ANALYSIS OF DIRECTIVE AND EXPRESSIVE SPEECH ACTS USED BY

BOTH TEACHER-LEARNERS DURING CLASSROOM INTERACTIONS

FOUND IN MOVIES ENTITLED “DANGEROUS MINDS”, “THE RON CLARK

STORY”, AND “FACING THE GIANTS”

Thesis

Presented to Muhammadiyah University of Surakarta in Partial Fulfillment of the

Requirement for Thesis Program in English Department of Post Graduate

Programs of Muhammadiyah University of Surakarta

By

NOVI FITRI PUSPITASARI

S200130048

GRADUATE PROGRAM OF LANGUAGE STUDY OF

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2015

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MOTTO

“With GOD, all things are possible

“Don‟t be trapped in someone else‟s dream

“The greatest pleasure in life is doing what people say you cannot do

“What you think, you become.

What you feel, you attract. What you imagine, you create

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DEDICATION

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ACKNOWLEDGEMENT

Alhamdulillahirabbil ‘alamin. The writer would like to express her deepest

gratitude to The Almighty God, Allah SWT, Who has made everything possible

and also given guidance so that the writer can accomplish this thesis, under the

title of “Analysis of Directive and Expressive Speech Acts used by Teacher-

Learners Interactions in Movies entitled Dangerous Minds, The Ron Clark Story,

and Facing the Giants”.

The writer realizes that the success of writing this research would not be achieved

without the help of many people and institutions. Thus, on this opportunity, the

writer expresses her gratitude and appreciation to:

1. Prof. Dr. Khudzaifah Dimyati, SH, M.Hum, as a director of graduate program

of Muhammadiyah University of Surakarta,

2. Prof. Dr. Markhamah, M.Hum, as the head of Magister of Language Study of

Muhammadiyah University of Surakarta,

3. Agus Wijayanto, Ph.D and Dr. Dwi Haryanti, as the advisors for this thesis

who have guided and advised her during the process of writing this thesis.

Their invaluable comments, corrections, and suggestions have led to

numerous improvements of this thesis,

4. The writer‟s beloved and precious Mother and Father who always give their

endless love, support and prayer,

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5. All of MPB lecturers for all knowledge and guidance,

6. My big family,

7. Her best partner of the world, Indah Eftanastarini, because of your support, I

can keep moving till the end, so let us keep being best friend and do not ever

forget those precious moments we ever created,

8. Her ladies, Teti, Una, Kak Tifa, Heni, Mba Zati, Mba Lia, Impian, Apip, Ochi,

and Niha for the love and the craziness, because being crazy is anti-

mainstream, and

9. All of her friends in Magister of Language Study in Muhammadiyah

University of Surakarta, thanks a lot for the support and the best memories.

The writer realizes that this research paper still far from being perfect, therefore

the constructive suggestion are needed for the progress of the next research. The

writer hopes this research can be beneficial for everyone.

Surakarta, 1 December 2015

The Writer

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ABSTRACT

Novi Fitri Puspitasari. S200130048. ANALYSIS OF DIRECTIVE AND

EXPRESSIVE SPEECH ACTS USED BY BOTH TEACHER-LEARNERS

DURING CLASSROOM INTERACTIONS FOUND IN MOVIES

ENTITLED DANGEROUS MINDS, THE RON CLARK STORY, AND

FACING THE GIANTS. Thesis. Muhammadiyah University of Surakarta.

2015.

The use of speech acts in communication is considered successful if the

interlocutor is able to understand the speakers‟ messages. The current study

focused on directive and expressive speech acts, aimed at identifying its types,

identifying its directness levels and identifying its pragmalinguistics variations

which were found in teacher-learners interactions.

The object of the study was the interactions between teachers and learners

in which the directive and expressive speech acts frequently occur. The sources of

the data were three drama movies entitled „Dangerous Minds‟, The Ron Clark

Story‟ and „Facing the Giants‟. The movies were selected because the most of its

settings took place in classroom.

From the data analyzed, the directive speech acts – commanding,

requesting, suggesting – the most commonly found was commanding and the least

found was suggesting. In terms of the expressive speech acts – thanking,

apologizing, complimenting – the dominant discovered was complimenting and

the least discovered was thanking. The direct strategy is the most compare those

of indirect strategy. With respect to pragmalinguistics variations, there were 8

data of syntactic downgraders and 14 data of lexical/phrasal downgraders. The

result of this study has contribution to the theory of speech acts. In addition, it can

provide the information of how improve the strategy for making successful

communication.

Keywords: directive, expressive, directness levels, pragmalinguistics variations,

speech acts

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TABLE OF CONTENT

COVER ............................................................................................................. i

APPROVAL ..................................................................................................... ii

NOTE OF ADVISOR I ..................................................................................... iii

NOTE OF ADVISOR II ................................................................................... iv

PRONOUNCEMENT ........................................................................................ v

MOTTO ............................................................................................................ vi

DEDICATION ................................................................................................... vii

ACKNOWLEDGEMENT ................................................................................. viii

ABSTRACT ...................................................................................................... x

TABLE OF CONTENT .................................................................................... xi

LIST OF TABLE .............................................................................................. xiv

LIST OF FIGURE ............................................................................................. xv

CHAPTER I INTRODUCTION

A. Background of the Study ....................................................... 1

B. Scope of the Study ................................................................. 7

C. Problem Statement................................................................. 7

D. Objective of the Study ........................................................... 8

E. Significant of the Study ......................................................... 8

F. Research Organization .......................................................... 9

CHAPTER II UNDERLYING THEORY

A. Previous Studies .................................................................... 11

B. Theoretical Review

1. Notion of Pragmatics ....................................................... 23

2. Speech Acts ..................................................................... 24

3. Classification of Speech Acts ......................................... 26

4. Directive Speech Acts

5. Expressive Speech Acts

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6. Directness Levels ............................................................ 31

7. Pragmalinguistics ............................................................ 38

8. Movie .............................................................................. 39

9. Synopsis of Movie .......................................................... 40

CHAPTER III RESEARCH METHOD

A. Research Type ....................................................................... 43

B. Research Object .................................................................... 43

C. Research Subject ................................................................... 43

D. Data and Data Source ........................................................... 44

E. Setting of the Research ......................................................... 44

F. Technique of Collecting Data ................................................ 45

G. Data Coding ........................................................................... 45

H. Technique of Analyzing Data ................................................ 47

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Data Analysis

1. The Types of Directive and Expressive Speech Acts ..... 50

2. The Directness Levels ..................................................... 89

3. The Pragmalinguistics Variations ................................... 120

B. Research Findings ................................................................. 134

C. Discussion of the Findings

1. The Comparison of the Findings with the Theories ....... 145

2. The Comparison of the Findings with the Previous

Study ............................................................................... 148

CHAPTER V CONCLUSION, PEDAGOGICAL IMPLICATION, AND

SUGGESTION

A. Conclusion ............................................................................. 156

B. Pedagogical Implication ........................................................ 157

C. Suggestion ............................................................................. 158

BIBLIOGRAPHY

APPENDIX

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LIST OF TABLE

Tabel 4.1 .............................................................................................................. 88

Tabel 4.2 .............................................................................................................. 119

Tabel 4.3 .............................................................................................................. 133

Tabel 4.4 .............................................................................................................. 136

Tabel 4.5 .............................................................................................................. 139

Tabel 4.6 .............................................................................................................. 142

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LIST OF FIGURE

Figure 4.1 ............................................................................................................. 88

Figure 4.2 ............................................................................................................. 119

Figure 4.3 ............................................................................................................. 133

Figure 4.4 ............................................................................................................. 137

Figure 4.5 ............................................................................................................. 140

Figure 4.6 ............................................................................................................. 144