REFUSAL EXPRESSIONS AMONG CHARACTERS IN THE FILM ENTITLED KNOWING (Based on Socio Pragmatics Approach)
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REFUSAL EXPRESSIONS AMONG CHARACTERS IN THE FILM ENTITLED KNOWING
(Based on Socio-Pragmatics Approach)
THESIS
Submitted as a Partial Fulfillment of the Requirements for the Sarjana Sastra Degree in English Department
Faculty of Letters and Fine Arts Sebelas Maret University
by:
RIDHO WIDOWATI
C 1306063
ENGLISH DEPARTMENT
FACULTY OF LETTERS AND FINE ARTS SEBELAS MARET UNIVERSITY
SURAKARTA 2011
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REFUSAL EXPRESSIONS AMONG CHARACTERS IN THE FILM ENTITLED KNOWING
(Based on Socio-Pragmatics Approach)
By:
RIDHO WIDOWATI C 1306063
Approved to be examined before the Board of the Examiners Faculty of Letters and Fine Arts
Sebelas Maret University
Thesis Supervisor
Drs. Agus Hari Wibowo, M.A. NIP. 196708301993021001
Head of English Non Regular Program
Drs. S. Budi Waskito, M.Pd. NIP. 195211081983031001
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REFUSAL EXPRESSIONS AMONG CHARACTERS IN THE FILM ENTITLED KNOWING
(Based on Socio-Pragmatics Approach)
By:
RIDHO WIDOWATI C 1306063
Accepted and approved to be examined by the Board of the Examiners On February 1st 2011
Chairman
Secretary
First Examiner
Second Examiner
Drs. S. Budi Waskito, M.Pd. NIP. 195211081983031001 Dr. Sri Marmanto, M.Hum. NIP. 195009011986011001 Drs. Agus Hari Wibowo, M.A. NIP. 196708301993021001 Dr. Tri Wiratno, M.A. NIP. 196109141987031001
(………....) (………) (………) (………)
The Dean of Faculty of Letters and Fine Arts Sebelas Maret University
Drs. Sudarno, M.A. NIP. 195303141985061001
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PRONOUNCEMENT
Name : Ridho Widowati NIM : C 1306063
Stated truthfully that this thesis entitled REFUSAL EXPRESSIONS AMONG CHARACTERS IN THE FILM ENTITLED KNOWING (Based on Socio-Pragmatics Approach) is originally made by the researcher. It is not a
plagiarism nor it is made by others. The statements related to other people’s work
are written in quotations and included within the bibliography.
If this pronouncement is proven incorrect in the future, the researcher is ready to take the responsibility.
Surakarta, February 2011 The Researcher
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v MOTTO
And [remember] when your Lord proclaimed,
'If you are grateful, I will surely increase you [in favor];
but if you deny, indeed, My punishment is severe.'
(The Holy Qur’an, Ibrahim 7)
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To my beloved parents
for their love and support
ACKNOWLEDGMENT
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All praise and thanks are for the one and only, Allah SWT. Thanks for His true blessing, guidance and miracle so that I could complete this thesis.
However, this thesis could not be achieved without help and support from everyone during finishing the thesis. Therefore, in this memorable opportunity, I would like to express my deepest gratitude to the following people:
1. Drs. Sudarno, M.A., as the Dean of Faculty of Letters and Fine Arts of Sebelas Maret University, for his approval in conducting this thesis.
2. Drs. S. Budi Waskito, M.Pd., as the Head of English Non Regular Program of Faculty of Letters and Fine Arts, Sebelas Maret University.
3. Drs. Agus Hari Wibowo, M.A., as my thesis supervisor for his advice, guidance and kindness on assisting this thesis from the beginning until the end.
4. Yuyun Kusdianto, S.S, M.A., as my academic supervisor, thanks for the guidance during my study in Sebelas Maret University.
5. All lecturers of English Department who have given valuable knowledge and experience.
6. All librarians in ILC, Faculty of Letters and Fine Arts, and Center Librarian of Sebelas Maret University for their professional service in obtaining the required references.
7. My hero, the late Bapak. Pak…all I want is to be your good girl. I love you forever and always.
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8. My heroine, Ibuk. Thank you very much for your endless love, patience, supports, cares, pray and everything given to me. I am proud of being your daughter.
9. My idiots teams Ida and Kiki, thanks for every support, sprit and advice they given to me. To my special friends: Mimah, mb Atun, Endang, Tika, Ratna, Nova, Debora, Rury, Ulung, mb Cha & Eros thanks for painting my life so colorfully.
10.All of ED Non Reg 06 boys and girls for the friendship, it’s nice to have you guys.
11.All of the people who always help and also support me. I am so sorry that I cannot mention one by one. Thank you very much.
Last but not least, I realize that this thesis is far from being perfect. Therefore, I wholeheartedly welcome any suggestions, comments, and criticism from anyone who has concern in improving this thesis. Finally, I really hope that this thesis will be useful for everyone who reads it.
Surakarta, 2011 The Researcher
Ridho Widowati TABLE OF CONTENTS
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TITLE ... i
APPROVAL BY THE THESIS SUPERVISOR ... ii
APROVAL BY THE BOARD OF EXAMINERS ... iii
PRONOUNCEMENT ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xii
ABSTRACT ... xiii
CHAPTER I: INTRODUCTION A. Research Background... 1
B. Problem Statements... ... 5
C. Research Objectives ... 5
D. Research Benefits. ... 6
E. Problem Limitation ... 6
F. Thesis Organization ... 7
CHAPTER II: LITERATURE REVIEW A. Introduction ... 8
B. Sociolinguistics ... 8
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2. Scope of Sociolinguistics ... 9
C. Pragmatics ... 10
D. Sociopragmatics ... 11
E. Ethnography of Communication ... 11
1. Definition of Ethnography of Communication ... 11
2. Speech Community ... 12
3. Organization of Speaking ... 12
4. Components of Speech ... 16
F. Refusal... 18
G. Social Dimensions ... 22
H. Related Research ... 25
I. Synopsis of the Film ... 25
CHAPTER III: RESEARCH METHODOLOGY A. Research Type ... 27
B. Data and Source of Data ... 27
C. Sample and Sampling Technique ... 28
D. Technique of Collecting Data ... 28
E. Data Coding ... 29
F. Technique of Analyzing Data ... 29
CHAPTER IV: DATA ANALYSIS A. Introduction ... 31
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B. Analysis ... 31
1. The types of refusal expressions ... 31
2. The ways in expressing refusal expressions... 32
3. The reasons in employing particular refusal expressions ... 64
C. Discussion ... 65
CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion ... 71
B. Suggestions ... 72 BIBLIOGRAPHY
APPENDICES
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Table 4.1 Refusal ... 66
Table 4.2 The Distribution of Refusal ... 68
Table 4.3 The Reason in employing Direct Refusal ... 69
Table 4.4 The Reason in employing Indirect Refusal ... 69
Table 4.5 The Reason in employing Adjuncts to Refusal ... 70
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RIDHO WIDOWATI. C1306063. 2011. Refusal Expressions Among Characters in the Film Entitled Knowing (Based on Socio-Pragmatics Approach). Thesis: English Department, Faculty of Letters and Fine Arts, Sebelas Maret University.
This research was conducted to know about the refusal strategies employed by characters in the film entitled Knowing. It is also carried out to explain how the refusals are performed by the characters and to know why each type of refusal is employed by the characters.
This research used socio-pragmatics approach. It is a descriptive qualitative research which takes purposive sampling technique. The data of this research were the dialogues in the film entitled Knowing that contain refusal expressions. They were classified by using Beebe, Takahashi and Uliss-Weltz’s refusal classification.
The findings of the research show that there are three main types of refusal employed by the characters in the film entitled Knowing, namely direct refusal (6 data), indirect refusal (13 data) and adjuncts to refusal (3 data).
The second finding is the factors which encourage the characters in the film entitled Knowing employ refusal expression in certain strategies. They are to ease the conversation, to show appreciation / respect / care, to show politeness and to keep distance.
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CHAPTER I
INTRODUCTION
A. Research Background
In our life, language plays a great part since people as human being always need language to have communication. Language as means of communication has an essential role in daily interaction. It can be seen when people interact each other by using language. By having communication through language, people can get more information and knowledge. Moreover, they can also express their ideas, thoughts, and feelings. Effendi (1990: 11) claims that by using language, man can express his thought to each other in the form of ideas, information or opinions, either concrete or abstract for the past or the future.
Refusal is important in maintaining the relationship because sometimes
people must say “no” directly or indirectly toward request, demand, command, offer,
invitation, or suggestion. In conducting refusal, people should pay attention to the form of refusal because expressing refusal has a possibility of offending the listener. Therefore, people must be aware in selecting the appropriate refusal strategies.
There are many ways in expressing refusals that can be used to avoid offending the listener. Rubin in Wolfson (1983: 12) classifies the refusal expressions into nine strategies as follows: 1). Be silent, hesitate, show lack of enthusiasm 2). Offer an alternative 3). Postponement (delaying answer) 4). Put the blame on a third
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party or something over which you have no control 5). Avoidance 6). General acceptance of an offer but giving no details 7). Divert and distract the addressee 8). General acceptance with excuse 9). Say what’s offered is inappropriate.
In this present research, the researcher chooses the drama mystery film entitled Knowing as the main data because the researcher found that in this film the characters utter three main types of refusal. This film tells about the man who finds secret message from the letter buried in time capsule since 50 years ago. He gets that letter accidentally when his son, Caleb, receives it in the 50th school celebration. That mysterious letter contains disorder numbers which tells about the big disaster that will come. To give more comprehensive understanding, the following example will reveal the phenomenon above.
The participants of the dialogue below are Ted, the father and Caleb, the son. The relationship between them is close. This dialogue happens in the backyard when Caleb and Ted see planets through the telescope. In that moment Ted orders Caleb to eat the hot dogs, but suddenly without saying any reason Caleb refuses it and Ted shocks. The genre of this dialogue is daily conversation
Ted : Where are you going?
Caleb : To watch that Discovery program. Ted : But it's Dad's famous Sunday night
Hot dogs on the run... time
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I've decided to become a vegetarian Ted : Well, when were you planning on
telling the guy who buys the groceries around here? Caleb : Are you deaf? I just told you now, Dad.
From the conversation above we can see that Caleb uses the direct refusal. The direct refusal can be seen in the form of non performative statement by saying I can't consume that. In this context of situation, Caleb uses direct refusal because he wants to make clear refusal, since he is bored with the activity of seeing planet which means nothing for him.
Then, it is followed with the indirect refusal namely giving excuse / reason / explanation by saying I've decided to become a vegetarian. Here, the reason of refusal after the direct refusal employed by Caleb has a function to emphasize the refusal message which explains that he does not want to consume hot dogs.
To make the phenomenon above clear, another conversation below may help to clarify:
The participants of the conversation below are Ted and Caleb. Ted is the father and Caleb is the son. They have a close relationship. This conversation happens
in Caleb’s room and runs in non formal situation. As usual, Caleb is watching TV for
one hour before going to bed and because it is almost over one hour, Ted commands him to switch off the TV. But, Caleb refuses the command because it is almost over and because he does not have class tomorrow. The genre of the dialogue is daily conversation.
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Ted : Off
Caleb : It’s almost over!
Ted : You won’t be able to concrete in class tomorrow. Caleb : We don’t have class, it is the fiftieth anniversary,
remember?
The conversation above applies indirect refusal namely giving excuse / reason / explanation. It can be seen when Caleb said It’s almost over!. From Caleb’s refusal, we know that he insists on watching TV. This sentence delivers a message that he
refuses indirectly for Ted’s command.
Besides, he also gives additional explanation that he does not have class tomorrow. Here, Caleb prefers to use indirect refusal because he wants to refuse politely since he knows that he is over the time for watching TV. Moreover, this indirect refusal employed by Caleb has function to soften the refusal because Ted is his father and older than him. Thus, he refuses the order politely to save the hearer’s face.
Based on the phenomenon above, the researcher is interested in analyzing the refusal expressions used by the characters in the film entitled Knowing. Thus, the
researcher wants to conduct a research entitled “REFUSAL EXPRESSIONS
AMONG CHARACTERS IN THE FILM ENTITLED KNOWING” (Based on Socio-Pragmatics Approach).
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B. Problem Statements
Based on the phenomenon above, the research was conducted to answer the following questions:
1. What kinds of refusal expressions are expressed by the characters in the film entitled Knowing?
2. How is each type of refusal expression expressed by the characters in the film entitled Knowing?
3. Why is each type of refusal expression employed by the characters in the film entitled Knowing?
C. Research Objectives The objectives of this research are as follow:
1. To find out the kinds of refusal expressions used by the characters in the film entitled Knowing.
2. To know how each type of refusal expression is expressed by the characters in the film entitled Knowing.
3. To find out why each type of refusal expression is employed by the characters in the film entitled Knowing.
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D. Research Benefits 1. English Department Students
The result of this research can be used to enrich information to improve the ability of English Department Students in understanding about the refusal expressions.
2. Other Researchers
The result of this research is expected to be used as reference for the further researchers who want to do a research in Socio-Pragmatics field.
E. Problem Limitation
In this research, the analysis is limited on utterances of refusals expressed by the characters on the film entitled Knowing. For avoiding deviation in this research, the researcher just focuses on the refusal expressions based on Beebe, Takahashi and Uliss-Weltz’s classification.
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F. Thesis Organization
As a scientific writing, this research will be organized into five chapters, as follows:
Chapter I consists of Introduction. In this chapter the research introduces background, problem statements, research objectives, research benefits, problem limitation and thesis organization.
Chapter II consists of Literature Review. It discusses some theories which are used in solving the three problem statements.
Chapter III consists of Research Methodology. It discusses the research type, data and source of data, sample and sampling technique, technique of collecting data, data coding, and technique of analyzing data.
Chapter IV consists of Data Analysis. In this chapter, the researcher processes the data by classifying, describing and analyzing them.
Chapter V consists of Conclusion and Suggestions. In this chapter, the researcher concludes the result of analysis and gives suggestions.
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CHAPTER II
LITERATURE REVIEW
A. Introduction
This part contains the related theories which are used in solving the three problem statements in chapter I. This recent research talks about strategy of expressing refusal. Thus, sociopragmatics approach is needed for analyzing the data.
In addition, the theories of Sociolinguistics, Pragmatics, Sociopragmatics, Ethnography of Communication, Refusal, Social Dimensions, Related Research, and Synopsis of the Film will guide the researcher to interpret and to describe the meaning of data.
B. Sociolinguistics 1. Definition of Sociolinguistics
Chaika (1994: 3) states that the study of the ways people use language in social interaction is called sociolinguistics. Moreover, Hudson claims that sociolinguistics is the study of language in relation to society (1996: 4).
Meanwhile, according to Holmes, sociolinguistics is concerned with the relationship between language and the context in which it is used. It explains why people speak differently in different social contexts and it is concerned with
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identifying the social functions of language and the ways it is used to convey social meaning (1992: 1).
From all the definition above, it can be concluded that sociolinguistics is a branch of linguistics study which focuses on the relationship between language and society that concerns on how language is used to identify social function and to convey social meaning.
2. Scope of Sociolinguistics
Wardhaugh claims that in studying a language, sociolinguistics has two approaches which are called micro-sociolinguistics and macro-sociolinguistics analysis (1998: 12).
Trudgill states that micro-sociolinguistics is the individual approach. It is a term sometimes used to cover the study of face to face interaction, discourse analysis, conversation analysis, and other areas of sociolinguistics involving the study relatively small groups of speakers (1992: 52). In other word, it can be said that micro-sociolinguistics studies the use of language involving small group of speakers. For example, the use of slang words in Black community.
Meanwhile macro-sociolinguistics can be called as the social approach. It studies interactions on different large groups, including between states. According to Trudgill (1992: 51) macro-sociolinguistics is a term sometimes used to cover secular linguistics, the sociology of language, and others areas involving large groups of
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speakers. It focuses on the society rather than individuals. For example the study of the use of English dialect in China.
This research studies the individual behavior toward language. Therefore, all of the theories used are under the scope of micro-sociolinguistics study since this research only focuses on the refusal expressions employed by the characters in the film entitled Knowing.
C. Pragmatics
According to Yule, pragmatics is the study of meaning as communicated by a speaker and interpreted by a listener. By studying language via pragmatics, someone
can talk about people’s intended meanings, their assumptions, their purpose or goal,
and the kinds of actions that they are performing when they speak (1996: 4).
Meanwhile, Levinson (1983: 21) states that pragmatics is the study of the relations between language and context that are basic to an account of language understanding. He also states that pragmatics is the study of the role of context which plays in speaker of utterance in meaning (ibid: 24).
To sum up, pragmatics is a branch of linguistics study which studies the utterances meanings of the speaker based on the context of situation when the utterances happen. Thus, pragmatics is considered as a study of linguistics meaning that related to context.
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D. Sociopragmatics
According to Trosborg (1995: 37), sociopragmatics is concerned with the analysis of significant patterns of interaction in particular social situations or in particular social systems. It emphasizes on the interactive aspect and the acknowledgement of the social context in which a speech act becomes the basis of sociopragmatics research (ibid: 38).
In short, it can be said that sociopragmatics is a combination study from sociolinguistics and pragmatics which concerns on the analysis of significant patterns of interaction namely speech act.
E. Ethnography of Communication 1. Definition of ethnography of communication
Hymes in Wardhaugh (1998: 242) states that ethnography of communication is a description of all the factors that are relevant in understanding how that particular communicative event achieves its objectives.
Whereas Fasold defines that ethnography of communication is the approach to the sociolinguistics of language in which the use of language in general is related to social and cultural values (1996: 39).
Based on the explanation above, it can be pointed out that ethnography of communication is the study of an activity in the society, in which the important points of ethnography of communication involve speech community, speech situation, speech events and speech act.
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2. Speech Community
Some experts give various definitions of speech community. Fishman (1972: 22) states that speech community is one, all whose members share at least single speech variety and the norms for its appropriate use. A speech community may be as small as a single close interaction network, all whose members regard each other in but a single capacity. It means that a speech community is a group of people who employs the same forms of language and the same norms of language.
Whereas Hymes in Fasold (1996: 41) defines that all members of a speech community share not only the same rules of speaking but also at least one linguistics variety as well. They share a set of norms and rules for the use of language. It can be said that a speech community is a group of people who are tied with at least one type of language and norms of communication.
In short, it can be summarized that a speech community is a group of people who shares at least a single speech variety which has the same rules and norms in conducting and interpreting speech.
3. Organization of Speaking
In studying communicative behavior within a speech community, it is necessary to work with units of interaction. Hymes in Fasold (1996: 42) suggests that a nested hierarchy of units called the speech situation, speech event and speech act would be useful. The speech act is part of speech event and the speech event takes place within speech situation.
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The first level in the hierarchy is speech situation. Hymes claims speech situation as situation associated with speech. The situations refer to any constellation of status and settings, which constrain the interaction that should or may occur, for examples are ceremonies, fights or hunts. Speech situations are not purely communicative; they are composed of both communicative and other kinds of events. Thus, it can be said that speech situation refers to where the speech occurs (ibid: 42).
The second level in the hierarchy is speech event. According to Yule, speech event is an activity in which participants interact via language in some conventional way to arrive at some outcome (1996: 57). Speech events are both communicative and governed by rules for the use of speech. A speech event occurs in a non verbal context. Hymes in Fasold (1996: 42) states that the term of speech event is restricted to activities or aspect of activities that are directly governed by rules or norms for the use of speech. A speech event takes place within speech situation and is composed of one or more speech acts. Several speech events can occur successively or simultaneously in the same situation. For example, a compliment might be a speech act that is part of a conversation (speech event), which takes place at a party (a speech situation).
The third level in the hierarchy is speech act. Speech act is the minimal unit of the set just discussed. Austin in Thomas uses the term speech act to refer to an utterance and the total situation in which the utterance is issued (1995: 51). According to Hymes in Fasold (1996: 43), a speech act is to be distinguished from the sentence and is not identified with any unit at any level of grammar.
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Yule states (1996: 47) that in attempting to express something, people not only produce utterances containing grammatical structured words but also perform actions via those utterances. Those actions which are performed via utterances are called speech act. The action performed by producing an utterance will consist of three related acts; they are locutionary act, illocutionary act, and perlocutionary act (ibid: 48).
a. Locutionary act: the basic act of utterance, or producing a meaningful linguistic expression. According to Thomas, locutionary is the actual words uttered (1995: 49).
b. Illocutionary act: is performed via the communicative force of an utterance. Illocutionary act is the act of getting audience’s recognition
from the speaker’s meaning. It is the making of a statement, offer,
promise, or for some other communicative purpose. Thomas states that illocutionary is the force or intention behind the words (1995: 49).
c. Perlocutionary act: a simple utterance has a function to bring the effect from that utterance. Perlocutionary act is what a person does as the response of what we intend.
Based on Searle’s classification in Cutting (2002: 16-17), speech act is
divided into five categories as follows: 1. Declarations
These are words and expressions that change the world by their particular utterances, such as I bet, I declare, and I resign. (For example: I resign).
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2. Representatives
These are acts in which the words state what the speaker believes to be the case, such as describing, claiming, hypothesizing, insisting and predicting. (For example: The earth is round).
3. Commissives
Commissives include acts in which the words commit the speaker to future action, such as promising, offering, threatening, refusing, vowing and volunteering. (For example: No, thank you).
4. Directives
This category covers acts in which the words are aimed at making the hearer do something, such as commanding, requesting, inviting, forbiding, suggesting, and so on. (For example: Get off the train!).
5.Expressives
This last group includes acts in which the words state what the speaker feels, such as apologizing, praising, congratulating, deploring, and regretting. (For example: Congratulations!).
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4. Components of Speech
In studying at communication as composed of speech situations, speech events and speech acts, Hymes in Fasold (1996: 44-46) suggests that there are certain components of speech that the ethnographer should look for. Hymes divides the components of speech into eights groups called SPEAKING, namely:
a. Situation
Situation is composed of setting and scene. The setting is about the physical circumstances of a communicative event, including the time and the place. The scene is the psychological setting. It is kind of speech event taking place according to cultural definition as formal or informal, serious or joyful.
b. Participants
Participants are persons who are involved in a conversation. Participants consist of (a) An addresser, a speaker who produces the utterance. (b) An addressee, a hearer who receives the utterance. (c) The audience, the over hearers may contribute to specification of the speech event. For example, father who orders his son to eat hot dogs. Here, the participants are father and son. Father is the addresser who transmits the order and son is the addressee who receives the order.
c. Ends
Ends are the purposes of the speech event and the speech act. Ends can be divided into outcomes (the purpose of the event from a cultural point of view) and goals (the purpose of the individual participants). For example, in bargaining events, the overall outcome is to be the orderly exchange of something of value from one
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person to the other. The goal of the seller is to maximize the price while the goal of the buyer is to minimize it.
d. Act sequence
Act sequence consists of message form and content. Message form deals with how something is spoken by participants, whereas message content deals with what is said or it is simply called a topic of a conversation. Act sequence relates on aesthetic and stylistic manner. For example, speakers should know how to formulate appropriate speech in public lectures, casual conversation, or in cocktail party.
e. Keys
Keys refer to the tone, manner, intonation or spirit in which a speech act is carried out, for example whether it is serious, perfunctory or painstaking.
f. Instrumentalities
Instrumentalities include both channels and forms of speech. Channel simply means way message travels from one person to another, for example, oral, written, or telegraphic. Hymes defines forms of speech as the actual forms of speech employed such as language, dialects, codes, varieties, and registers that is chosen.
e. Norms
Norms refer to interaction and interpretation. Norms of interaction is a set of rules which governs when, how, and how often speech occurs while norms of interpretation involve trying to understand what is being conveyed beyond what is the actual word used.
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h. Genres
Genres refer to categories like poems, myths, proverbs, lectures, commercial
messages, jokes etc. In Hymes’s view, casual speech act is not the absence of any
genre, but a genre of its own.
F. Refusal
Wierzbicka (1987) in Phuong (2006) states that refusal means the speech act
of saying “no”, expressing the addressee’s non-acceptance, declining of or
disagreeing with a request, an invitation, a suggestion or an offer. More clearly,
refusing means, essentially, saying ‘no, I will not do it’ in response to someone else’s
utterance.
There are no exact formulas in expressing refusal since every culture in the world has different way to express a refusal. Thus, someone has to know the norms and values in a society while conducting a refusal. A refusal can be risky because it has a possibility of offending the listener. Therefore, the appropriate refusal strategies are needed.
There are many refusal strategies that can be applied to avoid offending the
listener. Based on Rubin’s classification, the refusal strategies are divided into 9
ways. Meanwhile, in this present research, the researcher prefers to use Beebe, Takahashi and Uliss-Weltz’s classification because it provides deeper variety of refusal strategies for analyzing the data.
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To know the strategy of expressing refusal, we can concern with the classification of refusal by Beebe, Takahashi and Uliss-Weltz (1990) in Al-Eryani (2007) as follows:
1. Direct Refusal: It is a kind of refusal which is used to refuse request, demand, command, offer, invitation, or suggestion directly. In this kind of refusal, the speaker does not use a reason in rejecting something. It is signaled by the use of denying vocabulary, such as I refuse, no or statements showing unwillingness or inability.
a. Performative (e.g. I refuse) b. Non performative statement
- no
- negative willingness / ability (e.g. I can’t, I won’t, I don’t think so)
2. Indirect Refusal: It is a kind of refusal which is used to refuse request, demand, command, offer, invitation, or suggestion indirectly. In this kind of refusal, the speaker does not use denying vocabulary in rejecting something.
a. Statement of regret / apology (e.g. I’m sorry… I feel terrible)
b. Wish / hope (e.g. I wish I could help you)
c. Excuse / reason / explanation (e.g. My children will be home that night, I have a headache)
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1. I can do X instead of Y (I’d rather do...I’d prefer)
2. Why don’t you do X instead of Y (Why don’t you ask someone else?)
e. Set condition for future or past acceptance
(If you had asked me earlier, I would have…)
f. Promise of future acceptance (I’ll do it next time: I promise I will)
. g. Statement of principle (I never do business with friends)
h. Statement of philosophy (One can’t be too careful)
i. Attempt to dissuade interlocutor
1. Threat / statement of negative consequences to the requester
(I won’t be any fun tonight; to refuse an invitation)
2. Guilt trip (waitress to customers who want to sit a while: I can’t make a
living off people who just order coffee)
3. Criticize the request/requester, negative opinion, insult/ attack etc. (Who do you think you are? That’s a terrible idea)
4. Request for help, empathy, and assistance by dropping or holding the request
5. Let interlocutor off the hook
(Don’t worry about it, That’s okay, You don’t have to)
6. Self defense (I’m trying my best: I’m doing all I can)
j. Acceptance that functions as a refusal 1. Unspecific or indefinite reply 2. Lack of enthusiasm
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k. Avoidance 1. Nonverbal
a. silence
b. physical departure c. hesitation
d. do nothing 2. Verbal
a. Topic switch b. Joke
c. Repetition of part of request, etc. (Monday?)
d. Postponement (I’ll think about it)
e. Hedging (Gee, I don’t know: I’m not sure)
3. Adjuncts to Refusals: It is expressions that accompany a refusal. These expressions
function as extra modifications to protect the speaker’s positive face and it is usually
used before the main refusal.
a. Statement of positive opinion / feeling of agreement b. Statement of empathy
c. Pause filler
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G. Social Dimensions
Having communication with other people, a speaker cannot forget the social factors influencing the running of interaction. According to Holmes (1992: 9) there are four different dimensions reflected during the communication, namely social distance scale, social status scale, formality scale and functional scale.
1. Social distance scale
This scale is useful in emphasizing how well we know someone. It relates on the relationship among participants, how well they know each other and who is talking to whom is an important factor, e.g. parents to children or labors to managers. This scale is used to show different solidarity between the group members.
Intimate Distant
High solidarity Low solidarity
(Holmes, 1992:12)
In this scale, the closeness between speaker and hearer can influence the language choices they use in communication. An intimate relationship between speaker and hearer will have high solidarity within their interaction and for those who have a distant relationship will have low solidarity within their interaction.
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2. Social status scale
This scale deals on the relationship among participants that influences the language choices. It accounts for a variety of linguistics difference as a way that
signals people’s status.
Superior High status
Subordinate Low status
(Holmes, 1992:13)
This scale shows vertical differences between speaker and hearer. It can be seen from the way people talk each other during communication. The language choices used in communication can indicate whether participant is superior or subordinate.
3. Formality scale
This scale is useful in assessing the influence of the social setting or type of interaction on language choice. It accounts for speech variation in different setting since formality and informality can determine the language choices of communication.
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Formal High formality
Informal Low formality
(Holmes, 1992:13)
4. Functional scales (referential and affective function scales)
Language serves many functions in all communities but the basic functions of referential and affective meaning have proved useful scale of analysis. The two identified in these scales are particularly persuasive and basic. Language can convey objective information of a referential kind; and it can also express how someone is feeling.
Referential
High information Low information
content content
Affective
Low affective High affective
content content
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H. Related Research
A research about refusal has ever been done by Rosita Asparaningrum (2008) in her research entitled Refusals in the film entitled In her shoes. In analyzing refusal strategy, she uses Rubin’s refusal classification.
Her research shows that there are eleven types of refusal strategies employed in the film entitled In her Shoes namely; 1). Be silent, hesitate, show lack of enthusiasm 2). Offer an alternative 3). Postponement / delaying answer 4). Put the blame on a third party or something over which you have no control 5). Avoidance 6). Divert and distract the addressee 7). General acceptance with excuse 8). Say
what’s offered is inappropriate 9). Refusal without giving reason 10). Refusal with
giving reason and 11). Refusal with giving thanking.
Although the previous research discusses about the strategies of refusal but the theory applied is different with the current research. That is why the researcher is sure that the result of this research is going to be different from the previous study.
I. Synopsis of the Film
Title : Knowing
Starring : Nicolas Cage as Professor John Koestler Rose Byrne as Diana Wayland
Chandler Canterbury as Young Caleb Koestler Ben Mendelsotin as Phil Beckman
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Nadia Townsend as Grace
Writer : Ryne Pearson Producer : Alex Proyas
Genre : Crime and Mystery, Drama
Year : 2009
Knowing is a kind of drama, crime and mystery film. This film tells about the man who finds secret message from the letter buried in time capsule since 50 years ago. He gets that letter accidentally when his son, Caleb, receives it in the 50th school celebration. That mysterious letter contains disorder numbers which tells about the big disaster that will come. This condition disturbs Ted since he finds the fact about that and no one believes in him. That is why; he tries to reveal the secret by looking for some information about Lucinda Embry. Until he finds Lucinda’s daughter, Diana, for the first time Diana refuses to discuss about her mom, but eventually she joins with Ted to reveal the message behind the letter. In the end, although they can not stop the disaster, they have done the best to save the earth. This story is ended by picking up the selected people, Caleb and Abby.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter gives information about the methodology in conducting the research. It involves research type, data and source of data, sample and sampling technique, technique of collecting data, data coding and technique of analyzing data.
A. Research Type
This research is a descriptive qualitative research. It can be called descriptive because it wants to describe a linguistic phenomenon. Miles and Huberman (1992: 1) state that the data in qualitative research concerned appear in form of words rather than in form of numbers.
Furthermore, this research is qualitative because the data produced are in form of words and sentences. Sutopo (2006: 55) states that in qualitative method, data were collected in the form of words, sentences or pictures having meaning rather than merely numbers.
B. Data and Source of Data
Arikunto states that a source of data is an object from which all the data of research are obtained (1998: 114). While, the data themselves may appear in the form of discourse, sentences, clauses, phrases or words (Subroto, 1992: 35).
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In conducting this research, the researcher employs the film entitled Knowing as the source of data. While the data are the dialogues in the film entitled Knowing that contain refusal expressions.
C. Sample and Sampling Technique
In this research, the researcher uses a purposive sampling technique. According to Miles and Huberman (1992: 47) in qualitative method, samples tend to be more purposive than random. Moreover Lincoln and Guba (1985: 40) claim that the sample of qualitative method was determined by the use of purposive sampling to accommodate all possible data so that there will be no deviant cases.
Sutopo (2006: 64) states that this kind of sampling is used for the data going to be analyzed, which includes the entire phenomenon that fits with the criteria of the research. Thus, samples in this research are refusal expressions spoken by the characters in the film entitled Knowing that fits with the criteria of Beebe, Takahashi and Uliss-Weltz’s refusal classification.
D. Technique of Collecting Data
The data of the research are collected by doing the following procedure: 1. Replaying the film entitled Knowing at least five times by using a set of computer. 2. Selecting the data containing refusal expressions.
3. Transcribing the selected data from the film into the form of dialogues.
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5. Giving a code to each datum.
E. Data Coding
The researcher employs data coding to make easy in analyzing data. Data coding is needed to make the classification of data. Below is the example of data coding of this research:
01 / K / Disc. 1 / IF / I- Ref / MT - LE
01 : The number of datum.
K : Knowing.
Disc 1 : The number of disc (the first disc). IF : The situation namely Informal Situation.
I– Ref : The type of Refusal Strategy. A - Ref for Adjunct Refusal, D - Ref for Direct Refusal, and I - Ref for Indirect Refusal. MT : The speaker namely Miss Taylor.
LE : The listener namely Lucinda Embry.
F. Technique of Analyzing Data
The collected data were analyzed based on the following steps:
1. Classifying the data based on Beebe, Takahashi and Uliss-Weltz’s classification. 2. Describing the social context by using SPEAKING theory.
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4. Finding out why each type of refusal is expressed by the characters. 5. Drawing conclusion.
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CHAPTER IV
DATA ANALYSIS
A. Introduction
This chapter is the most important part of the research since it contains the result of the research. By the result of the data analysis, the problem statements in Chapter I will be answered. To make it systematic, this chapter is divided into three subchapters namely: Introduction, Analysis and Discussion.
The first subchapter provides the outline of how the research findings will be conducted. The second subchapter analyzes each datum based on the theories of SPEAKING and refusal. The third subchapter, discussion, is the general interpretation of all the data.
The objectives of this research are to find out the kinds of refusal expressions used by the characters in the film entitled Knowing, to know how each type of refusal is expressed by the characters in the film entitled Knowing and to find out why each type of refusal is employed by the characters in the film entitled Knowing.
B. Analysis
1. Types of refusal expressions in the film entitled Knowing
From 22 data containing kinds of refusal expression, the researcher found that there are three types of refusal expressions; namely direct refusal, indirect refusal,
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and adjuncts to refusal.
a. Direct Refusal: 6 data, they are
Non Performative Statement : 6 data b. Indirect Refusal: 13 data, they are divided into
Excuse / reason / explanation : 7 data
Physical departure : 1 data
Silence : 2 data
Topic switch : 1 data
Postponement : 1 data
Hedging : 1 data
c. Adjuncts to Refusal: 3 data, they are
Gratitude / appreciation : 3 data
2. The ways in expressing refusal expressions
In this present research, the 22 data are classified based on Beebe, Takahashi and Uliss-Weltz classification of refusal, there are three main types of refusal namely: Direct Refusal, Indirect Refusal, and Adjuncts to Refusal. Below are the ways in expressing refusal expressions employed by the characters in the film entitled Knowing that clarify Beebe, Takahashi and Uliss-Weltz’s refusal classification.
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DIRECT REFUSAL
Direct refusal is a kind of refusal which is used to refuse request, demand, command, offer, invitation, or suggestion directly. In this kind of refusal, the speaker does not use a reason in rejecting something. It is signaled by the use of denying vocabulary, such as I refuse, no or statements showing unwillingness or inability. These are the direct refusal applied by the characters in the film entitled Knowing:
A. Non Performative Statement
Data 03 / K / Disc 1 / IF / D-Ref / T-C
The participants of the dialogue below are Ted and Caleb. Ted as father and Caleb as son. They have a close relationship. This conversation runs in non formal situation. It happens in the backyard when Caleb and Ted see planets through the telescope. In that moment Ted orders Caleb to eat the hot dogs, but suddenly without saying any reason Caleb refuses it and Ted shocks. The genre of this dialogue is daily conversation.
Ted : Where are you going?
Caleb : To watch that Discovery program. Ted : But it's Dad's famous Sunday night
Hot dogs on the run... time Caleb : I can't consume that
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I've decided to become a vegetarian Ted : Well, when were you planning on
telling the guy who buys the groceries around here? Caleb : Are you deaf ? I just told you now, Dad.
Data Interpretation
From the conversation above we can see that Caleb uses the direct refusal. The direct refusal can be seen in the form of non performative statement by saying I can't consume that. In this context of situation, Caleb intends to use direct refusal because he wants to make clear refusal, since he is bored with the activity of seeing planet which means nothing for him.
Then, it is followed with the indirect refusal namely giving excuse / reason / explanation by saying I've decided to become a vegetarian. Here, the reason of refusal after the direct refusal employed by Caleb has a function to emphasize the refusal message which explains that he does not want to consume hot dogs.
Data 09 / K / Disc 1 / IF / D-Ref / MT-T
The conversation below is conducted between Miss Taylor and Ted. Their
relationship is distant. The conversation occurs in Miss Taylor’s house, in non
formal situation. Topic of this conversation is Lucinda Embry. After reading
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information about Lucinda since Miss Taylor is the teacher who ever taught Lucinda. Then, after talking so long, Miss Taylor offers him a drink but Ted refuses it. The genre of this dialogue is daily conversation.
Miss Taylor : Would you like some red tea? Ted : No. Thank you
Data Interpretation
In the conversation above, Ted employs direct refusal strategy namely non performative statements. It can be seen when Ted says No. Thank you for Miss
Taylor’s offer. It is spoken directly so Miss Taylor can catch the message easily. In
this context of situation, Ted intends to apply the direct refusal because he wants to make a clear refusal, so that Miss Taylor who is little bit senile can catch the message easily. Moreover, Ted prefers to express the refusal politely because Miss Taylor is older than him. By employing a polite refusal, Ted tries to achieve the goal in maintaining harmonious relationship with Miss Taylor. That is why, after saying
“no” directly, Ted shows his appreciation by saying thank you for Miss Taylor’s
offer.
Data 16 / K / Disc 1 / IF / D-Ref / T-D
The participants of the dialogue below are Ted and Diana. This conversation happens in the basement of a building and runs in non formal situation. They
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are not close each other because this is the first time they meet. In this scene,
Ted tries to get information about Lucinda by following Lucinda’s daughter,
Diana. Here, Ted feels that Lucinda’s letter will mean bad for Caleb. That is why, after telling and asking about Lucinda’s ability of seeing the future, Ted asks Diana to help him and his son due to the Lucinda’s letter which has been
received by Caleb. He tries hard in begging Diana’s help, but Diana refuses it. Since it is the first conversation, Diana feels uncomfortable with the topic of conversation about her Mom. Thus, she answers the question at a glance. The genre of dialogue is daily conversation.
Ted : Diana, please (catches up)
If I’m wrong about this…in seventy –two hours you’ll never have
to hear from me again!
Ted : But I think this has something to do with my son.
I don’t know how or why, but I think he’s in danger…
so if you won’t do this for me, please do it for him… I’m asking you to help us
Diana : I can’t
Data Interpretation
In datum above, Diana employs direct refusal namely non performative statements; negative willingness. It can be seen when she says I can’t that means she
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can not help him. Here, Diana intends to refuse Ted’s request because she does not
believe all what Ted says about Lucinda’s ability in seeing the future.
Moreover, their relationship is distant since they are strangers each other. That
is why Diana prefers to employ direct refusal because it will not hurt the hearer’s
feeling too deep. Besides, Diana employs direct refusal because she wants to make a clear refusal, so Ted can accept what she wants without any longer thinking. In this context of situation, Diana feels uncomfortable with the topic of discussion about her Mom. Thus, to cut the conversation, she applies the direct refusal for showing her inconvenience.
Data 14 / K / Disc 1 / IF / D-Ref / T-C
The conversation below is conducted between Ted, the father and Caleb, the son. The relationship between them is close. This conversation takes place in
Ted’s house and runs in non formal situation. In this scene, Ted feels so
terrible after facing the truth of Lucinda’s letter on thee airplane accident. Thus, when Caleb asks what has happened, Ted goes to switch the topic by saying that he is going to bed. Next, Ted commands Caleb not to watch TV because he wants to hide the airplane accident which involves him. Caleb feels weird with that command, therefore he asks the reason. Moreover, Ted who refuses to discuss anything says No more questions Caleb for Caleb’s question. Genre of this dialogue is daily conversation.
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Caleb : What happened Dad? What’s going on? Ted : The truck broke down on the freeway.
Sorry I couldn’t pick you up
Caleb : It is more than that isn’t it?
Why won’t you tell me what’s going on?
Ted : I’m going to bed. Get your homework done
and you should go to bed, too. No TV tonight. Caleb : Why ? I always watch an hour before
Ted : No more questions Caleb.
Caleb : I can ask question when you tell me to do things that don’t make sense.
Data Interpretation
In the dialogue above, we can see that Ted is employing direct refusal namely non performative statements. It can be seen when he says No more questions Caleb. This sentence delivers a message that Ted prohibits Caleb to watch TV. In this context of situation, Ted prefers to use direct refusal because he wants to make a clear refusal, so Caleb can accept what he wants without any longer thinking. Moreover, the direct refusal is used to emphasize the refusal message of watching TV since Ted wants to hide the fact about the disaster which has happened.
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Data 22 / K / Disc 2 / IF / D-Ref / T-C
The participants of the dialogue below are Ted, the father and Caleb, the son.
Their relationship is close. This conversation happens in front of Lucinda’s
house and runs in non formal situation. After looking for Caleb, finally Ted
finds him in front of Lucinda’s house. In this scene, Caleb tries to persuade
Ted to go with him, but Ted refuses to go because he thinks that the tickets are only for two people, Caleb and Abby. In addition, Ted thinks that Caleb should decide itself because it is his future. The genre of this dialogue is daily conversation.
Ted : They've chosen you, both of you You have to take care of Abby now. You have to be strong for her. Caleb : No. I don't want to go without you.
They could've taken you away from me
Ted : But they didn't…
because you have to make this decision yourself.
Data Interpretation
In datum above we can see that Caleb is using the direct refusal and indirect refusal. The direct refusal can be seen in the form of non performative statement by
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saying No. In this context of situation, Caleb employs direct refusal because the conversation happens in the non formal situation between him and his father. Here, Caleb intends to use direct refusal because he wants to make clear refusal.
Then, it is followed with the indirect refusal namely giving excuse / reason / explanation by saying I don't want to go without you. The use of indirect refusal in the form of giving reason after the direct refusal employed by Caleb has a function to emphasize the refusal message which explains that he does not want to go without Ted.
Data 19 / K / Disc 2 / IF / D-Ref / T-D
The participants of the dialogue below are Diana and Ted. The relationship
between them is close. It takes place in Ted’s house. This conversation runs in
emergency situation. In this scene, Ted tries to convince Diana that the right place to rescue is not the cave but the last place in which Lucinda pointed out
in her letter. It can be seen when Ted answers Diana’s command by saying
directly that they are not going to the caves. The genre of this dialogue is daily conversation.
Diana : Ted?
Ted ! What are you doing? We have to get to the caves!
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Diana : What??
Ted : I was wrong Diana, your mother wrote a latitude and longitude for this event –it just wasn’t on the sheet
Ted : She tried to write it down, but ran out of time – so she scratched it into this door instead! She’s trying to tell us something –
where we need to go
Diana : Ted, you are making any sense! Look at you!
Look at what you’re doing!
Data Interpretation
In the dialogue above, Ted employs direct refusal expression namely non performative statements (negative willingness / ability). It can be seen when Ted
answers Diana’s command by saying We’re not going to the caves. In this scene, Ted
states that they are not going to the caves. He insists that they will not go to the cave
because the right place to go is the place in Lucinda’s letter. In this context of
situation, the direct refusal is preferred because the conversation happens in the emergency situation. Besides, Ted employs direct refusal because he wants to make a clear refusal, so Diana can accept what he wants without any longer thinking.
INDIRECT REFUSAL
Indirect refusal is a kind of refusal which is used to refuse request, demand, command, offer, invitation, or suggestion indirectly. In this kind of refusal, the
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speaker does not use denying vocabulary in rejecting something. Below are the indirect refusal applied by the characters in the film entitled Knowing:
A. Excuse / reason / explanation
Data 04 / K / Disc 1 / IF / I-Ref / T-C
The conversation below is conducted between Ted, the father and Caleb, the
son. They have a close relationship. This conversation happens in Caleb’s
room and runs in non formal situation. As usual, Caleb is watching TV for one hour before going to bed and because it is almost over one hour, Ted commands him to switch off the TV. But, Caleb refuses the command because it is almost over and because he does not have class tomorrow. The genre of the dialogue is daily conversation.
(Ted orders Caleb to switch off the TV)
Ted : Off
Caleb : It’s almost over!
Ted : You won’t be able to concrete in class tomorrow.
Caleb : We don’t have class, it is the fiftieth anniversary, remember? Ted : Sure I remember
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Data Interpretation
The conversation above applies indirect refusal namely giving excuse / reason / explanation. It can be seen when Caleb said It’s almost over! . From Caleb’s refusal, we know that he insists on watching TV. This sentence delivers a message that he
refuses indirectly for Ted’s command. Furthermore, he also gives additional
explanation that he does not have class tomorrow. Here, Caleb prefers to use indirect refusal because he wants to refuse politely since he knows that he is over the time for watching TV. Moreover, this indirect refusal employed by Caleb has function to soften the refusal because Ted is his father and older than him. Thus, he refuses the order politely to save the hearer’s face.
Data 06 / K / Disc 1 / IF / I-Ref / T-C
The participants of the dialogue below are Ted and Caleb. They are between father and son. The relationship between them is close. The conversation below occurs in the kitchen between Ted and Caleb after having dinner. This conversation runs in non formal situation. In this scene, Ted orders Caleb to save the ear-aid in a proper place because he does not want him to lose another one. The genre of this dialogue is daily conversation.
Ted : Caleb, could you please watch where you put this? I don't want you to lose another one.
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Caleb : It's making funny noises Ted : Try turning the volume down.
Data Interpretation
In the dialogue above, Caleb uses indirect refusal by giving: excuse / reason / explanation. It can be seen when Caleb says It’s making funny noises towards Ted’s command. In this context of situation, Caleb prefers to employ indirect refusal rather than direct refusal because he wants to refuse politely by giving reason that the ear-aid is making funny noises. Moreover, the indirect refusal by giving excuse / reason / explanation can refuse Ted’s command appropriately because by giving reason, Caleb can show the reason behind the refusal.
Data 08 / K / Disc 1 / IF / I-Ref / T-C
The participants of the dialogue below are Ted, the father and Caleb, the son. They have a close relationship. This conversation takes place in the kitchen and runs in non formal situation. The topic of this dialogue is the Lucinda
Embry’s letter. In this scene, Caleb brings the letter to home and it surprises
Ted because he thinks that Caleb should not bring it home. Therefore, Ted suggests that Caleb should return it but Caleb tries to refuse the suggestion by saying that he wants to understand it more because maybe it contains some hidden messages. The genre of this dialogue is daily conversation.
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Ted : What are you doing with this?
Caleb : I wanted to look at it some more… try to figure it out.
Ted : Caleb, you weren’t supposed to bring this home. It belongs to the
school.
Caleb : But maybe it means something
Ted : I don’t know, but it’s not ours to keep. You return this as soon
as you get to school tomorrow. Got it? (Caleb nods it)
Data Interpretation
In dialogue above, we can see that Caleb employs indirect refusal by giving: excuse / reason / explanation. It can be seen when Caleb says But maybe it means something. From that sentence, we know that Caleb wants to keep the Lucinda’s letter to figure it more. In this dialogue, Caleb prefers to employ indirect refusal rather than direct refusal because he wants to refuse politely by giving reason towards his father. Moreover, the indirect refusal by giving excuse / reason / explanation can
refuse Ted’s suggestion appropriately because by giving reason, Caleb can show the
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Data 11 / K / Disc 1/ IF / I-Ref / T-C
The participants of this dialogue below are Ted and Caleb. Ted as father and Caleb as son. The participants have a close relationship. This conversation takes place in the backyard and runs in non formal situation. In this scene, Caleb is playing football and suddenly a car with the two passengers approaches him. They do not say anything and only give a stone to him. Worrying about that, Ted asks Caleb about what has happened. Then, he commands him to study but Caleb refuses that. The genre of this dialogue is daily conversation.
Ted : What did I tell about talking to strangers Caleb
Now you’ve got homework to be getting on with
Caleb : Give me ten more minutes of practice
Ted : I don’t want to tell you twice, Caleb
Data Interpretation
The dialogue above applies the indirect refusal strategy by giving excuse / reason / explanation. It can be seen when Caleb says Give me ten more minutes of practice. In that refusal, Caleb intends to refuse Ted’s command by using indirect
refusal in order not to hurt Ted’s feeling. Moreover, the indirect refusal by giving excuse / reason / explanation can refuse Ted’s command appropriately because by
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giving reason, Caleb can show the reason behind the refusal.
Data 17 / K / Disc 2 / IF / I-Ref / T-P
The dialogue below is conducted between Ted and the passenger. This conversation happens in non formal situation inside the train. The relationship between them is distant since they are stranger each other because they just met on the train. In this scene, Ted commands the passenger to get off the train because he wants to save her from the accident that will happen. The genre of this dialogue is daily conversation.
Ted : Get off the train. Passenger : Why? What's wrong?
Ted : Just take the baby and get off the train.
Data Interpretation
In dialogue above, the passenger employs indirect refusal expression by saying excuse / reason / explanation. It can be seen when she says Why? What's wrong?. Here, the passenger intends to say like that because Ted’s command is unreasonable. That is why; the passenger refuses the command by asking the reason.
Moreover, the indirect refusal by asking the reason / explanation can refuse
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out the reason behind the command.
Data 20 / K / Disc 2 / IF / I-Ref / T-C
The participants of the conversation below are Ted and Caleb. They are between father and son. Their relationship is close. This dialogue occurs in
front of Lucinda’s house and runs in serious condition. In this scene, Ted
worries about Caleb’s condition. Thus, he asks Caleb to go with him because he thinks that the strangers will hurt him. However, Caleb refuses Ted’s
request since he thinks that they must go with the strangers. The genre of this dialogue is daily conversation.
Ted : Where is he? Where is Caleb? I want my son - now Caleb : Dad –don’t
Ted : Are you hurt? What did he do to you? Caleb : It’s okay dad. I’m okay.
This is my friend.
They said I could keep him.
Ted : Caleb… I want you to come with me.
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Data Interpretation
In the dialogue above, Caleb applies indirect refusal by giving: excuse / reason / explanation that they should go with the strangers. It can be seen when he says But we have to go with them. In this context of situation, Caleb prefers to use indirect refusal rather than direct refusal since the indirect refusal by giving excuse / reason / explanation can refuse Ted’s request appropriately. By giving reason, Caleb can explain the reason behind the refusal clearly. Furthermore, if Caleb employs the direct refusal, it will trigger the misunderstanding between them and make conflict.
Data 21 / K / Disc 2 / IF / I-Ref / T-C
The conversation below is conducted between Ted, the father and Caleb, the son. They have a close relationship. This conversation takes place in front of
Lucinda’s house and runs in serious situation. In this scene, Caleb persuades
Ted to go with him and the strangers, but Ted refuses the invitation since he thinks that he is not included in the selected people who must go. The genre of this dialogue is daily conversation.
Ted : I can’t go with you Caleb
There’s something I have to do here. Something really important
Caleb : More important than me?
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Caleb : Then come with me! Right now! They‘ve chosen us to go
Ted : They haven’t chosen us, Caleb. They’ve chosen you.
Both of you
Data Interpretation
In the dialogue above, Ted employs indirect refusal by giving: excuse / reason / explanation that he can not go since the strangers only choose two persons. It can be seen when he says They haven’t chosen us, Caleb. They’ve chosen you. Both of you. Here, Ted refuses Caleb’s request because he realizes that he is not included in the selected people who must go with the strangers. In this context of situation, Ted prefers to use indirect refusal rather than direct refusal because the indirect refusal by giving excuse / reason / explanation can refuse Caleb’s request appropriately. By giving reason, Ted hopes that Caleb can catch the reason behind the refusal rationally. Moreover, if Ted employs the direct refusal, it will trigger the misunderstanding between them and make conflict.
B. Physical departure
Data 15 / K / Disc 1 / IF / I-Ref / T-D
The participants of dialogue below are Ted and Diana. The relationship between them is distant. The conversation runs in non formal situation. This is the first time they meet, that is why the topic they are talking is not serious.
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But, the situation changes when Ted tries to talk about Diana’s mom. Ted
says to Diana that the meeting is not accidental. It makes Diana feels uncomfortable with the new topic. Thus, she walks out to refuse Ted’s question about her Mom. The genre is daily conversation.
Ted : Diana, we didn't meet here by accident I need to talk to you about something, ask you something about your mother. Diana : My mother? What about my mother? Ted : Did she have some kind of ability? Diana : Ability?
Ted : A gift of some kind? Diana : Who are you?
Ted : Yeah, it's awkward. You don't know me I'm John Koestler. I teach astrophysics at MIT. My son goes to William Dawes Elementary, which is the same school your mother went to. Fifty years ago, she put this in a time capsule. It's a list of dates
Diana : Look, I don't know
what any of this is about...
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or your father... Diana : My father's dead.
Ted : I think it's possible that there are people, like your mother, Lucinda,
who can see things before they occur.
Diana : (Diana slides out of the booth) Abby, We’re leaving !
Data Interpretation
In datum above, we can see that Diana applies indirect refusal in the form of physical departure. It can be seen when she walks out and asks Abby to leave. This expression delivers a message that she refuses in continuing the conversation. In this context of situation, Diana prefers to use indirect refusal in the form of physical departure because their relationship is distant. Thus, it is okay for her to walk out from the conversation to express her refusal.
C. Silence
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everybody in the outside to come in the class. But, Miss Taylor sees Lucinda who does not react with her command to join the class. Thus, she calls Lucinda again to come in. But, Lucinda keeps silent and does not move because she only looks at the sun. The genre is daily conversation.
Miss Taylor :Everyone inside now! Lucinda we’re going in! Lucinda ...!
Lucinda we’re going in!
Lucinda ...!
Lucinda :...(silence)
Data Interpretation
In datum above, Lucinda uses indirect refusal by employing silent strategy to
refuse Miss Taylor’s command. It can be seen when she does not react while Miss
Taylor is calling her. Here, Lucinda intends to do like that because she sees something interesting in the sky. She prefers to use silent strategy because she does not want to lose the object in the sky. Moreover, Lucinda employs indirect strategy because she wants to be polite in refusing the command since Miss Taylor is older than her. The formal situation in school also triggers Lucinda not to apply the rough refusal.
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Data 02 / K / Disc 1 / F / I-Ref / MT-LE
The participants of the conversation below are Miss Taylor, the teacher and Lucinda, the student. They have a distant relationship. This conversation happens in formal condition. To celebrate the 50th anniversary, the school commands the students to make a picture that will be put on a time capsule and will be opened fifty years later. Thus, Miss Taylor commands the students to draw a picture, when time is up, she begins to take them, but Lucinda insists to draw. Miss Taylor warns Lucinda that the time is up, but Lucinda is still drawing. Finally, Miss Taylor takes her picture and she surprises because Lucinda just writes some random numbers and does not draw a picture like what she wants.
Miss Taylor : Now I need you to put your thinking caps on, because I want each of you to draw what you think the future is going to look like. Then,
we’ll put your pictures in the capsule and fifty years from today a
group of children just like yourselves will open it to see what you
drew. Doesn’t that sound exciting?
Students : Yes Ma’am Miss Taylor : Let's begin.
That is a lovely spaceship there, Dawn. Student : Thank you, Miss Taylor.
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Miss Taylor : Well done.
And that is a nice robot, Andrew. Very good. Miss Taylor : Time’s up! Everyone hand your work in.
And make sure you write your name on the envelope. Student : My name's over here
Miss Taylor : Thank you, Harold. Student : Thank you, Miss Taylor.
Miss Taylor : Lucinda, you need to finish up now
Lucinda : (Lucinda just keeps silent and still writing)
Data Interpretation
In the dialogue above, Lucinda employs indirect refusal by employing silent strategy to refuse Miss Taylor’s command. It can be seen when Miss Taylor asks to finish her assignment. But Lucinda shows that she has not finished yet; therefore she continues to write and does not give her assignment to Miss Taylor. From this scene, we know that she becomes silent and keeps writing in order to finish her assignment as a way of express her refusal.
Lucinda employs indirect strategy because she wants to be polite in refusing the command since Miss Taylor is her teacher. The formal situation in school also triggers Lucinda not to apply the rough refusal towards her teacher.
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D. Topic Switch
Data 13 / K / Disc 1 / IF / I-Ref / T-C
The participants of the dialogue below are Ted, the father and Caleb, the son.
The relationship between them is close. This conversation occurs in Ted’s
home and runs in non formal situation. In this scene, Ted feels horrible after
facing the truth of Lucinda’s letter. He is shock and can not think anything since his mind is focused on the disaster victim’s. When he arrives at home
Caleb approaches him to find out what has happened. But Ted refuses to discuss it by switching the topic. The genre of this dialogue is daily conversation.
Caleb : What happened Dad? What’s going on? Ted : The truck broke down on the freeway.
Sorry I couldn’t pick you up
Caleb : It is more than that isn’t it?
Why won’t you tell me what’s going on?
Ted : I’m going to bed. Get your homework done, and you should
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Data Interpretation
In the dialogue above, we can see that Ted is employing indirect refusal namely topic switch. It can be seen when he says I’m going to bed. This sentence delivers a message that Ted does not want to discuss anything. In this context of situation, Ted prefers to use indirect refusal because he wants to hide the fact about the disaster which has happened. Moreover, the indirect refusal is also used to soften the refusal utterance.
E. Postponement
Data 07 / K / Disc 1 / IF / I-Ref / T-C
The participants of the dialogue below are Ted and Caleb. Ted as father and Caleb as son. They have a close relationship. This conversation takes place in home and runs in non formal situation. In this scene, Caleb tries to ask
permission of having holiday with his friend, but Ted refuses Caleb’s request
by saying I’ll think about it. The genre of this dialogue is daily conversation.
Caleb : Hey Dad, you know that Kid Jason from soccer practice?
Ted : Sure. I think I’ve met Jason before
Caleb : He’s having a sleep over this weekend with some of our friends
from school. He wants to know if I can go…
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Table 4.3
The Reason in employing Direct Refusal
Type of refusal Formal Non Formal
Direct Refusal - o To make clear
refusal
o Have no close relationship
o To keep distance
Table 4.3 shows the reason in employing direct refusal. From the table, it can be seen that direct refusal in non formal situation functions to make clear refusal. It can be found in data number (3, 9, 14, 19, and 22).
Furthermore, it is also due to the reason that the speakers want to keep distance between them. It happens because both speakers do not have close relationship. It can be seen in datum 16.
Table 4.4
The Reason in employing Indirect Refusal
Type of refusal Formal Non Formal
Indirect Refusal o Politeness o Have no close
relationship
o To ease the
conversation
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Table 4.4 shows the reason in employing indirect refusal. The reason why the speaker uses indirect refusal in formal situation is to show politeness. In addition, it happens because both speakers do not have close relationship. It can be found in datum number 1.
The indirect refusal in non formal situation functions to ease the conversation can be found in data (4, 13, and 5). Meanwhile, the indirect refusal in non formal situation functions to show politeness can be found in data (6, 8, and 2).
Table 4.5
The Reason in employing Adjuncts to Refusal
Type of refusal Formal Non Formal
Adjuncts to Refusal - o Appreciation o Politeness
Table 4.5 shows the reason in employing adjuncts to refusal. From the table, it can be seen that adjuncts to refusal in non formal situation functions to show appreciation. It can be found in data 12 and 18. While adjunct to refusal in non formal situation functions to show politeness can be found in datum 10.
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
This chapter aims at presenting the conclusion. The conclusion is drawn based on the result of analysis in chapter IV. The conclusion of this research is as follow:
1. The types of refusal expressions
From the result of analysis, there are three main types of refusal employed by the characters in the film entitled Knowing. The three main types of refusal are direct refusal, indirect refusal and adjuncts to refusal. There are 6 data of direct refusal, 13 data of indirect refusal which are divided into 7 data of Excuse / reason /
explanation, 1 datum of Physical departure, 2 data of Silence, 1 datum of Topic
switch, 1 datum of Postponement, 1 datum of Hedging. While for adjuncts to refusal,
there are 3 data of Gratitude / appreciation.
2. The ways in expressing refusal expressions
From the result of analysis, it is found that the most preferred strategy uttered by the characters in the film Knowing is indirect refusal. Indirect refusal (59.10 %) can be found in data 4, 6, 8, 11, 17, 20, 21, 15, 1, 2, 13, 7, 5 while direct refusal (27.27 %) can be found in data 3, 9, 16, 14, 22, 19 and the rest 12, 18, 10 are expressed using adjuncts to refusal (13.63 %).
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3. The reasons of the participants in employing particular type of refusal.
There are many reasons emerging from the characters when they have to refuse something. The reasons they applied to refuse are influenced by social distance, social status, formality scale and functional scale. In uttering refusal, the speaker expects a particular function. They are to ease the conversation, to show
appreciation / respect / care, to show politeness and to keep distance.
B. Suggestions
Concerning with the analysis of refusal strategies as written in the conclusion above, the researcher offers some suggestions that may be useful for the other students of English Department who are interested in this field of study. For future researchers, they can make related studies by analyzing the element of refusal strategies. For instance, they can focus on the element of indirect refusal or adjuncts to refusal, such as avoidance, hedging, hesitation or joke.
For the faculty, it will be better if there are enough references provided to support the research in sociopragmatics field especially about refusal.
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Al-Eryani, A.A. (2007). Refusal Strategies by Yemeni EFL Learners. The Asian
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English. The Asian Journal Quarterly. Retrieved February 2011 from www.asian-efl-journal.com/Thesis_Phuong.pdf
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