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