THE ANALYSIS OF COMMAND IN THE NOVEL “THE RED PONY” BY JOHN STEINBECK (A Socio-pragmatics Approach)

THE ANALYSIS OF COMMAND IN THE NOVEL “THE RED PONY” BY JOHN STEINBECK (A Socio-pragmatics Approach) THESIS

Submitted As a Partial Fulfillment of Requirements For the Sarjana Degree in English Department Faculty Letters and Fine Arts Sebelas Maret University

By: Dionisia Diantisari

C 1306518

ENGLISH DEPARTMENT FACULTY OF LETTERS & FINE ARTS SEBELAS MARET UNIVERSITY SURAKARTA 2010

THE ANALYSIS OF COMMAND IN THE NOVEL “THE RED PONY” BY JOHN STEINBECK

(A Socio-pragmatics Approach)

By: DIONISIA DIANTISARI

C1306518

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

Thesis Consultant

Agus Dwi Priyanto, SS, M.CALL NIP. 19740818200012 1 001

Head of English Non-Regular Program

Drs. S. Budi Waskito, M.Pd NIP. 19521108198303 1 001

THE ANALYSIS OF COMMAND IN THE NOVEL “THE RED PONY” BY JOHN STEINBECK (A Socio-pragmatics Approach)

By: DIONISIA DIANTISARI

C1306518

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

On 18 th February 2010

) Chairman

1. Drs. S. Budi Waskito, M.Pd

NIP. 19521108198303 1 001

) Secretary

2. Ida Kusuma Dewi, SS,MA

NIP. 19710525199802 2 001

) First Examiner

3. Agus Dwi Priyanto, SS, M.Call

NIP. 19740818200012 1 001

) Second Examiner

4. Drs. Sri Marmanto, M.Hum

NIP. 19500901198601 1 001

Dean of Faculty Letters and Fine Arts Sebelas Maret University

Drs. Sudarno, M.A. NIP. 19530314198506 1 001

PRONOUNCEMENT

Name : Dionisia Diantisari NIM : C1306518

Stated truthfully that the thesis entitled The Analysis of Command in the novel “THE RED PONY” by John Steinbeck is originally made by the researcher. It is neither a plagiarism nor made by other people. The information related to other people’s work are written in quotation and included within bibliography.

If this pronouncement is proved incorrect in the future, the researcher is ready to take the responsibility.

08 Februari 2010

Dionisia Diantisari

MOTTO NO G AIN WITHO UT PAIN DO N’ T WAIT UNTIL TO MO RRO W WHAT YO U C AN DO TO DAY

DEDICATION

I would like t o dedicat e t his t hesis f or :  The Might y J esus Chr ist f or t he guidance and blessing.  My par ent s ~ Thanks f or t he love, t hought f ulness and guidance t hr ough my good and bad days.  Ever yone ar ound me who gives t heir suppor t and love.

ACKNOWLEDGEMENT

First of all, I would like to thank to the Savior, Jesus Christ with all my strength, heart and soul. Thank you for the blessing through my day to accomplish my thesis and I confess that this thesis still far from completion. I also want to give thank to Mother Mary because of her love and grace. I would like to express my gratitude to all of the people who helped me to finish this thesis:

1. Drs Sudarno, MA, the Dean of Faculty of Letters and Fine Arts, Sebelas Maret University.

2. Drs. S. Budi Waskita, M.Pd, as the Head of English Non-Regular Program and my academic consultant, who has given permission to have examination for my thesis and helped me during my academic years.

3. Agus Dwi Priyanto, SS, M.CALL as my thesis consultant who has given guidance, critical advices and precious contributions to me from the beginning of the process of thesis writing until completing it.

4. My beloved Papa and Mama for your great love, support, attention, patience, and prayer given to me. I am proud of being your daughter.

5. My brother, Ant o and Char les for all of the wonderful support and love.

6. All of the lecturers of English Non-Regular Program for the guidance and the lecture.

7. David and his f amily, thanks for your love, care and support all this time.. I wish we can have a better relationship and there is no distance between me

and your family because I love them..

8. My best friends Mba Dee and Nata. I have wonderful time when we spend time together. Thank to be my good friends in sad and happy. I always hope we will be best friends forever.

9. Ata, Dian, Lasi, Ita, Rani and Widya thanks for giving me support, motivations and pray.

10. All of my friends in Non Regular Program : Pahmie, Yaya, Tutik, Wahyu, Tiwi, DJ, Ayu, Beta, Mb Diong, Niken, Fitri Y, Fitri Q, Mas Bayu, Ngadiyo, Bang Riza, Susi, Inul.

11. All librarians in SAC, Faculty Letters and Fine Arts and Center Library of Sebelas Maret University for their professional and generous assists in obtaining the required references.

12. All who have helped me in completing my thesis. Finally, I realize that this thesis still has mistakes and errors. Therefore, I still need any comments and suggestions to make this thesis better. I really hope that this thesis will be useful for everyone who reads it.

Surakarta, 08 Februari 2010

Dionisia Diantisari

ABSTRACT

Dionisia Diantisari. C1306518. 2010. The Analysis of Command in the novel “THE RED PONY” by John Steinbeck (A Socio-Pragmatics Approach). Thesis. English Department, Faculty of Letters & Fine Arts, Sebelas Maret University.

The research is based on Socio-pragmatics study. The aims of the research are to describe the kinds of politeness strategy used by the characters in giving command in the novel “THE RED PONY” and to find out the reasons for choosing certain kinds of politeness strategy.

The research employs the Socio-pragmatics approach with the speech act of commands as the scope of the analysis. This research is a descriptive qualitative research. It employs purposive sampling technique. All the dialogs containing commands are taken as the data. They are 25 data representing the criteria. The data are analyzed with Brown and Levinson politeness theory for the strategy of command and the analysis also considers Holmes’s social dimension and Hyme’s SPEAKING formula.

From the analysis, I find the following results: First, there are three politeness strategies of command employed by the

characters in the novel. The strategies used by the characters by following Brown and Levinson theory, namely Bald On Record, Positive Politeness, and Bald Off Record. The data show that there are 17 data using Bald On Record, 4 data using Positive Politeness and 4 data using Bald Off Record.

Second, there are various factors influencing the characters to employ each strategy. They are the situations happening in the conversation, the relationship between the characters, the social status between the characters and the degree of imposition that may damage the hearer’s face.

From the results, it is expected that the research will give an input to the readers in studying speech act of commands. It is suggested that other researchers

analyze the employment of commands in other classification of speech act. They may attempt to analyze it in many other sources, such as film or dramas.

CHAPTER I INTRODUCTION

A. Research Background

Every human being who lives in this world has to communicate each other to fulfill their own need. Thus, communication is the solution. As a means of communication, language is an effective tool to create communication since it plays an important role to express what people want, need and feel. On the other hand, communication will run well only if the speakers and the hearers understand each other. The speakers should be aware of what they are doing with language because they are talking to someone. Otherwise, the hearers have to understand what the speaker’s intentions are. Therefore, the hearers should know the speaker’s intention in producing an utterance. This is one of the realizations of certain social communication that is related to speech act.

In everyday communication, people select one language variety rather than another to convey their message. In sending their message, they also have to choose certain behavior in order to make the message accepted correctly and does not hurt other’s feeling. Nowadays this study is called politeness strategies. Holmes (1992:296) states “A polite person makes other feel comfortable. Being linguistically polite involves speaking to people appropriately in the light of their relationship to you”. For example when we are with a group of friend we can say directly to them “Shut up!” to command them to be silent. However, when we are surrounded by a group of adults at formal situation, we will say “I’m sorry, I don’t mean to interrupt, would you slow down your voice?” In different social situation, it is obliged to adjust the use of word to fit with the occasion. It means that speaking politeness by using appropriate linguistic choices may make other feel comfortable.

The researcher is interested in analyzing the commands because of the phenomenon which happens in the daily life such as anger, frustration and intolerance between father and mother, parents and their children, boss and employees. That is why the speech act of command is commonly used to show the speaker’s intention to the hearer. The researcher sees in the novel there is a social relationship of the characters that consist of superior and subordinate. The dialogue in the novel may represent the real communication between the characters and thus speech act of command may be found as well.

The Red Pony as the chosen novel is a novel written by American author John Steinbeck portrayed life of a ten-year old boy named Jody Tiflin and also his family. Considering to the phenomena above, people express command form in some ways, directness, indirectness and some

politeness based on context of situation and context of culture and it is expressed differently when people express it with different people and in different situation.

There are some politeness strategies employed by the characters in giving command based on Brown and Levinson theory. The following example may be useful to clarify the background of study.

Billy Buck : Jody. I’ve got to do something you won’t want to see. You run up to

the house for a while.

Jody

: You’re not going to shoot him?

Billy Buck : No, I’m going to open a little hole in his windpipe so he can breathe. His nose is filled up. Jody

: I’ll stay right here.

The conversation takes place in the barn at night. When Jody goes to the barn he sees his horse is gone then he catches the lantern and he finds his horse outside of the barn. After that

he takes the horse into the stall then Jody tries to sleep beside the stall but he can’t because the horse’s breath grows louder and sharper. Jody is glad when Billy comes in to check the horse then

he feels the ears and flanks. Billy says to Jody that he has got to do something that Jody will not want to see so he gives a command to him to go to the house for a while. Based on the dialogue above it can be seen that there is command utterance said by Billy as the super-ordinate to Jody as the subordinate. We can see it from the bold sentence: “You run up to the house for a while” The sentence is in the form of an imperative sentence. He commands to Jody because Billy does not want Jody to see what he would do to the horse.

From the conversation, Billy employs a command directly by applying bald on record strategy that is emergency. The situation is strained because Billy wants to operate Jody’s horse immediately in order to make the horse better. He decides to use the strategy since he has a close relationship with Jody. The influence of closeness relationship between the participants in From the conversation, Billy employs a command directly by applying bald on record strategy that is emergency. The situation is strained because Billy wants to operate Jody’s horse immediately in order to make the horse better. He decides to use the strategy since he has a close relationship with Jody. The influence of closeness relationship between the participants in

Based on the phenomenon above, it is interesting to have a research more about the use of command in the novel “The Red Pony” by John Steinbeck. The speech act command is a part of pragmatic study. Nevertheless, since command is also used for maintaining social relationship, it can not be separated from sociolinguistics. The combination between pragmatics and sociolinguistics is called socio-pragmatics. Sociopragmatics concerns about how the speakers use the language to create and maintain social interaction with others. Therefore, the researcher conducted a thesis entitled “THE ANALYSIS OF COMMANDS IN THE NOVEL “THE RED

PONY” BY JOHN STEINBECK.”

B. Research Questions

1. What kinds of politeness strategies are employed by the characters in the dialogue in giving command in the novel “THE RED PONY”?

2. Why do the characters employ the certain strategy in giving command in the novel “THE RED PONY” ?

C. Objectives

1. To find out the kinds of politeness strategies employed by the characters in giving command in the novel “THE RED PONY”.

2. To find out the reason why the characters in the novel “THE RED PONY” employ a certain strategy.

D. Research Limitation

There are so many speech acts used in the novel so it is necessary to limit this research. This research only focuses the analysis on the command expressions in the dialogue “THE RED PONY” as the object of the study. Besides, it also focuses the analysis of command by using politeness strategy based on Brown and Levinson politeness theory.

E. Research Benefits

Every research done must be useful for other people; at least it will give positive contribution for their surrounding. This research tries to give the benefits as follows:

1. The students of English Department It is important for English Department student to understand deeper in understanding directive especially command in order they can easily issuing command by considering the situation when and where the conversation happen and to whom he or she speaks to.

2. The readers The readers will get more information about command expressions by using politeness strategy. It includes the kinds of politeness strategies in giving command and the reason why the characters employed a certain strategy in the novel entitled “THE RED PONY”.

3. Other researchers It is expected become stimulant for other researchers that will be able to make better research about command expressions by using politeness strategy and they can analyze it from a different point of view and from other data source such as drama and film.

4. The lecturers The result of the study is expected to be useful for the lecturers in teaching socio-pragmatics and pragmatics about command dealing with politeness strategy.

F. Research Methodology

This research employs a descriptive qualitative method. It aims to solve problems by collecting data, classifying data, analyzing data, and drawing the conclusion.

In this research, the source of data is the novel entitled “THE RED PONY. The data are taken from the dialogue containing command expressions. Purposive sampling technique is applied to collect data containing command expressions. For more details, the research methodology will be discussed in Chapter III.

G. THESIS ORGANIZATION

This thesis is organized by some chapters as follows: CHAPTER I

:INTRODUCTION, consisting of Background, Research Questions, Objectives, Research Limitation, Research Benefit, Research Methodology and Thesis Organization.

CHAPTER II :LITERATURE REVIEW, consisting of Sociolinguistics, Ethnography of Communication, Pragmatics, Speech Acts, Directives, Command, The Direct and Indirect Speech Acts, Politeness, The Synopsis of The Novel and Review of Related Study.

CHAPTER III :RESEARCH METHODOLOGY, consisting of Type of the Research, Source of Data, Sample and Sampling Technique, Technique of Data Collection and Technique of Data Analysis.

CHAPTER IV

:ANALYSIS

CHAPTER V :CONCLUSIONS AND SUGGESTIONS

CHAPTER II LITERATURE REVIEW

A. Sociolinguistics

1. Definition of Sociolinguistics Sociolinguistics is concerned with the ways in which social relationships, statuses, patterns, and networks interact with language structure and use (Verschueren, 1999:7). It means that sociolinguistics deals with the influence of society toward the use of language. It concerns with the way people use an appropriate language in a certain community.

Radford (1999:16) states that Sociolinguistics is the study of the relationship between language use and the structure of society. It takes into account such factors as the social backgrounds of both the speaker and the addressee (i.e. their age, sex, social class, ethnic background, etc), the relationship between speaker and addressee (good friends, employer- employee, teacher-pupil, etc) and the context and manner of the interaction (in bed or in supermarket, loudly or whispering, over the phone, etc) maintaining that they are crucial to an understanding of both the structure and function of the language used in situation.

According to Holmes (1992:1), sociolinguistics is the study of relationship between language and society. They are interested in explaining why people may speak differently in different social context and they are concerned with identifying the social functions of language and the ways it is used to convey social meanings.

In the other words, Chaika (1994:3) states that sociolinguistics is the study of the ways people use a language in social interactions of all kinds. It means that sociolinguistics refers to how people use language when they interact with other people for instance how they talk with their friends, families, teacher as well as store keepers, doctors and enemies.

Moreover, Spolsky (1998:32) states that sociolinguistics is the field that studies the relation between language and society, between the use 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 are linguistics.

Furthermore Hudson (1990:1) defines sociolinguistics is the study of language in relation to society. Based on the definition above, it can be concluded that sociolinguistics Furthermore Hudson (1990:1) defines sociolinguistics is the study of language in relation to society. Based on the definition above, it can be concluded that sociolinguistics

2. Scope of Sociolinguistics In analyzing a language, Fishman (1972) is divided sociolinguistics into two studies namely: micro sociolinguistics and macro sociolinguistics. Micro sociolinguistics is one that concerns the study of language in specific communities with the scope of discussion such as the behavior toward language, style of speech, domains of language use, registers, speech act, etc. It also focuses on the study of individuals, the role of each individual in intra group interactions. According to Sumarsono and Partana (2002:15) states that micro sociolinguistics studies who speaks in what variety of language, to whom a speaker speaks to, what is the topics of speaking, in what situation the speaking happens, what is the goal of the speaking, etc. The analysis and description of micro sociolinguistics is closer to linguistic orientation with wider scope.

Otherwise, macro sociolinguistics is the study on sociolinguistics that takes account on the study of language history and development in the scope of society in general. According to Roger Bell in Sumarsono and Partana (2002:15) macro sociolinguistics emphasizes on intergroup interaction. It has wider and bigger scope, concerning to communication between groups in a speech community or even in a country, concerning to language contact in a wide community, language maintenance and other inquiry involving speech community in a big amount.

In this research, the researcher takes micro sociolinguistics as the frame of the study because the focus of the discussion is speech act, especially command used by the characters of the novel “THE RED PONY”.

3. Social Dimensions Holmes (1992:8) states that the social factors and social dimensions influence the choice of appropriate ways of speaking in different social context. Social factors involve four components as follows:

1. The participants: who is speaking and

who are they speaking to?

2. The setting or social context of the interaction: where are they speaking?

3. The topic: what is being talked about?

4. The function: why are they speaking?

Social dimensions are needed to put a framework for discussing a language in its social context and how the language reflects its users and the uses they put it to. According to Holmes (1992:9-10), the four social dimensions are:

1. A social distance, concerned with participant relationships The solidarity/social distance scale is as follows:

Intimate

Distant

High Solidarity

Low solidarity

This dimension takes account for the pattern of linguistic interaction. How well the participants know each other is a relevant factor in language choice. Vernacular forms within

a language occur more frequently in interactions where people know each other well. Standard forms often express social distance between participants. People use different words to different person based on the closeness between them, whether in intimate or distant relationship.

The scale is useful in emphasizing how well we know someone. This is a relevant factor in linguistic choice (Holmes, 1992:12). The closeness between speaker and hearer may influence the language they use in interactions. If the participants have intimate relationship, it will probably emerge high solidarity between them. Otherwise, if the participants are not so close, it will probably emerge low solidarity between them.

2. A status scale, concerned with participant relationships

The status/power scale is as follows:

Superior High status

Subordinate

Low status

The dimension of status/power accounts for variety of linguistic differences in the way people speak. Someone speaks in a way which signals his/her social status and construct the social identity in a community where they live, whether she/he is superior, equal, or subordinate. The status/power scale points to the relevance or relative status in some linguistic choices.

The scale points to the relevance of relative status in some linguistic choices (Holmes, 1992:9). The scale shows vertical differences between speaker and hearer. The language used in interaction may be influenced by the different social status among the participants.

3. A formality scale, relating to the setting or type of interaction The formality scale is as follows:

Formal

High formality

Informal Low formality Formality dimension accounts for speech variation in different setting or contexts. The

formality or informality of the setting influences the use of language. The formality scale is useful in assessing the influence of the social setting or type of interaction in language choices. In a formal transaction such as one with manager in his office, or at ritual service in church, the language used will be influenced by the formality of the setting (Holmes, 1992:10). Official languages are the appropriate varieties for formal government interactions and state occasions. Vernaculars are the languages of informal interaction. In monolingual formality or informality of the setting influences the use of language. The formality scale is useful in assessing the influence of the social setting or type of interaction in language choices. In a formal transaction such as one with manager in his office, or at ritual service in church, the language used will be influenced by the formality of the setting (Holmes, 1992:10). Official languages are the appropriate varieties for formal government interactions and state occasions. Vernaculars are the languages of informal interaction. In monolingual

4. Two functional scales, relating to the purpose or topic interaction

In referential function, language can convey objective information of a referential kind. While in affective function, language is a means of expressing how someone is feeling. In short, the more referentially an interaction is, the less expression of the felling of the speaker is.

Referential

High Low information

Though language serves many functions, the two identified in these scales are particularly pervasive and basic. For example, the conversation about the weather between two stranger sitting side by side in a bus conveys affective meaning. The phatic expression about the weather is intended to break the ice and to open a conversation between the two participants. On the contrary, the weather forecast in television news puts the emphasis on referential meaning because it serves to give important information.

The four social dimensions above are useful to analyze the sociolinguistics variation in different kinds of speech communities and in different context.

B. Ethnography of Communication

1. Definition of Ethnography of Communication

Ethnography according to Hymes (1984:1) is a field of study that is concerned with the description and analysis of culture, and linguistics is a field concerned, among other things, with the description and analysis of language codes.

The ethnography of communication is not simply a study of language structure or grammar. It concerns of how the speakers use utterances, whether to show deference, to get someone to do something, to display verbal skill or to give someone else information which is considered simply outside the concerns of linguistic theory.

Fasold (1996:39) states that the approach to the sociolinguistics of a language in which the use of language in general is related to social and cultural values is called the ethnography of speaking, or generally well known as the ethnography of communication.

Based on two definitions above, it can be concluded that the ethnography of communication concerns the difference 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 situations within a particular speech community.

2. Essential Components of Ethnography of Communication

a. Speech Community

Coulthard (1998:35) gives an opinion about speech community as follows “Any group which shares both linguistic resourches and rules for interaction and interpretation is defined as speech community and it is on such groups that ethnographers of speaking concentrate.” It means that a speech community is a group of people who share at least a single speech variety and have the same rules for interacting and interpreting.

In other words, Gumperz (in Chaika, 1994:309) defines that a speech community is group of speakers who share a set of norms about the use of a language. The member of speech community is unified by norms about the use of language. For example, all New York speakers from highest to lowest status are said to constitute with a single speech community because they also agree on social value of a large number of other linguistic elements.

Southern British English speakers can not be said to belong to the same speech community as New Yorkers since they do not attach the same social meaning (Wardhaugh, 1998:118).

From all the definitions of speech community above, it can be concluded that a speech community is a group of people who use at least a single speech variety and have the same rules for in interacting each other that mutually accepted way among themselves.

b. Speech Situation

Speech situation was defined by Hymes in Fasold (1994:42) as situations associated with (or marked by the absence of) speech, for example: ceremonies, fights, hunts or lovemaking. The situations refer to any cnstellation of statues and settings which constrains the interaction that should or may occur, for example between church and priest, school and teacher, clinic and physician, etc. Speech situations are not purely communicative; they may

be composed of both communicative and other kinds of events. They are not themselves subject to rules of speaking, but can be referred to by rules of speaking as contexts. Such situations can be referred to by rules of speaking as contexts into aspects of setting (or genre). Thus, the speech situation is non-verbal context, which may be composed of communicative behavior within a speech community.

c. Speech Event

The essential thing of a speech event is about one person trying to get another person to do something without risking refusal or causing offense. However, this type of situation does not consist of a single utterance. It is a social situation involving participants, who necessarily have a social relationship of some kind, and who, on a specific occasion, may have particular goals.

Yule defines that a speech events is an activity in which participants interact via a language in some conversational way to arrive at some outcome (1996:57). In other words, speech event involves participants, who have a social relationship of some kind, and it may have particular goals.

Furthermore, Hymes (1974) describes that the term of speech event will be restricted to activities, or aspects of activities, that are directly governed by rules of norms for the use of language. The speech event may consist of a set of speech acts which typically occur in pairs with the first constraining the occurrence of the second and are produced a particular situation.

d. Speech Act

According to Searle (1976:16), speech acts are the basic or minimal units of linguistic communication. Speech act refers to an utterance and the total situation in which the utterance is issued (Austin, 1960:52).

Yule (1996:47) asserts that speech acts are actions performed via utterances. The speaker normally expects that the hearer will recognize his r her communicative intention. The more explanation about speech act will be discussed in the next subchapter.

e. Component of Speech

Hymes (in Fasold 1996:44) has suggested the component of speech, which is labeled, with the one of the letters of the word “SPEAKING”. They are as follows:

a. Situation (S) Situation includes the setting and the scene. The setting refers to the concrete physical

circumstances where speech takes place, including time and place. Scene refers to the abstract psychological setting, or the cultural definition of the occasion.

b. Participants (P) The participants involved in the communication are not only the speaker and the

hearer, but also the addressor and the audience. The distinction between the speakers and the addressor (source) can be seen, for example: when the words of the chief (addressor) are repeats by the spokesman (speaker). The addressor who is not present would be the case, because the addressor is the head of the state whose message is read to the reporter by the hearer, but also the addressor and the audience. The distinction between the speakers and the addressor (source) can be seen, for example: when the words of the chief (addressor) are repeats by the spokesman (speaker). The addressor who is not present would be the case, because the addressor is the head of the state whose message is read to the reporter by the

c. Ends (E)

Ends of a speech act can be divided into outcomes (the purpose of the event from a culture point of view). Goals are the purpose of the individual participant. For example, the personal goal of the seller is to maximize the price while the buyer wants to minimize it. Basically, its goal is to get something by exchange value from one person to another.

d. Act Sequence (A) Act sequence refers to message forms (how something is said) and message content

(what is said). It deals with the precise words used, how they are used, and the relationship of what is said to the actual topic of conversation. Both involve communicative skills that vary from one culture to another, meaning that different cultures cause varieties of message form and message content. Speakers have to know how to formulate speech events and speech acts in their culture appropriately, how to manage changes in topic. For example, causal conversations may discuss fashion (message content) in informal situations between best friends.

e. Key (K) Key refers to the tone, manner, or spirit in which a speech act is performed, whether it

is serious, mocking, sarcastic, and so on. Furthermore, it also refers to the feeling, atmosphere, and attitude. Moreover, the key may be marked by nonverbal action such as certain kinds of behavior, gesture, or posture. The definition of aspects of key is as follows:

1) Tone : It is the general spirit of the scene, such as brave, angry, afraid, etc.

2) Manner : It is the participants’ way of behaving toward others, whether it is polite, impolite, formal, informal, serious, mocking, etc.

3) Feeling : It concerns to emotion indicating happiness, anxiety, shock, anger, etc.

4) Atmosphere : It refers to the feeling that affects the mind in a place or condition, such as good, evil, etc.

5) Attitude : It is participants’ ways of thinking and behaving toward a situation whether it is sympathetic, optimistic, pessimistic, etc.

f. Instrumentalities (I)

Instrumentalities refer to channel and form of speech. Channel is defined as the way a message travels from one person to another whether by oral or written. Messages can also be transmitted by such a means as telegraph, semaphore, and smokes signals or drumming. The form of speech refers to language and their subdivisions dialects, codes, varieties and register.

g. Norms (N) Norms of interaction and norms of interpretation are including in norms. Norms of

interaction refer to non-linguistic rules of when, how, and how often speech occurs in the community. Norms of interaction are determined by the culture of the community. Thus, they are different in each different community. Norms of interpretation implicate the belief system of a community. It involves trying to understand what is being conveyed beyond what is in the actual words used. One has to follow both norms of interaction and norms of interpretation in order to be competent in communicating in a certain culture.

h. Genre (G) Genre refers to categories such as poems, myths, proverbs, joke, lecture, sermons,

editorials, etc. Genres often coincide with the speech event, but genres need to be distinguished from speech events since a speech genre can occur in more than one kind of speech event. A casual genre is not his absence of any genre, but a genre of its own.

C. Pragmatics

Pragmatics is a branch of linguistics study that focuses in meaning of utterances. According to Levinson (1997: 24), pragmatics is the study of the role of context that focuses on meaning of utterances. Further in “The Study of Language” Yule (1996:127) states “when we read or hear pieces of language, we normally try to understand not only what the words mean, but what the writer or speaker of these words intended to convey.” The study of ‘intended speaker meaning’ is called pragmatics.

Yule (1996:4) also states that pragmatics is concerned with the study of utterances meaning in which as communicated by speakers and interpreted by hearers. It focuses on what people mean by their utterances that involve the interpretation of what people mean in a particular context and how the context influences what is said.

From those definitions, it can be concluded that pragmatics is a science that discusses a meaning of language by regarding the relation between language and context. It means that the interaction between the context and language becomes the main study in pragmatics.

D. Speech Acts

1. The Definition of Speech Act

Speech Act is part of pragmatic study. Its theory is widely regarded a central to pragmatics, having originally been developed by the philosopher Austin. Searle (1969: 16) states that speaking a language is performing speech acts, acts such as making statement, giving command, asking questions, making promises and so on. The same idea is also stated by Yule in “Pragmatics”, 1996:47; he defines a speech act as action performed via utterances. Speech act covers action such as apology, complaint, invitation, promise or request.

While, Austin (1960:52) isolates three basic senses in which in saying something one is doing something, and hence three kinds of acts are simultaneously performed:  Locutinary Act

It is an act of saying something. It contains the speaker’s verbalized message.  Illocutionary Act It indicates the speaker’s purpose in saying something. it refers to the force behind the words. It specifies in what way a speaker is using the locution.

 Perlucotionary Act

It produces sequential effects on the feelings, thoughts, or action of hearers. To make the definitions above more clear, the example below may help to clarify: “It’s hot here”

(Thomas, 1995:49) The act of saying “It’s hot here” is the Locutionary Act. Meanwhile, Illocutionary Act or the meaning of the utterance is the speaker might need some fresh air. Finally, Perlucotionary Act effect might be that someone opens the windows.

2. The Classification of Speech Act

Based on Searle’s classification (in Yule, 1996, 53-54), speech act is divided into five categories as follows:

1. Declarations Declarations are kinds of speech acts that change the world via utterances. The speaker has to have a special institutional role, in specific context, in order to perform a declaration appropriately. In using a declaration, the speaker changes the world via words.

For example: Priest: I pronounce you husband and wife.

Referee: You’re out! Jury Foreman: We find the defendant guilty.

2. Representative Representatives are kinds of speech acts that state what the speaker believes to be the case or not. Statement of fact, assertions, conclusions, and descriptions are all examples of the 2. Representative Representatives are kinds of speech acts that state what the speaker believes to be the case or not. Statement of fact, assertions, conclusions, and descriptions are all examples of the

For example:

a. The earth is flat.

b. Chomsky didn’t write about peanuts

c. It was a warm sunny day.

3. Expressives Expressives are kinds of speech acts that state what the speaker feels. They express psychological states and can be statements of pleasure, pain, like, dislike, joy, or sorrow. They can be caused by something the speaker does or the hearer does, but they are about the speaker’s experience. In using an expressive, the speaker makes words fit the world ( of feeling). For example: a. I’m really sorry.

b. Congratulations!

c. Oh, yes, great, mmmm, ssahh!

4. Directives Directives are those kinds of speech acts that the speakers use to get someone else to do something. In this case, the speaker wants to get a future situation in which the world will match his words. Act of commanding, ordering, requesting, suggesting, are all instances of the speaker’s expressing his wants. For example:

a. Give me a cup of coffee! Make it black!

b. Could you lend me a pen, please?

c. Don’t touch that!

5. Commisives Commissives are those kinds of speech acts that the speakers use to commit themselves to some future action. They express what the speaker intends including promise, threat, and pledge.

For example:

a. I’ll be back.

b. I’m going to get it right next time.

c. We will not do that.

E. Directives

1. The Definition of Directives

The way a speaker convey their desire can be in a form of getting someone to do something, meaning that the speaker is employing directives. According to Searle in Levinson (1985:240) gives the notion of directive speech act is the one, which is used by a speaker to make a hearer do something. From those definitions, it can be concluded that directives are all utterances attempt to get someone to do something.

In addition, directives include acts of commanding and requesting that lead to subsequent actions of hearer, most typically in the form of compliance with the directives. To employ directives, a speaker must satisfy the certain felicity conditions as follows (Gordon and Lakoff in Bonvillain, 2003:119):

1. Speaker wants hearer to do act

2. Speaker assumes hearer is able to do act

3. Speaker assumes hearer is willing to do act

4. Speaker assumes hearer wouldn’t do act in the absence of the request According to Holmes (1992: 289), directives can be expressed in some forms that can

be in declaratives, interrogatives and imperatives forms. Generally, interrogatives and declaratives are more polite than imperatives, a great deal depends on intonation, tone of voice and context. The example below may clarify the explanation above:

1. Sit down

2. Could you sit down?

3. You’d better more comfortable sitting down. (HOLMES, 1992:290) From the example above, it can be seen that the attempts to get someone to sit down can be expressed by commanding with imperative form (1)., by requesting with interrogative form (2), and by suggesting with declarative form (3). The utterance (1) is called direct directive and the utterances (2) and (3) are called indirect directives.

2. The Classification of Directives

To make the definition of directives clearer, the researcher classifies the kinds of directives by using Allan’s classification (1986: 199). Allan defines directives into four major classes:

1. Requestives means the speaker requests the hearer to do an action or something. However the addressee gets the chance of not complying. It includes ask, beg, implore, insist, invite, petition, plead and urge, for example: Could you try to talk without moving your lips?

2. Questions means the speaker asks questions to the hearer. This class elicits only verbal response from the addressee. The utterances are attempted by the speaker to get the information from the addressee. It includes inquiry, question, quiz, for example: Do you have chicken for my table?

3. Requirements mean utterances that solicit not only the verbal response from the addressee, but also the non verbal response. The speaker must

be in a position of authority over the addressee. The utterances said by the speaker are the requirement for the addressee to carry out the action. Thus the addressee does not have the chance of not complying the required action including charge, command, demand, dictate, instruct, order, and require, for example: Come here!

4. Prohibits means utterances that count as an attempt by the speaker toward the addressee not to do the certain action including forbid, proscribe, restrict, for example: Don’t lose it!

F. Command

In communication, commands cannot be left by the people. People often employ commands to get someone to do something. In some occasions, commands are very important to be employed, for instance: when a boss commands his employee to do the task or the father commands his son to buy something.

We can also attempt to get people to sit down, for instance, by suggesting or inviting them to do so, or by ordering or commanding them to sit down. Searle includes command into directives in his speech act classifications. Dealing with the structure of the sentence of command, Holmes says that order and command are generally expressed in imperative form. However, polite attempts to get people to do something tend to use interrogatives or declaratives.

Yule (1996:54) defines that there is an easily recognized relationship between the three structural forms (declarative, interrogative, imperative) and the three general communicative functions (statement, question, command/request).

a. You wear a seat belt (declarative)

b. Do you wear a seat belt?

(interrogative)

c. Wear a seat belt!

(imperative)

In (a) speaker states the hearer wears the seatbelt. In (b) the speaker asks a question to the hearer whether the hearer wear the seatbelt or not. In (c) the speaker commands the hearer to wear seatbelt.

Moreover, Chaika (1994:183) states that commands share virtually the same preconditions as questions:

 The speaker who commands has the right and/or duty to command  The recipient of the command has the responsibility and/or obligation to carry out the

command. According to Green in Tsui (1994:92) request and order are different. The difference between order and request is politeness in which request is more polite than order. Lyons in Tsui (1994:92-93) states that request can be impolite but impolite request is not order. The crucial differences between command and request is that a command has the feature ‘unconditional’, meaning that the speaker assumes that the hearer will comply, whereas a ‘request’ has the feature ‘conditional’, meaning the speaker assumes the ‘directive’ will only take effect if the hearer agrees.

Based on the explanations above, it can be concluded that commands are contextually bound. They are interpretable as commands only if the participants are actually in a commanding situation. The duty or obligation to carry out a command need not proceed only from status, but may proceed from the physical circumstances in which the command has been uttered.

G. Direct and Indirect Speech Acts

Direct speech act occurs when there is a direct relationship between structure and a function (Yule, 1996: 55). The speaker expresses his intention explicitly so the hearer can understand and interpret what the speaker wants easily.

The direct speech acts perform their functions in a direct and literal manner (McManis, et.al, 1987:200). They also state that the direct speech acts can be performed (1) by making a direct, literal utterance, or (2) by using a performative verb that names the speech act. For example:

a. Please take out the garbage! a. Please take out the garbage!

According to Allan (1986: 204), in indirect speech act, the speaker communicates to the hearer more than he actually says. It means that the speaker expresses his intention implicitly. According to Jenny Thomas (1995: 143), a variety of reasons have been put forward for the universal use of indirectness, including:

1. The desire to make one’s language more/less interesting

2. To increase the force of one’s message

3. Competing goals

4. Politeness/regard for “face”. Thomas (1995: 124) also states that there are number of factors how indirect speech acts are used, namely: the relative power of the speaker over the hearer; the social distance between the speaker and the hearer; the degree to which X is rated an imposition in culture Y; and relative rights and obligations between the speaker and the hearer.

H. Politeness

Politeness, in an interaction, can be defined as the means employed to show awareness of another person face (Yule,1996:60). Meanwhile, Holmes in An Introduction to Sociolinguistics (1992: 296) states that a polite person makes other person feels comfortable.

In issuing commands, speakers must be expecting positive result from hearers in the form of compliance. However, a speaker cannot employ commands expressions directly at anytime and any situation because he must consider when and where he or she utters the expressions and also consider to whom he or she speaks to. Besides, they also must consider the hearer’s face.