya Kak.

Direct : Thanking

40 4.1.1.1.11 Data VI (Arabic Department 2010)

An : Ila aina anta wahyu? Wa : Ila hunaka, limadza?

An : Huna anta tajlis, nasrob awanal nahnu. Wa : Na’am, ajhab amamuka.

An : Ma dza tasrob Wa : Susu dingin. Anta?

An : Ana aidon. Qul awalan maahu. Wa : Naam, Limadza anta la tadhul? An : La ba’sa. Ana kaslan.

Wa : Miroron jiddan anta huna. Laziz naam?

An : Naam, laziz jiuddan huna, Hayya alal asrob qod ta’ti sarobuna. Wa : Naam. Syukron alaika Naam.

An : Naam, la ba’sa dzalik., Wa : Ana Adkhul awalan ilal fasli. An : Tafaddol.

4.1.1.1.12 Analysis of data VI

An : Ila aina anta wahyu? Direct : Enquiring

Literal : The speaker literally Enquires the hearer where he want to go, here the speaker try to call and company him there.

41 Wa : Ila hunaka, limadza?

Direct : Informing and Enquiring

Literal : Th speaker Literally informs and enquires him why? An : Huna anta tajlis, nasrob awanal nahnu.

Direct : Inviting

Literal : The speaker Literally Invites the hearer to drink there. Wa : Na’am, ajhab amamuka.

Direct : Information

Literal : The speaker literally informs he will join the table.

An : Ma dza tasrob? Direct : Enquiring

Literal : The speaker Literally enquires the hearer what he want to drink.

Wa : Susu dingin. Anta? Direct : Informing and Enquiring

Literal : The speaker literally informs and enquires the hearer what will he drink with question tag.

An : Ana aidon. Qul awalan maahu.

42 Literal : The speaker literally informs and orders what he will drink

Wa : Naam, Limadza anta la tadhul?

Direct : Informing and Enquiring

Literal : The speaker literally enquires why didn’t he join the class.

An : La ba’sa. Ana kaslan. Direct : Informing

Literally : The speaker literally informs he was lazy.

Wa : Miroron jiddan anta huna. Laziz naam? Direct : Informing and enquiring

Literal : The speaker literally informs the hearer and enquires him. An : Naam, laziz jiuddan huna, Hayya alal asrob qod ta’ti sarobuna. Direct : Informing and asking

Literally : The speaker literally asks to drink because their drinking was coming. Wa : Naam. Syukron alaika Naam.

Direct : Thanking

Literally : The speaker literally thanks to hearer. An : Naam, la ba’sa dzalik.

43 Direct : Informing

Literal : The speaker literally informs

Wa : Ana Adkhul awalan ilal fasli. Direct : Informing and asking

Literal : The speaker literally informs hearer he want to join the class. An : Tafaddol.

Direct : Informing

Literal : The speaker literally informs hearer to join the class before.

4.1.1.1 .13Data VII (Arabic Department 2011)

Su : Kaifahalukahi?

Au : Bilkhoir, madzata’malhuna? Su : Saasrobanasohib, anta ilaaina? Au : Ilahunashohib, Madzatasrob? Su : Manisdinginsohib, anta madza? Au : sawaaidonshohib.

Su : aidarsin anta atdkhulba’dinakhi? Au : Filsafatakhi. Anta?

Su : Terjemahanakhi. Ai saah anta tadkhulahki? Au : Sa’atuttasiakhi, anta?

Su : Sawaaidon.

44 Su : Laziz, Liannanahnunataalamkaifaqolafilhadits, utlubulilmaminal

Mahdi ilallahdi, shohikanakhi?

Au :Shohihjiddan. Mahirjiddan anta al-an akhi. Su : AKKKKhh, Wolesazalahakhi.

Au : Hayya ‘alas sarbi, qodja a sarbina. Su : Hayya.Ba’dataallum anta ilaaina? Au : Ilabaitiakhi, Limadz s tadba’ anta? Su : Laa. Saas al faqod.

Au : Owhhh. Okelahakhi, anaawwalanakhinaam, liana dosen fi hadzalyaumbahayaizanataakkhorakhi.

Su : OK. Akhitafaddol.

4.1.1.1.14 Analysis of data VII Su : Kaifahalukahi? Direct : Enquiring

Literally : The speaker literally enquires about hearer news. Au : Bilkhoir, madzata’malhuna?

Direct : Information and Enquiring

Literal : The speaker literally informs and enquires hearer doing. Su : Saasrobanasohib, anta ilaaina?

Direct : Informing and enquires

Literal : The speaker literally informs his job and enquires the hearer will do. Au : Ilahunashohib, Madzatasrob?

Direct : Order and enquires

Literal : The speaker literally order and enquires what the hearer drink. Su : Manisdinginsohib, anta madza?

45 Literal : The speaker literally informs and enquirewhat the hearer drink too.

Au : Sawaaidonshohib. Direct : Information

Literal : The speaker literally informs about order. Su : Aidarsin anta atdkhulba’dinakhi?

Direct : Enquiring

Literal : The speaker literally enquires about the subject. Au : Filsafatakhi. Anta?

Direct : Informing and enquiring

Literal : The speaker literally informs and enquires with anta. Su : Terjemahanakhi. Ai saah anta tadkhulahki?

Direct : Information and enquiring

Literal : The speaker literally informs and enquires to the hearer. Au : Sa’atuttasiakhi, anta?

Direct : Informing and enquiring

Literal : The speaker literally informs and enquires the hearer. Su : Sawaaidon.

Direct : Information

Literal : The speaker literally Informs the hearer about the time to join the class. Au : Kaifafakkartamahasiswasohib?`

Direct : Enquires

Literal : The speaker literally enquires the hearer about student.

Su : Laziz, Liannanahnunataalamkaifaqolafilhadits, utlubulilmaminal Mahdi ilallahdi, shohikanakhi?

46 Literal : The speaker literally informs hearer about student to the hearer.

Au :Shohihjiddan. Mahirjiddan anta al-an akhi. Direct : Supporting

Literal : The speaker literally supports about that answer. Su : AKKKKhh, Wolesazalahakhi.

Direct : Information

Literal : The speaker literally informs to keep quite. Au : Hayya ‘alas sarbi, qodja a sarbina.

Direct : Asking

Literal : The speaker literally asking hearer to drink Su : Hayya.Ba’dataallum anta ilaaina?

Direct : Inviting and enquiring

Literal : The speaker literally enquires hearer doing after join the class. Au : Ilabaitiakhi, Limada sa tadba’ anta?

Direct : Information and enquiring

Literal : The speaker literally informs and enquires activities after class. Su : Laa. Saas al faqod.

Direct : Information

Literal : The speaker literally informs that is just a question. Au : Owhhh. Okelahakhi, anaawwalanakhinaam, liana dosen

fi hadzalyaumbahayaizanataakkhorakhi. Direct : Asking

Literal : The speaker literally asking to hearer he wants to join the class. Su : OK. Akhitafaddol.

47 Literal : The speaker literally informs hearer to wait.

4.1.1.1.15 Data VIII (Arabic Department 2012) Nur : Halooakhi, ilaaina anti?

Fit : Ilalfashli, Limadzaukhti?

Nur : La ba’sa, huna anta ukhti, nasrob au aklawalannahnuqoblanajhabilalfasli. Fit : Okelahukhti, Maaman anti hunahanifan?

Nur : Binafsiukhti, Limadza?

Fit : La ba’sa, miroron anti hunabinafsika?

Nur : Laauti, hadzafaqodbinafsi, qoblahumaaashabina. Fit : Madzata’kuliinaukhti?

Nur : Akaltuukhti, anti faqodlaaba’saanaanjuurukifaqod. Fit : Shohih anti limadza?

Nur : Shohihhhhh. Laasrob Kaman ana, sarobtuhanifanfilbaiti. Fit : la lazizz anti, anaa’murmaa’kimandinaam?

Nur : Laaaa, Lauridanaukhti.

Fit : Laaba’saanaadfakmaakiba’din. Nur : Kholasshohib.

Fit : Oke, liana atilaturdiinahayyailalfsalimaaashabina. Nur : Hayaashohib. Limadza anti la tasrobiina?

Fit : Lianna anti la tasrob, walakinsaatuhulimuqolatiddurus. Hayyaba’dinfaqdba’ da nataallamnahnunajhab Kaman ilahunalinasrobwanakul.

Nur : Okelahukhti. Suqronalannasihatuki.

4.1.1.1.16 Analysis of Data VIII Nur : Halooakhi, ilaaina anti? Direct : Greeting and enquiring

48 Literal : The speaker literally greet and enquires where the hearer dos go.

Fit : Ilalfashli, Limadzaukhti? Direct : Informing and enquiring

Literal : The speaker literally Informs and enquiring why.

Nur : La ba’sa, huna anta ukhti, nasrob au aklawalannahnuqoblanajhabilalfasli. Direct : Asking

Literal : The speaker Literally Asks hearer to company at the canteen. Fit : Okelahukhti, Maaman anti hunahanifan?

Direct : Enquiring

Literal : The speaker literally enquires hearer who did company him Nur : Binafsiukhti, Limadza?

Direct : Informing and enquiring

Literal : The speaker literally informs and enquires why. Fit : La ba’sa, miroron anti hunabinafsiki?

Direct : Information

Literal ; The speaker literally informs hearer seldom join the class. Nur : Laaukhti, hadzafaqodbinafsi, qoblahumaaashohibina. Direct : Information

Literal : The speaker literally informs hearer with her her friend before. Fit : Madzata’kuliinaukhti?

Direct : Enquiring

Literal : The speaker literally enquires what she want to eat. Nur : Akaltuukhti, anti faqodlaaba’saanaanjuurukifaqod. Direct : Information

49 Fit : Shohih anti limadza?

Direct : Enquiring

Literal : The speaker literally enquires about hearer.

Nur : Shohihhhhh. Laasrob Kaman ana, sarobtuhanifanfilbaiti. Direct : Informing

Literal : The speaker literally informs hearer she will not order anything. Fit : La lazizz anti, anaa’murmaa’kimandinaam?

Direct : Asking

Literal : The speaker literally asks hearer abou drinking Nur : Laaaa, Lauridanaukhti.

Direct : Information

Literal : The speaker literally Informs She will not order anything. Fit : Laaba’saanaadfakmaakiba’din.

Direct : Offering

Literal : The speaker literally offers hearer drinking Nur : Kholasshohib.

Direct : Information

Literal : The speaker literally informs she will not drink anything. Fit : Oke,thanks

Nur : Hayaashohib. Limadza anti la tasrobiina? Direct : Enquiring

Literal : The speaker literally enquires hearer why did not drink.

Fit : Lianna anti la tasrob, walakinsaatuhulimuqolatiddurus. Hayyaba’dinfaqdba’ da nataallamnahnunajhab Kaman ilahunalinasrobwanakul.

50 Literal : The speaker literally informs hearer about time to join the class.

Nur : Okelahukhti. Suqronalannasihatuki. Direct : Thanking

Literal : The speaker literally thanks to hearer because giving information.

4.1.1.1.17 DataIX (Arabic Department 2013)

Ud : Ma ta’ mal huna? Limadza laa tas rob au takkul? Fa : Ajlis faqod, Maafi fulusi.

Ud : La ba’sa ana adfa’ anta ba’din, qul faqod maa tasrob. Fa : Sa asrob manis dingin laa ba’sa.

Ud : Taddol akhi, laa ba’sa dzalik, qul maaha awwalan sawa nahnu, Fa : Naam akhi, buddan awalan saajhab ila hunaka.

Ud : Naam, Tafaddol akhi. Fa : Kasir fulusuka naam akhi?

Ud : Laa, maujud qolil. Limadza akhi? Fa : Saastair fulusaka shohib.

Ud : Kam akhi?

Fa : Khomsuna faqod, maafi fulusi kaman akhi. Ud : Limadza yas tati’ kadzalik?

Fa : Amsih Do,a fulusii fil baiti liaanna dzalik mafi kaman fulusi. Ud : Idfa’ sarbina hadza shohib, khuz maaka khomsuna

Fa : Syukron katsiron naam shohib.

Ud : Syukron aidon, walakin laisa misla dzalik, anta shohibi.

Fa : Maafi nazortu insan mislaka shohib, anta khoir mai, syukron shohib. Ud : Hayya ilal fasli insa’ dzalik.

51 4.1.1.1.18 Analysis of Data IX

Ud : Ma ta’ mal huna? Limadza laa tas rob au takkul? Direct : Enquiring

Literal : The speaker literally Enquires what did hearer did and what did hearer want to eat and drink.

Fa : Ajlis faqod, Maafi fulusi. Direct : Informing

Literal : The speaker literally informs hearer he doesn’t drink becaue of money. Ud : La ba’sa ana adfa’ anta ba’din, qul faqod maa tasrob.

Direct : Information

Literal : The speaker literally informs want to pay hearer. Fa : Sa asrob manis dingin laa ba’sa.

Direct : Requesting

Literal : The speaker Literally Request cool drink

Ud : Taddol akhi, laa ba’sa dzalik, qul maaha awwalan sawa nahnu, Direct : Giving

Literal : The speaker literally gives hearer and the speaker order to hearer to buy that drinking. Fa : Naam akhi, buddan awalan saajhab ila hunaka.

Direct : Information

Literal : The speaker literally inform to wait for a while. Ud : Naam, Tafaddol akhi.

Direct : Information

Literal : The speaker literally informs hearer of waiting that order. Fa : Kasir fulusuka naam akhi?

52 Literal : The speaker literally enquires hearer about money, he wants to borrow hearer’s money. Ud : Laa, maujud qolil. Limadza akhi?

Direct : Information and enquiring

Literal : The speaker literal inform and enquires why. Fa : Saastair fulusaka shohib.

Direct : Request

Literal : The speaker literally requests about hearer’s money Ud : Kam akhi?

Direct : Enquiring

Literal : The speaker literally enquires how much money wants to borrow. Fa : Khomsuna faqod, maafi fulusi kaman akhi.

Direct : Information

Literal : The speaker literally informs hearer amount of money. Ud : Limadza yas tati’ kadzalik?

Direct : Enquires

Literal : The speaker literally enquires hearer what happen with him. Fa : Amsih Do,a fulusii fil baiti liaanna dzalik mafi kaman fulusi. Direct : Information

Literal : The speaker literally informs hearer cause of money. Ud : Idfa’ sarbina hadza shohib, khuz maaka khomsuna Direct : Order

Literal : The speaker literally orders hearer to pay their drinking and take money. Fa : Syukron katsiron naam shohib.

Direct : Thanking

96 12 Threatening

13 Praying 14 Requesting 15 Suggesting

16 Reprimanding 1 0,24%

17 Supporting 18 Inviting

19 Calling 3 0,78%

20 Deploring 2 0,49%

21 Pleading 4 0,99%

22 Protesting 2 0,49

23 Supporting 5 1,24%

24 Thanking 15 3,74%

Total

97 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 CONCLUSSION

Having analyzed the students speech act Faculty of Cultural Studies Canteen at University of Sumatera Utara, The writer Finally Comes to conclusion that there are many students speech acts found in this observation. Most of them are successfully performed by the speaker with the right belief and intention and under the right context and situation it seems that all of the player have bright intelligences and have the bright faith to the God eventhough they live in the middle class society.

From this analysis, the writer also found the most dominant utterance is uttered by man about 63.3%, the most dominant types of speech acts are directives 173(57,8%). Finally, by analyzing this speech acts the writer has proved that understand the red-line of the utterance. In the other words, by studying pragmatics, the writer or the reader will understand a story easily and we can catch the utterances clearly and less misunderstanding will occur in daily life. So, it is right that pragmatics is worth study.

98 5.2Suggestions

In the chance, the writer would like to suggest the reader to do an analysis of Pragmatics, particularly illocutionary acts on other subjects such as song, advertisement, novel, speech of campaign or any other sources in any other language, especially in English.

The writer also realizes his limited knowledge and materials in finishing this thesis. The writer would be glad to invite the readers to give correction, suggestion, any other input for the weakness of this writing in order to become fabulous writing.

99

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101 APPENDIX

1. Ad : M. HaryadiSyahputra (English Department 2010) 2. Yu : Yuki G Sembiring (English Department 2010) 3. Ay : Ayu(English Department 2011)

4. De : DewiTanjung(English Department 2011) 5. Ir : Ira Atika Zahra(English Department 2013) 6. De : HumalaDewi(English Department 2013) 7. Fa : Farah Difa(English Department 2012) 8. Kha : Khairiah Pane(English Department 2012) 9. Ve : Vera(English Department 2014)

10.Fi : Fitri(English Department 2014)

11.An : AndiWiranata ( Arabic Department 2010) 12.Wa : WahyuHarahap ( Arabic Department 2010) 13.Su : SupriantoSaragih ( Arabic Department 2011) 14.Au : Auri ( Arabic Department 2011)

15.Nur : Nurmawati ( Arabic Department 2012) 16.Fit : FitriHandayani ( Arabic Department 2013) 17.Ud : Khairuddin ( Arabic Department 2013) 18.Fa : FaddaHelmi ( Arabic Department 2011) 19.Fi : Fira ( Arabic Department 2014)

20.Si : SitiAisyah ( Arabic Department 2014) 21.Go : Gofur (Japanese Department 2011) 22.Fa : Fajar (Japanese Department 2011) 23.She : Sheyla (Japanese Department 2012) 24.Pu : Putri (Japanese Department 2012) 25.Fe : Feri (Japanese Department 2013) 26.Ar : Armand (Japanese Department 2013) 27.Ha : Hafni (Japanese Department 2014) 28.Mu : Mulyani(Japanese Department 2013) 29.Fe : Ferdinand (Japanese Department 2011) 30.Ri : Rizky(Chinese Department 2013)

31.Ed : Edysyahputra (Chinese Department 2013) 32.Su : Sukril (Chinese Department 2011)

33.Da : DafaFahrezi (Japanese Department 2010) 34.Yog : Yogi Syahputra (Chinese Department 2010) 35.Pu : Putri (Chinese Department 2012)

36.Suc : Suci Lestari(Chinese Department 2011) 37.Tik : Tika (Chinese Department 2011) 38.Ais : Aisyah (Chinese Department 2012)