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Page 1-18 e-ISSN 3026-0264 ILLOCUTIONARY ACTS ANALYSIS ON SHORT STORY ENTITLED Mr.
KNOW ALL
Ainul Yaqin Sekolah Tinggi Agama Islam Islamic Centre Demak.
Demak.
Indonesia yaqina21@gmail.
Abstract In everyday conversation, while producing utterances people also perform actions via those utterances.
This phenomenon not only occurs in real-life conversations but also can occur in a dialogue of a short story.
The present study was conducted to analyze illocutionary acts in a short story dialogue entitled Mr.
Know All written by Somerset Maugham.
The type of this research was descriptive qualitative The data were the utterances produced by the characters in the story.
The analysis of the data was based on the theory of illocutionary acts proposed by Searle .
The result indicated that the characters performed five types of illocutionary acts in the dialogues.
they are assertive, directive, commissive, expressive, and declarations.
The most frequent illocutionary acts performed in the dialogues were expressive.
Page 1 Keywords: Illocutionary Acts.
Short Story.
Mr.
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INTRODUCTION
Grammar is one of the parts of the language features.
Ariza .
2, p.
identified that teaching grammar in high school experiences problems.
In her study, she found that the teacher did not have enough knowledge to teach grammar using the newest curriculum, independent curriculum.
Besides, grammar is considered an integral part of learning a language.
When students learn a language, they should learn the grammatical rules to raise their grammatical competence.
Grammatical competence is the ability to apply the grammar rules to understand a message and to be understood when sending the message.
This competence is very essential because without understanding the grammatical rules, learners will not be able to use English correctly because they are only at the vocabulary words level (Wong & Marlys, 2012, p.
As a result, teaching grammar is very useful for the students.
Regarding an independent curriculum that implements communicative competence, the teaching of grammar should follow the rule of communicative competence.
Pragmatics is a part of linguistics that deals with language use.
Then, speech acts are also a part of linguistics, but they deal with any act of uttering meaningful By using speech acts, people can make interlocutors to do something.
Therefore, it is important for people, as interlocutors, to understand what the speakers said to avoid unwanted acts later.
Austin in Thomas .
made a three-fold distinction of acts namely locution .
he actual words uttere.
, illocution .
he force or intention behind the word.
, and perlocution .
he effect of the illocution on the heare.
Meanwhile.
Searle .
proposed basic categories of illocutionary acts namely assertive.
Regarding the complexity of illocutionary acts, this study was intended to recognize the type of illocutionary acts performed by the characters and to analyze Page directive, commissive, expressive, and declarations.
Illocutionary Act Analysis on Short StoryA Vol.
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Page 1-18 e-ISSN 3026-0264 the general function of illocutionary acts in the short story entitled Mr.
Know All.
The analysis was based on the categories of illocutionary acts proposed by Searle .
According to Levinson .
in uttering sentences, one is also doing things.
Meanwhile.
Austin originally .
in Thomas .
used the term speech act to refer to an utterance and the total situation in which the utterance is issued.
Then.
Yule .
points out that actions performed via utterances are generally called speech acts and, in English, are commonly given more specific labels, such as apology, complaint, compliment, invitation, promise, or request.
Austin .
in Levinson .
isolates three basic senses saying something is doing something, and hence three kinds of acts that are simultaneously performed:
Locutionary act: the utterance of a sentence with determined sense and Illocutionary act: the making of a statement, offer, promise, etc.
in uttering a sentence, by the conventional force associated with it .
r with its explicit performative paraphrase Perlocutionary act: the bringing about of effects on the audience utilizing uttering the sentence, such effects being special to the circumstances of Searle .
proposed five basic categories of illocutionary acts:
Assertive The point or purpose of the members of the assertive class is to commit the expressed proposition.
All of the members of the assertive class are assessable on the dimension of assessment which includes true and false.
The Illocutionary Act Analysis on Short StoryA Page 3 speaker .
n varying degree.
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Page 1-18 e-ISSN 3026-0264 simplest test of an assertive is this: can you characterize it as true or false? Verbs denoting members of this class are boast, complain, conclude, and Directives The illocutionary point of these consists in the fact that they are attempts .
f varying degrees, and hence, more precisely, they are determinates of the determinable which includes attemptin.
by the speaker to get the hearer to do something.
They may be very modest AoattemptsAy as when the speaker invites the hearer to do it or suggests that the hearer does it, or they may be very fierce attempts as when the speaker insists that the hearer does it.
Verbs denoting members of this class are ask, order, command, request, beg, plead, pray, entreat, and also invite, permit, and advise.
Commisives Commissions are those illocutionary acts whose point is to commit the speaker .
gain in varying degree.
to some future course of action and to try to get the hearer to do something.
To assimilate the two categories, one would have to show that promises are a species of requests to oneself alternatively one would have to show that requests placed the hearer under an obligation.
Verbs denoting members of this class are promises, plans, vows, threats, offers, refusals, and pledges.
Expressives The illocutionary point of this class is to express the psychological state specified in the sincerity condition about a state of affairs specified in the to get the world to match the words nor the words to match the world, rather the truth of the expressed proposition is presupposed.
The paradigms of Page proposition content.
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Page 1-18 e-ISSN 3026-0264 expressive verbs are thank, congratulate, apologize, condole, deplore, and Declarations It is a defining characteristic of this class that the successful performance of one of its members brings about the correspondence between the propositional content and reality, successful performance guarantees that the propositional content corresponds to the world: If I successfully perform the act of appointing you chairman, then you are chairman.
if I successfully perform the act of nominating you as candidate, then you are a candidate.
successfully perform act of declaring a state of war, then war is on.
successfully perform the act of marrying you, then you are married.
Declarations bring about some alternation in the status or condition of the referred object solely because the declaration has been successfully performed.
Verbs denoting members of this class are declare, pronounce, claim, and assert.
LITERATURE REVIEW
Mr.
Know All Short Story The Characters:
The major characters: Mr.
Max Kelada and the narrator The minor characters: Mr.
and Mrs.
Ramsay The settings Time The story happened in a short time after World War I.
The story takes place on a ship in International Waters.
The journey was from San Francisco to Yokohama.
Japan on the Pacific Ocean which took 14 Illocutionary Act Analysis on Short StoryA Page 5 Place Vol.
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Page 1-18 e-ISSN 3026-0264 The ship became the symbol of the world with people who were prejudiced and even racists.
The Story Mr.
Know All is a story with a moral lesson.
The subject was simple.
rich British merchant of oriental origin.
Mr.
Max Kelada, met a group of Westerners on a ship sailing across the Pacific Ocean.
His cabin mate, a British citizen who was the nameless narrator of the story, disliked Mr.
Kelada even before he saw him.
However, at the end of the story.
Mr.
Kelada proves to be a real gentleman when he sacrifices his pride and reputation to save an American ladyAos marriage.
As a result, he earned the respect of the narrative.
Crisis and Turning Point of The Story The cultured pearls topic was the crisis of the story.
The heated argument between Mr.
Ramsay and Mr.
Kelada revealed their true characters.
Mr.
Ramsay appeared to be the prejudiced person who did his best to have a fling at the Laventine.
Mrs.
RamsayAos character was also revealed as being insincere in her relationship with her husband, whom she had been When she was alone in New York for a year, she probably had a lover who gave her the expensive pearls.
Nevertheless, she had the decency to secretly return to Mr.
Kelada his lost money.
Mr.
Kelada, who had been considered a pushy, inconsiderate, and vulgar person, turned out to be a real gentleman who saved Mrs.
RamsayAos marriage.
The narrator also changed.
When he realized that Mr.
Kelada behaved considerately with Mrs.
Ramsay, suddenly he became aware that it was not the right way to judge people.
The story shows that the first impression is often misleading and the appearances are sometimes deceptive.
Mr.
Kelada who was described as a Page The Moral Lesson Illocutionary Act Analysis on Short StoryA Vol.
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Page 1-18 e-ISSN 3026-0264 disgusting person who showed off all the time and knew everything better than others, was in reality a sensitive, brave gentleman who would not hurt On the other hand.
Mrs.
Ramsay, whose modesty and good qualities no one questions, had been unfaithful to her husband.
Therefore, the saying DonAot judge a book by its cover is relevant here.
Rather than judging a person by his looks, color, or origin, we should observe his behavior and reactions in difficult situations.
RESEARCH METHOD
In this study, qualitative research was used as the research design.
The reasons were this study is intended to describe the teacherAos understanding of language features in a genre-based approach, to describe the teaching of language features through the implementation of a genre-based approach conducted by the teacher, and to explain how the tasks assigned by the teacher are structured in the teaching of language features through t h e genre-based approach.
This study used descriptive qualitative research.
The data of this study were taken from the dialogs found in the short story entitled Mr.
Know All.
collecting the data, the writer used the observation method.
There were several Browsing the short story from the internet Reading the short story intensively Recognizing the illocutionary acts performed by the characters Making a list of illocutionary acts Classifying the illocutionary acts based on SearleAos categories Analyzing the general functions of illocutionary acts The analysis of the data in this research was based on the types of Illocutionary Act Analysis on Short StoryA Page 7 steps used by the writer in collecting data, namely:
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RESULTS AND DISCUSSION
The findings of the research and discussion are presented in the table The table will show the type of illocutionary acts types found in the short story and the general function of each illocutionary act.
Dialog 1 Page Dialog 2 Illocutionary Act Analysis on Short StoryA Vol.
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Page 1-18 e-ISSN 3026-0264 Dialog 12 The distribution of illocutionary acts used by the writer of the short story is presented in the following table.
Illocutionary Act Analysis on Short StoryA Page 13 Dialog 13 Vol.
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Page 1-18 Dialog 1 Assertive To tell something true Dialog 2 Expressive Dialog 3 Directive Dialog 4 Expressive Dialog 5 Expressive Dialog 6 Expressive Dialog 7 Assertive Dialog 8 Commission Dialog 9 Directive Dialog 10 Directive Dialog 11 Commission and Declaration Dialog 12 Expressive and Commission To show that the speaker felt To ask what kind of drink the narrator wanted and offer the kind of drink to the To show that the speaker liked the offered by Mr.
Kelada.
To show that the speaker did not like the card tricks performed by Mr.
Kelada To express that as if the speaker everything about pearls.
To assert that Mrs.
RamsayAos pearl is To make sure Mr.
Kelada that Mrs.
RamsayAos pearl is imitation To beg Mr.
Ramsay not to bet a hundred dollars to prove that the pearl is origin or imitation To order Mrs.
Ramsay to show the pearl to Mr.
Kelada To refuse the previous order To assert that Mrs.
Ramsay finally gave his wifeAos pearls to Mr.
Kelada to be examined.
To admit that the speaker.
Mr.
Kelada was wrong Dialog 13 Directive To suggest the interlocutor Illocutionary Act Analysis on Short StoryA Table 1.
Distribution of Illocutionary Acts Type of Illocutionary Act General Function Page Dialog e-ISSN 3026-0264 Vol.
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Page 1-18 e-ISSN 3026-0264 Based on the data above, it was found that the most frequent illocutionary act was expressive, and was followed by directive, commisive, assertive, and CONCLUSION Based on the findings and discussion, it can be concluded that the teacher understands the characteristics and elements of language features in a genre-based She understands that language features cover grammar, vocabulary, and cohesive devices.
The teacher knows that in the independent curriculum.
English is taught by using a genre-based approach.
The teacher also understands how the language features including grammar, vocabulary, and cohesive devices are taught by using a genre-based approach.
This means language features are taught by using the text.
In the interview, the teacher mentioned the steps of the genre-based They were building the context or knowledge of the field, modeling and deconstructing the text, joint construction of text, and independent construction of Furthermore, she explained that the focus of the teaching of language features in a genre-based approach is in the second stage, which is modeling and deconstructing the text.
In the teaching of language features, the teacher followed the steps of a genre-based approach They were building the context or knowledge of the field, modeling and deconstructing the text, joint construction of text, and independent construction of text.
However, during the teaching process, the teacher placed more deconstructing the text.
In the second stage, the teacher conducted some activities to make the students more focused on the language features of the text.
The activities covered teaching grammar, vocabulary, and cohesive devices.
As a result.
Illocutionary Act Analysis on Short StoryA Page 15 emphasis on the second stage of the genre-based approach which is modeling and Vol.
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Page 1-18 e-ISSN 3026-0264 the students could understand the language features used in the recount text through the implementation of a genre-based approach.
The teacher taught the language features through the text by giving several tasks.
Furthermore, the teacher spent a long time in this stage.
It was because the activities of the teaching of language features were appropriate to be implemented in this stage.
In addition, during the teaching and learning process, the teacher applied inductive reasoning.
It means the teacher taught from the specific instances and then induced to the conclusion.
She gave an example of the text, and then she asked the students to conclude the language features used in the text.
This also means that the teacher applied to focus on meaning.
The teacher did not teach by giving a certain grammatical rule.
She emphasized the meaning of language through the text.
This activity can lead the students to develop their higher-order thinking skills.
As a result, the teacher gave the students tasks that could lead them to be more active in the teaching and learning process.
This is also related to the data obtained by the researcher to answer the third research question.
Based on the discussion, it is concluded that the teacher used indirect It means the teacher applied student-centered learning.
It is shown from the tasks structured by the teacher.
The teacher gave the tasks The tasks were intended to make the students involved in communicative activities.
As a result, the teacher gave the tasks about the language features including grammar, vocabulary, and cohesive devices through the text.
can be seen that the teacher drew written patterns in structuring the tasks.
The Page modeling and deconstructing o f the text.
tasks were given in the second stage of the genre-based approach, which is the Illocutionary Act Analysis on Short StoryA Vol.
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REFERENCES