THESIS Submitted As a Partial Fulfillment of Requirements for the Sarjana Sastra Degree in English Department of Faculty of Letters and Fine Arts By Amalia Windardeni C.0303009

THESIS

Submitted As a Partial Fulfillment of Requirements for the Sarjana Sastra Degree in English Department of Faculty of Letters and Fine Arts

By Amalia Windardeni C.0303009 ENGLISH DEPARTMENT FACULTY OF LETTERS AND FINE ARTS SEBELAS MARET UNIVERSITY SURAKARTA

AN ANALYSIS OF SWEARING WORDS IN THE FILM ENTITLED “DANGEROUS MINDS” (A Socio-Pragmatics Approach)

By: Amalia Windardeni

C0303009

Approved to be examined before the Board of Examiners Faculty of Letters and Fine Arts Sebelas Maret University

Thesis Consultant

Drs. Sri Marmanto, M.Hum NIP 195009011986011001

The Head of English Department

Dr. Djatmika, M.A NIP 196707261993021001

AN ANALYSIS OF SWEARING WORDS IN THE FILM ENTITLED “DANGEROUS MINDS” (A Socio-Pragmatics Approach)

By Amalia Windardeni C0303009

Accepted and approved by the Board of Examiners Faculty of Letters and Fine Arts Sebelas Maret University

On May 26 th , 2010

The Board of Examiners

Dr. Djatmika, M.A

Drs. Agus Hari W, M.A

NIP. 196708301993021001

Main Examiner Drs. Sri Marmanto, M.Hum (………….……………) NIP 195009011986011001

Assistant Examiner Drs. S. Budi Waskito, M.Pd (………………………..)

NIP. 195211081983031001

Dean of Faculty of Letters and Fine Arts Sebelas Maret University

Drs. Sudarno, MA NIP. 195303141985061001

MOTTOS

Life is full of misery, loneliness, and suffering - and it's all over much too soon. Woody Allen

Life is what happens to you While you're busy making other plans. John Lennon

Life is nothing without friendship.

Marcus Tullius Cicero

DEDICATION

I wholeheartedly dedicate this thesis to: My Beloved, Ibu & Bapak My Sister, Mbak Adin

My Brother, Adek Azhar & Azwar

PRONOUNCEMENT

Name : Amalia Windardeni NIM : C0303009

I hereby state wholeheartedly that I write the thesis entitled “An Analysis

of Swearing Words in the Film Entitled “Dangerous Minds” (A Socio-

Pragmatic Approach) ”. It is not a plagiarism nor made by others. The things related to other people’s works are written in quotation and included in bibliography.

If it is then proved that I cheat, I am ready to take the responsibilities, including the withdrawal of my academic degree.

Surakarta, May 2010

Amalia Windardeni

ACKNOWLEDGMENT

Alhamdulillahirobbil’alamin All praise and thanks are for the one and only, Alloh SWT. Thanks for the true blessing, guidance and miracles throughout my life, including finishing this thesis.

This thesis could not be achieved without help and support from everyone during finishing this thesis. Therefore, I would like to express my greatest and deepest gratitude to the following people:

1. Drs. Sudarno, M.A. as the Dean of Faculty of Letters and Fine Arts of Sebelas Maret University, for approving this thesis.

2. Dr. Djatmika, M.A. as the Head of English Department, for providing the opportunity to conduct this research.

3. Drs. Sri Marmanto, M.Hum as my thesis consultant. Thank you so much for the guidance, attention, advice during the process of finishing this thesis.

4. Prof. Drs. MR. Nababan, MA. M.Ed. PhD as my academic supervisor, for the assistance during the academic period.

5. Lecturers of English Department for teaching and sharing knowledge. It has been a great experience of being the student of English Department.

6. My lovely Ibu & Bapak. Thank you for always supporting me in finishing my the sis though you didn’t even know what I was writing about. Unexplainable thanks for your endless love, care, pray and support given to me. Mbak Adin, thanks for always supporting me and motivating me.

Let’s build the family. My twin brother, Adek Azhar&Azwar, be strong boys.

I love you…

7. My sisters in Solo: Mbak Lupi, thanks for downloading the film, I almost give up in searching. Hesti, good luck for you. Elly, may Alloh shows the best way for you. Iin, Happy Wedding, Siwi (my twin) take care.

8. My best friends: Desi, thanks for your support and motivation in finishing this thesis, you always there right beside me. Dwi, the mature one, I miss you. Such a nice nicknames, Bui, Busi, and Buku. I’m gonna miss you all.

9. My old friend, Anip Chan, what a wonderful friendship. Thanks for always listening me for. Don’t forget our togetherness for these 13 years.

10. All of my friends in English Department 2003. Sorry, I can not mention your entire name here, but thanks for everything.

11. Last but not least, my dearest fellow, Hya (“;) Ha. You make me happy and sad. I just want to share everything with you. It’s you and only you…

I realize that this thesis is still far for being perfect. I expect for constructive suggestion and criticism from everyone. Nevertheless, I hope this thesis will be useful for those who are interested in such study.

Surakarta, May 2010

Amalia Windardeni

ABSTRACT

AMALIA WINDARDENI. C0303009. 2010. An Analysis of Swearing Word in The Film Entitled “Dangerous Minds” (A Socio-Pragmatics Study).

Thesis: English Department of Faculty of Letters and Fine Arts. Sebelas Maret University.

This research aims at finding types of swearing word employed by the characters in the film “Dangerous Minds”, and at knowing the way and reason of the characters in employing it.

This research is a descriptive qualitative research that refers to the method which formulates the conclusion by collecting, classifying, and interpreting the data of the research.

The source of the data is the film entitled “Dangerous Minds” with its script of film found in the internet. All of the utterances containing swearing word

employed by the characters in the film entitled “Dangerous Minds” are used as the data of the research. This research applies total sampling technique. There are 53 data of swearing words found in 33 dialogues.

Derived from the analysis, the research concludes that: 1) there are six types of swearing words employed by the characters in the film entitled “Dangerous Minds” namely Religion, Anatomy, Excretory, Stupidity, Animal, and General. 2) The analysis of the data shows that the most swearing word employed by the characters exists in equal status of participants’ scale. It is found that the

most swearing word expressed in high tone. 3) There are several reasons of the characters in the film employ swearing words. The reasons are: to express anger, to express annoyance, to mock, to create attention, to deny, to show pleasure, to refer to something bad, to express pleasure, to insult, to express dislike, and to show intimacy.

It is expected that this research will give benefit for other researchers who are interested in studying Socio-Pragmatics especially dealing with swearing words. They can analyze it from different domain of language use, such as friendship domain, employment domain and the other.

CHAPTER I INTRODUCTION

A. Research Background

Communication has an important role in society. Without communication, people cannot understand each other and they cannot fulfill their need. In order to have a good communication with people, they require

a device to express their ideas or feelings. Therefore, language plays an important role in the society. Wardhaugh states that language allows people to say things to each other and express communication needs (1986:2).

Language is a device to communicate with others. People use language for many purposes such as providing information, giving commands, expressing feelings, social talking, world play, and poetry (Aitchison, 1996:17). Through language people can maintain their daily activities. People can give and exchange information to other people. Hence, language cannot

be separated from human‟s life. People express their feeling also using language. Expressing feelings here can be anger, happiness, disappointment, surprise, frustration, and so on. In expressing these feelings, people have many ways, and one of them is uttering swearing words.

Swearing words have evolved over many thousands of years ago to represent human expressions. Andersson and Trudgill suggested that swearing can be defined as a type of language use in which the expression (a) Swearing words have evolved over many thousands of years ago to represent human expressions. Andersson and Trudgill suggested that swearing can be defined as a type of language use in which the expression (a)

references to God in oaths were taboo. The reference to sexuality and bodily function is also taboo. Recently, the use of swearing words was changed and more accepted by society, the words that considered as taboos are no longer taboo anymore (Bryson, 1991).

Nowadays, the uses of swearing words become more popular as can be seen in daily life as well as in media such as television, radio and film. In the film entitled “Dangerous Minds”, a drama genre film, there were some swearing words expressed by the characters. The setting of this film is in a high school where the students frequently express swearing words to other students and even to their teachers. In the film, swearing words are not only expressed by students but also by the teachers, it is found that swearing word is expressed by a teacher to students and even to a headmaster.

The phenomenon is in contrast to Wright definition about school, he states that a school most commonly as a place for learning. It can also be called as an institution for the instruction to children or people under college age. It must have teachers and students because there is a teaching and learning activity at school. In education, teachers are those who are enrolled in educational institution. (1997:10) It can be said that school is a place where The phenomenon is in contrast to Wright definition about school, he states that a school most commonly as a place for learning. It can also be called as an institution for the instruction to children or people under college age. It must have teachers and students because there is a teaching and learning activity at school. In education, teachers are those who are enrolled in educational institution. (1997:10) It can be said that school is a place where

In the film entitled “Dangerous Minds” there are various kinds of swearing words expressed by the characters. The dialogue below is the example of the use of swearing words;

1. The conversation takes place in the classroom and runs in informal situation. The participants are Bates and Durrell. There is no superiority between them and their relationship is close. The teacher teaches about Karate. The topic of conversation is about the spelling.

Bates : What's "karate"? (Asks the teacher) Durrell : Karate, you stupid asshole (06/Animal/Dlg03/Equal). You're idiot (07/Stupidity03/Dlg/Equal). Bates

: (remains silent)

The teacher writes down the subject in the blackboard and Bates asks in wrong pronunciation. He spells karate {k r t}. Here Durrell tries to make

a correction to Bates. Directly he says karate {k „r :ti} in the right one. Durrell is very annoying to Bates that he could not rightly spell the pronunciation. For that reason, Durrell expresses swearing word asshole and idiot . The word is categorized as anatomy and the later is categorized as stupidity. Stupidity is a quality or state of being stupid, or an act or idea that exhibits properties of being stupid.

Durrell expresses it in high tone and mocking face. It is clear that Durrell employs swearing word asshole to insult Bates. To the rest of the English speaking world, the word ass is still interpreted as donkey. Donkey is the common term interpreting stupidity. Durrell is one of the brightest students, that is why he wants to degrade Bates. Moreover, he also uses the word idiot. The sentence “You’re idiot” strengthen Durrell‟s expression to insult Bates. Therefore, the reason of the character expresses swearing words in this conversation is to insult someone.

2. The conversation is conducted by Louanne and PJ. There is superiority between them since PJ as the student or the subordinate and Louanne as the teacher or the superordinate. Their relationship is starting to get closer. The conversation takes places in the classroom.

PJ : Honorable sensei. Hmm. It‟s obvious that "homeboy" is a noun.

Louanne: Noun is correct! PJ

: Well, give me my damn (15/Religion/Dlg09/Sub-Super) candy bar.

Louanne: (Smiles and throws the candy bar) PJ

: Whoo! Thank you. (Catching the candy bar) In English vocabulary class, Louanne asks the students to mention a sentence and its function. She gives a candy bar for those who can answer the question correctly. This time PJ raises his hand and mentions that homeboy is

a noun. Louanne says that his answer is correct. PJ is glad to hear that, and

he expects a candy bar.

In the dialogue above a swearing word damn is uttered by PJ. Damn is categorized as Religion. The word, damn refers to the rewarded candy bar. PJ answers the question correctly; as a result he expects a candy bar like the other. He expresses this swearing word in low tone and funny face. Damn uttered by PJ here is not aimed to show hatred to Louanne but be satisfied with what he has achieved. It is difficult to teach the academy class, however Louanne has been successfully taking her student‟s heart; she makes the

teaching-learning activity more attractive by rewarding candy bar for the students.

It is clear that the reason of expressing swearing word in this dialogue is to expect something from the student to the teacher. In addition, PJ still respects to Louanne by addressing her Honorable Sensei and saying thank you after receiving candy bar.

As a member of educational institution, the students should obey and respect to their teacher. However, in the film entitled “Dangerous Minds” there are some swearing words expressions delivered from subordinate (students) to superordinate (teachers). Furthermore, the uses of swearing words expressed by the characters seem to be influenced by social dimension such as relationship between the speakers, status, power, and situation.

From the examples above, it can be seen that the uses of swearing words have various functions. The ways of swearing words expressed and the situational background of the dialogues determine the reason of swearing words employed by the characters. The phenomena about swearing word are From the examples above, it can be seen that the uses of swearing words have various functions. The ways of swearing words expressed and the situational background of the dialogues determine the reason of swearing words employed by the characters. The phenomena about swearing word are

“An Analysis of Swearing Words in the Film Entitled DANGEROUS MINDS”

B. Problem Statements

Based on the research background, the problem statements are arranged as follows:

1. What types of swearing words are employed by the characters in the film entitled “Dangerous Minds”?

2. How do the characters in the film entitled “Dangerous Minds” employ swearing words?

3. Why are swearing words employed by the characters in the film entitled “Dangerous Minds”?

C. Problem Limitation

The research explores about swearing words. The research will focus only on English verbal swearing, thus the non-verbal swearing from other languages will be excluded from this research. Swearing reflects someone‟s The research explores about swearing words. The research will focus only on English verbal swearing, thus the non-verbal swearing from other languages will be excluded from this research. Swearing reflects someone‟s

of affairs, person, or objects. Other speech acts are out from this research. The researcher takes the film entitled “Dangerous Minds” as the source of data. Therefore, the data are the dialogues containing of swearing words expressions.

D. Research Objectives

The research is conducted to find out the answers of the problem statements. The research objectives are as follow:

1. To find out the types of swearing words employed by the characters in the film entitled “Dangerous Minds”

2. To know how the characters in the film entitled “Dangerous Minds” employed swearing words.

3. To find out the reasons of swearing words employed by the characters the film entitled “Dangerous Minds”.

E. Research Benefits

This research is expected be beneficial to:

1. The reader

The research will give an understanding to the students about swearing words.

2. Other Researchers The research will encourage other researchers to conduct more

comprehensive study about swearing words.

F. Research Methodology

The research employs a descriptive qualitative method. Bodgan and Taylor in Moleong define that a qualitative methodology refers to the research procedure which brings about descriptive data both in written or spoken forms available to be examined (2001:3). The research uses descriptive method because the researcher collects the data, makes an analysis and draws the conclusion (Moleong, 2001:6).

The researcher analyzes the data using sociopragmatics approach. Therefore the data of this research are all of dialogues containing swearing words in the film Dangerous Minds.

G. Thesis Organization

This thesis is organized into the following chapters and sub-chapters:

CHAPTER I : INTRODUCTION which covers: Research Background, Problem Statements, Problem Limitation, Research Objectives, Research Benefits, Research Methodology, and Thesis Organization.

CHAPTER II : LITERATURE REVIEW which covers: Sociolinguistics, Ethnography of Communication, Pragmatics, Socio- Pragmatics, Social Dimension, Domain of Language Use, Swearing Words, Film Theory, and Film Synopsis.

CHAPTER III : RESEARCH METHODOLOGY which covers: Type of Research, The Source of Data, Sample and Sampling Technique, Equipment of The Research, Technique of Collecting Data, Data Coding and Technique of Analyzing Data.

CHAPTER IV

: ANALYSIS and DISCUSSION

CHAPTER V : CONCLUSION and SUGGESTION

CHAPTER II LITERATURE REVIEW

A. Sociolinguistics

1. Definitions of Sociolinguistics

Sociolinguistics is the study of the relationship between language and society. Sociolinguistics explains why people speak differently in different social context, and they are concerned with identifying the social function of language and the ways it is used to convey social meaning. Examining the way people use language in different social context provides information Sociolinguistics is the study of the relationship between language and society. Sociolinguistics explains why people speak differently in different social context, and they are concerned with identifying the social function of language and the ways it is used to convey social meaning. Examining the way people use language in different social context provides information

Moreover, Hudson explains sociolinguistics as the study of language in relation to society, implying that sociolinguistics is the light, which employs the nature of language in general or on the characteristics of some particular language. (1996:4)

Another definition of Sociolinguistics is given by Chaika. According to Chaika, Sociolinguistics is the study of the ways people use language in social interaction of all kinds. It means that Sociolinguistics deals with how people use language to maintain interactions with other in any kind of situation (1994:3).

In addition, Spolsky defines that sociolinguistics is the field that studies the relation between language and society, between the users of language and the social structures in which the users of language live. It is a field of study that assumes that human society is made up of many related patterns and behaviors, some of which linguistics (1998:3).

The definitions above have the similar concept with sociolinguistics, such as the relationship between language and society. It can be concluded that sociolinguistics is a branch of linguistics that is interested in the relationship between language and society and concerned with the social function of language in relation to speech community in social interaction.

2. Scope of Sociolinguistics

Fishman (1972) categorizes Sociolinguistics into two studies, which are known as micro-sociolinguistics and macro-sociolinguistics. Micro- sociolinguistics concerns with the study of the language in specific speech communities. Meanwhile, macro-sociolinguistics concerns with the study of language history and development in this scope of society in general. It can be said that macro-sociolinguistics studies the use of languages involving large group of speakers. It focuses on the society rather than individuals.

According to Trudgill, micro-sociolinguistics is a term sometimes used to cover the study face to face interaction, discourse analysis, conversation analysis and other areas of sociolinguistics involving the study relatively the small group of speaker (1992:52). On the other hand, macro-sociolinguistics is a term sometimes used to cover secular linguistics, the sociology of language, and other areas involving the study relatively large group of speakers (ibid:51)

The focus of the discussion is swearing word employed by the characters in the film entitled “Dangerous Minds”. Therefore, the researcher

takes micro-sociolinguistics as the frame of the study. Thus, all of the theories used are under the scope of micro-sociolinguistics.

B. Pragmatics

Traditionally, Pragmatics is defined as the study of language use (Levinson, 1983) but now the definition of Pragmatics is more complex.

Pragmatics is considered as a study of linguistics meaning which is related to context. There are some definitions which reveal the close relation between language and context in the understanding of language meaning.

According to Yule (1996:4), pragmatics is the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or

reader). In studying Pragmatics, one can talk about people‟s intended meanings, their assumptions, their purposes or goals, and kinds of action that they are performing when they speak (Yule, 1996).

According to Leech (1983) the term Pragmatics deals with both context dependent aspect of language structure and principle of language usage and understanding that have nothing or little to do with language structure. He later defines that as a science, pragmatics is the study of the relation between language and context that are basic account to a language understanding. Here the term of language understanding is used in the way favored by workers in the artificial intelligence to draw attention to the fact that understanding an utterance involves more great deals than knowing the meaning of the uttered words and the grammatical relation between them. Understanding an utterance involves the making of references that will connect what is said to what is mutually assumed or what has been said before.

From the definition above, it can be concluded that Pragmatics is the study of contextual meaning. This type of study necessarily involves the interpretation to what people mean in the particular context and how the From the definition above, it can be concluded that Pragmatics is the study of contextual meaning. This type of study necessarily involves the interpretation to what people mean in the particular context and how the

C. Sociopragmatics

Leech (1983) proposes to subdivide pragmatics into a pragmalinguistics and sociopragmatics component. Pragmalinguistics refers to the resources for conveying communicative acts and relational or interpersonal meanings. Such resources include pragmatic strategies like directness and indirectness, routines, and a large range of linguistic forms which can intensify or soften communicative acts.

Sociopragmatics was described by Leech (1983:10) as “the sociological interface of pragmatics”, referring to the social perceptions underlying

participants' interpretation and performance of communicative action. Speech co mmunities differ in their assessment of speakers‟ and hearers‟ social distance and social power, their rights and obligations, and the degree of imposition involved in particular communicative acts. Sociopragmatics combines pragmatics and sociolinguistics. Sociopragmatics approach is no less than the realization of Ethnography of communication. It can be concluded that sociopragmatics approach is a kind of study under sociolinguistics and pragmatics.

D. Ethnography of Communication

1. The Definition of Ethnography of Communication

The concept of ethnography of communication is advocated by Dell Hymes in 1974. Fasold states that the approach to the sociolinguistics of language in which the use of language in general is related to social and cultural values is called the ethnography of speaking or more generally, the ethnography of communication (1996:39). It can be pointed out that ethnography of communication is the study of the organization of speaking as an activity in human society

Hymes (in Fasold, 1996:39) states that the ethnography of speaking concerns the situation and uses, the patterns and functions of speaking as an activity in its own right. Ethnography of communication concerns the diverse of ways of speaking in different speech community that has to be understood by a speaker in order to communicate appropriately and to make sense of communicative situation within a particular speech community.

Fasold (1996:40) states that the essential concepts of ethnography of communication are the speech community and the units of interaction, which consist of speech situation, speech events, and speech acts. The following is the explanation.

2. Fundamental Notions In Ethnography of Communication

The essential concepts of ethnography of speaking include speech community which has a relationship with speech situation and speech event. The following are the explanations;

a. Speech community

Hymes in Fasold (1996:41) insists that all members of speech community share not only the same rules of speaking but also at least one linguistics variety as well. They share a set of norms and rules for the use of language. It can be pointed out that a speech community is group of people who are tied with at least one variety of language and norms of communication.

Meanwhile, Gumperz in Chaika (1995:309) defines speech community is a group of speakers who share a set of norms about the use of a language or languages. Thus, it can be concluded that a speech community refers to a group of people who share the same rules and patterns for interacting and interpreting.

In order to study communicative behavior within a speech community, it is necessary on working with units of interaction. Hymes (in Fasold, 1996:42) suggests that a nested hierarchy of units called speech situation, speech event, and speech act.

b. Speech Situation

Hymes in Fasold (1996:42) describes speech situations as situations associated with (or marked by the absence) of speech. The situation refers to Hymes in Fasold (1996:42) describes speech situations as situations associated with (or marked by the absence) of speech. The situation refers to

c. Speech Event

Speech events are both communicative and governed by rules for the use of speech. A speech event occurs in a non verbal context. Hymes describes that the term of speech event is restricted to activities or aspect of activities that are directly governed by rules or norms for the use of speech.

A speech event takes place within speech situation and is composed of one or more speech acts. Several speech events can occur successively or even simultaneously in the same situation. For example, a joke might be a speech act that is part of conversation (a speech event), which takes place at a party (a speech situation). (Hymes in Fasold, 1996:42).

d. Speech Act

Speech acts are actions performed via utterances (Yule, 1996:47). Speech acts are described as the minimal term of the set. Searle (in Khafidhoh) states that speech acts are the basic or minimal unit of linguistics communication (2007:24). Meanwhile Austin states that speech acts refers to Speech acts are actions performed via utterances (Yule, 1996:47). Speech acts are described as the minimal term of the set. Searle (in Khafidhoh) states that speech acts are the basic or minimal unit of linguistics communication (2007:24). Meanwhile Austin states that speech acts refers to

1. A Locutionary Act : Indicates the speaker‟s purpose in saying something. It contains the verbalized message.

2. An Illocutionary Act : refers to the force behind the words. It specifies in what way a speaker is using the locution.

3. A Perlocutionary Act: produces sequential effects on the feelings, thoughts, or action of hearers. It is the effect of illocutionary act. To make the definition above clear, the following is the explanation:

A : It is very hot here

B : All right

The act of saying “It is very hot here” is the locutionary act. A requests

B to open the window is the locutionary act. While act of opening the door by

B is the result of understanding on the effect of the utterance (perlocutionary act). Perlocutionary act is non-linguistics act performed as a consequence of the locutionary act and Illocutionary act. The process above is influenced by specific social and situational context and other social factors of communication.

3. Component of speech

Hymes (1974) has proposed an ethnographic framework which takes account into the various factors that are involved in speaking. An ethnography of a communicative vent is a description of all the factors that are relevant in understanding how a particular communicative event achieves its objectives (in Wardhaugh, 1998:242) Hymes uses the word SPEAKING as an acronym for the various factors he deems to be relevant. We will now consider these factors one by one.

a. Situation (S)

Setting refers to the time and place, i.e., the concrete physical circumstances in which speech takes place. Scene refers to the abstract psychological setting, or the cultural definition of the occasion. Within

a particular setting, of course, participants are free to change scenes, as they change the level of formality or as they change the kind of activity in which they are involved (Wardhaugh, 1995:243).

b. Participants (P) Participants include various combinations of speaker-listener, addressor-addressee, or sender-receiver. They generally fill certain socially specified roles. For example, a prayer obviously makes a deity

a participant. In a classroom a teacher‟s question and a student‟s response involve not just those as speaker and listener but also the rest of the class as audience (ibid: 242).

c. Ends (E) Hymes in Fasold states that ends can be divided into outcomes (the purposes of the event from a cultural point of view) and goals (the purpose of the individual participants). In all sorts of bargaining events, for example, the overall outcome is to be the orderly exchange of something of value from one person to the other. The goal of the seller is to maximize the price, while the goal of the buyer is to minimize it (1996:44).

d. Acts Sequence (A) Act sequence consists of message form and context. Message form deals with how something is spoken by participants, whereas message content deals with what the participants talk about or it is simply called a topic of conversation.

e. Keys (K)

Keys refer to the manner or spirit in which a speech act is carried out, for example, whether it is mock or serious, perfunctory or painstaking. Certain keys are closely associated with other aspects of communication, like setting or participant.

f. Instrumentalities (I)

Instrumentalities include both channel and form of speech. By channel, Hymes (in Fasold, 1996:45) simply means the way message travels from one person to another. Probably, the most commonly used channels are oral or written transmission of a message. By forms of speech, Hymes means languages and their subdivisions, dialects, codes, varieties and registers.

g. Norms (N)

Norms are the rules of the interaction and interpretation of the communication. Norm of interaction refers to an underlying set of non-linguistics rules which governs when, how, and how often speech occurs which is commonly have by all communities and varies from one culture to another. Norm of interpretation implicates the belief system of a community. It involves trying to understand what is being conveyed beyond what is in the actual word used.

h. Genres (G) Genres refer to categories like poems, myths, proverbs, lectures and commercial message. It is often the case that different genres have defining formal characteristics. In Hymes‟ view, casual speech act is

not the absence of any genre, but a genre of its own. A speech genre can occur in more than one kind of speech event. For instance, Mass not the absence of any genre, but a genre of its own. A speech genre can occur in more than one kind of speech event. For instance, Mass

sermons.

E. Social Dimension

Social dimension functions as the indication of situation and reflection of purpose, topic, manner, and mood of language use. According to Holmes (1992:376), there are four different reflected dimensions during the communication, namely social distance, social status scale, formality scale, and functional scale.

1. Social Distance Scale

It concerns with participants relationship, how well they know each other, who is talking to whom is an important factor i.e., husband to wife, parents to children, teachers to students or workers to managers. It is used to show group different existence or solidarity between the group members. The solidarity-social distance scale can be shown as follows:

Intimate

Distant

High solidarity Low solidarity Solidarity or social distance is related to language choices during communication. Vernacular forms occur more frequently when there is intimate relationship between the participants. Meanwhile, for those who are High solidarity Low solidarity Solidarity or social distance is related to language choices during communication. Vernacular forms occur more frequently when there is intimate relationship between the participants. Meanwhile, for those who are

2. Social Status Scale

This dimension also concerns with participants relationship which influences the language choices. It accounts for a variety of linguistics difference as a way that signals people‟s status in community. The social

status scale can be shown as follow: Superior

High Status

Subordinate Low Status The way people talk each other reflects their relationship on this dimension. People on higher social group more likely use the standard form of language. The word used in communication can indicate whether a participant is superior, subordinate, or equal.

3. Formality Scale

This dimension accounts for speech variation in different setting or context. Although solidarity and status are usually very influential in determining appropriate language choice, the formality of the setting or speech event can sometimes over-ride them. Formality and informality determine the language choices during communication. The formality scale can be shown as follow:

Formal High Formality

Informal

Low Formality

This scale is useful in assessing the influence of the social setting or type of interaction on language choice.

4. Functional Scale (Referential And Affective)

The function of an interaction can also be an important influence on its linguistics form. The function dimension here covers referential meaning and effective social meaning. The two identified in these scale are particularly persuasive and basic. The linguistics features of a certain interaction with referential meaning are strongly influenced by the information they need to convey; and it can express how someone is feeling. The referential and affective function can be shown as follow:

Information Information Content

Affective Affective

Content

Content

F. Domain of Language Use

An American sociolinguistics, Joshua Fishman, popularizes the term “domain”. He has introduced domain analysis, which describes the use of

language in various institutional contexts in a multilingual society. Fishman in Fasold states that there are certain institutional context called domain, in which one language variety is more likely to be appropriate than another. Domains are taken to be the constellation of factors such as location, topic, and participants (1992:183).

In line with Fishman, Holmes states that domain is clearly a very general concept which draws on three important social factors in code choice-participants, setting, and topic (Fasold, 1992:26). The following table, proposed by Joshua Fishman in Holmes (1992) shows five domains, which can be recognized in many communities.

Table 1

Domain of Language Use

Variety/ Code Family

Domain Addressee

Setting

Topic

Planning a family ------- Friendship Friend

Parent

Home

------- How to play beach Religion

Beach

party

Priest

Church

tennis

-------

Choosing the Sunday Education

Solving the math

Employmen Employer Workplac problem ------- t

e Applying for a promotion

In brief, the norm of domain consists of three aspects in social communication. They are participant, setting, and topic. Fishman classifies domain into five: family, friendship, religion, employment and education. However, the progress of Sociolinguistics study brings to broader and more specific division of kinds of domain such as home, school, office, hotel, market, neighborhood, church, and transaction.

G. Swearing Words

1. The definition of swearing words

Swearing words is a bad language, which is regarded as dirty, vulgar, rude, and offensive word. Andersson and Trudgill state that swearing word is

a bad language wh ich is used to be taboo to be said. “One of the most obvious forms of „bad‟ language is, of course, bad language –in other words, swearing ”. Another definition they provide;

“Swearing can be defined as a type of language use in which the expression (a) refers to something that is taboo and/or stigmatized in the culture; (b) should not be interpreted “Swearing can be defined as a type of language use in which the expression (a) refers to something that is taboo and/or stigmatized in the culture; (b) should not be interpreted

Andersson

and Trudgill

Furthermore, Eckert and Mc Connel states that

“Swearing is widely considered an expression of very strong emotion: anger at specific others or simply deep frustration, often manifest as anger directed at the closest available target. It is viewed as potent language and can indeed sometimes achieves impress ive effect” (2003:181).

Swearing can have meaning “to use words that are rude or offensive as a way of emphasizing what you mean or as a way of insulting someone or something (www.dictionary.cambridge.org/define.asp)

From the definitions above it can be said that swearing means bad language which can be uttered to express strong emotions.

2. Function of Swearing

Crystal (1997:61) says that “it is an outlet for frustration or pent up emotion and as a means of releasing nervous energy after a sudden shock; as

a marker of a group identity and solidarity, and as a way of expressing aggression without resort to violence”. Meanwhile, Asher defines the function of swearing words as an emotional expression: “Swearing reflects a speaker‟s

wrath or frustration towards a person or an object (1994:1512). Based on the definition above, swearing is used to express emotions, not only anger but also surprise, disagreement and even positive thing such as expressing pleasure.

3. Types of Swearing

Hughes (1996:146) provides 7 types of swearing words.

1. Religion

This term is related to God such as Goddamn, damn, hell, Jesus Christ and so on.

2. Anatomy

This term is related to bottom area organs of human‟s body, such as tit, ass, asshole, etc.

3. Excretion

The term „excretory‟ comes from „excrete‟. The words which are related to this term are shit, piss and so on.

4. Stupidity

Stupidity is a quality or state of being stupid, or an act or idea that exhibits property of being stupid. The words which are related to this term are idiot, moron, stupid, etc.

5. Animal

The term refers to kinds of animal which are used to mock or compare people with animal, such as pig you, bitch.

6. General

The term refers to sexual organs and activity. The words relate to this term are fuck, dick, dickhead, motherfucker etc.

7. Genitalia

The term refers to the part of sex organs of human‟s body. The words relate to this term are prick, pillock, cunt, twat and so on.

H. Film Theory

Film is the most popular and affective medium of entertainment. It reflects the desire, needs, fears, and aspiration of a society (Allen and Gomery, 1993:154). As a social representation, film derives its image, sounds, themes, and stories ultimately from their social environment (Allen and Gomery, 1993:158).

The study of film cannot be separated from society as stated by Allen and Gomery as follow: “Furthermore, however indirectly and obliquely, movies are social

representations. That is, they derive images and sounds, themes and stories ultimately from their social environment. In fictional film, characters are given attitudes, gesture, sentiment, motivations and appearance that are, in part at least, based on general notions on how policeman, factory workers, debutante, mother or husband is supposed to act” (1993:153)

In accordance with the relation of society and film, a fictional film also reflects social phenomena as stated by Allen and Gomery:

“In fictional film, characters are given attitudes, gesture, sentiment, motivations and appearance that are, in part at least, based on general notions on how policeman, factory workers, debutante, mother or husband is supposed to act” (1993:153)

From the definition above, it can be concluded that film is a reflection of social life, whatever the kind of film, even a fictional film. A fictional film represents the norm, values, and phenomena of society. It is still life – like depiction of places, people, and object. It is visible and everyday reality. That is why; we will understand that film reflects the aspects of ideology that occur in the society.

I. Film Synopsis

The film entitled Dangerous Minds is a story about a school teacher‟s discovery that it takes more than ABCs to get through a class of “uneducatable” kids. This American drama film is based on the

autobiography My Posse Don't Do Homework by former U.S. Marine Louanne Johnson who took up a teaching position in California. The film is not just about teacher„s experience in teaching the class. It is about the importance to take care of the students and encourage them that they can make a difference.

This is an inspiring account of one teacher's dedication in turning around a group of students that had been pigeonholed as hopeless. She is young, idealistic, and eagerly helping her students in learning. Louanne

Johnson called upon her humor, ingenuity, and Marine training, to turn this formerly neglected group of kids into proud and successful students, as evidenced by their test scores, graduation rates, and attitudes.

When the film opens, a retired U.S. Marine, Louanne Johnson (Michelle Pfeiffer), arrives at Parkmont High School in searching of a job as

a teacher with students from poor, angry minorities from East Palo Alto, California. In this school, she finds a class of tough, street-wise kids, involved in gangs and drugs. The students are so dreadful that they make their old English teacher hospitalized . Louanne Johnson earns a nickname „white bread‟ from her students because of her initially meek demeanor, mall

stature and white skin. When she begins teaching, the students do their usual tricks on her but she takes them as a piece of cake.

To have them put trust and respect on her; she quickly changes her appearance by wearing a leather jacket, teaching karate, and swearing in the classroom. Creating her own curriculum for her „socially challenged‟ but

otherwise extremely bright class, she starts having them read college level texts, using Bob Dylan lyrics to teach poetry and rewarding them trip to amusement park. As soon the kids are aware of how much she cares for them and how much she wants them to graduate, they actually respond to her and start doing their works. Before, the students laugh at Shakespeare, but then she makes it so intense for them that they want to read every single book she wri te. She becomes so popular in the school. She is more than „a teacher‟ for the students. They thank her for teaching them and leading them to the right otherwise extremely bright class, she starts having them read college level texts, using Bob Dylan lyrics to teach poetry and rewarding them trip to amusement park. As soon the kids are aware of how much she cares for them and how much she wants them to graduate, they actually respond to her and start doing their works. Before, the students laugh at Shakespeare, but then she makes it so intense for them that they want to read every single book she wri te. She becomes so popular in the school. She is more than „a teacher‟ for the students. They thank her for teaching them and leading them to the right

CHAPTER III RESEARCH METHODOLOGY

A. Type of Research

This research focuses on the study of analysis of swearing word is a qualitative research. Qualitative research is a type of research which does not include any calculation/enumeration (Moleong, 2004: 3). Bodgan and Taylor in Moeloeng state that qualitative methodology refers to the research procedure which brings about descriptive data in form of written or spoken of words and behavior available to be examined (2004: 4).

This research uses descriptive method. Surakhmad states that a descriptive method is a kind of research method using the technique of searching, collecting, classifying, analyzing the data, interpreting them and finally drawing conclusion (1994:147)

B. The Source of Data

In conducting this research, the source of data is the film entitled “Dangerous Minds”. According to Arikunto (1998:114), a source of data is an

object from which all the data of research are obtained. The data themselves may appear in the form of discourse, sentences, clauses, phrases or words (Subroto, 1992:34). This research explores about swearing words which appear in the dialogues between the characters in the film. It can be said that the data of this research are all utterances containing swearing words in the film entitled”Dangerous Minds”.

C. Sample and Sampling Technique

Sample is a part of the data being observed (Hadi, 1983:70). While sampling technique is a technique which is used by the researcher to select samples out of the data (Hadi, 1983:75)

There are 53 varieties of swearing word expressions found in 33 dialogues in the film entitled “Dangerous Minds”. The researcher applies

total sampling since the researcher takes all of data as the samples. Total sampling is a method of sampling technique where all data are used as the sample (Surakhmad, 1994:100).