Speech and Thought Presentation in Veronica Roth's Divergent

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

SPEECH AND THOUGHT PRESENTATION IN VERONICA ROTH’S DIVERGENT: A STYLISTIC ANALYSIS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

By JOSEPHINE VANIA ADININGTYAS Student Number: 174214113

DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2021 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

SPEECH AND THOUGHT PRESENTATION IN VERONICA ROTH’S DIVERGENT: A STYLISTIC ANALYSIS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

By JOSEPHINE VANIA ADININGTYAS Student Number: 174214113

DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2021

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THIS UNDERGRADUATE THESIS IS DEDICATED TO MYSELF, WHO HAVE STRUGGLED AND SURVIVED THUS FAR.

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

First and foremost, I would like to praise and thank to Jesus Christ for His abundant blessings ang grace so that I can go through all the obstacles and earn strength throughout the process of writing this undergraduate thesis.

I would like to express my sincere gratitude to my thesis advisor, Arina

Isti’anah S.Pd., M.Hum. and to my co-thesis advisor, Dr. Francis Borgias Alip,

M.Pd., M.A. for the guidance and encouragement so that I have managed to finish this undergraduate thesis in time. I would extend my gratitude to my academic advisor, Dr. Tatang Iskarna, M.Hum. for his support since the beginning of my college life in English Letters Department. I would also give my gratitude to all the lecturers and staffs of Sanata Dharma University for giving me a chance to study and achieve my goals.

I would express my biggest gratitude to my family, especially Momi, Mbak

Lia, and Babe, who always give me their moral and material supports and remind me to finish my undergraduate thesis. I would like to give my special gratitude to

Mbak Siwi for allowing me to stay in Jogja during my study. I would also thank to all my friends in BEM USD Kabinet KKN 2018/2019 for giving me an unforgettable experience to be involved in a such solid organization during my college life.

Finally, I would also deliver my special thanks to all my friends in this department, especially my closest friends: Agatha, Sonia, Lita, Ratih, Amalia, Olyvia, Wina,

Reinha, and Febi for all the supports and the happy memories that we have shared together. I will not forget that.

Josephine Vania Adiningtyas

viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS

TITLE PAGE ...... ii APPROVAL PAGE ...... iii ACCEPTANCE PAGE ...... iv STATEMENT OF ORIGINALITY ...... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ...... vi DEDICATION PAGE ...... vii ACKNOWLEDGEMENTS ...... viii TABLE OF CONTENTS ...... ix LIST OF ABBREVIATIONS ...... xi LIST OF TABLES ...... xii ABSTRACT ...... xiii ABSTRAK ...... xiv

CHAPTER I: INTRODUCTION ...... 1 A. Background of the Study ...... 1 B. Problem Formulation ...... 6 C. Objectives of the Study ...... 6 D. Definition of Terms ...... 6 CHAPTER II: REVIEW OF LITERATURE ...... 8 A. Review of Related Studies ...... 8 B. Review of Related Theories ...... 12 1. Stylistics ...... 12 2. Speech and Thought Presentation ...... 14 a. Direct Speech (DS) and Direct Thought (DT) ...... 16 b. Indirect Speech (IS) and Indirect Thought (IT) ...... 16 c. Free Direct Speech (FDS) and Free Direct Thought (FDT) ...... 17 d. Free Indirect Speech (FIS) and Free Indirect Thought (FIT) ...... 18 e. Narrative Report of Speech Act (NRSA) and Narrative Report of Thought Act (NRTA)...... 19 3. Language Style ...... 20

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

C. Theoretical Framework ...... 21 CHAPTER III: METHODOLOGY ...... 23 A. Object of the Study...... 23 B. Approach of the Study ...... 24 C. Method of the Study ...... 25 1. Data Collection ...... 25 2. Data Analysis ...... 26 CHAPTER IV: ANALYSIS RESULTS AND DISCUSSION ...... 29 A. Types of Speech and Thought Presentation Techniques Found in Divergent by Veronica Roth ...... 29 1. Speech Presentation ...... 31 a. Free Direct Speech (FDS) ...... 31 b. Direct Speech (DS) ...... 35 c. Narrative Report of Speech Act (NRSA) ...... 38 d. Indirect Speech (IS) ...... 39 2. Thought Presentation ...... 41 a. Free Direct Thought (FDT)...... 41 b. Free Indirect Thought (FIT) ...... 47 c. Narrative Report of Thought Act (NRTA) ...... 49 B. The Language Style of Veronica Roth in Divergent ...... 51 1. Direct ...... 51 2. Descriptive ...... 55 3. Dramatic ...... 57 CHAPTER V: CONCLUSION ...... 61 REFERENCES ...... 64 APPENDICES ...... 67 Appendix 1: Table 10. Summary of Speech Presentation ...... 67 Appendix 2: Table 11. Summary of Thought Presentation ...... 74

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF ABBREVIATIONS

DS : Direct Speech DT : Direct Thought FDS : Free Direct Speech FDT : Free Direct Thought FIS : Free Indirect Speech FIT : Free Indirect Thought IS : Indirect Speech IT : Indirect Thought NRSA : Narrative Report of Speech Act NRTA : Narrative Report of Thought Act

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES

No Table Page 1 Table 1. Seven Levels of Language 13 2 Table 2. The Frequency of Speech and Thought Presentation 27 3 Table 3. The Summary of Speech and Thought Presentation’s 30 Frequency 4 Table 4. Verb Distribution in Direct Speech (DS) Presentation 37 5 Table 5. Verb Distribution in Narrative Report of Speech Act 39 (NRSA) Presentation 6 Table 6. Verb Distribution in Indirect Speech (IS) Presentation 41 7 Table 7. Verb Distribution in Free Direct Thought (FDT) 45 Presentation 8 Table 8. Verb Distribution in Free Indirect Thought (FIT) 48 Presentation 9 Table 9. Verb Distribution in Narrative Report of Thought Act 50 (NRTA) Presentation 10 Table 10. Summary of Speech Presentation 67 11 Table 11. Summary of Thought Presentation 74

xii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

ADININGTYAS, JOSEPHINE VANIA. (2021). Speech and Thought Presentation in Veronica Roth’s Divergent: A Stylistic Analysis. Yogyakarta: Department of English Letters, Faculty of Letters, Universitas Sanata Dharma.

There are several ways to study literature. It is usually done according to the field of interests or needs. Linguistics is one of the fields that provides the way in examining literature through stylistics. Stylistics aspires to link the connecting bridge between linguistic aspect and aesthetic function in literature. In addition, stylistics deals with the analysis of peculiar style in language and the description of its purpose and effect. This research focuses on a particular novel by Veronica Roth entitled Divergent. The story merely tells about the main character named Tris, who has to choose among five factions in the Chicago society. In presenting the story, Veronica Roth employs speech and thought presentation to show the characters’ utterances and thoughts. There are two major objectives in this research. The first endeavors to discover speech and thought presentation techniques used by Veronica Roth. Moreover, the distribution of speech and thought presentation techniques found in the novel is utilized to reveal the language style of Veronica Roth. Stylistics analysis is employed in order to find the style of the author, seen from speech and thought presentation techniques found in the novel. The researcher used purposeful sampling study to collect the data in the novel. The method was chosen since the researcher only restricted the scope of research on the chosen chapters of Divergent novel, which were Chapter I to Chapter III. Moreover, in those chapters, it provided the plot of why the author titled the novel ‘divergent.’ Therefore, the chosen data were representative of the whole novel. All of the sentences representing speech and thought presentation were gathered and classified according to the model of speech and thought presentation proposed by Leech and Short (2007). Stylistic approach was utilized in doing the analysis. Based on the analysis, there were two results found. First, there were 221 sentences represented speech and thought presentation in total, with 114 presentations belonged to the speech presentation and 107 presentations belonged to the thought presentation. Direct Speech (DS), Free Direct Speech (FDS) and Free Direct Thought (FDT) techniques were mostly used in the three selected chapters. There were forty-four presentations in the form of DS, fifty-nine presentations in the form of FDS and eighty-nine presentations in the form of FDT. Second, Veronica Roth's language style in Divergent tended to be direct, descriptive, and dramatic.

Keywords: Speech, Thought, Presentation, Stylistics

xiii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

ADININGTYAS, JOSEPHINE VANIA. (2021). Speech and Thought Presentation in Veronica Roth’s Divergent: A Stylistic Analysis. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.

Ada beberapa cara untuk menganalisis karya sastra. Hal tersebut biasanya dilakukan sesuai dengan bidang minat atau kebutuhan. Ilmu linguistik adalah salah satu bidang yang menyediakan cara untuk mengkaji karya sastra melalui stilistika. Stilistika bertujuan untuk menjadi jembatan penghubung antara aspek kebahasaan dan fungsi estetika dalam karya sastra. Selain itu, stilistika berkaitan dengan analisis gaya khas dalam bahasa dan penggambaran tujuan serta efeknya. Penelitian ini berfokus pada sebuah novel karya Veronica Roth yang berjudul Divergent. Novel ini bercerita tentang karakter utama bernama Tris, yang harus memilih di antara lima faksi dalam masyarakat Chicago. Dalam penyampaian cerita, Veronica Roth menggunakan penyajian ucapan dan pikiran untuk menunjukkan ucapan dan pemikiran karakter. Terdapat dua tujuan utama dalam penelitian ini. Pertama, untuk menemukan teknik penyajian ucapan dan pikiran yang digunakan oleh Veronica Roth. Selain itu, teknik-teknik penyajian ucapan dan pikiran dalam novel digunakan untuk menemukan gaya bahasa Veronica Roth. Analisis stilistika digunakan untuk mengetahui gaya pengarang, dilihat dari teknik penyajian ucapan dan pikiran yang terdapat dalam novel. Peneliti menggunakan metode purposeful sampling untuk mengumpulkan data. Metode ini dipilih karena penulis mempersempit cakupan penelitian pada bab- bab terpilih dalam novel Divergent, yaitu Bab I sampai Bab III. Selain itu, pada bab-bab tersebut pengarang memberikan alur mengapa novel tersebut diberi judul 'divergent.' Oleh karena itu, data yang dipilih mewakili seluruh novel. Semua kalimat yang merepresentasikan ucapan dan pikiran dikumpulkan dan diklasifikasikan menurut model penyajian ucapan dan pikiran yang dikemukakan oleh Leech dan Short (2007). Pendekatan stilistika digunakan dalam melakukan analisis. Berdasarkan hasil analisis, terdapat dua temuan. Pertama, terdapat 221 kalimat yang merepresentasikan penyajian ucapan dan pikiran, dengan 114 penyajian termasuk dalam bentuk penyajian ucapan dan 107 penyajian dalam bentuk penyajian pemikiran. Ucapan Langsung (UL), Ucapan Langsung Bebas (ULB) dan Pikiran Langsung Bebas (PLB) adalah teknik-teknik yang paling sering digunakan dalam tiga bab terpilih. Ada empat puluh empat penyajian dalam bentuk UL, lima puluh sembilan penyajian dalam bentuk ULB dan delapan puluh sembilan penyajian dalam bentuk PLB. Kedua, gaya bahasa Veronica Roth dalam novel Divergent cenderung langsung, deskriptif, dan dramatis.

Kata kunci: Speech, Thought, Presentation, Stylistics

xiv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I INTRODUCTION

A. Background of the Study

Literature is a reflection of human life and their experiences. Thus, it is attached to the life of human beings. According to Encyclopaedia Britannica, literature is the manifestation of the author’s ideas in a written form distinguished by the author’s aim and the perceived aesthetic quality of their implementation

(Rexroth, 2020). Therefore, literature is positioned as a means of expression, appreciation, or entertainment (Isti’anah, 2018). In literary studies, various criticisms have been provided in order to give critics, comments, or appreciation toward literary works. In an attempt to criticize literary works, readers have options to apply various criticisms that are suitable to their field of interest or need.

Linguistics is one of the fields that employs the way in criticizing literary works by applying modern linguistic theory from a linguist viewpoint, which is called stylistics (Leech & Short, 2007). To fathom literary works, further analysis is required. A linguist-critic, Leo Spitzer proposes that

To comprehend a literary work in the linguistics stream depends on the connection between the linguistics knowledge and its influence to create such works of art (Leech & Short, 2007, p. 2).

In other words, the knowledge concerning linguistics is prominent in scrutinizing literary works through a stylistic approach so that the author's style can be thoroughly discovered.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

In linguistics, ‘style’ refers to a constant occurrence in the text of certain items and structures, or types of items and structures, among those offered by the language as a whole (Candria, 2019). In other words, style is described as characteristics of using language in texts, as the pattern of linguistics features that distinguish one work from another. The study of style, thus is called stylistics

(Leech & Short, 2007). In literary stylistics, it aims to elaborate on the correlation of aesthetic recognition with the linguist’s concern of linguistic depiction (Leech &

Short, 2007). Simpson also proposes that stylistics can be understood as

a textual interpretation in which the primary of a place is assigned to language. The reason why language is prominent to stylisticians is that the various forms, patterns, and levels that constitute linguistic structure are an important index of the function of the text (Simpson, 2004).

Hence, this approach is appropriate for conducting the study in literary works by examining specific linguistic branches to discover the style and the significant function of particular linguistic features in literary works.

Simpson suggests seven levels of language that can be applied to conduct a stylistic study. Those seven language levels are namely; Phonology or Phonetics,

Graphology, Morphology, Syntax or Grammar, Lexicology, Semantics, and

Pragmatics or Discourse analysis (Simpson, 2004, p. 5). Each language level has its own specialty. Phonology and Phonetics focus on the sound of spoken language.

Graphology focuses on the pattern of written language. Morphology focuses on the way words are constructed. Syntax and Grammar focus on the clause, phrase, and sentence structure. Lexicology focuses on the vocabulary of a language used by particular people. Semantics focuses on the meaning of words and sentences.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Pragmatics or Discourse analysis focus on the application of words and sentences in a particular context.

To do a stylistic study, a researcher may focus on analyzing narrative techniques while scrutinizing literary works, especially in fiction. An author applies various narrative techniques in fiction to present particular characters in the story.

Speech and thought presentation are some of the common techniques that the author uses. Speech and thought presentation are reporters or narrators' techniques to represent other people’s through speech, thought, or writing (Zahara & Syarif,

2019). Moreover, the study of characters’ speech and thought presentation is a prominent aspect of the narrative discourse (Kvantaliani, 2014).

In conducting a stylistic analysis on discourse level, specifically focusing on speech and thought presentation, Leech and Short propose five speech presentation categories and five categories of thought presentation (Leech & Short,

2007). The five categorizations of speech presentation are Direct Speech (DS),

Indirect Speech (IS), Free Direct Speech (FDS), Free Indirect Speech (FIS), and

Narrative Report of Speech Acts (NRSA). The five categorizations of thought presentation are Direct Thought (DT), Indirect Thought (IT), Free Direct Thought

(FDT), Free Indirect Thought (FIT), and Narrative Report of a Thought Act

(NRTA).

This research was conducted by examining discourse level as the branch of the language study. It specified on the speech and thought presentation in the novel.

The elaboration of speech and thought presentation could lead to discovering the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

style of an author. It was determined through the techniques of speech and thought presentation used in the novel.

The present study examines a novel by Veronica Roth, an American writer, entitled Divergent. The researcher discusses this novel because Veronica Roth is well-known for her bestselling series of Divergent Trilogy that consists of

Divergent, Insurgent, and Allegiant. Divergent wins in 2011 Goodreads Choice

Awards for the Favorite Book of 2011. Moreover, the previous studies about

Divergent novel were mostly examined by using various literary approaches. For instance, a literary study was conducted by Primananda (2016). The researcher discussed the hegemony in the faction systems occurred in Divergent. Another study discussing Roth’s work, seen through its literary approach, was also done by

Wardana and Roy (2019). The researchers examined the ideology and class division in Divergent.

Based on the explanations above, therefore, in this present research, the researcher would like to propose a different approach in discussing Divergent novel. According to Peter Barry, stylistics provides a new interpretation of literary works based on linguistic evidence (Barry, 2002). This means analyzing literary work based on linguistic evidence can guide the researcher to scrutinize literary work. Hence, despite analyzing literary works using particular literary approaches, what is the most appropriate way to examine literary works is by applying stylistic approach.

Divergent tells the story of the futuristic Chicago world, in which the society is divided into five factions, each is dedicated to the cultivation of particular virtue,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

namely; Candor (the honest), Abnegation (the selfless), Dauntless (the brave),

Amity (the peaceful), and Erudite (the intelligent). The novel presents the life of a sixteen-year-old girl named Beatrice Prior or Tris as the major character who also has a role as the narrator in the novel. Tris belongs to the Abnegation faction at first.

However, on an appointed day of every year, all sixteen-year-olds have to choose the faction they will dedicate to the rest of their lives. For Tris, it is tough to choose among those factions because the decision is between staying with her family and being who she is—she cannot have both. Therefore, she unexpectedly makes a choice that defines her as who she is.

As mentioned above, some studies have discussed Divergent novel, but all of them have been done through literary approaches. In this present study, the researcher would like to offer a different approach in analyzing Veronica Roth’s

Divergent using a stylistic approach, seen from its speech and thought presentation found in the novel. This study is intended to reveal the author’s language style employing speech and thought presentation appeared in the novel. By conducting this research based on the object and the topic, this research is expected to enrich the comprehension for the readers about stylistics, which will be examined using discourse level, seen through speech and thought presentation in the novel.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. Problem Formulation

Based on the background of the study, the research questions can be formulated as follows:

1. What types of speech and thought presentation techniques are used in

Veronica Roth’s Divergent?

2. How does the use of speech and thought presentation reveal the language

style of the author?

C. Objectives of the Study

According to the problem formulation, there are two objectives of the study that the researcher would like to obtain. First, this study intends to discover speech and thought presentation techniques used by Veronica Roth in Divergent novel. The study will classify speech and thought presentation techniques into different categories using Leech and Short's speech and thought presentation model (2007).

Furthermore, the in-depth analysis of the first objective will lead the research to the second objective in revealing the author's language style.

D. Definition of Terms

To avoid misunderstanding on the specific terminologies, this section provides explanations about some terminologies utilized in this study. The first term is speech presentation. Speech presentation is defined as the way an author characterizes a character through speeches. An author may determine a character to

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

one another with the presentation of speech along with the presentation of thought to be interpreted by readers (Leech & Short, 2007).

The second term used in this study is most likely similar to the first term. It is called thought presentation. Thought presentation has a similar definition to the first term, speech presentation. However, thought presentation is used to present the characterization of a character using a character’s thought. Thought presentation is the only way for readers to see through a character’s mind, and as essential as a soliloquy on play performance (Leech & Short, 2007, p. 270). In other words, it aims to portray what is inside a character’s mind. Thought presentation and speech presentation indeed appear in different forms, but they have the same purpose of presenting a character as the author wants.

The third term is language style. Language style can be defined as the way of speech and/or any kind of utterance which is formed by means of conscious and intentional selection systematic patterning, and implementation of linguistic and extra-linguistic means with the respect to the topic, situation, function, author’s intention and content of an utterance (Miššíková, 2003, p. 16).

The fourth term is stylistics. Stylistics defines as a sub-discipline of linguistics which is concerned with the organized scrutiny of style in language and how this can differ according to several elements, for example, genre, context, historical period, and author (Jeffries & McIntyre, 2010, p. 1).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II REVIEW OF LITERATURE

This chapter consists of three main parts: review of related studies, review of related theories, and theoretical framework. Firstly, review of related covers two thesis and two journal articles reviewed. Secondly, review of related theories overlays the three theories employed in this research. Lastly, the theoretical framework explains how the theories are applied in the research.

A. Review of Related Studies

The first related study is taken from a master thesis by Anggraheni (2017) entitled “A Stylistic Study of Interior Monologues in William Faulkner’s The Sound and The Fury.” The researcher examined the use of interior monologues in

Faulkner’s The Sound and The Fury. Interior monologue is a unique narrative style which applies complicated and assorted language features that make the readers to be confused with it. The researcher applied a stylistic approach in scrutinizing interior monologues in the novel. The study aimed to identify major language features seen through the interior monologue along with the effects to the novel.

The language features analyzed were grammatical, lexical, figures of speech, and graphological features. Based on the study, interior monologue technique included unique linguistic features that established rhetorical, dramatic, or artistic effects and correlate to the characters’ personae and so produce their individual difference. The

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

study concluded that by applying interior monologues as a technique in the characters' speech and thought presentation, the readers can get intimacy with the characters’ thoughts without being influenced by the narrator.

The second related study is an undergraduate thesis by Puryadi (2019) entitled “Speech and Thought Presentation of the Main Male Character in Åsne

Seierstad’s The Bookseller of Kabul: Stylistic Analysis.” The researcher analyzed the use of speech and thought presentation in Åsne Seierstad’s The Bookseller of

Kabul and its effect in revealing the male main character's characterization. The researcher employed a stylistic approach to conduct this study. The findings stated that there were seven types of speech and thought presentation in the two chapters analyzed. The most used presentation technique is Indirect Thought (IT) presentation, with forty-eight presentations. Direct Speech (DS) is the second most used presentation with twenty presentations. Meanwhile, the least used presentation is Narrative Report of Speech Acts (NRSA) with only a presentation. It can be seen from the findings that IT and DS were the most common presentations employed in presenting the characterization of Sultan Khan’s straightforwardness and dedicated-self.

The third related study is a journal article by Isti’anah (2018) entitled

“Speech and Thought Presentation in Jhumpa Lahiri’s Interpreter of Maladies.”

The researcher discussed both speech and thought presentation in Jhumpa Lahiri’s

Interpreter of Maladies. The study intended to find out the effect of the utilization of speech and thought presentation techniques in presenting some characters in the short story. Based on the findings, there were one hundred and sixty-one speech

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

and thought presentations found in the short story, and most of the findings are categorized as speech presentation. The researcher discovered that the last narrative presentation found in the short story is Indirect Thought (IT) presentation. It involves only one character, Mr. Kapasi, and the technique indicates that Mr.

Kapasi is a prominent character who needs to be recognized in terms of his career position.

The fourth related study is a journal article by Ahmad & Nadarajan (2020) entitled “Thought Presentation in Alice Sebold’s The Lovely Bones.” The researchers scrutinized the thought presentation occurred in Alice Sebold’s The

Lovely Bones. The study examined the conscious and sub-conscious thought presentations of the protagonist character, Susie Salmon, and the antagonist character, Mr. Harvey, in the novel. In Sebold’s The Lovely Bones, stylistic analysis showed that the variant techniques of thought presentation presented in the narrative discourse provided some passages for the readers to be in the central characters' minds. It aimed to experience what they do in their points of view. The findings showed that thought patterns residing even in the sub-conscious or unconscious of human beings can be achieved by scrutinizing thought representations embedded in a narrative discourse through various thought presentation techniques. In short, thought presentation techniques are prominent devices to dig in the characters' minds and, therefore, to effectively comprehend their various life experiences from their points of view.

Referring to the previous studies, some similarities can be portrayed. The present study is similar to those four previous studies in terms of using a stylistic

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

approach. The present study is also similar to the above-mentioned previous studies in discussing speech and thought presentations employed in literary works.

However, each previous study has different purposes as well as in the present study.

Anggraheni’s study (2017) focused on identifying major language features seen through the interior monologue and the effects to the novel. Meanwhile, in Ahmad and Nadarajan’s study (2020) aimed to examine the conscious and sub-conscious thought presentations of the protagonist and antagonist characters in the novel. In

Puryadi’s (2019) and Isti’anah’s study (2018) intended to analyze the use of speech and thought presentation along with its effect in revealing and producing the characters’ characterization in the stories. Based on those explanations, therefore, the present study is different from the previous studies in terms of the purposes since the present study aims to reveal the author's language style through speech and thought presentation.

This study develops speech and thought presentation theory in discovering new findings for revealing the author’s language style. The present research has been done in order to reveal the language style of Veronica Roth as the author of

Divergent, seen through both speech and thought presentation techniques. The speech and thought presentation model by Leech and Short (2007) are utilized to examine speech and thought presentation techniques used to reveal the author's language style

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. Review of Related Theories

This section explains the theories used in this research: stylistics, speech and thought presentation, and language style.

1. Stylistics

The theory of stylistics is used in this research as the core of analysis in examining literary works. Stylistics analysis concentrates on the style of language and its significant effect on literary works. In literature, a particular form or style of language is applied to evoke the readers' senses in defining the message or the effect given by the medium of any linguistic features. Verdonk suggests an idea that stylistics deals with the analysis of peculiar expression or style in language and the portrayal of its purpose and effect (Verdonk, 2002). As cited in Bakuuro, stylistics aspires

to elaborate the connecting bridge between linguistic form and literary effect, and to describe what readers are responding to when they praise the quality of a particular piece of writing (Bakuuro, 2017).

Hence, both ideas are coherent with each other. It can be stated that the study of style scrutinizes literary works to define the purpose and its effect in the relation of aesthetic appreciation and linguistic description, employing linguistic features used by the authors.

Besides discussing its main concept, stylistics employs the methods and the findings of the science of linguistics in the study of literary text. Here, the

“linguistics” is meant by the study of language and its structure (Barry, 2002). In this case, stylistics is aimed to observe and indicate how linguistic description provides the overall meaning and its effect to literary works.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Stylistics examines literary works using various linguistics branches in revealing the language style that the authors give into their masterpiece. Stylistics provides a distinct way to appreciate literary works with critical analysis using particular linguistics branches to discover the style and significant function of specific linguistic features in literary works.

Several language levels are used in doing stylistic analysis. Simpson suggests seven levels of language applied to scrutinize the style of texts. The explanations of seven language levels are provided in the table below (Simpson,

2004, p. 5).

Table 1. Seven Levels of Language (Simpson, 2004, p.5)

Level of Language Branch of Linguistics The sound of spoken language; Phonology, Phonetics the way words are pronounced. The patterns of written language; Graphology the shape of language on the page. The patterns of written language; Morphology the shape of language on the page. The way words combine with other Syntax, Grammar words to form phrases and sentences. The words we use; the vocabulary Lexical Analysis, Lexicology of a language. The meaning of words and sentences. Semantics The way words and sentences are Pragmatics, Discourse Analysis used in everyday situations; the meaning of language in context.

This research aims to determine speech and thought presentation in a novel in order to discover its function of particular way that the author uses. The implementation of those technique can reveal the author's style. Thus, the analysis of the study will be done by taking the utterances and the mind conveyed by the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

characters using discourse as its language level. They are going to be thoroughly elaborated in the following section.

2. Speech and Thought Presentation

The analysis of this research is conducted using discourse analysis level, specifically seen from speech and thought presentation techniques in the novel. The speech and thought presentation analysis scrutinize the author's language style through speeches and thoughts portrayed in the novel.

Leech and Short (2007) propose the five models in categorizing speech presentation techniques and five models of thought presentation. The five categorizations of speech presentation are Direct Speech (DS), Indirect Speech (IS),

Free Direct Speech (FDS), Free Indirect Speech (FIS), and Narrative Report of

Speech Acts (NRSA). The five categorizations of thought presentation are Direct

Thought (DT), Indirect Thought (IT), Free Direct Thought (FDT), Free Indirect

Thought (FIT), and Narrative Report of a Thought Act (NRTA) (Leech & Short,

2007).

In speech and thought presentation techniques, there are norms of speech and thought presentation are placed at the opposing sides of the continuum. For this reason, they acquire different values (Leech & Short, 2007). The figure that illustrates the norms and clines of speech and thought presentation can be seen on the next page.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Figure 1. The Norms and Clines of Speech and Thought Presentation (Leech & Short, 2007, p. 260 & 276)

The previous figure explains that the norm of speech presentation lies on

Direct Speech (DS), whereas the norm of thought presentation is on Indirect

Thought (IT). Besides, the cline that start from the left explain as the cline moves across from left to right, the categories reflect an increasing lack of apparent narrator “control” of the report. This results at the extreme right of the scale in the categories of Free Direct Speech (FDS) and Free Direct Thought (FDT). The effect of these categories which is to suggest that the readers have in these instances are the words and thought of the characters themselves, with no narrational intervention at all (McIntyre et al., 2004, p. 50).

There are five techniques of both speech and thought presentation. The reviews of each speech and thought presentation technique by Leech and Short

(2007) as the foundation in examining the author's language style are explained in the following page.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. Direct Speech (DS) and Direct Thought (DT)

Direct Speech (DS) is one of the speech presentation techniques used by authors in showing a character to the readers in a literary work. The significant characteristic of the DS presentation technique is the use of quotation marks and the narrator's interference in the utterance. Below is an example of DS presentation technique.

She says, “I’ve got a lot of things to do.”

It is evident that the above example uses quotation marks, and the narrator's description shows that the speech presentation employed is direct speech.

Direct Thought (DT) is almost identical to Direct Speech (DS) presentation technique. DT also applies the quotation mark and the narrator’s role in presenting the characters’ thoughts. Below is an example of DT technique.

She thinks, “It’s impossible to get you off my mind”

The use of DT above is marked by the narrator's contribution in presenting the character’s thought (Leech & Short, 2007). It can be seen that the narrator contributes to show what is inside the character’s mind, how the character thought or let the character’s thought conveyed by the utilization of the explanatory clause

“She thinks” preceding the thought. b. Indirect Speech (IS) and Indirect Thought (IT)

Indirect Speech (IS) is one of the speech presentation techniques, which is distinct from Direct Speech (DS), uses no quotation marks. The presentation uses the narrator as the presenters what the character says. The following is an example of IS technique.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

She said that she would be in London on Friday.

The above example is indeed IS since the example uses no quotation marks, and the narrator has a role in contributing to the whole utterance of the character.

IS is also known as the passive form of DS.

Indirect Thought (IT) is almost similar to Indirect Speech (IS) since the utilization of quotation marks is dropped. Despite those two techniques appear in the same form, but IT presents what is inside the character’s mind. The example of

IT technique can be seen as follows.

She wondered if she still hated him.

The above example shows that the character does not deliver her thought personally, but the narrator's contribution in describing the character’s thought

(Leech & Short, 2007). c. Free Direct Speech (FDS) and Free Direct Thought (FDT)

Free Direct Speech (FDS) is the speech presentation technique that is almost identical to Direct Speech (DS). FDS eliminates either or both the quotation marks and the character’s intermediary to establish a freer technique. This speech presentation technique is also known as the freer form of DS (Leech & Short, 2007).

Below are the examples of FDS variation which uses quotation marks and does not.

“I’ll take part of this project.”

It’s terrible, I hesitantly said.

Those two examples above present the variety of FDS use in the speech presentation. The first example uses quotation marks, whereas the second example does not. The second example is the variation of FDS which keeps the reporting

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

clause as in the clause “I hesitantly said” instead of using quotation marks. This technique is used when the character apparently speaks to the readers more immediately without the narrator as the intermediary (Leech & Short, 2007).

Free Direct Thought (FDT) is one of the techniques in thought presentation.

It shares a similar pattern of Free Direct Speech (FDS). However, FDT is applied to present the thought of the character. FDT immediately shows what is inside the character's thought without using an intermediary of the narrator. Below is an example of FDT technique.

Does he feel the same way as I do?

The narrator is not involved in presenting the character’s thought in the example above. The character just states what is on her or his mind immediately (Leech &

Short, 2007). d. Free Indirect Speech (FIS) and Free Indirect Thought (FIT)

Verdonk argues that Free Indirect Speech (FIS) as well as Free Indirect

Thought (FIT) share the forms that are still in one umbrella of Free Indirect

Discourse (FID). The practice of FID is adopted to be applied in the FIS and FIT.

FIS and FIT usually combine third-person pronoun distancing with an expression of first-person experience (Verdonk, 2002, p. 50).

FIS is a speech presentation technique known as the freer form of Indirect

Speech (IS). Instead of including the reporting clause, FIS omits its reporting clause.

Below is an example of FIS technique.

She would come back there to see her dog next summer.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The deletion of the reporting clause in the example above is the freer form of an

Indirect Speech (IS) form. Moreover, the presence of modal auxiliary verb “would” usually indicates the character’s consciousness since it express a personal attitude towards an event or situation (Verdonk, 2002, p. 49)

Free Indirect Thought (FIT) is one of the thought presentation techniques.

It is almost similar to Free Indirect Speech (FIS) since both forms share the similarity, which is the omission of quotation marks. This technique can be marked by the utilization of third-person point of view as the indirect feature. Below is the example of FIT technique.

Did she misunderstand of him?

The above example shows the omission of quotation marks and the use of indirect features using “she” and the pronoun “him” as the third person point of view in presenting a character’s thought in a story (Leech & Short, 2007). Therefore, in the sentence above allows the thought of the character “she” and it creates a direct access to character’s consciousness (Kvantaliani, 2014). e. Narrative Report of Speech Act (NRSA) and Narrative Report of Thought Act (NRTA)

Narrative Report of Speech Act (NRSA) is one of speech presentation techniques using a minimum account of the statement in presenting a character’s utterance. NRSA is often mistaken with Indirect Speech (IS), but what makes the difference is that the reported speech acts are minimized and not precisely stated.

Below is the example of NRSA technique.

She promised her return.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The previous example shows that the narrator only focuses on the summary of what the character promised. The narrator only states “her return” instead of delivering when her return is in explicit way (Leech & Short, 2007)

Narrative Report of Thought Acts (NRTA) is one of thought presentation techniques. It shares the same characteristic to Narrative Report of Speech Act

(NRSA). However, NRSA focuses on speech acts, while NRTA centralizes on thoughts acts. In NRTA, the reported thought acts are minimized to offer a dense report about what is being thought by the character. Below is an example of NRTA technique.

She keeps wondering about his love for her.

The above example shows a summary of what is being wondered by the character.

The narrator only applies noun phrase “his love for her” as the presentation of thought in a summarized report instead of telling the thought that the character has

(Leech & Short, 2007).

3. Language Style

The theory of language style is utilized in the present research to find out the author's language style. Leech and Short suggest that ‘style’ refers to selection from a total linguistic repertoire that constitutes a style. In other words, style is described as characteristics of using language in texts, as linguistic features that distinguish one work from another (Leech & Short, 2007).

Language style is used as means to convey the message in a variation of linguistic features. According to Miššíková, language style is defined as the way of speech and/or any kind of utterance which is formed by means of conscious and

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

intentional selection systematic patterning, and implementation of linguistic and extra-linguistic means with the respect to the topic, situation, function, author’s intention and content of an utterance (Miššíková, 2003, p. 16). It means that language style is the matter and kind of utterance that portrays the sentence in conveying how the author uses particular linguistic features with the consideration of topic, situation, function, author’s purpose, and content of an utterance.

Language style can be discovered through the utilization of a variety of language features. Simpson argues that language style is the particular variety of language used by different individuals and in different circumstances (Simpson,

2004, p. 3). Hence, the application of particular branches of linguistics used by the author in the novel can discover the language style since the style of every author is different and as well as the intention of the author.

C. Theoretical Framework

Two main problems are scrutinized in this research. The present study focuses on the techniques of speech and thought presentation used in the novel and the language style of Veronica Roth in Divergent seen through speech and thought presentation. Speech and thought presentation are included in the discourse level of language. Concerning the theory of stylistics used in this study, discourse is one of the language levels used in doing stylistic analysis. Thus, stylistics is applied as the foundation to examine the novel, using discourse as its language level, and seen through speech and thought presentation found in the novel.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

In the first problem formulation, the researcher uses stylistic theory to determine which language level is used and applies speech and thought presentation concept to discover the techniques of speech and thought presentation used in the novel. The sentences presenting speech and thought presentation in the novel are collected and categorized into five types of speech presentation and five types of thought presentation as in accordance with the model of speech and thought presentation proposed by Leech and Short (2007).

The second problem formulation focuses mainly on revealing the language style of the author. The style of the author is examined through the utilization of speech and thought presentation. The author's language style can be revealed through the hard data represented speech and thought presentation in the novel.

Therefore, the language style theory is applied along with the speech and thought presentation model suggested by Leech and Short (2007).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III METHODOLOGY

This chapter is broken down into three main parts: object, approach, and the method of the study. The object of the study is an explanation of the object under study. The second is the approach of the study, which elaborates on the application of a stylistic approach as the means to examine the object of the study. The last one is the method of the study, which details how the data are collected and analyzed.

A. Object of the Study

The object analyzed in this novel was the sentences represented speech and thought presentation. It is a common element that the readers encountered in literature, especially in fiction. Speech and thought presentation are used to deliver what is said and thought by the characters in fiction.

This study focused on speech and thought presentation in a novel by

Veronica Roth entitled Divergent. The novel was published in 2011 by

HarperCollins Publishers. According to the reviews in Goodreads.com, this novel obtained 4.19 out of 5 in its rating with 108.356 reviews worldwide. The novel also made a debut in the sixth place for the best seller books, according to nytimes.com,

The New York Times in 2011. It is a well-known and successful best-selling book lists in the United States. This novel is addressed for young-adult readers.

Divergent is the first book of other upcoming book series, including

Insurgent and Allegiant. These book series are involved in a trilogy by the author,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Veronica Roth. Divergent tells the story of a post-apocalyptic Chicago world, in which the society is divided into five factions. Each faction is dedicated to the cultivation of particular virtue, namely, Candor (the honest), Abnegation (the selfless), Dauntless (the brave), Amity (the peaceful), and Erudite (the intelligent).

The novel shows the life of a sixteen-year-old girl named Beatrice Prior or

Tris as the main character who also acts as the narrator in the novel. Tris belongs to the Abnegation faction, following her parents. Nevertheless, on an appointed day of every year, all sixteen-year-olds have to choose the faction to which they will dedicate for the rest of their lives on the Choosing Ceremony. However, before attending the ceremony, Tris has to attend the mandatory test called Aptitude test.

It will conclude her to which faction she will ideally belong to. According to the test’s result, Tris surprisingly knows that she has three factions which suits her:

Dauntless, Abnegation, and Erudite. Normally, people have one result, but she has three. Therefore, people who tend to be in the position of being ideal to the several factions are called 'divergent.'

B. Approach of the Study

To help the researcher conducted this study, stylistic approach was utilized in the study. Stylistics is the study of distinctive expression in language and the depiction of its purpose and effect (Verdonk, 2002, p. 4). Moreover, stylistics also attempts to provide a description which is objective and scientific based on the concrete quantifiable data and applied in a structured way (Barry, 2002). Hence, stylistic approach was chosen as it was the most appropriate approach to scrutinize

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

the data. This approach was employed as the foundation for identifying the types of speech and thought presentation techniques used in the novel and its purpose and effect that can reveal the author's language style.

Novel is an example of literary works. It precisely carries linguistic elements and particular textual patterns. Stylistic analysis can help the researcher comprehends linguistic features and its function in literary works. The features of language studied in stylistic analysis consist of seven levels: Phonology or

Phonetics, Graphology, Morphology, Syntax or Grammar, Lexicology, Semantics, and Pragmatics or Discourse analysis (Simpson, 2004, p. 5). Stylistics focuses on particular significant features of language, for instance, speech and thought presentation. This study analyzed the data of speech and thought presentation in the novel as a part of the discourse level under scrutiny.

C. Method of the Study

In conducting this study, there were two ways taken which were data collection and data analysis.

1. Data Collection

This study applied sampling method. It is intended to maximize the efficiency and validity (Morse & Niehaus, 2009). However, this research specified on employing purposeful sampling method by taking the sentences represented the characters’ speech and thought in the novel. According to Creswell (2007), purposeful sampling is widely used in qualitative research and it is applied for the identification and selection of the data rich-cases attached to the central

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

phenomenon of the study (p. 125). The method was chosen as the researcher purposely took the limited numbers of selected research objects that can be provided as the main data source. Three chapters were selected from the total of thirty-nine chapters. The chosen chapters were the first three chapters in the novel.

The first three chapters were selected since those chapters provided the central phenomenon of why the author titled the novel 'divergent’. Thus, the chosen data were representative of the whole novel.

In collecting the data of speech and thought presentation techniques, the researcher first read the whole novel and decided the chapters to be examined. The researcher then selected the first three chapters since it explains why the author titled the novel 'divergent.' After doing so, the researcher highlighted the sentences represented speech and thoughts of the characters found in the first three chapters.

The way of collecting the data was by highlighting the reporting verbs that showed speech presentation and taking mental verbs that indicated thought presentation.

The researcher put them into a particular table afterwards. Subsequently, the utterances and thoughts were classified according to the model of speech and thought presentation techniques suggested by Leech and Short (2007).

2. Data Analysis

To answer the first problem, first, the researcher gathered speech and thought presentation of the characters within the first three chapters in the novel.

After the data were collected, those were listed in the tables and categorized following Leech and Short's speech and thought presentation model (2007). It was applied to figure out the distribution of speech and thought presentation techniques

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

used by the author. Then, the list of speeches and thoughts was categorized in a table to summarize the data. The table below showed the summary of speech and thought presentation used in the novel.

Table 2. The Frequency of Speech and Thought Presentation

Speech Presentation Thought Presentation Type Frequency Percentage Type Frequency Percentage DS DT IS IT FDS FDT FIS FIT NRSA NRTA Total Total

The table above aimed to present the categorization of speech and thought presentation techniques and to elaborate on each technique's frequency and percentage. Showing the table helped the researcher discovered the author's types of speech and thought presentation techniques employed. In identifying each category of speech and thought presentation technique, the researcher determined each type with the characteristics belonging to particular techniques of speech and thought presentation model as proposed by Leech and Short (2007). The way the researcher determined the techniques used was by thoroughly looking at the verbs representing speech and thought presentation in the novel. Therefore, the techniques employed were found and those were used as the proof of linguistic evidence to help the researcher answered the second research question.

To answer the second problem formulation, which was to reveal the author's language style, first, the researcher observed the findings on the linguistic hard data representing speech and thought presentation. After discovering the techniques

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

utilized, the researcher made the implication based on the hard data by elaborating the purpose and effect of applying such techniques alongside the utilization of the theory of language style. Thus, the author’s language style was revealed.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER IV ANALYSIS RESULTS AND DISCUSSION

This chapter consists of two major sections which answer the research questions presented in Chapter I. The first section answers the first research question by examining the types of speech and thought presentation techniques used in the novel and classifying them based on the techniques of presentation according to Leech and Short’s model. The second section answers the second research question, which focuses on the language style of Veronica Roth by observing the linguistic evidence presented in the form of the speech and thought presentation techniques utilized in the novel.

A. Types of Speech and Thought Presentation Techniques Found in Divergent by Veronica Roth

This section discusses the types of speech and thought presentation techniques used by particular characters in the novel. The gathered speech and thought presentation techniques are perceived by some characters’ utterances and thoughts in the novel.

The speech and thought presentation techniques are taken from the selected three chapters, which are Chapter I to III. In Chapter I, a total of forty-seven speech and thought presentation are found, in which twenty-three of them are speech presentation, and twenty-four of them are thought presentation. In Chapter II, there are 102 speech and thought presentation in total are obtained, in which fifty-one of

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

them are classified as speech presentation and thought presentation. In Chapter III, the total of seventy-two speech and thought presentation are discovered, in which forty of them are categorized as speech presentation, and twenty-two of them are thought presentation. The lists of speech and thought presentation by Veronica Roth in Divergent can be seen in the appendix.

The table below summarizes the frequency of speech and thought presentation techniques employed in the first three chapters.

Table 3. The Summary of Speech and Thought Presentation’s Frequency

Speech Presentation Thought Presentation Type Frequency Percentage Type Frequency Percentage DS 44 39% DT 0 0% IS 4 3% IT 0 0% FDS 59 52% FDT 89 83% FIS 0 0% FIT 12 11% NRSA 7 6% NRTA 6 6% Total 114 100% Total 107 100%

According to the table above, it can be seen that the speech presentations occurred the most within three chapters with a total of 114 speeches. The most appeared of speech presentation technique is Free Direct Speech (FDS) with fifty-nine occurrences. The second most appeared is followed by Direct Speech (DS) with forty-four occurrences. The least categories are Narrative Report of a Speech Acts

(NRSA) with seven occurrences and Indirect Speech (IS) with only four occurrences.

Meanwhile, on the thought presentations’ side, there are 107 sentences found representing thought presentations. The most appeared in thought presentations are Free Direct Thought (FDT) with eighty-nine occurrences,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

followed by Free Indirect Thought (FIT) with twelve occurrences. The least category of thought presentation in the novel is Narrative Report of a Thought Acts

(NRTA) with six frequencies. The analysis of each distribution is discussed in the following parts to attain the comprehension of speech and thought presentation techniques used by the author.

1. Speech Presentation

Within the three chapters chosen, Veronica Roth utilizes four types of speech presentation, which are Free Direct Speech (FDS), Direct Speech (DS),

Indirect Speech (IS), and Narrative Report of a Speech Acts (NRSA). The following parts explain the utilization of each speech presentation technique used by the author. a. Free Direct Speech (FDS)

Free Direct Speech (FDS) is the most used technique by the author in the first three chapters. FDS can be distinguished by eliminating either or both the quotation marks and the character’s intermediary to create a freer technique (Leech

& Short, 2007). Below is the use of the FDS technique used by Veronica Roth within the chosen three chapters.

I can tell by the constant shift of his eyes that he is watching the people around us—striving to see only them and to forget himself. (Roth, 2011 Chapter I, p. 7)

The excerpt above is included in FDS as it presents the freer technique of the character I who refers to the narrator and the main character, Tris. The sentence above allows what is told by Tris with using a speech act verb “can tell,” and also shows the type of FDS which does not employ the quotation mark. The intention

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

for not using the quotation mark is that readers have the instance of words conveyed the character themself, without the narrator's intervention (McIntyre et al., 2004).

This technique is also used to present the character to be independent and left the character to talk entirely on their own (Leech & Short, 2007, p. 260). Another example of FDS presentation which eliminates the quotation mark.

I could tell him I’ve been worried for weeks about what the aptitude test will tell me — Abnegation, Candor, Erudite, Amity or Dauntless? (Roth, 2011, Chapter I, p. 7)

The excerpt above is the example of FDS characteristics which does not utilize the quotation mark and employ a speech act verb as in “could tell,” instead.

By employing this technique, Roth wants to show that the character Tris talks freely in the context of telling his brother that she has been worried about the aptitude test

— a test for six-teen-year-old teenagers that will determine to which factions where they will belong to.

The type of FDS can also be recognized by the presence of a sentence that precedes the FDS using quotation marks. The sentence itself can be in the form of

FDS since it presents the character to talk independently. Below is another excerpt taken from the novel.

I try to stop myself from asking another question, but I can’t help it. “You’re afraid of the dark?” (Roth, 2011, Chapter II, p. 10)

The excerpt above shows FDS since the character Tris delivers the sentence in the form of the same technique to give the way that she will ask a question next by the presence of quotation mark in the clause "You're afraid of the dark?".

Moreover, the use of quotation mark itself has significance in emphasizing what is going to be asked by Tris and letting her talk on her own.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

It has been mentioned that the type of FDS can be determined by eliminating either or both the quotation marks. The clue of FDS technique can also be employed by the use of reporting clause in the form of Direct Speech (DS) which precedes

FDS presentation. In other words, FDS commonly occurs within the context of DS

(Wales, 2010). Below are some of the various excerptions taken from the novel.

“Have a seat and get comfortable,” she says. “My name is Tori.” (Roth, 2011, Chapter II, p. 10)

From the example above, it can be seen that there is a reporting clause "she says" belonging to the DS presentation which precedes in the FDS presentation.

Roth mostly employs this technique which she uses DS as the preceding and is followed by FDS. Another example of FDS, which is preceded by DS, can be seen as follows.

“Beatrice, your results were inconclusive,” she says. “Typically, each stage of the simulation eliminates one or more of the factions, but in your case, only two have been ruled out.” (Roth, 2011, Chapter III, p. 13)

From the excerpt above, it is clear that DS presentation comes first and precedes FDS presentation. The unclear description missing in the presentation creates a multi-interpretation to how the character utters the speech. Thus, Lodge as cited in Leech and Short (2007, p. 259) states his idea in Hemingway's A Clean

Well-Lighted Place's that FDS technique provokes the readers' sense to distinguish one speech to another in a difficult way. Nevertheless, the characters have 'freedom' to convey their own idea.

FDS variation technique can be determined by the presence of Direct

Speech (DS) along with a piece of additional information after DS occurs. It is used

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

in order to describe how the utterance is said. Below is the excerpt of FDS, which presents only the quotation mark.

“Excuse me,” he says. His voice is raspy. “Do you have something I can eat?” (Roth, 2011, Chapter III, p. 15)

The excerpt above shows the character FDS preceded by the presence of DS presented by the reporting clause "he says" and followed by additional information by the narrator, indicating that the man's voice is raspy when he says his utterance.

Narrative Report of a Speech Acts (NRSA) can also be found preceding the

FDS technique. Like similar to DS presentation preceding FDS presentation, NRSA becomes the guiding tool for FDS presentation. Below is the excerpt taken from the novel.

She clears her throat and continues. “Your intelligent response to the dog indicates strong alignment with the Erudite. I have no idea what to make of your indecision in stage one, but—” (Roth, 2011, Chapter III, p. 14)

The FDS presentation variation presents NRSA presentation "She clears her throat and continues" comes first at the beginning and is followed by FDS presentation. The presentation has the reported speech act to explain how the character she who refers to Tori utters the speech presented in FDS technique.

Moreover, the verb clause "clears her throat and continues" indicates the manner that Tori will deliver the speech presented in FDS technique. Thus, NRSA, in this case, becomes the description and the guidance of how FDS is delivered.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

b. Direct Speech (DS)

Direct Speech (DS) is the second most occurred presentation in the first three chapters of the novel. DS is the speech presentation technique that involves the narrator's description of how a character says and the quotation mark to mark the character utterances (Leech & Short, 2007). DS commonly precedes the reported clause and contains a reference to the speaker, and a speech act verb, for example, "say," "state," "reply," "shout," and so on (Wales, 2010). Those mean, the speech act verbs are employed in how the speaker or the character convey the substance of their utterance. Below the excerption which presents DS presentation taken from the novel.

“Aptitude tests today,” I say. (Roth, 2011, Chapter I, p. 7)

The sentence above shows the common characteristics of the employment the DS presentation in presenting Tris' utterance which is the interference of the narrator Tris herself in delivering the utterance "I say". The quotation mark is an indication to clarify the utterance of Tris. Another example of DS presentation can also be seen in the following excerption.

“Just do what you’re supposed to,” he always says. (Roth, 2011, Chapter II, p. 9)

The example above involves a common characteristic of DS presentation that allows the quotation mark and the presence of a reporting clause. Thompson

(1996) as cited in Semino and Short (2004, p. 89) suggests that the employment of quotation mark is an indicator that the utterance presented as if it was an authentic event. In other words, the author wants to arouse the readers’ sense to feel as if they were in the same instances and situation as the character. This can be meant that the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

way the author utilizes DS presentation is to create intimacy or closeness between the readers and the characters. Below is another excerption of DS presentation used by the author in the novel.

“Why the hawk?” I blurt out as she attaches an electrode to my forehead (Roth, 2011, Chapter II, p. 10)

The narrator, as well as the character Tris, describes her utterance and how she utters using the verb phrase “blurt out” and it is followed by adverb “as she attaches an electrode to my forehead". Instead of employing the verb “say,” Roth employs the verb “blurt out” which in accordance to the Cambridge English

Dictionary means to say something suddenly, and without thinking of the results.

Therefore, the narrator's description shows that she is surprised in questioning "why the hawk?" and it creates that Tris speaks so sudden. Following is another variation example of DS presentation.

“If you know him,” he says in a low voice, “you could save me. You could save me!” (Roth, 2011, Chapter II, p. 12)

From the example, it can be seen that the reporting clause is in the middle of the utterances. Moreover, the reporting clause “he says” is added with an information “in a low voice” indicating that a man whom Tris meets says in a low voice. The same variation of DS presentation also can be seen as follows.

“Yes and no. My conclusion,” she explains, “is that you display equal aptitude for Abnegation, Dauntless, and Erudite. People who get this kind of result are…” (Roth, 2011, Chapter III, p. 14)

It can be seen from the example above that the reporting clause by the narrator follows the utterance and continues by another utterance. In other words, the reporting clause "she explains" occurs in between of both utterances. It is used

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

to link what Tori tries to explain her conclusion of Tris' aptitude test, which reveals the equal result among three factions: Abnegation, Dauntless, and Erudite.

In DS presentation occurs the reporting clause indicating what the characters utter. According to Burton-Robert, a clause is a group of words that consists of a subject and a verb (2011). Therefore, a reporting clause consists of a verb that intends to clarify the character's report of what is said. Below is the table which explains the distribution of the verbs utilized in DS presentation.

Table 4. Verb Distribution in Direct Speech (DS) Presentation

No Verb Frequency Character 1 Says 21 Tris’ mother, Caleb (Tris’ brother), Tori, A woman, A man 2 Reply 1 Tris 3 Say 7 Tris 4 Ask 3 Tris 5 Snaps 1 Erudite boys 6 Blurt out 1 Tris 7 Explains 2 Tori 8 Corrects 1 Tori 9 Repeats 2 A woman, a man 10 Yells 1 A woman 11 Squeals 1 A child 12 Asks 1 A man 13 Interrupt 1 Tris 14 Retort 1 Tris

From the table above, it can be seen that the verb “says” is the most frequent verb employed by Roth in presenting particular character through DS presentation technique. This stipulates that the narrator wants to focus on the words that the characters utter rather than conveying the content of message. According to the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Cambridge English Dictionary to utter means to say something or to make a sound with a person’s voice. c. Narrative Report of Speech Act (NRSA)

The primary characteristic of the Narrative Report of a Speech Act (NRSA) is reducing the reporting clause and summarizing the content or the topic of the utterance in the form of noun or pronoun (Leech & Short, 2007). As cited in Wales

(2010, p. 285), Leech and Short suggest that NRSA is more “indirect” than even in

Indirect Speech (IS). Below is the example of the excerpts indicating NRSA taken from the novel.

They appear to be arguing about something, but it must not be serious, because some of them are still smiling (Roth, 2011, Chapter II, p. 9)

The bolded words of speech presentation show the reported act of uttering a speech, and the way the narrator explains the speech, moreover, the word "they" refers to Candor boys. Hence, in other words, the narrator reported the speech of

Candor boys by indicating the topic or the content which refers to “something to be argued”. Another excerpt of NRSA can also be seen in the following.

At another set of tables, the Erudite chatter over books and newspapers, in constant pursuit of knowledge (Roth, 2011, Chapter II, p. 9).

The sentence above also shares the same characteristics of NRSA as elaborated above. The bold part shows the reported act of uttering a speech and the way of the narrator delivers an explanation. The noun phrase "over books and newspapers" indicates the reported speech content referring to Candor boys who chatter about books and newspapers. Thus, it can be stated that the narrator does not deliver the content of the whole speech and only employs simplified reported

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

clause instead. There are some verbs presented in NRSA. The table is seen in the following.

Table 5. Verb Distribution in Narrative Report of Speech Act (NRSA) Presentation

No Verbs and Verb Frequency Character The Topic of Phrase the Speech 1 Call 1 Test administrator Ten names at time 2 Chatter 1 Erudite people Over books and newspapers 3 To be arguing 1 Candor boys Something 4 Dictate 1 Tris/Under control Idle behavior and of the narrator supersede individual preference 5 Is called 1 Caleb In the next group 6 Speaks 1 An Abnegation The next round Volunteer of names 7 Clears her throat 1 Tori Tori’s speech and continues

The table above shows the verbs and verb phrases representing NRSA presentation. As Semino & Short (2004) stated, NRSA varies in terms of the context, function, detail of report number of speakers involved, so it can be stated that NRSA in the data is varied. NRSA tends to be realized in single-clause structure, where the verbs are speech act verb and may be followed by noun phrases or prepositional phrase which has a function to summarize the content of the utterance as presented in the table above. d. Indirect Speech (IS)

Indirect speech (IS) major characteristic lies on the narrator’s total control of the presentation (Leech & Short, 2007). The narrator’s total control here is

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

marked by the absence of the quotation marks which stipulate that the presentation of speech has direct quotation uttered by a character. IS is usually indicated with a character's words are presented in "that" clause after a speech act verb or clause

(Wales, 2010). Below are the excerpts of IS taken from the novel.

My mother told me once that we can’t survive alone, but even if we could, we wouldn’t want to (Roth, 2011, Chapter III, p. 13)

The sentence above shows the focus speech presentation of Tris' mother, especially it can be seen in "my mother told me once that". The narrator which refers to Tris, is seen reporting her mother's utterance in total control without using quotation mark to quote Tris' mother's words immediately. Moreover, the narrator utilizes the reporting clause instead, which can be shown in the reporting clause

"My mother told me once that...". Another excerpt of IS presentation can be seen in the following.

My father tells me to keep food in my bag at all times for exactly this reason (Roth, 2011, Chapter III, p. 15) The sentence above has the same characteristics of IS as explained above.

However, in the sentence "that" clause after a reporting clause does not exist, and it is replaced with "to" instead. Although the narrator or Tris seems to be direct in delivering the sentence's message, she quotes her father's words. She employs the reporting clause "my father tells me" which shows the control of Tris as a narrator, utilizing no quotation mark. There are some verbs presented in IS. The table of verb distribution is seen in the following page.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Table 6. Verb Distribution in Indirect Speech (IS) Presentation

No Verb Frequency Character 1 Tells 1 Tris’ mother 2 Calls 1 Tris’ father 3 Says 1 Tori 4 Told 1 Tris’ father

The table above presents the utilized verbs indicating IS presentation. There are two verbs which are in the same form. The verbs “tells,” “calls” and “says” are in the form of present form while the verb “told” is the only verb that shows the past form. The speech act verbs “tells,” “calls.” “says,” and “told” here are used stipulate when the characters utter.

2. Thought Presentation

Within the first three chapters scrutinized in this research, Roth employs three techniques of thought presentation, namely Free Direct Thought (FDT) as it occurs the most, followed by Free Indirect Thought (FIT), and Narrative Report of

Thought Act (NRTA) with the least occurrences. The following parts elaborates the distribution and the employment of each technique utilized by the author. a. Free Direct Thought (FDT)

Free Direct Thought (FDT) is the most used thought presentation technique in the chosen three chapters. FDT usually only occurs the most in fiction and

(auto)biography (Semino & Short, 2004). It is usually used to give an entrance in presenting the character’s thought explicitly. FDT shows immediately what is inside the character’s thought without using an intermediary of the narrator, and the most extreme kind of FDT, with no reporting verb or quotation marks (Leech &

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Short, 2007). Therefore, it can be stated that the types of FDT are varied. They can be determined through the presence and the absence of quotation marks (Semino &

Short, 2004). Nevertheless, there are many types of FDT that omit quotation marks and still keep the reporting clauses which indicate the thought (Kvantaliani, 2014).

The exceptions and the explanations of thought presentation presented in FDT is seen below.

And tomorrow, at the Choosing Ceremony, I will decide on a faction; I will decide the rest of my life; I will decide to stay with my family or abandon them (Roth, 2011, Chapter I, p. 6).

In the example above, the mental verb "will decide" that means to choose something, especially after thinking carefully about several possibilities. Here, the character I or Tris shows her several decisions of a faction where she will belong to. The above example is included in the FDT technique due to its consciousness of reality (Kvantaliani, 2014). Another excerption of FDT is seen below.

Today is the day of the aptitude test that will show me which of the five factions I belong in (Roth, 2011, Chapter I, p. 6)

The sentence above categorizes in FDT technique since it occurs the verb

“will show” which in the context here means to prove something of the faction that

Tris will belong to later. Moreover, the thought of Tris is presented in the way the author give the impression of having been mentally verbalized through the mental verb “show” which it is one of the characteristics of FDT (Semino & Short, 2004).

Another FDT presentation is seen in the following.

I have to make a decision (Roth, 2011, Chapter II, p. 11).

The previous sentence contains auxiliary verb “have to.” It means to need or to be forced. It is also another form of modal verb “must.” It is clear that Tris

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

shows what is inside her thought vividly. Moreover, the author employs “have to” in order to necessarily convey the messages delivered by Tris in making her decision, thus it involves her mind clearly in thinking her own decision that has to be made.

There are also some variation of FDT as such many cases in FDT that quotation marks are omitted, but reporting clauses are retained (Kvantaliani, 2014).

The examples of FDT which employ reporting clause can be seen in the following.

I doubt all the Erudite want to study all the time, or that every Candor enjoys a lively debate, but they can’t defy the norms of their factions any more than I can (Roth, 2011, Chapter II, p. 9).

In the example above, there is "doubt" that functions as a verb in showing a feeling of not being sure of how good or valid it is. It is undeniable that the main character Tris presents directly about her uncertainty toward the Erudite and the

Candor. Moreover, the author keeps the reporting clause "I doubt" which portrays the characteristic of FDT. Thus, it also seems that Tris speaks to herself and create a monologue (Leech & Short, 2007). Another variation of FDT using the reporting clause can be seen in the following.

I feel like it doesn’t belong to me (Roth, 2011, Chapter III, p. 15).

The example above occurs the verb “feel” that indicates the character’s sense. Indeed, the verb “feel” is not a verb that explicitly explains the thought of the character, for instance, the verb “think”, “consider”, “contemplate”, etc.

However, the verb that can portray the character’s sense can also be included in mental verb. Moreover, the clause “I feel like” indeed indicates the reporting clause from the narrator or Tris herself. But considering in many cases in FDT that

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

reporting clauses can be kept, it is obvious that the sentence above is categorized in the FDT technique. It aims to create a freer technique in obtaining a conscious quality of the character (Leech & Short, 2007). Another example of FDT presentation is seen below.

I feel a lump in my throat (Roth, 2011, Chapter III, p. 15).

The sentence above presents explicitly that she feels something in the throat.

The use of FDT above can also be recognized by the presence of the mental verb

“feels,” indicating what is being felt by Tris. Therefore, it can be stated that the verb

"feel" is considered as a mental verb since Tris states that she clearly feels a lump in her throat. The use of the verb “feel” in FDT technique is also explained below.

I decide not to take the bus (Roth, 2011, Chapter III, p. 14).

The sentence above shows that Tris has decided not to take the bus. This means, the Tris directly conveys what is in her thought, which she decides not to take the bus. In other words, the sentence creates a consciousness of reality, and thus it involves in FDT presentation (Kvantaliani, 2014).

In examining FDT technique, some verbs indicate the thought of the character are listed. The verbs used to present thought presentation are not always restricted on some particular verbs, for instance, the verb “think”, “expect”,

“decide”, and so on. The table of verbs and verb phrases distribution that indicate thought presented in FDT is seen on the following page.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Table 7. Verb and Verb Phrase Distribution in Free Direct Thought (FDT) Presentation

No Verb and Verb Phrase Frequency Character

1 Allows 1 2 Note 1 3 Sneak 1 4 See 5 5 Catch 1 6 Look away 1 7 Frown 2 8 Stare 1 9 Will show 1 10 Will decide 1 11 Think 3 12 Feel 8 The verbs and the verb 13 Am sure 1 phrases leftward stipulating the thought and the sense of 14 Values 1 the character are conveyed 15 Choose 1 by the protagonist Tris in 16 Are supposed to 1 the novel. As stated by 17 Should perplex 1 McIntyre et al. (2004), FDT 18 Should wonder 1 can be identified that words 19 Expect 1 and thoughts are delivered 20 Hear 2 by the character itself. 21 Doubt 1 22 Enter 1 23 Don’t need 3 24 Should be that easy 1 25 Am supposed to 2 26 Follow 1 27 Watch 1 28 Grins nervously 1 29 Didn’t feel 1 30 Can see 2 31 Focus 1 32 Feels 1 33 Look over 1 34 Disappears 1 35 Have to make 1 36 Can almost feel 1

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

37 Know 5 38 Shouldn’t look 1 39 Remember 1 40 Want 1 41 Seems 1 42 Don’t think 1 43 Can’t see 1 44 Fills 1 45 Can convince 1 46 Is irrational 1 47 Remind 1 48 Had to have done 1 49 Doesn’t know 1 50 Wish 1 51 Aren’t allowed 1 52 Get more nervous 1 53 Have to wipe off 1 54 Wouldn’t want 1 55 Shake my head 1 56 Can’t think 1 57 Have to stay calm 1 58 Don’t understand 1 59 Don’t want 1 60 Can’t bear to look 1 61 Can’t bear to think 1 62 Decide 1 63 Forsake 1 64 Have to be careful 1 65 Expected 1 66 Am ready 1

The table above shows verbs and verb phrases that point out thought presentation conveyed by the main character, Tris. The character uses various verbs that require the thought and utilize verbs that show the character's senses and feelings, as in the verb "feel" which has the most occurrence in the table. FDT presentation is often applied since the main character I or Tris directly expresses what she thinks and feels. Moreover, the novel is written in the first-person point of

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

view. Hence, it is restricted to what the character thinks, feels, sees, and so on (Al-

Alami, 2019). b. Free Indirect Thought (FIT)

Free Indirect Thought (FIT) appears on the second most occurred after FDT in the novel. Like FDT, FIT is also mostly utilized in fiction and (auto)biography

(Semino & Short, 2004). Leech and Short argue that FIT historically as a natural development, keeping much vividness of DT without the artificially of the

‘speaking to oneself’ (Leech & Short, 2007, p. 277). In other words, FIT uses third- person point of view when the narrator becomes infected by the perspective of one of its characters (Malewitz, 2020). To analyze thought presentation of the novel in

FIT technique, the excerptions that are presented in FIT technique can be seen as follows.

But she must hide her beauty in Abnegation (Roth, 2011, Chapter I, p. 6)

The sentence above portrays the character she as narrated in the third person point of view. The character I or Tris becomes infected by the perspective from one of its characters. Therefore, the third-person narration's employment allows describing the thought and consciousness (Leech & Short, 2007). Moreover, the entry of modality “must” which shows an obligation indicates the character’s consciousness (Burke, 2014). Another excerption of FIT can be seen below.

His breath smells like cigarettes. (Roth, 2011, Chapter II, p. 12)

From this sentence, it is obvious that the subject uses third person narration, in which "his breath" (third person pronoun). Like DT, this sentence still describes vividness of what is being undergone by the character. However, there is no

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

reporting clause and the lucidness is retained as DT instead (Leech & Short, 2007).

It can be seen through the use of verb smells which indicates the sense of the character.

If I get home early, my father will notice when he checks the house log at the end of the day, and I’ll have to explain what happened (Roth, 2011, Chapter III, p. 14)

This sentence shows that Tris’ father's perspective influences her to get infected of what her father feels. Even though the character uses the pronoun “my”, it is obvious that the narrator or Tris addresses her father yet still keeping the vividness without the artificially of the ‘speaking to oneself’ (Leech & Short, 2007).

There are mental verbs employed in this technique and below is the table of verbs and verb phrases distribution that stipulates the thought presented in FIT delivered by some particular characters in the novel.

Table 8. Verb and Verb Phrase Distribution in Free Indirect Thought (FIT) Presentation

No Verb and Verb Phrase Frequency Character 1 Must hide 1 Tris’ mother 2 Gave 1 Caleb (Tris’ brother) 3 Nods 1 Caleb (Tris’ brother) 4 Knows 1 Caleb (Tris’ brother), Tori 5 Doesn’t understand 1 Candor man 6 Is not as severe looking as 1 Susan 7 Wants 1 A man with a newspaper 8 Smells 1 A man with a newspaper 9 Looks 1 Tori 10 Will notice 1 Tris’ father 11 Chose 1 The factionless people 12 Might not feel 1 Susan

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The previous table shows the verbs and verb phrases presented in FIT. It clears that in FIT presentation, the author restricts on verbs that are related to the thought or mind and employs the verbs indicating the senses of the character.

Therefore, it makes the readers not only experience the characters' thought but also the instances undergone by the characters. c. Narrative Report of Thought Act (NRTA)

Narrative Report of a Thought Acts (NRTA) is the least category within the three chapters in the novel. NRTA applies to references to the occurrence of specific individual thought in the mind of a participant in the story. NRTA typically involves the use of a verb cognition (for example: define, study, consider, etc.) which can be followed by noun or prepositional phrase indicating the thought (Semino & Short,

2004). Below are the excerpts taken from the novel indicating NRTA.

Their faction values honesty and sees the truth as black and white, so that is what they wear (Roth, 2011, Chapter I, p. 7)

In the previous sentence, the narrator or Tris narrates the other faction which refers to people who belong to Candor faction. The sentence is included in NRTA as the narrator uses cognition verb, which are “values” and “see.” Value means to consider and sees means to perceive the meaning of understanding. Those verbs are followed by nouns which stipulate the topic of the thought. Another excerpt indicating NRSA can be seen in the following.

My curiosity is a mistake, a betrayal of Abnegation values (Roth, 2011, Chapter II, p. 10)

Here the narrator or Tris herself also explains that her curiosity is a mistake and a betrayal of her faction values. Her feeling of being mistaken and the betrayal

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

depicts the topic of the thought. Besides, the narrator or Tris also summarizes it and directly address the topic of the thought. The following table describes the distribution of verbs and verb phrases in NRTA alongside the thought’s topic.

Table 9. Verb and Verb Phrase Distribution in Narrative Report of a Thought Acts (NRTA) Presentation

No Verb and Verb Frequency Character The Topic of Phrase the Thought 1 Values and sees 1 People who belong Honesty and the to the Candor truth faction 2 Affect 1 The students in The way Tris’ school 3 Are 1 Dauntless people pierced, tattooed, and black-clothed and 4 Is 1 Tris herself A mistake, a betrayal of Abnegation values 5 Looks over 1 Tori her shoulder like she expects someone to appear behind her. 6 Is responsible 1 Abnegation For most of volunteer those renovations

The previous table presents the verb and phrases distribution conveyed by the narrator to narrate a particular character. Here, the main character Tris who also acts as a narrator has a role to narrate something by describing or indicating the topic of the thought (Semino & Short, 2004). The verb and the verb phrases above

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

are used to stipulate the content of the thought along with the employment of nouns, noun phrases, and prepositional phrase.

B. The Language Style of Veronica Roth in Divergent

Stylistic approach is employed throughout this research. This study is aspired to reveal Roth's style by examining her novel in the chosen three chapters.

Based on the previous section's findings, speech and thought presentation techniques utilized in the novel can be the base of linguistic hard data. Thus, the researcher can make an implication based on the hard data found in this research.

Hence, the researcher implies that the author's style is direct, descriptive, and dramatic.

1. Direct

Veronica Roth applies speech and thought presentation in Divergent. She employs those presentations indeed in order to present the characters’ utterances and thoughts. There are seven types of speech and thought presentation were found in 221 presentations. Utilizing particular speech and thought presentation techniques could lead to an implication of the author's language style. As stated by

Miššíková (2003) language style is the matter and/or any kind of utterances that describe how the author employs linguistic feature in order to convey messages or with consideration of topic, function, author’s purpose, and so on. In this research, the researcher focuses on sentences that employs reported and mental verbs as the representation of speech and thought presentation technique with the consideration

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

of author’s purpose and function, and therefore the language style of the author is revealed.

The most used technique in the presentation of speech is Free Direct Speech

(FDS). Out of 114 speech presentation, FDS has fifty-nine occurrences were found.

The following sentence is the example of the direct style using FDS technique.

I can’t say the same of myself. (Roth, 2011, Chapter I, p. 6)

The sentence above is the example of FDS technique which has the characteristic of FDS that quotation marks are omitted, but the author directly presents that the character Tris talks freely as in “I can’t say”. The author presents

Tris as the main character to verbally say that she cannot say about things the same belonged to her. FDS is believed to manifest the effect of immediacy (Semino &

Short, 2004). In other words, as cited in Kvantaliani (2014), Leech and Short argue that this technique is significant in showing the direct voice of the characters as it allows the author to drop a clear distinction between speech and narrative report.

Another example of direct style using FDS can be seen below.

I have tried to explain to him that my instincts are not the same as his—it didn’t even enter my mind to give my seat to the Candor man on the bus— but he doesn’t understand. (Roth, 2011, Chapter II, p. 9)

The previous example is still the type of FDS that does not employ both quotation marks and reporting clause (Kvantaliani, 2014). Similar to the previous example, the author eliminates quotation mark and directly addresses what Tris will explain to the Candor man with verbally saying "I have tried to explain". The verb

"explain" has the role of conveying the reported verb of the character Tris. Another

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

form of FDS is also found in the data. The rest of examples below present FDS with utilizing quotation marks.

“On the one hand, you threw yourself on the dog rather than let it attack the little girl, which is an Abnegation-oriented response…but on the other, when the man told you that the truth would save him, you still refused to tell it. Not an Abnegation-oriented response.” She sighs. “Not running from the dog suggests Dauntless, but so does taking the knife, which you didn’t do.” (Roth, 2011, Chapter III, p. 14)

The excerpt above portrays the characteristic of FDS which uses quotation marks and only uses one reporting clause "she sighs" in order to indicate with an association of expressing feelings. The presence of quotation marks in this type of

FDS lets the character talk "freely" on her own, so it creates much immediacy for the characters and the readers (Leech & Short, 2007). In this whole excerption’s context, the author wants to convey that the character who speaks is Tori. Tori is a woman that is in the duty to help the aptitude test for Tris. After the test is done,

Tori explains what she has observed according to event that Tris experiences. In the test, Tori tells Tris that Tris' resistance towards the dog is neither an Abnegation- oriented nor Dauntless-oriented response. Another variation of FDS can be seen below.

“Wait,” I interrupt her. “So you have no idea what my aptitude is?” (Roth, 2011, Chapter III, p. 14)

The FDS technique above is preceded by the presence of Direct Speech

(DS). The author applies DS presentation in order to link the technique afterward, which is FDS. Thus, it is clear who says the utterance although the presence of FDS allows the character to talk ‘freely’ on their own (Leech & Short, 2007). Thus, the character tends to show the direct style. In the context of the plot, the author wants

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

to present Tris’ utterance. Tris interrupts Tori, who explains about the result of the test, then Tris continues to talk on their own and makes a confirmation to Tori by asking, “So you have no idea what my aptitude is?”. Another instance of FDS presentation is seen in the following.

“Yes and no. My conclusion,” she explains, “is that you display equal aptitude for Abnegation, Dauntless, and Erudite. People who get this kind of result are…”. She looks over her shoulder like she expects someone to appear behind her. “…are called…Divergent.” (Roth, 2011, Chapter III, p. 14)

The sentence above shares the same instance in the previous example discussed. The FDS technique above is also preceded by the presence of Direct

Speech (DS) and followed by Narrative Report of Thought Act (NRTA). It is obviously true that the FDS technique is seen as in the example “…are called…Divergent” as it has the characteristic of FDS presentation, which uses quotation marks. Moreover, DS and NRTA also have the same function to link to the technique afterwards. The presence of DS also helps to find out who is talking, and so the author uses DS to describe how the character utters. In the context of the above excerpt, the character who utters is Tori. She explains Tris' test result, in which she both knows and does not know about her faction, which suits Tris since her result among Abnegation, Dauntless, and Erudite are equal. Then, the author uses NRTA to narrate the thought act of Tori, and it is continued with FDS presentation which is said by Tori stating that the result of Tris' test is equal for several factions and its phenomenon is called "divergent."

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. Descriptive

From the hard data found in the previous section, the Direct Speech (DS) presentation technique is the second most occurred in the speech presentation analysis. As stated by Kate Wales (2010), DS is usually assumed that the author wants to represent the actual words of a speaker within quotation marks, which are also explicitly marked as such by an accompanying reporting clause or tag. This commonly precedes the reported clause, and contains a reference to the speaker, and a speech act verb in presenting the actual words of the speaker, for instance,

"say," "state," "reply," "shout," etc. (Wales, 2010, p. 119). Thus, the researcher assumes that the DS technique gives "live portrayal" since it depicts the way the characters utter. In other words, the author wants to give a "real" description of what is being said by the characters. It is done by describing the actual words uttered by the characters. Below are the examples of DS presentation taken in the novel.

“So today is the day,” she says. (Roth, 2011, Chapter I, p. 6)

The example above presents the characteristic of DS presentation which employs reporting clause, indicating the reference to the character and the presence of the reported verb “says”. In the excerpt above, “she” refers to Tris’ mother who utters that, “today is the day of Aptitude Test”. In expressing the utterance, the author utilizes the reported verb “says” in order to point out the actual words spoken by Tris’ mother. Another example of DS presentation is seen below.

“Have a seat and get comfortable,” she says (Roth, 2011, Chapter II, p. 10)

The excerption above shows the reporting clause “she says” which stipulates who speaks the utterance. In this context, “she” refers to Tori who speaks

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

the utterance "have a seat and get comfortable." In the novel, Tori has a duty to test

Tris, so she welcome Tris to have a seat and get comfortable before the test is begun.

In conveying the utterance, the author uses the reported verb "says" which has function to describe the actual words spoken by Tori.

“Never met a curious Abnegation before,” she says, raising her eyebrows at me. (Roth, 2011, Chapter II, p. 10) The DS presentation above also shares the same substance which has already explained. DS presentation above in the novel is spoken by Tori by saying,

“Never met a curious Abnegation before.” Moreover, the author adds an explanation after the reporting clause “she says” in order to give how Tori says the utterance alongside with the expression that the narrator portrays.

“Choose!” she yells. (Roth, 2011, Chapter II, p. 11)

The speech presentation above is the commonest instance of DS technique.

A reporting clause "she yells" indicates the character who utters the word "choose" by yelling. In the context of this presentation, when Tris has already in the state of being tested, she feels that there is a woman speaks to her. Tris is asked to choose by the woman she meets in her mind. Below is another example of DS presentation taken from the data.

“I suggest,” Tori says, “that you go home. You have a lot of thinking to do, and waiting with the others may not benefit you.” (Roth, 2011, Chapter III, p. 14)

DS presentation above also shares the same substance in the previous explanation. The reporting clause may sometimes come in the middle of the reported clause as in the reporting clause above “Tori says.” Moreover, the reporting clause “Tori says” stipulating that the character who speaks the utterance

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

is Tori. Thus, it is clear that the way the author presents the character's utterance through the reported verb "says." In this context of DS presentation Tori suggests

Tris to go home after knowing the result of being "divergent", and Tris has a lot of thinking to do and waiting with others might disadvantage Tris.

The linguistic evidence in the data also found that there are vast occurrences of Direct Speech (DS) rather than Direct Thought (DT). There is no frequency of the data in the DT technique. From the hard data, the researcher presumes that the author wants to present the characters' spoken activity through the speech act verb used in the reporting clause rather than the characters' mental activity. Roth does employ thought presentation, but she only utilizes Free Direct Thought (FDT) rather than DT. The style of Roth in utilizing thought presentation techniques is explained in the following section.

3. Dramatic

In the hard data shown in Table 3, Free Direct Thought (FDT) has the most used technique in the thought presentation side. Indeed, the author considers particular purposes and function in utilizing FDT presentation in the novel. FDT occurs in the fiction, where direct access to characters' minds is commonly possible

(Semino & Short, 2004). The concern of employing FDT presentation is that the author wants to arouse the readers' senses to have in the state of the characters' words and thought without the narrator's interference (McIntyre et al., 2004). FDT also reveals the character's innermost thoughts and senses, so it is most likely a soliloquy of a play performance (Semino & Short, 2004). There are many variations of FDT, but in the data, the researcher found the FDT technique's characteristic

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

mostly employs reporting clauses and mental verbs, but quotation marks are omitted. Below are the excerpts of FDT technique taken from the data.

On these mornings when my brother makes breakfast, and my father’s hand skims my hair as he reads the newspaper, and my mother hums as she clears the table— it is on these mornings that I feel guiltiest for wanting to leave them. (Roth, 2011, Chapter I, p. 6)

The excerpt above is included in FDT technique as there is a mental verb as in “I feel” delivered by the narrator or the protagonist character Tris. It is used to show the character's senses. This makes the thought of the character is depicted to provoke the imagination and the emotions of the readers powerfully, thus it is dramatic. In this FDT presentation, Tris feels guilty for leaving her family since she seems not to choose Abnegation for her faction. Tris thinks it just does not click with herself. Another instance of FDT technique is seen below.

I feel like there is a bubble in my chest that expands more by the second, threatening to break me apart from the inside. (Roth, 2011, Chapter II, p. 9)

FDT presentation above shares the same phenomenon of the previous explanation. There is a reporting clause “I feel like” which in this case explains the event that Tris feels a bubble in her chest that threats her to break apart from the inside of her body when she undergone the Aptitude Test. Another example of FDT that employs mental verbs other than verb "feel" can be seen below.

I think about running, but the dog will be faster than me. (Roth, 2011, Chapter II, p. 11)

The sentence above also employs a sudden realization or an event undergone by the main character, Tris. The event captured on this sentence is that

Tris thinks about running but she knows that the dog is faster than her. The presence

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

of the verb “think” also explains what is thought by Tris explicitly. Another variation of FDT can also be seen on the rest of the excerption below.

I get up because I’m supposed to, but if it were up to me, I would stay in my seat for the rest of time. (Roth, 2011, Chapter II, p. 9)

The excerpt above is included in FDT technique since the author uses modal verb phrase “be supposed to” as in the clause “I am supposed to.” The verb phrase

“am supposed to” means to have to do something. This sentence contains a conscious reality which explains the event that Tris has to get up from her seat as her named is called to follow the Aptitude test although she actually prefers to stay on hear seat.

I can’t bear to think about the Choosing Ceremony tomorrow. (Roth, 2011, Chapter III, p. 14)

FDT presentation above also produces a conscious thought of Tris, which is indicated by the mental verb "think." In this context of thought presentation, Tris delivers her feeling that she cannot bear to think about the Choosing Ceremony— the ceremony which she has to choose to a particular faction she will dedicate for the rest of her live.

FDT often occurs at moments of intensified emotion or of sudden and momentous realization (Semino & Short, 2004). The thoughts and emotion of FDT technique in the data are verbalized. It means the thoughts are verbalized through the mental verbs utilized by the author. Thus, it creates a vivid emotion of what is being thought or felt by the character. This makes the readers can have as in character’s state of mind. Apart from FDT technique, Roth also employs Free

Indirect Thought (FIT). The presence of FIT technique also allows creating a vivid

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

image of the other characters' thought through the less artificial presentation of the characters' thoughts in the novel. Particularly, the other characters' thought is presented through third-person point of view, yet still as they lucidly deliver as in

Direct Thought (DT) (Leech & Short, 2007). Meanwhile the least occurrences of

NRTA. NRTA presentation is used to summarize the topic of the thought.

Furthermore, the first-person point of view also plays an important role in the novel. Since this novel is written through the first-person point of view, it automatically focuses on what the protagonist thinks, feels, perceives, and so forth

(Al-Alami, 2019). Hence, it can be stated that the author aspires to create intimacy between the readers and the characters so that the readers have a connection with the characters' emotional state (Al-Alami, 2019). Besides, the researcher finally implies that those reasons are why the researcher employs FDT rather than DT.

To sum up, stylistic analysis in this research deals with the author's expression or style in the novel. Based on the analysis, Roth employs various of speech and thought presentation techniques, namely: Free Direct Speech (FDS),

Direct Speech (DS), Narrative Report of Speech Act (NRSA), Indirect Speech (IS),

Free Direct Thought (FDT), Free Indirect Thought (FIT), and Narrative Report of

Thought Act (NRTA). Indeed, Roth as the author has an intention of employing those techniques. The author wants to deliver the substance of the story that focuses on Tris’ story as the protagonist character through the use of FDT technique, whereas FDS techniques is intended to show the immediacy of the character’s speech and DS is used to describe how the particular characters utter the utterances.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER V CONCLUSION

This chapter presents the implication based on the analysis which has been discussed in the previous chapter. The research focuses on how speech and thought presentation used by Veronica Roth in Divergent reveals the language style of the author. The data of the analysis were taken from selected chapters in the novel. The chapters examined are the first three chapters explaining the plot of why the author titled the novel 'divergent'.

This research finds out that Veronica Roth employs various types of speech and thought presentation techniques. In the speech presentation techniques, Roth utilizes four speech presentations, which are Free Direct Speech (FDS), Direct

Speech (DS), Narrative Report of Speech Act (NRSA), and Indirect Speech (IS).

Meanwhile, in thought presentation techniques, Roth uses three thought presentations, namely Free Direct Thought (FDT), Free Indirect Thought (FIT), and

Narrative Report of Thought Act (NRTA).

The analysis discovers that the most used techniques are Free Direct

Thought (FDT) with eighty-nine occurrences, Free Direct Speech (FDS) with fifty- nine occurrences, and followed by Direct Speech (DS) with forty-four occurrences.

Meanwhile, the least utilized techniques are Free Indirect Thought (FIT) with twelve occurrences, Narrative Report of Speech Act (NRSA) with seven occurrences, Narrative Report of Thought Act (NRTA) with six occurrences, and followed by Indirect Speech (IS) with only four occurrences.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The language style of Roth in Divergent is determined by the linguistic hard data presented in speech and thought presentation. In the hard data of speech presentation as listed in Table 3, FDS and DS are the most used techniques that occurred. Hence, the researcher assumed that the style employed by Roth is direct and descriptive. However, the least categories of speech presentation techniques in the data, which are NRSA and IS also have a role although it is not that significant.

They only narrate in summary about what is said and report on what the characters said without using that characters' exact words (reported speech).

From the hard data of thought presentation as listed in Table 3, FDT is the most used technique. FDT creates a vivid emotion of what is being thought or felt by the main character Tris. This makes the readers have as in the character's state of mind, and thus it creates a dramatic style. It aims to reveal Tris’ innermost thought and senses as in soliloquy of a play performance. Moreover, the presence of FIT also produces a lucid image of what is thought by the other characters.

Meanwhile, NRTA presentation has a function to summarize the topic of the thought that is indicated by the presence of noun phrase and prepositional phrase.

In conclusion, Roth tends to use the dramatic style to focus on what the protagonist Tris thinks and feels through FDT presentation device. Besides, she employs a direct and descriptive style through FDS and DS presentation techniques so that the readers can experience the immediacy of the characters’ speech and know in what way the characters utter the words. The researcher suggests scrutinizing (auto)biography, news, advertisement, speeches, or other texts through speech and thought presentation techniques in future research. Thus, the findings

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

will be varied, and the present study can be compared to future research to give more understanding of speech and thought presentation techniques.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

REFERENCES

Ahmad, S., & Nadarajan, S. (2020). Thought Presentation in Alice Sebold’s The Lovely Bones. Journal of Language and Literature, 20(1), 70. https://doi.org/10.24071/joll.v20i1.2252

Al-Alami, S. (2019). Point of View in Narrative. Theory and Practice in Language Studies, 9(8), 911. https://doi.org/10.17507/tpls.0908.03

Anggraheni, R. R. (2017). A Stylistic Study of Interior Monologues in William Faulkner’s The Sound and The Fury. Universitas Sanata Dharma Yogyakarta. http://repository.usd.ac.id/id/eprint/9304

Bakuuro, J. (2017). Style in Literature: A Stylistics Study of a Poem. European Journal of Literature, Language and Linguistics Studies, 1(2), Article 2. https://oapub.org/lit/index.php/EJLLL/article/view/14

Barry, P. (2002). Beginning Theory: An Introduction to Literary and Cultural Theory (Second Edition). Manchester University Press.

BLURT OUT SOMETHING | meaning in the Cambridge English Dictionary. (2021). Retrieved January 26, 2021, from https://dictionary.cambridge.org/dictionary/english/blurt-out-something

Burke, M. (2014). The Routledge Handbook of Stylistics (1st ed.). Routledge. https://doi.org/10.4324/9781315795331

Burton-Robert, N. (2011). Analyzing Sentences: An Introduction to English Syntax (3rd ed.). Longman Pearson.

Candria, M. (2019). Stylistics: Towards a Linguistic Analysis of Literature. Culturalistics: Journal of Cultural, Literary, and Linguistic Studies, 3(1), 29–34.

Cresswell, J., W. (2007). Qualitative and Inquiry Research Design Choosing Among Five Traditions. Sage Publications Inc.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Goodreads.com. (2020, November 5). Divergent (Divergent #1) by Veronica Roth. https://www.goodreads.com/book/show/13335037-divergent

Isti’anah, A. (2018). Speech and Thought Presentation in Jhumpa Lahiri’s “Interpreter of Maladies.” English and Literature Journal, 5(2), 111–123. https://doi.org/10.24252/elite.v5i2a1

Jeffries, L., & McIntyre, D. (2010). Stylistics: Cambridge Textbook in Linguistics. Cambridge University Press.

Kvantaliani, N. (2014). Variations and effects of Speech and Thought Presentation Categories on the basis of Short Stories by Contemporary Women Writers in English. International Journal of Humanities and Social Science, 4(8), 7.

Leech, G. N., & Short, M. (2007). Style in Fiction: A Linguistic Introduction to English Fictional Prose. Pearson Longman.

Malewitz, R. (2020, May 31). What is Free Indirect Discourse? College of Liberal Arts. https://liberalarts.oregonstate.edu/wlf/what-free-indirect- discourse

McIntyre, D., Thomson, C. B., Heywood, J., McEnery, T., Semino, E., & Short, M. (2004). Investigating the Presentation of Speech, Writing and Thought in Spoken British Englsih: A Corpus-Based Approach. ResearchGate. Retrieved from https://www.researchgate.net/publication/242367495_Investigating_the_Pr esentation_of_Speech_Writing_and_Thought_in_Spoken_British_Englsih _A_Corpus-Based_Approach

Miššíková, G. (2003). Linguistic Stylistics. Univerzita Konštantína Filozofa, Filozofická fakulta.

Morse, JM., & Niehaus, L. (2009). Mixed method design: Principles and procedures. Left Coast Press; Walnut Creek, CA.

Nytimes.com. (2011, May 22). The New York Times. https://www.nytimes.com/books/best-sellers/2011/05/22/

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Primananda, E. (2016). Analyzing Hegemony: Faction System in Veronica Roth’s Divergent. LANTERN (Journal on English Language, Culture and Literature), 5(1), Article 1. https://ejournal3.undip.ac.id/index.php/engliterature/article/view/11385

Puryadi, A. F. B. A. (2019). Speech and Thought Presentation of the Main Male Character in Åsne Seierstad’s The Bookseller of Kabul: Stylistic Analysis. Universitas Sanata Dharma Yogyakarta. http://repository.usd.ac.id/id/eprint/33503

Rexroth, K. (2020). Literature. Encyclopedia Britannica. https://www.britannica.com/contributor/Kenneth-Rexroth/2443

Roth, V. (2011). Divergent. HarperCollins Publishers.

Semino, E., & Short, M. (2004). Corpus Sylistics: Speech, Writing and Thought Presentation in a Corpus of English Writing. Routledge.

Simpson, P. (2004). Stylistics: A Resource Book for Students. Routledge.

UTTER | meaning in the Cambridge English Dictionary. (2021). Cambridge English Dictionary. https://dictionary.cambridge.org/dictionary/english/utter

Verdonk, P. (2002). Stylistics. OUP Oxford.

Wales, K. (2010). Dictionary of Stylistics. Routledge. https://pdf.wecabrio.com/katie-wales-dictionary-of-stylistics.pdf

Wardana, M. K., & Roy, S. (2019). Ideology and Class Division in Veronica Roth’s Divergent. International Journal of Culture and Art Studies, 2(1), 30–37. https://doi.org/10.1234/ijcas.v2i1.803

Zahara, E., & Syarif, H. (2019). Comparative Analysis of Speech and Thought Presentation in Islamic Preach between Zakir Naik and Syeikh Khalid Yasin. English Language & Literarure Study Program of FBS Universitas Negeri Padang, 8(4), 9.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDICES

Appendix 1: Table 10. Summary of Speech Presentation

No Speech Presentation Type Character Chapter and Page 1 I can’t say the same of myself. FDS Tris I, page 6 2 “There,” she says when she pins DS Tris’ mother I, page 6 the knot in place. 3 Why doesn’t she reprimand me FDS Tris I, page 6 for staring at myself? 4 “So today is the day,” she says. DS Tris’ mother I, page 6 5 “Are you nervous?” FDS Tris’ mother I, page 6 6 “Yes,” I reply. DS Tris I, page 6 7 “No,” I say. DS Tris I, page 6 8 “The tests don’t have to change FDS Tris I, page 6 our choices.” 9 “Right.” She smiles. FDS Tris’ mother I, page 6 10 “Let’s go eat breakfast.” FDS Tris’ mother I, page 6 11 “Thank you. For cutting my FDS Tris I, page 6 hair.” 12 I can tell by the constant shift of FDS Tris I, page 7 his eyes that he is watching the people around us—striving to see only them and to forget himself. 13 “Aptitude tests today,” I say. DS Tris I, page 7 14 “You aren’t at all worried about DS Tris I, page 7 what they’ll tell you?” I ask Caleb. 15 He raises an eyebrow at me. “Are FDS Caleb I, page 7 you?” 16 I could tell him I’ve been FDS Tris I, page 7 worried for weeks about what the aptitude test will tell me— Abnegation, Candor, Erudite, Amity, or Dauntless? 17 Instead I smile and say, “Not DS Tris I, page 7 really.” 18 He smiles back. “Well…have a FDS Caleb I, page 7 good day.”

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

19 He never answered my question. FDS Caleb I, page 7 20 A girl with long curly hair shouts FDS Tris I, page 7 “Hey!” next to my ear, waving at a distant friend. 21 “Out of my way, Stiff,” he snaps, DS Erudite boy I, page 8 and continues down the hallway. 22 A few people stopped when I fell, FDS Tris I, page 8 but none of them offered to help me. 23 My father calls the Dauntless IS Tris’ father I, page 8 “hellions.” 24 We sit at the long tables in the NRSA Test II, page 8 cafeteria, and the test administrators administrators call ten names at a time, one for each testing room. 25 He offered to drive us, too, but as FDS Caleb II, page 9 Caleb says, we prefer to leave later and would not want to inconvenience him. 26 At another set of tables, the NRSA The Erudite II, page 9 Erudite chatter over books and people newspapers, in constant pursuit of knowledge. 27 They appear to be arguing NRSA Candor boys II, page 9 about something, but it must not be serious, because some of them are still smiling. 28 Faction customs dictate even idle NRSA Tris II, page 9 behavior and supersede individual preference. 29 Caleb’s name is called in the next NRSA The II, page 9 group. narrator/Tris 30 I have tried to explain to him FDS Tris II, page 9 that my instincts are not the same as his—it didn’t even enter my mind to give my seat to the Candor man on the bus—but he doesn’t understand. 31 “Just do what you’re supposed DS Caleb II, page 9 to,” he always says.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

32 I open my mouth to ask him FDS Tris II, page 9 something, but the words don’t come. 33 An Abnegation volunteer speaks NRSA Abnegation II, page 9 the next round of names. volunteer 34 “From Abnegation: Susan FDS Abnegation II, page 9 Black and Beatrice Prior.” volunteer 35 The people I pass probably FDS Tris II, page 9 can't tell us apart. 36 “Don’t worry,” the woman says, DS Tori II, page 10 “it doesn’t hurt.” 37 “Have a seat and get DS Tori II, page 10 comfortable,” she says. 38 “My name is Tori.” FDS Tori II, page 10 39 “Why the hawk?” I blurt out as DS Tris II, page 10 she attaches an electrode to my forehead. 40 “Never met a curious DS Tori II, page 10 Abnegation before,” she says, raising her eyebrows at me. 41 Humming a little, she presses DS Tori II, page 10 another electrode to my forehead and explains, “In some parts of the ancient world, the hawk symbolized the sun. Back when I got this, I figured if I always had the sun on me, I wouldn’t be afraid of the dark.” 42 I try to stop myself from asking FDS Tris II, page 10 another question, but I can’t help it. 43 “You’re afraid of the dark?” FDS Tris II, page 10 44 “I was afraid of the dark,” she DS Tori II, page 10 corrects me. 45 “Now it reminds me of the fear FDS Tori II, page 10 I’ve overcome.” 46 “Drink this,” she says. DS Tori II, page 10 47 “What is it?” My throat feels FDS Tris II, page 10 swollen. 48 “What’s going to happen?” FDS Tris II, page 10 49 “Can’t tell you that. Just trust FDS Tori II, page 10 me.”

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

50 Behind me, a woman’s voice DS The woman II, page 10 says, “Choose.” 51 “Why?” I ask. DS Tris II, page 10 52 “Choose,” she repeats. DS A woman II, page 11 53 “What will I do with them?” FDS Tris II, page 11 54 “Choose!” she yells. DS A woman II, page 11 55 When she screams at me, my FDS Tris II, page 11 fear disappears and stubbornness replaces it. 56 “Have it your way,” she says. DS The woman II, page 11 57 “You’re not such a vicious FDS Tris II, page 11 beast, huh?” 58 She stretches out both hands and DS A child II, page 11 squeals, “Puppy!” 59 “Do you know this guy?” he DS A man II, page 12 asks. 60 “Well?” I hear anger in his voice FDS Tris II, page 12 61 If I tell him I know the man from FDS Tris II, page 12 the article, something awful will happen to me. 62 “Do you?” FDS Tris II, page 12 63 “Do you?” he repeats. DS A man II, page 12 64 I shrug my shoulders. “Well?” FDS Tris II, page 12 65 “Nope,” I say, my voice casual. DS Tris II, page 12 66 “No idea who he is.” FDS Tris II, page 12 67 “You’re lying,” he says. DS A man II, page 12 68 “You’re lying!” FDS A man II, page 12 69 “I am not.” FDS Tris II, page 12 70 “I can see it in your eyes.” FDS A man II, page 12 71 I pull myself up straighter. “You FDS Tris II, page 12 can’t.” 72 “If you know him,” he says in a DS A man II, page 12 low voice, “you could save me. You could save me!” 73 “Well,” I say. DS Tris II, page 12 74 I set my jaw. “I don’t.” FDS Tris II, page 12 75 I wait for her to say something FDS Tris III, page 13 about the test—that it’s over, or that I did well, although how could I do poorly on a test like this?—but she says nothing, just pulls the wires from my forehead

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

76 “That,” she says, “was DS Tori III, page 13 perplexing. Excuse me, I’ll be right back.” 77 My mother told me once that we IS Tris’ mother III, page 13 can’t survive alone, but even if we could, we wouldn’t want to. 78 “Sorry to worry you,” Tori says. DS Tori III, page 13 79 “Beatrice, your results were DS Tori III, page 13 inconclusive,” she says. 80 “Typically, each stage of the FDS Tori III, page 13 simulation eliminates one or more of the factions, but in your case, only two have been ruled out.” 81 “Two?” I ask. DS Tris III, page 13 82 “If you had shown an automatic FDS Tori III, page 13 distaste for the knife and selected the cheese, the simulation would have led you to a different scenario that confirmed your aptitude for Amity. That didn’t happen, which is why Amity is out.” 83 “Normally, the simulation FDS Tori III, page 13 progresses in a linear fashion, isolating one faction by ruling out the rest. The choices you made didn’t even allow Candor, the next possibility, to be ruled out, so I had to alter the simulation to put you on the bus. And there your insistence upon dishonesty ruled out Candor.” 84 “Don’t worry about that. Only FDS Tori III, page 13 the Candor tell the truth in that one.” 85 “I suppose that’s not entirely DS Tori III, page 13 true. People who tell the truth are the Candor…and the Abnegation,” she says.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

86 “Which gives us a problem.” FDS Tori III, page 13 87 “On the one hand, you threw FDS Tori III, page yourself on the dog rather than 13-14 let it attack the little girl, which is an Abnegation-oriented response…but on the other, when the man told you that the truth would save him, you still refused to tell it. Not an Abnegation-oriented response.” 88 “Not running from the dog FDS Tori III, page 14 suggests Dauntless, but so does taking the knife, which you didn’t do.” 89 She clears her throat and NRSA Tris/The III, page 14 continues. narrator 90 “Your intelligent response to the FDS Tori III, page 14 dog indicates strong alignment with the Erudite. I have no idea what to make of your indecision in stage one, but—” 91 “Wait,” I interrupt her. DS Tris III, page 14 92 “So you have no idea what my FDS Tris III, page 14 aptitude is?” 93 “Yes and no. My conclusion,” DS Tori III, page 14 she explains, “is that you display equal aptitude for Abnegation, Dauntless, and Erudite. People who get this kind of result are…” 94 She looks over her shoulder like FDS Tori III, page 14 she expects someone to appear behind her. “…are called…Divergent.” 95 She says the last word so quietly IS Tori III, page 14 that I almost don’t hear it, and her tense, worried look returns. 96 “Beatrice,” she says, “under no DS Tori III, page 14 circumstances should you share that information with anyone. This is very important.”

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

97 “We aren’t supposed to share FDS Tori III, page 14 our results.” 98 I nod. “I know that.” FDS Tris III, page 14 99 “This is different. I don’t mean FDS Tori III, page 14 you shouldn’t share them now; I mean you should never share them with anyone, ever, no matter what happens. Divergence is extremely dangerous. You understand?” 100 “I suggest,” Tori says, “that you DS Tori III, page 14 go home. You have a lot of thinking to do, and waiting with the others may not benefit you.” 101 “I have to tell my brother where FDS Tris III, page 14 I’m going.” 102 “I’ll let him know.” FDS Tris III, page 14 103 “Excuse me,” he says. DS A man III, page 15 104 “Do you have something I can FDS A man III, page 15 eat?” 105 “Um…yes,” I say. DS Tris III, page 15 106 My father tells me to keep food IS Tris’ father III, page 15 in my bag at all times for exactly this reason. 107 “My, don’t you have pretty DS A man III, page 15 eyes,” he says. 108 “It’s a shame the rest of you is FDS A man III, page 15 so plain.” 109 “You look a little young to be DS A man III, page 15 walking around by yourself, dear,” he says. 110 “I’m older than I look,” I retort. DS Tris III, page 15 111 “I’m sixteen.” FDS Tris III, page 15 112 “Then isn’t today a special day FDS A man III, page 15 for you? The day before you choose?” 113 “Let go of me,” I say. DS Tris III, page 15 114 But then he releases my wrist, DS A man III, page 15 takes the apples, and says, “Choose wisely, little girl.”

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Appendix 2: Table 11. Summary of Thought Presentation

No Thought Presentation Type Character Chapter 1 Our faction allows me to stand in FDT Tris I, page 6 front of it on the second day of every third month, the day my mother cuts my hair. 2 I note how calm she looks and how FDT Tris I, page 6 focused she is. 3 I sneak a look at my reflection FDT Tris I, page 6 when she isn’t paying attention— not for the sake of vanity, but out of curiosity. 4 In my reflection, I see a narrow FDT Tris I, page 6 face, wide, round eyes, and a long, thin nose—I still look like a little girl, though sometime in the last few months I turned sixteen. 5 Her eyes catch mine in the mirror. FDT Tris I, page 6 6 It is too late to look away, but FDT Tris I, page 6 instead of scolding me, she smiles at our reflection 7 I frown a little. FDT Tris I, page 6 8 I stare into my own eyes for a FDT Tris I, page 6 moment. 9 Today is the day of the aptitude FDT Tris I, page 6 test that will show me which of the five factions I belong in. 10 And tomorrow, at the Choosing FDT Tris I, page 6 Ceremony, I will decide on a faction; I will decide the rest of my life; I will decide to stay with my family or abandon them. 11 I think my mother could be FDT Tris I, page 6 beautiful, in a different world. 12 But she must hide that beauty in FIT Tris’ mother I, page 6 Abnegation. 13 On these mornings when my brother FDT Tris I, page 6 makes breakfast, and my father’s hand skims my hair as he reads the newspaper, and my mother hums as she clears the table— it is on these

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

mornings that I feel guiltiest for wanting to leave them. 14 He gave his seat to a surly Candor FIT Caleb (Tris’ I, page 6 man on the bus without a second brother) thought. 15 If he wasn’t Abnegation, I’m sure FDT Tris I, page 6 the girls at school would stare at him. 16 Their faction values honesty and NRTA Candor I, page 7 sees the truth as black and white, people so that is what they wear. 17 Candor values honesty, but our FDT Tris I, page 7 faction, Abnegation, values selflessness. 18 He nods as we pass through the FIT Caleb (Tris’ I, page 7 front doors. brother) 19 It is likely that we will not walk FDT Tris who I, page 7 these halls again after the Choosing represents Ceremony—once we choose, our six-teen year new factions will be responsible old teens for finishing our education. 20 the Erudite have been releasing NRTA The narrator I, page 7 antagonistic reports about Abnegation, and it has begun to affect the way we relate at school. 21 The gray clothes, the plain hairstyle, FDT Tris I, page 7 and the unassuming demeanor of my faction are supposed to make it easier for me to forget myself, and easier for everyone else to forget me too. 22 They are pierced, tattooed, and NRTA The narrator I, page 7 black-clothed. 23 They should perplex me. FDT Group people I, page 7 of Dauntless 24 I should wonder what courage— FDT Tris I, page 7 which is the virtue they most value—has to do with a metal ring through your nostril. 25 The rules also say that we can’t FDT Tris II, page 7 prepare for the test in any way, so I don’t know what to expect.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

26 Every few minutes I hear a chorus FDT Tris II, page 9 of laughter from them as someone is eliminated and has to sit in the center of the circle. 27 I doubt all the Erudite want to FDT Tris II, page 9 study all the time, or that every Candor enjoys a lively debate, but they can’t defy the norms of their factions any more than I can. 28 I have tried to explain to him that FDT Tris II, page 9 my instincts are not the same as his—it didn’t even enter my mind to give my seat to the Candor man on the bus—but he doesn’t understand. 29 I don’t need to wish him luck or FDT Tris II, page 9 assure him that he shouldn’t be nervous. 30 He knows where he belongs, and FIT Caleb (Tris’ II, page 9 as far as I know, he always has. brother) 31 it didn’t even enter my mind to give FIT Candor man II, page 9 my seat to the Candor man on the bus—but he doesn’t understand. 32 It should be that easy for me. FDT Tris II, page 9 33 I am not allowed to ask him about FDT Tris II, page 9 his results, and he is not allowed to tell me. 34 I get up because I’m supposed to, FDT Tris II, page 9 but if it were up to me, I would stay in my seat for the rest of time. 35 I feel like there is a bubble in my FDT Tris II, page 9 chest that expands more by the second, threatening to break me apart from the inside. 36 I follow Susan to the exit. FDT Tris II, page 9 37 The only difference is that Susan FIT Susan II, page 9 might not feel like she’s going to throw up, and from what I can tell, her hands aren’t shaking so hard she has to clutch the hem of her shirt to steady them.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

38 I watch myself, pale and terrified, FDT Tris II, page walking toward one of the doors. 10 39 Susan grins nervously at me as she FDT Tris II, page walks into room 5, and I walk into 10 room 6, where a Dauntless woman waits for me. 40 She is not as severe-looking as the FIT Susan II, page young Dauntless I have seen. 10 41 It is only when she turns to close the FDT Tris II, page door that I see a tattoo on the back 10 of her neck, a black-and-white hawk with a red eye. 42 If I didn’t feel like my heart had FDT Tris II, page migrated to my throat, I would 10 ask her what it signifies. 43 I can see my reflection from all FDT Tris II, page angles: the gray fabric obscuring 10 the shape of my back, my long neck, my knobby-knuckled hands, red with a blood blush. 44 I try to focus on her and not on FDT Tris II, page the wires in her hands. 10 45 My curiosity is a mistake, a NRTA Tris II, page betrayal of Abnegation values 10 46 My throat feels swollen. FDT Tris II, page 10 47 I look over my shoulder, but no FDT Tris II, page one is there. 11 48 When she screams at me, my fear FDT Tris II, page disappears and stubbornness 11 replaces it. 49 I hear a door squeak and turn to FDT Tris II, page see who it is. 11 50 I see not a “who” but a “what”: A FDT Tris II, page dog with a pointed nose stands a 11 few yards away from me. 51 A growl gurgles from deep in its FDT Tris II, page throat, and I see why the cheese 11 would have come in handy. 52 I think about running, but the dog FDT Tris II, page will be faster than me. 11

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

53 I have to make a decision. FDT Tris II, page 11 54 I can almost feel the sound FDT Tris II, page vibrating in my skull. 11 55 Instead I breathe in the smell of FDT Tris II, page the dog’s foul breath and try not 11 to think about what it just ate. 56 What else do I know about dogs? FDT Tris II, page 11 57 I shouldn’t look it in the eye. FDT Tris II, page 11 58 I remember asking my father for FDT Tris II, page a pet dog when I was young, and 11 now, staring at the ground in front of the dog’s paws, I can’t remember why. 59 The last thing I want to do is lie FDT Tris II, page down on the ground in front of 11 the dog—making its teeth level with my face—but it’s the best option I have. 60 The dog creeps closer, and closer, FDT Tris II, page until I feel its warm breath on my 10 face. 61 I get up slowly so I don’t startle it, FDT Tris II, page but it seems like a different 10 animal than the one that faced me a few seconds ago. 62 I frown and sit on my heels. FDT Tris II, page 11 63 I don’t think, I just jump. FDT Tris II, page 11 64 I can’t see his face over the top of FDT Tris II, page the paper, but I can see his hands. 12 65 They are scarred, like he was FIT A man II, page burned, and they clench around the 12 paper like he wants to crumple it. 66 It has been a long time since I last FDT Tris II, page read that word, but even its shape 12 fills me with dread. 67 I feel like I do know him, though I FDT Tris II, page don’t remember how. 12

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

68 And at the same time, I feel like it FDT Tris II, page would be a bad idea to tell the 12 man that. 69 If I tell him I know the man from FDT Tris II, page the article, something awful will 12 happen to me. 70 But I can convince him that I FDT Tris II, page don’t. 12 71 My fear is irrational; this is just a FDT Tris II, page test, it isn’t real. 12 72 He stands, and finally I see his FDT Tris II, page face. 12 73 His breath smells like cigarettes. FIT A man with II, page newspaper 12 74 Not real, I remind myself. Not real. FDT Tris II, page 12 75 I had to have done something FDT Tris II, page wrong, even if it only happened in 12 my mind. 76 Is that strange look on Tori’s face FDT Tris III, page because she doesn’t know how to 13 tell me what a terrible person I am? 77 I wish I felt like crying, because FDT Tris III, page the tears might bring me a sense 13 of release, but I don’t. 78 How can you fail a test you aren’t FDT Tris III, page allowed to prepare for? 13 79 As the moments pass, I get more FDT Tris III, page nervous. 13 80 I have to wipe off my hands every FDT Tris III, page few seconds as the sweat 13 collects—or maybe I just do it because it helps me feel calmer. 81 My mother told me once that we FDT Tris III, page can’t survive alone, but even if we 13 could, we wouldn’t want to. 82 I shake my head. FDT Tris III, page 13 83 I can’t think like this. FDT Tris III, page 13

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

84 I have to stay calm. FDT Tris III, page 13 85 She looks tense and pale. FIT Tori III, page 13 86 She looks over her shoulder like NRTA Tori III, page she expects someone to appear 14 behind her. 87 I don’t understand—how could FDT Tris III, page inconclusive test results be 14 dangerous?—but I still nod. 88 I don’t want to share my test FDT Tris III, page results with anyone anyway. 14 89 I feel unsteady. FDT Tris III, page 14 90 I can’t bear to look her in the eye. FDT Tris III, page 14 91 I can’t bear to think about the FDT Tris III, page Choosing Ceremony tomorrow. 14 92 I decide not to take the bus. FDT Tris III, page 14 93 If I get home early, my father will FIT Tris’ father III, page notice when he checks the house 14 log at the end of the day, and I’ll have to explain what happened. 94 Sometimes, on the streets near my FDT Tris III, page house, I can see places where the 14 yellow lines used to be 95 We don’t need stoplights, either, FDT Tris III, page but in some places they dangle 14 precariously over the road like they might crash down any minute 96 The Abnegation volunteer agency NRTA Abnegation III, page 14 my mother works for is responsible volunteer for most of those renovations. 97 But choosing a different faction FDT Tris III, page means I forsake my family. 14 98 There are places where the road has FDT Tris III, page completely collapsed, revealing 15 sewer systems and empty subways that I have to be careful to avoid, and places that stink so

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

powerfully of sewage and trash that I have to plug my nose. 99 Because they failed to complete FIT The III, page initiation into whatever faction factionless 15 they chose, they live in poverty, people doing the work no one elses to do. 100 I feel a lump in my throat. FDT Tris III, page 15 101 He needs help and I am supposed FDT Tris III, page to help him. 15 102 I know I look young. FDT Tris III, page 15 103 I don’t need to be reminded. FDT Tris III, page 15 104 My voice sounds clear and FDT Tris III, page stern—not what I expected to 15 hear. 105 I feel like it doesn’t belong to me. FDT Tris III, page 15 106 I am ready. FDT Tris III, page 15 107 I know what to do. FDT Tris III, page 15