A STUDY OF ILLOCUTIONARY ACT USED ON "THE ZOO STORY" BY EDWARD ALBEE.

A STUDY OF ILLOCUTIONARY ACT USED ON

“THE ZOO

STORY”

DRAMA BY EDWARD ALBEE

THESIS

Submitted as Partial Fulfillment of the Requirement for the Sarjana Degree of English Department Faculty of Art Humanities States Islamic University of

Sunan Ampel Surabaya

Made by: Alifatul Muarifah

A73212113

ENGLISH DEPARTMENT

FACULTY OF ART AND HUMANITIES

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL SURABAYA 2016

A STUDY OF ILLOCUTIONARY ACT USED ON

“THE ZOO

STORY”

DRAMA BY EDWARD ALBEE

THESIS

Submitted as Partial Fulfillment of the Requirement for the Sarjana Degree of English Department Faculty of Art and Humanities States Islamic University of

Sunan Ampel Surabaya

By:

ALIFATUL MUARIFAH A73212113

Approved by:

Prof. Dr. Hj. Zuliati Rohmah, M.Pd NIP. 197303032000032001

ENGLISH DEPARTMENT

FACULTY OF ART AND HUMANITIES

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL SURABAYA 2016

ABSTRACT

Muarifah, Alifatul. 2016. A Study of Illocutionary Act Used on “The Zoo Story” Drama by Edward Albee. Thesis: English Letters Department, Art and Humanities Faculty, UIN Sunan Ampel Surabaya.

Key word: Speech act, Illocutionary Act, Responses of Illocutionary Act and The Zoo Story Drama.

This study is about A Study of Illocutionary Act Used on “The Zoo Story” Drama by Edward Albee. The purposes of this study are to classify the type of illocutionary and to determine the illocutionary responses on “The Zoo Story” Drama by Edward Albee. Most of researchers analyze the illocutionary act, but the researcher settled to analyzing about illocutionary act in different focus on the study and the way to collect the data. The researcher chooses this drama because “The Zoo Story” is absurd drama. The researcher focuses on illocutionary act based on Searle’s classification in order to better understand the story and the message of the drama.

The writer used the descriptive methods to describe and analyze the data based on Searle’s classification. The writers used some steps to analyze the data. First, identifying the dialogue, classifying utterances based on Searle’s classification and the last is determining the response of the illocutionary acts.

The results of this study showed that there are 130 data found in “The Zoo Story” drama by Edward Albee about illocutionary act from Jerry’s utterance. The highest kind of illocutionary act from JERRY Utterance is directive which is 56 data from 130 data or in percentage are 43, 05 %. Whereas the responses of illocutionary act are advisement, there are 43 from 128 data or in percentage are 33, 59%.

INTISARI

Muarifah, Alifatul. 2016. A Study of Illocutionary Act Used on “The Zoo Story” Drama by Edward Albee. Thesis: English Letters Department, Art and Humanities Faculty, UIN Sunan Ampel Surabaya.

Key word: Speech act, Illocutionary Act, Responses of Illocutionary Act and The Zoo Story Drama.

Skripsi ini menganalisis tentang “A Study of Illocutionary Act Used on “The Zoo Story” Drama by Edward Albee”.Tujuan dari skripsi ini adalah untuk menggolongkan jenis dari illocutionary dan untuk menganalisa ilokusi pada drama “The Zoo Story” Drama” karya Edward Albee. Kebanyakan peneliti meneliti tindak ilokusi, tapi peneliti tetap meneliti tentang illocutionary tetapi berbeda pada fokus pembahasan dan cara untuk mengumpulkan data. Peneliti memilih drama ini karena termasuk drama yang tidak masuk akal. Peneliti focus pada ilokusi berlandaskan klasifikasinya Searle agar makin baik memahami cerita dan pesan dari drama.

Penulis menggunakan metode diskriptif dan meneliti data berlandaskan klasifikasinya Searle. Penulis yang mempergunakan beberapa tahapan untuk meneliti data. Pertama, mengidentifikasi dialog, menggolongkan ucapan berlandaskan klasifikasinya Searle dan terakhir menentukan tanggapan dari tindak illocutionary.

Hasil dari penelitian ini menunjukkan bahwa ada 130 data yang ditemukan pada drama “ Cerita Kebun Binatang ”karya Edward Albee tentang tindak illocutionary dari Ucapan Jerry. Jenis ilokusi yang paling tinggi adalah direktif ada 56 data dari 130 data atau 43, 05 %. Sedangkan tanggapan dari Pertimbangan, ada 43 dari 128 data atau 33, 59%.

TABLE OF CONTENTS

INSIDE COVER PAGE ... i

INSIDE TITLE PAGE ... ii

ADVISOR’S APPROVAL SHEET ... iii

MOTTO ... iv

DECLARATION... v

ACKNOWLEDGEMENT ... vi

EXAMINER’S APPROVAL SHEET ... vii

TABLE OF CONTENTS ... viii

LIST OF TABLE ... x

ABSTRACT ... xi

INTISARI ... xii

CHAPTER I: INTRODUCTION 1.1 Background of the Study ... 1

1.2 Statement of the Problems ... 13

1.3 Objectives of the Study ... 13

1.4 Significance of the Study ... 14

1.5 Scope and Limitation ... 14

1.6 Definition of Key Terms ... 14

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Review of Related Literature ... 16

2.2 Pragmatic... 16

2.3 Speech Act ... 18

2.4 Types of Illocutionary Act ... 21

2.5 Types of Speech Acts Responses ... 23

2.6 Responses ... 23

2.7 Verbal Response Modes (VRM) ... 23

CHAPTER III: RESEARCH METHOD 3.1 Research Method ... 29

3.2 Research Design ... 29

3.3 Research Instrument ... 29

3.4 Data and Data Sources ... 29

3.6 Data Analysis……… 31

CHAPTER IV: FINDINGS AND DISCUSSION 4.1 Findings ... 35

4.2 Types of Illocutionary Acts ... 35

4.1.1 Responses of Illocutionary Act ... 44

4.1.1.1 Discussion ... 58

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 62

5.2 Suggestion ... 63 REFFERENCES ... APPENDIXCES ...

LIST OF TABLES

Table 2.1 Comparison of Verbal Response Modes Categories With

Seale’s Speech Act ... 24 Table 4.2 Types of Illocutionary Act on “The Zoo Story” by Edward

Albee ... 36 Table 4.3 Taxonomy of Verbal Response Modes ... 45

CHAPTER I INTRODUCTION

1.1Background of Study

People occasionally encounter situations where they give or receive suggestions. Making a suggestion means proposing an idea about what someone should do or how someone should behave. In fact, suggestion is a very important speech act in people’s daily life. More and more people view suggestion as a panel from where they can improve their performance or how to do things better. For example, teachers suggest their students on how to study, lecturers suggest their colleagues to use a specific software program, or people suggest their friends to try a new shop in town, etc. (Farnia: Vol 2-2014).

Language is an inseparable part of our everyday lives. It is the main tool used to transmit message, to communicate ideas, thoughts and opinions. It situates us in society we live in. It is a social after which creates and further determines our position in all kinds of various social networks and institutions. In certain circumstance we are literally dependent on its appropriate usage and moments when we need to understand quite correctly. Language is involved in nearly all fields of human activity and maybe that is why language and linguistics

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communication have become a widely discussed topic among linguistics, lawyers, psychologists and philosophers. (Justova, 2006).

In other words, language plays an important role in human lives. Language is one of the tools of communication. In many form of communications, people need language to deliver their massage and also to express themselves. When people express themselves, they do not only produce utterances containing grammatical structure and words, they also perform actions via those utterances (Yule: 1996:47). For example, when someone said “can you stop by in a minute; he or she performed a request although the sentence he or she produced is in the form of a question. This kind of action performed via utterance is called speech act. “successful language learning involves much more than acquiring a static formal knowledge of the new language, but must also entail an ability to achieve meaning in communication” (Cook, 2011:433).

Communication sometimes leads to a misunderstanding and may end to unsuccessful communication. This could happen because of several reasons; the context that occurs in communication between the speaker and the hearer is not under the same circumstances, the speaker does not succeed in showing his or her intention on where the conversation will lead to if the hearer fails to catch the meaning of the utterance, or the hearer has the incapability in understanding what is the

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intention that the speaker wants the hearer to do or to understand the utterance.

Concerning with speech act (Yule, 1996: 47) state that” actions performed via utterance are generally called speech act”. That is why utterances do not only contain grammatical structure and words; they also perform action via those utterances.

Many people have a tendency to use different types of utterances like structured words and also perform various kinds of acts while the process of communication is going on which is called speech acts. Speech acts especially illocutionary acts have important roles in our daily life since they allows us to perform a wide range of functions. There are five types of illocutionary acts including assertive, declarative, commissive, directive and expressive.

In conclusion, we know that language and human in social life was connected. The connected of language and human shaping a civilizations. From time to time the civilizations develop into the globalization. Beside that in attempting to express language, people do not only produce utterances, but also they perform actions via those utterances. The utterances can be used to perform the action. Action performed via utterances are generally called speech act.

According to Austin (1962), a speech act performed by producing utterances will consist of three related act; locutionary act, illocutionary act, and perlocutionary act. There are the relationship

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between the utterance and an object of research. So to learn more about it, we must know about pragmatic and drama.

Pragmatic is concerned with the study of meaning as communicated by a speaker or writer and interpreted by listener or reader Yule (1996:3). Pragmatics can be called a study of speaker meaning. This type of study necessarily involves the interpretation of what people mean in a particular context and how the context influence what is said. Yule states that there are many advantages of studying pragmatics.

The advantage of studying via pragmatics is that one can talk about peoples’ intended meaning, their assumptions, their purposes of goals, and kind of actions. (For example, request) that they are performing when they speak (1997:4).

The illocutionary act is closely connected with speaker’s intentions, e.g. stating, questioning, promising, requesting, and giving commands, threatening and many others. As Yule (Yule, 1996: 48) claims, the illocutionary act is thus performed via the communicative force of an utterance which is also generally known as illocutionary force of the utterance. Basically, the illocutionary act indicates how the whole utterance is to use in the conversation.

Theory which is used to indicate the illocutionary force the speaker’s intention of the utterance called IFID (Illocutionary Force Indicating Device). The researcher used of speech act theory which

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focuses on types of illocutionary act. IFID (Illocutionary Force Indicating Device are developed by Searle.

The literary work that is going to be analyzed is a specific work of play which also be called drama. Drama is compositions in prose from that present a story entirely told in dialogue and action and written with the intention of its eventual performance to the audience. In certain period of history (Ancient Roman and Modern Romantic) some dramas have been written to read rather than performed. Therefore, drama has a two-fold nature; they are literature and theater (Itsna, 2013:5). According to Francis Connolly as quoted by Koesnosoebroto (1988:3), is divided into two, those are literature of imagination and literature of knowledge. The literature of imagination for example, drama, poem, novel, short story, etc., whereas the literature of knowledge such as, technical books, textbooks, biography, etc.” At that time the researcher took drama of “The Zoo Story” as the object to be analyzed.

The zoo story is Playwright by Edward Albee. Edward Albee was born on March 12, 1928, and was adopted by millionaire couple Reed and Frances Albee at the age of two weeks. Reed Albee was the son of Edward Franklin Albee, a rich and powerful early American Vaudeville producer. An only child, Edward grew up in a privileged household. By age 20, Albee was estranged from his bourgeois family and had moved to New York’s Greenwich Village to live a bohemian life. The Zoo Story made its way to Europe, where it premiered on

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September 28, 1959 at the Schiller Theatre in Wensfaff, Germany. ‘The Zoo Story’ by Edward Albee is more closely absurd dramatic. The movement appeared late in America because there has been no relative loss of faith and purpose. However Edward Albee attacked the foundation of ‘American Dream’, that is, American optimism of being superpower.

The researcher can conclude that speech act performed via utterances the result of which is actions. Whereas the play or drama is performed via utterances or dialogue as the result are action that performed on stage with some characters. The purposes are to entertain the audience.

Yule (1996) points out “Actions performed via utterances are generally called speech acts and, in English, are commonly given more specific labels, such as apology, complaint, compliment, invitation, promise, or request”. Fortunately the drama that has been chosen by the researcher is absurd drama.

The researcher chooses this drama, because ‘The Zoo Story’ drama by Edward Albee is absurd drama. The movement appeared late in America because there has been no relative loss of faith and purpose. Therefore, the researcher analyzes using speech act focus on illocutionary act in order to better understand the story and the message of the drama. The reason of the researcher choose this theory because,

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because the researcher will analyzed based on context; it is about what’s going on behind the text.

Here there are some previous studies related to the writer’s study which is relevant with speech acts especially the illocutionary act. The first, related study related to the illocutionary acts was conducted by Sakdiyah (2014), who studied about “The Analysis of Illocutionary Acts Uses By Hamm and Clov In “Endgame Drama”By Samuel Backett”. This study used theory of Searle (2002). The data sources are taken from the script of Endgame drama itself. The writer used descriptive qualitative, because the writer describes the natural phenomena, that is illocutionary acts are used by Hamm and Clov in the drama. This study is focused on the illocutionary acts on Hamm and Clov in Endgame drama by Samuel Beckett. In addition, the purpose of this study is to identify the type of illocutionary acts in Hamm and Clov conversation in the drama, and also the function of illocutionary acts used by Hamm and Clov. She use of technique of collecting data with some steps first, reading and separating the conversation between Hamm and Clov in the script of drama. Second, collecting the data that including five types of illocutionary act, those are representative, declarative, commisive, expressive, and directive, the last step is describing the function of illocutionary act.

Second, previous study about A Study of Illocutionary Acts used By Vladimir and Estragon In “Waiting ForGodot” written by

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Hanni Sarah From State University of SunanAmpel Surabaya. She used qualitative method to analyze the data, because the data analysis does not use statistical procedure. The writer used some steps in collecting the data. First,the writer selected the conversations in which Vladimir and Estragon as participants. Second, the writer separated those conversation based on their topic. The writer only chooses Vladimir’s and Estragon’s utterance since she focuses on the analysis of conversation in which Vladimir and Estragon as participants. The result of this study revealed types of illocutionary acts, they are assertive, declaratives, commissives, declration and expressive. Besides types of speech acts the writer also found the function of illocutionary act in dialogue between Vladimir and Estragon, they are Competitive (ordering, asking, and demanding), Convivial (offering, inviting, greeting, thanking, congratulating), Collaborative (asserting, reporting, and instruction), Conflictive (threatening, accusing, refusing, and reprimanding).

Third, Expressive Illocutionary Acts Identified in the Newly married Couple Drama Script. The researcher used qualitative method to analyze data, and then describes and analyzes the selected data of expressive illocutionary acts taken from the drama script entitled The Newly Married Couple by Bjornstjerne Bjornson made in 1865 in Norway, and then classifies them according to the types of expressive illocutionary acts. The result of the analysis, it is found that there are six

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types of illocutionary acts that are identified including expressive for thanking, congratulating, apologizing, welcoming, wishing and attitude.

Fourth, Analysis of Illocutionary act in The prince and the pauper Movie by Almuslimah. The writer focuses on study about the types of illocutionary act and the dominant type of illocutionary acts used in movie. The writer used non participant observational method purposed by Sudaryanto (1993) to analyze the data. As the result of the study the writer find there are five types of illocutionary act in the utterances occur in the movie and directive is the dominant types being used in movie.

Fifth, The Use of Illocutionary acts in Movie “The Blind Side”by Hamzah (2013). The writer focuses on the dominant type of illocutionary acts used in movie and the function of illocutionary act. The writer used observational method (Sudaryanto, 1993). In this case, the writer observed every scene of the movie and identified every utterance of the actor to find out the use of illocutionry act. Then, the writer took a note to write how many illocutionary acts occur in the movie and to classify them into their types. While transcribing the utterance that contains illocutionary acts, the writer listen the utterance very closely in order match the meaning based on the context in the movie. The method to collect the data was library research in which there were no any informants and respondents. The data were in form of movie script. The data are taken from an American movie entitled Blind

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Side. The result of this study is there are six types of illocutionary acts found from theblind side movie by Yule (1996). They were representatives, rogatives, commissives, expressives, directives, and declaratives. Representatives are mostly dominant used by the actors.

The last, previous study by Bochari (Vol. 2). In this research the writer focus on discover the forms of sentences in command that were uttered by the main character in Despicable Me film and the types of command that were uttered by the main character in Despicable Me and the type of commands that is uttered by the main character in “Despicable Me” film The data of the study were taken from Despicable Me film script. The writer analyzed the data by applying descriptive content analysis approach. The writer found that there were two forms of sentence in command that were uttered by the main character in Despicable Me film.

From the previous studies above the researcher find the results such as; different in focus on study, the method of analyzing the data and the method to collecting the data. From the sixth examples of research there are two the same methods to using observational method to analyze the data (Sudaryanto, 1993). And the different one is used descriptive content analysis approach. This purpose to find two forms of sentence in command used same method of analysis data that is qualitative method. In the third the research was not mentioned of how the researcher collected the data. Same focus on the study, but in the last

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research difference of the study. In the first and second research are focus on analysis of types of illocutionary and the function, but the last research focus on the expressive illocutionary acts identified in The Newly-Married Couple by Bjornstjerne Bjornson and how the meanings of the utterances interpreted by the hearers. Those researches used various step to collecting the data. As the researcher after know the sixth previous study the researcher suggest if want to make a research was not make the same topic, although the same topic must make a new variant and different with the previous study before.

We know that the research was very important to all the people, particular to the student which in the last graduation to submitted the last assignment. Besides that, the people doing the research are to analyze the new problem and how the researcher can solve the problem. From that the people get new experiment and new information. This time the problems of the researcher are the type of illocutionary act used in the “The Zoo Story” drama by Edward Albee and the responses of illocutionary act. The result of this research was expected to give theoretical and practical benefits for the people who read it. By doing the research were it would give information about language phenomena in relevance to speech act, especially type of illocutionary act. The practical benefit of this research not only teaches to understand well about types of illocutionary act, but also this research can make a good material who wants to make a researcher. The researcher hopes can find

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the different research which used the new method to analyze the data with difference method and different object of study, so make a complete research.

Based on the explanation above, the researcher is interested to analyze the speech act in drama focusing on the types of illocutionary act and the responses of illocutionary act. Mostly some researchers analyze the illocutionary act, but the researcher settled to analyze about illocutionary act in different focus on the study and the way to collecting the data. The main problems of this research are “the type illocutionary act in “The Zoo Story” Drama by Edward Albee and the responses of illocutionary act. In this research the researcher wants to investigate what actions are performed though language for communication among people. According to Searle (1977:16) “the reason for concentrating on the study of speech acts is because all linguistic communication involves linguistic acts. The uniqueness of this research was seen from the drama. The drama was very interesting to be analyzed to know the expressions that refer to present condition is pitiable and how the real life of Jerry. Actually the language on “The Zoo Story” Drama by Edward Albee was easy to understand by the people, so the people will be understand the meaning, at least the student who study English so will be able to apply the language based on the context or situation.

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In conclusion, the researcher investigates about argumentative essay in the first paragraph. Then, the researcher makes the introductory paragraph, supporting paragraph and the conclusion. In the next paragraph the researcher investigates about the drama of “The Zoo Story” Drama by Edward Albee, the relevance of drama with speech act and the reason of the researcher chooses “The Zoo Story” Drama by Edward Albee. Then, the theory pragmatic and the previous study, the unique one of the research and the last is conclusion.

1.2Research Problems

Based on the Background above the writer find the problem to the following:

1. What are the types of illocutionary acts used in “The Zoo Story” Drama by Edward Albee?

2. What are the responses to illocutionary act by peter in “The Zoo

Story” Drama by Edward Albee?

1.3Research Objectives

Dealing with the topic will discuss, the researcher thinks that the title of study must be connected with the topic that will chosen, so the researcher decided to that the purpose of this research are:

1. To classify the types of illocutionary used in “The Zoo Story” Drama by Edward Albee.

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2. To determine the illocutionary responses by Peter “The Zoo

Story”Drama by Edward Albee.

1.4Significance of the study

The researcher wants to discover the application of speech act in “The Zoo Story” Drama by Edward Albee especially in the main character of Jerry. The researcher really expects the result of this research can give valuable contribution to the future researchers who are interested in speech act. For the general reader the researcher expected to be useful for the reader especially in speech act.

1.5Scope and limitations

The scope of the study concern with speech act in ““The Zoo Story” Drama by Edward Albee. This study only focus on the type of speech act that use in ““The Zoo Story” Drama by Edward Albee. And then the limitation of the study the researcher focuses on the Jerry as the main character in drama “The Zoo Story”.

1.6Definition and Key Term

Speech Act is an action performed in saying something.

Locution Act is the act of saying, the literal meaning of the utterance. Illocution Act is what the speaker wants to achieve by uttering

something.

Response of illocutionary act is the responses from the hearer what the speaker says.

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Perlocution is the effect on the hearer of what the speaker says.

Drama is compositions in prose from that present a story entirely told in dialogue and action and written with the intention of its eventual performance to the audience.

CHAPTER II

REVIEW OF RELATED STUDY

1. Review of Related Literature

Considering the statement of the problem as explained above, the researcher presents the related literature about, pragmatics theory, speech Acts theory and the type of speech Acts. Those are locutionary act, illocutionary act, perlocutionary act, the definition of illocutionary act, and the types of illocutionary act, and the responses of illocutionary act.

2.1 Pragmatics

Most of utterances are expressed in some of indirect ways, creating difficulties for its hearers or readers. The readers or hearers might not pick up the hidden or intended meaning produced by speaker or they might willfully ignore it, because of the difficulties, whereas the intended meaning in the utterance is the main matter in understanding it.

Pragmatics originally has its root in Morris idea of a division of signs concerned with “the relation of signs to their interpreters or users”. For the first time, pragmatics term is used by Charles Morris in 1938 in relation with semiotics or semiology. Generally, semiotics learns about signs. The word ‘pragmatic’ comes from Greek which the meaning refers to the activity or event. Morris uses ‘pragmatic’ term to refer the

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relation between signs and the people who interpret it. After Morris, John L. Austin continues studying pragmatics by issuing his book under the title How to Do Thing with Words which has implication by using words; we can do something (Eugene, 2011).

There are other aspects of meaning that depend more on context and the communicative intentions of speakers. Communication clearly depends on not only recognizing the meaning of words in an utterance, but recognizing what speakers mean by their utterances. The study of what speakers mean, or “speaker meaning,” is called pragmatics (Yule, 1996:3).

The study of the speakers intended meaning generally called pragmatics. Yule (1993:3) states “pragmatics is the study of the meaning”. It means that pragmatics is concerned in the study of meaning as communicated by a speaker or writer and the way in which the reader or listeners will give interpretation to the utterances.

The meaning of language in context also show that people can do something with their sentences more than what it is uttered. McGraw (in Habibi, 2014) states that with sentences or utterances it can be done things, as action, generally it is called speech acts. He adds that the context of utterance is an important thing in speech act, because the force of speech acts depends on it.

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Yule (1996:223) explains, “Because the force of speech acts depends on the context of the utterance, speech acts is a part of pragmatics”. Thus, one of pragmatics element when studying the contextual meaning of utterance is a speech acts.

2.2 Speech Act

Yule (in Cahyadi, 2014) stated that action performed via utterances are generally called speech act. When people communicate to others, they utter languages that are not only for saying something such for making statement, describing some event or processes, or stating of affair, but also for doing something such as for making question, ordering, and requesting. To reach their want, the speakers do not only produce utterances in correct grammatical structure and words, but also they perform actions via those utterances (Yule, 1996: 47).

In very general terms, it usually can be recognized the kinds of acts performed by a speaker in uttering a sentence. The kind of acts can be studied deeper in speech acts theory, because the study of how the working of sentences or utterances in performing act is the study of speech acts” McGraw (in Habibi, 2014).

The interpretation of the speakers intended meaning in their utterances usually affected by its context that is when and where it is said. The aspect (context) is the most important element in studying speech acts. Besides, recognizing the intended meaning or acts

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performed, the speaker normally expects that his or his utterances will give certain effect to the hearers and finally responded it. Short (1997:197) says, “Speech acts like other acts, change the world we inhabit. They have effects on people, and in turn make them do things”.

On any occasion, the action performed by producing an utterance will consist of related acts. First, locutionary act is the basic act of utterance or producing a meaningful linguistic expression. Second, illocutionary act is performed via communicative force of an utterance. Third, simply create an utterance with a function without intending it to have an effect (Yule, 1996: 4).

Searle (1975) says that the smallest unit in communication is speech act, such as asserting, questing, ordering, explaining, apologizing, thanking, congratulating, etc. he develops hypothesis which basically says that every utterance contains an action, not just the utterance which has performative verb.

2.3 Types of Illocutionary Acts

Austin categorizes the illocutionary act into five basic categories; they are verdictive, expositive, exertive, behabitive, and commisive (Searle: 1979: ), whereas Searle on Yule (1996:53) classified speech act into five types according to the general function:

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1. Declaratives

Declarative is a kind of speech act that change status of something or someone. The speaker changes status via its words or utterance (Yule, 1996:53). Declarative expresses of betting, christening, declaring, naming. For example: Referee: You are out!;This utterance the speaker declares that the status of the players is out of the match, because he has gotten his second tallow cards.

2. Representative

Representative is a kind of speech act that reveals what the speaker believes (Yule, 1996: 53). The speaker’s intention is to make the words fit the world. Representative is expressed of verb such as, informing, asserting, concluding, and describing, and believing. The example representatives are” The earth is flat”. This example, the speaker describing that the earth is flat. 3. Expressive

Expressive is a kind of speech act that states what the speaker feels or reveals the psychological attitude to a condition. This kind of speech act expresses statements of pleasure, pain, like, dislikes, joy, or sorrow (Yule, 1996: 53). The example of expressive: Congratulations! You get good scores, shanty!.The

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utterance above, the speaker has given statement of Congratulations to shanty, because he or she got good score. 4. Directive

Directive is a kind of speech acts that is used by the speaker to get the listener performs what speaker wants. This kind of speech act expresses commands, orders, requests, and suggestions (Yule, 1996: 54). For example; “close the door, Jon!” in this utterance, the speaker wants the hearer (Jon) to close the door.

5. Commissive.

Commisive is a kind of speech acts that is used by the speaker to make a commitment for himself/ herself to some actions in the future. The speaker usually expresses promises, threats, refusals, and pledges (Yule, 1996: 54). The example of Commisive: “I promise I will come on time on your party”. The utterance above indicates illocutionary act of commissive because express what the speaker intends. The speaker commits that himself to come on time on the party.

2.4 Types of Speech Act

Austin distinguished a group of things we do in saying something, which together we summed up by saying we perform a locutionary act, which is roughly equivalent to uttering a certain

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sentence with a certain sense and reference, which again is roughly equivalent to 'meaning' in the traditional sense. Second, we said that we also perform illocutionary acts such as, informing, ordering, warning, undertaking utterances which have a certain (conventional) force. Thirdly, we may also perform perlocutionary acts: what we bring about or achieve by saying something, such as convincing, persuading, deterring, and even, say, surprising or misleading (Austin, 1962: 108).

a. Locutionary Act

Locution is an act of speaking that reveals something or expresses something. Austin (1962:99) said that locutionary act is “performance of an act of saying something”. It is the same as an act of saying certain things accompanied with certain sense and reference. For example: it is very cold in here!

The example above means that the speaker wants someone to close the door or the window.

b. Illocutionary Act

Illocution is an act which is performed by saying something. For example; warning and asking. Austin (1962:99) stated that illocutionary act is “performance of an act in saying something”. For example: it is very cold in here!

The utterance above means that it is a request the speaker to the hearer to close the window or close the door.

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c. Perlocution Act

Perlocutionary act is an utterance with a function with intending it to have an effect. It is performed by saying something or act that produces effects to the hearer. It is very cold in here!. As the result or the effect of the utterance above, the speaker close the window or close the door.

2.5 Illocutionary Force Indicating Device (IFID)

Searle (1969: 30) states that illocutionary force indicating devices in English include word order, stress, intonation contour, punctuation, the mood of the verb, and the so called performative verbs. From that statement, it can be seen that there are several things in illocutionary force which have to be known before classifying the type of illocutionary acts in a utterance.

Furthermore, Searle (1969:30) states that illocutionary force is what illocutionary act the speaker is performing in the utterance of the sentence. In other words, it can be say that the illocutionary act produced by the speaker can be known from the illocutionary force. Yule (1996:49) defines that illocutionary force is a slot for a verb that explicitly names the illocutionary act being performed. A verb can be called a pervormative verb (Vp). It also can be understood that illocutionary force will help the listener to classify the illocutionary act being performed by the speaker. Therefore, the device of indicating

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device is pervormative verb. In order to understanding, the researcher has given the example of the illocutionary force in the drama below:

JERRY: [ignoring the above] Where do you live?

PETER: [too loud] I live between Lexington and Third Avenue, on Seventy Fourth Street.

In the dialogue above, each speaker has describe, and attention to the illocutionary force (ask and tell) of their utterances. It also can be understood that illocutionary force will help the listener to classify the illocutionary act being performed by the speaker.

2.6 Responses

Response is each behavioral substantially constitute of comment or reply (response) of excitement or stimulus. (Sarlito, 1995). Response is the reaction of stimulus that confines to perception attention, science, consciousness, and happening attitude on person that accepts on that stimulus.

Responses consist of three components which is component cognition (science), affection component (attitude) and psychometric component (action). Beside we know about the response type of response such as:

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2.6.1 Verbal Response Modes (VRM)

Verbal Response Modes (VRM) is a principled taxonomy of speech acts that can be used to classify literal and pragmatic meaning within utterances.

The verbal response modes are categories of speech acts or more precisely, of illocutionary acts; Austin, 1975; Searle, 1969; Stiles, 1981; cf. Russell, 1986 (Stiles, 1992:25).

The used Verbal Responses Modes (VRM) every utterance from a speaker can be considered to concern either the speaker’s or the other’s experience. For example, in the utterance “I like pragmatics.” The source of experience is the speaker. In contrast, the source of experience for the utterance “Do you like pragmatics?” is the other interlocutor.

The verbal response modes are categories of speech acts or more precisely, of illocutionary acts; Austin, 1975; Searle, 1969; Stiles, 1981; cf. Russell, 1986 (Stiles, 1992:25).

The used Verbal Responses Modes (VRM) every utterance from a speaker can be considered to concern either the speaker’s or the other’s experience. For example, in the utterance “I like pragmatics.” The source of experience is the speaker. In contrast, the source of experience for the utterance “Do you like pragmatics?” is the other interlocutor.

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Table is needed to make easier knowing the responses of illocutionary acts. Below is a comparison of Verbal Responses Modes categories with Searle’s speech acts.

2.1 Table a comparison of Verbal Responses Modes categories with

Searle’s speech acts.

No Searle’s classification Corresponding or VRM{ Verbal Response Modes}

1 Representative Edification

2 Declarative Interpretation; Disclosure; Edification

3 Commissive Disclosure

4 Directive Advisement; Question

5 Expressive Disclosure

The responses of illocutionary act consist of eight types; they are Verbal Response Modes (VRM) that containing of disclosure (D), question (Q), edification (E), acknowledgment (K), advisement (A), interpretation (I), confirmation (C), and reflection (R). Verbal Response Modes (VRM) is a principled taxonomy of speech acts that can be used to classify literal and pragmatic meaning within utterances.

2.6.1.1 Disclosure

Disclosure concerns the speaker's experience in the speaker's frame of reference, focused on the speaker. That is, the speaker reveals something about his or her own internal experience or point of view,

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without necessarily presuming knowledge of the other (Stiles, 1978:695). The form of disclosure is first person singular “I” or plural “we”. Feelings, reveals thoughts, wishes, perceptions, and intentions are the intents of disclosure. The example of disclosure "I'd really like to talk about my feelings about being an experimental subject". From the example above express the feeling.

2.6.1.2Edification (E)

Edification concerns the speaker's experience in the other's frame of reference, focused on the speaker. The "experience" conveyed is information held by the speaker. The focus is on the speaker in that no presumption regarding the other's experience or viewpoint is necessary for the utterance to have the meaning it has (Stiles, 1978:696). For example "The umbrella is on the table". The umbrella include to noun. 2.6.1.3 Question (Q)

Question concerns the other's experience in the speaker's frame of reference, focused on the speaker. The speaker attempts, in effect, to fill a gap in his or her own frame of reference with information supplied by the other (Stiles, 1978-695). Question form is interrogative, with inverted subject verb order and/or interrogative words such as who, what, when, where, why, or how. For example of question where is the book? “Where” in this case is interrogative.

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2.6.1.4 Advisement (A)

Advisement concerns the speaker's experience in the speaker's frame of reference, focused on the other (Stiles, 1978:696). "Tell me more about it." "You should clean up your room". The example of advisement above means that he or she given a suggestions to clean up the room.

The speaker presumes to express what he or she wants to do (experience) given his or her view of the situation (frame of reference).Thus, in the Advisement, the speaker attempts his or her experience on other behavior, advice, instruction, suggestions, commands, permission, and prohibition.

2.6.1.5 Interpretation (I)

Interpretation concerns the other's experience in the speaker's frame of reference, focused on the other. The speaker offers an explanation or a particular way for the other to understand his or her own experience or behavior (Stiles, 1978:696). The example of interpretation "You're right."

2.6.1.6Acknowledgement (K)

Acknowledgment concerns the other's experience in the other's frame of reference, but focused on the speaker (Stiles, 1978-696). The example of acknowledgement: "Mm-hm." "Yes, sir." "Hello". Theterms "Mm-hm.""Yes, sir.""Hello”isaddress of salutation.

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2.6.1.7Confirmation (C)

Confirmation concerns the speaker's experience in the other's frame of reference, focused on the other (Stiles, 1978:696). Confirmation also includes of disagreement and expressions of dissimilarity or called "confirmation-disconfirmation”. The form of confirmation is first-person plural (we) when both the speaker and the other are referents or there is a compound subject that includes both speaker and other “you and I”. For example: ("We disagree about that." "We were meant for each other."

2.6.1.8 Reflection (R)

Reflection expresses the other's experience in the other's frame of reference, focused on the other. The speaker attempts to express the other's experience in a way that is compatible with the other's view of it (Stiles, 1978:696). Reflection form is second person “you” with a verb that describes an internal experience or an action of the other things of which the other is presumed to be aware. For example: "You don't think this is really an integral part of the course." "You like your job".

CHAPTER III RESEARCH METHOD

3. Research Method

This chapter contains method to analyze the data. Which are research design, research instrument, data and data sources, data collection, and data analysis.

3.1 Research Design

Related to this research, the researcher applied the descriptive method to analyze the data, because the data are utterance, not statistic data, beside that in this research the researcher describe and classify the type of illocutionary act in drama Edward Albee “The Zoo Story”. 3.2Research Instrument

The instrument for data collection of this research is the writer herself. The data were collected from the source data, which is the drama text itself. Then, she evaluated the utterance to find the answers research question. In other words, it can be said that the writer became human instrument to solve the problem in this thesis.

3.3 Data and Data Sources

This research is text analysis. The data were taken from conversation between Jerry and Peter in “The Zoo Story” drama by

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Edward Albee (utterances). This research concerns with type of illocutionary act that used in “The Zoo Story” drama by Edward Albee. Therefore, the data sources of the research ware the utterances of Jerry and Peter in “The Zoo Story” drama by Edward Albee. It was taken from Users/GL552IX/Downloads/Documents/The-Zoo-Story SCRIPT.pdf

Picture 3.1 bellow is the drama taken from internet

3.3Data Collection

After finding the data and classifying of illocutionary act type and the responses, the researcher continued to analyze the data. There are some steps to collecting the data.

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1. Reading the drama

First, the researcher reads “The Zoo Story” drama by Edward Albee several times in order to understand the content.

2. Selected the utterances

The researcher detected the conversation of the drama to find and collect all of the utterances based on types of illocutionary act and the responses of the types of illocutionary act of those utterances used Searle’s classification.

3. Coding

After selecting the utterances the researcher coded the utterances by giving the mark of the types of illocutionary act to easier to identify and analyze. The researcher has given mark in different color to differentiate.

Table 3.2 Coding of the dialogue based on types of illocutionary act

No _{Types of}

Illocutionary Act

Coding Response of illocutionary Act

Coding 1. Declarative Dec Disclosure D 2. Representative Rep Edification E 3. Expressive Exp Question Q 4. Directive Dir Advisement A 5. Commissive Com Interpretation I

6. Acknowledgment AC

7. Confirmation C

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The table above was coding of types of illocutionary act and the response of illocutionary act. The example of coding in analyzing data is presented as follows:

Picture 3.3 The example of coding the dialogue based on types of illocutionary act and the response of illocutionary act 3.3Data Analysis

After collecting the data, the writer made some procedures to analyze the data in order to the data will be well organized. Those were identifying the data, classifying the data and determining the data into the types of illocutionary act and the response of illocutionary act, that is verbal responses modes.

a. Identifying the dialogue

This part the researcher identifying the dialogue between Jerry based on the types of illocutionary act, identifying the responses of illocutionary act based on Verbal Response Modes.

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Picture 3.4 The example of Identifying of the dialogue on “The Zoo Story” drama by Edward Albee

b. Classifying the dialogue based on the type of types of illocutionary act

After gotten all the data from the drama, the researcher classified utterance based on Searle’s classification (Representatives, Declaratives, Directives, Commissives, and Expressives). The researcher applied each total number of types of Illocutionary act into percentage by using the following formula:

Percentage of each type = × 100 %

X= Number of example for each types of illocutionary act. Y= Total of example of types of illocutionary act.

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Table 3.5 Classifying based on the type of illocutionary act

c. Determining the Response

After classifying types of illocutionary act, then the researcher determined the response of illocutionary act, which is Verbal Responses Modes VRM (Disclosure, Edification, Advisement, Question, Interpretation, Acknowledgement, Confirmation, and Reflection). The researcher applied each total number of responses of Illocutionary act into percentage by using the following formula:

Percentage of each type = × 100 %

X= Number of example for each response of illocutionary act.

Y= Total of example of response of illocutionary act.

Table 3.7 Determined based on the response of illocutionary act

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No Types of illocutionary

act

Responses Frequency Percentag e 1. Declarative Disclosure 2

Edification 1 2. Representative Edification 29

Question 13 3. Expressive Disclosure 6

Question 1 4. Directive Advisement 43

Question 12 5. Commissive Disclosure 19 Question 2

Total 128 100%

d. Making a Conclusions

The last step on analyze data the researcher made conclusion based on the result of the study.

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter is divided into two parts, findings and discussion of illocutionary act. The first is finding of types of illocutionary act and the response of illocutionary act which are contained in “The zoo story” drama by Edward Albee. The second is discussion about the results of the study.

4.1 Findings

In this parts the researcher focuses on the type of illocutionary act to analyze the data. The data are analyzed based on Searle’s classification. The data that analyzed consist of utterances are produced by Peter and Jerry in “The Zoo Story” drama by Edward Albee. It makes the researcher able to answer the statement of the problem in this research. The data that researcher found contain data of illocutionary act (representative, declarative, directive, commisive, and expressive) and the responses the illocutionary act Verbal Responses Modes VRM ((Disclosure, Edification, Advisement, Question, Interpretation, Acknowledgement, Confirmation, and Reflection).

4.1.1. Types of Illocutionary act

The types of Illocutionary act consists of five types, those are representative, declarative, directive, commisive, and expressive. Those consist of utterance produced by Peter and Jerry in “The Zoo Story” drama by Edward Albee. The researcher makes a table to help easy understand.

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4.1.1.1.1 Declaratives

Declarative is kinds of speech act that change the world via their utterance. Declarative is including of defining, abbreviating, naming, calling, or dubbing"(Searle, 1973-53). For example: Referee: You are out!;This utterance the speaker declares that the status of the players is out of the match, because he has gotten his second tallow cards.

Data 1

JERRY: I am a permanent transient, and my home is the sickening rooming-houses on the West Side of New York City, which is the greatest city in the world (Page 10 /D)

The utterance above is declarative; declarative is the speaker change the world via their utterance. The utterance above indicating illocutionary acts of declarative “defining.” The speaker defined that he is permanent transient, which lived in West Side of New York City.

4.1.1.1.2 Representatives

Representative is kinds of speech act that state what the speaker believes to the case or not (Yule, 1996-53). Searle states that representative class is to commit the speaker (in varying degrees) to something's being the case, to the truth of the expressed proposition (Searle, 1973- 50). “Conclude" and "deduce" are also representatives with the added feature that they mark certain relations between the representative illocutionary act and the rest of the discourse or the context of utterance (Searle, 1973- 52). The example representatives are” The

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earth is flat”. This example concludes that the earth is flat. In “The Zoo Story” drama, the researcher found some representative. This are the example of representative found in drama.

Data 2

JERRY: I've been to the zoo. [PETER doesn't notice.] I said I've been to the zoo. MISTER, I'VE BEEN TO THE ZOO! (Page 01 /REP)

The utterance above is representative, the speaker commits to the truth expressed of proposition. Besides that the utterance above includes informing (expressing the satisfied in his activity). This utterance expresses by jerry to peter that he has been to the zoo. “I've been to the zoo” expresses the information that Jerry inform to Peter that he has been to the zoo.

Data 3

JERRY: It's ... it's a nice day (Page02 /REP)

The utterance above is representative. Representative states what the speaker believes to the case or not. Representative includes concluding, deducing, informing, asserting, and describing. The utterance above contains the speaker “conclusion”. The speaker tells the hearer that day was nice day. This utterance includes concluding. Concluding is coming to believe something as a result of what we have heard and seen.

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Data 4

JERRY: And it's a hot day, so all the stench is there, too, and all the balloon sellers, and all the ice-cream sellers, and all the seals are barking, and all the birds are screaming. [Pokes Peter harder] (Page 11 /REP)

This utterance above is representative. The speaker expressed the proposition and commits the speaker (in varying degree), which at that time was hot day until the seller that selling balloon, ice cream was sold out. And the bird was screaming.

The researcher concludes that representatives are expressed the proposition, give information and conclude. Representatives are to commit the speaker (in varying degrees).

Representatives informing, concluding

4.1.1.1.3 Expressives

The types of illocutionary act this class is to express what the speaker feels (Yule, 1996-53). Searle proposes that this class to express the psychological state specified in the sincerity condition about a state of affairs specified in the Propositional content. In short expressive are express "thank," "congratulate," "apologize," "condole," "deplore,"-and "welcome ( Searle, 1973-52)." According to Yule Expressive is express pleasures, pain, like, dislike, joy, or sorrow. For example, Congratulations! You get good scores, shanty!

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This utterance includes of Expressives, which expressives express the psychological state specified in the sincerity condition about a state of affairs. The speaker has given statement of Congratulations to someone because he or she got good score.

Data 5

JERRY: [after a pause] Boy, I'm glad that's Fifth Avenue there (Page 01 /E)

This utterance above is expressive. Expressive are those kind of speech act to express the psychological state about some affairs. The speaker used the phrase “glad” indicating the illocutionary act of expressive “pleasure.”The speaker said that he was glad; he walked all the way up Fifth Avenue from Washington Square.

Data 6

JERRY: I don't like the west side of the park much (Page 01 /E)

This utterance above is expressive. Expressive are states what the speaker feels. The speaker used the phrase “don't like” indicating the illocutionary act of expressive “dislike”. The speaker said that he didn’t like the park in the west side.

Data 7

“JERRY: Thank you, Peter. I mean that, now; thank you very much” (Page 13 /E)

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This utterance above, the speaker expresses the psychological state to the hearer. They express what the speaker feels {of feeling}. That is included of expressive. This utterance above, the speaker expresses her psychological states. The speaker used the phrase “thank you” indicating the illocutionary acts of {thanking}.

4.1.1.1.4 Directives

Directive is refers to the speaker use to get someone else to do something (Yule, 1994-54). They are express commanding, ordering, requesting, suggesting. This class the speaker attempts to make the world fit the words or via those hearer (Searle, 1973-51). For example, when a mother speaks to her son to “Close the door, jon!”the utterance above contains of directive. In this case mother gives command to the hearer which is symbolized by her son to close the door.

Data 8

JERRY: [mysteriously] Peter, do you want to know what happened at the zoo? (Page 10 /D)

This utterance above is directives. Directives are expressed what the speaker want. There was the latent meaning in this utterance. Actually he wants to tell the story to the hearer about her experience that was happened at the zoo. So the speaker asking to the hearer likes this.

Data 9

JERRY: “All right, all right. I'm sorry. All right? You're not angry? (Page 05 /D)

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This utterance above is directives. Directives are attempts by the speaker to get the addressee to do something. Those utterances included of “asking”. “You're not angry?” in this case the speaker asked to the hearer. Asking for question is statement saying something in the form of question, in order to get some information.

Data 10

JERRY: [You'd better go now. Somebody might come by, and you don't want to be here when anyone comes. (Page 14 /D)

This utterance is the speaker want the hearer went out. The speaker gave a suggestion to the hearer that he had better went. The speaker states his opinion to the hearer he shouldn’t be there. The speaker opinion shows that the speaker believes not be there. It is means that he was afraid. This utterance included to directives. Directive is refer to the speaker use to get someone else to do something.

4.1.1.1.5 Commisive

Commissives are those illocutionary act the point to commit themselves to some future action (Yule, 1996-54). Commissives is express what the speaker intends. Those are promise, threat, refusal, pledge. They also express "shall," "intend," "favor," and others (Searle, 1973-51). For example: “I promise I will come on time on your party.”

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The utterance above indicating illocutionary act of commissive because express what the speaker intends. The speaker commits that himself to come on time on the party.

Data 11

JERRY: [as if to a child] because after I tell you about the dog, do you know what then? Then ... then I'll tell you about what happened at the zoo (Page 06 /C)

The utterance above is Commisives. Commisivesare included of types of illocutionary act that used by the speaker to commit to some future action or expressed what the speaker intend. It means that the speaker doing action to specific purposes. The action for future are “he will tell the story to the hearer about what happened at the zoo.” The utterance above is included types of commisives {promise}.

Data 12

JERRY: No, I don't imagine you were. But I'm here, and I'm not leaving. (Page 10/C)

The utterance above is commisives. It is expressed what the speaker intend and commit to some future action. “No, I don't imagine you were. But I'm here, and I'm not leaving”are included types of commisives {refusal}.The speaker said that he didn’t imagine, and the fact the speaker on the place or on there and he did not leaved the place.

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Data 13

JERRY: Listen to me, Peter. I want this bench. You go sit on the bench over there, and if you're good I'll tell you the rest of the story. (Page 11/E)

The utterance above is Commisives. It is to commit the speaker some future action. “You go sit on the bench over there, and if you're good I'll tell you the rest of the story” are included types of commisives{promise}.The speaker commits himself, if the hearer went out and sit on the bench, he will told the next of the story that happened at the zoo.

4.2.1 Responses of illocutionary act

This part the researcher focuses on the responses of illocutionary act. They are Verbal Response Modes (VRM) that containing of disclosure (D), question (Q), edification (E), acknowledgment (K), advisement (A), interpretation (I), confirmation (C), and reflection (R).

Verbal Response Modes (VRM) is a principled taxonomy of speech acts that can be used to classify literal and pragmatic meaning within utterances.

The verbal response modes are categories of speech acts or more precisely, of illocutionary acts; Austin, 1975; Searle, 1969; Stiles, 1981; cf. Russell, 1986 (Stiles, 1992:25).

The used Verbal Responses Modes (VRM) every utterance from a speaker can be considered to concern either the speaker’s or the other’s experience. For example, in the utterance “I like pragmatics.” The source

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ofexperience is the speaker. In contrast, the source of experience for the utterance “Do you like pragmatics?” is the other interlocutor. Table is needed to make easier knowing the responses of illocutionary acts.

In order to make easily to understand, this chapter of the Responses of Illocutionary act based on Verbal Responses Modes, the researcher makes a tables which appropriated with Searle’s classification of types of Illocutionary Act.

4.1.2.1Disclosure (D)

Disclosure concerns the speaker's experience in the speaker's frame of reference, focused on the speaker. That is, the speaker reveals something about his or her own internal experience or point of view, without necessarily presuming knowledge of the other (Stiles, 1978:695). The form of disclosure is first person singular “I” or plural “We”. Feelings, reveals thoughts, wishes, perceptions, and intentions are the intents of disclosure. The example of disclosure "I'd really like to talk about my feelings about being an experimental subject". From the example above express the feeling.

Data 14

JERRY: [after a pause] Boy, I'm glad that's Fifth Avenue there. PETER: [vaguely] Yes. (Page 01)

The response above is disclosure. Disclosure concerns the speaker's experience in the speaker's frame of reference, and focused on the speaker. The

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speaker said Boy, I'm glad that's Fifth Avenue there then the hearer just given the response “yes”.

Data 15

JERRY: [as if to a child] because after I tell you about the dog, do you know what then? Then ... then I'll tell you about what happened at the zoo.

PETER: [laughing faintly] You're ... you're full of stories, aren't you? (Page 06)

The responses above called "mixed modes”, because the form and intent were different. The symbol representing the intent and the form were different. The intention of the speaker reveals that he will tell the story that happened at the zoo. The hearer focused on the hearer with has given question You're ... you're full of stories, aren't you? but the context was not appropriate, it should used first person (“I”). The fact used second person (“you”).

Data16

JERRY: I am a permanent transient, and my home is the sickening rooming-houses on the West Side of New York City, which is the greatest city in the world.

PETER: I'm ... I'm sorry; I didn't mean to ... (Page 10)

The response above is disclosure. Disclosure concerns the speaker's experience in the speaker's frame of reference, and focused on the speaker. This form appropriated with the context of declarative, because the form was used first person singular “I” and reveals thoughts for the intent. “I” means that the hearer did not have the other intention; he just reveals the truth intention.

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Data 17

JERRY: No, I don't imagine you were. But I'm here, and I'm not leaving.

PETER: [consulting his watch] Well, you may not be, but I must be getting home soon. (Page 10)

This responses of above the hearer focuses on the speaker experience. The speaker reveals something and the hearer given the responses that he had to go home as soon as possible. This utterance called "pure modes”, because the form and intent was appropriate. This form above used first person singular (“I”). The response reveals the “feelings”.

Data 18

JERRY: Listen to me, Peter. I want this bench. You go sit on the bench over there, and if you're good I'll tell you the rest of the story.

PETER: [flustered] But ... whatever for? What is the matter with you? Besides, I see no reason why I should give up this bench. I sit on this bench almost every Sunday afternoon, in good weather. It's secluded here; there's never anyone sitting here, so I have it all to myself. (Page 11)

The responses above concerns with the speaker's experience and focused on the speaker. That was a good response. The hearer given the responses reveals the perception. The speaker said that he almost sit on the bench every Sunday afternoon, in good weather. This utterance called "pure modes”, because the form and intent appropriate.

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Data 19

JERRY: Thank you, Peter. I mean that, now; thank you very much. PETER: [almost fainting] Oh my God! (Page 13)

The speaker reveals his own experience from his own viewpoint, presuming nothing of the other, but using a third person. The responses of the hearer was very amazed, with called of god. This utterance called "pure modes”, because the form and intent were appropriate.

4.1.2.2Edification (E)

Edification concerns the speaker's experience in the other's frame of reference, focused on the speaker. The "experience" conveyed is information held by the speaker. The focus is on the speaker in that no presumption regarding the other's experience or viewpoint is necessary for the utterance to have the meaning it has (Stiles, 1978:696). For example "The umbrella is on the table". The umbrella include to noun.

Data 20

JERRY: It's ... it's a nice day.

PETER: [stares unnecessarily at the sky] Yes. Yes, it is; lovely. (Page 02)

The response above is edification; edification concerns the speaker's experience and focused on the speaker. The contexts were appropriated, because the form and the intent were same. It is called "pure modes.” The speaker concluded that at that time was nice day. So the hearer has given the

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response “Yes. Yes,itis; lovely,” (It) in this utterance included to third person. This response included to declarative one.

Data 21

JERRY: And it's a hot day, so all the stench is there, too, and all the balloon sellers, and all the ice-cream sellers, and all the seals are barking, and all the birds are screaming. [Pokes Peter harder.]”

PETER: [beginning to be annoyed] Look here, you have more than enough room! [But he moves more, and is now fairly cramped at one end of the bench.] (Page 11)

The response above is edification; edifications express objective information their truth or accuracy could be ascertained by anyone in the right place at the right time. From the dialogue the speaker declares that day is hot, and the hearer given the response that the speaker has more than enough room. That was a good response, because based on information the speaker has more than one rooms. The utterances above called "pure modes”, because the form and intent were appropriate.

4.1.2.3 Question (Q)

Question concerns the other's experience in the speaker's frame of reference, focused on the speaker. The speaker attempts, in effect, to fill a gap in his or her own frame of reference with information supplied by the other (Stiles, 1978-695). Question form is interrogative, with inverted subject verb order and/or interrogative words such as who, what, when,

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where, why, or how. For example of question where is the book? “Where” in this case is interrogative.

Data 22

JERRY: I don't like the west side of the park much.

PETER: Oh? [Then, slightly wary, but interested] Why?(Page 01)

The response of utterance above is question. The form question focused on the speaker, in that the speaker does not need to presume knowledge of the other's experience in order to ask a question. In this case the speaker said that he did not like the west side of the park much, and then the hearer given a question to the speaker with used interrogative word of “Why”.

Data 23

JERRY: [mysteriously] Peter, do you want to know what happened at the zoo?

PETER: Ah, ha, ha. The what ? Oh, yes; the zoo. Oh, ho, ho. Well, I had my own zoo there for a moment with ... hee, hee, the parakeets getting dinner ready, and the ... ha, ha, whatever it was, the ... (Page 10)

The response of utterance above is question. The form question is interrogative. The interrogative word such as who, what, when, where, why, or how. “Ah, ha, ha. The what? Oh, yes; the zoo”. The word “what” was included to interrogative word.

Data 24

JERRY: I've been to the zoo. [PETER doesn't notice.] I said, I've been to the zoo. MISTER, I'VE BEEN TO THE ZOO!

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(Page 01)

The response from the utterance above is question. The hearer focused on the speaker’s frame of reference. In this case the hearer gave the response of interrogative words. The word “What”was included to interrogative words. This response was called mixed modes, because the form and the intent did not appropriate.

4.1.2.4Advisement (A)

Advisement concerns the speaker's experience in the speaker's frame of reference, focused on the other (Stiles, 1978:696). "Tell me more about it." "You should clean up your room". The example of advisement above means that he or she given a suggestions to clean up the room. The focused of utterances above on the speaker's frame of reference.

The speaker presumes to express what he or she wants done (experience) given his or her view of the situation (frame of reference).Thus, in the Advisement, the speaker attempts his or her experience on other behavior, advice, instruction, suggestions, commands, permission, and prohibition.

Data 25

JERRY: All right, all right. I'm sorry. All right? You're not angry? PETER: [laughing] No, I'm not angry (Page05)

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The response of the utterance above is advisement, advisement concern the speaker's experience. The form of advisement is second person with verb of permission, prohibition, or obligation. This case the speaker asks permission to the hearer, and then the hearer showed his behavior to the speaker that he was not angry.

Data 26

JERRY: You'd better go now. Somebody might come by, and you don't want to be here when anyone comes.

PETER: [does not move, but begins to weep] Oh my God, oh my God. (Page 14)

The response above is advisement, advisement concerns to the speaker's experience in the speaker's frame of reference. Advice, command, suggestion, instruction, permission, and prohibition were included to advisement of the intent. The speaker utterance included to suggestion, and the hearer just has given the response “Oh my God, oh my God”. It means that the hearer just got surrender his self to God.

From the whole data, the types of illocutionary act (representative, declarative, directive, commisive, and expressive). Directive is the mostly used by the speaker (Jerry). The researcher found 52 from 130 data. There were 15 samples of data, for each part 3 samples, except declarative were taken 1 data. Data were taken randomly. For the responses of illocutionary act, based on Verbal Responses Modes of disclosure (D), question (Q), edification (E), acknowledgment (K), advisement (A), interpretation (I),

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confirmation (C), and reflection (R). Advisement is the most dominant used. It is about 43 from 128 data. There were 12 sample of data found in the responses of illocutionary act. The objective of the research was to find out types of illocutionary act (Representatives, Declaratives, Directives, Commissives, and Expressives) and the responses of illocutionary act based on Verbal Responses Modes of disclosure (D), question (Q), edification (E), acknowledgment (K), advisement (A), interpretation (I), confirmation (C), and reflection (R).

4.2 Discussion

After analyzing the types of illocutionary act (Representatives, Declaratives, Directives, Commissives, and Expressives), and the responses o illocutionary act based on Verbal Responses Modes. Then, the researcher focuses on illocutionary act based on Searle’s classification. There were 258 data containing 130 data from types of illocutionary act and 128 data of utterances found in “The Zoo Story” drama by Edward Albee.

From the result of the study shows that, directive is often used by the Jerry in “The Zoo Story” drama by Edward Albee. Directive in this drama represents dominance of the speaker. Jerry In this cases the speaker who wants to get the hearer to do something. Besides that directive occurred when the speaker expresses, asks, orders and requests, and suggests to the hearer. In this drama the speaker spends his time in the zoo to do something.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In this chapter, the researcher makes conclusion from the analysis of illocutionary act and the responses of illocutionary act in “The zoo story” drama by Edward Albee. The purpose of this research is to know the types of illocutionary act and the responses of illocutionary act presented by Jerry and Peter.

Based on the findings, there are five types of illocutionary acts expressed by Jerry. They are representative, declarative, directive, commisive, and expressive.

Among five types of illocutionary acts in table above, directive is the most dominant. The speaker mostly speaks to Peter, it means that the speaker mostly asks a question to the hearer. Directive as explained above is the speaker wants the hearer to do something, asking questions, but in other sides, it does not obligate the hearer to do that. Next, the lowest are declaratives, occurs 3 data. It is about 2, 85%. One of declaratives that used in drama is “defining”.

Then, the second finding is the responses of illocutionary act presented by Peter. They are Verbal Response Modes (VRM) that containing of disclosure (D), question (Q), edification (E),

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(C), and reflection (R). Advisement is the most dominant occur in the responses of illocutionary act.

B. Suggestion

After drawing conclusion, there are suggestions that the writer addresses to the reader. For the other researcher, I can suggest to analyze drama using the responses of illocutionary act, because the research about the responses of illocutionary act is seldom to find. Besides that for the other researchers who are interested in pragmatic study, can also focus on the other media especially, talk show, speech, magazine, song and the etc.

The writer hopes this research will be useful for the readers and the researcher to get better understanding about speech act, especially illocutionary act.

The last, the writer hopes that this research will benefit for English Letters student who want to do the similar research.

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