52
Field
This paragraph is about the young Student who returned to his room to read.
Tenor
The participant is the young Student. There was no power, contact and affective involvement because there was no interaction.
Mode
The role of language in this paragraph is action, because it is used to describe the activity of the young Student, and the language is written as on-going
action.
4.2 Findings and Discussion
Table 4.1. Context of Situation in Oscar Wilde’s short story “The Nightingale and the Rose”.
Context of Situation Text
Field Red rose
Young Student
33 Professor’s
House 1, 3, 32, 33, 37
and 38 37 Love
38 Read a Great Dusty
Book A Ball Tomorrow Night
5 and 7
Daughter of the Professor 34, 35 and 36
Nightingale Young
8 Red Rose 2, 8, 20, 24 and
53 Student
24 Note- book and a
Lead-pencil 25
True Lover
21 Red Rose 4, 6 and 21
Mystery of Love 9
Soaring into the Air 10 and 19
Rose- tree
12, 14, 16, 17, 18 and 31
Red Rose 11, 12, 13, 14,
15, 16, 17, 18 and 31
Oak-tree 23 Sing One
Last Song 22 and 23
Sing All Night
Long 27, 28 Press
closer against the Thorn
26, 27, 28, 29 and 30
29 Voice grew Fainter
30 One Last burst of Music
Tenor Power
Equal 8 Nightingale -
little Green Lizard, 8, 12, 14, 16,
17, 18, 23, 27
54 Butterfly and Daisy
and 28
12 Nightingale - White Rose-tree
14 Nightingale - Yellow Rose-tree
16, 17, 18, 27 and 28 Nightingale -
Red Rose-tree 23 Nightingale -
Oak-tree
Unequal 20 Nightingale -
young Student 20, 35 and 36
35 and 36 Young Student - Daughter
of the Professor
Contact Frequent
23 Nightingale - Oak-tree
23, 35 and 36 35 and 36 Young
Student - Daughter of the Professor
Infrequent 8 Nightingale -
little Green Lizard, Butterfly and Daisy
8, 12, 14, 16, 17, 18, 27 and
28 12 Nightingale -
White Rose-tree 14 Nightingale -
Yellow Rose-tree 16, 17, 18, 27 and
28 Nightingale -
55 Red Rose-tree
Affective involvement
Low 8 Nightingale -
little Green Lizard, Butterfly and Daisy
8, 12, 14, 16, 17, 18, 27 and
28 12 Nightingale -
White Rose-tree 14 Nightingale -
Yellow Rose-tree 16, 17, 18, 27 and
28 Nightingale - Red Rose-tree
High 23 Nightingale -
Oak-tree 23, 35 and 36
35 and 36 Young Student - Daughter
of the Professor
Mode Channel
Reflection 4, 6 and 25
Action 1, 2, 3, 5, 7, 8,
9, 10, 11, 12, 13, 14, 15, 16,
17, 18, 19, 20, 21, 22, 23, 24,
25, 26, 28, 29, 30, 31, 32, 33,
34, 35, 36, 37 and 38
Language Monologue
1, 3, 4, 5, 6, 7, 21, 25 and 37
Dialogue 8, 12, 14, 16,
17, 18, 35 and
56 36
On-going action 2, 9, 10, 11, 13,
15, 19, 20, 22, 23, 24, 26, 27,
28, 29, 30, 31, 32, 33, 34 and
38
1. Field
The Oscar Wilde’s short story “The Nightingale and the Rose” is about a Nightingale who sacrificed her life to give a young student a red rose, to give to a
daughter of a professor to get a dance in a ball. The story happened in the young Student’s garden at winter.
The main fields topics are Red Rose and Nightingale, according to the title of the short story. The field Red Rose is supported with three sub-fields, they
are Young Student, A Ball Tomorrow Night and Daughter of the Professor. While, the field Nightingale is supported with seven sub-fields, they are Young Student,
True Lover, Mystery of Love, Soaring into the Air, Rose-tree, Oak-tree and Sing All Night Long. We can see this in the table, for example, the main field of texts 1,
3, 32, 33, 37 and 38 is red rose, and the sub-field is young student, then with the sub-sub-fields for texts 33, 37 and 38 are Professor’s house, Love and Read a
Great Dusty Book respectively. The story started when the young Student was weeping for a red rose to
give to a girl to get a dance in tomorrow night ball. He was heard by the Nightingale from her nest in the holm-oak tree. Touched by the young Student’s
sadness, the Nightingale sailed across the garden to look for a red rose. Then, the Nightingale went to ask for a red rose to three Rose-trees. The
first Rose-tree stood in the centre of the grass-plot couldn’t give the Nightingale a red rose, because its only had white rose, so it told the Nightingale to go to its
brother, the second Rose-tree who grew round the old sun-dial, but it only had yellow rose, so it also told the Nightingale to go to its other brother, the third Rose-
57 tree who grew beneath the young Student’s window. The Red Rose-tree also
couldn’t give the Nightingale a red rose, because the winter chilled its veins, the frost nipped its buds, and the storm broke its branches, so it did not have any red
roses. But, it told the Nightingale there is a way to get a red rose at a cost of her life, and the Nightingale agreed to do it.
At the end of the story, all night long when the moon shone, the Nightingale sang with her breast against a thorn that went deeper and deeper into
her breast, and her life-blood ebbed away from her. At dawn the red rose finished blossoming and the Nightingale lied dead in the long grass with the thorn in her
heart. Then, at noon the young Student found the red rose and gave it to the daughter of the Professor, but he was rejected. The young Student angrily threw
the rose into the street, where it fell into the gutter and a cart-wheel went over it. The young Student decided that Love is a silly thing and not as useful as logic, and
went back home to study Philosophy and Metaphysics.
2. Tenor
In texts 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 13, 14, 19, 21, 22, 24, 25, 26, 29, 30, 31, 32, 33, 34, 37 and 38, there was no interaction between the participants. The
tenors participants in the short story are the young Student, Nightingale, little Green Lizard, Butterfly, Daisy, White Rose-tree, Yellow Rose-tree, Red Rose-tree,
Oak-tree and the daughter of the professor. In text 8, the participants are little Green Lizard, Butterfly, Daisy and Nightingale. They were neighbours with equal
power. The contact was infrequent and the affective involvement was low. In text 12, the participants are the Nightingale and the White Rose-tree. They were also
neighbours with equal power. They had infrequent contact and low affective involvement. In text 14, the participants are the Nightingale and the Yellow Rose-
tree. They were also neighbours with equal power. They had infrequent contact and low affective involvement. In texts 16, 17, 18, 27 and 28, the participants are
the Nightingale and the Red Rose-tree. They were also neighbours with equal power. They had infrequent contact and low affective involvement. These are
because according to Eggins 1994: 65-66, when power is equal, vocative use is
58 reciprocal, where contact is frequent we often use nicknames, where affective
involvement is high, we use diminutive forms of names and terms of endearment. In text 20, the participants are the Nightingale and the young Student. They
were neighbours because the Nightingale lived in the young Student’s garden, but they had unequal power, because according to Burr 1995 in Croney’s journal,
human are superior than animal. They were no contact between them, except when the Nightingale heard the young student weeping and when the young Student
heard the Nightingale singing. There was no affective involvement because there was no interaction between them. In text 23, the participants are the Oak-tree and
the Nightingale. They had frequent contact because the Nightingale lived in the holm-oak tree. The affective involvement was high because the Oak-tree was very
fond of the Nightingale. In texts 35 and 36, the participants are the young Student and the daughter
of the Professor. They had unequal power, because as the professor’s daughter, her status was higher than the young Student, the contact was frequent and the
affective involvement was high, because according to Eggins 1994: 65-66, where contact and affect are high, the conversation is likely to be characterized by
controversy and disagreement.
3. Mode
The role of language in the text is both action and reflection. It is written as monologues, dialogues and on-going actions. In texts 4, 6 and 25, the language is
used as reflection, because according to Eggins 1994: 54, where language is in fact creating, and therefore constituting, the social process, language is being used
to reflect on experience, rather than enact it, while in texts 1, 2, 3, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 28, 29, 30, 31, 32, 33, 34,
35, 36, 37 and 38, the language is used as action, because according to Eggins 1994: 54, where language is being use to accompany the activity interactants are
involved in, we can describe the role of language here as almost kind of action. In texts 1, 3, 4, 5, 6, 7, 21, 25 and 37, the language is written as
monologues, because according to Eggins 1994: 55, we do not usually deliver
59 monologues to ourselves, although we do often interact with ourselves by
imagining a respondent to our remarks, while in texts 8, 12, 14, 16, 17, 18, 35 and 36, the language is written as dialogues, because according to Eggins 1994: 55, in
most spoken situations we are in immediate face-to-face contact with our interactants, and in texts 2, 9, 10, 11, 13, 15, 19, 20, 22, 23, 24, 26, 27, 28, 29, 30,
31, 32, 33, 34 and 38, the language is written as on-going actions because according to Eggins 1994: 54-55, we are very typically using language to achieve
some on-going social action and there is the verbal action, in such a situation, language is just one of the means being used to achieve on-going action.
According to Dallas Baptist University’s Journal 2006, the language used by the participant is formal language because of the use of third person and active voice.
It can be seen in texts 1, 3, 4, 5, 6, 7, 8, 12, 14, 16, 17, 18, 21 and 27.
60
CHAPTER V CONCLUSION AND SUGGESTION
