A DESCRIPTIVE ANALYSIS OF SPEECH ACT ON
FILM MANUSCRIPT ENTITLE “FREAKY FRIDAY”
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirements for the Degree of Sarjana Pendidikan Islam
(S.Pd.I) in English Department of Educational Faculty State
Institute of Islamic Studies
(STAIN) Salatiga
By:
PUTRI MARYANI
NIM: 113 07 090
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES (STAIN)
SALATIGA
2011
DEPARTMENT OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN
SALATIGA)
Jl. Tentara Pelajar 02 Phone 0298 323706 Salatiga 50721
Website: www.stainsalatiga.ac.id E-mail:
[email protected]
DECLARATION
In the name of Allah, The Most Gracious, The Most Merciful, Hereby the
writer fully declares that this graduating paper is made by the writer herself and it
is not containing materials written or has been published by other people’s idea,
except the information from the references.
The writer is capable to account for the graduating paper if in the future
this graduating paper can be proved of containing others idea or in fact the writer
imitates the other’s graduating paper.
Likewise, the declaration is made by the writer and the writer hopes it can
be understood.
Salatiga, July 2011
The Writer
Putri Maryani
NIM: 113 07 090
DEPARTMENT OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN
SALATIGA)
Jl. Tentara Pelajar 02 Phone 0298 323706 Salatiga 50721
Website: www.stainsalatiga.ac.id E-mail:
[email protected]
STATEMENT OF CERTIFICATION
A DESCRIPTIVE ANALYSIS OF SPEECH ACT ON FILM MANUSCRIPT
ENTILE “FREAKY FRIDAY”
PUTRI MARYANI
113 07 090
Has been brought to the board of examiners on August, 18th 2011 and hereby
considered to completely fulfilled the requirements of the degree of Sarjana
Pendidikan Islam (S.Pd.I) in English department of educational faculty.
Board of examiners
1.
Head: Benny Ridwan, M.Hum
2.
Secretary: Hanung Triyoko, S.S
3. 1 st examiner: Hammam, M.Pd
4. 2 nd examiner: Setia Rini, M.Pd
5.
3rd examiner: Norwanto, M.Hum
Salatiga, August 18th 2011
Head of STAIN Salatiga
Drs. Imam Sutomo, M.Ag
1967 0112 199203 1 005
MOTTO
v
Man Propose but God disposes.
v
Never give up on what you really want to do.
The person with big dreams is more powerful than
one with all the facts.
DEDICATION
In this very good occasion, I would like to dedicate my graduating paper to:
1. My beloved family, especially for the greatest and most wonderful parents all over
the world, my mother (Mrs. Khoriyatun) and my father (Mr. Dame Arbi) thanks for
all of your pray, sacrifice, patience, trust, encouragement, support and finance for me.
And also for my beloved younger sister (Fauziah Fitri Yanti) thanks for your
kindness, togetherness and love.
2. All of my big family of Mr. Jukaeri and Mrs. Sulastri especially for my aunt (Mrs.
Mugi Lestari’s family) and my uncle(Mr. Budiono’s family ) thanks for your pray,
trust and finance for me.
3. My dearest someone who always in my heart, Anang Ashari, who always accompany
me in my life. Thanks a lot for your love, pray, support, attention, loyalty,
togetherness to me. Hopefully, Allah always blesses our love.
4. Mr. Norwanto, M.Hum as my graduating paper’s counselor who always gives
guidance for me till I can finish my graduating paper. Thanks for your guidance and
patience.
5. My best and beloved friends, Vano and P n G community (Tya, Nani, Lina, Hera,
Iin,Wafiq, Sari, Oyib) thanks for your pray, support, kindness and togetherness.
6. All of my friends especially in TBI”07” State Institute of Islamic Studies Salatiga
(STAIN SALATIGA)
ACKNOWLEDGEMENT
In the name of Allah, The Lord of Mercy, The Giver of Mercy.
Praise belongs to Allah, Lord of the world. Thanks to Allah, because of
His blessings, this graduating paper could be finished. Blesses and praises also go
to Prophet Muhammad peace be upon him and his family.
This graduating paper entitles “A Descriptive Analysis of Speech Act on
Film Manuscript Entitle “FREAKY FRIDAY” presented to English Department
of State Institute Islamic Studies (STAIN) Salatiga in partial fulfillment of the
requirement for the Sarjana Pendidikan Islam Degree. It is important for the
writer to thank people behind the making of graduating paper. Therefore, in this
very glad occasion, the writer is very thankful to:
1. Dr. Imam Sutomo, M.Ag as the head of State Institute Islamic Studies
(STAIN) Salatiga.
2. Maslihatul Umami, S.Pdi, M.A as the chief of English Department of State
Institute Islamic Studies (STAIN) Salatiga.
3. Norwanto, M.Hum as the counselor for the writer in finishing this
graduating paper. Thanks for your guidance and patience.
4. Drs. Imam Baihaqi, M.Ag as the academic counselor since the first till
eight semesters.
5. All lectures of English Department who have taught and given knowledge
for the writer.
6. All of the staffs who have helped the writer in processing of graduating
paper administration.
7. My beloved family, my beloved mother, father, younger sister who have
encouraged and facilitated me to raise my desire.
7. My dearest someone who always in my heart, Anang Ashari, who have
been accompany me in my life. Hopefully, Allah always blesses our love.
8. All of my friends who have helped me in finishing this graduating paper
especially for Vano and P n G Community (Tya, Nani, Hera, Lina,
Iin,Wafiq, Sari, Oyib)
9. Those who can not be mentioned one by one toward their support to the
writer in realizing and finishing the study.
Finally, this graduating paper is expected to be able to provide useful
knowledge and information to the readers. And the writer is pleased to accept
more suggestion and contribution from the readers for the improvement of this
graduating paper.
Salatiga, July 2011
The writer
Putri Maryani
ABSTRACT
Maryani, Putri.2011. A Descriptive Analysis of Speech Act on Film
Manuscript Entitle “FREAKY FRIDAY”. Graduating Paper.
English Department of Educational Faculty State Institute of
Islamic Studies (STAIN) Salatiga. Counselor: Norwanto,
M.Hum.
Keywords: Speech act, message, movie, manuscript.
One of the ways in expressing and conveying message from people
to others in their life is through movie. In a movie, there is a process of
transferring values of the story of the film from moviemakers to viewers.
In this research, the writer tries to classify and analyze the literary
elements, utterances which include types of speech act and the categories
of illocutionary acts which are taken from film manuscript “FREAKY
FRIDAY”. The researcher uses a descriptive qualitative method which is
done by classifying and analyzing those objects. From the research, the
researcher found that film is understood easily because the literary
elements are clear and most of utterances from that manuscript include
direct speech act (when those are viewed from the syntactic form) and
literal speech act when those are looked from what people mean exactly
same with the utterances or not and then most of Illocutionary act are
include “directive category”. In conclusion, studying, analyzing and
understanding speech act is important because it can make clearer people
to understand what other people exactly mean in their speech and it can be
useful as a part of our knowledge about the rules of language use in daily
life.
TABLE OF CONTENT
TITLE……………………………………………………………………........... i
DECLARATION……………………………………………………………… ii
ATTENTIVE COUNSELOR NOTES………………………………………… iii
STATEMENT OF CERTIFICATION………………………………………… iv
MOTTO………………………………………………………………………… v
DEDICATION………………………………………………………………… vi
ACKNOWLEDGMENT ....…………………………………………………… vii
ABSTRACT…………………………………………………………………… ix
TABLE OF CONTENT . ………………………………………………………
x
CHAPTER I INTRODUCTION
A. Background of the Study .…………..……………………… 1
B. Problems of the Study………………………………………
7
C. Objectives of the Study . ……………………………………
7
E. Benefits of the Study . ………………………………………
7
F. Limitation of the Study . ……………………………………
8
G. Definition of Key Terms ...…………………………………
9
H. Review of Related Research……………………………… ..
9
I. Research Methodology ......………………………………… 11
J. Thesis Paper Organization ..………………………………… 14
CHAPTER II LITERARY REVIEW
A. Film and Movie ….................................................
15
B. Speech Act:…………………………………………… 16
1. Definitions of Speech Act………………
16
2. A brief history of Speech Act……………………
17
3. Types of Speech Act ……………………………
20
a. Directness (Direct and Indirect Speech Acts)…
20
b. Literalness (Literal and Non literal Speech Acts) 21
c. Directness and Literalness…………………
22
4. Categories of Illocutionary Act…………………
23
a. Representative………………………………
23
b. Directive……………………………………
23
c. Commisive…………………………………
24
d. Expressive…………………………………
24
e. Declarative…………………………………
24
CHAPTER III CERTAIN ELEMENT OF THE FILM
A. Film Identity
.…………………………………… 26
B. The Synopsis of the film “FREAKY FRIDAY”……
27
CHAPTER IV ANALYSIS AND RESEARCH FINDING
A. Literary Elements of the “FREAKY FRIDAY” Film… 29
1. Character and characterization……………………
29
2. Plot………………………………………………
34
3. Setting……………………………………………
37
4. Theme……………………………………………
38
5. Style………………………………………………
39
6. Point of View…………………………………
39
B. Types of Speech Act in “FREAKY FRIDAY “Manuscript 39
1. Direct Speech Act……………………………
40
2. Indirect Speech Act…………………………
42
3. Literal Speech Act……………………………
44
4. Non literal Speech Act………………………
46
5. Direct -Literal Speech Act…………………
47
6. Direct- Non Literal Speech Act……………
48
7. Indirect – Literal Speech Act…………………
50
8. Indirect- Non Literal Speech Act……………
51
C. Searle’s Categories of Illocutionary Act in
FREAKY FRIDAY “Manuscript…………………
52
a). Representative…………………………………
52
b). Directive………………………………………
54
c). Commisive……………………………………
55
d). Expressive……………………………………
55
e). Declarative……………………………………
56
CHAPTER V CLOSURE
A. Conclusion .................................................................. …… 58
B. Suggestion............. ………………………………………… 60
BIBLIOGRAPHY
APPENDIX
CHAPTER 1
INTRODUCTION
A. Background of the Study.
Human and language are two components which can’t be separated in
this life. Through language people can convey their ideas, feelings, or thought
to others. Language should be conveyed as clearly as possible in order the
message can be understood and interpreted each others. When people know a
language, they can speak and be understood by others who know that
language. It also means that someone has to say certain meaning and that
message which becomes the core of communication can be accepted and
interpreted by others.
Bloch and Trager (in Soepomo, 2003: 16) explained the definition of
language. It can be stated that “Language is an arbitrary system of vocal
symbols of which members of a community interact with each others.”
People from different country have different name in calling the fourfooted barking animal. In English, people call it as dog, in Indonesian it is
called anjing, and in Arabic that animal is named kalbun. That is the example
of explanation in an arbitrary system which people in common don’t know
about the origin why that animal can be given in different terms by the
previous people. If language is viewed as a constant system, people will tend
to give the same name, for instance all languages will call the four-footed
barking animal with term guk-guk because of its same barking sound.
Therefore, most of the language form and its meaning has no linear relation at
all. Whatever the definition of language, the core of language is as a
communication tool which is used by people in their daily life.
Recently, many people are interested in studying interdisciplinary
science. It also happened in linguistic and it produced many branches of
linguistic,
such
as:
psycholinguistic,
sociolinguistic,
neuro-linguistic,
anthropo-linguistic, socio-pragmatic, and soon. Those branches of linguistic
studied language from different point of views and applied research method
which then the result is expected can enrich conceptual knowledge about
language itself.
One of the interdisciplinary which is in Linguistic is Socio-Pragmatic.
Socio-Pragmatic is derived from Sociology and Pragmatic. In Sociology,
people learn about everything which relates with human activity in their
society where they live and in Pragmatic, people can learn more about
meaning which is considered important in communication process between a
speaker and a hearer. Trosborg(1995:37) in Rahardi (2005:5) assumes that
Socio-Pragmatic is concerned with the analysis of significant patterns of
interaction in particular social situations and/or in particular social system.
Then, it can be concluded that Socio-Pragmatic is an interdisciplinary science
which studies the meaning of communication that related to the language
usage in a society.
Different societies have different cultures and norms, that’s why it is
needed to study more about it. By learning Socio-Pragmatic, people can know
and understand about what they should do in communication process with
considering the norms in the society where they live and where they stay in
different societies and it is expected that the meaning of communication can
be conveyed and understood each others. Leech (1983:10) in his book
“Principles of Pragmatics” says that socio-pragmatic is the sociological
interface of pragmatics which is detailed in culture-specific. It can be
explained that in that interdisciplinary study, people focus on the use of
language in communication process in society and specifically in culture.
In Leech’s words, Pragmatic studies meaning in relation to speech
situation. He taught how language is used in communication process and how
pragmatic viewed meaning as context (Leech: 1983, 6). Therefore, it will be
better if people also have to consider some factors in communication, as
follows: world knowledge, the relation between speaker and listener and
speech acts in it.
In more detail, Soenjono( 2003: 26) explains about those factors in the
examples bellow:
Example (1): My father bought a pair of horse shoes
Example (2): My father bought a pair of alligator shoes
From that explanation above, horse shoes mean shoes which are wore by
horses. However, the meaning is different for the second example. Alligator
shoes are not meant as shoes which are wore by alligator, because alligator
doesn’t have foot. In general knowledge, people also know that shoes can be
made from alligator leather. Therefore, alligator shoes mean shoes which are
made from alligator leather. Thus, it can be known that pragmatic is an
important part in communication because it gives a clear guidance about how
people use language properly.
Both pragmatic and sociolinguistic concern on linguistic meaning as
determined in a speech community. However, sociolinguistic tends to be more
interested in language use in communities and pragmatic focuses on the
meaning of context which happened between a speaker and a hearer in
communication process.
In his book, Parker (1986:12) states that what people have to do in
communication is how they use language to communicate rather than the way
of language is structured internally. So, indirectly that’s no matter if they don’t
use correct grammatical structure in their speech, because the most important
thing is their speech can be accepted and understood by others. In addition,
George Yule (1996:47) explains that to express themselves, people not only
produce grammatical structure in their speech but also they show actions
through their speech. Speech event is different from speech act. In the
researcher’s opinion, speech act is more specific than speech event because it
is decided by the language ability of speaker to convey the message in
communication. Additionally, speech acts (and their components acts) are
extremely sensitive to the context of the utterances, in particular to the
relationship between the speaker and the hearer. (Parker, 1986:16)
Speech act is studied in some interdisciplinary studies, such as:
pragmatic, sociolinguistic, and so on but it is viewed from different point with
discussion each them. Pragmatic focuses on the meaning of context which
happened between a speaker and a hearer in communication or concerns on
the meaning of utterances in speech. Yule (1996:47) describes in his book that
the speaker normally expects his/her communicative intention in his/her
speech will be understood and interpreted by the hearer. It is close with
Searle’s idea which stated that the speech acts or acts performed in the
utterance of a sentence are in general a function of the meaning of the
sentence. In addition, he said that the study of the meanings of the sentences
and the study of speech acts are not two independent studies but one study
from two different points of view. (1969:18)
On the other hand, sociolinguistic tends to be more interested in
language use of communities. Speech act is considered important to be studied
in Sociolinguistic. It has been proven by Wardhaugh(1986:282) who presented
speech act in his book entitled “An Introduction to Sociolinguistics”. He
looked closely at conversation in general which involves much more than
using language to state propositions or conveys facts and it can be useful in
establishing relationships with others,
keep
channels,
open further
relationships and so on.
Finally, studying speech act is considered important in linguistic and
branches of linguistic, such as: pragmatic, sociolinguistic and others. One of
the consideration is in linguistic communication involves linguistic acts and
speech act as the basic unit of linguistic communication. (Searle, 1969:16)
In this case, the researcher focuses on analyzing literary elements,
types of speech act and categories of illocutionary act according to Searle
which are found in film manuscript entitles “FREAKY FRIDAY”. That film
told about the relationship between a mother with her daughter who can not
understand preferences each others. Anna Coleman (Lindsay Lohan) living
with her uptight therapist-author mom Tess (Jamie Lee Curtis) and bratty
brother Harry (Ryan Malgarini). Actually Anna wants to ditch the proceedings
for an all-important band audition, but Tess sees the conflict as a show of
resentment toward imminent step-dad Ryan (Mark Harmon). One Thursday
evening, when the whole clan goes out to dinner at their favorite Chinese
restaurant, their sage waitress (Lucille Soong) picks up on the tension between
the mother and daughter and casts a spell on them via two magic fortune
cookies. The next morning, their Friday gets really freaky when Tess and
Anna find that they have switched bodies. However, finally they can adjust
with their new personalities and begin to understand each other more.
Eventually it's the mutual self-respect that sorts the things out and then finally
in Tess's wedding coming on Saturday, the two have to find a way to switch
back - and fast.
Therefore, the researcher finds out and analyzes literary elements,
types of speech act and Searle’s categories of illocutionary act from
“FREAKY FRIDAY” manuscript through the research which is conducted
with a title A DESCRIPTIVE ANALYSIS OF SPEECH ACT ON FILM
MANUSCRIPT ENTITLE “FREAKY FRIDAY”.
B. Problems of the Study.
Based on the background of the study, the researcher decides the
problems of the research are:
1. What are literary elements which are found in “FREAKY FRIDAY” film?
2. What are types of speech act which are found in “FREAKY FRIDAY”
manuscript?
3. What are Searle’s categories of illocutionary acts which are found in
“FREAKY FRIDAY” manuscript?
C. Objectives of the Study.
As stated before, the researcher has been intended:
1. To classify and analyze the literary elements which are found in
“FREAKY FRIDAY” film.
2. To classify and analyze utterances which are taken from film manuscript
“FREAKY FRIDAY” into appropriate types of speech act.
3. To classify and analyze the categories of illocutionary acts which are taken
from film manuscript “FREAKY FRIDAY”.
D. Benefits of the Study.
After accomplishing the research, the researcher expects that this
research will be beneficial to:
1. The researcher
To make easier in understanding the film manuscript and the story
of film itself.
2. Lecturers
The result of the research can be used as additional materials in
giving the lectures to the students in STAIN.
3. Students
The result of the research can stimulate the students in studying
linguistic, especially about speech act and it can be used as additional
knowledge in sociolinguistic, pragmatic and others.
4. Other researchers
The result of the research can be used as additional references and
information for further researches related with the field.
E. Limitation of the Problem.
The researcher analyzes speech act which taken from “FREAKY
FRIDAY” manuscript. In this discussion, to limit the analysis the researcher
focuses on analyzing literary elements which are found in “FREAKY
FRIDAY” film, types of speech act from two dimensions (directness and
literalness) and categories of illocutionary act according to Searle from film
manuscript “FREAKY FRIDAY”.
F. Definition of Key Terms.
1. Analysis
Analysis is study of something by examining its parts. (Oxford
Learner’s Pocket, 2004:13).
2. Speech Act
Speech act is actions happening in the world, that is, they bring a
change in the existing state of affairs. (Mey, 1994:111-112).
Briefly, speech act is an act when we say a word. Theoretically, it is the
productions of the utterance in the aim of making things happen.
3. Film Manuscript
From Oxford Dictionary, Film is defined as cinema picture: movie.
(Oxford Learner’s Pocket, 2004:155). Manuscript is author’s handwritten
or typed work (Oxford Learner’s Pocket, 2004:254).
G. Review of Related Research.
There are some related research which have been conducted previously by
others researchers.
The research entitles “The Types of Cohesion and Speech Act Used in
Dilbert Comic Strip Issued in Newspaper” was conducted by Amalia in
February 2011. In that research, she analyzed and described sentences used in
comic strip which based on the types of cohesion and speech act theory. She
found that there are many speech act types in that comic strip as follow: 98
direct speech act, 11 indirect speech act, 107 literal speech act and only one
utterance which includes non literal speech act. Based on analysis of cohesion,
she found 15 utterances of substitution, 3 utterances of ellipsis, 76 utterances
of references, 30 conjunctions, 1 antonym and 4 collocations from Dilbert
comic strip.
Agnes Dewi Megawati (2009) in her thesis entitles “The Study of speech
acts produced by the female main character in sitcom suami-suami takut istri”
, she focused on Bu RT’s utterances to her male and female neighbor and
identified the types of speech acts and the classification from those. From her
analysis, it can be found that the types of speech acts which produced by
female
main
character
was
representatives,
expressives,
directives,
commissives, and rogatives. She also found the similarity and the
differences of Bu RT’s speech acts in her conversation with her male and her
female neighbors. Moreover, there was a finding that if someone failed in
delivering his or her speech act, especially the illocutionary act and the
perlocutionary act, it might cause a conflict or misunderstanding in his or her
conversation.
“The Study of Speech Acts in Military Conversation performed by the
Indonesian Navy’s personnel at KRI Lambung Mangkurat” is a thesis which is
done by Syaifana Nurina in 2006. She analyzed the context of conversation
and finding performative verbs in performative utterances as a base to
determine speech acts performed by the Indonesian Navy’s personnel at KRI
Lambung Mangkurat, namely locutionary, illocutionary and perlocutionary
acts. Her finding of the research was performative utterances in each data
contain order, question, request, advice and warning.
H. Research Methodology.
Research is a sequence of scientific actions in solving the problem.
The purposes of research are to find out explanation and solution toward
problems and give possibility which can be used in solving the problems.
Methodology helps the researcher to arrange steps in doing the research
carefully.
In this research, the researcher chooses a descriptive method to analyze
the data. According to Saifuddin Azwar (1997:6), in a descriptive method, the
researcher analyzes and presents the fact systematically therefore it can be
understood and concluded easily.
1. Type of research.
The researcher uses a qualitative research, which is defined as a
research of which the data in the form of written or oral words that is
descriptively analyzed. Moleong (2003:3) says that a qualitative research
deals with a kind of research which doesn’t use statistic procedures in
analyzing the data. In a qualitative research, the researcher tends to prior in
accurate explanation to analyze and present what have been found.
2.
Data source.
Data is the object of research, like: information or topic which has
correlation toward research. For this case, the researcher looks for the data
from film manuscript of “FREAKY FRIDAY” which is taken from
www.script-o-rama.com/...scripts/.../freaky-friday-script-lindsaylohan.html.
3. Technique of collecting data.
The following are the steps which are done by the researcher in
collecting the data:
a) Watching “FREAKY FRIDAY” film, trying to understand it
thoroughly, finding any important details that supported this research
and then looking for all of utterances.
b) Reading and observing dialog from film manuscript “FREAKY
FRIDAY”.
c) Finding and analyzing literary elements of “FREAKY FRIDAY” Film.
d) Collecting the data by classifying it into types of speech act from two
dimensions (directness and literalness) as follow:
1) Direct Speech Act
2) Indirect Speech Act
3) Literal Speech Act
4) Non literal Speech Act
5) Direct- Literal Speech Act
6) Direct- Non literal Speech Act
7) Indirect - Literal Speech Act
8) Indirect- Non literal Speech Act
e) Making the table from data above.
f). Collecting the data by classifying it into categories of illocutionary act
according to Searle (in Leech, 1983: 105-106) as follow:
1) Representative
2) Directive
3) Commisive
4) Expressive
5) Declarative
6) Making the table which contains Searle’s categories of illocutionary
act above.
4. Technique of analyzing data
In analyzing the data, the researcher had done the steps below:
a) The researcher classified the data of literary elements of “FREAKY
FRIDAY” Film which include: character and characterization, plot,
setting, theme, style and point of view.
b) The researcher analyzed those literary elements above.
c) The researcher categorized the data into types of speech act and
Searle’s categories of illocutionary act from “FREAKY FRIDAY”
film manuscript.
d) The researcher chose appropriate utterances and omitted inappropriate
utterances from the data above.
e) Describing and giving analysis for the chosen utterances which include
types of speech act and Searle’s categories of illocutionary act from
“FREAKY FRIDAY” manuscript.
f) Making the conclusion and suggestion based on data analysis.
I. Thesis Paper Organization
As a guidance for either researcher in writing the thesis or reader on
whole content of the thesis, the researcher who also the writer needs to set up
thesis outlines. This thesis consists of five chapters, those are following:
Chapter 1 is introduction that discusses background of the study,
problems of the study, objectives of the study, benefits of the study, limitation
of the study, definitions of key terms, review related research, research
methodology and thesis paper organization.
Chapter II presents literary review. It consists of discussion about film
and movie then speech act which discusses about film and movie, definitions
of speech act, a brief history of speech act, and types of speech act and Searle’s
categories of illocutionary acts.
Chapter III presents certain element of the film which consists of the
film identity and the synopsis of the film “FREAKY FRIDAY”
Chapter IV is analysis and research finding which includes literary
elements of the “FREAKY FRIDAY” film, analysis of speech act types and
Searle’s categories of illocutionary act in “ FREAKY FRIDAY “ manuscript.
Chapter V is closure. It presents conclusion and suggestion.
The last part are bibliography and appendix.
CHAPTER II
LITERARY REVIEW
A. Film and Movie
Actually, both film and movie are nearly equivalent but film is
considered a bit more formal or pretentious. Film is defined as a sequence of
images of moving objects photographed by a camera and providing the optical
illusion of continuous movement when projected onto a screen or as a form of
entertainment, information which composed of such a sequence of images and
shown in a cinema, etc.( http://www.thefreedictionary.com/film)
Besides, a film which generally also is called a movie or motion
picture, is defined as a series of still or moving images and it is produced by
recording photographic images with cameras, or by creating images using
animation techniques or visual effects. (http://en.wikipedia.org/wiki/Film)
Sometimes, "Movies" more often refer to entertainment or commercial
aspects, as where to go for fun on a date or a theatre where moving pictures
are shown or a branch of the entertainment industry, like in the example: Last
night I went to the movie with my friends to watch the latest Harry Potter film.
That’s why sometimes people confuse to differ between both those terms
“Film and Movie” and they use those terms interchangeably, based on
WordNet 3.0, Farlex clipart collection. © 2003-2008 Princeton University,
Farlex Inc. ( http://www.thefreedictionary.com/movie), the explanation about
definition of film and movie are same (a form of entertainment that enacts a
story by sound and a sequence of images giving the illusion of continuous
movement; "that was the first movie he ever made”: they went to a movie
every Saturday night")
Therefore, in the researcher’s idea, the usage terms of film and movie
actually depends upon which side of the pond on and simply movies are
generally made to produce money, whereas films are made, typically
speaking, as a means to convey a story. It is due to the term of “movie” which
is considered as commercial thing and the term “film” is used when people
consider aspect such as artistic, theoretical, or technical aspects, as a material
of study in a university class.
B. Speech Act.
1. Definitions of Speech Act.
There are some opinions about definitions of speech act, Searle
(1969: 16) defines speech act as:
The unit of linguistic communication is not, as has generally been
supposed, the symbol, word or sentence, or even the token
(roughly: the occurrence) of the symbol, word or sentence, but
rather the production or issuance of the symbol, word or sentence
in the performance of the speech act. (Searle, 1969: 16)
In other words, it can be understood that people can show their
intention / purpose in communication process through what they say in
form of saying. Simply, people show actions through their speech.
Therefore, people have to say clearly in communication to avoid
misunderstanding.
Simply, Yule’s definition about speech act is actions performed via
utterances (1996:47). Then, Parker (1986:14) viewed speech act as every
utterance of speech constitutes some sort of act. It is close with Searle’
more specific opinion which stated that speech act is often meant to refer
just to the same thing as the term illocutionary act (an act of doing
something). In addition, Mey (1994:111) explains that speech acts are
actions happening in the world, that is, they bring about a change in the
existing state of affairs. However, in Parker’s view (1986:16), speech acts
(and their components acts) focus on the relationship between the speaker
and the hearer particularly, therefore it concerns on the context of the
utterances. Simply, Kunjana Rahardi (2005:6) states that basically, speech
act is concrete statement of language functions (Tindak tutur pada
dasarnya merupakan pernyataan konkret dari fungsi-fungsi bahasa ).
Speech act is considered more specific than speech event because it
is decided by the language ability of speaker in conveying the message in
communication.
Whatever the definitions of speech act above, briefly, speech act is
an act when we say a word and theoretically, it is the productions of the
utterance in the aim of making things happen.
2. A Brief History of Speech Act.
Parker (1986:12) states in his book which entitles “Linguistics for
Non-Linguists” that John L. Austin was the first person who gave concept
about speech act; his fundamental insight was that an utterance can
constitute an act. Simply, it can be understood that in Austin’s view, when
people say something people will also do something. In 1955, Austin
delivered the William James Lectures which entitles “How to do Thing
with Word?” at Harvard then those were published by J.O. Urmson in
1962. Therefore, Austin is popular with his opinion about performative.
Paraphrased from Wardhaugh (1986:283), implicitly it can be known that
all of speech act in Austin’s opinion in form of performative. He states that
in uttering sentence, people are not only saying but also doing something.
Each sentence contains with components of speech act: Locutionary act
(the act of simply uttering a sentence from a language; it is a description of
what the speaker says), Illocutionary act (what the speaker intends to do by
uttering a sentence) and Perlocutionary act (the effect on the hearer of
what a speaker says)
This is the example of speech act with its components.
Example: it is cold in here
Locutionary: the saying/ the utterance itself → it is cold in here
Illocutionary: the doing → I ask my brother to turn the AC off
Perlocutionary: affecting → my brother turns the AC off
Adapted from Parker’s idea, one of Austin’s students whose name
John Searle, developed and extended Austin’s concept about speech act in
his doctoral dissertation, Sense and Reference. Then, in 1969 he published
it in a book entitles Speech Acts. Simply, he says that all utterances, not
just those containing performative verbs, constitute acts. That’s rather
different with what Austin said before because Searle categorized all
speech events into different types of act and Austin concludes implicitly
that all utterances are performative which constitute doing something as
well (the performance of an act).
It is clear from explanation above that everything people say
constitutes some sort of speech act. In more detail, Searle expanded his
theory in stating that every speech act consists of three separate acts: an act
of saying something, an act doing something, and an act of affecting
someone to do something. In this case, Wardhaugh (1986:285) explains
that Searle used same terms in stating contains of speech act: locutionary,
illocutionary, perlocutionary.
Additionally, Searle argues that illocutionary act is not only in a
form of a direct speech act but also an indirect speech act. In other words,
Palmer (1981:162) acknowledges that performative utterance can be in
form of explicit and implicit. Both of those arguments are similar. In using
a direct speech act, the syntactic form of an utterance always reflects the
direct illocutionary, such as, in declarative form used to make a statement,
interrogative form used to ask question, etc. However, an indirect speech
act, the form of utterance does not always reflect appropriate responds.
Sometimes, the utterance in a form of interrogative, it doesn’t mean asking
question to someone but it can be a form of ordering someone to do
something.
Example of direct speech act:
Locution: Lend your dictionary for me, please!
Illocution: I ask someone to lend his/her dictionary for me directly
Perlocution: someone lends his/her dictionary for me
Example of indirect speech act:
Condition: a mother saw his son who was watching TV in bedtime for
kids. A mother says, “It is 9:00pm, don’t you think it is
time to go to bed?” Actually the correct answer is “yes” or
“no”. But that utterance means a mother reminded his son
to go to bed because at 9:00pm it is bedtime for junior.
Locution: It is 9:00pm; don’t you think it’s time to go to bed?
Illocution: a mother asked his son to go to bed
Perlocution: a son went to bed after his mother asked him to go to bed
An utterance that people say sometimes doesn’t mean like the
reality. In other words, speakers sometimes mean what they say literally
and sometimes not. That’s named a literal speech act if what speakers say
is really with what they want, for example: if I say “I really love doing this
assignment”, that mean I really feel interested in doing that assignment. If
I say,” I really love doing this assignment till I can’t think anymore to
finish it.” If that utterance does not mean what I say, it is called a non
literal meaning, because in fact I don’t like to do that assignment.
3. Types of Speech Act.
Parker (1986:17-20) explains that speech acts can vary along two
dimensions: directness (direct-indirect speech act) and literalness (literalnon literal speech act) as follow:
a. Directness (Direct and Indirect Speech Act).
1) Direct Speech Act.
This utterance is said directly from the speaker to listener
and usually in the form of an imperative sentence, for example:
teacher says to students,” clean the blackboard!”. From that
utterance, it is clear that the teacher really gives command to
his/her students to clean the blackboard.
2) Indirect Speech Act.
Yule (1996:55) says that when there is an indirect
relationship between a structure and a function, that’s called an
indirect speech act. An interrogative structure can be used to make
a request, when it includes an indirect speech act. For example: can
you help me? In fact, an appropriate answer is yes or no but usually
if a person said like that it means that someone asked help to others
in a good manner. (People not only expect “an answer” but also
“an action”).
b. Literalness (Literal and Non literal Speech Act).
1) Literal Speech Act.
This utterance has a real meaning suitable with the saying,
for example: That girl is the most beautiful girl I’ve ever seen. That
utterance is said by Jack. He really admires Suzanne who is the
most beautiful girl in their school.
2) Non literal Speech Act.
This utterance has a meaning which is not suitable with the
form of saying, For example: why don’t we finish our relationship
right now?. That utterance is said by a girl who is angry with her
boyfriend. In fact, she doesn’t want finish her relationship with her
boyfriend because she still loves her boyfriend, she says like that
just to know how far her boyfriend love to her.
c. Directness and Literalness:
1) Direct and Literal Speech Act.
This utterance is said directly from the speaker to listener
and has a real meaning suitable with the saying, for example: Raise
your hand! That utterance is said by a teacher who commanded
his/her students to raise their hand when they want to answer
question.
2) Direct and Non Literal Speech Act.
This utterance is said directly from the speaker to listener,
but the meaning is not suitable with the saying, for example: This is
the most delicious cake that I’ve ever eaten. Actually, I just pretend
to appreciate my friend’s cake.
3) Indirect and Literal Speech Act.
This utterance has a real meaning suitable with the saying
and it is stated implicitly/indirectly from the speaker to listener, for
example: I need a dictionary. That utterance is stated by George
when Mary came to him and he saw Mary brought a dictionary.
Without George asking to borrow Mary’s dictionary, she would
understand from what George said and then lend her dictionary to
George.
4) Indirect and Non Literal Speech Act.
This utterance has meaning which is not suitable with the
saying and it is stated implicitly/indirectly from the speaker to
listener, for example: why don’t you speak louder than now. That
utterance is stated by a librarian to one of visitors who spoke
loudly. A librarian just wants to remind to his/her in order to speak
slowly.
4. Categories of Illocutionary Act.
Searle classified Illocutionary act into five categories as follows:
(Leech, 1983: 105-106)
a. Representative.
Utterances that commit a speaker to the truth of the expressed
proposition, In other words, it means statements that convey a belief or
disbelief in some proposition, such as: statement of general truth (it is
a warm sunny day), an assertion, a description, etc. Therefore, Leech
used the term “Assertive” in stating this category.
b. Directive.
Utterances attempt to get someone to do something. E.g. in
requests, commands and advice, for example: speaker asked listener to
open the door, he/she will say: “open the door, please! “
c. Commisive.
Utterances that commit a speaker to some future action, e.g.
promises, vows and oaths, for example: a speaker promises to do
something, e.g. I promise I can love you till the end of my life.
d. Expressive.
Utterances express the speaker’s feeling, attitudes and emotions
towards the proposition, e.g. congratulations, excuses and thanks. It
also can be a statement of pleasure, pain, likes, dislikes, joy, sorrow,
for example: a speaker says” I’m feeling great today.
e. Declarative.
Utterances that will give effect for the speaker because it can
change the reality in accord with the proposition of the declaration,
e.g. baptisms, pronouncing someone guilty or pronouncing someone
husband and wife. It is usually used in ritual: I hereby pronounce you
husband and wife. Yule (1996: 53) added that this category can
change world via their utterances.
This table bellow will give a brief understanding about the
relationship between speech act types and language functions, which was
following Searle’s idea. (George Yule, 1996:53-55)
Speech act type
Directions of fit
S= speaker ; X= situation
Declarations
Words change the world
S causes X
Representatives
Make words fit the world
S believes X
Expressive
Make words fit the world
S feels X
Directives
Make the world fit world
S wants X
Commisives
Make the world fit words
S intends X
CHAPTER III
CERTAIN ELEMENT OF THE FILM
A. Film Identity
Director
: Mark Waters
Producers
: Andrew Gunn
Mario Iscovich
Ann Marie Sanderlin
Screen players
: Healther Hach
Leslie Dixon
Based on
: Freaky Friday by Mary Rodgers
Stars
:
· Jamie Lee Curtis as Tess Coleman ( Anna’s mother )
· Lindsay Lohan as Anna Coleman ( Tess’s daughter)
· Mark Harmon as Ryan ( Anna’s imminent step-father)
· Ryan Malgarini as Harry Coleman
· Harold Gould as Grandfather
· Chad Michael Murray as Jake
· Stephen Tobolowsky as Mr. Bates
· Christina Vidal as Maddie
· Haley Hudson as Peg
· Rosalind Chao as Pei-Pei
· Lucille Soong as Pei-Pei’s Mother
· Willie Garson as Evan
· Dina Waters as Dottie Robertson
· Julie Gonzalo as Stacey Hinkhouse
Music by
Editors
Distributors
Release date
:
:
:
:
Rolfe Kent
Bruce Green
Buena Vista, Walt Disney Pictures
August 1, 2003 (2003-08-01)
Running time
Country
Language
Budget
Gross revenue
: 97 minutes
: United States
: English
: $20 million
: $160,846,332
B. The Synopsis of the film “ FREAKY FRIDAY”
This film told about a mother and her daughter who are not getting
along and cannot understand each other's preferences. Tess Coleman, a
respected psychiatrist who is desperately frazzled whilst trying to organize
her upcoming wedding with her amicable fiancé Ryan (Mark Harmon) and
rein with her daughter, Anna (Lindsay Lohan). Anna is having trouble at
school, having to fend off a biased teacher, a school bully, and a difficult
exam in her attempts to snag the attention of school hottie Jake (Chad
Michael Murray). She is angered by her mother's apparent disregard for
everything she likes and does. On a Thursday night they have a big
argument in a Chinese restaurant. Anna is incensed that her mother doesn't
support her musical aspirations, she didn’t get a chance from her mother to
participate in music competition and Tess wanted Anna to follow her
willing in rehearsal practice. Tess can’t see why Anna won't give her
fiancé a break. Everything soon changes when both receive two identical
Chinese fortune cookies which cause a little mystic mayhem. They’ve got
it from the restaurant owner's mother which causes them to switch bodies
next day. In the next morning, their Friday gets freaky when Tess and
Anna find themselves inside the wrong bodies. As they adjust with their
new personalities, they begin to understand each other more and
eventually it's the mutual self-respect that sorts the things out and then
finally in Tess's wedding coming on Saturday, the two have to find a way
to switch back - and fast. Tess and Anna do crazy, out of character things
during the titular Friday, but the story ends before the true consequences of
their actions can come to light. Tess exposes a biased teacher's prejudice,
Anna gives thoughtless advice to her mother's clients, and both of them
alienate their friends and close family members, but then the story ends.
The point of the horror of being stuck in another's body is the effect of the
body-switchers on the other person's life.
CHAPTER IV
ANALYSIS AND RESEARCH FINDING
A. Literary Elements of the “FREAKY FRIDAY” Film.
To understand the structure of the work, it is important to
understand more about the literary elements in this movie wholly which
include as follow:
1. Character and characterization
Character is defined as qualities that make somebody different
from others or it usually identified as person in a play, novel, etc
(Oxford, 2003:63). An actor's job is to convey the emotions of the
character they portray. In the writer’s opinion, usually readers or
moviegoers will be able to know and understand the characteristic of
actors in novel or movie through the description from the author, their
speech to others and their actions.
As people know in general, character is divided into two as follow:
major character and minor character. Major character is considered as
the most important character in a story (in novel or a film) because
he/she appears frequently and his/her role becomes a central action
which can influence to the plot of the story from the novel or the film.
On the other hand, minor character is useful to support the
characterization of major character. That’s why minor character
usually also is called as supporting character. In addition, minor
character is used to make the story more alive because minor
character is considered to complete the events in the story even the
involvement or role not as frequently as the major character. In
“FREAKY FRIDAY” movie, the major characters are:
1). Tess Coleman.
Tess Coleman as Anna’s mother, Elizabeth Vail (in
http://www.greenmanreview.com/film/film_freakyfriday.html)
states that Tess is a respected psychiatrist who is desperately
frazzled whilst trying to organize her upcoming wedding with
her amicable fiancé Ryan (Mark Harmon) and rein in her
precocious daughter, Anna (Lindsay Lohan). She doesn't
support Anna’s musical aspirations and dislikes Anna’s rock
band. Anna's music, friends, grades and taste in boys are all
unacceptable in her eyes.
2). Anna Coleman (Tess’s daughter).
From Ron Kirk (in [email protected]), it can
be concluded that Anna Coleman is described as a fifteen-yearold teenage rebel girl whose mother's apparent disregard for
everything she likes. Anna is emotionally not ready for Tess's
upcoming wedding to a man named Ryan because her father
died three years ago. Besides, Anna's irritations are an
annoying younger brother (Harry), her enemy (Stacey
Hinkhouse) who never seems to stop torturing her, and her
English teacher (Mr. Bates) who gives her an F on every
assignment, no matter how hard she tries. Additionally, Anna is
having trouble at school, having to fend off a biased teacher, a
school bully, a difficult exam in her attempts to snag the
attention of school hottie Jake and one day she wishes to
participate with the rest of her band in a band audition;
however the show is the same night as Tess's wedding
rehearsal. Finally, Anna proposes a toast where she finally
accepts Ryan by realizing how happy he makes Tess.
To support and make alive the story of the movie, there are
some minor characters in “FREAKY FRIDAY “Film such as:
1). Ryan (Tess’s fiancé).
Ryan is the stepdad-to-be who in Anna’s thought is
considered as an unacceptable replacement for her dad. He
comes to Tess’s family with surprising ease and grace,
portraying him as an easy-going, affable fellow who is
willing to sit back, relax, and let things come to him. He also
tells Tess that he wanted Anna to accept him into the family
on her own.
2) Grandpa.
He is an old man as Anna’s and Harry’s grandpa who is
senile and is commotion/uproar about everything and he has
been deaf. But he is a wise man who gives an advice and
support to Ryan, his son in law-to be
3). Harry Coleman.
An annoying younger brother who is very bright in
English, but he's having a problem particularly in Math and a
little trouble with bullies. Actually, he admires Anna, but he
always disturbs and provokes to fight with Anna.
4). Jake.
An amazing older student that makes Anna had a crush on
him who has part time jobs, in detention room and in a café.
5). Mr. Bates.
Is Anna’s teacher who is not objective and unfair and
wants to get revenge to Anna because she is a daughter of his
lovely former classmate (Tess) whom she had turned down
when he had asked Tess to the School Prom and he is taking
it out on Anna, but finally, Tess who was in Anna’s body
confronts Mr. Bates over this in front of Anna's friends,
humiliating him and warning him to stop his treatment of 'her'
or he will be reported to the school board.
6). Maddie.
One of Anna's band mates who always gives support
Anna and comes to try to convince "Anna" to go to the
audition in Tess’s wedding rehearsal, but ultimately decides
to use force. However, the band mates are caught by security
but finally Ryan gives her permission to go.
7). Pei-Pei's Mother.
Is a Chinese woman as a mother of restaurant owner.
While Tess and her family were dining out at a Chinese
restaurant, Pei-Pei’s mother who is a nosy proprietor notices
Anna and Tess’s constant bickering and offers them magical
fortune cookies. She was pointing at them and was mumbling
some strange Asian voodoo in Chinese. The next day, Anna
and Tess wake up in the other's body.
8) Pei-Pei.
The daughter of a Chinese restaurant owner. She is afraid
at her mother's meddling into Anna and her mother but she is
unable to directly help them. Pei-Pei just able to advise them
to read the fortunes in the cookies, as when the fortunes come
true, they will swap back.
9) Evan.
Evan is Tess’s neediest patient who Tess has been
seeing him every day for three years.
10). Dottie Robertson
She is the presenter of Dotty Robinson Show who
has a good character in bringing the show.
11). Stacey Hinkhouse
Anna and Stacey used to be friends years ago, but
then Stacey never seems to stop torturing Anna and
pretended as a good friend for Anna by convincing Tess
that she and Anna are still best friends.
2. Plot.
Plot is events in the story of film, novel, etc (Oxford, 2003:317). In
addition, the definition of plot is the sequences of events in the story
which tells about what happened and what will happen next. There
are some elements in plot of the story as follow:
a). Exposition.
In exposition, it tells about the introduction about the story
of the film which usually includes character and characteristic.
The exposition in this movie is:
Early in this movie told about Anna Coleman is an average
teenage rebel whose constant victims of her stodgy mother Tess
and annoying younger brother Harry. Sources of irritation include
a rock band Anna is in, which her mother dislikes, and Tess's
upcoming wedding to a man named Ryan, which Anna is
emotionally not ready for because her father died three years ago.
Also contributing to Anna's irritation is her enemy, Stacey
Hinkhouse, who never seems to stop torturing her and has
convinced Tess that she and Anna are still best friends (they used
to be friends years ago), and Anna's English teacher, Mr. Bates,
who gives her an F on every assignment, no matter how hard she
tries.
b). Conflict.
Conflict is the essence of the stories. The conflict begins
when the family eats out in a Chinese restaurant on One Thursday
evening, Anna and Tess have a big argument and quickly start
fighting again. Anna wishes to participate with the rest of her band
in a band audition; however the show is the same night as Tess's
wedding rehearsal. Their disagreements reach a fever pitch - Anna
is incensed that her mother doesn't support her musical aspirations
and Tess can't see why Anna won't give her fiancé a break.
c). Climax.
Climax is defined as a major crisis or turning point in the
whole action of a plot. Climax is most exciting or interesting
moment in a story (Oxford, 2003:71). In “FREAKY FRIDAY”,
the climax is when Anna and Tess have a big argument in a
Chinese restaurant, an elderly Chinese restaurant owner's mother
heard and offers fortune cookies for them. Then they receive and
read a fortune that causes them to switch their bodies and minds.
Everything soon changes when two identical Chinese fortune
cookies cause a little mystic mayhem and there is a short
earthquake which only they feel. The next morning, their Friday
gets freaky when Tess and Anna find that they have switched
bodies and find themselves inside the wrong bodies Tess is in
Anna's body and Anna in her mother's body.
d). Resolution.
Resolution is the last event in the story. In this part, the
resolution of the story in this movie as follows: When Anna and
Tess switch bodies and discover that Tess is in Anna's body and
Anna in her mother's body. They confused and unable to work out
how to return to their rightful bodies on their own, they decide to
go back to the restaurant to find out what happened. Since Anna
has an important test and Tess must go to work, the two are forced
into each others roles. They must learn to live in each other's place.
It is only then that "selfless love" will change them back. As they
adjust with their new personalities, they begin to understand each
other more and eventually it's the mutual self-respect that sorts the
things out, they gain a little newfound respect for the other's point
of view.
At the wedding rehearsal that evening, Anna and Tess read the
fortune, stating "when what you see is what you lack, then selfless
love will change you back", but leaves them overly confused. Back
at the wedding rehearsal, "Anna" asks "Tess" to have Ryan
postpone the wedding, so that Anna will not have to go through
marrying him in her mother's body. Instead, "Tess" proposes a
toast where she finally accepts Ryan by realizing how happy he
makes Tess. There is a second earthquake that everyone feels and
Anna and Tess switch back into their own bodies.
3. Setting.
Setting is place in which something is fixed (Oxford,
2003:377) but completely as people know in general there are two
kinds of setting:
a. Setting of time.
Setting of the time of this movie is around in 2003 and exactly
on Thursday and Friday. It can be known from the title of the
movie and some implicit dialog from the actors.
b. Setting of place:
1. In Anna’s bedroom
2. In Tess’s Volvo car
3. At Anna’s school on the way to her classroom
4. At detention room : a room for students who get
punishment
5. In Anna’s classroom
6. At Tess’s office
7. In supermarket
8. At Anna’s school in Parking area
9. At Anna’s home In her garage
10. At Anna’s home in her dinning room
11. At Old Chinatown In the house of chunks: a Chinese
restaurant where Anna and Tess have a big argument
and they receive and read two identical Chinese
fortune cookies which cause a little mystic mayhem a
fortune that causes them to switch their bodies and
minds.
12. At Anna’s home in Tess’s bed room
13. In shopping center
14. At Harry’s school
15. At Dottie Robinson Show
16. At Anna’s school on Examination room
17. At café where Jake works
18. At restaurant in Tess and Ryan’s rehearsal wedding
event
19. At House of Blues: A place where an audition of KISS
Wango Tango that is joined by Anna and her band
mates is held.
20. At Anna’s house in Tess and Ryan’s wedding party
4. Theme.
Theme is the core idea. This film tells about Tess and her
daughter Anna are constant quibblers who always fighting and they
think each other don't see how hard their life is. They are not getting
along, they don't see eye-to-eye on clothes, hair, music, and certainly
not in each other's taste in men. They simply cannot understand each
other's preferences. As they adjust with their new personalities, they
begin to understand each other more and eventually it's the mutual
self-respect that sorts the things out. It is only then that "selfless love"
will change them back. “FREAKY FRIDAY” is a fresh and delightful
family
comedy
film.
(http:www.imdb.com.title/tt0322330/plot
summary)
5. Style.
Style which is used in “FREAKY FRIDAY” manuscript is
simple and understandable sentences and mostly used direct
sentences. The script of this movie is written by Healther Hach and
Leslie Dixon. In this film, the language which is used in conversations
between actors and actress uses a very simple language event
sometimes also used “implicit utterances”.
6. Point of View.
The point of view show the position from which the story is told. It
can be understood through the dialogue of the characters. Point of
view which is used in this movie contains first point of view which is
used by all characters in their dialogue and the third person point of
view which is used in monologue.
B. Types of Speech Act.
1. Direct Speech Act.
This utterance is said directly from the speaker to listener and when
there is a direct relationship between a structure and a function. Parker
(1986:17) explains that in direct speech act, the syntactic form of an
utterance reflects the direct illocutionary act. Most of dialogue which is
used in “FREAKY FRIDAY” movie is in direct form. These are some
examples of direct speech act and their analysis in “FREAKY FRIDAY”
manuscript:
1). Dialogue between a mother (Tess) and her daughter (Anna).
Tess: Hello? Hello in there? Wake up, honey. Wake up!
Wake up!
Anna: [Groaning] Oh. Oh, could I just have, like, one
minute, please?
Tess tried to wake up her daughter (Anna), but Anna is
difficult to be woken, she refused to wake up. That italic utterance
above includes a direct speech act because the syntactic form of an
utterance reflects the direct illocutionary act of making command
which is uttered by a mother (Tess) to her daughter (Anna).
2). Dialogue between a grandpa and his son in law to be.
Grandpa: Stop groveling, man. Let her come to you.
Ryan
: She'd come with a hatchet.
That dialogue took place when Coleman’s family has dinner
out in a Chinese restaurant. Ryan is Anna’s step father to be, tried to
be closer to Anna who can’t accept him to be her dad yet. Then,
grandpa advised Ryan to stop grovels with Anna because she would
come to him slowly but Ryan not sure about that. That italic
utterance is called a direct speech act because the syntactic form is an
imperative sentence which is used as a command from older to
younger (an advice from a grandpa to his son in law to be)
3). Dialogue between a sister and her younger brother.
Anna: What are you doing? Get out of my room!
Harry: Help me! Mommy!
Harry is Anna’s naughty younger brother. He was taping
Anna’s guitar in Anna’s bedroom then Anna who was tired after
school to be angry because of his naughtiness. An imperative
structure in Anna’s italic utterance reflects a direct speech act
because an imperative form is used to perform a direct illocutionary
act namely making a warning from Anna to her naughty younger
brother. When older person speaks to younger, usually an imperative
structure will be used.
4). Dialogue between a teacher and his student.
Bates: Today is a lovely day for a pop quiz. All of you
should have finished reading "Hamlet" by now.
I'm going to ask each one of you one question,
and you will be graded according to your answer.
Mr. Waters, describe the character of Hamlet!
Waters: Hamlet .He's, uh... he's one of the big
characters. I mean, he's Hamlet. He's just
bopping around, doesn't know which way's up. I
don't think the guy's got a clue.
Mr. Bates is Anna’s teacher, one day he gave a pop quiz about
“Hamlet” and he would give grade to his students according to their
answers from his questions. Firstly, he asked to his student whose
name is Waters to describe the character of Hamlet. The utterance
that is uttered by Mr. Bates is a direct speech act because firstly, Mr.
Bates used a declarative form to state that that day would give a pop
quiz and about the rules of the test. Then when he asked to his
student to explain the character of Hamlet, Mr. Bates used an
imperative form. So there is a direct relationship between a structure
and a function from Mr. Bates’s utterances.
5). Dialogue between a psychiatrist and her patient.
Patient:
She and her best friend aren't speaking,
Doctor. And in her diary, she keeps mentioning
this boy.
Anna:
How do you feel about that?
Patient: Well, I'm worried.
That dialogue above happened when Anna was in Tess’s body
and she replaced her mother to be a psychiatrist. There was a patient
who consulted about her problem to Anna and as a psychiatrist she
was care with her patient. She asked her patient about what a patient
felt about her problem. The utterance that is uttered by Anna is called
a direct speech act because it used an interrogative structure which
the function is to ask a question to someone.
2. Indirect Speech Act.
Yule (1996:55) says that when there is an indirect relationship
between a structure and a function, that’s called an indirect speech act. The
meaning of this speech act is said implicitly from the speaker to listener.
Additionally, Parker (1986: 17) states that the syntactic form of an
utterance does not reflect any indirect illocutionary act associated with it.
Some of examples from types of indirect speech act in “FREAKY
FRIDAY” has the form of an interrogative but it is not typically used to
ask question (not only expect an appropriate answer but also an action).
These are some examples of indirect speech act and their analysis used in
“FREAKY FRIDAY” manuscript:
1). Dialogue between a student and a teacher.
Tess: Mr. Bates, may I please speak with you?
Bates: I think that would be fairly pointless, but go
ahead.
After getting an “F” in a pop quiz, Tess who was in Anna’s
body wants to complain to her teacher whose name is Mr. Bates who
unfair in grading and giving score to her answer in a pop quiz, actually
she has answered his question correctly and appropriately but he gave
an “F” to her. That italic utterance included an indirect speech act
because the syntactic form of an utterance used an interrogative form
not for asking a question but as a request from a student to her teacher.
It is common in English to use an interrogative form with the function
is to make a request even it tends to be more polite.
2). Dialogue between a grandson and his grandpa.
Harry: Grandpa, could you pass the milk?
Grandpa: of course.
Harry and grandpa were having breakfast in a dinning room.
He wanted to drink a glass of milk but it’s not close with him so he
asked his grandpa to take it for him. Harry’s utterance is an indirect
speech act because as a grandson who is younger than his grandpa,
he used an interrogative form in making a request, because it is more
appropriate than commanding his grandpa directly by using an
imperative structure.
3). Dialogue between a mother and her daughter.
Tess: Would you leave your brother alone?
Anna: Why do you always take his side?
That dialogue took place in a car when Tess accompanied her
children, Anna and Harry, went to their schools. Harry disturbed
Anna by pinching her, actually Harry was wrong but Tess knew that
Anna who disturbed him. An utterance which is uttered by Tess
included an indirect speech act because that is in a form of
interrogative but the function is to make clearer a request from a
mother to her daughter so actually there is not a direct relationship
between the syntactic form in Tess’s utterance with the function. An
interrogative form in that utterance is not used as a question but as
request.
4). Dialogue among friends.
Jake: I'm not in detention. I work here. What would you
say if I told you I could help finish your test?
Tess: Really?
Because she was estimated to cheat Stacey Hinkhouse’s test,
Tess who was in Anna’s body was punished in detention room. Then
Jake, who worked in there, indirectly offered help to finish her test
again. Jake’s italic utterance is an indirect speech act because the
syntactic form does not reflect any direct illocutionary act associated
with it. Jake used an interrogative form not to ask a question but to
offer help to Tess.
3. Literal Speech Act.
This utterance has a real meaning suitable with the saying,
what people mean exactly what these words say. (1986:19). There are
some examples of literal speech act and their analysis used in
“FREAKY FRIDAY” manuscript:
1). Dialogue between a student and a teacher.
Anna: Mr. Bates, I really don't understand this "F”.
Bates: You missed the point of the book.
After Mr. Bates returned his student’s answer sheets of the
test, Anna, one of his students, complained about her “F” on her
result test to him. Both those utterances are literal speech act because
Anna’s utterance is clear and really used to complain to her teacher
directly and Mr. Bates told to her about his real reason of giving an
“F” on Anna’s test.
2). Dialogue among friends.
Maddie: You guys are never gonna believe this. One of
the bands dropped out of the Wango Tango
auditions. We are the first alternate.
Anna’s band-mate: That's awesome!
While Anna and her band mates were in garage to practice
music, Maddie was phoned by the House of Blues which held band
audition. Then she was surprised because her band became the first
alternate in that audition, she told it to her band mates and they were
surprise and happy too. Both utterances are literal speech act because
Maddie’s information was right and her band mate’s responses also
really surprise and happy to hear that information. So, both what
Maddy said and her friends’ responses appropriate with the fact.
3). Dialogue between a mother and her son.
Tess: Harry, get down from the table this instant!
Harry: I'm imitating Mom. You should've seen her
today! She was so cool! Whoo! Whoo!
Anna who was in Tess’s body have presented Tess’s book at
Dotty Robinson’s show. She was amazing according to the
audiences. After came back from that television program, Harry
who was also happy because of her, expressed his happiness by
imitating Anna’s action in that show. Tess who was in Anna’s
body felt angry about it and she commanded Harry to get down
from the table, but Harry said that Anna (who was in Tess’s body)
was cool. What Harry said is a literal speech act because in fact,
he was really happy with Anna, it can be known from his
expression too.
4. Non literal Speech Act.
This utterance has a meaning which is not suitable with the form of
saying. These are some examples of non literal speech act and their
analysis used in “FREAKY FRIDAY” manuscript:
1). Dialogue between a mother and her daughter.
Anna: Okay! I'm going to get a little stud here, okay?
Tess: I don't want my maid of honor looking like a
harlot.
When Tess rode her car to go to Anna’s and Harry’s school,
Anna told to Tess that she would get a little stud in her ears. But
Tess refused by saying that Anna would be like a harlot if she did it.
An utterance which is uttered by Tess included a non literal speech
act because as a mother, she would not mean to equalize her
daughter like a harlot, it just her disagreement with what her
daughter would do.
2). Dialogue among friends.
Jake: Here you go. You can wear my extra helmet.
Anna: Oh, I just realized I have to meet my friends,
and they're waiting for me.
Jake: Your mom would kill you.
Jake offered Anna to ride his motor cycle to go home, but
Anna refused it then Jake knew that Anna’s mother didn’t permit
her to ride motor cycle and he expressed it in saying that Anna’s
mother would kill Anna if she knew that Anna rides a motor cycle
with a boy. Jake’s italic utterance includes a non literal speech act, it
just a form of disagreement and angriness from Anna’s mother if
she knew her daughter disobeys her rule, it is impossible if Tess
really kill her daughter because of that.
3). Dialogue between a teacher and his student.
Bates: Ms. Coleman, What are the central conflicts in
"Hamlet"?
Tess:
Yes, Mr. Bates. Well, political, of course,
because Claudius usurped his father's throne.
Oedipal, because of the undercurrents with his
mother then there is the timeless question of
insanity. Is he really seeing his father's
ghost, or is he simply mad?
Bates: That is seriously overreaching. "F."
Mr. Bates is Anna’s teacher gave a pop quiz about “Hamlet”
to his students then he asked Anna to explain the central conflicts of
Hamlet. The last utterance which is uttered by Mr. Bates is a non
literal speech act because actually Anna has answered his question
correctly but he was unfair by giving an “F” to her. That’s not
suitable with his words that stated that Anna’s answer was seriously
overreaching.
5. Direct and Literal Speech Act.
This utterance is said directly from the speaker to listener and has a
real meaning suitable with the saying. There are some examples of
dialog which contain direct and literal speech act from “FREAKY
FRIDAY” manuscript as follow:
1). Dialogue between a mother and her son.
Harry: Mommy, Mommy, Mommy. Come here.
Tess: I promise there will be serious consequences for
Anna.
Anna has disturbed to Harry and he told to Tess about it,
then Tess would like to give punishment to Anna. Tess’s utterance
is called a direct and literal speech act because a declarative form is
used to make a statement that Tess would give punishment to Anna
so there is a direct relationship between a structure and the function
also it is exactly same with what Tess said.
2). Dialogue among friends.
Jake: Ah, okay. Well, if you ever get out of your
garage, let me know.
Anna: Yeah, totally. You can come check me out. I
mean the band. I'll be there, too, if you want
to come check.
Anna informed that she practiced in playing music in her
garage and she told that Jake could come if he would check her.
Anna’s utterance is a direct and literal speech act because the
syntactic form is declarative whose the function is to make a
statement (it is appropriate between the syntactic form and the
function) and what Anna means is the fact.
3). Dialogue between a doctor and her patient.
Patient: I started reading your new book, and it just
makes me feel really depressed.
Anna: And how do you feel about that?
A patient shared about her response after she read Tess’s book
with Anna who was in Tess’s body to replace as a psychiatrist.
What patient said is a direct and literal speech act because the
utterance which is used is a declarative structure to perform a direct
illocutionary act namely making a statement and it is appropriate
with the fact that she was really depressed after read Tess’s book.
6. Direct and Non Literal Speech Act.
This utterance is said directly from the speaker to listener, but the
meaning is not suitable with the saying. There are some examples of
dialog which contain direct and non literal speech act from “FREAKY
FRIDAY” manuscript as follow:
1). Dialogue among friends.
Jake: Nice. Cute shirt.
Anna: Thanks
That dialogue took place when Jake met with Anna and he
saw Anna wore inappropriate shirt to go to school then he just teased
by pretending that he likes Anna’s clothes. Jake’s utterance includes
a direct and non literal speech act because it used correct syntactic
form which is appropriate with the function and it is non literal
because Jake didn’t mean with what he said, he just teased Anna
about her shirt.
2). Dialogue between a mother and her daughter.
Tess: Your door will be returned to you, Anna, if and
when you can explain...
Anna: You give me that door or I will kill myself.
Tess hid Anna’s door because Anna was in detention twice a
day, then Tess told that her door would be returned if Anna could
explain about that but Anna swore that she would suicide if Tess
didn’t return her door. Anna’s utterance is a direct and non literal
speech act because the declarative form represents a direct speech
act which is used to make a statement (there is a direct relationship
between a syntactic form and its function) and actually Anna’s
utterance is not the fact, it just her oath to her mother.
3). Dialogue between a grandpa and his son in law to be.
Grandpa: Stop groveling, man. Let her come to you.
Ryan
: She'd come with a hatchet.
That dialogue happened when Ryan is Anna’s step father to be,
tried to be closer to Anna who can’t accept him to be her dad yet.
Then, grandpa advised Ryan to stop grovels with Anna because she
would come to him slowly but Ryan not sure about that. That italic
utterance is called a direct and non literal speech act because it used
the declarative form to make a statement and it didn’t mean with the
fact. It is impossible Anna would bring a hatchet when she came to
Ryan.
7. Indirect and Literal Speech Act.
This utterance has a real meaning suitable with the saying and it is
stated implicitly/indirectly from the speaker to listener. Examples of
indirect and literal speech act from “FREAKY FRIDAY” manuscript as
follow:
1). Dialogue among friends.
Jake: So, what do you say? Do you want a ride?
Anna: Oh, I just realized I have to meet my friends, and
they're waiting for me.
After Jake met Anna, he offered Anna a ride to go home but
she refused him. That dialogue above is indirect and literal speech
act because it used interrogative form not to ask question but to make
an offer and he means exactly with what he said that he really offers
a ride to Anna.
2). Dialogue between a wife and a husband to be
Anna: Darling. Could you, like, chill for a sec?
Ryan: Sure, sure, I'll chill.
While Anna and Tess were chatting, Ryan came to them
and offered a ride to Tess who would go to work then Anna who
was in Tess’s body asked him to wait her who was not ready yet
and Ryan would wait her. Anna’s utterance is an indirect and literal
speech act because there is not a direct relationship between
interrogative form and the appropriate function. Here, the function
of that syntactic form is to make a request and it’s appropriate with
the fact that she really asked him to wait.
3). Dialogue between a daughter and her mother.
Anna: All right
Tess: What is that tone? Are you using a tone with me?
That dialogue above occurred when Anna and Tess were
debating, then Tess warned Anna not to speak loudly to her. Tess’s
utterance is called an indirect and literal speech act because she
used an interrogative form which is inappropriate with the function
but the syntactic form is used to prohibit and what Tess means
exactly with the fact.
8. Indirect and Non Literal Speech Act.
This utterance has meaning which is not suitable with the saying
and it is stated implicitly/indirectly from the speaker to listener.
Examples of indirect and non literal speech act from “FREAKY
FRIDAY” manuscript as follow:
1). Dialogue between a daughter and her mother.
Anna: Oh, I fixed your jeans.
Tess: My patients are not going to pay $150 an hour to
get therapy from a stripper.
Anna who was in Tess’s body fixed Tess’s jeans and she wore
sexy shirt, then Tess who was in Anna’s body disagreed with her
about that by equalizing her like a stripper if she wore sexy shirt.
Tess’s utterance includes indirect and non literal speech act because
the syntactic form is declarative which is used to prohibit someone
(the syntactic form is not suitable with the function) and actually she
didn’t mean to equalize her daughter like a stripper.
2). Dialogue among friends.
Anna’s band-mate: How can you? Aren't you the maid of
horror or something? Don't they make
a big deal out of the rehearsal,
like all your weird relatives coming
to town?
Anna
: Honor. It's not the wedding. It's the
rehearsal.
Anna’s band-mate ensured whether Anna’s mother rehearsal
wedding is important for her too or not because actually Anna and
band would join in band audition in the same time with her mother’s
rehearsal practice. What Anna’s band mates said is an indirect non
literal speech act because it used an interrogative form which the
function is not to ask question but to clarify that Tess’s mother
rehearsal practice is important too for her or not and actually Anna’s
band mate didn’t mean with what she said, she just wants to
pretend.
3). Dialogue between a sister and her younger brother.
Anna: You give me that door or I will kill myself.
Harry: Oh! Can I watch? Harry! - Shut up
Anna pretended that she would like to commit suicide;
Harry, her naughty younger brother, disturbed her as he wants to see
Anna’s suicidal. Harry’s utterance is an indirect non literal speech
act because the syntactic form is interrogative which the function is
to make request and it didn’t suitable with the fact that Harry really
wants Anna to kill herself.
C. Searle’s Categories of Illocutionary Act in “FREAKY FRIDAY
“Manuscript.
Searle classified Illocutionary acts into five categories as follow:
(Leech, 1983: 105-106)
a). Representative.
Utterances that commit a speaker to the truth of the expressed
proposition, in other words, it means statements that convey a belief or
disbelief in some proposition, such as: statement of general truth, an
assertion, a description, etc. Therefore, Leech (1983:105-106) used the
term “Assertive” in stating this category. In more detail, there are
some examples of utterances which are “Representative” category in
“FREAKY FRIDAY” such as:
1) Dialogue between a psychiatrist (Tess) and her patient (Evan).
Tess:
I'm not gonna quit on you.
available on my cell phone.
Evan: I will check it.
I’m
gonna
be
The illocutionary act is a statement therefore that dialogue
includes “representative” category because it is an assertion
which contains a statement from Tess to Evan that she would be
available on phone and convey Evan’s disbelief to Tess.
2). Dialogue between Maddie, Anna and her band mate.
Maddie: You guys are never gonna believe this. One
of the bands dropped out of the Wango Tango
auditions. We are the first alternate.
Anna: shut up!
Anna’s band-mate: That's awesome!
An illocutionary act from Maddie’s utterance is a statement of
fact which represents the world as she believes it is and her band
mate too therefore that italic utterance above is “representative”
category of illocutionary act.
3). Dialogue between a step father to be (Ryan) and his step daughter
to be (Anna).
Ryan: Anna, your door is underneath the back stairs.
Anna: Like I didn't figure that out.
Illocutionary act of Ryan’s utterance is in a form of statement of
the reality. That italic utterance includes “representative” category
because it is an assertion that informs about where is Anna’s door
which is hid by her mother because she was in detention room
twice a day.
b). Directive.
Utterances attempt to get someone to do something, e.g. in requests,
commands and advice. In dialogs of “FREAKY FRIDAY” manuscript, it
can be looked many utterances which belong this category, some of them
are:
1). Dialogue between a mother and her daughter.
Tess: I need to talk to you right now.
Anna: I'm gonna pass on that. Don't treat me like your
patients!
Anna’s utterance which refused Tess included “direct” category of
illocutionary act because what Anna said reflects a command in
negative form (a warning).
2) Dialogue among friends.
Maddie: We saw you.
Tess: Saw me what?
Maddie: With Jake. Give us the dirty details.
Illocutionary act from Maddie’s italic utterance is in a form of making
a request that she would ask Tess (who was in Anna’s body) to tell
about relation with Jake. So, it is called “directive “category because it
contains a request and Maddie used an imperative form to make a
request.
3). Dialogue between a customer and a restaurant owner.
Tess: No, Pei-Pei. We'd like to speak to you about
something. We think happened to us at your
restaurant.
Anna: Something that sucks.
Pei-Pei: Let me handle this.
Tess: Okay.
In Pei-Pei’s utterance (Let me handle), an illocutionary act is an offer
which is uttered to Tess directly by using an appropriate syntactic form
with the function. So, that is included “directive” category.
c). Commisive.
Utterances that commit a speaker to some future action, e.g. promises,
vows and oaths, examples of dialogues from “FREAKY FRIDAY” which
have “commisive” category are:
1) Dialogue between a mother and her daughter.
Tess: Oh, my organizer. It's been going off all day.
Parent-teacher conference! I completely forgot you
have to be at Harry's school in minutes.
Anna: No! I hate teachers!
Tess: You have to go. I'll go to your school .I'll take
your exam, and everything will be okay. Okay, let's
go.
Anna: Yeah.
From that italic utterance the illocutionary act is in a form of promise, so
an italic utterance above which is uttered by Tess is “commisive”
category because it contains Tess’s promise that she would go to Anna’s
school and take her exam.
2) Dialogue between a grandpa and his son in law to be.
Grandpa: oh boy, you’ll get used to it.
Ryan: Yeah… (After he heard Anna’s screaming,
nodded of head)
he
just
An illocutionary act from grandpa’s utterance is as “threat” for Ryan and
it includes “commisives” category, because it contains about what would
happen for the next time to Ryan who would be Anna’s step father.
3) Dialogue among friends.
Jake: Now hurry up and finish your test. I'll watch the
door.
Tess: You really are something, Jake.
In Jake’s utterance, the illocutionary act is a promise that he would
watch the door while Tess (who was in Anna’s body) was finishing her
test. An italic utterance above includes “commisives” category because it
contains Jake’s promise.
d). Expressive
Utterances express the speaker’s feeling, attitudes and emotions towards
the proposition, e.g. congratulations, excuses and thanks. It also can be
statements of pleasure, pain, likes, dislikes, joy, and sorrow. These are some
examples of “Expressive “category from “FREAKY FRIDAY “manuscript:
1) Dialogue between a teacher and a student’s mother.
Teacher: Well, you know, he's very good in English. I
had the class write an essay on who they admire
most, and he wrote a wonderful paper about your
daughter.
Anna: All right.
An illocutionary act from what Harry’s teacher said is in a form of
pleasure and pride and that is “Expressive” category because it
expressed her pride and likeness to Harry’s achievement at school.
2) Dialogue between a mother and her daughter.
Tess: Who’s Jake? You say, i’m not interested. Anna, I’m
interested. Try me!
Anna: Okay, he’s just this really amazing guy, mom.
From Anna’s utterance, the illocutionary act is admiring so it includes
“expressive “category because it expressed that she really admires
Jake.
3) Dialogue between a grandpa and his grandson.
Grandpa: That's the first time Tessie's work hasn't put
me to sleep. I might even read one of those
books.
Harry: yeah.
An illocutionary act in what grandpa said is admiring and that belongs
an “expressive” category because grandpa expressed his feeling about
Tess.
e). Declarative.
Utterances that will give effect for the speaker because it can change the
reality in accord with the proposition of the declaration, e.g. baptisms,
pronouncing someone guilty or pronouncing someone husband and wife. It
is usually used in ritual. Yule (1996: 53) added that this category can change
world via their utterances. In “FREAKY FRIDAY” manuscript, there is only
one utterance which belongs “declarative” category, as follows:
Anna: Yeah! And I am so psyched to be here! I guess all I'm
trying to say is, Ryan, welcome to our family. To the
bride and groom.
An illocutionary act of utterance above is pronouncing and proposing a
toast therefore that includes “declarative” category because Anna
pronounced to everybody that finally she could accept Ryan who would be
her step father.
CHAPTER V
CLOSURE
A. Conclusion
After analyzing speech act types and Searle’s categories of
illocutionary act in “FREAKY FRIDAY “Manuscript, the writer would
like to draw the conclusion as follow:
1. It is important to understand more about the literary elements in
“FREAKY FRIDAY “ film which consist of character and
characterization, plot, setting, theme, style and point of view. Major
characters in this film are Tess Coleman and Anna Coleman. They
are a mother and a daughter who are not getting along and cannot
understand each other’s preferences. As they adjust with their new
personalities, they begin to understand each other more. That plot
of the story is clear so it will not make the viewers confused in
understanding the story of this film. “FREAKY FRIDAY “film is a
fresh delightful family comedy film.
2. There are two types of speech act and those can be divided into
two: from directness and literalness. Types of speech act from
directness are viewed from the syntactic form of utterance whether
it matches with the direct illocutionary act or not. They are: direct
speech act and indirect speech act. On the other hands, types of
speech act from literalness are viewed from what people mean
exactly same with the utterances or not. They are: literal speech act
and non literal speech act. Additionally, from both types of speech
act (directness and literalness), those can be mixed into four: directliteral speech act, direct- non literal speech act, indirect- literal
speech act and indirect- non literal speech act.
In distinguishing types of speech act, it can be made from the basis
of structure. In “FREAKY FRIDAY”, generally, there are three
structural forms (declarative, interrogative, and imperative) and
three general communicative functions (statement, question,
command or request). The writer found that there are 117 direct
speech acts, 58 indirect speech acts, 65 literal speech acts, 54 non
literal speech acts, 138 direct- literal speech acts, 57 direct- non
literal speech acts, 51 indirect- literal speech acts and 10 indirectnon literal speech acts.
3. There are five categories of illocutionary acts according to Searle as
follows: Representative, Directive, Commisive, Expressive and
Declarative. Then, from “FREAKY FRIDAY” manuscript, it can
be found 47 representative’s utterances, 62 directive’s utterances,
31 utterances which are commisive, 58 expressive and only one
“declarative” utterance.
B. Suggestion
Based upon explanation above, to close this graduating paper the
writer would like to propose some suggestions as follow:
1. It is essential to study speech act because people will understand
what others people exactly mean. Therefore, lecturers should teach
and explain the knowledge about speech act clearly to their
students.
2. In lecture process, learning, understanding and analyzing speech act
can be done through watching movie or reading novels. It will
make clearer for the students about speech act when they analyze it
than just get materials theoretically from their teacher.
3. The advantages of speech act analysis is in illustrating the kinds of
things, people can do with words and identifying some of the
conventional utterance forms people use to perform specific
actions.
4. Finally, knowledge of types of speech act and illocutionary
category from utterances constitutes part of our knowledge of the
rules in language use in our daily
5. By learning and understanding of speech act, people will be more
understandable in communication process in their daily life because
they’ve understood about people’s meant in what they say.
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http://www.script-o-rama.com/...scripts/.../freaky-friday-script-lindsay-lohan.html
http://www.imdb.com/title/tt0322330/
http://www.imdb.com/title/tt0322330/plotsummary
http://www.greenmanreview.com/film/film_freakyfriday.html
http://en.wikipedia.org/wiki/Film
http://en.wikipedia.org/wiki/Freaky_Friday_(2003_film)
http://wiki.answers.com/Q/What_is_the_difference_between_a_movie_and_a_fil
m#ixzz1NzQEHgOK
http://wiki.answers.com/Q/What_is_the_difference_between_a_movie_and_a_fil
m#ixzz1TJ0xnSUV
http://www.answerbag.com/q_view/36417#ixzz1NzRL11x2
http://www.answerbag.com/q_view/36417#ixzz1TJ2XEvZx
http://www.thefreedictionary.com/film
http://www.thefreedictionary.com/movie.
http://dewey.petra.ac.id/jiunkpe_dg_11668.html
adln.lib.unair.ac.id
My Curriculum Vitae
22 years ago, exactly On March, 28th 1989, there was born a daughter from a couple
of husband and wife (Mr. Dame Arbi and Mrs. Khoriyatun). “Putri Maryani” is a name of
that daughter; it’s me who was born from that family. I really proud with them, both of them
have great patience in their life. They’ve took care me with full of love. Hopefully Allah
blesses them and gives kindness to them. I have a younger sister; her name is “Fauziah Fitri
Yanti”. She still studies in one of state vocational schools in Salatiga, SMKN 1 Salatiga.
Since I was in Kindergarten school till Elementary school, my parents didn’t give
permission to me to study in a school where the location is not close. Therefore, 8 years I
spared time to study in a school which is near with my home by walking 5 minutes from my
home. After that, I’ve planned to continue my study in a junior high school which is located
far enough from my home, SMP N1 Bawen. Thanks to Allah, because I could graduate from
that junior high school with good scores so I could continue my study in a favorite senior high
school, it is SMA N 1 Ambarawa which is the most favorite senior high school in my region.
My pride was also because I could be one of the students in “Science program” which is
considered as the best study program in my school.
There is an aphorism which says “When there is a will, there is a way”, That’s my
motto in my life which encouraged me to raise my dream when I was in senior high school, I
want to continue my study in a university. My parents suggested me to choose a university
which can be reached easily, both from finance condition and the location from my home. One
of higher institutes which appropriate with those considerations is STAIN Salatiga. That’s
why I chose this institute as my choice to continue study. Because since I was in junior high
school I like English subject, so studying in English department in this campus became my
choice. And Thanks to Allah, in each semester I could get good grades for all of lecture
subjects. I’ve said to myself that I must be able to get good grades in my study because I
don’t want to make disappointed for my parents and people around me who always encourage
me to study into higher education.
Now, my status as a university student will end. I hope all of moments either in
sadness and happiness which have been passed can be remembered. Then Thanks a lot for their
pray, sacrifice, patience, trust, encouragement, support, kindness, finance and everything that
my parents and people around me have given for me. Hopefully Allah always give kindnesses
for them. AMIN.