CHAPTER I

INTRODUCTION

A. Background of the Study

Since human beings are created in the earth, they need a tool to express what

they want and feel which is called language. The function of language is clear as a

means of communication. In conversation, language has important role in

conveying message from somebody to others. It is true that most people make

conversation using language during their lives. Clark (1977:7) stated that people

talk as a way of conveying their ideas to others, answering questions, registering

promises, and so forth. We realized that language production has very closed

relationship with communication.

According to Clark (1977:3-4), communication with language is carried out

through two basic human activities, speaking and listening. In speaking, people put

ideas into words, talking about perceptions, feelings and intentions. They want

other people to understand. In listening, they turn words into ideas, trying to

reconstruct the perceptions, feelings, and intentions. They were meant to

understand. Speaking and listening ought to reveal something fundamental about

the mind and how it deals with perceptions, feeling, and intentions.

We are requested to use the good and the right language in order we can

avoid misunderstanding. Every language consists of sounds and sound pattern,

basic unit of meaning or words, and rules to combine them to form new sentences.

Those elements constitute the grammar of the language. Therefore, to understand a

1
language, people have to know its grammar. But in conversation sometimes people

use utterances that grammatically have no connection with the previous or next

sentences. They use it to express their feeling or perform a certain sense, it is called

interjection.

An interjection, sometimes called a filled pause, a part of speech that

usually has no grammatical connection to the rest of the sentence and simply

expresses emotion on the part of the speaker, although most interjections have clear

definitions. Interjections are uninfected function words that express the attitude or

emotion of the speaker. They are used when the speaker encounters events that

cause some emotions, such as unexpectedly, painfully, surprisingly or in many

other sudden ways ( http://en.wikipedia.org/wiki/Interjection )

In daily conversation, consiously or unconsiously we always involve

interjection in it. For example, when someone is finding something, he

spontaneously says Aha!, or when someone is surprised about something happened,

he says Wow!, or Oh my God! Interjections are so complex. Sometimes people

make the variation of interjection according to the sense of their emotion. Ouch

express more sense than Oh, although it is based on the same interjection and

expressed the same emotion. On the other hand, an interjection can express several

kinds of emotion. People use Oh my God to express several kinds of emotion such

as astonishment, unexpection or maybe pain. It is concerned with the context of the

situation of utterance.

2
 However, there is a journal than can be relevant research on interjection.

Daniel, Sabine, and Carie (2005) research on interjections in interviews, they

consisted of four TV and two radio interviews of Hillary Clinton that had coincided

with the publication of her book Living History (2003) and one TV interview of

Robin Williams by James Lipton. No evidence was found for articulatory isolation

of English language interjections. One conventional interjection occurred most

frequently. The Robin Williams interview had a much higher occurrence of

interjections, especially nonconventional ones, than the Hillary Clinton interviews

had. It is suggested that the onset or initializing role of interjections reflects the

temporal priority of the affective and the intuitive over the analytic, grammatical,

and cognitive in speech production. Both this temporal priority and the spontaneous

and emotional use of interjections are consonant with wundt’s (1900)

characterization of the primary interjection as psychologically primitive. The

interjection is indeed the purest verbal implementation of conceptual orality.

In this study, the researcher will analyze interjections uttered by the students

in speaking English by using speech act theory and pragmatics approach. Knowing

the context of utterance is the basic need in understanding the function and meaning

of interjections those are uttered by the speaker. So, the most appropriate theories

in analyzing interjections are speech act theory and pragmatics.

3
B. Problems Statement

Based on the explanation above, the problems of the study are formulated as

follows:

1. What are the types of interjections that are uttered by the students in

speaking English ?

2. What are the classifications of interjections that are uttered by the students

in speaking English ?

3. What are the functions of interjection used in students’ English Speaking ?

C. Objective of the Study

Based on the problems statement above, the objective of the study are:

1. To identify the types of interjections that are uttered by the students in

speaking English.

2. To identify the classifications of interjections used in students’ English

Speaking.

3. To identify the function of interjection used in students’ English Speaking.

D. Scope and Limitation

The researcher focuses on the interjections that are uttered by the students

in speaking English, especially in interjection types, interjection classification and

interjection function.

4
E. Significances of the Study

Theoritically, the writer expects that this study will give contribution to

anyone who is interested in interjection or everything that deals with the topic that

has been presented in this research.

Practically, it will enrich our knowledge in understanding interjections

especially that are used in students’ English Speaking, since it is not impossible that

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Speech Act Theory

The term ‘speech act’ was found by the linguist named Austin (1962) and it

was developed by another linguist named Searle (1969). They explain that people

describe situations and communicative actions in a conversation when they use

language or words. When people communicate with others, they do not only

produce utterances which contain grammatical structure and words, but also

perform some actions via those utterances. He states that speech acts as the actions

performed in saying something. He also distinguishes the act of saying something,

what one does in saying, and what one does by saying it and dubs these a

locutionary, an illocutionary, and a perlocutionary.

The theory of speech acts judges that people do more things with words

rather than convey information and when people convey information, they often

convey more than their words encode. Further, Aitchison (2003: 106) defines

speech act as a number of utterances that behave somewhat like actions. He states

that when a person utters a sequence of words, the speaker often tries to achieve

some effects with those words; an effect which may in some cases has been

accomplished by an alternative action. In conclusion, speech act is utterances that

can replace action for a particular purpose in a certain situation.

6
 2. Classification of Speech Act

a. Austin’s Classification of Speech Acts

Austin (1962) identifies three distinct levels of actions beyond the act of

utterance, namely:

1. Locutionary Acts

According to Austin (1962: 108) locutionary act is roughly equivalent

to uttering a certain utterance with certain sense and reference, which again

is roughly equivalent to meaning in traditional sense. In other word,

locutionary is act of saying. Yule (1996 : 48) defines locutionary acts as the

basic acts of utterance in producing a meaningful linguistic expression. Leech

(1996: 199) formulates the locutionary act as s says to h that x, s refers to the

speaker, h refers to the hearer, and x refers to a certain word spoken with

certain sense and reference. Further, Austin (1962: 108) describes three

patterns of locutionary act according to which English utterance are

constructed. They are declarative if it tells something, imperative if it gives

an order, and interrogative if it asks a question.

2. Illocutionary Acts

Austin (1962: 108) defines it as an utterance which has a certain

(conventional) force. In other words, illocutionary act refers to someone’s act

in saying something. The formulation of illocutionary act is: in saying X, s

asserts that P. P refers to the proposition or basic meaning of an utterance

(Leech, 1996: 199). Furthermore, Austin (1962: 150) distinguishes five more

7
general classes of utterance according to the illocutionary force. Those

classifications are as follows:

a) Verdictives, are typified by the giving of a verdict, as the name implies, by a

jury, arbitrator, or umpire. However, he need not be final, they may be, for

example an estimation, reckoning, or appraisal. It is essentially giving a

finding to something-fact, or value which is for different reasons hard to be

certain about.

b) Exercitives, are exercise of powers, rights, or influences. The examples

evcertives are appointing, voting, ordering, urging, advising, and warning.

c) Commisives, are typified by promising or otherwise undertaking that they do

not only commit the hearer to do something, but also include declarations

or announcements of intention, which are not promises, espousals, such as

siding with.

d) Behabitives, are very miscellaneous group and have to do with attitudes and

social behavior. The examples are apologizing, congratulating, condoling,

cursing, and challenging.

e) Expositives, are difficult to define. They make plain how utterances fit into

the course of an argument or conversation, how words are used, or in

general are expository. The examples of expositives are I reply, I argue, I

concede, I illustrate, I assume, I postulate, and so on.

8
 3. Perlocutionary Acts

According to Yule (1996: 49), the effect of an utterance used to

perform a speech act is known as perlocutionary act. Austin (1962) in Bach

(2005: 3) clarifies that the term of perlocutionary acts or effects, arguing that

saying something will often or produce certain consequential effects upon the

feelings, thoughts or actions of the audience, or of the speaker, or of other

people. Based on Austin’s statement, a perlocutionary act or perlocutionary

effects can be defined as a speech act, as viewed at the level of its

psychological consequence, such as persuading, convincing, scaring,

enlightening, inspiring, or otherwise getting someone to do or realize

something. The formulation of the perlocutionary act is: by saying X, s

convince that P (Leech, 1996: 199)

b. Searle’s Classifications on Speech Act

To make clear about the meaning from the utterance, Searle (1976)

proposed that speech act could be grouped into general categories based on the

relation of word and world. There are five basic kinds of actions that one can

perform on speaking or utterance, by means of the following types:

1. Assertive / Representative

The assertive refers to the dimension of assessment which includes true and

false. Therefore, this speech act describes states or events in the world such as

stating, claiming, reporting, announcing, etc. Testing an assertive speech acts can

be done by giving questions that are categorized as true and false. According to

9
Yule (1996: 53) assertive / representative is a kind of speech acts that states what

the speaker believes to be the case or not. In using assertive or representative, the

speaker makes the words fit the world. The examples of assertive / representative

are illustrated below:

(1) The earth is flat

(2) The color “Red” in Indonesia is merah.

The two examples above represent the world’s events as what the speaker believes.

2. Directive

Directive refers to a speech act that has a function to make the hearer to do

something such as ordering, requesting, demanding, begging, and etc. According

to Yule (1996: 53), directive is a kind of speech acts that speakers use to get

someone else to do something. By performing directive, the speaker attempts to

make the world fit the words (via the hearer). It can be concluded that directive

expresses what the speaker wants. The examples of directive are shown below:

(1) Don’t touch that!

(2) Could you lend me your pen, please?

Example 1 shows that the speaker gives command to get the hearer acts what the

speaker wants. Meanwhile, in example 2, in the form of interrogative, the speaker

has an intention to perform a request that has a function to get the hearer to do what

speaker wants.

10
 3. Commisive

Commisive refers to a speech acts that commits the speaker to do something

in the future such as promising, offering, swearing to do something, etc. Yule

(1996: 53) states that commisive is a kind of speech acts that the speakers use to

commit themselves to do some future actions. He also adds that in using commisive,

the speaker makes the world fit the words (via the speaker). It express what the

speaker intends. The examples of commisive are as follows:

(1) I’ll be back soon.

(2) I’m going to give you a gift.

The modal ‘will’ or to be ‘going to’ in certain rules, contexts, and situation signifies

a promise in which it will do in the future. Therefore, these examples are considered

as commisive.

4. Expressive

In using expressive speech acts, the speaker expresses feelings and attitudes

about something. Yule (1996: 53) states that expressive is a kind of speech acts that

states what the speaker feels. It expresses psychological states and can be

statements of pleasure, pain, like, dislike, joy or sorrow. In this case, the speaker

makes the words fit the world, which incorporates his/her feeling. The examples of

expressive are:

(1) Congratulation!

(2) I’m really sorry.

11
Example 1 is used to congratulate someone and example 2 is an expression of

sympathy.

5. Declarative

Declaration refers to a speech act which changes the state of affairs in the

world such as naming, resigning, sentencing, dismissing, excommunicating, and

christening. According to Yule (1996: 53) declarative is a kind of speech acts that

change the world via the words (utterance). This is a very special category of speech

acts. In order to perform a declaration appropriately, the speaker has to have a

special institutional role in specific context that provides rules for their use. The

examples of declarative are as follows:

(1) Time out!

(2) Game over!

Utterance 1 and 2 bring about the changes in reality. They are not just statements.

Utterance 1 is used to perform the act of ending the test and utterance is used to

perform the ending of a game.

3. Pragmatics

As quoted from George Yule at his book Pragmatics (1996:3) states that

pragmatics concerned with the study of meaning as communicated by the speaker

and interpreted by a listener that consequently to do more with the analysis of what

people mean by their utterances. This research applied pragmatics theory in order

to get the meaning of the interjection through the students utterances that found in

12
their English speaking. So in the end, it is clearly seen that pragmatics theory have

a big correlation as well with my main topic of interjection.

Yule defines pragmatics into four definitions or areas that pragmatics is

concerned with, the first one is pragmatics is the study of speaker meaning.

Pragmatics is concerned with the study of meaning as communicated by a speaker

(or writer) and interpreted by a listener (or reader). It has consequently more to do

with the analysis of what people mean by their utterances than what the words or

phrases in those utterances might mean by themselves (Yule 1996:3).

Second, pragmatics is the study of contextual meaning. Yule explains that

pragmatics necessarily involves the interpretation of what people mean in a

particular context and how the context influences what is said. It requires a

consideration of how speakers organize what they want to say in accordance with

who they are talking to, where, when, and under what circumstances (Yule 1996:3).

Third, pragmatics is the study of how more gets communicated than is said.

He states that pragmatics also necessarily explores how listeners can make

inferences about what is said in order to arrive at an interpretation of the speaker’s

intended meaning. This type of study explores how a great deal of what is unsaid is

recognized as part of what is communicated. It could be said that it is the

investigation of invisible meaning (Yule 1996:3).

The fourth one, pragmatics is the study of the expression of relative

distance. Yule explains that this perspective then raises the question of what

determines the choice between the said and the unsaid. The basic answer is tied to

13
the notion of distance. Closeness, whether it is physical, social, or conceptual,

implies shared experience. On the assumption of how close or distant the listener

is, speakers determine how much needs to be said (Yule 1996:3).

4. Interjection

According to Ameka (1992), interjections are little words or non words

which can stand on its own and have their own word class found in any languages.

“It is perhaps true that apart form nouns and verbs, interjections–those little words,

or ‘non-words’, which can constitute utterances by themselves – are another word

class found in all languages” (Ameka, 1992:101).

Ameka also states that interjections are relatively conventionalized vocal

gestures (or more generally linguistics gestures) which express a speaker’s mental

state, action or attitude or reaction to a situation (Ameka, 1992:105). Interjection

could also called as a filled pause, a part of speech that usually does not have

grammatical connection to the rest of the sentence that simply expresses emotion

of the speaker to the hearer or the listener. Interjection is uninflected function words

that express the attitude or emotion of the speaker. Besides being self-oriented

expressions of emotions and attitude, interjection may also be directed at someone

to acquire a desired reaction, for example to stop an action or to serve

communicative intentions more broadly.

a. Types of Interjection

Ameka states that interjections can be divided into two types there are

Primary Interjections and Secondary Interjections (1992:105).

14
1). Primary Interjections

Primary Interjections are little words or non-words which can stand

on its own and do not normally include in other word classes such verb,

noun, adjective, etc. For example, Ouch!, Wow!, Gee!, Oho!, Oops!, etc.

Example in sentence:

Gee, you look like you have it!

Oho, I have another suit! Wow!

You look fantastic today Ouch!

This scarf hurts me Oops! I am sorry

Primary Interjections may be made up of sounds and sounds

sequences that are not found in other parts of the language such as tut-tut,

Psst!, Sh!, and etc.

2).Secondary Interjections

Secondary Interjections are those words which have independent

semantic values but can be used conventionally as utterances by themselves

to express a mental attitude or state. The examples of secondary

interjections are alarm calls and attention getters like Help!, Fire!, Careful!,

etc. Swearing and taboo words like Damn!, Hell!, Heavens!, Christ! And

other emotively used words such as Shame!, Bother! And Drats! Are also

the examples of secondary interjections.

15
 Besides those examples, according to Ameka (1992:111) there also

multi- morphemic one which constitute a phonological word such as

Goddammit! That may be referred to as complex interjections.

As quoted by Ameka (1992:111) from Bloomfield there are

interjectional expressions called as secondary interjections. There are

multiword expressions, phrases, which can be free utterance units and refer

to mental acts, such as, bloody hell!, dear me!, My Goodness!, Thank God!,

etc. These utterances are called as ‘interjectional phrases’.

b. Classification Of Interjection

According to Ameka (1992:113-114), interjections can be classified

into three classifications there are Expressive Interjections, Conative

Interjections and Phatic Interjections.

1) Expressive Interjections are vocal gestures which are symptoms of the

speaker’s mental state. They may be subdivided into two groups:

(a) Emotive Interjections are those that express the speaker’s state with

respect to the emotions and sensations they have at the time. For

example as quoted by Ameka from Wierzbicka (1992:167), Yuk! ‘I

feel disgust’, Wow! ‘I am surprised’, Ouch! ‘I feel pain’ etc.

(b) Cognitive Interjections are those that pertain to the state of

knowledge and thoughts of the speaker’s at the time of the utterance.

For example, Aha! ‘I know this’.

16
2) Conative Interjections are those expressions which are directed at an

auditor. They either aimed at getting someone’s attention or they demand on

action or response from someone of a speaker’s wants.

For example, sh! ‘I want silence here’, eh? ‘I want to know something’.

3) Phatic Interjections are used in the establishment and maintenance of

communicative contact. A variety of conventional vocalizations, which

express a speaker’s mental attitude towards the ongoing discourse, that is back

channeling or feedback signaling vocalizations, may be classified as phatic.

For instance, mhm, uh-uh, yeah.

c. Function of Interjection

Jakobson (1963: 64-66), in Esai de Linguistique Générale, said there are 6

language functions that are related to the constituent factors of verbal

communication. Before knowing the functions of language need to know the

factors that make up the communication process. In sending messages to

opponents, the speakers need to know the context to whom the message is sent

and the text can be handled by opponents in both oral and other forms. The

message requires a code that is understood by two parties.

The message requires contact, namely the physical channel and

psychological support between speakers and opponents of speech. This contact

allows both to build and maintain communication. Schematically the

constituent factors of communication can be described as follows. Each of

these factors gives birth to different linguistic functions like the following:

17
1. Referential

It is denotative,cognitive function which is oriented toward the ‘context’.

To show things or facts, the refential function is the most obvious function of

language: for example: “The earth is round.”, “Water boils at 100 degrees.”

2. Emotive

It is also known as “expressive function”. This function focuses on the

‘addresser’. This function comes out when we want to express our emotions

although we don’t speak to give an information. In this function, we

communicate for ourselves more than other people who hear us or not. For

example: the interjections, which are words or phrases used to express sudden

surprise, pleasure or annoyance such as : “Bah!” , “Oh!” , “Yuck!” “Ouch”

,”Aie”. They are not components but equivalent of sentences. Moreover, as

Roman Jakobson’s example in “Linguistics and Poetics” , only from the

changes in the sound shape of the same two words ( like “this evening” ), we

can make a list of forty or more emotional situations by diversifying its

expressive tint.

3. Conative

The conative function is an orientation toward ‘addressee’. This function

finds it purest grammatical expression in vocative and imperative sentences,

and it helps us to make people do something and it includes orders and prayers.

For example: “Drink!” or “Go Away”.

18
4. Phatic

The phatic function which sets for ‘contact’ establishes, prolongs or

discontinues the communication. We use this function to know whether

channel works or whether the contact is still there. Our purpose in this function

firstly to maintain the contact with the person we are talking to. For example:

“Hello!” “Are you listening?” “Do you hear me?”.

It is also the first verbal function which is acquired by infants before they are

able to send or receive informative communication.

5. Metalingual

‘Code’ performs the “ metalingual function” which is used whenever the

addresser and the addressee need to check whether they use same code and

when the language is used to speak about language. For example: “What do

you mean by “krill”?” , “ What is plucked?”. In the process of language

learning, the acqusition of mother tongue includes wide use of metalingual

actions; for example aphasia may be described as a loss of capability for

metalingual actions.

6. Poetic

The poetic function which is orientation toward “message” and “the focus

on the message for its own sake”. This function includes more than poetry,

linguistics cannot limit itself just to the field of poetry. When we say “John and

Margery” instead of “Margery and John” or when we say “horrible Harry”

19
 instead of “ terrible Harry , dreadful Harry” which have same meaning, we use

the poetic function of language.

When we analyze the functions of language for a given unit such as a word,

a text, or an image, we specify which functions are present or absent, to which

class or type this unit belongs and which characteristics these functions have

regarding hierarchical and other relations that can operate between them.

B. Previous Research Findings

Review of the previous study is made in order to avoid replication. This

study is intended to identify the students’ interjection in speaking English. Other

studies have been conducted to find the interjection. The first is a study conducted

by Neneng Yuniarty, M.Hum (2018: 63). Her study entitled “Interjection In Student

Conversation” had shown that interjection words that are often used are primary

interjections and are followed by secondary interjections, and the frequently used

interjections are emotive interjection, followed by conative and phatic.

Next study is from Yan Widi Anggoro (2013: 23). In his study entitled

“Interjection In English Comic Books Scooby-doo Where Are You”, he found that

based on type of interjection that used in that comic, had found 20 primary

interjection and 10 secondary interjection and also found interjection based on its

classification, that are emotive, cognitive, conative, phatic

The third is study from Vladimir Z. Jovanovic (2004: 12). In his study

entitled “The Form, Position and Meaning of Interjections in English” had shown

that The paper is concerned with the most important aspects of English

20
interjections, giving a more detailed account of the difference between

exclamations and interjections, the formal characteristics of the latter, their

sentence position and the meaning implications of this part of speech. The analysis

is complemented with a comprehensive list of interjections that are used in the

English language with corresponding explanations of their meaning.

The previous researchers above are similar to the research that the

researcher will conduct in interjection. The differences of this research from

previous researchers are in the focus and object of the research. The researcher

focus on identify the types, classification and function of interjection in students’

English speaking.

21
C. Conceptual Framework

CLASS ROOM SPEAKING

ACTIVITY

RECORDING STUDENTS’
CONVERSATION CONVERSATION

INTERJECTION IDENTIFY STUDENTS’

INTERJECTION

TYPES CLASSIFICATION
FUNCTION

STUDENTS’
INTERJECTION

Figure 2.1: The Stages of Students’ Interjection Analyzing

This research applies descriptive qualitative approach in which the

researcher focuses on interjection uttered by the students in SMK

Muhammadiyah 2 Bontoala. Analyzing the interjection, especially the types,

classification and function of interjection in students’ English speaking. The

researcher will give some clues like treatment about interjection and then the

student will be asked to speak or do a conversation and the researcher will record

it and identify the interjection that are uttered by the students.

22
 CHAPTER III

RESEARCH METHOD

A. Research Design

The method that is used in this research is descriptive qualitative method. It is

intend to identify students’ interjection in speaking English. Qualitative research

refers to process - oriented methods use to understand, interpret, describe and

develop a theory on a phenomena or setting. It is a systematic, subjective approach

use to describe life experiences and give them meaning. (Mujib, 2018)

Descriptive qualitative research is mostly associated with words, language and

experiences rather than measurements, statistics and numerical figures. In this case,

the researcher will identify the students’ interjection. The data will be collected

from the students’ conversation to analyze what types, classification and function

of interjection that students use in speaking English.

B. Research Participants

The subject in this study is the students of SMK Muhammadiyah 2 Bontoala

at Grade 10, whereas the object of this research is words, phrases and sentences in

the form of interjections contained in students’ English speaking.

C. Research Instrument

Burns (1994: 925) states that the role of the researcher in qualitative approach

is as an instrument. The researcher acts as the planner, data collector, analyst, the

data interpreter and the reporter of the research findings (Moleong, 2001: 121). In

23
this research, the researcher uses documentation instrument in conducting the data,

in this case the researcher will record students’ English speaking in conversation

form

D. Technique of Data Collection

Data is the object of the research target and its context. The data in this study

are all words, phrases and sentences containing interjections in students’ English

speaking. In collecting data, the researcher uses recording technique to record

students’ English speaking. The researcher listen to students English speaking

recording and finds the available interjection. After the interjections are found, the

interjections are collected and analyzed based on its type, classifications and

functions in the following table:

No Data Types Classification Function

1 2 1 2 3 1 2 3 4 5 6

24
No : Number

Data : Word/phrase/sentence that show interjection

Type : Types of interjection

1. Primary

2. Secondary

Classification: Classification of Interjection

1. Expressive

2. Conative

3. Phatic

Function : Function of interjection

1 .Emotive

2 .Conative

3. Referential

4. Phatic

5. Metalingual

6. Poetic

25
E. Procedures of Data Analysis

The process of data analysis was started when the researcher collected the

data. The researcher collected the data step by step. The process of the data

analysis was elaborated as follows:

1. Firstly, the researcher comes to the English classroom of SMK

Muhammadiyah 2 Bontoala and recording the English students conversation.

2. Secondly, the researcher transcribes the recorded conversations of student

into the script of conversation.

3. Thirdly, the researcher selects word, phrases, or sentence consisting of

interjection and put it in the data cards.

4. Fourthly, the researcher categorizes the data based on the types,

classifications and functions.

5. Fifthly, the researcher composes the result of the research.

26
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