chapter ii literature review 1. speech · it can be signified by showing facts or ... meanwhile,...
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CHAPTER II
LITERATURE REVIEW
1. Speech
Speech or public speaking has been widely used as a communication
device more than 2,500 years ago (Scheider, et.al, 2015). The first term used by
the people in that era was rhetoric (Foss, 2009). Before all communication tools
like radio, television, newspaper, and any other tools were used, rhetoric was used
to deliver ideas in front of public (Scheider, et.al, 2015). Besides, rhetoric was
defined as a symbol of any means of interaction to commit the listeners by using
such wordings (Crick, 2014). The use of rhetoric is usually associated with
persuasion and elite people. The people used rhetoric to deliver messages and
spread ideas by convincing the audiences (Foss, 2009). Thus, along with the
development of communication, the term rhetoric has a broader meaning in the
context of culture implying that every person can be a rhetorician to persuade each
other (ibid).
Hamid (2011) states that, speech is an oral communication delivered in
front of a mass which does not only consist of informative information but also
persuasive style to persuade the audiences. This shows that speech can have a big
impact in "stirring" people's beliefs, ideas, or point of views about something.
Speech can be used as a medium in which the speaker has an intended to do their
goals in terms of inspirational stories, knowledge, rhetoric, or interest (Ye, 2010;
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Yipei & Lingling, 2013). Thus, speech plays an important role in shaping people's
point of view based on the speaker's intention.
1.1. Types and Purpose of Speech
According to Mark Butland (2012), speech has three main categories,
namely informative, persuasive, and commemorative.
1.1.1. Informative Speech
Informative speech is a speech delivered when the speaker want to inform
and enlighten the audiences about something the speaker want to share.
Informative speech also can be a medium "to increase understanding or awareness
and, perhaps, to create a new perspective" (ibid). Informative speech can be
categorized into three different types. The first type is speech of description which
is used to make a clear depiction of all the things related to the topic. The second
type is speech of explanation, unlike speech of description, this type of speech is
used to explain an abstract topic such as ideas, principles, beliefs, and others. The
last type is speech of demonstration which is used by the speaker to demonstrate
how to do or operate something (ibid).
1.1.2. Persuasive Speech
Persuasive speech is a speech of persuasion which has the objective to
convince the audiences to agree or not agree with one's choice or belief. It
contains a topic that persuades people (ibid). The use of persuasive speech leads
the speaker to "drive" audiences' perspectives to what way the speaker see a
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problem or a phenomenon. In this case, there are some factors that give important
rolesin delivering a persuasive speech such as, the credibility of the speaker, the
way the speaker builds the argument, and the expectations of the audiences
toward the topic. The factors above are used to support the audiences to believe in
the ideas or to take an action (ibid).
1.1.3. Commemorative Speech
Commemorative speech is applied when the speaker want to entertain the
audiences. This kind of speech is delivered in special occasion such as, wedding
party, retirement, celebration day, and the other. The objective of this speech is to
amuse people by using a topic inspiring people or humors to make the speech
alive (ibid).
1.2. The Basis of Persuasive Speech
Aristotle (2007) outlines that there are three types of persuasive speaking's
pillars namely, ethos, pathos, and logos.
1.2.1. Ethos
Ethos points to the character of the speaker which directs to the credibility
of the person in becoming a speaker of persuasive speech. Ethos reflects how the
speaker's level of trustworthiness, enthusiasm, and integrity. It is used to attract
audience's attention in believing of what is said by the speaker so that the
objective of the persuasive speech itself can be gained by having a good ethos.
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1.2.2. Pathos
Pathos refers to emotions of the speaker and the audiences. Pathos
signifies the emotional proof to make a reasonable persuading through emotional
feeling between the speaker and the audiences. The speakers' feeling toward the
topic can show how the sympathy, empathy, fear, love, and other kinds of
emotional experience take a big role in turning audiences' point of view about
something.
1.2.3. Logos
Logos relates to the logical argument of the speaker. How the speakers
provide the logical proofs of their topic is a way to gather audiences' attention to
believe what is believed by the speakers. It can be signified by showing facts or
statistics of the topic delivered by the speakers to make the arguments seem real
and plausible.
2. Systemic Functional Linguistics (SFL)
Systemic Functional Linguistics (SFL) was firstly introduced by M.A.K
Halliday in 1960s. According to Halliday (1985), SFL sees language as a
functional social phenomenon, where every wording contains meaning and
function. SFL views language as a symbol of meaning in which the relation
between wording and meaning is not arbitrary (ibid). SFL focuses on the
semiotics, how language can express different meaning based on the context of
culture and the context of situation (Halliday & Matthiesen, 2004). Meanwhile,
Eggins (2004) states that SFL provides a concept of viewing language as a
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meaning-making device to observe descriptions and interpretations of the text
based on its context.
2.1. Text and Context
Text is something that is uttered or written by people when they speak or
write something (Halliday, 1985). It is a source of grammatical function which
leads to many interpretations of intention behind the wordings in which the
context plays a big role in defining the meaning (Halliday & Matthiesen, 2014).
Grammar itself is complex that it can indicate varied meaning in every different
kind of text which comes from diverse context, such as: social, scientific, politics,
and others (ibid). Furthermore, text is composed by three kinds of functions,
which is called metafunction, namely ideational, interpersonal, and textual
meaning (Halliday, 1985).
2.2. Ideational Meaning
Ideational metafunction indicates the experiences of the participants
involved in the happenings (Santosa, 2003). It plays a fundamental role in clause
rank to construct the grammar which realizes experiences about the world
(Haratyan, 2011). The experiences can be realized through experiential and
logical realizations (Halliday, 1985 & Santosa, 2003). Furthermore, experiential
and logical meaning can be indicated through clause system, nominal group, lexis
system, and transtivity in which process, participant, and circumstance become
the prominent part of the analysis (Halliday, 1985; Santosa, 2003; Halliday &
Matthiesen, 2014).
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2.3. Lexicogrammar
Lexicogrammar is a stratum of wording pointing to the semantic structure
of a text rather than the arbitrary structure of a text (Halliday & Matthiesen,
2014). Lexicogrammar is derived from word lexis and grammar (Santosa, 2003).
It stands in a point between lexis and grammar (Halliday & Matthiesen 2004). It
describes the meaning of the wording in which lexis and grammar are combined
(Halliday & Matthiesen, 2014). It defines the patterns formed in the use of such
lexis and grammar, both of lexical and grammatical selections are important to
analyze meaning in context (ibid).
2.3.1. Transitivity System
Transitivity is a part of experiential meaning defining the experience of
each participant through the analysis of process, participant, and circumstance
(Halliday 1985).Transitivity belongs to the prominent part of experiential meaning
because it traces all the experiences of the participant (ibid). Each types of process
represents different figures such as doing, sensing, behaving, saying, or having
(Halliday & Matthiesen, 2004). In line, Halliday and Matthiesen (2014) states that
along with the existence of a process, the participant and circumstance are
involved in the process itself.
2.3.1.1. Types of Process
Process is divided into six major types that each type represents different
experiences namely, material, mental, behavioural, verbal, relational, and
existential process (Santosa 2003; Halliday & Matthiesen 2014).
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2.3.1.1.1. Material Process
Material process is a process of doing. It represents the action of the
participants by using an effort or putting on some energy. The process is divided
into two parts, process of doing (transitive) and process of happening
(intransitive). The process of doing is discovered by an existence of concrete goal
in form of noun or thing while the process of happening is indicated by an
existence of range implying an extension of process. Besides, the process of doing
is categorized into creative and dispositive. The creative form of process of doing
is realized in the verb showing that the participant is making a goal. Meanwhile,
the dispositive form of the process of happening is represented in the verbs which
do not need an existence of goal. The participants directly involved in the process
are actor, goal, range, and beneficiary. Each category of participant has different
realizations. Actor is realized on the doer of the physical action, goal is referred to
the affected participant, range is an extension of process, while beneficiary is the
participant who receives the services did by the other participant (Halliday 1985;
Santosa, 2003; Halliday & Matthiesen 2014). For example:
The painting on the wall falls
Actor Material Process
Diana sings a song
Actor Material Process Range
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My sister create a bouquet of
virtual flowers
for my friend
Actor Material Process Goal Recipient
My brother make an airplane
papercraft
for his little sister
Actor Material Process Goal Client
2.3.1.1.2. Mental Process
Mental Process is a process of psychological experience of the
participants. It represents the process of sensing: perception, cognition, and
affection. Perception is realized on the verbs experiencing the use five senses.
Cognition refers to the verbs experiencing the use of brain. Meanwhile, affection
is realized on the process of feeling something. Mental process has two
participants namely, senser and phenomenon. Senser is living thing participant
who senses, thinks, and perceives while phenomenon is the one which is sensed,
thought, and perceived in the flow of consciousness. Besides, phenomenon can be
in form of thing (micro), act (macro), or idea (meta). (Halliday, 1985; Santosa,
2003; Halliday & Matthiessen, 2014). For example:
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He knows the cat eating a fish
(macro)
Senser Mental Process Phenomenon
I like chicken soup (micro)
Senser Mental Process Phenomenon
My brother wondered how computer works
(meta)
Senser Mental Process Phenomenon
2.3.1.1.3. Relational Process
Relational process is a process of being. The process is categorized into
two types, identifying relational process and attributive relational process.
Identifying relational process is indicated by an entity that identified the other
entity. The participants of identifying relational process are token and value. Both
of token and value can be the identifiers so that the structure is reversible.
Meanwhile, attributive relational process is a process of giving an attribute to
something. Attributive relational process has two elements, namely carrier and
attribute. Carrier is the one of which an attribute is given. Attribute is something
showing other's quality, possession, or circumstance. Attribute in this process can
be an entity or conflated with the process. Unlike identifying relational process,
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the structure of attributive relational process is irreversible (Halliday, 1985;
Santosa, 2003). For example:
My aunt is a doctor
Token Identifying Relational
Process
Value
The main actor is handsome
Carrier Attributive Relational
Process
Attribute
It pongs
Carrier Attributive Relational Process /
Attribute
2.3.1.1.4. Verbal Process
Verbal Process represents a process of saying. The process can be realized
through the use of verbs which imply a dialog or a flow of information. The
participants of this process are sayer, receiver, and verbiage. Sayer is the one who
says something. Receiver is the one who is targeted by the sayer to grab the
information. The last, verbiage relates to what is said by the sayer. (Santosa,
2003). For example:
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She tells the students a story
Sayer Verbal Process Receiver Verbiage
2.3.1.1.5. Behavioral Process
Behavioral process is a process of behaving. This process is in between
mental and material process. It consists of two types of processes, verbal
behavioral and mental behavioral process. Verbal behavioral process is a process
of doing trough saying while mental behavioral process is a process of doing and
sensing. The participants of verbal behavioral process are behaver, receiver, and
verbiage. In this case, behaver is the participant who behaves in terms of mental
behavior and verbal behavioral process. Receiver is the one who receives the
advices, stories, and others. Verbiage is the entity which is uttered by behaver.
Meanwhile, the participants of mental behavioral process are behaver and
phenomenon. Thus, phenomenon relates to the entity which experiences
something done by the other participant (Halliday, 1985; Santosa, 2003). For
example:
Marry spoke to Tom about their
vacation
Behaver Verbal Behavioral
Process
Receiver Verbiage
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Mark listened to the radio
Behaver Mental Behavioral
Process
Phenomenon
2.3.1.1.6. Existential Process
Existential process is a process of an existence of something. The
participant of the process is existent. Existent refers to the existing entity. This
process commonly indicates by the presence of word "there" as a grammatical
subject. The presence of "there" is used to show the phenomenon of what exists
(Santosa, 2003; Halliday & Matthiesen, 2014). For example:
There is a cat under the table
(Grammatical
Subject)
Existential Process Existent
2.3.1.2. Circumstances
Santosa (2003) states that circumstance is the environment where or how
the process happens. It is categorized into eight kinds of categories:
2.3.1.2.1. Angle
Angle refers to the verbal source of such kind of subject, theme,
discussion, and the other so that the question of "who says" can be answered. It
can be identified by the use of according to, based on, and in my opinion. For
example:
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Based on James' opinion mathematics is fun
Cir: Angle
2.3.1.2.2. Extent
Extent points out the duration of process, including duration of distance
and duration of time. It is associated with the presence of nominal group with
quantifier and unit of measure. This kind of circumstance can answer the
questions of "how long", "how far", and "how many rounds/times". For example:
He goes to school in twenty minutes
Cir: extent
2.3.1.2.3. Location
Circumstance of location shares the explanation of place and time. It can
be examined through the existence of prepositional phrase and adverbial group
which can answer the questions of "where" and "when". For example:
My mother went to the supermarket
Cir: Loc: Place
My father will arrive tomorrow
Cir: Loc: Time
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2.3.1.2.4. Manner
Circumstance of manner comprises means, quality, and comparison:
2.3.1.2.4.1. Means
Means is a circumstance indicating the tools used in the process. The
structure of this circumstance is prepositional phrase which can answer the
questions of "how" and "what with". For example:
She marked the important lines with a red pen
Cir: Manner: Means
2.3.1.2.4.2. Quality
Quality shows how the process works. It is commonly marked by
adverbial groups. It can be checked the questions "how". For example:
My brother drove the car carefully
Cir: Manner: Quality
2.3.1.2.4.3. Comparison
Comparison relates to the circumstance displaying a similarity and
dissimilarity of one participant or process to another participant or process. It can
be identified by the questions "what.....like" and the existence of adverbials: like,
unlike, likewise, similarly, differently. For example:
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Unlike Jane's shirt Betty's shirt is expensive
Cir: Manner: Comparison
2.3.1.2.5. Cause
Circumstance of cause is classified into five types: reason, purpose,
condition, concession, and behalf.
2.3.1.2.5.1. Reason
Reason shows the reason of why such process in the happening happens. It
is expressed by the answer of the questions "why" and "how". It examined the
presence of preposition such as, through, because of, as a result of, due to, and
thank to. For example:
He had a bad grade as a result of his laziness
Cir: Cause: Reason
2.3.1.2.5.2. Purpose
Circumstance of purpose employs the purpose or aim targeted in the
process of the happening. It can be marked by the interrogative form such as,
"what for" which can answer the background or the tendency why such thing is
done. It can be identified by the use of for, in the hope of, and for the purpose of.
For example:
Mother cooked the dinner for us
Cir: Cause: Purpose
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2.3.1.2.5.3. Condition
Condition relates to the certain condition happened in the process. It is
indicated by the use prepositional phrases such as, in case of or in case that can
answer question of "what if". For example:
In case of sickness he didn't come to the party
Cir: Cause: Condition
2.3.1.2.5.4. Concession
Circumstance of concession deals with the concession given in the process
of happening. It can be identified by the existence of inspite of and despite. For
example:
Inspite of her dizziness my aunt traveled to Bali
Cir: Cause: Consession
2.3.1.2.5.5. Behalf
Behalf describes the circumstance for whose behalf something is done. It
can be identified by the existence of prepositional phrase such as, for, for the sake
of, and on behalf of which can answer interrogative form of "who for". For
example:
My brother went to a tournament for the sake of his school
Cir: Cause: Behalf
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2.3.1.2.6. Accompaniment
Circumstance of accompaniment directs to the circumstance which
accompanies the participant of the happening. It shows by the use of with,
without, beside, and instead of. This circumstance can answer questions such as,
"who?" or "who else?". For example:
Our father went overseas without us
Cir: Accompaniment
2.3.1.2.7. Matter
Matter points out the circumstance which shows the matter happened in
the process. It can be seen from the use of preposition about, concerning, with
reference to, in relation to, and others. For example:
They go to a museum in relation to their observation
Cir: Matter
2.3.1.2.8. Role
Circumstance of role shows the role played by the participants in the
process. It is signified by the existence of preposition as, by way of, in the role, in
the shape, in the guise, or in the form of. For example:
As Dave's guardian Harry picked him up in the police
station
Cir: Role
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2.3.1.3. Extra Causer
According to Santosa (2003), extra causer is the agents of the processes
which is apart from the participants mentioned above. Extra causer is divided into
four classes.
2.3.1.3.1. Initiator
Initiator can be indicated by the verbs such as make, let, and get (x) do.
For example:
The children make the babies cry
Initiator Pro- Actor -cess
2.3.1.3.2. Inducer
Inducer is expressed through the use of verbs such as persuade, convince,
assume, and satisfy. For example:
Thomas convinces his nephew the game is fun
Inducer Process Senser Phenomenon
2.3.1.3.3. Attributor
Attributor can be showed through the existence of verbs such as make,
keep, leave, and drive. For example:
The passengers keep the cabin neat
Attributor Process Carrier Attribute
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2.3.1.3.4. Assigner
Assigner is signified by the verbs such as elect, name, vote, call, and make.
For example:
They name the cat Daisy
Assigner Process Token Value
2.3.2. Clause System
Santosa (2003) outlines that clause can be divided into two types namely,
minor clause and major clause. Minor clause relates to the clause which does not
have any processes involved in the happening. Meanwhile, major clause is
classified into two class: simplex clause and complex clause. Simplex clause is a
clause which consists of one process while complex clause is a clause composed
by two or more processes. The clause complex, according to Halliday (1985), can
be analyzed in terms of logical relation by seeing the interdependency system and
the logico-semantic system of the clause.
2.3.2.1. Interdependency System
Interdependency system is categorized into two categories namely,
parataxis and hypotaxis. Parataxis describes the relation between independent
clauses in a complex clause in which the independent clauses have the equal
status that can initiate one another. It is analyzed based on the initiating and the
continuing of the independent clauses. Parataxis is expressed by numerical
notation (1,2,3,...). On the other hand, hypotaxis points to the relationship between
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dependent clauses in terms of its dependent and its dominant. It is expressed by
Greek letter (α, β, γ, δ,...) (ibid). For example:
- Paratactic structure: My mother said: "You're little sister reads a book"
1 My mother said:
2 "You're little sister reads a book"
- Hypotactic structure: My mother said that my little sister read a book
α My mother said
β that my little sister read a book
2.3.2.2. Logico-semantic Relation
Logico-semantic relation can be divided into two prominent parts, namely
expansion and projection (ibid). In line, Halliday & Matthiesen (2004) states that
expansion refers to the relation between relational clauses in a complex clause
whether it is elaboration, extension or enhancement. Elaboration directs to
something that is said in a different way, giving a more detail explanation or
giving a comment. Extension refers to the expansion of one clause to another in
terms of adding information, alter and oppose the statement. Enhancement points
to the expansion of the circumstance of time, reason, purpose, condition, and
concession. On the other hand, projection relates to the verbal projection
(locution) and mental projection (idea) in a complex clause (Halliday, 1985 &
Santosa 2003).
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Moreover, Halliday (1985) proposed that every different type in the
logico-semantic relation has its own symbol. In expansion, equals (=) is used to
expressed elaboration, plus (+) is used to show extension, and multiply (x) is used
to indicate enhancement. Moreover, in projection quotes are used to symbolize
locution and idea. Double quotation mark (") is used to expressed the verbal
projection while single quotation mark (') is used to show mental projection. For
example:
- Expansion
a. Elaboration: My brother didn't sleep, he read a book
1 My brother didn't sleep
=2 he read a book
b. Extention: My classmate is tall, but she is too thin
α My classmate is tall
+β but she is too thin
c. Enhancement:
1 He had a breakfast
x2 then he went to school
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- Projection
a. Locution: The A team said "We won"
1 The A team said
"2 "We won"
b. Idea: My friend assumed that she got a good grade
α My friend assumed
'β that she got a good grade
2.3.3. Nominal Group
Halliday (1985) states that nominal group refers to expansion of word, in
form of noun. Nominal group can be divided into three main parts namely, pre-
modifier, noun head and post-modifier. Pre-modifier consists of deictic,
numerative, epithet and classifier. Noun head directs to the prime noun of the
group which is described by modifier and post-modifier. Meanwhile, post-
modifier is comprised by qualifier (ibid).
2.3.3.1. Deictic
Deictic refers to the reference attached in the noun which shows the
definiteness and indefiniteness of the noun. It can be realized by some articles,
such as, a, the, their, my, her, his, our, and others (Halliday 1985; Santosa; 2003).
For example:
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His brother is a linguist
Deictic
2.3.3.2. Numerative
Numerative is a part of pre-modifier describing the number or the order of
thing. It can be identified by articles such as, some, a, an, few, many, one, two,
three, and others (ibid). For example:
There is a cat in the yard
Numerative
2.3.3.3. Ephitet
Ephitet correlates to the pre-modifier describing things in regard to its
color, shape, condition, and size. It can be recognized by the presence of
adjective, present participle, and past participle (ibid). For example:
- She meets a handsome boy
Ephitet (adjective)
- A smoking man walks accross us
Ephitet (present participle)
- She is searching for her lost book
Ephitet (past participle)
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2.3.3.4. Classifier
Classifier points to the pre-modifier showing the classification of the noun
in terms of its origin and its function. It can be signified by noun, adjective, and
gerund (ibid). For example:
- They talked in Mayan language
Classifier (noun)
- She read a business book
Classifier (adjective)
- We will go to the swimming pool
Classifier (gerund)
2.3.3.5. Qualifier
Qualifier describes the post-modifier giving the additional information
about the noun head. It is realized by adjective clause, present participle phrase,
past participle phrase, infinitive phrase, adjective phrase, prepositional phrase, and
ordinal or cardinal number (ibid). For example:
- My brother is the one who is wearing a brown shirt
Qualifier (adjective clause)
- The children playing in the rain have to go home soon
Qualifier (adjective phrase)
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- The bookstore near the school is crowded
Qualifier (prepositional phrase)
2.3.4. Lexis
According to Santosa (2003), lexis refers to the social verbal process or
text which employs analysis of meaning in context. Lexis is different from lexicon
which implies free words without giving any relation to its context. Lexis in
Systemic Functional Linguistics employs three kinds of metafunction, ideational,
interpersonal, and textual meaning. In ideational meaning, lexis realizes the
experience which describes the experiential reality of the participant. In terms of
interpersonal meaning, lexis shows the attitudes of how the participant puts an
intention behind the lexis. Lexis of textual meaning is realized on congruent and
incongruent lexes.
In this research of ideational meaning on Angelina Jolie and William
Hague speeches, the analysis of lexis is based on the experiential meaning. The
descriptive and attitudinal lexes are compared and identified in this research.
Thus, both of descriptive lexis and attitudinal lexis are used to see the experiential
reality behind the wordings. Descriptive lexis implies the real meaning of the
word rather than the intention or opinion attached by the participants like what is
realized on attitudinal lexis. For example, here are the examples of analysis of
descriptive and attitudinal lexes in the opening of Angelina Jolie and William
Hague speeches:
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- Angelina Jolie's Speech
"It is wonderful to be back in Sarajevo, and a real privilege to be speaking
to you today"
No. Lexis Descriptive Attitudinal
1 It √2 Wonderful √3 Sarajevo √4 Real privilege √5 You √6 Today √
- William Hague' Speech
"Thank you Deputy Defence Minister for that kind introduction.”
No. Lexis Descriptive Attitudinal
1 Thank √2 You √3 Deputy Defence Minister √4 Kind introduction √
As can be seen above, Angelina Jolie's opening speech contained two
attitudinal lexes while William Hague's speech contained an attitudinal lexis when
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the rests are descriptive lexes. It shows that man and woman may would have
different intentions in the same expression on the opening of the speeches which
need to be explored deeper.
3. Language and Gender
Gender is a social and cultural construction which is resulted from
biological and psychological differences of men and women (Mikkelson, 2009 &
Wolf, 2009). The relation of gender and language, lately, is widely discussed by
researchers around the world. It is believed that men and women have different
ways in using language as a means of communication (Holmes, 2005).
McDermott (2009) argues that people choose their own explanation about
something that is affected by implicit intentions. Thus, men and women,
according to Lakoff in Holmes (2005), have different characteristics when having
an interaction. He pointed out that women's talk is characterized by apologies,
indirect request, tag questions, qualifiers, polite commands, precise color terms,
absence of coarse language and less speaking, more listening. He concluded that
women's conversation is more tentative and submissive rather men's conversation.
Moreover, Tannen (1990) argues that the aim of women's talk is a connection
between the speakers while men's talk aims to receive social status, give
influences and maintain independency in society.
4. Genre
Martin (1992) & Hasan (1995) defines genre as a text proposed by social
culture outlining the social function and social meaning in which the grammar and
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context of a text are mixed together. There are two kinds of genre, macro genre
and micro genre (Martin, 1992). Macro genre refers to the combination of two or
more micro genre in a text (Santosa, 2003). Meanwhile, micro genre is
categorized into two categories: story genre and factual genre (Martin, 1992).
Story genre relates to the text which of the function is to amuse and entertain the
reader through the identification social phenomena, such as: recount, anecdote,
exemplum, and narrative (Santosa, 2003). Factual genre refers to the text
exploring the facts of happening in the community, including description, report,
exposition, discussion, recount, procedure, explanation, and exploration (ibid).
In addition, the genre analysis of this research is exposition genre which is
included in the factual genre. Santosa (2003) states that exposition contains of
arguments to solve of a problem which do not have an exact structure. The
generic structure of exposition is thesis, arguments, and reiteration. Thus, this
study analysis will be categorized based on the generic structure of exposition text
since the speeches are included in exposition genre.