CHAPTER II

LITERATURE REVIEW

This chapter covers conceptual explanation of terms, such as theoretical

review refers to theoretical basis used to answer the research questions. The
empirical reviews are meant to provide empirical accounts or evidences in the
speech act are used. The theoretical ground used as a theoretical flowchart of the
research model.

2.1 Definition of Key Terms

The researcher used essential terminology such as speech act, three related
acts (the locutionary, illocutionary, and perlocutionary act), categorization of
speech acts, movie, and Matilda Wormwood movie to make it clearer and more
accurate.

2.1.1 Speech Act

According to Searle (1969), the speech act is a theory that investigates the
meaning of language by examining the relationship between utterances and actions.
The research was founded on the idea that the speech was the primary mode of
communication and that it had meaning that could be realized in establishing the
conversation, such as making assertions, questions, instructions, and requests.

Yule (1996) had a similar viewpoint, stating that speech acts are activities
accomplished through utterance. Meanwhile, according to Mey (1994) as stated in
Zumaroh (2012), the speech acts are activities in the current condition of fairs.
Speech act is also characterized as psychological speech, and its sustainability is
decided by the speaker's linguistic competence in dealing with certain situations. It
suggests that speech acts are utterances in the form of thoughts or ideas from
someone, as evidenced by the meaning of the actions on the speech in the society
life (Chaer, 2010).

According to Leech (1982), speech act is governed by speech contexts,

which include the speakers and listeners, the context of the speech, and the aim of
the speech. To summarize, speech act theory is the idea of utterances that may be
used to modify, assert, express, or even compel someone commit and do something.

2.1.2 The Three Related Acts

There were three connected acts that could not be separated because they
would come together when the utterances were created. Those acts, namely the
locutionary, illocutionary, and perlocutionary acts, which evolved as a result of
(Austin, 1962). The form of speech in which the utterance carries the literal
meaning of anything is referred to as a locutionary deed. Declarative, interrogative,
imperative, and exclamation forms are the four structural forms of an utterance or
phrase. Declarative form is a type of utterance that includes a statement or
information about something. The utterance has the form of a question, known as
interrogative form. Meanwhile, an imperative form is an utterance that generally
takes the shape of an order, an invitation, a warning, a congratulation, and so on.
Exclamation form is a spontaneous statement in which the speaker expresses his or
her feelings about something.

The function of the speech is the illocutionary act. Searle classified

illocutionary discourse into five categories: declarative, representational,
expressive, directive, and commissive (Yule, 1996). Those personalities served a
specific purpose in communication. According to Searle:

1. Declarative utterances are those that are utilized to modify the circumstance
through speaking. Declarative functions are separated by sub-functions such as
declare, affirm, bless, and dismiss.

2. Representative utterances are those that are used to express whether the speaker
believes something to be true or false. The representative swore, informed, asserted,
denied, claimed, described, and reported.
3. Expressive utterances are those in which the speaker expresses his or her feelings.
Condolences, praise, thanks, sorrow, congratulation, criticism, complaint, and
swearing were all forms of expression.

4. Directive utterances are those of speech act in which the speaker attempts to
persuade someone else to do something. Ask, invite, command, plead, request, and
recommend are the several types of directives.

5. Commissive utterances are those in which the speaker commits himself/herself

to future activities. Commissive included the words reject, promise, and commit.

Perlocutionary act is the influence of the speaker's words on the listener or

hearer. When the speaker makes an utterance, it can make the listener believe, be
irritated, terrified, enlighten, inspire, affirm, reject, obedient, inform, comprehend,
happy/satisfied, shocked, and it can make the listener do something.

2.1.3 The Classification of Speech Act

According to Yule (1996) the speech act divides into two categories,
including the direct speech act and indirect speech act. The three structural forms
of a sentence: declarative, interrogative, and imperative, as well as the three broad
communication functions: statement, inquiry, and order, underpin this
classification. The formula of direct speech act and indirect speech act arose as a
result of these three pairs of sentence forms and functions. When a phrase has a
direct linked between a structure and a function, direct speaking is achieved. On the
other hand, indirect speech act is used when the structure and function are not
directly connected. The four utterances bellows will assist the people in
distinguishing between direct and indirect speech acts.

(1) Don't just stand there!

(2) Do you have to stand over there?

(3) You are in front of the television.

(4) You make a better door than a window.

The basic purpose of the four utterances listed above is order, although only
(a) in imperative form indicates direct speech act. While (b) is an interrogative, (e)
and (d) are declarative and are classified as indirect speech acts.

2.1.4 The Definition of Movie

The movie is a kind of visual communication that uses moving images and
sound to tell tales or teach people (Brodwell, 2008). According to Brodwell (2008),
there are several movie genres such as action, adventure, cartoon, comedy, drama,
tragedies, family, horror, romance, thrillers, fantasy, and so on. Regarding to its
history, the first commercially released movie was in 1895 and many movies have
been created since produced.

2.1.5 Matilda Wormwood Movie

Matilda Wormwood movie is a fantasy film directed by Danny DeVito that

was released in 1996. According to the Internet Movie Database (IMD6) and Rotten
Tomatoes, a service that gives information on movies worldwide, this film
adaptation garnered a good response from the audience. It implies that the movie is
not just worth seeing by youngsters, but is also appropriate for people of all ages.
Nicholas Kazan and Robin Swicord wrote the screenplay for this film. The Matilda
movie presents a story about the life of a brilliant child named Matilda. She was a
little child who was remarkable for her exceptional intelligence.

When she was three years old, she had a strong capacity to communicate.
Matilda was also an excellent reader when she was four years old. Matilda had
exceptionally rapid development at the beginning of the story when compared to
other children her age. On the other hand, Mr. and Mrs. Wormwood did not
demonstrate support, respect, or care for her progress. Matilda's parents agree to let
her live with Miss Honey at the end of the story. Her parents departed the nation
without kissing or saying goodbye to Matilda. In addition, Matilda appeared
peaceful and serene as she watched her parents leave. Matilda was adopted by Miss
Honey and the story ends.
2.2 Theoretical Review

The researcher employed ideas relating to the issues covered to support this
investigation. The theories utilized were supposed to be able to justify the findings
in order for the researcher to obtain an accurate description, explanation, and
analysis of the data discovered. Speech act theories were employed in this
investigation. The researcher concentrated on the refinement of the speech act
utilized in the Matilda Wormwood movie in this study. It included a description,
explanation, and analysis of the three related acts of utterances produced by the
characters, particularly the structural form and literal meaning of utterances
(locutionary act), the function of utterances (illocutionary act), and the effect of
utterances on the listener (perlocutionary act). It further focused on the
categorization of utterances as direct or indirect speech acts. The researcher applied
Austin's theory about three related acts, which was supported by Searle's theory
about five structural forms of the locutionary acts (declarative, interrogative,
imperative, and exclamation) and Yule's theory about types of the illocutionary acts
(declarative, representative, expressive, directive, and commissive). In addition, the
researcher used theories from additional insights who supported those theories.

2.2.1 Concept of Utterance

According to Rambaud (2012), just saying or writing a piece of language

results in the creation of an utterance. He emphasized a single person's statement,
which is on a stretch where there is quiet between before and after it is stated. It
means that a statement stated by one person at a time counts as an utterance. A
statement said by one person in written work is an example of a written utterance.
For example, Fanny said "She is hungry." It produces "She is hungry" as a written
utterance generated by Fanny. Furthermore, Rambaud (2012) claims that two
persons in the same room saying "Today is Monday" counts as two utterances.

In brief, utterances may be made by simply speaking or writing a bit of a

language. When one person speaks any sentence at the same moment, the number
of utterances is tallied. When one individual said a statement, the written version of
the speech could be determined. There are two rules: the first is that it is made by a
single individual, and the second is that there is an interval between before and after
they are formed.

2.2.2 Speech Act

Austin's reasoning, as detailed in his book “How to Do Things with Words”,

that gave rise to speech act theory (1962). Austin researched the opinions of
philosophers and grammarians in his book before properly interpreting the word
speech act. He discovered that philosophers thought that people's utterances were
intended to provide a statement or description of anything, whether true or
incorrect, but grammarians claimed that not all sentences were used to describe
something (Austin, 1962).

Austin (1962) expanded on this idea, concluding that utterances made by

humans did not just serve to say or inform something, but also had additional
purposes that may cause the listener to do something. Austin coined the terms
constative utterance and performative utterance based on this notion. He said that a
constative utterance is a phrase used to describe statements that merely serve to say
something. This form of speech expressed a true circumstance, the contents of
which may allude to a historical event that occurred in the past. The constative
utterance has ramifications for judging the accuracy or mistake of the statement
depending on the speaker's factual link to the real facts.

Cummings (2005) discussed the distinction between the constative and

performative utterances above with the following examples:

(1) She promised will complete her homework.

(2) I promised will be home early.

The utterance (1) demonstrated a constative utterance since it was a report

of an event that had occurred, and if she completed her assignment, this statement
was classified as the right constative utterance. Because the actual remark is an act
of promise, an example of utterance (2) demonstrated a performative utterance.

Those words were so thoroughly defined that they eventually gave rise to
the notion known as Speech Act. The word “speech act” became more famous after
John R. Searle published a book titled Speech Acts in which he conveyed his
thoughts and knowledge, as well as a fuller description of the speech act. An Essay
in Language Philosophy (1969). He agreed with Austin, claiming that the lowest
unit of communication is not a phrase but a distinct action such as making
assertions, questions, instructions, or requests. The speech act, regarding to Searle,
is a theory that examines the meaning of language based on spoken interactions
with the actions made by the speaker. The research was founded on the idea that
utterance is the primary source of communication and that speech has meaning that
may be realized in real dialogue, such as making assertions, questions, commands,
and requests.

Yule (1996) states that speech acts are activities accomplished through an
utterance. Meanwhile, according to Mey (1994) as stated in Zumaroh (2012),
speech acts are activities in the current condition of fairs. Another definition comes
from Chaer, who argued that a speech act is a psychological speech whose
durability is governed by the speaker's linguistic competence in dealing with
particular conditions. It indicated that speech acts are utterances in the form of
thoughts or ideas from someone, as determined by the meaning of actions on the
speech (Chaer, 2010).

2.2.3 Three Related Acts in Speech Act

As previously stated, the term speech act arose from Austin's belief that
speech created by individuals did not only serve to convey or proclaim something,
but it also served additional roles that may compel the listener to do something.
Then, Austin used the terms constative utterance and performative utterance to
describe three interconnected activities that occur when someone produces an
utterance. There are three types of acts: the locutionary, illocutionary, and
perlocutionary acts.
2.2.3.1 Locutionary Act

The locutionary act is the initial act that appeared when the speaker created
the speech. The locutionary act, according to Austin, has presupposed the sentence
of definite sense and reference in the analysis of sense meaning (Austin, 1962). It
may be assumed that the speaker's primary act while creating an utterance is
concerned with the meaning of the speech. According to Zumaroh (2012), the
locutionary act was the physical form of the term employed by the speaker as well
as the semantic meaning. It indicated that the speaker declared a significant
linguistic phrase or the literal meaning of its own statement when it created the
utterance.

In other words, the locutionary act is an utterance that has the same meaning
as the actual meaning, or the utterance's meaning is the same as the meaning in the
dictionary. Instead of arguing the goal or function of the statement, the locutionary
act concentrated on the meaning of the utterance itself. Because this speech act is
primarily connected to meaning, Searle (1969) referred to it as a prepositional act.

Chaer (2010) defined the locutionary act as “the act of stating something”,
implying that it is a speech act used to speak or proclaim anything. As a result, it
may be argued that the first thing that arises when the speaker produces the
utterance is to express, state, or deliver information with no other intention.

Furthermore, the idea of the locutionary act was associated with the
propositions of the utterance. In this scenario, the utterance is viewed as a unit
composed of two elements: subject and predicate. Declarative, interrogative,
imperative, and exclamation forms are the many structural forms of the locutionary
act.

1. Declarative form
Declarative form is the utterance usually in the form of statement about
something. Declarative form can be divided into two, namely positive form and
negative form.

The positive form is declarative form that used to state something while the
negative form is used to deny a deed, profession, event or circumstance.

Example:

(1) I am a teacher.

(2) She buys a car.

(3) I am not a teacher.

(4) She does not buy a car.

There is a rule that must be considered in converting the positive form into
a negative form. If there is an auxiliary verb (will, would, could, can, should, may,
might, and etc) that found in the utterance then to turn them into negative form is
to add a word “not” after the auxiliary verb.

Example:

(+) She will go to Denpasar.

(-) She will not go to Denpasar.

Another rule is that positive form will turn into negative form if the positive
form is added to the word "not" after to be.

Example:

(+) She is a student.

(-) She is not a student.

2. Interrogative Form

The interrogative form is an utterance that has the form of a question and is
used to ask. The interrogative form has the following qualities.

a. It always ended with a question mark (?).

b. Starting with question words such as using auxiliary-verb (could, might, should,
would and so on), to be (is, am, are, was, were) and using 8W + 1H.

c. In conversations, the speaker usually used rising intonation when asking through
yes/no question to get a response in the form of confirmation, while it used to fall
intonation when it uses WH questions in which the speaker expected a clear and
long response.

There are two kinds of the interrogative form, namely positive interrogative
form and negative interrogative form. To be able to distinguish both of them, it can
be seen from the example as follows:

(1) Are you a student?

(2) Aren't you a student?

(3) Will you buy that doll?

(4) Won't you buy that doll?

The utterance (1) is a positive interrogative form because it has a pattern:

To be + subject + object?

Similarly, the utterance (3) is also a positive form but with a different pattern, that
is:

Auxiliary verb + subject + verb + object?

The response of this interrogative utterance is the listener can use the words “yes”
or “no” at the beginning of the sentence.

Example:

(1) Q: “Are you a student?”

A: “Yes, I am”. Or “No, I am not”.

“Yes, I am a student”. or "No, I am not a student”

(3) Q: "Will you buy that doll?

A "Yes, I will." or "No, I won't"

"Yen, I will buy that doll" or "No, I won't buy that doll"

Meanwhile, the utterances (2) and (4) are the negative form with the following
pattern.

Auxiliary verb/to be +not + subject + verb + (abject)?

Example:

(2) Q: "Aren't you a student?"

A: "No, I am not."

"No, I am not a student."

(4) Q: "Won't you buy that doll?"

A: "No, I won't."

"No, I won't buy that doll."

Interrogative form can be distinguished as two types, namely yes/no

question and WH question. Yes/no question is a question that only required a
confirmation (yes or no) which usually used rising intonation at the end of the
sentence. This question usually used auxiliary verbs and to be at the beginning of
the sentence. Whereas WH Question is a question that used question-word (what,
who, whom, whose, where, when, and how) at the beginning of the sentence which
required response in the form of an information or explanation from the listener. It
usually used to fall intonation at the end of a sentence.

Example:

(5) Q: "Is she a student?"

A: “Yes, she is”

(6) Q: “Can you help me?"

A:"Yes, I can."

(7) Q: “What are you doing?”

A: “I am reading a book”
(8) Q: “Where do you live?"

A: "I live in Seririt."

Examples (5) and (6) are yes/no questions because both utterances used the
auxiliary verb and to be at the beginning of the sentence and those answers were a
confirmation whereas examples (7) and (8) had responses in the form of
information from the listeners. Those examples categorized as WH Question.

However, in informal conversations, the speaker did not follow the rules of
making question sentences such as removing auxiliary-verb, to be or question-word
at the beginning of a sentence, for example: "You okay" which should be "Are you
okay?".

In addition, there is one other type of interrogative form, namely embedded

question. An embedded question is a question that can be found in other questions
or sentences. This kind of interrogative form did not have the same pattern as other
interrogative utterance. Following is the embedded question pattern:

(a) Subject • Verb + Question Word + Subject + Verb + Object.

(b) Auxiliary verb + Subject + Verb Question Word + Subject + Verb + Object?

The pattern (a) is an interrogative pattern that can be found in a sentence

while the pattern (b) is an interrogative pattern that can be found in another
question.

Example:

(9) I don't know where he goes.

(10) He can't tell us when the party will be held.

(11) Do you know where she put the dictionary?

(12) Will you tell us what you bought last night?

3. Imperative Form
The imperative form is a sentence used to express orders, invitations,
warnings or prohibitions, blesses, congratulations, etc. The imperative form is
usually added with the word “please” to express it politely which can be put at the
beginning or at the end of the sentence. If the imperative form stated the order, the
verb used is in the form of bare infinitive.

Example:

(1) Open the door!

(2) Come in, please!

The sentence above can be converted into a negative form by adding the
word "don’t" at the beginning of the sentence so that the sentence becomes:

(1) Don't open the door!

(2) Don't come in!

If the interrogative form did not have a verb, then the word “be” must be
added at the beginning of a sentence such as "Be quiet!", "Be patient!", "Be
careful!", and etc. The sentence will be negative if added with the word "don't" at
the beginning of the sentence.

4. Exclamation Form

Exclamation Form is a sentence used to express someone's feelings about

something spontaneously because of wonder, awe, surprise, sad, etc. This form is
also used in typical expressions like "Oh my God!", "For God’s sake!", etc. The
pattern of exclamation form, as follows:

a. The pattern of exclamation form by using the word “What”

In exclamation, the words 'What' can be used together with the noun or a
noun phrase in the form of plural or uncountable noun or singular or can be counted.
The pattern of exclamation form by using the word “what” is:

What + noun (phrase) + subject + verb!

Example:
(1) What good students they are!

(2) What a beautiful flower it is!

b. The pattern of exclamation form by using the word “How”

The word How in the exclamation forms is used together with an adjective
or adjective phrase, adverb or adverb phrase. The following pattern of exclamation
form used the word “how”: How + adjective/adverb + subject + verb.

Example:

(1) How lucky you are!

(2) How simple it is!

2.2.3.2 Illocutionary Act

According to Austin (1962), an illocutionary act is the making of a request,

statement, promise, offer, asking a question, issuing an order, and so on while
uttering a sentence, as a result of the conventional force intention associated with it
or with its explicit paraphrase (i.e., the direct achievements by the conventional
force associated with the issuance of an utterance) (Austin, 1962). It might simply
state that when the speech was created, the speaker had something in mind as to
why she/he produced the utterance, and that the utterance could have one or more
functions when it was generated (Yule, 1996). According to Wijaya (1996), an
illocutionary act is a speech that, in addition to saying or informing something, may
also be utilized to perform something. Similarly with his perspective, Chaer (2010)
noted that the illocutionary act is used to express something as well as to do an
activity.

At this stage, the speaker's statements possessed specific objectives or

functions. The speaker merely expressed something in line with the meaning of the
utterance itself in the locutionary act, however in the illocutionary act, the speaker
reveals his purpose by making an utterance. In this scenario, the inquiry is, "What
is the cause or purpose of the utterance?" or "for what purpose are words
produced?". It is no longer concerned with "what is the meaning of the statement,"
as was the case in the locutionary act. The illocutionary act is sometimes referred
to as "the act of doing something while saying something" because the utterance
created by speakers has the capacity to compel the listener to do something in
response to the utterance has been produced.

Searle (1969) expanded on Austin's ideas regarding illocutionary acts,

stating that identifying illocutionary acts is more difficult than identifying
locutionary acts since illocutionary acts must consider the speaker and his/her
partner, as well as when and where the speech happens. As a result, he divided the
illocutionary act into five functions: declaratory, representational, expressive,
directive, and commissive. Yule reinforced this viewpoint in his book Pragmatics,
which was released in 1996. The five functions of the illocutionary act are explained
as below.

1. Declarative

Speech act has function to make the speakers can change the world via their
utterance is called declarative. It means that the speaker can change the situation
through the word or sentence that they said beforehand (Yule, 1996). By saying the
utterance which has a declaration function, the speaker can create or change the
profession, status or condition of a person. The speaker had to have a special
institutional role, in specific context, in order to perform a declarative speech act
appropriately.

Example:

Judge: “I sentence you to death”.

That utterance shows that the judge declares a death penalty to the suspect.
In this case, the utterance that the judge said can change the situation or the suspect's
world because there is a law to support it (Yule, 1996).

Declarative divided into some sub-functions such as declare, confirm, bless

and dismiss.

a. Declare
Declare meant to state something in a plain, open or emphatic way. It also
means to make an official or public announcement about somebody or something
(Hornby, 2010). In declaring something, the speaker confirmed important
information that is addressed to the listener. Although the speaker did not expect an
answer from the listener when the declaration was uttered, it will affect the
condition of the listener thus whether the listener wanted or not he/she must follow
the decisions that have been declared by the speaker.

b. Confirm

Confirm used to verify the truth or validity of something thought to be true

or valid (Hornby, 2010). Confirmations that will he made if people have doubted,
suspected and feared information. By confirming information, the speaker expected
that the listener believed in the information has been said before.

c. Bless

Bless meant to bestow people on a religious ceremony or to watch over

someone or something protectively (Hornby, 2010). Blessing is usually carried out
by religious leaders in a religious event that aimed to expect grace, ask for help, beg
for salvation and blessing from God.

d. Dismiss

The utterance produced by the speaker in form of dismiss uses to consider

someone or something as unsuitable for a particular reason or refuse to give further
reason to a case in court (Hornby, 2010).

2. Representative

Representative is a kind of illocutionary act in which utterance produced by

the speaker represents the condition or situation of surroundings. Yule (1996) stated
that in this case, word that speaker said fit the world itself. In other words, a
representative speech act is a speech act that expresses the speaker's confidence in
the situation around him/her. The function of representative speech act is to inform
the listener about something in which the speaker is trying to make the words or
speech produced in accordance with reality. Searle stated that representative an
assertive speech act which means that when utterance is produced by the speaker,
the speaker is sure or knows about something or what he/she says. Thus,
representative speech act can be either true or false statements so that they can
usually be verified or blamed.

Example:

Speaker: "The earth is flat"

By saying that utterance the speaker informed that she or he believing that
earth is flat (Yule, 1996).

The representative consisted of swear, inform, assert, deny, claim, describe,

and report.

a. Swear

According to Hornby (2010), the swear could be defined as an utterance

used to state solemnly or forcefully that the utterance was produced is true,
sometimes calling somebody or something thought to be scared as a witness. In
addition, swear also means a statement that is officially pronounced by witnessing
to God or to something that is considered sacred or someone who has authority that
is used to strengthen the truth and sincerity of the speaker. In swearing, the speaker
usually has the determination to do something as a form to strengthen the truth and
dare to accept the consequences or penalties if the statement made is incorrect.

b. Inform

Inform is the function of speech act that uses to communicate information

or knowledge to somebody or to familiarize someone about something (Hornby,
2010). This speech act can make the listener add and broaden their knowledge about
something.

c. Assert
Assert uses to state something as being true (Hornby, 2010). In asserting
something, the speaker has confidence that what he/she states is true and in
accordance with the facts that can affect the listener to agree and believe about what
the speaker said.

d. Deny

Deny has function to state that something is not true or not in the case
(Hornby, 2010). In other words, denying is an utterance expressed by speakers to
refute, fight, not acknowledge or not justify the accusations made by someone
against the speaker.

e. Claim

Claim is the function of an utterance produces to say, without proof or

evidence, that something is true or to demand officially something that somebody
has a right to or owns to (Hornby, 2010).

f. Describe

Describe is the function of the statement that uses to give an account of

something by giving details of its characteristics (Hornby, 2010). Those
characteristics refer to special things that can be captured by the five senses such as
size, color, taste, smell, texture. Through descriptions, the speaker can make the
listener see or have a view of objects or topics discussed by the speaker.

g. Report

Report uses to give detail information about something that has happened
or to find out facts and tell people about them (Hornby, 2010). Report can also be
interpreted as one function of utterance usually used to explain a particular fact or
problem in an official form that had previously been investigated or considered by
a particular person or institution.

3. Expressive
Searle (1969) states that "the illocutionary aim in this class is to express
psychological state defined in the sincerity condition regarding a state of things
specified in the proportionate content”. Yule (1996) agrees, stating that expressive
is a speaking act employed to communicate something felt by the speaker. When
utilizing this speech act, the speaker modifies the words said to reflect his or her
mood. As a result, it is possible to assume that expressive was a type of illocutionary
behavior meant to demonstrate or express how the speaker felt. It represented the
speaker's psychological state and may include words of pleasure, pain, likes,
dislikes, joy, or grief. It might be induced by something said or done by either the
speaker or the listener.

Example:

Speaker: "I like the way you laugh"

That expression shows that the speaker is praising the listener via the
utterance (Yule, 1996).

Expressive consists of condole, praise, thank, regret, congratulate, criticize,

complain, and swear.

a. Condole

Condole is the function of the utterances that uses to express sympathy to

someone who is experiencing grief, loss or pain, especially over a death (Hornby,
2010).

b. Praise

According to Hornby (2010), the praise is defined as an expression used to

express approval or admiration, e.g., for someone's achievement or for something's
good qualities. Praising usually contains with a positive response about someone's
strengths or excellence accompanied by reasons. By giving praise, the speaker can
make the listener flattered and can also motivate the listener to do something better
than before. The speaker can give praise to the listener because of their appearance,
results or workability or something they have in which those have good qualities.

c. Thank
Thank is kind of expressive used to express feelings of gratitude to
somebody or be grateful to somebody (Hornby, 2010). Usually, thank will be
uttered by the speaker when other people give assistance, gifts or attention in
accordance with the conditions of the speaker. On the other hand, thanking can also
be used to insinuate the listeners, especially when the listener does something that
is not in accordance with the speaker's wish. In addition, the speaker can also say
thank you before rejecting an invitation, offer or giving so that the rejection politely
and does not offend the listener.

d. Regret

The utterance usually used to express guilt about something previously done
or said that now appears wrong, mistaken or hurtful to others called it (Hornby,
2010). Regretting will appear when something expected by the speaker is not in
accordance with reality. In other word, regretting usually occurs when the speaker
makes a hasty decision or it can also occur when the speaker is confused in making
choices.

e. Congratulate

Congratulate was used to express pleasure or approval for fortune or on a

special occasion (Hornby, 2010). In this case, it is not limited to someone who gets
a position or new item but also includes when someone is celebrating an important
day.

When giving congratulations, usually both parties will feel happy, which
means when the congratulations, are spoken the speaker feels happy for the
listener's achievement otherwise the listener also feels. happy because the speaker
congratulates sincerely.

But sometimes the opposite case can be happened in which the speaker
congratulated the listener because he/she was not happy for the achievement of the
listener but as a form of envy and want to insinuate the listener.

f. Criticize
Criticize is the function of an utterance used to express disapproval of or
dissatisfaction with somebody or something or to make a considered assessment of
the qualities of something (Hornby, 2010). Criticize can also be interpreted as an
utterance aims to give a hard opinion to the actions taken by the listener (Prayitno,
2011 as cited in Kristanti, 2014). Thus, it can be said that criticism is a form of
speech that is intended to provide a hard opinion for actions taken by the listener
that are not in accordance with the norms or the speaker's thought.

In this case, the speaker must be able to. distinguish between blaming and
criticizing so the listener is not offended by the statement. In the speaker must be
objective because the goal of criticizing is to make the listener know his/her mistake
and can make it better in the future.

g. Complaint

Complaint is the function of a phrase used to communicate discontent or

displeasure about a situation or to describe symptoms, such as those of an illness
(Hornby, 2010).

Direct complaint and indirect complaint are the two types of complaints.
When complaining directly, the speaker conveys disapproval, resentment,
dissatisfaction, or other unpleasant sentiments against the listener's past or
continuing conduct. This complaint is addressed directly to the listeners who are
held accountable for the events that happened.

In contrast, while for complaining indirectly, the speaker is communicating

his problem to the listener, which has nothing to do with the content of the
complaint created by the speaker. In this scenario, the speaker expressed his/her
dissatisfaction to a third party.

Complaining activities are designed to elicit feelings of guilt, which, in

some situations, have the ability to ruin the connection between the speakers and
the listeners. As a result, the majority of 'complaining' is done indirectly.

h. Swear
Swear is an expression of strong feelings through blasphemous or obscene
language (Hornby, 2010). Usually, swearing is used to express feelings of
annoyance or disappointment of the speaker about the person's behavior, words or
appearance. Swearing can also be aimed at situations or things that make speaker
angry, surprised and frustrated. Swear can also be used to insult others. The words
used in swearing are usually words relating to religion or belief, body's parts, animal
and also words that have the same meaning as “stupid”.

4. Directive

Directive speech act is a speech act used by the speaker to make the listener
acts toward the utterance is said by the speaker.

Example:

Speaker: "I think you should not do that."

In that case the speaker suggests the listener to follow what she or he thinks via the
utterance (Yule, 1996).

Leech (1982) stated that these types of illocutionary act can be the
competitive category. Pranowo (2009)defines that the competitive speech acts as
speech acts that are used for the benefit of social interaction. Because competitive
speech acts are related to social interaction which of course involves other people,
this speech needs to pay attention to the principle of cooperation. This means that
if the speaker uses of directive speech acts in a conversation, the listener should
respond by doing things according to the utterance is said by the speaker so
communication goes smoothly.

According to Rani (2006) as cited in Kristanti (2014) stated that directive

speech acts are message-oriented, which means that the utterance can be used to
influence others both their feelings and behavior. Widada (1999) as cited in
Kristanti (2014) states that the directive speech acts are one of the functions of
utterance have a function to make other people or the listener take actions that are
in accordance with the wishes of speakers.
Based on the opinion above, it could be concluded that directive speech acts
are used to express what the speaker wants through an utterance that can make the
listener performs an action in accordance with the wishes of the speaker.

Directive could be classified into five functions, namely ask, invite, order,
request, and suggest.

a. Ask

Ask is the function of an utterance that uses to communicate with someone

in order to get some information (Hornby, 2010). The purpose of asking is to get
response or answer from the listeners according to the topic asked by the speaker.
The response given is usually in the form of an explanation or could also be in the
form of confirmation.

b. Invite

There are several opinions put forward about the meaning of inviting. The
first, according to Widada (1999) as cited in Kristanti (2014) states that inviting
meant that the speaker is asking something to the listener who will also be done by
the speaker. Prasetyo (2016) states that the invite contains the intention that the
speaker wants to invite the listener to do something or to go somewhere as stated
by the speaker. In this study, it can be concluded that invite used to ask somebody
to come or go somewhere in which it is also done by the speaker in accordance with
the statement stated.

c. Order

Order is produced by the speaker to make the listener to do something

(Hornby, 2010). Prasetyo (2016) stated that orders are one type of directive whose
utterances are intended to instruct the listeners to do something. Then, orders could
be an utterance in simple form to more complex forms. However, if the utterance is
an instruction, the order tends to be simple Widada (1999) as cited in Kristanti
(2014).

d. Request
According to Hornby (2010), request defined as the utterance uses to ask
the listener formally or courteously for something to be given. Whereas, Prasetyo
(2016)states that the request is an utterance aims to ask or expect something from
the listeners so that it is given to speakers. Thus, it can be concluded that requesting
is the function of the utterance produced by the speaker that is used to make the
listeners give something according to what is expected by the speakers.

e. Suggest

Suggestion is an opinion is given by speaker to the listeners to take action

but by giving instructions or ways to do it (Widada, 1999 as cited in Kristanti,
2014). Hornby (2010) states that the suggest is interpreted as an utterance used to
propose somebody or something as a possible choice, plan or course of action for
somebody else to consider. In other words, suggestion is a speech produced by
speakers in the form of instructions, methods or choice so the listener can do
something in accordance with what is expected by the speaker but the listener can
still consider about it without any force from the speaker. In this case, the speaker
produces speech in the form of suggestion intended to make the listener believes in
what the speaker says that can indirectly influence the listener's decision.

5. Commissive

This kind of illocutionary act was used to show the speaker's commitment
toward some future action (Yule, 1996). Leech (1982) stated that this speech act
tends to have a function to please the listener and it is less competitive because the
utterance does not refer to the interests of the speaker.

Example:

Speaker: "I promise that I will protect you."

The type of speech act included in the type of commissive speech act is to
refuse, promise, and commit.

a. Refuse

Refuse is an utterance that the speaker uses to decline to accept something

offered or not to do something (Hornby, 2010). Refuse also means the utterance
said by the speaker explicitly to make the listener cancels his order, invitation, or
something to be given. In this study, when the speaker rejects something explicitly,
it means that the speaker is committed to not accepting or responding to the
listener's invitation and not taking something given by the listener.

b. Promise

According to Hornby (2010), promising is a statement that is used to assure

someone that something will certainly happen or done. In this study, the promising
is intended to remind the speaker of something that will or would not be carried out
in the future in which the listener becomes a reference when the promise is made.
The speakers have the obligation to fulfill what they say to listeners when making
a promise. However, it depends on how much commitment the speaker has on the
utterance he/she has said, how important the promise is and how important the
listener for the speaker him herself. If the listener is an important person for the
speaker, there is a possibility that the speaker will fulfill the promise happily.

c. Commit

Commit has a function to pledge devotion to somebody or something

(Hornby, 2010). If the speaker produces a promise, he/she could freely choose to
fulfill the promise or break the promise while if the speaker is committed then the
speaker must have to fulfill the commitment that he/she has made before.

Based on the above explanation, through speech act, the speakers could give
a description of something but also can change reality or fact in society via utterance
(Muhartoyo, 2013). On the other hand, Nastri (2006) as cited in Muhartoyo (2013)
stated that speech act uses to ask people to do something via word. It also has
function to express feelings and thoughts of the speakers.

2.2.3.3 Perlocutionary Act

Perlocutionary act is an effect that appears toward the addressee or listener

when the speaker produces the speech. These effects vary depending on the
conditions of the utterances (i.e., all the planned and unintentional
consequences/effects induced by a certain speech in a specific setting) (Austin,
1962). According to Wijaya (1996), a perlocutionary act is an utterance made by a
speaker that has the ability to influence or affect the listener. Chaer (2010) says the
same notion, stating that a perlocutionary act is a speech act that affects or has an
effect on the listener. As a result, perlocutionary behavior is sometimes referred to
as "the act of influencing someone”.

This effect does not arise as a result of the meaning of the utterance itself,
but rather as a result of the function or purpose of the utterance. For example, if the
utterance is used to order, the effect usually appears as the listener following the
order of the speaker, but in some cases, the listener may reject the order. Austin
(1962) states that the following consequences arise when an utterance was
produced, as below:

1. Believe

The speaker can make the listener believes and feels sure about something
through the utterance was produced by the speaker.

2. Annoy

When the speaker said something. it can cause some irritations to the listener
which makes the listener feels annoyed.

3. Afraid

The speaker can make the listener afraid by saying something threatening
and mystical.

4. Enlighten

The other effect of an utterance is to make the listener enriches the listener
knowledge because the utterance was produced by the speaker has some new
information or detail information about something.
5. Inspire

Inspire in this study means the speaker can make the hearer encouraged and
motivated about something through utterance.

6. Realize

The utterance said by the speaker can make the listener realize means when
the utterance was produced, the listener knows something and can make him/her
thinking about that utterance deeply.

7. Confirm

The utterance can make the listener give confirmation about something by
saying yes/no. This effect usually occurs when the speaker asks about something
through yes/no question.

8. Reject

Rejection from the listener can happen when the listener did not want to
fulfill the speaker's wishes, order, and invitation, and etc.

9. Obedient

The obedient occurs when the listener fulfills the speaker's wishes, order,
and invitation, and etc.

10. Inform

The listener could give the information to the speaker when he/she produces
the utterance especially asking something through WH questions.

11. Understand

The speaker can make the listener understand the speaker condition through
utterance especially when the speaker apologizes or states about Something he/she
has done.
12. Feel Happy/Satisfied

The speaker can make the listener feels happy or satisfied when the speaker
produces utterance that used to praise, commit, promise, and etc.

13. Surprised

The speakers can make the listener surprised through the utterance because
when it is produced because the speaker says it spontaneously and suddenly.

14. Do something

Through the utterance, the speaker can make the listener to do something as
the speaker said.

Those acts (locutionary, illocutionary, and perlocutionary act) cannot be

separated because they will come together when people produce the utterances. To
make it easier to distinguish those acts, below is the example of it.

Example:

A: "Pass me the salt, please!"

Based on the explanation above, the locutionary act is the literal meaning
of the utterance while the illocutionary act is the function of the utterance itself and
every function has its effect on the listener called perlocutionary act.

The utterance produced by A can be found in the restaurant in which A is

the customer. In this case, A or the customer wants a salt but if we explore more
about it, it can be seen that through the utterance “Pass me the salt, please", The
speaker, certainly, has some functions (Illocutionary Act) in his mind when formed
that utterance in which he might utter "Pass me the salt, please!" to make an order
(the waiter should give him salt), an explanation “A” wants to know that the food
is tasteless) or it can be used to express a little bit disappointed because of the food
is tasteless. That utterance will give the effect (Perlocutionary Act) toward the
listener or waiter when he/she heard it. In this case, the effect is to make the waiter
give the customer salt, to make the waiter apologize because the food is a tasteless
or can make the waiter offer the other food to the customer.
2.2.4 The Classification of Speech Act

Parker (1986) discovered two speech act classifications including direct

speech act and indirect speech act.

Direct speech act is one in which structure and function are consistent (Yule,
1996). That is the utterance is declarative, its function must be employed to make a
statement. If the speech is in the interrogative form, the function is to inquire.
Similarly, if the utterance is in imperative form, the sentence's role is to order or
request something. To make it simpler to understand, consider the following
examples:

(1) It's cold outside.

(2) Do you have the same opinion with me?

(3) Close the door!

It is clear from the above example that there is a relationship between the
sentence structure and its function. The utterance (1) is a declarative form in which
the speaker used that utterance to describe the weather outdoors, which was chilly.
The same thing happens in utterance (2), where the utterance is an interrogative
form that the speaker used to inquire whether or not the listener shared the speaker's
perspective. Whereas in utterance (3), the speaker utilized the utterance to instruct
the listener to follow his instructions. The utterance (3) is an imperative form based
on its form structure.

The opposite of the direct speech act is the indirect speech act, in which
when a speech is generated, the utterance does not adhere to the form and function
of the utterance itself. This indicates that if the statement is in the interrogative form
but its aim is to compel the listener to do anything, the speech act is an indirect
speech act. Here are some examples of indirect speech acts.

(4) I want you to move away.

(5) Do you have to stand in front of the door?

As previously explained, an indirect speech act is one in which the form and
function of the utterance do not match. One example of an indirect speaking act is
the utterance (4). The utterance (4) is a declarative form, but when investigated, the
function of the utterance was not to make a statement, but to teach the listener to do
something; in this case, the speaker instructed the listener to stand aside. The same
thing happens in utterance (5), which is an interrogative form but was used to
instruct the listener to step away from the front door rather than to inquire
something.

Yule (1996) gave examples related to the indirect speech act which usually
appears in English which can be seen from the utterance (6) and (7).

(6) Could you open the door?

(7) Would you pass that?

The utterances (6) and (7) often appear in English both in communication
and in written form. As can be seen, the utterances (6) and (7) had interrogative
forms but the function of the utterances is not to ask but to order the listener to do
something. The speaker did not only produce speech to get answers but an action
that is to make the listener opened the door and asked the listener to give something.

From both utterances above, it can be concluded that there are patterns in
English that are used to ask the assumptions of the listener's ability (“Can you?” or
“Could you?”) or the possibility of the listener doing something (“Will you?” or
“Would you”) which usually categorized as an utterance that has function to order
or request something that basically makes the listener performs an action in
accordance with what is said by the speaker.

If seen from the form of the utterance and its function, the indirect speech
act is generally more polite if used in communication compared to the direct speech
act.
2.2.5 Context

The meaning of an utterance cannot be isolated from its context in speech

act analysis because the aim of the utterance would be different if the situation were
different. Furthermore, Nunan (1993) claims that identifying the speech act
performed by a specific utterance is only possible if the context in which the
utterance occurs is known. Nunan (1993) argue that there are two forms of context,
the first of which is linguistic context and the second of which is non-linguistic
context.

2.2.5.1 Linguistic Context

Nunan (1993) states that the linguistic context is the interaction with
language in the piece of conversation under investigation. As a result, it refers to
any portion of the text, such as words, phrases, and utterances.

2.2.5.2 Non-Linguistic Context

Nunan (1993) defines non-linguistic context as the real-world situation in

which the text happens. Nunan (1993) also cites the six components of the non-
linguistic context. The first are the many forms of communication events. The
second event focuses on communication concerns. The third event is about the goals
of communication. The fourth step is to configure the communication event
parameters. The fifth group consists of participants in a communication event. The
next point to consider is the link between background information and the
assumptions that underlying communication events.

On the other hand, Holmes (2013) non-linguistic context defined those

statistics that categorize linguistic options into four kinds. The first, participants
included who the speaker was and to whom they were speaking. The second term,
surroundings or social environment, often refers to the place of the communication
event. The third is the theme, which is the core notion of what is being discussed.
The final function is the reason why the communication event was created.
Following a review of the two criteria above, the non-linguistic context
proposed by Nunan and Holmes, the researcher determined that the six components
of non-linguistic context proposed by Holmes are the most convenient theory to
support the speech act analysis in the movie carried out by this research study.

2.3 Empirical Review

Many types of research in the speech act theory have been undertaken to
assess the movies in the following are many types of research utilized to support
this study, as follows:

Firstly, Oktadistio (2018) studied that an analysis of direct and indirect

speech act performed by main character in the movie Revenant Script. He found
the types, and functions of speech acts whether it is the direct or indirect speech act
in the movie Revenant Script. In this research was focus on analyze classification
of speech act into direct or indirect speech act performed by main character in the
movie Revenant Script. The design was a descriptive qualitative research. The
research subjects consisted of the main character in the movie Revenant Script. The
research objects were focus on all utterances that performed by the main character
in the movie Revenant Script. Data were collected by means of the researcher uses
the observation methods as the methods of collecting the data. Data were analyzed
qualitatively. The results showed that the researcher found the most dominant type
of speech act used in the movie Revenant Script was direct speech act consisted of
13 utterances of the data in total and followed by indirect speech act consisted of 9
utterances of the data in total. Thus, it shows that the researcher found that the
felicity conditions and genre were the factors affected the main characters in
producing direct speech acts more than indirect speech acts.

Secondly, Nareswara (2019) studied that a pragmatic analysis of expressive

speech acts in the Venom movie. She found five types of speech act in the venom
movie, including declarative, representative, expressive, directive, and commissive.
In this research was focus on identify the expressive speech acts in the Venom
movie. The design was that of descriptive qualitative research. The research
subjects consisted of all characters in the Venom movie. The research objects were
focus on all utterances that produced by all character in the Venom movie. Data
were collected by means of the researcher uses noting techniques as the methods
for collecting data and use descriptive methods as the methods of analyzing data.
Data were analyzed qualitatively. The results showed that expressive speech act
produced by all characters and the data source was the expressive speech act in
Venom movie. For those reasons found the research focus on analyzing the
expressive speech acts rather than other types of speech acts that found in the
Venom movie.

Thirdly, Tutuarima (2019) studied that an analysis of speech act used in

London Has Fallen movie. She found five types of speech act in London Has Fallen
movie, including representative, expressive, declarative, directive, and commissive.
In this research was focus on identify all types of speech act produced by all
characters in London Has Fallen movie. The design was that of descriptive
qualitative research. The research subjects consisted of all characters in London Has
Fallen movie. The research objects were focus on all utterances that produced by
all character in London Has Fallen movie. Data were collected by means of the
researcher uses descriptive methods as the methods of analyzing data. Data were
analyzed qualitatively. The results showed that the researcher found there were 76
utterances of speech act used in London Has Fallen movie which the most dominant
was illocutionary act consist of 37 utterances. Then, there were 99 utterances of the
classifications in the illocutionary act which the most dominant categories were
directive with 32 utterances and expressive with 23 utterances. For those reasons
found the research focus on analyzing the kinds of speech act and the classifications
of the illocutionary act used in London Has Fallen movie.

Fourthly, Putri (2019) studied that an analysis of speech act used in Harry
Potter and The Goblet of Fire movie. She found five types of speech act in Harry
Potter and The Goblet of Fire movie, such as declarative, expressive, representative,
directive, and commissive. In this research was focus on analyze all types of speech
act produced by all characters in Harry Potter and The Goblet of Fire movie. The
design was a descriptive qualitative research. The research subjects consisted of all
characters in Harry Potter and The Goblet of Fire movie. The research objects were
focus on all utterances that produced by all character in Harry Potter and The Goblet
of Fire movie. Data were collected by means of the researcher uses descriptive
methods as the methods of collected the data through observation and
documentation techniques and analyzed through the stages of data reduction, data
display, verification, and conclusion. Data were analyzed qualitatively. The results
showed that the researcher found there were the utterances have locutionary act or
took the form of declarative, interrogative, imperative and exclamation and those
were used to express the direct or indirect illocutionary act of declarative,
representative, expressive, directive and commissive. For those reasons found the
research focus on understanding of the variety of structures, functions, effects, and
classification of language in the society.

Fifthly, Marbun (2020) studied that an analysis of speech act used in the
Grown Ups movie. She found five types of speech act in the Grown Ups movie,
such as directive, declarative, expressive, commissive, and representative. In this
research was focus on analyze all types of speech act produced by all characters in
the Grown Ups movie. The design was that of descriptive qualitative research. The
research subjects consisted of all characters in the Grown Ups movie. The research
objects were focus on all utterances that produced by all character in the Grown
Ups movie. Data were collected by means of the researcher uses observation
methods as the methods of collect the data. Data were analyzed qualitatively. The
results showed that the researcher found there were 30 utterances of speech acts in
Grown Ups movie. From the 30 data that researcher collected, the main characters
most expressed the types of speech act. They are 6 locutionary acts, 15 illocutionary
acts, and 9 perlocutionary. For those reasons found the research focus on analyzing
the most used speech act found in this data was illocutionary acts.

Lastly, Rahmawati (2021) studied that an analysis of expressive speech acts

used in the Crazy Rich Asian movie. She found five types of speech act in the Crazy
Rich Asian movie, such as expressive, declarative, directive, commissive, and
representative. In this research was focus on analyze all types of speech act
produced by all characters in the Crazy Rich Asian movie. The design was that of
descriptive qualitative research. The research subjects consisted of all characters in
Crazy Rich Asian movie. The research objects were focus on all utterances that
produced by all character in the Crazy Rich Asian movie. Data were collected by
means of the researcher uses the observation methods as the methods of collecting
the data. Data were analyzed qualitatively. The results showed that the researcher
found there were 52 data of expressive speech act and only ten types of expressive
speech found in Crazy Rich Asian movie, some of the expressive types appeared
except expressive act of condole and boast. For those reasons found the research
focus on analyzing the types of expressive speech act that often come up are
apologize, thank and compliment. Thus, it shows that all characters in the Crazy
Rich Asian movie more showed politeness and friendly attitude to others character.

2.4 Research Novelty

From the explanations above, the researcher found that the utterances
produced by people had its own function in which the utterances can be used to
state the speaker opinion about something, make the listener to do something based
on the speaker wants, or express the speaker feels. This fact made the researcher
interests to explore more about speech act in order to find out the forms of
locutionary act and types of illocutionary act produced by all characters in Matilda
Wormwood movie.

2.5 Flowchart of Research Model

This research was conducted in descriptive qualitative research in which it

processed through several procedures that included the data collection, data
analysis, and data verification. In the data collection, the researcher found some
utterances produced by all characters in Matilda Wormwood movie by watching
this movie and reading the movie’s script. Then, the researcher was found the forms
and literal meaning, function, and classification (direct or indirect of speech act) of
those utterances. After the data was collected, the researcher was analyzed types
and considerations that utterances put it into
declarative/imperative/interrogative/exclamation form (locutionary act) based on
Austin’s theory. Then, put into
declarative/representative/expressive/directive/commissive function (locutionary
act) based on Searle’s theory and to categorize as direct or indirect of the speech
act based on Yule’s theory. And then, to get accurate data regarding to the data
source and the theories used, the data was verified. The research model could be
seen in Figure 1 - Flowchart of Research Model.
Figure 1 - Flowchart of Research Model

Theories:
1. What are forms of locutionary act
1. Austin’s Theory of three related
produced by all characters in
acts
Matilda Wormwood movie?
2. Searle’s Theory of types of
2. What are types of illocutionary act
illocutionary act
produced by all characters in
Matilda Wormwood movie? 3. Yule’s Theory of direct or indirect
of speech act

4. Holmes’s Theory of non-

linguistic context

Method:

Paper Descriptive Qualitative

Research

Research Findings

Drawing Conclusion