Analysis on Hillary Clinton`s speeches and interviews based on Lakoff`s theory on Women`s Language Features.

vii ABSTRACT

Wahyuningtyas, Elisabeth Wulan. (2016). Analysis on Hillary Clinton’s Speeches and Interviews based on Lakoff’s Theory on Women’s Language Features. Yogyakarta: English Language Education Study Program.Department of Language and Arts Education.Faculty of Teachers Training and Education, Sanata Dharma University.

This research analyzes women’s language used by Hillary Rodham Clinton within formal and informal situation, speeches and interviews.The way Hillary delivered her speeches is a little bit different with women in general because she was one of women who became a leader. She ever officiated as Minister of Foreign Affairs for USA. Therefore, it encouraged the researcher to conduct a researchabout women’s language used by Hillary Clinton.

One research problem was formulated: What are the women’s language features in Hillary Clinton’s speeches in formal and informal situations, speeches and interviews?In order to answer this problem, the researcher applied Lakoff’s theories (1973) as the main theory that was used to analyze the data, and it was supported by Eckert’s and Ginet’stheories (2003), and Edwards’ theories, (2009) about language and gender, especially women’s language; and also, the researcher applied Slagel’s theories (2009), Olii’s theories (2010) and Dewi’s theories (2014) about public speaking, including speeches and interview. This research was a qualitative research which the researcher used document analysis and discourse analysis to conduct this research. The researcher was human instrument who involved significantly collecting the data needed.

Based on the research results, the researcher discovered eight women’s language features used by Hillary. Those features were lexical hedges(55.381%), intensifiers (34.524%), super polite forms (3.571%), hypercorrect grammar (2.381%), rising intonation in declarative statement (1.587%), empty adjectives (0.529%), emphatic stress (0.529%), and avoidance of strong swear words (0.792%)On the other hand, the researcher did not find two features. Those two features were tag question and precise color terms. The researcher concluded that Hillary Clinton did not use tag questions in her speech because she was confident enough in delivering her ideas.Besides, the feature of precise color terms was not also used by her.It might be because there was no relation about the topics or messages with the current color. So, Hillary is not like women in general because she can speak confidently in public area discussing some big things in the public area.

Keywords: Hillary Clinton’s utterances, women’s language features, women leader

viii ABSTRAK

Wahyuningtyas, Elisabeth Wulan. (2016). Analysis on Hillary Clinton’s Speeches and Interviews based on Lakoff’s Theory on Women’s Language Features. Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma

Penelitian ini menganalisis bahasa perempuan yang digunakan oleh Hillary Rodham Clinton dalam situasi formal dan tidak formal, pidato atau wawancara. Cara berbicara Hillary Clinton sedikit berbeda dengan perempuan pada umumnya karena Beliau merupakan salah satu perempuan yang menjadi pemimpin. Beliau pernah menjabat sebagai Menteri Luar Negeri di Amerika Serikat. Oleh karena itu, hal ini mendorong peneliti untuk membuat sebuah penelitian mengenai bahasa perempuan yang digunakan oleh Hillary Clinton.

Ada satu pokok permasalahan dalam penelitian ini: Apa saja karakteristik bahasa perempuan dalam ucapan Hillary Clinton di situasi formal dan tidak formal, pidato dan wawancara? Untuk menjawab permasalahan tersebut, peneliti menerapkan teori Lakoff (1973) sebagai teori utama untuk menganalisis data dan didukung dengan teori Eckert dan Ginet (2003), dan Edwards (2009) tentang bahasa dan gender, terutama bahasa perempuan; dan teori Slagel, (2009), teori Olii (2010) dan teori Dewi (2014) tentang berbicara di depan umum, termasuk pidato dan wawancara. Penelitian ini merupakan penelitian kualitatif di mana peneliti menggunakan analisa dokumen dan analisa ujaran dalam melakukan penelitian ini. Peneliti berperan sebagai “human instrument” yang terlibat secara sigifikan untuk mengumpulkan data yang diperlukan dalam penelitian ini.

Berdasarkan hasil penelitian, peneliti menemukan delapan karakteristik perempuan yang digunakan oleh Hillary Clinton. Karakteristik perempuan tersebut adalah lexical hedges (55.381%), intensifiers (34.524%), super polite forms (3.571%), hypercorrect grammar (2.381%), rising intonation in declarative statement (1.587%), empty adjectives (0.529%), emphatic stress (0.529%), dan avoidance of strong swear words (0.792%). Di sisi lain, peneliti tidak menemukan dua dari karakteristik perempuan. Kedua karakteristik tersebut adalah tag question dan precise color terms. Peneliti menyimpulkan bahwa Hillary Clinton tidak menggunakan tag question karena Beliau sangat percaya diri dengan apa yang disampaikan. Selain itu, karakteristik tentang istilah warna juga tidak digunakan oleh Hillary karena pesan atau topik yang dibahas tidak berkaitan dengan warna tertentu. Jadi, Hillary tidak seperti peremuan pada umumnya karena Beliau dapat berbicara dengan percaya diri di depan umum membahas beberapa hal besar.

Kata Kunci: Hillary Clinton’s utterances, women’s language features, women leader

i S W E I V R E T N I D N A S E H C E E P S S ’ N O T N I L C Y R A L I H N O S I S Y L A N A E G A U G N A L S ’ N E M O W N O Y R O E H T S ’ F F O K A L N O D E S A B S E R U T A E F

ASARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P e h t n i a t b O o

t SarjanaPendidikanDegree a c u d E e g a u g n a L h s il g n E n

i it on

y B n a l u W h t e b a s il

E Wahyuningtyas 6 1 1 4 1 2 1 2 1 : r e b m u N t n e d u t S M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F Y T I S R E V I N U A M R A H D A T A N A S A T R A K A Y G O Y 6 1 0 2

ii i

v i C I D E

D ATIONPAGE : o t d e t a c i d e d s i s i s e h t s i h T a M , r e h t a f y

M ritnusSuhatro a il i c i C , r e h t o m y

M Cheil .H

g n il b i s y

M ,Benedicta itJ a Ayuningtyas n a w a m i H s u it a n g I , d n e ir f y o b y M ir a t U i r S . V u B d n a o n ir a S . X . F k a P , e l p o e p d e v o l e b y M , s r e t s i s d n a r e h t o r b y

M T .Dodo .L ,F .Tyas .P,andB .Pusptia .R a i R , s d n e ir f t s e b y

v Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r

o ept t hosectied i n t hequotaiton sand t he . d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r , a tr a k a y g o

Y August ,2 2016 r e ti r w e h T n a l u W h t e b a s il

E Wahyuningtyas 6 1 1 4 1 2 1 2 1

i v N A U J U T E S R E P N A A T A Y N R E P R A B M E L S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P h a w a b i d n a g n a t a d n a tr e b g n a

Y in,is ayamahasiswaUniverstiasSanataDharma: a

m a

N :EilsabethWulanWahyuningtyas M

I

N :121214116 n a g n a b m e g n e p i m e

D li mu pengetahuan ,saya membeirkan kepada Perpustakaan s a ti s r e v i n

U SanataDharmakarya limiahsayayangbejrudu :l

S W E I V R E T N I D N A S E H C E E P S S ’ N O T N I L C Y R A L I H N O S I S Y L A N A E G A U G N A L S ’ N E M O W N O Y R O E H T S ’ F F O K A L N O D E S A B S E R U T A E F a tr e s e

B ala tyang dipelrukan (blia ada .) Dengan demikian saya membeirkan a

d a p e

k Perpustakaan Universtias Sanata Dharma hak untuk menyimpan , n a k h il a g n e

m dalam bentukmedial ain ,mengelolana dalambentukpangkalandata , n a k i s u b ir t s i d n e

m secaraterbatas nd a mempubilkasikannya dii nterne tatau media k u t n u n i a

l kepenitngan akademis tanpa pelru meminta ni zi d air saya maupun n a k ir e b m e

m royatlykepad asayaselamatetap mencantumkan namasayasebagai .s il u n e p n a i k i m e

D pernyataanin iyangs ayab uatdengansebenarnya.

a tr a k a y g o Y i d t a u b i D a d a

P tangga l2Agustu s2016 n a k a t a y n e m g n a Y s a y t g n i n u y h a W n a l u W h t e b a s il E

ii v T C A R T S B A u W h t e b a s il E , s a y t g n i n u y h a

W lan .(2016) .Analysi sH lilary Cilnton’ sSpeeche s s w e i v r e t n I d n

a based on Lakof’f s Theory on Women’ s Language Features . L h s il g n E : a tr a k a y g o

Y anguage Educaiton Study Program.Depa trmen t o f . n o it a c u d E s tr A d n a e g a u g n a

L Facutlyo fTeacher sTrainingandEducaiton, Sanata . y ti s r e v i n U a m r a h D d e s u e g a u g n a l s ’ n e m o w s e z y l a n a h c r a e s e r s i h

T by HillaryRodham Cilnton

y r a ll i H y a w e h T .s w e i v r e t n i d n a s e h c e e p s , n o it a u ti s l a m r o f n i d n a l a m r o f n i h ti w c e e p s r e h d e r e v il e

d hesi sal tiltebi tdfiferen twtihwomen i n genera lbecauseshe e h S . r e d a e l a e m a c e b o h w n e m o w f o e n o s a

w eve rof ifciated a sMiniste ro f a t c u d n o c o t r e h c r a e s e r e h t d e g a r u o c n e t i , e r o f e r e h T . A S U r o f s ri a f f A n g i e r o F . n o t n il C y r a ll i H y b d e s u e g a u g n a l s ’ n e m o w t u o b a h c r a e s e r d e t a l u m r o f s a w m e l b o r p h c r a e s e r e n

O :Wha tare the women’ slanguage s e h c e e p s , s n o it a u ti s l a m r o f n i d n a l a m r o f n i s e h c e e p s s ’ n o t n il C y r a ll i H n i s e r u t a e f ? s w e i v r e t n i d n

a In order t o answer t hi sproblem, t he researche rapp iled Lakoff’ s ) 3 7 9 1 ( s e ir o e h

t as t hemain t heory t ha twa sused t o analyzethe data, and i twa s y b d e tr o p p u

s Ecketr’ sand Ginet’ stheo ires( 2003) ,andEdwards’t heo ires, ( 2009 ) ; e g a u g n a l s ’ n e m o w y ll a i c e p s e , r e d n e g d n a e g a u g n a l t u o b

a andalso,t her esearche r

,) 9 0 0 2 ( s e ir o e h t s ’l e g a l S d e il p p

a iiOl ’st heo ires( 2010 )andDewi’st heo ires(2014) . w e i v r e t n i d n a s e h c e e p s g n i d u l c n i , g n i k a e p s c il b u p t u o b

a Thi sresearch wa sa

h c r a e s e r e v it a ti l a u

q which the researche rused documen tanalysi sand discourse s i s y l a n

a to conduc tthi sresearch. The researche rw as human insrtumen twho c y lt n a c if i n g i s d e v l o v n

i ollecitngt hedataneeded.

s ’ n e m o w t h g i e d e r e v o c s i d r e h c r a e s e r e h t , s tl u s e r h c r a e s e r e h t n o d e s a B e r e w s e r u t a e f e s o h T . y r a ll i H y b d e s u s e r u t a e f e g a u g n a

l lexica lhedges(55.381%) , s r e if i s n e t n

i (34.524%) , supe r poltie forms (3.571%) , hypercorrec t grammar ( 32. 81%) , irsing intonaiton in declaraitve statement (1.587%) ,empty adjecitves

9 2 5 . 0

( %) , emphaitc srtess (0.529% ,) a nd avoidance o f srtong swea r words (0.792%)On t he othe rhand, t he researche rdid no t ifnd t wo features .Those t wo

n a n o it s e u q g a t e r e w s e r u t a e

f d precisecolort erms .Ther esearche rconcludedt ha t t n e d if n o c s a w e h s e s u a c e b h c e e p s r e h n i s n o it s e u q g a t e s u t o n d i d n o t n il C y r a ll i H t o n s a w s m r e t r o l o c e s i c e r p f o e r u t a e f e h t ,s e d i s e B .s a e d i r e h g n ir e v il e d n i h g u o n e r e h y b d e s u o s l

a I. tmigh tbe because there wa sno relaiton abou tthe topic so r .r o l o c t n e r r u c e h t h ti w s e g a s s e

m So ,Hillaryi sno tilkewomen in generalbecause s g n i h t g i b e m o s g n i s s u c s i d a e r a c il b u p n i y lt n e d if n o c k a e p s n a c e h

s int hepub ilc

a e r a . s d r o w y e

K : Hillary Cilnton’ s utterances ,women’ s language features , women r e d a e l

ii i v B

A STRAK

. ) 6 1 0 2 ( . n a l u W h t e b a s il E , s a y t g n i n u y h a

W Analysi sHillary Cilnton’ sSpeeche s o y r o e h T s ’f f o k a L n o d e s a b s w e i v r e t n I d n

a n Women’ s Language Features. n a k i d i d n e P : a tr a k a y g o

Y Bahasa Ingg irs ,Jurusan Pendidikan Bahasa nd a Seni , s a tl u k a

F Keguruan nd a lI muPendidikan ,UniverstiasSanataDharma n a it il e n e

P ii n menganalsiisbahasa perempuanyangdigunakan ho le Hillary n o t n il C m a h d o

R dalam stiuasif orma ldan itdakf ormal ,pidato a tau wawancara. t n il C y r a ll i H a r a c i b r e b a r a

C on sedikti berbeda dengan perempuan pada a y n m u m

u karena Beilau merupakan salah s atu perempuan yang menjadi . n i p m i m e

p Beilau pernah menjabat sebagai Menteri Luar Neger id iAmerika .t a k i r e

S O leh karena tiu ,hal ii n mendorong peneilit untuk membuat sebuah n

e

p eilitanmengenaibahasaperempuanyangdigunakanolehHillaryCilnton. u t a s a d

A pokokpermasalahan dalam peneilitan ini :Apa as aj karakterisitk a

s a h a

b perempuan dalam ucapan Hillary Cilnton d istiuas iforma ldan itdak o t a d i p , l a m r o

f nd a wawancara?Untuk em njawabpermasalahan tersebut ,peneilit n a k p a r e n e

m teoriLako ff( 1973)sebagaiteoriutamauntukmenganailsi sdatadan g n u k u d i

d dengan teor iEcker tdan Ginet (2003), dan Edward s(2009 )tentang a

s a h a

b dan gende ,r t erutama bahasa perempuan ;d an teori Slagel ,(2009 ,) t eo ir n a d ) 0 1 0 2 ( i il

O teori Dew i(2014) t entang berbicara d idepan umum, t ermasuk o

t a d i

p nd a wawancara. Peneilitan ii en m rupakan peneilitan kualtiait fd imana it

il e n e

p menggunakan ana ilsa dokumen nd a anailsa ujaran dalam melakukan n a it il e n e

p i Pn.i eneilit berperan sebaga i “human insrtument” yang terilbat a

r a c e

s isgiifkanuntukmengumpulkandatayangdiperlukandalampeneilitan .ii n n a k r a s a d r e

B hasli peneilitan ,peneilit menemukan delapan karakterisitk n a k a n u g i d g n a y n a u p m e r e

p oleh Hillary Cilnton. Karakteristik perempuan t u b e s r e

t adalah lexica lhedges (55.381%) ,intensiifers (34.524%) ,supe rpoltie s

m r o

f (3.571%) ,hypercorrec tgrammar(2.381%) , irsing i ntonaiton i n declaraitve t n e m e t a t

s (1.587%) ,empty adjecitves (0.529%) ,emphaitc srtess (0.529%) , nda s d r o w r a e w s g n o rt s f o e c n a d i o v

a (0.792%) .Dis isilain ,peneilit itdakmenemukan a

u

d d ari karakterisitk perempuan . Kedua karakterisitk tersebut adalah tag n o it s e u

q d an precise color t erms. Peneilit menyimpulkan bahwa Hillary Cilnton k

a d

it menggunakan tag quesiton karena Beilau sangat percaya id ir dengan apa . n a k i a p m a s i d g n a

y Selain tiu ,karakterisitk tentang istliah warna juga itdak n a k a n u g i

d eol h Hillary karena pesan a tau topik yang dibahas itdak berkatian n

a g n e

d warna te trentu. Jadi ,Hillary itdak seper it peremuan pada umumnya a

n e r a

k Beilau dapat berbicara dengan percaya dir id idepan umum membahas a p a r e b e

b lh a besa .r : i c n u K a t a

K Hillary Cilnton’ su tterances ,women’ slanguage features ,women r e d a e l

x i S T N E M E G D E L W O N K C A u ti t a r g y m s s e r p x e o t e k il d l u o w

I det ot hosewhohelpedmet o ifnish t s ri F . e c n a d i u g d n a , s r e y a r p , s tr o f f e , s tr o p p u s r i e h t r o f y ll a i c e p s e , e c e i p r e t s a m s i h t r e h t o M d n a , t s ir h C s u s e J , d r o L y m e s i a r p I , ll a f

o Mary f ort heblessingand l ove .s i s e h t y m h s i n if n a c I t a h t o s , y l d n o c e

S Iwould like to expres smy thankfulnes sto my parents , o t r a h u S s u n it r a

M and Ciciila Cheil Handayani .They have raised ,educated , r o f o s l a e r a s k n a h t l a i c e p s y M . h c u m o s e m d e v o l d n

a Ayu ,Himawan ,andDodo ,

o d n e e h t l it n u g n i n n i g e b y r e v e h t m o r f e m g n i y n a p m o c c a r o

f fthe proces sto

.s i s e h t s i h t h s i n if n o s r e p ri a h c e h t o t s d r a g e r t s e b y m e c a l p o t t n e m o m s i h t e s o o h c o s l a I , m a r g o r P y d u t S n o it a c u d E h s il g n E f

o Y .Veniranda ,S.Pd. ,M.Hum. ,M.A. , D

. h

P . ,andmy academicsupervisor ,CarlaSih Prabandari ,S,Pd. ,M.Hum.,f o r giving necessary advice sand guidance du irng my study in thi sstudy program .

k n a h t o t e k il o s l a d l u o w I , r e v o e r o

M al llecturers in ELESP fo rthe excellen t a m r a h D a t a n a S n i y d u t s y m t u o h g u o r h t d e n i a g I h c i h w e g d e l w o n k d n a s ll i k s . y ti s r e v i n U l u f e t a r g o s m a

I fo rhaving achancet o meeti nspiirng and wonderfu l e c n o m e h t k n a h t I . s i s e h t y m d e h s i n if r e v e n e v a h t h g i m I , m e h t t u o h ti W . e l p o e p .s i s e h t y m f o n o it e l p m o c e h t n i tr o p p u s ri e h t r o f n i a g a

x S T N E T N O C F O E L B A T E G A P E L T I

T ... i .... APPROVALPAGE ... ii

E G A P N O I T A C I D E

D ... iv L A N I G I R O S ’ K R O W F O T N E M E T A T

S ITY ... v I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E

P ... vi T C A R T S B

A ... i....v i K A R T S B

A ... iiv i T N E M E G D E L W O N K C

A S ... xi S T N E T N O C F O E L B A

T ... x S E L B A T F O T S I

L ... iix i

N O I T C U D O R T N I .I R E T P A H C .

A Research Background……… 1 .. .

B ResearchProblem……….5 .

C ResearchObjecitve s……… 6 …. .

D ResearchBenefti s……….6 .

E ResearchLimtiaiton ……….7 .

F De ifniitono fTerm s……….8

R E T I L D E T A L E R F O W E I V E R . I I R E T P A H

C ATURE

.

A Theoreitca lDescirpiton………1 0 .

1 LanguageFunciton s………...11 .

2 PubilcSpeakingCommunicaiton………...12 .

a Speech………13 )

1

( InformaitveSpeech………..13 )

2

( ArgumentaitveSpeech……….14 )

3

( PersuasiveSpeech………14 .

i x .

3 LanguageandGende r………16 .

a Women’ sLanguage……….………..16 .

b Women’ sLanguageFeature s………16 )

1

( Lexica lHedge so rFiller s……….17 )

2

( TagQuesiton………17 )

3

( RisingI ntonaiton………..17 )

4

( EmptyAdjecitve………...17 )

5

( PreciseColo rTerm s……….18 )

6

( Intensi ifer s………18 )

7

( Hypercorrec tGramma r………18 )

8

( Supe rPoltieForm s………...18 )

9

( Avoidanceo fSrtongSwea rWord s………..19 )

0 1

( EmphaitcS rtes s……….19 .

B Theoreitca lFramework………...19

Y G O L O D O H T E M . I I I R E T P A H C .

A ResearchMethod……….21 .

B ResearchSubject s………...22 .

C ResearchI nsrtument sandDataGathe irngTechnique s………..23 .

1 HumanI nsrtumen t………...24 .

2 Video sandTransc irpt so fHillaryCilnton’ sSpeeche sandI nterview s .. … … … … … … … … … … … … … … … … … … … … … … … … … … 24 .

D DataAnalysi sTechnique s………...27 .

E ResearchProcedure s………. 28 .. .

1 Formulatingt heResearchQuesiton……….28 .

2 ReviewingLtierature………...29 .

3 FindingandDownloadingt heVideo sandt heTranscirpt s………..29 .

4 Watchingt heVideo s………29 .

5 Selecitngt heUtterance s………...29 .

6 Catego irzingHillary’ sUtterance s………3 0 .

ii x .

8 Drawingt heConclusion………..3 0 .

9 W iritngupt heRepor t………..3 0

. V I R E T P A H

C RESEARCHRESULTSANDDISCUSSIONS .

A Hillary’ sLanguageFeature s………...31 .

1 Lexica lhedge so r ifller s……….33 .

2 Intensi ifer s………..35 .

3 Supe rPoltieForm s……….38 .

4 Hypercorrec tGramma r………..4 0 .

5 RisingI ntonaitoni nDeclaraitveStatemen t………...4 2 .

6 EmptyAdjecitve s………...44 .

7 EmphaitcSrtes s………..45 .

8 Avoidanceo fSrtongSwea rWord s………46 .

B Hillary’ sAbsen tFeature s………47

N O I S U L C N O C . V R E T P A H

C ,I MPLICATIONS ,AND S N O I T A D N E M M O C E R .

A Conclusion……….….49 .

B Impilcaiton s……….51 .

C Recommendaiton s………...52

E

R FERENCES ... 35 E C I D N E P P

A S ... 55 .

A Appendice sA………...5 5 .

ii i x E L B A T F O T S I L s s o r C f o e l p m a x E e h T 1 . 3 e l b a

T TabulaitonTable ... 28

s ’ n o t n il C y r a ll i H n i s e r u t a e F e g a u g n a L s ’ n e m o W f o e c n e r r u c c O e h T 1 . 4 e l b a T s e c n a r e tt

1 CHAPTER I INTRODUCTION

The first chapter contains of six parts of the research background information. First part is research background that elaborates the importance of conducting the research. It contains the issues related to the topic which is discussed in this research. Then, research problem presents the question raised based on issues in research background. The researcher makes one research problem which becomes the indicator of the gaps in the scope.

Next, there are research objectives which present the purposes of this research. After that, there are benefits that discuss about the benefits and the advantages of this thesis. Moreover, problem limitations limit the focus and the scope of the research. The last part is definition of terms that explains the specific terms in this research.

A. Research Background

Language is a part of communication system which implies regularity and rules of order. According to Edwards (2009, p. 53):

a communication system composed of arbitrary elements which possess an agreed-upon significance within a community. These elements are connected in rule-governed ways. The existence of rules (that is to say, grammar) is necessary for comprehension, of course, but it is also essential for the virtually infinite creativity (or productivity) of a system that rests upon a finite number of linguistic gears and axles.

The mentioned quotation states that language is controlled by some rules, like grammar, to make that language easy to be understood. The system of the language also has meaning agreed-upon by the community because one community has different meaning of language with other communities.

Based on some people’s theories that is cited by Edwards (2009):

As Joseph (2004) has noted, the early 1980s saw the appearance of important studies focusing on linguistic aspects of identity. He mentions Gumperz’s (1982) important collection on language and social identity, as well as Le Page and Tabouret-Keller’s (1985) monograph on the subject.

The mentioned theory states that another way to learn about language in communities is by studying linguistics. One of linguistic aspects is sociolinguistics. The terms sociolinguistics are derivational words. Two words that form it are sociology, refers to a science of society, and linguistics, refers to a science of language. So, sociolinguistics is study about the uses of language and the social structures in which the users of language (Spolsky, 2004, p. 3). It means that sociolinguistics studies the relation between language and society and people can learn how to make a good communication in society by learning sociolinguistics.

One of sociolinguistic topics is language and gender. Basically, gender is matter of genes, the secretion of hormones, and the physical development. The matter of gender differences is also about language used by men and women. Based on Lakoff as cited in Talbot (2010, p. 36) women, as she argued, ‘experience linguistics discrimination in two ways: in the way they are taught to use language, and in the way general language use treats.’ One of topic that has

come in front of sociolinguistics is the connection between the structures, the vocabulary, and the ways of using particular languages, and also the social roles of the people who speak languages, especially for the women. Women usually use weak language and excessive politeness language. According to Lakoff as cited in Talbot (2010, p. 36), typical of women’s speech is lack of confidence, weakness, and excessive politeness. It is because women undergo discrimination in language which women place in corner side in language. They are demanded to speak as a ‘lady’ and they should speak softly and politely. If they do not speak as a lady, they will be criticized that they are not feminine (Eckret and Ginet, 2013, p. 49). People assume that women just talk simple things, such as house works, children, recipe of foods, or something like that. Actually, it is based on their roles in society. If they just have a work as wife-house without having other jobs, people around them will underestimate that they cannot speak the other things. On the other hand, if the women have other jobs besides as a wife-house, like teacher, secretary, then people around them will assume that they have well-educated.

As the time goes by, there are many women who can talk about other things, not only talk about house works, children, and so on. It is because they have big role for society. The example of a woman who could talk about important things in society is Hillary Diane Rodham Clinton. She is recognized as Hillary Clinton. In United States of America, Hillary was a Minister of Foreign Affairs for four years, from January 21, 2009 up to February 1, 2013. She resigned when there was succession of returning the President in United State of America and that time, Hillary nominate herself to be the next President. Her role

was extreme because she became a Minister of Foreign Affairs for a great country.

Hillary is a well-educated person and her utterances or acts are counted by people in many countries. As Minister of Foreign Affairs at that time, she often gave speeches for some moments about some issues, for example about women in the world summit. She is often interviewed by some media to know what she is doing. Unconsciously, while talking about something, women use some language features that have been discussed by Robin Lakoff in his book entitled Language and Woman’s place (1973). In his book, he writes about ten features of women’s language which are usually used by women when they are speaking. These features are called the women’s language features. The examples of the features can be seen in Hillary Clinton’s speeches about women in the world summit.

As we know, Hillary is not like women in general. It is because she had ever been a Minister of Foreign Affairs for a great country. It means that she was a leader at that time and should lead the subordinate employees in her administration to work so well in that ministry. In this year, she is one of presidential candidates in The United State of America. According to Tannenbaum, Weschler, and Massarik (1961, p. 23) “the qualities, characteristics and skills required in a leader are determined to a large extent by the demands of the situation in which he is to function as a leader.” “The leader’s personality also has impact on his behavioral repertory (action flexibility) and on his skill in selecting appropriate communication behaviors” (page 31).

In some moments, she had given her speeches in public area and what she said that time could grab the public’s attention. It shows that Hillary is a good leader who has good personalities because she is able to select appropriate communication behaviors as a leader of some of ministry in great country. On the other hand, some researchers argue that women’s speeches are thought much more likely to use circumlocution in their speech. Based on Kramarae (1981, p. 152) “Women’s speech has frills, and quirks; when it is not silly it is often devious.”

Most women in this world use all of the women’s language features based on Lakoff’s theory. It is valued that those women use circumlocution in their utterances, especially speech in public area. This research aims to discuss further about women’s language features in Hillary Clinton’s utterances, as leader, in formal and informal situations, speeches and interviews

B. Research Problem

In this research, the researcher would like to discuss further about women’s language features used by Hillary Clinton, one of female leader in The United State of America. The following research problem is formulated:

What are the women’s language features in Hillary Clinton’s utterances in formal and informal situations, speeches and interviews?

C. Research Objectives

The study is conducted to find out what women’s language features are used by Hillary Diane Rodham Clinton in her utterances in both, speeches and interviews. The other objectives are to find the answer for the research question. In this case, the researcher analyzes women’s language features that seen in Hillary utterances by using the theory from Lakoff (1973).

D. Research Benefits

The researcher believes that this research will be useful and beneficial for several parties as follows:

1. English Learners

This research is related to English linguistics, especially sociolinguistics. Through this research, the learners can learn about that. The learners are expected to know and understand about women’s language features in formal and informal situation, especially in speech, interview and its possible reasons for each.

2. English Teachers

The results of this research can help English teachers to provide good materials about features of women’s language, especially those who teach sociolinguistics subject. This research is to contribute in the language study development as an additional source in teaching and learning sociolinguistics.

3. Future Researchers in the Sociolinguistics Field

This research will be a good reference for the future researchers in the same field to conduct similar research. This research will also give useful information about women’s language features

.

E. Research Limitation

The research is limited to the use of women’s language features. The researcher will focus on Hillary Clinton’s utterances in speeches and interviews. The first video of Hillary speech is entitledHillary Clinton Keynote Speech - 18th Annual Dinkins Forum that was delivered on April 29, 2015 at Columbia University in the City of New York, Low Memorial Library Rotunda. The second video is entitled Hillary Clinton - Remarks on American Leadership that was delivered on January 31, 2013. Secretary Clinton Delivers Remarks on Human Rights is the third video. It was delivered on December 6, 2012. The fourth is entitled Massachusetts Conference for Women 2014 Keynote - Hillary Rodham Clinton. It was delivered on December 4, 2014. The last video is entitled Hillary Clinton Discusses Energy Diplomacy at Georgetown that was delivered on October 18, 2012.

Then, the following statements are the five videos about Hillary’s interviews. The first video is entitledHillary Clinton with Diane Sawyer Interview | 6-9-14 that was delivered on July 3, 2014. The second video is entitled Hillary Clinton Fireside Chat | Talks at Google Published that was delivered on Jul 21, 2014.Hillary Clinton on Strategic Interests, Values, and Hard Choicesis the third

video. It was delivered on Jun 13, 2014. The fourth is entitled Hillary Clinton Interviewed by Kara Swisher at 2015 Lead On Conference for Women. It was delivered on February 24, 2015. The last video is entitled CNN Town Hall: Hillary Clinton's Hard Choicesthat was delivered on June 17, 2014.

The data of the research problems will be analyzed based on Lakoff theory (1973) about features of women’s language. The methodology used in this research is limited to discourse analysis. This research is done by analyzing the Hillary’s utterances in videos about her speeches and interviews.

F. Definition of Terms

In this research, there are terms that will be frequently used by the researcher. Those are about women’s language features based on Lakoff’s theory (1973) especially in speech and about who Hillary Clinton is.

1. Women’s Language Features in Speech

As people know, the language that is used by men and women are different, especially when they are speaking. Women are considered as weak creatures so that many people assume that women’s language is also weak. According to Scherer and Giles (1979) as cited in Edwards (2009, p. 134) “findings within a speech community reveal that women’s speech tends to use standard language.” “Women are disempowered by being constrained to use “powerless” language, ways of speaking that simply are not very effective in getting others to think or do what the speaker wants them to (Lakoff, 1975 as cited in Eckert and Ginet, 2003, p. 159).

Based on Lakoff’s theory as cited by Fillmore, G. Lakoff, and Robin Lakoff (1974), there are ten features that are usually used by women in their speaking. Those are lexical hedges or fillers, tag questions, rising intonations, empty adjectives, precise color terms, intensifiers, hypercorrect grammar, super polite forms, avoidance of strong swear words, emphatic stress.

2. Hillary Clinton

The brief biography of Hillary was cited from website of U.S. Department of State. The full name of Hillary is Hillary Diane Rodham Clinton and people usually call or recognize her as Hillary Clinton. She was born in Chicago, Illinois on October 26, 1947 to Dorothy Rodham and the late Hugh Rodham. She attended local public schools before graduating from Wellesley College and Yale Law School, where she met Bill Clinton. She became a Minister of Foreign Affairs for four years from January 21, 2009 up to February 1, 2013.

In 2000, Hillary Clinton made history as the First Lady elected to the United States Senate, and the first woman elected state wide in New York. In 2006, Senator Clinton won reelection to the Senate, and in 2007 she began her historic campaign for President. In 2008, she campaigned for the election of Barack Obama and Joe Biden, and in November, she was nominated by President-elect Obama to be Secretary of State. Secretary Clinton is the author of best-selling books, including her memoir, Living History, and her groundbreaking book on children, It Takes A Village. She and President Clinton reside in New York. In this year, 2016, she is one of presidential candidate in The United State of America.

10 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, there are two main parts. Those two parts are the theoretical description and the theoretical framework. In the theoretical description, the researcher provides the theoretical review related to the topic of this research and in the theoretical framework, the researcher explains the relation between the theories and the research questions of this research.

A. Theoretical Description

In this section, the researcher discusses the theories which are related to the women’s language in speech and also the features of women’s language. The terms of the women’s language are described in detail. The features of women’s language are analyzed to help the researcher to answer the research questions.

There are some terms which come up in discussion of women’s language in speech, such as language function, public speaking communication, and the last is language and gender. The researcher uses those terms because they can help the researcher to understand women’s language in speech, especially the features of it. As theoretical foundation, the researcher writes some descriptions, definitions, and elaborations.

1. Language Functions

Language functions refer to the purposes in using language to communicate. According to Linell (1983, pp. 149-151) there are three dimensions which are related to the language functions.

a. The first, one should single out the dialogic functions in social interaction from the monologic functions in thinking and other kinds of intra individual communication. It may be recalled that the conditions on written communication are such that both communicating parties may be said to use language in a monologic fashion.

b. Secondly, it is possible to focus on the different interacting factors of the communication process and discern the following four aspects:

1) The expressive function is focusing-on the sender. What is communicated is, under this aspect, seen as expressions of the sender's beliefs, views, feelings, attitudes, volitions, needs etc.

2) The evocative function is focusing on the receiver. Communication is here seen as directed towards evoking certain reactions on the receiver's part. 3) Focusing on the subject matter, i.e. on the imaginary or objective reality that

the message refers to: the referential functions, how communication is used to refer and describe, to analyze, argue about, and explain things in the world. 4) The social function is focusing on the relation between sender and receiver.

From this point of view communication serves to establish and maintain social contact between the communicating parties.

c. The third dimension is relation between communication to different psychological dimensions of the communicating parties. There seem to be at least three different aspects:

1) The cognitive functions which have to do with knowledge, beliefs, and intellectual understanding. From the expressive point of view communication may be seen as expressing the views and beliefs of the sender, and in an evocative perspective communication is viewed as directed towards arousing beliefs, conveying information and bringing about understanding.

2) The emotive functions; in communication the sender expresses his feelings, attitudes, emotions and desires, and this may also evoke the corresponding states and activities in the receiver.

3) The practical functions; much communication is used for guiding the behavior of the receiver, i.e. the messages are conveyed in the hope of arousing readiness in the receiver to act in certain ways.

2. Public Speaking Communication

According to Olii (2010, p. 6), public speaking communication is like someone who speaks an important and or interesting topic in front of audience in public. Public speaking is also as a communication feature to convey information to the audience by using words, body language, voice and visual. Generally, communication is an interaction process to communicate to each other between a human to the other human. Based on Slagel (2009, p. 194) as cited by Dewi (2014, p. 13), “public speaking is a form of communication that seeks an

outcome; public speakers seek not simply to express themselves but to have an effort on their listeners.” Public speaking is useful and can be used as an effective way to give motivation to the audience, persuade them to do some new innovations, and so on. Public speaking communication has two types, formal and informal. The formal public speaking communication is speech and the informal is interview.

a. Speech

Speech has been described as a form of human behavior. Speech itself is defined as a means in delivering opinions and or ideas to the public (Dewi, 2014, p. 149). She also states that there are two main purposes in speech, general purposes and specific purpose. General purposes are (1) to persuade the audience (persuasive speech), (2) to give understanding or information (informative speech), and (3) to entertain the audience. For specific purpose is to make the audience know, get, and understand about the topic in the speech.

According to Bormann and Bormann (1986, pp. 203-239), there are three types of speech. It is similar with Dewi theory (2014). They are informative speech, argumentative speech, and persuasive speech.

1) Informative Speech

A common public speaking situation is one in which a speaker has important information or knowledge to give to an audience. The audience come to get information and to learn from the expert. The speech form expected under the above circumstances is the speech to inform. Speaker who gives informative speech may have one of several more specific purposes in mind. People may give

informative speech because they have knowledge gained from study and research and they can give their audience an understanding of the topic that serves to satisfy the curiosity about the basic of the topic (Bormann and Bormann 1986, pp. 203-205)

2) Argumentative Speech

The communication event may be billed as a debate, or the setting may be such that the emphasis is placed on reasoned argument. In an important sense, a good argument has a strong persuasive appeal for people. The point of dealing with argument in a separate chapter is to focus the audience’s attention on that important aspect of public communication. People should not argue about they agree on, so arguments should be organized around areas of disagreement. Arguments can relate to the issues phrased as question of fact, relate to question of value, and relate to question of policy. So, arguments should consist of good reasons made up of evidence and logic (Bormann and Bormann 1986, pp. 217-218).

3) Persuasive Speech

Persuasion is sometimes called changing behavior. Persuasive speech is the participants in one common public-speaking situation come with the general expectation that the speaker will deliver persuasive message. In many respects the persuasion occasion is similar to the argumentative speech. The main difference is that while giving argument, people expect the debater to emphasize evidence, logic, and proof. In the other hands, when giving persuasive speech, people expect

the persuader not only to make a good argument but also to be credible, emotional, and motivating (Bormann and Bormann 1986, pp. 237-239).

b. Interview

Interview is one of ways to make communication with others. The specific definition of interview based on Kahn and Cannell (1957, p. 16):

The usage of interview terms is to refer to a specialized pattern of verbal interaction for a specific purpose and focused on some specific content area with consequent elimination of extraneous material”. Moreover, the interview is a pattern of interaction in which the role relationship of interviewer and respondent is highly specialized, its specific characteristics depending somewhat on the purpose and character of the interview.

Interview is also defined as personal and professional communication (Kahn and Cannell, 1957, pp. 11-15). They state that interview as personal communication is, but here both, the interviewer and the respondent are closed and freely to talk to each other about something related to the topic and or unrelated to the topic. The relationship of the participants “as consisting of interaction over a time period, communication of information, attempts at influence, sharing of perceptions, and soon.” In effect, what the interviewer does is to think back over the vast interaction and communication to select the relevant answer to the specific question at hand from the respondent.

Then, interview, as professional communication is defined as “in all the situations a communicative relationship must be establish in which items irrelevant to the problem at hand are eliminated and the relevant information selected and communicated fully in a brief period of time.” Interview as professional communication is different with personal communication in

interview. It is showed by the interviewer’s problem. In professional communication, “the interviewer’s problem is to bring about a much smaller stream of communication, consisting almost solely of the relevant items.”

3. Language and Gender a. Women’s Language

Language that is used by men and women are different, especially when they are speaking. Based on Kramer (1977) as cited by Spender (1980, p. 33):

the English speakers believe that men’s speech is forceful efficient, blunt, authoritative, serious, effective, sparing and masterful.” Women usually are seen by one side because women are regarded as weak creatures. It is different with what they believe about women’s speech which is weak, trivial, ineffectual, tentative, hesitant, hyper polite, euphemistic and is often marked by gossip and gibberish.

Edwards states that “the eternal stereotypes of women are weak, changeable and unreliable, endlessly, talkative” (2009, p. 127). Those stereotypes affect the language that be used by women. According to Scherer and Giles (1979) as cited in Edwards (2009, p. 134) “findings within a speech community reveal that women’s speech tends to use standard language.” “Women are disempowered by being constrained to use “powerless” language, ways of speaking that simply are not very effective in getting others to think or do what the speaker wants them to (Lakoff, 1975 as cited in Eckert and Ginet, 2003, p. 159).

b. Women’s Language Features

Based on Lakoff as cited by Fillmore, G. Lakoff and R. Lakoff (1974), there are ten women’s language features as follows:

1) Lexical Hedges or Fillers

Hedging is one of woman’s language. It expresses a lack of confidence and reflects of women’s insecurity. By hedges, she refers to the frequent use of such phrases as sorta/sort of, like, you know, well, kinda/kind of, I guess, and it seems like. For examples,well, like, just, I know, oh,and so on.

2) Tag Question

Asking question is a prime example of women’s insecurity and hesitancy. Women use questions to each other when they are talking. Women tend to ask three times as many questions as men. It can be used in many kinds of way. For examples, See?, …,did you?, really?, It just felt so good to be touched, you know?, and so on.

3) Rising Intonation

There is a peculiar sentence intonation pattern only among women. It not only has the form of declarative answer to a question, but also has the rising inflection typical of a yes-no question and seems like being especially hesitant. For examplesWork? Again? This is the third night this week!,Dinner with Phil?, and so on.

4) Empty Adjective

There is a group of adjective, in terms of vocabulary, which have their specific and literal meanings and also indicating the speaker’s approbation or admiration for something. This kind of adjectives is called ‘empty’ adjectives, which means that those only convey an emotional reaction rather than specific. For examples Fine! Be done!,Fine., and so on.

5) Precise Color Terms

Women’s language shows up in all levels of the grammar of English. In lexical differences women like to use more precise words in naming colors (mauve, plum) and have richer vocabulary in areas that are traditionally female specialties. For example islavender, and so on.

6) Intensifiers

Intensifiers such as so, just, very, and quiet indicate more characteristics of women’s language than men (Fillmore et al.,1974). So it is claimed as “having something of the eternally feminine about it”. It also to hedge in this situation is to seek and avoid making strong statement as a characteristic of women’s speech. For examplesThank you so much,pretty good, and so on.

7) Hypercorrect Grammar

Hypercorrect grammar is the consistent use of standard verb forms. Hypercorrect grammar involves avoidance of coarse language; more frequent apologizing and the usage of super polite forms are additional features.

8) Super Polite Forms

In the same sense a request may be a polite command; it does not need obedience overtly, but suggest something to be done as a favor to the speaker. An overt order (as in imperative) expresses the assumption of the speaker’s superior position the addressee, carrying with it the right to enforce compliance. For examples That'd be perfect, thank you.,That really means a lot., and so on.

9) Avoidance of Strong Swear Words

Swearing is kinds of interjection that can express extreme intensify. It has been widely considered as an expression of very strong emotion. It is viewed as potent language and can indeed sometimes achieve impressive effect. For examples Oh, my God.,Not that you're a whore! You're not a whore., and so on.

10) Emphatic Stress

Along with tag question, Lakoff identified that “the use of a question intonation on sentence that are not question as a central she characterized as women’s and powerless or weak.” This question intonation has a high rising tone at the end of the sentence (Eckert and Ginet, 2003, p.174). Women tend to use words which are used to emphasize the utterance or strengthen the meaning of an utterance. For examplesBEST NIGHT ever!,He is AWFUL., and so on.

B. Theoretical Framework

This section presents the elaboration how the theories are used to conduct the research. The researcher used Lakoff’s theory about women’s language features to analyze the scripts of Hillary’s speeches and interviews. In analyzing women’s language features in Hillary’s utterances, the researcher examined the ten features of women’s language: lexical hedges or fillers, tag question, rising intonation, empty adjective, precise color term, intensifiers, hypercorrect grammar, super polite form, avoidance of strong swear words, and emphatic stress.

In selecting and categorizing the Hillary’s utterances, the examples of each feature in women’s language features can be preferable to be used. The theory of speech and interview in public speaking communication and women’s language in language and gender elaborated in previous subchapter would support Lakoff’s theory about women’s language.

21 CHAPTER III METHODOLOGY

In this chapter, the researcher explains about the methodology that is used to answer the formulated problems in this research. There are five parts in this chapter. They are research method, research subject, research instruments and data gathering, data analysis technique, and lastly research procedure.

A. Research Method

This research analyzes the features of women’s language based on Lakoff’s theory (1973) that used by Hillary Clinton in her utterances in speeches and interviews. The analysis is based on the videos and the transcripts of the videos. In order to analyze videos and the transcripts, the researcher used qualitative method. Qualitative research is new research method because the existence of this method is not long as quantitative research. Based on Strauss and Corbin (2003, p. 4) as cited in Afrizal (2015, p. 12) qualitative research is a type of research methods which the researchers do not use statistic procedures to get the results of the research.

According to Afrizal (2015, p. 17) in qualitative research, the data are generally in words form (written and spoken). It is supported by theory of Ary, Jacobs, Razavieh (2002, p. 22) that there are eight types of qualitative research. They are ethnography, case studies, document or content analysis, naturalistic observation, focused interviews, phenomenological studies, and grounded theory.

In this research, the researcher is using discourse analysis to analyze the data. Based on Wood and Kroger (2000, p.3), discourse analysis is a person’s point of view that contains of methodological and conceptual elements. They also stated that discourse data includes spoken and written texts. The researcher conducted a discourse analysis to study the phenomenon about the use of women’s language in the Hillary’s utterances.Using the transcript of the speeches and interviews, this research analyzed the utterances of Hillary Clinton in her speeches and interviews based on Lakoff’s theory of women’s language features.

B. Research Subject

The researcher used human as the research subject. The researcher chose the great woman who has a big role in this world. Her name is Hillary Clinton. The brief biography of Hillary was cited from website of U.S. Department of State. Her full name is Hillary Diane Rodham Clinton and people usually call or recognize her as Hillary Clinton. She was born in Chicago, Illinois on October 26, 1947 to Dorothy Rodham and the late Hugh Rodham. She attended local public schools before graduating from Wellesley College and Yale Law School, where she met Bill Clinton. She became a Minister of Foreign Affairs for four years from January 21, 2009 up to February 1, 2013.

In 2000, Hillary Clinton made history as the First Lady elected to the United States Senate, and the first woman elected statewide in New York. In the Senate, she served on the Armed Services Committee, the Health, Education, Labor and Pensions Committee, the Environment and Public Works Committee,

theBudget Committee and the Select Committee on Aging. As a Senator, Clinton worked across party lines to build support for causes important to her constituents and the country, including the expansion of economic opportunity and access to quality, affordable health care. In 2006, Senator Clinton won re-election to the Senate, and in 2007 she began her historic campaign for President. In 2008, she campaigned for the election of Barack Obama and Joe Biden, and in November, she was nominated by President-elect Obama to be Secretary of State. Secretary Clinton is the author of best-selling books, including her memoir,Living History, and her groundbreaking book on children, It Takes A Village. She and President Clinton reside in New York. In this year, 2016, she is one of presidential candidate in The United State of America.

The researcher saw that there was something different in her utterances with the other women. Then, the researcher used the Hillary Clinton’s utterances in her speeches and interviews as the research subject. Instead of the recorded speech, the transcripts of the Hillary Clinton’s speeches and interviews were chosen because the researcher would study the explicit force about features or women’s language based on Lakoff’s theory.

C. Research Instruments and Data Gathering Techniques

There are two instruments in this research. They are human instrument and the videos and transcripts of Hillary Clinton’s speeches and interviews. These following parts will describe each instrument.

1. Human Instrument

According to Sugiyono (2012, p. 222) in qualitative research, the researcher is the instrument of the research, usually called as human instrument. It is because the researcher decides the topic to be analyzed, chooses the instrument to collect the data, analyzes the data and makes conclusion of the research. The researcher was actively participated in the process because researcher looked for and watched the videos, read the transcripts of those videos and analyzed it to gather the data for this research. It is also supported by Creswell (1984, p. 40) as cited in Ahmadi (2014, p. 22). He states that researcher is research instrument who gathers and analyzes the data by giving the meaning from the research subject.

To answer the research problem, the researcher searched the information related to the topic of this research in the internet. The information was found from some books, journals and trusted websites in the internet.The data was analyzed and interpreted by the researcher. The data were collected from the videos of Hillary Clinton’s speeches and interviews.

2. Videos and Transcripts of Hillary Clinton’s Speeches and Interviews The researcher analyzed the videos and the official transcripts related to Hillary Clinton’s speeches and interviews in order to gather the data for this research. In this research, there were ten videos to be analyzed, five videos about Hillary’s speeches and five videos about her interviews. Firstly, the researcher looked for and chose the videos that would be used. Then, the researcher looked

for the transcripts of the selected videos in the internet. Next, the researcher watched the videos and read the transcripts at the same time to select Hillary’s utterances based on Lakoff’s theory about the ten features of women’s language (1973). By watching the videos, the researcher could know the intonations that were used by Hillary and reading the transcripts could ease the researcher to look for the features in Hillary’s utterances. After that, the utterances were chosen to be the examples to prove that Hillary Clinton used women’s language.

The first video of Hillary speech is entitled Hillary Clinton Keynote Speech - 18th Annual Dinkins Forum that was delivered on April 29, 2015 at Columbia University in the City of New York, Low Memorial Library Rotunda. The second video is entitled Hillary Clinton - Remarks on American Leadership that was delivered on January 31, 2013. In her farewell address, Secretary of State Hillary Rodham Clinton discusses American leadership. Secretary Clinton Delivers Remarks on Human Rights is the third video. It was delivered on December 6, 2012. U.S. Secretary of State Hillary Rodham Clinton delivers remarks entitled "Frontlines and Frontiers: Making Human Rights a Human Reality" in Dublin, Ireland. The fourth is entitled Massachusetts Conference for Women 2014 Keynote - Hillary Rodham Clinton. It was delivered on December 4, 2014. Hillary Rodham Clinton, Former Secretary of State and Former US Senator from New York, speaks to an audience of 10,000 at the Massachusetts Conference for Women at the Boston Convention & Exhibition Center. The last video is entitled Hillary Clinton Discusses Energy Diplomacy at Georgetown that was delivered on October 18, 2012. That video tells that energy diplomacy is a

necessary component of national security, human rights and global economics, U.S. Secretary of State Hillary Clinton said during her address at Georgetown.

The following statements are the five videos about Hillary’s interviews. The first video is entitled Hillary Clinton with Diane Sawyer Interview | 6-9-14 that was delivered on July 3, 2014. The second video is entitled Hillary Clinton Fireside Chat | Talks at Google Published that was delivered on Jul 21, 2014. Former U.S. Secretary of State Hillary Clinton stops by the Googleplex for a conversation with Eric Schmidt on July 21, 2014. She discusses her book entitled Hard Choices.Hillary Clinton on Strategic Interests, Values, and Hard Choices is the third video. It was delivered on Jun 13, 2014. The fourth is entitled Hillary Clinton Interviewed by Kara Swisher at 2015 Lead On Conference for Women. It was delivered on February 24, 2015. Following her keynote address, former Secretary of State Hillary Rodham Clinton sat down for an interview with tech commentator and entrepreneur Kara Swisher at Watermark's inaugural Lead On Silicon Valley Conference for Women in Santa Clara, CA. The last video is entitled CNN Town Hall: Hillary Clinton's Hard Choicesthat was delivered on June 17, 2014. The last video tells that according to Washington (CNN), Hillary Clinton did at CNN's town hall meeting on Tuesday what most politicians do: She staked out a position on some issues, catered to her base in others and avoided some questions altogether.

D. Data Analysis Technique

Data analysis technique explains the steps to analyze the findings and to answer the research problems. According to Bogdan and Boklen (1998, p. 157) as cited in Ahmadi (2014, p. 230) data analysis technique is a research and arranging process using systematic transcript of interview, field notes, and the other materials related to the research topic. They also state that analyzing data has some works to be done, such as gathering and organizing the data, finding the pattern and the important things from the gathered data, and arrange the conclusion to be reported. Based on Ahmadi (2014, p. 229), data analysis in qualitative research is done by arranging the data logically and systematically.

The researcher used some steps in analyzing the data. First, the researcher looked for some videos about Hillary Clinton’s speeches and interviews, and then found the words or sentences containing some women’s language features in her utterances. Second, the findings were analyzed and classified into the classification of women’s language features. Third, the findings of classifications were defined and explainedas the possible reasons why Hillary Clinton used those features of women’s language in her speeches based on Lakoff’s theory. Those three steps were to answer the research problem. The last, the data were concluded and the results were attempted to answer the research problems.

To analyze the data, the researcher used cross tabulation table. The format of the table had been set by data gathering method done by the researcher. The component of the table was also adjusted for the Lakoff theory about the ten women’s language features. The table 3.1 is the example of cross tabulation table.

Table 3.1 The Example of Cross Tabulation Table

No Utterances Min LH TQ RI EA CT I HG SF SW ES

Min : Minutes

LH/F : Lexical Hedges or Fillers TQ : Tag Questions

RI : Rising Intonations EA : EmptyAdjectives CT : Precise Color Term I : Intensifiers

HG : Hypercorrect Grammar SF : Super Polite Form

SW : Avoidance of Strong Swear Words ES : Emphatic Stress

E. Research Procedures

In this research, there are nine procedures. They are selecting the research question, reviewing literature, looking for and downloading the videos and the transcripts, watching the videos, selecting the utterances, categorizing Hillary’s utterances, analyzing the data, drawing the conclusion and writing up the report. 1. Formulating the Research Question

Firstly, the researcher formulated the research problem. In this study, the researcher focused on the women’s language features that were used by Hillary Rodham Clinton in her utterances. The utterances were from her speeches and interviews. The research came up with a research problem in this study. The research problem deals with the features of women’s language used by Hillary.

2. Reviewing Literature

Secondly, after selecting the research problem, the researcher found the theories that related to women’s language, public speaking and leadership. The theories were used to help the researcher in analyzing the data.

3. Finding and Downloading the Videos and the Transcripts

Thirdly, the researcher looked for the videos and the transcripts related to the Hillary’s speeches and interviews from the internet. The researcher looked for and chose the videos randomly. At least, there were ten videos, five videos for Hillary’s speeches and five videos for Hillary’s interview. After finding the videos, the researcher downloaded those videos. Then, finding and copying the transcripts of the selected videos from the internet

4. Watching the Videos

Fourthly, the researcher watched each video many times to gather the data. During watching the videos, the researcher aimed to understand the Hillary’s utterances in her speeches and interviews. The researcher also transcribed the utterances in those videos related to the features of women’s language.

5. Selecting the Utterances

Fifthly, the researcher analyzed the transcripts of each video. The researcher selected the Hillary’s utterances to be researched. Next, the researcher selected the utterances that prove the features of women’s language.

6. Categorizing Hillary’s Utterances

Sixthly, after selecting the utterances, the researcher classified the selected utterances based on Lakoff’s theory (1973) about the features of women’s language. The researcher categorized the utterances into cross tabulation table.

7. Analyzing the Data

Seventhly, the researcher discussed the findings to answer the two research problems in this research. The researcher also discussed the related theories to support this research.

8. Drawing the Conclusion

Eighthly, after discussing the findings, the researcher drew the conclusion of the research that had been done. The conclusion was drawn based on the result of the data analysis in this study. Thus, the researcher made an implication based on the findings. In this step, the researcher concluded all the findings related to the study.

9. Writing up the Report

After finishing all of the procedures before, then, the last step was to write the report of the research.

31 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher presented the data findings gained from the study undertaken and discussed them to answer the research question formulated in the research problem. This chapter contains two subchapters which discuss the research problem. The first subchapter answers the first research problem the women’s language features in Hillary Clinton’s utterances in formal and informal situations, speeches and interviews. The second subchapter is about the Hillary’s absent features or the features that were not used by Hillary in her utterances.

A. Hillary’s Language Features

The problem in this study focuses on the features of women’s language found in Hillary’s utterances in her speeches and interviews. In this discussion, the researcher chose Lakoff’s theory about women’s language features as reference of analysis and put them into a cross tabulation table for each video. The utterances were put into the table and classified and given checklist in the suitable feature.

In order to answer the research question, the researcher will present and discuss the features of women’s language used by Hillary Clinton. Women’s language features which are proposed by Lakoff (1974) are lexical hedges or fillers, tag questions, rising intonations, empty adjectives, precise color term, intensifiers, hypercorrect grammar, super polite form, avoidance of strong swear

words, and emphatic stress. The results presented in table 4.1 were taken from analysis.

Table 4.1 The Occurrence of Women’s Language Features in Hillary Clinton’s Utterances

No. Features of Women’s Language The Frequency of Each Features

The Percentage of Each Features

1 Lexical hedges or fillers 422 55.820%

2 Tag questions 0 0.000%

3 Rising intonations 12 1.587%

4 Empty adjectives 4 0.529%

5 Precise color terms 0 0.000%

6 Intensifiers 261 34.524%

7 Hypercorrect grammar 18 2.381%

8 Super polite form 27 3.571%

9 Avoidance of strong swear words 6 0.794%

10 Emphatic stress 6 0.794%

The Number of Features 756 100%

Table 4.1 showed the results of women’s language features used by Hillary Clinton within ten videos about her speeches and interviews. The total of women’s language features found in Hillary’s utterances in her speeches and interviews was 756 statements. In the videos, there were 422 (55.820%) lexical hedges or fillers that appeared the most, 216 (34.524%) intensifiers, 27 (3.571%) super polite forms, 18 (2.381%) hypercorrect grammar, 12 (1.587%) rising intonations, 4 (0.529%) empty adjectives, 6 (0.794%) emphatic stress, and 6 (0.794%) avoidance of strong swear words that appeared the least. The rest of the women’s language features, such as tag questions and precise color terms, did not appear at all in selected videos.

19 Well, thank you for that. 13:47 √

20 Right. 16:05 √

21 And,you know, Robert Ford, as I mentioned earlier,

was an exemplary ambassador. 17:33 √ 22 He didjustan extraordinary job ….. 17:37 23 Well, we -- we did, as I said, create a -- a proposal

that both the CIA …. 17:49 √

24 Well, I said we should have done it,you know, two

plus years ago. 18:07 √

25 … if it wassoself-evident that everybody should

have done this,… 18:17 √

26 Well, I think it'stoosoon to tell. 19:05 √ √ 27 But let mejustquickly add that originally,… 19:07 √

28 Well, and we are... 20:03 √

29 Oh, good. 20:16 √ √

30 Well, even if I don't reenter politics,… 20:53 √ 31 … doing anything that is so contrary to our core

values,justmakes no sense. 22:26 √

32 SoI would be very opento trying to figure out ways

to change the law,… 22:30 √

33 Well,two quick points. 23:00 √ 34 Well-- it may be safer but that's not the answer. 23:30 √ 35 Well, first of all, we have to provide the best

emergency care we can provide. 23:35 √ 36 Well, they should be sent back as soon as it can be

determined… 23:53 √

37 Andjustas Vice President Biden is arguing today in

38 …,justbecause your child gets across the border,…. 24:18 √

39 Well, I made -- 25:01 √

40 … that I had with so many people who I knew and

cared about,.. 25:26 √

41 Well, at the risk of committing radical candor… 26:23 √ 42 Yes, well, I have to say I think we need to be very

clear about the benefits of marijuana… 26:29 √ 43 On recreational,you know, states are the laboratories

of democracy. 27:04 √

44 You know, my -- 27:53 √

45 …,what's been happening with these school

shootings should cause everybody tojustthink hard. 28:08 √ 46 …,just interested citizens, who have said something

similar to me. 29:30 √

47 …and an awareness that,you know, we're going to have to do a better job protecting the vast majority of our citizens,….

29:54 √ 48 … and now with automatic weapons can wreak so

much more violence than they ever could have

before. 30:09 √

49 Well, as you know, we have the Family and Medical

Leave Act in our country. 30:43 √

50 New Yorkjustdid so. 31:26 √

51 You know,it's like the debate over the minimum

wage. 32:08 √

52 Well,because I don't think, politically, we could get

53 And, you know, the Massachusetts health care

reform,… 32:25 √

54 Oh, my gosh. 33:45 √

55 Oh, wow. 33:49 √

56 Well, it would depend upon the mood I was in. 33:50 √ 57 You know, some days, it's a little less favorable than

other days. 33:54 √

58 You know,I have described myself in the past as intense, as,you know,passionate, as service-minded, because that's how I have tried to live my life.

33:58 √ 59 And, you know, sometimes, just like every other

human being,… 34:10 √ √

60 I think when I --you know, I was leading this perfectly kind of,you know, ordinary life, until my husband got into politics.

35:38 √ 61 …, it was like a tsunami, you know, people writing

and saying and all kinds of critiques. 35:49 √ 62 You know, so, I mean, I -- I am like every other

human being. 36:05 √

63 You know, I am thinking about all of the choices I

face. 36:59 √

64 And, as I said in my book, you know, really, you

have got to ask people who want to run….. 37:21 √ 65 And,you know, I was with my husband for eight

years. 37:48 √

66 Right now, you know, I want to talk about the

choices…. 38:15 √

68 I would be worrying about, well, you know, what

are people going to say… 39:12 √ √

69 … and,you know, what do they mean and all the rest

of that. 39:18 √

70 …, what you're trying to do, you know, you do worry about all of that personal prob --you know, all the personal stuff that goes with hair and makeup and clothes and --you knowall the drill.

39:45 √ 71 And,you know,I used to complainto my to the

-- to the men I was running against. 39:55 √ √

72 We would be meetingbefore debates and I'd say,

you know, it's really unfair,… 39:59 √ √

73 Well, I tried that, too, as you might have noticed. 40:09 √ 74 Well, that -- that was like that great moment when

Jill Dougherty, also on CNN at the time,you know, said,oh, you're going au natural?

40:15 √

75 Well, you know... 40:25 √

76 --well, he and I have --- 40:50 √

77 --you know, most recently, the volley came from

him…. 40:57 √

78 --well, it was over Ukraine. 41:05 √ 79 And I have criticized himyou knowfor the

invasion…. 41:08 √

80 … andjustplain wrong in…. 41:18 √

81 …, open it up more so it's not just,you know, in the

possession of some of the oligarchs… 41:35 √ √

82 … andsomuch else

83 And if you ever see him on TV or in pictures,you know, he sits,you know,verykind of in a in a --in a very aggressive way andjustlistens and sort of stares at you.

41:54 √ √

84 And I finally said, well,you know, President Putin, I

understand that you are trying to save the tigers…. 42:23 √

85 …, into an inner sanctum,justhe and I. 42:44 √

86 And I said,well, I don't know,… 43:00 √ 87 But,you know, I'll come if -- if he can't. 43:04 √

88 I mean let'sjust-- as I write in my book,… 44:58 √

89 And let mejustbriefly say,… 46:47 √

90 You know, you look at it and you say,… 47:31 √

91 It soundssosimple… 48:39 √

92 Well, I can't read the mind of all of the opposition. 49:20 √ 93 …, and really, in my view,you know, quite detached

from the job… 49:31 √

94 And he is trying -- like the capture today,you know,

that was months in the making. 50:09 √ 95 You know,he has to shut out a lot of the other stuff

that's going on…. 50:20 √

96 Well, I know that…. 50:54 √

97 Well, let's -- 52:09 √

98 Well, it's vital that they sign it. 52:38 √ 99 Well, I practiced law for a long time …. 53:34 √ 100 You know, Bill and I -- 53:46 √ 101 And we --you know, we have this discussion at

home. 53:56 √

103 You know, at this time, I don't support a return to the

draft. 57:00 √

104 …, notjustthe privileged, can afford to have that

national service. 57:34 √

105 You know, one of my big concerns about our

country right now is that everybody isjusttalking to

people who are like them. 57:41 √ √

106 … --you know, it wasn't womensomuch in those

days -- … 58:02 √ √

107 Well, that's on the ledger. 58:46 √ 108 I don't want to be looking past it,you knowI don't

want to be meeting my new grandchild …. 59:08 √

109 I'mjustnot going to do that. 59:16 √

110 Well, let --you know, there have been a lot -- … 59:41 √