DIRECTIVE SPEECH ACT REALIZATION IN THE TEACHING AND LEARNING AT MAGISTER OF LANGUAGE STUDIES Directive Speech Act Realization In The Teaching And Learningat Magister Of Language Studies Muhammadiyah University Of Surakarta 2014.
DIRECTIVE SPEECH ACT REALIZATION IN THE
TEACHING AND LEARNING AT MAGISTER OF LANGUAGE STUDIES
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014
Submitted to
Postgraduate program of Language Study of Muhammadiyah University of Surakarta as a
Partial Fulfillment of the Requirements for Getting Magister Degree of Language Study of
English
Written by :
CHINTYA WIDI TAMARA
S200130032
POST- GRADUATE PROGRAM of LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2015
MOTTO
Life is about change,
So eti es it’s pai ful,
So eti es it’s beautiful,
But
ost of the ti e it’s both.
If you believe in your self
Anything is Possible
Dream it
Wish it
Do it
iv
DEDICATION
This thesis is dedicated to:
My beloved parents,
My beloved husband,
My sweet children and
All my friend, classmates and
Fa ily “Tha ks for Love, Support, a d Pray “
v
ACKNOWLEDGE
Alha dulillahiro
il’ala i , praise to Allah “WT. The Most gracious, and the Most
Merciful. First of all, I would like to praise to Allah for the blessings endowed to me so that I can
a o plish this pie e of
ork e titled Dire ti e “pee h A t Realizatio i the Tea hi g a d
Learning at Magister of Language “tudies Muha
adiyah U i ersity of “urakarta
4 as the
requirement for getting master degree of language study in English at Post-graduate Program
of Language Study of Muhammadiyah University of Surakarta. Secondly, I would like to express
my deepest gratitude to my husband, children, and parents who always support and back me
up through their never ending prayers and also their care. Thank you very much for everything.
You are my strength and this thesis is dedicated to you
Although there are many difficulties, I realize that those are the ways to get success.
Therefore, I would like to express my special gratitude to:
1. Prof. Dr. Khudzaifah Dimyati, S.H., M.Hum, as a director of post graduate program of
Muhammadiyah University of Surakarta for giving me permission to write the thesis.
2. Prof. Dr. Markhamah, M.Hum , the head of post graduate program of Language Study.
3. Agus Wijayanto, M.A, Ph.D , my thesis supervisor who has patiently given me his
precious help, comment, as well as suggestion for improvement my thesis during the
process of the writing.
4. Dr. Anam Sutopo, M.Hum, as my second thesis supervisor, for his helpful guidance and
corrections during the process of writing this thesis. His insightful comments and
suggestions have shown the way to enhancement of my thesis.
5. All Lecturers and Classmates Magister of Language Studies Muhammadiyah University
of Surakarta 2014 as research participants, for their willingness to provide the research
data.
6. Last but not least my special appreciation to all of the lecturers of Magister program of
Language Studies for giving me such priceless knowledge and experience.
vii
7. Thanks to my beloved husband, children and parents for their patient, support, help and
pray. Thanks also to all of my classmates for togetherness, kindness, the encouragement
and motivation. To all of them I dedicate this piece of work.
I understand well that this thesis is far from being perfect. I accept constructive
comments and suggestion from the readers. Hopefully, this thesis will to useful for
everyone who concerns with action research.
Surakarta,
Juni 2015
Chintya Widi Tamara
viii
TABLE OF CONTENT
CONSULTANT NOTE………………………………………………………………….....i
ACCEPTANCE………………………………………………………………………........iii
MOTTO…………………………………………………………………………………....iv
DEDICATION………………………………………………………………………….....v
PRONOUNCEMENT…………………………………………………………………….vi
ACKNOWLEDGEMENT………………………………………………………………vii
TABLE OF CONTENTS………………………………………………………………....ix.
ABSTRACT………………………………………………………………………………x
CHAPTER I: INTRODUCTION...........................................................................................1
A. Background of the Study............................................................................................2
B. Scope of Study............................................................................................................3
C. Problem Statements....................................................................................................3
D. Objectives of the Study..............................................................................................4
E. Significance of the Study...........................................................................................5
F. Organization of the Study..........................................................................................6
CHAPTER II : REVIEW ON RELATED LITERATURE...................................................7
A. Previous Study...........................................................................................................7
B. Theoretical Review............................................................................................................12
1. Pragmatics……………………………………………………………………………12
a. Definition of Pragmatics…………………………………………………………12
b. Concept of Pragmatics…………………………………………………………...15
c. Context of Pragmatics…………………………………………………………....18
2. Speech Act…………………………………………………………………………...20
a. Definition of Speech Act………………………………………………………...20
b. Kind of Speech Act……………………………………………………………...25
1) Locutionary Act……………………………………………………………..25
2) Illocutionary Act…………………………………………………………….26
3) Perlocution Act……………………………………………………………...26
c. Classification of Speech Act…………………………………………………....27
1) Representative Speech Act…………………………………………………29
2) Directive Speech Act……………………………………………………….30
3) Co missive Speech Act……………………………………………………..30
4) Expressive Speech Act……………………………………………………...31
5) Declaration Speech Act……………………………………………………31
3. Directive Speech Act………………………………………………………………32
a. Ordering………………………………………………………………………..33
b. Commanding…………………………………………………………………...33
c. Requesting……………………………………………………………………..34
d. Admonishing…………………………………………………………………..35
e. Advising……………………………………………………………………….35
f. Suggesting……………………………………………………………………..36
g. Warning…………………………………………………………………….….36
h. Prohibiting……………………………………………………………………36
i.
Urging………………………………………………………………………......37
j.
Reminding………………………………………………………………….......37
k. Reproving…………………………………………………………………...…..37
l.
Inviting………………………………………………………………………….37
4. Politeness……………………………………………………………………………37
a. Bald on Record...........................................................................................39
b. Positive Politeness Strategy………………………………………………42
c. Negative Politeness Strategy……………………………………………..50
d. Off Record Indirect Strategy……………………………………………..55
CHAPTER III: RESEARCH METHODOLOGY……………………………………….60
A. Type of Study……………………………………………………………………..60
B. Subject and Object of Research…………………………………………………...61
C. Data and Data Source……………………………………………………………..61
D. Technique of Collecting Data…………………………………………………….62
E. Technique of Analyzing Data…………………………………………………….63
CHAPTER IV : RESEARCH FINDING AND DISCUSSION…………………………64
A. Data Analysis……………………………………………………………………..64
1. Types of Directives Speech Act………………………………………………64
a. Commanding………………………………………………………………64
b. Requesting…………………………………………………………………75
c. Admonishing………………………………………………………………79
d. Suggesting………………………………………………………………….80
e. Urging………………………………………………………………………83
f. Reminding……………………………………………………………….....86
g. Reproving………………………………………………………………….87
2. Different Types of Directive used by Male and Female ………………………89
a. Commanding………………………………………………………………...89
b. Urging………………………………………………………………………..97
c. Reproving……………………………………………………………………98
d. Requesting………………………………………………………………….100
e. Suggesting…………………………………………………………………..103
f. Reminding…………………………………………………………………..105
g. Admonishing………………………………………………………………109
3. The differences Lecturer and Students utterances strategy of directive speech..
a. Lecturer…………………………………………………………………...113
1) Commanding…………………………………………………………...113
2) Urging………………………………………………………………….116
3) Reproving……………………………………………………………...118
4) Requesting……………………………………………………………..119
5) Suggesting……………………………………………………………..122
6) Reminding……………………………………………………………..125
7) Admonishing…………………………………………………………..128
4. Politeness strategies used in the Directive Speech Act………………………130
a. Bald on Record……………………………………………………………….130
b. Positive Politeness……………………………………………………………146
c. Negative Politeness…………………………………………………………...147
B. Research Finding……………………………………………………………………..156
C. Discussion of the Finding……………………………………………………………164
CHAPTER V : CONCLUSION, SUGGESTION, IMPLICATION………………………….172
A. CONCLUSION………………………………………………………………………..172
1.
Conclusion for Realization of Directive Speech Acts…………………………….172
2. The Conclusion for The differences of male andFemale in using
directive speech acts ……………………………………………………………….173
3. The Conclusion for The differences of Lecturer and Students in using
directive speech acts ……………………………………………………………….174
4. The Conclusion of Politeness Strategy…………………………………………….175
B. SUGGESTION………………………………………………………………………...176
1. For the Lecturer…………………………………………………………………….176
2. For the Students……………………………………………………………………176
3. The Next Researcher……………………………………………………………….176
C. PEDAGOGICAL IMPLICATION…………………………………………………….179
BIBLIOGRAPHY……………………………………………………………………………...180
ABSTRACT
CHINTYA WIDI TAMARA, Directive Speech Act Realization in The Teaching and Learning
at Magister of Language Studies Muhammadiyah University of Surakarta 2014. Thesis,
Surakarta, Post-Graduate Program of Language Study Muhammadiyah University of Surakarta,
2015
The study investigated the realization of directive speech act conducted by the lecturer
and students in the teaching and learning at magister of language studies Muhammadiyah
University of Surakarta relating to different gender and politeness strategy. The data elicited,
using observation and documentation by video recorder, from 22 students and 6 lecturers. The
observation has been conducted from 28 October 2014 to 17Mei 2014. There are totally 371
minutes and 33 second of voice recording from. The collected data are analyzed by using in
Austi ’s sche a, Searle 1977 ’s theory of directi e speech acts, Bro
a d Le i so ’s theory
of politeness strategy.
The finding of the research are described in line with the problem statement as follows:
first, Based on the previous analysis, the finding of the whole data can be summarized in the
following description. The writer found 28 data which show descriptive speech acts. In language
form or sentence types of directive speech acts, the result of this study show that there are 40
data (36%) categorized as commanding acts, 16 data (14%) categorized as request acts, 4 data
(3%) categorized as admonishing act, 20 data (18%) categorized as suggesting acts, 12 data
(11%) categorized as urging acts, 12 data (11%) categorized as reminding acts, and 8 data (7%)
categorized as reproving acts. There is no data (0%) that categorized as ordering, advising,
warning, prohibition, and inviting. Second, The finding research of female utterances show that
almost female express direct utterances in the dialog using commanding in every situation.
Third, The most data of directive speech acts were delivered by lecturer that uses commanding
utterances and For the student, requesting, suggesting, and reminding utterances use in the
dialog. The student choose that utterances in the form of politeness attitude when the students
ask to the lecturer or the other students. The last, Based on the finding, it can be seen that
there is relationship between directive speech act, the utterances said by female and male, the
utterances said by lecturer and students, politeness strategies. if the speaker is a lecturer that
ask something about what should to do, he/she can use an imperative form functioning as
commanding and applies the bald on record as his/her politeness strategy. The relationship
between directive speech acts, the utterances said by female and male, the utterances said by
lecturer and students, politeness strategies.
Key word : Directive Speech Act, Politeness strategy, Gender
x
TEACHING AND LEARNING AT MAGISTER OF LANGUAGE STUDIES
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014
Submitted to
Postgraduate program of Language Study of Muhammadiyah University of Surakarta as a
Partial Fulfillment of the Requirements for Getting Magister Degree of Language Study of
English
Written by :
CHINTYA WIDI TAMARA
S200130032
POST- GRADUATE PROGRAM of LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2015
MOTTO
Life is about change,
So eti es it’s pai ful,
So eti es it’s beautiful,
But
ost of the ti e it’s both.
If you believe in your self
Anything is Possible
Dream it
Wish it
Do it
iv
DEDICATION
This thesis is dedicated to:
My beloved parents,
My beloved husband,
My sweet children and
All my friend, classmates and
Fa ily “Tha ks for Love, Support, a d Pray “
v
ACKNOWLEDGE
Alha dulillahiro
il’ala i , praise to Allah “WT. The Most gracious, and the Most
Merciful. First of all, I would like to praise to Allah for the blessings endowed to me so that I can
a o plish this pie e of
ork e titled Dire ti e “pee h A t Realizatio i the Tea hi g a d
Learning at Magister of Language “tudies Muha
adiyah U i ersity of “urakarta
4 as the
requirement for getting master degree of language study in English at Post-graduate Program
of Language Study of Muhammadiyah University of Surakarta. Secondly, I would like to express
my deepest gratitude to my husband, children, and parents who always support and back me
up through their never ending prayers and also their care. Thank you very much for everything.
You are my strength and this thesis is dedicated to you
Although there are many difficulties, I realize that those are the ways to get success.
Therefore, I would like to express my special gratitude to:
1. Prof. Dr. Khudzaifah Dimyati, S.H., M.Hum, as a director of post graduate program of
Muhammadiyah University of Surakarta for giving me permission to write the thesis.
2. Prof. Dr. Markhamah, M.Hum , the head of post graduate program of Language Study.
3. Agus Wijayanto, M.A, Ph.D , my thesis supervisor who has patiently given me his
precious help, comment, as well as suggestion for improvement my thesis during the
process of the writing.
4. Dr. Anam Sutopo, M.Hum, as my second thesis supervisor, for his helpful guidance and
corrections during the process of writing this thesis. His insightful comments and
suggestions have shown the way to enhancement of my thesis.
5. All Lecturers and Classmates Magister of Language Studies Muhammadiyah University
of Surakarta 2014 as research participants, for their willingness to provide the research
data.
6. Last but not least my special appreciation to all of the lecturers of Magister program of
Language Studies for giving me such priceless knowledge and experience.
vii
7. Thanks to my beloved husband, children and parents for their patient, support, help and
pray. Thanks also to all of my classmates for togetherness, kindness, the encouragement
and motivation. To all of them I dedicate this piece of work.
I understand well that this thesis is far from being perfect. I accept constructive
comments and suggestion from the readers. Hopefully, this thesis will to useful for
everyone who concerns with action research.
Surakarta,
Juni 2015
Chintya Widi Tamara
viii
TABLE OF CONTENT
CONSULTANT NOTE………………………………………………………………….....i
ACCEPTANCE………………………………………………………………………........iii
MOTTO…………………………………………………………………………………....iv
DEDICATION………………………………………………………………………….....v
PRONOUNCEMENT…………………………………………………………………….vi
ACKNOWLEDGEMENT………………………………………………………………vii
TABLE OF CONTENTS………………………………………………………………....ix.
ABSTRACT………………………………………………………………………………x
CHAPTER I: INTRODUCTION...........................................................................................1
A. Background of the Study............................................................................................2
B. Scope of Study............................................................................................................3
C. Problem Statements....................................................................................................3
D. Objectives of the Study..............................................................................................4
E. Significance of the Study...........................................................................................5
F. Organization of the Study..........................................................................................6
CHAPTER II : REVIEW ON RELATED LITERATURE...................................................7
A. Previous Study...........................................................................................................7
B. Theoretical Review............................................................................................................12
1. Pragmatics……………………………………………………………………………12
a. Definition of Pragmatics…………………………………………………………12
b. Concept of Pragmatics…………………………………………………………...15
c. Context of Pragmatics…………………………………………………………....18
2. Speech Act…………………………………………………………………………...20
a. Definition of Speech Act………………………………………………………...20
b. Kind of Speech Act……………………………………………………………...25
1) Locutionary Act……………………………………………………………..25
2) Illocutionary Act…………………………………………………………….26
3) Perlocution Act……………………………………………………………...26
c. Classification of Speech Act…………………………………………………....27
1) Representative Speech Act…………………………………………………29
2) Directive Speech Act……………………………………………………….30
3) Co missive Speech Act……………………………………………………..30
4) Expressive Speech Act……………………………………………………...31
5) Declaration Speech Act……………………………………………………31
3. Directive Speech Act………………………………………………………………32
a. Ordering………………………………………………………………………..33
b. Commanding…………………………………………………………………...33
c. Requesting……………………………………………………………………..34
d. Admonishing…………………………………………………………………..35
e. Advising……………………………………………………………………….35
f. Suggesting……………………………………………………………………..36
g. Warning…………………………………………………………………….….36
h. Prohibiting……………………………………………………………………36
i.
Urging………………………………………………………………………......37
j.
Reminding………………………………………………………………….......37
k. Reproving…………………………………………………………………...…..37
l.
Inviting………………………………………………………………………….37
4. Politeness……………………………………………………………………………37
a. Bald on Record...........................................................................................39
b. Positive Politeness Strategy………………………………………………42
c. Negative Politeness Strategy……………………………………………..50
d. Off Record Indirect Strategy……………………………………………..55
CHAPTER III: RESEARCH METHODOLOGY……………………………………….60
A. Type of Study……………………………………………………………………..60
B. Subject and Object of Research…………………………………………………...61
C. Data and Data Source……………………………………………………………..61
D. Technique of Collecting Data…………………………………………………….62
E. Technique of Analyzing Data…………………………………………………….63
CHAPTER IV : RESEARCH FINDING AND DISCUSSION…………………………64
A. Data Analysis……………………………………………………………………..64
1. Types of Directives Speech Act………………………………………………64
a. Commanding………………………………………………………………64
b. Requesting…………………………………………………………………75
c. Admonishing………………………………………………………………79
d. Suggesting………………………………………………………………….80
e. Urging………………………………………………………………………83
f. Reminding……………………………………………………………….....86
g. Reproving………………………………………………………………….87
2. Different Types of Directive used by Male and Female ………………………89
a. Commanding………………………………………………………………...89
b. Urging………………………………………………………………………..97
c. Reproving……………………………………………………………………98
d. Requesting………………………………………………………………….100
e. Suggesting…………………………………………………………………..103
f. Reminding…………………………………………………………………..105
g. Admonishing………………………………………………………………109
3. The differences Lecturer and Students utterances strategy of directive speech..
a. Lecturer…………………………………………………………………...113
1) Commanding…………………………………………………………...113
2) Urging………………………………………………………………….116
3) Reproving……………………………………………………………...118
4) Requesting……………………………………………………………..119
5) Suggesting……………………………………………………………..122
6) Reminding……………………………………………………………..125
7) Admonishing…………………………………………………………..128
4. Politeness strategies used in the Directive Speech Act………………………130
a. Bald on Record……………………………………………………………….130
b. Positive Politeness……………………………………………………………146
c. Negative Politeness…………………………………………………………...147
B. Research Finding……………………………………………………………………..156
C. Discussion of the Finding……………………………………………………………164
CHAPTER V : CONCLUSION, SUGGESTION, IMPLICATION………………………….172
A. CONCLUSION………………………………………………………………………..172
1.
Conclusion for Realization of Directive Speech Acts…………………………….172
2. The Conclusion for The differences of male andFemale in using
directive speech acts ……………………………………………………………….173
3. The Conclusion for The differences of Lecturer and Students in using
directive speech acts ……………………………………………………………….174
4. The Conclusion of Politeness Strategy…………………………………………….175
B. SUGGESTION………………………………………………………………………...176
1. For the Lecturer…………………………………………………………………….176
2. For the Students……………………………………………………………………176
3. The Next Researcher……………………………………………………………….176
C. PEDAGOGICAL IMPLICATION…………………………………………………….179
BIBLIOGRAPHY……………………………………………………………………………...180
ABSTRACT
CHINTYA WIDI TAMARA, Directive Speech Act Realization in The Teaching and Learning
at Magister of Language Studies Muhammadiyah University of Surakarta 2014. Thesis,
Surakarta, Post-Graduate Program of Language Study Muhammadiyah University of Surakarta,
2015
The study investigated the realization of directive speech act conducted by the lecturer
and students in the teaching and learning at magister of language studies Muhammadiyah
University of Surakarta relating to different gender and politeness strategy. The data elicited,
using observation and documentation by video recorder, from 22 students and 6 lecturers. The
observation has been conducted from 28 October 2014 to 17Mei 2014. There are totally 371
minutes and 33 second of voice recording from. The collected data are analyzed by using in
Austi ’s sche a, Searle 1977 ’s theory of directi e speech acts, Bro
a d Le i so ’s theory
of politeness strategy.
The finding of the research are described in line with the problem statement as follows:
first, Based on the previous analysis, the finding of the whole data can be summarized in the
following description. The writer found 28 data which show descriptive speech acts. In language
form or sentence types of directive speech acts, the result of this study show that there are 40
data (36%) categorized as commanding acts, 16 data (14%) categorized as request acts, 4 data
(3%) categorized as admonishing act, 20 data (18%) categorized as suggesting acts, 12 data
(11%) categorized as urging acts, 12 data (11%) categorized as reminding acts, and 8 data (7%)
categorized as reproving acts. There is no data (0%) that categorized as ordering, advising,
warning, prohibition, and inviting. Second, The finding research of female utterances show that
almost female express direct utterances in the dialog using commanding in every situation.
Third, The most data of directive speech acts were delivered by lecturer that uses commanding
utterances and For the student, requesting, suggesting, and reminding utterances use in the
dialog. The student choose that utterances in the form of politeness attitude when the students
ask to the lecturer or the other students. The last, Based on the finding, it can be seen that
there is relationship between directive speech act, the utterances said by female and male, the
utterances said by lecturer and students, politeness strategies. if the speaker is a lecturer that
ask something about what should to do, he/she can use an imperative form functioning as
commanding and applies the bald on record as his/her politeness strategy. The relationship
between directive speech acts, the utterances said by female and male, the utterances said by
lecturer and students, politeness strategies.
Key word : Directive Speech Act, Politeness strategy, Gender
x