ERIN GRUWELL IN THE FREEDOM WRITERS, A MOVIE : AN ILLOCUTIONARY ACTS ANALYSIS.

ERIN GRUWELL IN THE FREDOM WRITERS, A MOVIE: AN ILLOCUTIONAR Y ACT ANALYSIS

THESIS

Submitted as Partial Fulfillment of the Requirements for the Sarjana Degree of English Department Faculty of Letters and Humanities UIN Sunan Ampel

Surabaya

By: Eviana

Reg. Number: A03211047

ENGLISH DEPARTMENT

FACULTY OF LETTERS AND HUMANITIES

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL SURABAYA 2015

ABSTRACT

Eviana. 2015. Erin Gruwell in The Freedom Writers, a Movie: An Illocutionary Acts Analysis. Thesis. English Department Faculty of Letter and Humanity. State Islamic University of Sunan Ampel Surabaya. The Advisor: Mutarom, Med. Grad. Dip. Tesol.

Keywords: Illocutionary Acts, Erin Gruwell, The Freedom Writers Movie.

Illocutionary acts are acts done in speaking including and especially that sort of act that is the apparent purpose for using a performative sentence, such as christening, marrying, and so forth. The writer analyzes illocutionary acts from Erin Gruwell’s dialogue in The Freedom Writer movie. This study investigates types and the functions of illocutionary acts.

The qualitative method is used to analyze data in this study. The data are presented descriptively and explains the illocutionary act produced by Erin Gruwell in The Freedom Writers movie, such as describes the types and the functions of illocutionary acts.

The findings show that there are four type of illocutionary acts found in this study: assertive, directive, commissive, and expressive. The type of illocutionary acts found most in this study is assertive. This study also found four functions of illocutionary act; they are competitive, convivial, collaborative, and conflictive. The function of illocutionary acts found most is collaborative.

It is hoped that this research contributes important information for the next researcher who is interested in doing the same kind of study. However, it is suggested for further researchers to use another theory of illocutionary acts, so that different results might be found.

INTISARI

Eviana. 2015. Erin Gruwell in The Freedom Writers, a Movie: An Illocutionary Acts Analysis. Skripsi. English Department Faculty of Letter and Humanity. State Islamic University of Sunan Ampel Surabaya. Pembimbing: Mutarom, Med. Grad. Dip. Tesol.

Kata Kunci: Illocutionary Acts, Erin Gruwell, The Freedom Writers Movie.

Illocutionary acts adalah perbuatan yang disampaikan dalam perkataan termasuk dan khususnya tindakan-tindakan yang memiliki maksud tertentu yang disampaikan dengan kalimat performatif, seperti membaptis, menikahkan, dan sebagainya. Penulis menganalisis illocutionary acts dalam bentuk dialog yang diucapkan oleh Erin Gruwell dalam film The Freedom Writers. Penelitian ini menyelidiki tentang tipe-tipe dan fungsi- fungsi illocutionary acts.

Di dalam penelitan ini metode penelitian yang digunakan adalah metode kualitatif. Data-data menjelaskan secara rinci illocutionary acts yang diucapkan oleh Erin Gruwell dalam film The Freddom Writers yaitu menejelaskan tipe-tipe illocutionary acts dan menjelaskan fungsi-fungsi illocutionary acts.

Data-data yang ditemukan menunjukkan bahwa terdapat empat tipe illocutionary acts di dalam penelitian ini, yaitu assertive, directive, commissive, dan expressive. Tipe illocutionary acts yang paling banyak ditemukan adalah assertive. Dalam penelitian ini juga ditemukan empat fungsi illocutionary acts, yaitu collaborative, convivial, competitive, dan conflictive. Fungsi illocutionary acts yang paling banyak ditemukan adalah collaborative.

Dalam penelitian ini pula diharapkan dapat memberi informasi yang penting bagi tiap peneliti yang tertarik untuk melakukan penelitian yang sama. Bagaimana pun juga, sangat disarankan bagi peneliti selanjutnya untuk menggunakan teori yang lain tentang illocutionary acts, sehingga hasil penelitian yang berbeda dapat dikembangkan.

TABLE OF CONTENT

Inside Title Page ...ii

Declaration Page...iii

Dedication Page ...iv

Motto Page...v

Thesis Advisor’s Approval Page ...vi

Thesis Examiner’s Approval Page ...vii

Acknowledgement ...viii

Table of Content ...ix

Abstract ...xi

CHAPTER 1 INTRODUCTION 1. 1 Background of the Study ...1

1. 2 Statement of the problems...6

1. 3 Objective of the Study ...7

1. 4 Significance of the Study ...7

1. 5 Scope and Limitation...7

1. 6 Definition of Key Terms ...8

CHAPTER 2 LITERATURE REVIEW 2. 1 Theoretical Framework ...9

2. 1. 1 Pragmatic ...9

2. 1. 2 Speech Act ...10

2. 1. 3 Illocutionary Acts ...12

2. 3 Movie ...20

CHAPTER 3 METHOD OF THE STUDY 3. 1 Research Approach ...22

3. 2 Research Instrument ...22

3. 3 Data Sources ...22

3. 4 Data Collection ...23

3. 5 Data Analysis...23

CHAPTER 4 FINDING AND DISCUSSION 4. 1 Findings ...24

4. 2 Discussion...30

4. 3 Analysis ...56

CHAPTER 5 CONCLUSION AND SUGGESTION 5. 1 Conclusion ...58

5. 2 Suggestion ...59

BIBLIOGRAPHY ...60 APPENDIX

CHAPTER 1 INTRODUCTION

1.1Background of The Study

Erin Gruwell (Hillary Swank) is the main character in The Freedom Writers movie. She is a new, excited school teacher who leaves the safety of her hometown, Newport Beach, to teach at Woodrow Wilson High School in Long Beach California, a formerly high achieving school which has recently put an integration plan in place. Her enthusiasm is rapidly challenged when she realizes that her class is all "at-risk" high school students, also known as "untouchables", and not the eager-for-college students she that was expecting. The high school’s student self-segregate into racial groups in the classroom, gang fights break out, and eventually most of the high school students stop attending classroom

She teaches classroom 203 which is full of racial group students. What she faces is far from her expectation because the students often fight each other in order to maintain their gangs even in the classroom. She continues to teach although they begin to stop coming in the class. She struggles, and tries the best to teach them although the students do not respect her.

One day, one of the Latino students draws a picture of one of his Nigger friends. The drawing is about a black with a big fat lips. It makes Gruwell’s patient is culminated and the drawing is embarrassed the boy. She compares the problem with Holocaust (the mass murder by the Nazis of the Jews of continental Europe between 1940 and 1945) (Collins English Dictionary: 2000). In this day

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she debates with several students in the classroom about racial issues. She tries to make them understand that studying is the important thing that they should do rather than fighting in racial gangs.

Gruwell tries many ways. She starts by trying many teaching methods to get their attention such as holding a trip to meet Holocaust victims, giving them books to be read, holding dancing concert to raise money for guest speaker from Europe, and so on. Her big intention to change their habit is successful and they become friends and no more gangs fighting. Although at the first time she gets opposition from her department head, who refuses to let her teach her high school students with books in case they get damaged and lost, and instead tells her to focus on training their discipline and obedience. From her brave, patience, and speech, she realizes them to be good students and finally all of them go to college.

Gruwell’s speech shows that she is really confident in showing her belief, claiming, asserting, stating, and describing what she wants for her students in order to love studying in the school. She does not let any kind of obstacle prevents her intention to change her students. She also does not want her students become gangs’ fighter in their age which is the age is the time to study.

Gruwell’s effort in order to change her students’ condition which to love in studying has close relation with the 34th hadith of Imam An-Nawawi's Hadith. It says:

َ ع َ قَ ْ عَهَ ض رَ رْ خْلاَ ْ ع سَ ب أَ ْ َ أ رَ ْ مَ:َ ْ ق َملسوَ لعَهَ لصَهَ ْ س رَتْع سَ:َ ا

َْم ْ م َ

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The meaning is:

Abu Sa`id Al-Khudri (may Allah be pleased with him) narrated: I heard the Messenger of Allah (peace and blessings be upon him) say: " Whoever sees something wrong should change it by his hand. If he cannot, then by speech. If he cannot, then within his heart, and that is the weakest of faith." (Muslim)

In the Hadits Arba’in Nawawiyah which had been translated into Indonesian by Abdullah Haidhir, the hadith contains:

1. Menentang pelaku kebatilan dan menolak kemunkaran adalah kewajiban yang dituntut dalam ajaran Islam atas setiap muslim sesuai kemampuan dan kekuatannya. (To defy badness and to refuse denial is an obligation in Islam for every Muslim which is accordance to her/his ability).

2. Sabar menanggung kesulitan dan amar ma’ruf nahi munkar. (To be

patient in bearing difficulty and command for the good and forbid for the denial).

3. Amal merupakan buah dari iman, maka menyingkirkan kemunkaran juga merupakan buahnya keimanan. (A good deed is half of faith, so to get rid of denial is also half of faith). (Yahya, 2007: 99-100).

From the explanation of Arba’in Nawawiyah 34th

hadith above, it is depicted in Erin Gruwell’ effort to change the badness. In this context, the badness is the bad condition of her students who do not obey her lesson. She tries so many ways to change it, by getting two more jobs to buy sources for them, asking for more power from head of unified school in Long Beach, inviting a guest, Miep Gies from Europe to come and talks to her students, and everything

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she does in order the students will love to study. She does not want to see her students failed. Finally, what she is attempted for them is ended happily. Her students love to study as like as they love her. Finally, many freedom writers were the first in their families to graduate from the high school and go to college. Erin Gruwell and the freedom writers started the freedom writers foundation dedicated to recreating the success of room 203 in classroom throughout the country.

From the story of Erin Gruwell above, the writer interests with the way Gruwell taught her students. Beside, her unique and funny teaching methods, the researcher is also interested in the way she spoke to her students. The students who had bad thinking about other people who were not including their tribes, became to respect and to love each other because Gruwell realized them, although she needed to debate with them about gangs, and it was started by her speaking when she explained about Holocaust victims. In this case, the writer interests with her speaking and wants to analyze Gruwell’s speaking by using speech acts theory, especially in illocutionary acts.

This research traces the speeches of Erin Gruwell as the main character. The writer is interested in knowing woman personality seen from the light of her speeches. The theory which is used by the researcher to analyze the speech of Erin Gruwell is based on speech act theory. The theory of speech acts is part of pragmatics. Pragmatics is the study of meaning in relation to the context in which a person is speaking or writing. This includes social, situational, and textual context. It also includes background knowledge context; that is, what people

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know about each other and the world (Paltridge 2006: 53). Then speech acts which is first introduced by John Austin’s observation that while sentences can often be used to report states of affair, the utterance of some sentences in specified circumstances, be treated as the performance of an act (Brown and Yule 1983: 231). Austin argued that there are three kinds of acts which occur with everything we say. These are the locutionary act, the illocutionary act, and the perlocutionary act (Paltridge 2006: 55).

Illocutionary acts are utterances which are performed with the intention of producing a further effect. Illocutionary acts are the acts which are committed by producing an utterance; by uttering a promise, a promise is made; by uttering a threat, a threat is made. For example, in saying, "I will try my best to be at home for dinner", the speaker performs the speech act of promising to be at home in time

According to Austin’s preliminary informal description, the idea of “illocutionary acts” can be captured by emphasizing that “in saying something, we do something”. For example, “I sentence you to ten years imprisonment”. This sentence becomes an action because the speakers say a word to decide the punishment to the prisoner. Then, it can be concluded that sometimes someone uses word not only to say things but also he/she uses it to do things. It means that when someone says something, it has some action behind it. (Rahmah 2009: 1)

Since any such attempt to develop taxonomy must take into account Austin's classification of illocutionary acts into his five basic categories of verdictive, expositive, exercitive, behabitive, and commissive (Searle 1979: 1).

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Then, illocutionary acts were developed by Searle into these categorizes, assertive, directives, commissives, expressives, and declarations (Leech 1983: 105-106). Searle said that Austin’s categorizes in illocutionary acts had some weaknesses. One of them is there is no clear principle of classification and because there is a persistent confusion between illocutionary acts and illocutionary verbs (Searle 1979: 10).

In this research the writer really wants to know about illocutionary acts produced by Erin Gruwell as the main character in The Freedom Writers movie. Moreover, the writer also analyzes the function of Illocutionary acts produced by Erin Gruwell. That is the reason why the writer is interested in doing the research under the title Erin Gruwell In The Freedom Writers, A Movie: An Illocutionary Act Anlysis.

1.2 Statement of the Problem

Based on the background mentioned before, the researcher’s problems are as follows:

1. What types of illocutionary acts can be found in Erin Gruwell’s dialogue in The Freedom Writers movie?

2. What functions of illocutionary acts can be found in Erin Gruwell’s dialogue in The Freedom Writer movie?

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1.3 Objective of the Study

In accordance to the statement of the problems, the aims of this study are: 1. To explain the types of illocutionary acts in Erin Gruwell’s dialogue in The

Freedom Writers movie.

2. To explain the functions of illocutionary acts in Erin Gruwell’s dialogue in The Freedom Writer movie.

1.4 Significance of the Study

In doing this study, the writer hopes that it can give some benefit for: 1. 4. 1 For the writer herself, because in doing this study there are many things

that she can take to deepen her knowledge, not only about illocutionary acts but also about how to write and analyze a case.

1. 4. 2 For everyone who wants to deepen her/his knowledge about illocutionary acts, especially for everyone or students in the English Department Faculty of Letters and Humanities State Islamic University of Sunan Ampel.

1.5 Scope and Limitation

The subject of the study is a movie entitled The Freedom Writers. As a movie, there are many characters who utter much dialogue, so to avoid unclear discussion; this study is limited to the dialogue spoken by Erin Gruwell as the main character. The definition of the dialogue itself is a conversation between characters in a literary work or a movie. Dialogue brings characters to life by revealing their personalities and by showing what they are thinking and feeling as they react to other characters. (Dinurriyah, 2013: 127).

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1.6 Definition of Key Terms

To avoid ambiguity, the researcher gives some definitions of important terms used in this study.

1. Erin Gruwell: she is the teacher and the main character in the movie

2. Illocutionary acts: sentences which can often be used to report states of affair, the utterance of some sentences in specified circumstances, be treated as the performance of an act (Brown and Yule 1983: 231).

3. The Freedom Writers: an American movie directed by Richard LaGravenese, released on 2007, and distributed by Paramount Pictures

CHAPTER 2

LITERATURE REVIEW

2.1 Theoretical Framework

2. 1. 1 Pragmatic

Pragmatics is the study of meaning in relation to the context in which a person is speaking or writing. This includes social, situational, and textual context. It also includes background knowledge context; that is, what people know about each other and the world. Pragmatics assumes that when people communicate with each other they normally follow some kind of co-operative principle; that is, they have a shared understanding of how they should co-operate in their communications. (Paltridge 2006: 53).

Pragmatics is another branch of linguistics which is concerned with meaning. Pragmatic and semantic can be viewed as different parts, or different aspects, of the same general study. Both are concerned with people ability to use language meaningfully. While semantics is mainly concerned with a speaker’s competence to use the language system in producing meaningful utterances and processing utterances produced by others. The chief focus of pragmatics is a person’s ability to recognize what the speaker is referring to, to relate new information has gone before, to interpret the background knowledge about the speaker and the topic of discourse, and to infer or fill in information that the speaker takes for granted and does not bother to say (Kreidler: 1998: 18).

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2. 1. 2 Speech Act

The modern study of speech acts begins with Austin’s (1962) engaging mono-graph How to Do Things with Words, the published version of his William James Lectures delivered at Harvard in 1955. This widely cited work starts with the observation that certain sorts of sentences, e.g., I christen this ship the Joseph Stalin; I now pronounce you man and wife, and the like, seem designed to do something, here to christen and wed, respectively, rather than merely to say something (Horn and Ward 2006: 54). Then speech acts which is first introduced by John Austin (1962) observation that while sentences can often be used to report states of affair, the utterance of some sentences in specified circumstances, be treated as the performance of an act (Brown and Yule: 1983: 231).

Austin began by distinguishing between what he called „constatives’ and „performatives’. A constative is simply saying something true or false. A performative is doing something by speaking; paradigmatically, one can get married by saying “I do”. Constatives are true or false, depending on their correspondence (or not) with the facts; performatives are actions and, as such, are not true or false, but „felicitous’ or „infelicitous’, depending on whether or not they successfully perform the action in question (Rahmah 2009: 9).

In place of the initial distinction between constatives and performatives, Austin substituted a three-way contrast among the kinds of acts that are performed when language is put to use, namely the distinction between locutionary, illocutionary, and perlocutionary acts, all of which are character-istic of most utterances, including standard examples of both performatives and constatives.

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Locutionary acts, according to Austin, are acts of speaking, acts involved in the construction of speech, such as uttering certain sounds or making certain marks, using particular words and using them in conformity with the grammatical rules of a particular language and with certain senses and certain references as determined by the rules of the language from which they are drawn.

Illocutionary acts, Austin’s central innovation, are acts done in speaking including and especially that sort of act that is the apparent purpose for using a performative sentence: christening, marrying, and so forth. Austin called attention to the fact that acts of stating or asserting, which are presumably illocutionary acts, are characteristic of the use of canonical constatives, and such sentences are, by assumption, not performatives. Furthermore, acts of ordering or requesting are typically accomplished by using imperative sentences, and acts of asking whether something is the case are properly accomplished by using interrogative sentences, though such forms are at best very dubious examples of performative sentences. In Lecture XXI of Austin (1962), the conclusion was drawn that the locutionary aspect of speaking is what most in the case of constatives, while in the case of the standard examples of performative sentences; attended as much as possible to the illocution.

The third of Austin’s categories of acts is the perlocutionary act, which is a consequence or by-product of speaking, whether intended or not. As the name is designed to suggest, perlocutions are acts performed by speaking. According to Austin, perlocutionary acts consist in the production of effects upon the thoughts, feelings, or actions of the addressee(s), speaker, or other parties, such as causing

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people to refer to a certain ship as the Joseph Stalin, producing the belief that Sam and Mary should be considered man and wife, convincing an addressee of the truth of a statement, causing an addressee to feel a requirement to do something, and so on (Horn and Ward 2006: 54-55).

2. 1. 3 Illocutionary Act 2. 1. 3. 1 Definition

Illocutionary act refers to the speaker’s intention in uttering sentences (Paltridge 2006: 55). The illocutionary act has an illocutionary point or purpose. Corresponding to the speaker's intention that the utterance is to count as a certain kind of act, i.e., a representation of some thins, an attempt to get the hearer to do something, and so on (Otsman and Verschueren 2009: 234).

2. 1. 3. 2 The Types of Illocutionary Acts

Austin tentatively proposed grouping his illocutionary acts into five major classes:

Verdictives, these consist in the delivering of a finding, Official or unofficial, upon evidence or reasons as to value or fact so far as these are distinguishable". Examples of verbs in this class are: acquit, hold, calculate, describe, analyze, estimate, date, rank, assess, and characterize

Exercitives, the exercising of powers rights or influenced. Some examples are: order, command, direct, plead, beg, recommend, entreat and advise.

Commissives, these are to commit the speaker to a certain course of action. Some of the obvious examples are: promise, vow, pledge, covenant, contract, guarantee, embrace, and swear.

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Expositives are used in acts of exposition involving the Expounding of views. Austin gives many examples of these, among which are: affirm, deny, emphasize, illustrate, answer, report, accept, object to, concede, describe, class, identify and call

Bebabitives. This class includes the notion of reaction to other people's behavior and fortunes. Among the examples Austin lists are: apologize, thank, deplore, commiserate, congratulate, felicitate, welcome, applaud, criticize, bless, curse, toast and drink (Searle 1979: 8-9).

Here Searle’s category in illocutionary acts:

Assertives, the point or purpose of the members of the Assertive class is to commit the speaker to something's being the case, to the truth of the expressed proposition. All of the members of the assertive class are assessable on the dimension of assessment which includes true and false. It can be uttered in a form of claim, report, statement, conveys and description

Directives, the illocutionary point of these consists in the fact that they are attempts by the speaker to get the hearer to do something. By ordering, advising, requesting, commanding, begging, challenging, or pleading, the speaker is trying to get the listener to carry out some action.

Commissives then are those Illocutionary acts whose point is to commit the speaker to some future course of action. Commisive can be uttered in the form of promise, guarantees, contracts, threat, and other types of commitments

Expressives, the illocutionary point of this class is to express the psychological state specified in the sincerity condition about a state of affairs

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specified in the propositional content. The paradigms of expressive verbs are thank, congratulate, apologize, condole, deplore, and welcome

Declarations, Speech acts that change the reality in accord with the preposition of the declaration. E.g. Baptism, pronouncing someone guilty or pronouncing someone husband and wife (Searle 1979: 12-17)

Here, Searle’s theory is chosen because it is more critical and practical than Austin’s theory. In Austin’s theory, there is no clear consistent principle or set of principle on the basis of which the taxonomies constructed. And therefore, a very large number of verbs find themselves smack in the middle of two categories. For example, describe as both verdictives and expositives. So, here Searle developed Austin’s theory and improved it.

2. 1. 3. 3 The Function of Illocutionary Acts

At the most general level, illocutionary functions may be classified into the following four types, according to how they relate to the social goal of establishing and maintaining comity.

Competitive: The illocutionary goal competes with the social goal; e.g. ordering, asking, demanding, begging, etc.

Convivial: The illocutionary goal coincides with the social goal; e.g. offering, inviting, greeting, thanking, and congratulating.

Collaborative: The illocutionary goal is indifferent to the social goal; e.g. asserting, reporting, announcing, and instructing.

Conflictive: The illocutionary goal conflicts with the social goal; e.g. threatening, accusing, cursing, and reprimanding. (Leech 1983: 104)

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We can conclude that assertives belong to collaborative category, directives belong to the competitive category, commissives tend to be convivial or competitive, and expressives also tend to be convivial. All of them depend on the context.

2. 1. 3. 4 Illocutionary Force Indicating Device (IFID)

Illocutionary acts have to be understood by hearers. Therefore, there must be ways in which speakers make explicit or at least indicate, the illocutionary force of their speech acts. Austin noticed that there are several kinds of illocutionary indicators which are including mood and modal verbs, intonation, adverbs, connectives, and extra-linguistic gestures or contextual features are accompanying the utterance. Searle emphasized the role of linguistic illocutionary indicators and the possibility to substitute explicit forms for implicit ones.

The development of empirical linguistic research about the ways in which the various illocutionary acts are performed in different languages have begun to throw some light on a wider range of illocutionary indicators. While it is usually assumed that in each sentence there is one and only one illocutionary indicator and that such indicators do not have a semantic content of their own, it has been argued that also expressions having semantic content can act as illocutionary indicators and that indication of force may draw on combinations of features. (Otsman and Verschueren 2009: 236).

Milal states in his dissertation (2010) that in some cases, syntactic and semantic factors can also be taken into consideration in identifying speech acts.

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The structural forms of declarative, interrogative, and imperative can sometimes be taken to convey some communicative functions. Declarative are used to make statements, interrogative to deliver questions, and imperative to express commands. But, that is not always the case in natural language use. He also states that in actual use of language, there can be no linear relationship between syntactic forms and communicative functions. Constrained by contexts, one form can be used to convey various functions. Concerning semantic, moreover, the use of some lexical items can be used as an indicator of speech acts. The use of the word “please” for example, implies request, regardless of the syntactic forms. Thanking can sometimes be expressed using another word of its equivalence, such as “I am very grateful”, and so forth.

To simplify the description of Searle’s illocutionary act above, here is the detail explanation about illocutionary verb classification and its literal meaning based on Oxford Advanced Learner’s Dictionary of Current English Fifth Edition.

1. Assertive

These following verbs are including into assertive:

a. Convey: to make ideas, feeling, etc. known to another person. P. 255. b. Description: saying in words what somebody or something is like. P. 314. c. Claim: statement that something is true or a fact, especially one which others

may not accept or agree with. P. 202.

d. State: to express something in spoken or written words, especially carefully, fully, and clearly. P. 1165.

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2. Directive

These following verbs are including into directive:

a. Ordering: to give an order to somebody; to command somebody to do something. P. 816.

b. Request: an act of politely asking for something. P. 996. c. Advising: to recommended something to somebody. P.18.

d. Inviting: to ask somebody in a friendly way to go somewhere or do something, especially as a social event. P. 630.

e. Recommend: to praise somebody or something and say that they are suitable for a purpose. P. 974.

3. Commissive

These following verbs are including into commissive:

a. Commitment: to promise to do something in a way that makes it impossible to change one’s plans. P. 228.

b. Promise: an indication of future success or good results. P.927. c. Guarantee: to promise something with certainty. P. 528.

4. Expressive

These following verbs are including into expressive: a. Thank: to express gratitude to somebody. P. 1235.

b. Welcome: to greet somebody arriving in a place. P. 1352.

c. Apologize: a word or statement to say one is sorry for have done something wrong or for upsetting somebody. P. 46.

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2. 2 Related Studies

2. 2. 1 Illocutionary Acts Expressed Through Sign Language In “Silence Movie” by Ana Laili Rahmah

Several studies on illocutionary acts have been done previously. For example, Rahmah (2009), a students from English Letters and Language Department Faculty Of Humanities And Culture The State Islamic University Maulana Malik Ibrahim Of Malang, who made an analysis about illocutionary acts entitles Illocutionary Acts Expressed through Sign Language in “Silence Movie”. In her study she investigated types and the functions of illocutionary act used in first and second episode of “Silence Movie” which is expressed through sign language. In her study also, she showed that there are five types of illocutionary acts found in her study: assertive, directive, commissive, expressive, and declarative. The type of illocutionary acts found most in this movie is directive. The study also found four functions of illocutionary acts such as competitive, convivial, collaborative, and conflictive. The function of illocutionary acts found most in this category is competitive.

The difference between the study which is written by Rahmah and the study of illocutionary act which is produced by Erin Gruwell by the writer in this study are Rahmah’s data is about illocutionary acts which is expressed in sign language. While, in the study of illocutionary acts of Erin Gruwell, there is no sign language in it, so the writer uses the data from utterances which is spoken by Erin Gruwell.

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2. 2. 2 An Analysis of Illocutionary Acts In The Novel “A Thousand Splendid

Suns” by Ismi Adinda

The other study of illocutionary acts was Adinda (2011) a student from English Letters Department Faculty of Adab and Humanities Syarif Hidayatullah State Islamic University Jakarta, in her analysis of illocutionary acts entitles An

Analysis of Illocutionary Acts in the Novel “A Thousand Splendid Suns”. Different

with Rahmah (2009), in this study she combined the analysis of the types of illocutionary acts and analyzed indirect speech act which is to understand how the listener translates the speaker’s idea and to know what the speaker’s purpose or mean.

The difference between the study which is made by Adinda and this study are Adinda used a novel to be analyzed and se combine the types of illocutionary acts with indirect speech act. However, this study is more concerns to the type of illocutionary acts and the functions of the illocutionary acts. Moreover, the writer’s research is a movie entitled The Freedom Writers, while Adinda’s research is a novel entitled A Thousand Splendid Suns.

2. 2. 3 An Analysis of Illocutionary Acts in Prince of Persia: The Sand of Time Movie by Nur Azni Wardani.

The other study of illocutionary act was Wardani (2011) a student from English Letters Department Faculty of Adab and Humanities Syarif Hidayatullah State Islamic University Jakarta, who analyzed the utterances of the main character in the movie Prince of Persia The Sand of Time. In the study, she analyzed the context and the classification of illocutionary act which also found

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five types of illocutionary act in the main character’s utterances. The difference between the study of Wardani and this study is, Wardani also used movie to be analyzed but it is a purely science fiction movie, not from a true story. The other difference is in this study just found four types of illocutionary acts and in Wardani’s study was found the whole type of illocutionary acts.

2. 3 Movie

Movie or motion pictures are made by various people who specialize in each of the crafts that go into moviemaking, but always work collaboratively. Among the major motion picture crafts are producing, screenwriting, directing, production management, cinematography, lighting, acting, production design, sound recording, sound mixing, and editing (Monaco, 2010: 7).

From the first projection in 1895, movies existed for more than thirty years as silent cinema. That is, the movies were produced without synchronous sound, not that audiences watched them in silence. Live musical accompaniment, ranging from a single piano player to a full orchestra, was the norm for movie exhibition throughout the “silent” era of cinema. It was continued in transition year around 1949-1974 which the movie was not “the silent movie” anymore. the period was in the period or Cold War between United State and Soviet which influenced the background of the movie as the background for many a spy movie, a thriller, or even a comedy.

The next development was in 1975-2009 which the production side of Hollywood’s business was dominated by agents and the agencies where they

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worked, independent producers with connections to the traditional studio system, and a range of entrepreneurs from various backgrounds. Movies were being financed and made on a one-by-one basis, as if starting a new business over again each time. The other feature of this era was the movie was based on novel published. Surely, the composition of audiences for movies has changed, and where movies are seen varies greatly from the movie theaters of the 1920s, when live musical accompaniment was the rule to today when someone may watch a movie on a laptop computer.

CHAPTER 3

METHOD OF THE STUDY 3. 1 Research Approach

In this research, the researcher utilizes qualitative method to analyze the data. She uses the method because qualitative approach, by definition, involves description and analysis rather than counting of features. It often has much in common with linguistic work on discourse and pragmatics (Bloomer and Wray 2006: 97). Through this approach, she studies comprehensively the phenomenon under the scope of her study. Then, she analyzes data and identifies every utterance using illocutionary acts spoken by Erin Gruwell by applying the theory of Searle.

3. 2 Research Instrument

Research instrument is important to obtain the data of the study. The writer is the main instrument of this study because she spends a lot of time for watching and trying to understand the movie especially dialogue spoken by Erin Gruwell. Besides, the other instruments are including computer or laptop because she spends her work using the laptop from watching the movie, and type the study. 3. 3 Data Sources

The data of this study was taken from dialogue of Erin Gruwell in The Freedom Write movie. The researcher took the dialogue script in internet to make easier in analyzing and the website is from http://www.script-o-rama.com/movie_scripts/f/freedom-writers-script-transcript.html. Although she

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was helped by the script, she also matches it with the authentic dialogue from the movie.

3. 4 Data Collection

In collecting the data, the researcher uses four steps: first, she watches the whole of The Freedom Writer movie. Second, she looks for the dialogue script in internet. Third, she takes note the dialogue spoken by Erin Gruwell as the main character and forth she analyzed the dialogue spoken by Erin Gruwell and matches it with the theory of illocutionary acts.

3. 5 Data Analysis

In analyzing the dialogue spoken by Erin Gruwell in The Freedom Writer movie some steps are taken: the first step is analyzing illocutionary act used by Erin Gruwell and classify her dialogue into five categories of illocutionary acts these are assertive, directive, commissive, expressive and declarative. The second step is analyzing the function of illocutionary acts from Gruwell’ dialogue and classified the dialogue into these categories of the function of illocutionary acts such as competitive, convivial, collaborative, and conflictive. When the answers of research problems are found, the last step to do is making a conclusion based on the result of the analysis.

CHAPTER 4

FINDING AND DISCUSSION

This chapter discusses the results of the data analysis that cover illocutionary acts used by the main character, Erin Gruwell in The Freedom Writer movie. Firstly the writer analyzes the data by using Searle’s illocutionary act classification (assertive, directive, commissive, expressive, and declarative). Secondly, the writer analyzes the functions of illocutionary acts (competitive, convivial, collaborative, and conflictive). Thirdly, the characteristic of the act table is the characteristics which are the meaning are taken from Oxford Advanced

Learner’s Dictionary of Current English Fifth Edition. There are four data in this

analysis which is taken from The Freedom Writer movie. The data are Erin Gruwell’s dialogue with her students and with her department head of Woodrow Wilson High School Long Beach California, with the head of beach unified school district, with her husband, and with the head of Board Education.

4.1 Findings

No Data The Types of

Illocutionary Acts

The

Functions of Illocutionary Acts

1. I brought my lesson plans Assertive Collaborative 2. I’d love it if you’d look them over Directive Competitive 3. Well, actually, I chose Wilson because of

the integration program.

Assertive Collaborative

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5. I want you to listen to this phrase. Directive Competitive 6. I have up on the board.

It’s an example of internal rhyme.

Assertive Collaborative

7. I'm a teacher, it doesn't matter what color I am.

Assertive Collaborative

8. We were discussing the Holocaust Assertive Collaborative 9. We can try, the books are just sitting here. Assertive Collaborative 10. I’m having a little trouble getting books and

things for the kids.

Assertive Collaborative

11. So, a little extra money will give me a little more freedom to do what I want.

Assertive Collaborative

12. My principal only listens to my department head, and she's not very supportive.

Assertive Collaborative

13. I’m thinking trips. Assertive Collaborative

14. Most of them have never been outside of Long Beach.

They haven't been given the opportunity to expand their thinking about what's out there for them, and they're hungry for it.

Assertive Collaborative

15. Everyone in this room has a chance to graduate.

For some, you'll be the first in your family. The first with a choice to go to college.

Assertive Collaborative

16. But you'll each have the chance, and you did that, not me.

Assertive Collaborative

17. These students, this class, they’ve become a family.

Assertive Collaborative

18. Room 203 is a kind of a home for them. Their trust is all wrapped up in us being together as a group

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19. I saw a picture just like this once in a museum. Only it wasn't a black man, it was a Jewish man. And instead of the big lips, he had a really big nose, like a rat's nose. But he wasn't just one particular Jewish man, this was a drawing of all Jews, and these drawings were put in the newspaper by the most famous gang in history.

Assertive Collaborative

20. They wiped out everybody they didn't like, and everybody they blamed for their life being hard. And one of the ways they did it was by doing this. See, they'd print pictures like this in the newspapers. Jewish people with big, long noses. Blacks with big, fat lips. They'd also publish scientific evidence that proved Jews and blacks were the lowest form of human species. Jews and blacks were more like animals, and because they were just like animals it didn't really matter whether they lived or died. In fact, life would be a whole lot better if they were all dead. That's how a holocaust happens.

Assertive Collaborative

21. You can write about whatever you want, the past, the present, the future. You can write it like a diary, or you can write songs, poems, any good thing, bad thing, anything.

Assertive Collaborative

22. But you have to write every day. Directive Competitive 23. And they won’t be graded.

And I will not read them unless you give me permission.

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24. I didn’t mean to overstep your authority. I just…I don’t know how to make them interested in reading with these.

Assertive Collaborative

25. With all due respect, All that program is doing is warehousing these kids Until they're old enough to disappear.

Assertive Collaborative

26. This is called the Line Game, I'm gonna ask you a question. If that question applies to you, you step onto the line, and then step back away for the next question.

Assertive Collaborative

27. We’re each gonna make a toast for change. Commissive Collaborative 28. From this moment on Every voice that told

“You can't" is silenced. Every reason that tells you things will never change, disappears. And the person you were before this moment, that person's turn is over.

Assertive Collaborative

29. We're gonna be together junior and senior year.

Assertive Collaborative

30. You know what's gonna happen when you die? You're gonna rot in the ground, and people are gonna go on living, and they're gonna forget all about you.

Assertive Conflictive

31. You're dead, and nobody, nobody is gonna wanna remember you, because all you left behind in this world is this.

Assertive Conflictive

32. No, I'd rather just deal directly with someone in power.

Assertive Collaborative

33. Jamal, Jamal, get her backpack. Directive Competitive 34. All right, Jamal, enough. Jamal! That's

enough! You know what? I want you to

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move to this front seat right here now. Switch with Ben.

35. All right, you know what? I want you all to move to this side of the room, you in the back, up here, Sindy and all of you, move to the back.

Directive Competitive

36. Close the magazine. Directive Competitive

37. I'd like you to rewrite these sentences using the proper tenses and spelling on page four of your workbooks.

Directive Competitive

38. Close the workbooks Directive Competitive

39. Stand on the line if you've lost a friend to gang violence. Stay on the line if you've lost more than one friend.

Directive Competitive

40. Okay, guys, gals, listen up! This is what I want you to do. I want each of you to step forward and take one of these Borders bags, which contain the four books we're gonna read this semester.

Directive Competitive

41. But, before you take the books, I want you to take one of these glasses of sparkling cider, and I want each of you to make a toast.

Directive Competitive

42. Eva, this is The Diary of Anne Frank, not Die Hard, keep reading

Directive Competitive

43. For our assignment I want you to write a letter to Miep Gies, The woman who helped shelter the Franks.

In the letter, I want you to tell her how you feel about the book.

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Tell her about your own experiences.

Tell her anything you like, but I want the letters to be perfect, so be prepared to do more than one draft.

44. So, take a minute. Pull yourself together and come inside.

Directive Competitive

45. I want a new evaluation. Directive Competitive

46. Can you please sit back down? Directive Competitive 47. Please sit back in your seats. Directive Competitive 48. Please read the first sentence on the board. Directive Competitive 49. Okay, why don’t you just use the next blank

page?

Directive Competitive

50. Look, we're still at the restaurant, if you wanted to drop by, we haven't even ordered dessert yet.

Directive Competitive

51. You have to see them, if you get in soon, come by, it's only 9:30 now.

Directive Convivial

52. Well, if I do my job, they might be lining up at the door.

Commissive Collaborative

53. So, I'm going to try my best to get permission, all right?

Commissive Collaborative

54. We're gonna play a game, all right? It's a lot of fun, I promise.

Commissive Collaborative

55. It's just temporary, I promise. Commissive Collaborative

56. Thank you. Expressive Convivial

57. My name is Erin Gruwell, welcome to Freshman English.

Expressive Convivial

58. Hi! Sorry I'm late. Expressive Convivial

59. I heard about your brother's conviction, I'm sorry.

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4.2 Discussion

Data 1

“I brought my lesson plans”

The sentence above is uttered by Gruwell when she comes for the first time in Woodrow Wilson High School in Long Beach California. She meets with Mrs. Campbell, the department head of the school. In this dialogue she conveys to Mrs. Campbell that Gruwell wants her to know that she already prepares the lesson plans and to show that she is ready to teach. The utterance is including into assertive because what Gruwell says is in the case to be truth. The function of the utterance is collaborative, because in this context Gruwell just reports to Mrs. Cambell about her lesson plans as the indication that she is ready to teach.

Data 2

“I’d love it if you’d look them over”

The sentence above is said by Gruwell when she meets Mrs. Campbell as the department head of the school for the first time. Gruwell asks politely and requests her to look over the lesson plans in order to show that Gruwell is ready to teach. The utterance is including into directive because the speaker attempts the hearer to do something. The function of the utterance is competitive, because in this context Gruwell is asking Mrs. Campbell to check the lesson plans.

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Data 3

“Well, actually, I choose Wilson because of the integration program”.

In this dialogue, Gruwell shows her belief and she conveys to Mrs. Campbell that she chooses Wilson because of the integration program which makes all students of different tribes may study in Wilson. She feels to be challenged and loves to teach in Wilson. It is including into assertive because Gruwell wants the hearer to know the truth about her belief. The function of the utterance is collaborative, because in this context she asserts to Mrs. Campbell that she really wants to teach in Wilson High School.

Data 4

“I have the lyrics to this song printed out”.

In this dialogue, Gruwell conveys her idea to her students about studying some lyrics of 2Pac Shakur and she already prints them out. It is including into Assertive because she wants the students to know the truth about her idea. The illocutionary function of the utterance is collaborative, because in this context Gruwell is announcing to her students about the lyrics of 2Pac Shakur’s songs, and she wants them to study the lyrics.

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Data 5

“I want you to listen to this phrase”.

The utterance above when Gruwell orders the students to listen to the 2Pac Shakur’s song which is played in the tape by her. It is including into directive because it is attempt by the speaker to do a particular action. The illocutionary function of the utterance is competitive, because in this context Gruwell is ordering the students to listen the song, and she wants them to study while they are also listening music.

Data 6

“I have up on the board, it’s an example of internal rhyme”

In the dialogue above shows that Gruwell states to the students that she already writes the rule of internal rhyme that they should learn in the blackboard. It is including into assertive because Gruwell states something to be truth about the lesson. The illocutionary function of the utterance is collaborative, because in this context she is instructing to the students that she already writes about internal rhyme which they will learn about.

Data 7

“I’m a teacher, it doesn’t matter what color I am”

The dialogue is illocutionary act which is including into assertive because it shows something true. This expression shows Gruwell’s convey about her status as white teacher. She wants to convey Eva as Latino student that

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no matter what color he is. She says it because Eva has wrong perception about white people. The utterance has collaborative function because this illocutionary act is indifferent to the social goal. In this context, Gruwell is asserting to Eva that no matter what color person has to be a teacher. Data 8

“We were discussing the Holocaust”

The dialogue above shows that Gruwell conveys her idea about discussing the Holocaust with her students to Mrs. Campbell. It is including into assertive because Gruwell conveys something true about her activity in the class. The illocutionary function of the utterance is collaborative, because in this context Gruwell is reporting to Mrs. Campbell that Gruwell ere discussing about Holocaust with the students and she wants to show that the students need to be told a history which little much relates to them.

Data 9

“We can try, the books are just sitting here”

In the dialogue above shows that Gruwell asserts firmly to Mrs. Campbell that they need to share to the students the books from the library in order to expand their knowledge but it is banned by Mrs. Campbell. It is including to assertive because Gruwell says something is being the case as to be truth about the book. The illocutionary function of the utterance is collaborative, because in this context Gruwell is asserting that the students

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need to read the book from the library and the teacher must help her attempts to come true.

Data 10

“I’m having little trouble getting books and thing for the kids”

The dialogue shows that Gruwell is conveying to her husband that she gets trouble of getting book for her students. It is including into assertive because she says something as the truth. The illocutionary function of the utterance is collaborative, because in this context she is just announcing to her husband that she actually need extra attempt to get the books for her students.

Data 11

“So, a little extra money will give me a little more freedom to do what I want”

In this utterance, Gruwell asserts to her husband that she can do what she wants when she gets more money to buy the books for the students. It is including into assertive because she says something truth about her belief to get extra money. The illocutionary function of this utterance is collaborative, because Gruwell is asserting to her husband about getting more job to get money in order to get books, so she can use the money freely to buy some books for her students.

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Data 12

“My Principal only listens to my department head, and she’s not very supportive”

The dialogue is illocutionary act which is including into assertive because it shows something true. This expression shows Gruwell’s convey to Dr. Cohn, the head of Beach Unified School District that she doesn’t get help in the school to make her students interesting in studying even her principal of the school who also just listens to the department head. The utterance has collaborative function because this illocutionary act is indifferent to the social goal. In this context, Gruwell’s reporting that she needs help from other people in serving books for her students.

Data 13

“I’m thinking trips”

The utterance shows when Gruwell meets the head of unified school district, Dr. Cohn. She conveys her idea about her willing to make a trip for her students to go outside Long Beach. It is including into assertive because she shows something true. The illocutionary function of the utterance s collaborative, because in this context Gruwell is just announcing her idea to Dr. Cohn about her willing to get her students in a trip.

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Data 14

“Most of them have never been outside of Long Beach. They haven't been given the opportunity to expand their thinking about what's out there for them, and they're hungry for it”

In this dialogue, Gruwell asserts firmly about her belief to Dr. Cohn that her students really need to go outside of Long Beach because they never do it before, and also it can expand their knowledge than just fight with other students of different racial gangs inside Long Beach. It is including into assertive because she shows something true about her belief. The illocutionary function of the utterance is collaborative, because in this context Gruwell asserts her belief to be known by Dr. Cohn that her students hungry for expand their knowledge.

Data 15

“Everyone in this room has a chance to graduate. For some, you’ll be the first in your family. The first with a choice to go to college”

In this dialogue, Gruwell conveys her belief to her students that they all will gate chance to get more high education and become the first in their family who will go to college. It is including into assertive because she shows her belief to as the truth. This illocutionary function of the utterance is collaborative, because in this context she just asserting that all of her students will get chance to graduate and get chance to go to college.

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Data 16

“But you’ll each have the chance, and you did that, not me”

The dialogue above shows that Gruwell asserts to her students that everyone in the classroom will get the chance by their own effort and they will do that by themselves, not helped by Gruwell. It shows that the utterance is including into assertive because Gruwell shows her belief to be known by her students and se says something true about her belief. The illocutionary function of the utterance is collaborative, because Gruwell is asserting that her students will get the chance by their own effort.

Data 17

“These students, this class, they’ve become a family”

In this utterance, Gruwell conveys her belief that classroom 203 is a place where she and the students become a family to each other. She says this sentence in front of Karin Polacheck, the head of board education. It is including into assertive because Gruwell says something true about the condition of the classroom. The illocutionary function of the utterance is collaborative, because in this context Gruwell is announcing to Karin that the classroom and the students become the family.

Data 18

“Room 203 is a kind of home for them. Their trust is all wrapped up in us being together as s group”

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The dialogue above as the more explanation of data 17 that Gruwell asserts firmly about her belief toward the classroom 203 in front of Karin Polacheck. She says that the classroom is being important for the students because they become a group together than before which they fight each other to defend their racial gangs. It is including into assertive because Gruwell says something true about the classroom. The illocutionary function of the utterance is collaborative, because in this context Gruwell is asserting that the classroom is important for her students and she wants to be together with them in junior year.

Data 19

“I saw a picture just like this once in a museum. Only it wasn't a black man, it was a Jewish man, and instead of the big lips, he had a really big nose, like a rat's nose. But he wasn't just one particular Jewish man, this was a drawing of all Jews, and these drawings were put in the newspaper by the famous gang in history”

Tito, a Latino student draws a picture of black man and gives it hand by hand to the entire class until stops to Jamal, a black student. Jamal feels embarrassed. Knowing the crowd of the class Gruwell takes the picture and describes the same thing about Jewish man. The bold dialogue is including into assertive because it shows something true. Gruwell describes what Tito does just like what people done toward Jewish man. In the contrary, Jewish man drawing has happened. The function of this illocution is collaborative because in this context, Gruwell is reporting that what Tito does is nothing than what had happened with Jewish man

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Data 20

”They wiped out everybody they didn't like, and everybody they blamed for their life being hard. And one of the ways they did it was by doing this. See, they'd print pictures like this in the newspapers. Jewish people with big, long noses, Blacks with big, fat lips. They'd also publish scientific evidence that proved Jews and blacks were the lowest form of human species. Jews and blacks were more like animals, and because they were just like animals it didn't really matter whether they lived or died. In fact, life would be a whole lot better if they were all dead. That's how a holocaust happens”

After describes the picture, then Gruwell also tells about holocaust tragedy. She compares the holocaust with the problem happens in the classroom. This utterance is including into assertive. In this context, Gruwell is asserting that had ever happened a big tragedy than what the students do to insult each other. It is including into collaborative function because this illocutionary act is indifferent to the social goal.

Data 21

“You can write about whatever you want, the past, the present, the future. You can write it like a diary, or you can write songs, poems, any good thing, bad thing, anything”

The dialogue above shows that Gruwell describes to the students that they can write the journal like she mentions above. It is including into assertive because she says something true about the journal. The illocutionary function of the utterance is collaborative, because in this context Gruwell is instructing to the students about what things the students should write in the journal.

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Data 22

“But you have to write everyday”

Gruwell gives the students journals for each of them and she orders them to write everything in the journal every day. The utterance shows the directive because it causes the hearer to take a particular action. The function is as competitive because the illocutionary goal competes with the social goal. In this context, Gruwell is ordering them to write their problem in the journal so she is able to know her students’ problem.

Data 23

“And they won’t be graded, and I will not read them unless you give me permission”

Gruwell gives journals for her students and they must write every day. She guarantees that she will read the journal if they give permission for her to write by put the journals in the cabinet which is available in the classroom. It is including into commissive because the point is to commit the speaker to some future course of action. In this context, Gruwell is instructing them to write in the journals so she can write their diaries and understands her students’ problem. So, the function is as collaborative because the illocutionary goal is indifferent with the social goal.

Data 24

“I didn’t mean to overstep your authority. I just…I don’t know how to make them interested in reading with these”

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Gruwell claims to Mrs. Campbell that her students need to read books especially which are contain of gangs story but Mrs. Campbell disagrees with her idea and considers Gruwell does not obey the regulation. In this utterance is including into assertive because it shows something true. The function of this utterance is collaborative because the illocutionary goal is indifferent with the social goal. In this context, Gruwell is asserting to Mrs. Campbell that her students really need books of gangs’ story, because no one in the school uses the facilities because the students are gang members who just can fight.

Data 25

“With all due respect, all that program is doing is warehousing these kids until they're old enough to disappear”

Gruwell claims to Dr. Cohn that the program which runs this time just warehoused the students because there is no program which can expand their knowledge outside school. It is including assertive because it shows something true. The function of this utterance has the function as collaborative because the illocutionary goal is indifferent with the social goal. In this context, Gruwell is asserting her idea to make a trip to expand her students’ knowledge about everything outside the school.

Data 26

“This is called the Line Game, I'm gonna ask you a question. If that question applies to you, you step onto the line, and then step back away for the next question”

The dialogue shows Gruwell describes about a line game to her students that they are going to do. It is including into assertive because the speaker

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shows something true about the game. The illocutionary function of the utterance is collaborative, because in this context Gruwell is instructing how the line game is played.

Data 27

“We’re gonna make a toast for change”

After summer break, the students back to school and they are welcome by Gruwell and she prepares the sparkling cider for them to toast. In this moment Gruwell guarantees to them that they will toast together. It is including into commissive because Gruwell will take some future action together with her students. The illocutionary function of the utterance is collaborative, because in this context Gruwell is announcing to the students about her idea to make a toast together.

Data 28

“From this moment on every voice that told “You can't" is silenced. Every reason that tells you things will never change, disappears. And the person you were before this moment, that person's turn is over” After announcing the toast, Gruwell speeches and assert to the students that they can reach what they want and they can change to the better future. It is including into assertive because Gruwell says something true about she just asserts. The illocutionary function of the utterance is collaborative, because in this context she is asserting that the students will get better future after they pass freshman semester well.

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Data 29

“We’re gonna be together junior and senior year

Gruwell states that she is going to be together with her students after she gets refusal from the department head, then finally she is allowed by the board education. It is including into assertive because it shows something true. The function of this utterance is collaborative because the illocutionary goal is indifferent with social goal. In this context, Gruwell is announcing to her students that she succeeds in standing for her students’ willing to be together with her in junior year.

Data 30

“You know what's gonna happen when you die? You're gonna rot in the ground, and people are gonna go on living, and they're gonna forget all about you”

After telling about Holocaust, some students still argue that they do something right by defending their gangs and fighting. They also argue that they will die to be respected because of defending their gangs. In this moment, Gruwell describes what is going to be when they die. It is including into assertive, because Gruwell says something true the condition of people when they die. The illocutionary function of the utterance is conflictive, because in this context Gruwell tries to threat the students by explain the condition of death.

Data 31

“You're dead, and nobody, nobody is gonna wanna remember you, because all you left behind in this world is this”

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In this dialogue, Gruwell more asserts about the data 30 that when the students die and consider them die and to be respected, they are actually wrong because Gruwell asserts that people will forget about everything when the students die because all they left behind is bad deed. In this context, bad deed is about their fighting in defending their own gangs. It is including into assertive, because Gruwell asserts something true. The illocutionary function of the utterance is conflictive, because in this context Gruwell is also threatening the students that what they do is useless and people will forget about them when they die.

Data 32

“No, I'd rather just deal directly with someone in power”

Gruwell refuses the suggestion of Dr. Cohn to obey the school’s regulation. She asserts that she needs directly someone who has big authority. It is including to assertive because it shows something true. It has function as collaborative because the illocutionary goal is indifferent with social goal. In this context, Gruwell s asserting firmly that she need directly someone who has big authority in education to support her idea of making some new ways to make her students interesting in studying. Data 33

“Jamal, Jamal, get her backpack”

The bold dialogue is including into directive because it causes the hearer to take a particular action. Gruwell orders Jamal to get back Gloria’s bag and he also makes mess in the classroom. The function of this utterance is

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this context, Gruwell is ordering Jamal to get back Gloria’s bag, and not to make mess in the classroom.

Data 34

“All right, Jamal, enough. Jamal! That's enough! You know what? I want you to move to this front seat right here now”

The dialogue is including into directives because it causes the hearer to take a particular action. After Gruwell tries to deliver a lesson by covering song’s lyric, many of the students rebel her order and underestimate her as white who teaches rap lyric to black students. The classroom becomes unconditional, so she orders Jamal to move from his chair which he firstly sits according to his tribes. The function of this utterance is competitive because Gruwell is ordering Jamal to move from their seats in order to reduce his naughty.

Data 35

“All right, you know what? I want you all to move to this side of the room, you in the back, up here, Sindy and all of you, move to the back”

After ordering Jamal to move, then Gruwell also orders the others to move from their territory. It is including into directives because it causes the hearer to take a particular action. In this context, she is ordering them to switch their seats in order to reduce mess they make in the classroom. It indicates the function of the utterance is competitive.

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Data 36

“Close the magazine”

Gruwell orders Gloria to close her magazine and orders her to read a sentence in the blackboard. It is including into directives because it causes the hearer to take a particular action. In this context, it has function as competitive because she is ordering Gloria to close the magazine because she always reads the magazine in the classroom.

Data 37

“I'd like you to rewrite these sentences using the proper tenses and spelling on page four of your workbooks”

After ordering Gloria to read the sentence in the blackboard, then Gruwell also orders all students to rewrite the sentences in the board. It is including into directives because it causes the hearer to take a particular action. The function of the utterance is competitive because the illocutionary goal competes with the social goal. In this dialogue, Gruwell is ordering them to write a proper sentence.

Data 38

“Close the workbooks”

In the classroom Tito draws a black man in order to insult Jamal, and it is known by Gruwell and makes her angry. So, she orders them to close the workbook and discuss Tito’s picture. It is including into directives, because it makes the hearer to take a particular action. The function of this

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Data 58

“Hi! Sorry I'm late”

Gruwell is late to be home and there is already her husband at home. She apologizes because of her late. The bold dialogue is expressive because the illocutionary point of this class is to express the psychological state specified in the sincerity condition about a state of affairs specified in the propositional content. In this context, Gruwell is apologizing to her husband and tries to make it better by ordering some foods for them. So, the function is convivial because the illocutionary goal coincides with the social goal.

Data 59

“I heard about your brother's conviction, I'm sorry”

Gruwell hears about Andre’s brother’s conviction and she condoles to him. The bold dialogue is expressive because the illocutionary point of this class is to express the psychological state specified in the sincerity condition about a state of affairs specified in the propositional content. In this context, she shows her sympathy to Andre. So, the function is convivial because the illocutionary goal coincides with the social goal.

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4.3 Analysis

4. 3. 1 The types of illocutionary acts which is spoken by Erin Gruwell in The Freedom Writers movie.

The types of illocutionary acts that can be found in the dialogue of Erin Gruwell in The Freedom Writers movie are assertive, directives, commissives, and expressive. The most dominant illocutionary act which is used by Erin Gruwell is assertive which contains 27 data. Erin Gruwell uses assertive illocutionary acts in the form of convey which has 9 data in data 1, 3, 4, 8, 10, 13, 15, and 17. In the form of description which has 5 data in data 19, 20, 21, 26, and 30. In the form of claim which has 2 data in data 25, and 26. In the form of state which has 2 data in data 6 and 29. And the last is in the form of assert which has 9 data in data 7, 9, 11, 14, 16, 18, 28, 31, and 32. The second dominant type is directive which has 22 data. Gruwell uses directive illocutionary acts in the form of ordering which has 13 data in data 5, 22, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, and 43. In the form of request which has 5 data in data 2, 45, 46, 47, and 48. In the form of advising this has 2 data in data 44, and 49. In the form of inviting, it has a datum in datum 51, and the last in the form of recommend, which has a datum in datum 50. The third dominant type is commissive which contains 6 data in the form of commitment which has 2 data in data 52, and 53. In the form of

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which can be found in data 58, and the last is in the form of condolence which can be found in data 59.

4. 3. 2 The Function of Illocutionary Acts which is spoken by Erin Gruwell in The Freedom writers movie.

Then, the functions of illocutionary acts which can be found in the dialogue of Erin Gruwell in this movie are collaborative, convivial, competitive, and conflictive. The most dominant functions which can be found in the dialogue of Gruwell are collaborative which has 31 data. It is found in data 1, 3, 4, 6, 7. 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 27, 28, 29, 32, 52, 53, 54, and 55. The second dominant function is competitive which has 21 data. It is found in data 2, 5, 22, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, and 50. For the third dominant functions is convivial which has 5 data in data 51, 56, 57, 58, and 59. The forth dominant function is conflictive which has 2 data in data 30, and 31.

After analyzing 59 data which is found in the dialogue of Erin Gruwell in The Freedom Writer movie, it can be seen that the most dominant type of illocutionary acts is assertive, and for the dominant function of illocutionary act is collaborative.

CHAPTER 5

CONCLUSION AND SUGGESTION

5.1 Conclusion

After explain the findings, the discussion, and the analysis of all the data, the writer finally concludes the analysis based on the research problems are as follows:

1. In The Freedom Writers movie, there are just four types of illocutionary acts which can be found in the dialogue which is spoken by Erin Gruwell. They are assertive, directive, commissive, and expressive, with the most dominant type is assertive.

2. There are four functions of illocutionary acts can be found which is spoken by Erin Gruwell in The Freedom Writers movie. They are collaborative, competitive, convivial, and conflictive, with the most dominant function is competitive.

The writer gets much knowledge from doing this analysis. First, she learns much about linguistics especially in illocutionary acts. Second, she not only enjoys the movie but also learns much about how to give positive influence for

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5.2 Suggestion

After finishes the research, the writer adds some suggestion for further research are as follows:

1. The writer suggests for the further research there will be an analysis of illocutionary acts in a form of thesis which uses a real dialogue of a real life, which is not from a movie, or a novel.

2. The writer suggest there will be a research of illocutionary acts which is also combined with other theories of speech acts, or combine the research method such as to combine qualitative research method with quantitative research method.

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