Respect and Obedience of Children Reflected in Nanny 911

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RESPECT AND OBEDIENCE OF CHILDREN REFLECTED IN NANNY 911

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree in English Language Studies

by Umi Rohmiyatun 106332029

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2014

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STATEMENT OF WORK ORIGINALITY

This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else’s ideas, phrases, or sentences without proper references.

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Umi Rohmiyatun NIM : 106332029

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Respect and Obedience of Children Reflected in Nanny 911

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 23 Januari 2014

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ACKNOWLEDGEMENTS

Praise to Allah Subhana Wa Ta’ala finally I have managed to complete this thesis. My deep gratitude goes to Dr. B. B. Dwijatmoko, MA, my thesis advisor, for his invaluable support, guidance, patience and kindness during the completion of this thesis. I would also like to offer my gratitude to the lecturers: Prof. Dr. Soepomo

Poedjosoedarmo, Dr. Novita Dewi, M.S., M.A. (Hons), Dr. Fr. B. Alip, M. Pd., M.

A., Dr. J. Bismoko, Dr. Alb. Budi Susanto, S.J., Prof. Dr. Ch. Bakdi Sumanto, S.U., and Drs. F.X. Mukarto, M.S., Ph.D., for their guidance and willingness to share their valuable knowledge during my study in Sanata Dharma University. I also express my sincere gratitude to Mbak Lely, Pak Mul, and all staff of Sanata Dharma University for their assistance in my study.

My appreciation goes to PPPPTK Matematika Yogyakarta that has given me a chance to relish this academic journey. My colleagues in Setpim, Widya

Suwarningsih, and Anggrahini Suharto, deserve my gratitude for taking care of the job during my study. I also thank all my friends in English Language Studies 2010, especially Orpa Tambing, Anjar Dwi, and Lelly Sepniwati for their lovely companionship. To Supriyo Eko, my husband, and Banyu Aji, my son, I thank them for their love and support. Aliyya Adzkiya and Alifa Nastiti, my daughters, I love them for being with me during the ups and downs in this journey.

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I also express my deep indebtedness to my parents, Emak and Bapak, for their relentless prayer, without them I would not be me. Last but not least, I thank all whose names I cannot mention one by one. May Allah grant endless blessings to them all.

Umi Rohmiyatun

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TABLE OF CONTENTS

TITLE PAGE …………………………………………………………………. i APPROVAL PAGE …………………………………………………………… ii DEFENCE APPROVAL PAGE ………………………………………………. iii STATEMENT OF WORK ORIGINALITY ………………………………….. iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH …… v ACKNOWLEDGEMENTS …………………………………………………… vi TABLE OF CONTENTS ……………………………………………………... viii LIST OF TABLES …………………………………………………………….. x LIST OF FIGURES …………………………………………………………… xi LIST OF APPENDICES ……………………………………………………… xii ABSTRACT …………………………………………………………………... xiii ABSTRAK………………………………………………………………………. xiv

CHAPTER I. INTRODUCTION …………………………………………… 1 A. Background ………………………………………………………………… 1 B. Research Questions…………………………………………………………... 7 C. Research Objectives ………………………………………………………... 7 D. Research Benefits …………………………………………………...... 8

CHAPTER II. LITERATURE REVIEW ……………………………...... 9 A. Theoretical Review…………………………………………………………. 9 1. The Concept of Respect and Obedience ………………………………. 9 2. Sentence Types and Moods……………………………………………. 11 3. Context ………………………………………………………………… 13 4. Speech Acts …………………………………………………………… 16 5. Politeness and Face Threatening Acts ………………………………… 18 6. Control Acts Strategies ……………………………………………….. 23 B. Related Studies…………………………………………………………….. 25 C. Theoretical Framework .……………………………………………...... 28

CHAPTER III. RESEARCH METHODOLOGY …………………………. 30 A. Type of the Study ..…………………………………………………………. 30 B. Data Source....……………………………………………………...... 30 C. Data Collection …………………………………………………………...... 32 D. Data Analysis……………………………………………………………….. 35

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CHAPTER IV. ANALYSIS RESULTS AND DISCUSSION…..…………. 36 A. Sentence Types and Moods …………. .…………………………………… 36 1. Declarative…………………………………………………………….. 37 a. Disobeyed Utterances…………..…………………………………… 37 b. Obeyed Utterances..………………………………………………… 45 2. Imperative……...... 52 a. Disobeyed Utterances …………………………..…………………... 52 b. Obeyed Utterances………………………………………………….. 54 3. Interrogative...... 57 a. Disobeyed Utterances……………………………………………….. 57 b. Obeyed Utterances………………………………………………….. 60 B. The Strategies Used to Gain Respect and Obedience………………………. 64

CHAPTER V. CONCLUSIONS AND SUGGESTIONS………………….. 72 A. Conclusions ………………………………………………………………… 72 B. Suggestions ………………………………………………………………… 74

BIBLIOGRAPHY ………………………………………………………...... 75 APPENDICES ………………………………………………………………… 78

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LIST OF TABLES

Table 4.1 The Moods Used in Nanny 911 Discourses ……………..……….. 36 Table 4.2 The Communicative Function in Declarative Disobeyed Utterances …………………………………...……………………. 37 Table 4.3 The Communicative Function in Declarative Obeyed Utterances.. 45 Table 4.4 The Communicative Function in Obeyed Imperative …..……….. 54 Table 4.5 The Communicative Function in Disobeyed Interrogative ..…….. 58 Table 4.6 The Communicative Function in Obeyed Interrogative ………….. 61 Table 4.7 The Strategy used in Nanny 911 …………………………………. 64

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LIST OF FIGURES

Figure 2.1. The Moods System ……………………..……………..……...... 12 Figure 2.2. Giving or demanding, goods-&-services or information ...... ……. 13

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LIST OF APPENDICES

Appendix 1 Nanny 911 – The Moods and Communicative Function ………… 78 Appendix 2 Nanny 911 – The Nonconventional Strategies…………………… 83 Appendix 3 Nanny 911 – The Discourses ……..…………………………..….. 90 Appendix 4 Nanny 911 – The Pictures of the Nannies …………………….…. 101

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ABSTRACT

Umi Rohmiyatun. 2013. Respect and Obedience of Children Reflected in Nanny 911. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.

People sometimes want others to do what they want or to make them follow the rule. Using language is one way to achieve this purpose because language can be used as a tool to accomplish particular ends. The utterance used in persuading others to do something is included in the directive category of speech acts. One example of people controlling others’ behavior is parents or adults who want children to follow their instruction or to follow the rule. The study aims at revealing the features and the strategies of the language used by parents or adults to control the acts of the children in everyday conversation. The study focuses on two problems. The first is ‘What linguistic features are used to gain respect and obedience in Nanny 911?’. The second is ‘What strategies are employed to gain respect and obedience in Nanny 911?’.The data for the analysis were taken from the transcribed conversation of the television series Nanny 911. There were 17 episodes in the first season taken to be the data. The total number of the data were 140 utterances. Pragmatics theories were used in the analysis. The data were classified into the moods and to the obeyed and disobeyed utterances. Further, they were categorized into their communicative function also the possible reason of their being obeyed or disobeyed. Finally, the nonconventional strategies used were explored. From the analysis, it is revealed that the linguistics features, in the discussion of the moods and the communicative function, do not significantly influence the addressee’s obedience. The analysis shows that the control acts are expressed in declarative, imperative, and interrogative sentences. Each type has the disobeyed and obeyed percentage of utterances. The factors that influencing obedience and compliance are the cost of the intended action to the addressee and the face threatening act of the expression. The high cost action tends to be disobeyed by children. The high cost appears when compliance (1) interrupts the addressee’s current or planned activity, (2) is difficult for the hearer, and (3) endangers the possession of the hearer. Saving face from threatening acts is done by (1) attending the hearer’s interest and wants; (2) using in-group identity markers; (3) seeking agreement; (4) avoiding disagreement; (5) asserting common ground; (6) asserting speaker’s knowledge of and concern for H’s wants; (7) offering, promising; (8) including both S and H in the activity; (9) giving or asking for reasons; (10) assuming or asserting reciprocity. The study reveals that nonconventional strategies in directive also influence the compliance of the addressee. The nonconventional strategy includes (1) the reason, (2) the neutralization, and (3) the goal approaches. The reason approach consists of (a) calling attention to a problem, (b) stating an infraction, (c) making a correction, (d) providing preconditions, and (e) forestalling intervention strategies. The neutralization approach contains modifying cost, such as providing compensation and increasing cost of noncompliance strategies.

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ABSTRAK

Umi Rohmiyatun. 2013. Respect and Obedience of Children Reflected in Nanny 911. Yogyakarta: Program Kajian Bahasa Inggris, Program Kajian Bahasa Inggris, Universitas Sanata Dharma.

Seseorang kadang menginginkan orang lain untuk melakukan apa yang mereka inginkan atau membuat mereka mengikuti suatu aturan tertentu. Penggunaan bahasa adalah salah satu cara untuk mencapai tujuan ini karena bahasa dapat digunakan sebagai suatu alat untuk mencapai tujuan tertentu. Ucapan-ucapan yang digunakan dalam membujuk orang lain untuk melakukan sesuatu termasuk dalam kategori tindak tutur direktif. Salah satu contoh mengendalikan perilaku orang lain adalah orang tua atau orang dewasa lain yang menginginkan anak-anak untuk mengikuti perintahnya atau untuk mengikuti aturan tertentu. Studi ini bertujuan untuk mengungkapkan sifat-sifat dan strategi-strategi bahasa yang digunakan oleh orang tua atau orang dewasa lain untuk mengendalikan perilaku anak-anak dalam percakapan sehari-hari. Studi ini menitikberatkan pada dua tujuan. Tujuan pertama adalah mengungkapkan sifat-sifat kebahasaan yang digunakan untuk mendapatkan kepatuhan anak-anak. Yang kedua adalah mengungkapkan strategi-strategi yang digunakan untuk mendapatkan kepatuhan. Data diambil dari transkrip percakapan serial televisi Nanny 911. Terdapat 17 episode dari musim pertama yang dijadikan data dalam studi ini. Jumlah keseluruhan data ada 140 ungkapan. Data tersebut diklasifikasikan kedalam moods, kemudian kedalam ungkapan-ungkapan yang dipatuhi dan yang tidak dipatuhi. Selanjutnya data dimaksud diidentifikasi fungsi komunikatifnya, juga kemungkinan alasan dipatuhi atau tidak. Akhirnya, strategi- strategi nonkonvensional yang digunakan diteliti. Hasil analisis mengungkapkan bahwa moods dan fungsi komunikatif tidak secara signifikan mempengaruhi kepatuhan pendengar. Hasil analisa menunjukkan bawa tindakan mengendalikan diungkapkan dalam kalimat-kalimat deklaratif, imperatif, dan interogatif. Dalam setiap bentuk kalimat terdapat bagian yang dipatuhi dan yang tidak dipatuhi. Faktor-faktor yang mempengaruhi kepatuhan adalah harga tindakan yang harus dibayar oleh pendengar dan face threatening acts dari ungkapan yang digunakan. Tindakan yang mempunyai harga tinggi cenderung tidak dipatuhi oleh anak-anak. Harga tinggi muncul ketika kepatuhan (1) menganggu aktivitas yang sedang atau akan dilakukan oleh pendengar, (2) sulit dilakukan oleh pendengar, dan (3) membahayakan kepemilikan pendengar atas sesuatu. Menyelamatkan muka dari face threatening acts dilakukan dengan (1) memperhatikan kepentingan dan keinginan pendengar; (2) menggunakan penanda kelompok; (3) mencari persetujuan; (4) menghindari ketidaksetujuan; (5) memberikan pemahaman yang sama; (6) memberitahukan pengetahuan dan perhatian pembicara atas keinginan pendengar; (7) menawarkan; menjanjikan; (8) melibatkan pembicara dan pendengar dalam suatu kegiatan bersama; (9) memberikan atau menanyakan alasan; (10) mengasumsikan

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timbal balik. Studi ini mengungkapkan bahwa strategi-strategi nonkonvensional juga berpengaruh terhadap kepatuhan pendengar. Strategi nonkonvensional ini meliputi pendekatan-pendekatan (1) alasan, (2) netralisasi, dan (3) tujuan. Pendekatan alasan terdiri dari (a) pernyataan permasalahan (b) pernyataan pelanggaran, (c) koreksi, (d) memberikan prasyarat, dan (e) mencegah intervensi. Sedangkan pendekatan netralisasi meliputi strategi modifikasi harga seperti memberikan kompensasi dan meningkatkan harga atas ketidakpatuhan.

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CHAPTER I

INTRODUCTION

This chapter covers the introduction to the study. It consists of the background of the study, the research questions, the research objectives, and the research benefits. The background of the study introduces the focus of the study.

The research questions and the research objectives cover the core issues of the study. Finally, the research benefits are presented to describe the contribution of the study.

A. Background

To be able to get what someone wants, one has to communicate their desires to others using language. Holtgraves (2002) states a language can be viewed as a tool used to accomplish particular ends. In other words, language is used to perform a meaningful action, with consequences for the speaker and the hearer. A mother who wants her daughter to behave well will tell her to be good. The consequence for the hearer, in this case the daughter, is that she obeys her mother and behaves well.

However, to choose the proper utterance in a communication is sometimes not a simple thing to do. What a mother should say to her daughter to put a litter in a dustbin? Is it “Put the litter in the dustbin!”, “Why don’t you put the litter in the dustbin?”, “Would you put the litter in the dustbin?”, “Can you put the litter in the dustbin?”, “Would you help me to put the litter in the dustbin?” or “It’s not

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nice to see litter on a clean place”. Which one would be chosen by the mother and which one would be listened and obeyed by the daughter?

In the context of a family relationship, verbal communication between children and parents, may fail when the intention of the parent is not understood by the children, also when parents do not comprehend what the children’s need or feel. Certain sentence types and strategies may be needed to deal with children, especially in the control acts of their behavior.

The relationship among the elders and children are normally defined by the cultural background of the family. In the western culture, the elders are not necessarily respected by the youngers. Australian schoolchildren, for example, expressed less respect to their parents than Japanese (Fischer, 2006:19). Frei and

Shavers as quoted by Fischer and Li (2006) stated that respect is only paid to those who are respectworthy, those with individual distinctions, qualities, merit and achievement.

Tamis Le-Monda, Way, Hughes, Yoshikawa, Kahana, and Niwa (2008) assert that parents in western cultures are illustrated as supporting the developmental goals that are autonomy-oriented. Further, Tamis Le-Monda, et al advise four key values are associated with the developmental goal of autonomy.

The first value is personal choice, providing the opportunities to assert personal preferences and establishing unique identity. It is associated with enhanced motivation and achievement. The second value is intrinsic motivation, or being intrinsically driven to achieve goals. It is closely related to optimism about the chances of success. The third value is self-esteem, feeling good about oneself. It is

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believed to be the basic of happiness and achievement of personal goals. The fourth value is self-maximization, achieving one’s full potential. To sum up, parents believe that children should make their own choices, intrinsically motivated, feel good about themselves, and realize their potential to be a unique and autonomous beings.

Conversely, Petersen (2008) asserts sometimes parents demand respect and obedience from their children. Parents may threaten, punish, shame, bribe, and reward their children as a form of showing their power to force their children to comply. It will lead children to grasp that they should respect power and authority, instead of respecting relationships and respecting each other as individuals. The latter according to Petersen (2008) is much more important. Respect for power and authority is more likely to enforce conflict among parents and children.

Parents should win, not demand or force, respect from children. Demand and force respect may bring children’s compliance but does not build true respect for each other. True respect is won by giving respect and recognizing others as equals. This applies to everyone, including children.

Respect may lead to obedience. However, obedience may also arise from fear, for example from fear of physical punishment. Both respect and fear may be the root of obedience, yet obedience that arises from respect will build discipline.

On the other hand, obedience that arises from fear will end up in chaos when the treat of punishment disappear (www.eqi.org retrieved on April,18, 2012).

Related to the language, some possible linguistic devices may be used to obtain children’s respect and obedience. Beare (2011) suggests that there are four

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common types of sentences: declarative, imperative, interrogative, and exclamatory. A declarative sentence declares or states a fact or opinion.

Imperative commands or requests, is usually with implied subject. Interrogative asks question and is used with auxiliary verb before the subject. Exclamatory emphasizes a statement. Holtgraves (2002), referring Austin speech act theory, suggests that a person is doing something with his words. When someone speaks, he performs a locutionary act. At the same time he also performs an illocutionary act, or act in saying. Simultaneously, he also performs a perlocutionary act, or giving effect of the utterance on the hearer. Consequently, speech acts theory can clarify the speaker’s intention and the effects to the hearer.

Searle (1969) classifies the speakers’ possible action with their utterances.

The speech acts are specified based on the taxonomy and the relation between the words and the worlds. The first is directives, an attempt to get the hearer to perform some future action. It includes requesting, ordering, and questioning.

Second is assertives, an attempt to represent an actual state of affairs. It includes asserting, concluding, informing, predicting, and reporting. Third is commissives, an attempt to commit the speaker to a future course of action. It includes warning, promising, threatening, and guaranteeing. Fourth is declaratives, an attempt to bring about change in some institutional state of affairs. It includes declaring war, performing a marriage. Fifth is expressives, an attempt to express psychological state. It includes thanking, complaining, greeting, and apologizing.

Respect and obedience sometimes are intended action demanded by speakers, in this case adults, from hearers, in this case children. Certain utterances

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with certain speech acts might be employed to gain the action of respect and obedience. Adult might use language to gain children’s respect and obedience. A depiction of children and adults communication that demands children’s respect and obedience can be found in Nanny 911. It is a reality show on television program that presents families with mischievous children. The families usually have two or more children, aged less than 9 years. Some British Nannies are engaged in the show. In the first season of the reality show, the nannies featured are Head Nanny Lilian, Nanny Deborah, Nanny Stella, and Nanny Yvone.

The show was originally broadcasted in the US on the Fox channel and in the UK on the ITV2 channel. Many other countries also aired the show in their local television. In Indonesia, for example it is aired in Metro TV. Not only broadcasted, it is also adapted in the local television. The series is produced in 51 episodes for 4 seasons.

An episode of Nanny 911 covers a week of interaction between the Nanny and the family. The usual steps are started on the first day with the Nanny observing the family in order to determine a suitable plan of action for changing the children's behavior; then at the end of the day the Nanny discusses what should be done with the parents. The next days shows the plan being implemented. At the end of the week, the family usually has changed their behavior. The unruly children has become nice, obedient, and helpful. This series is considered to be the appropriate source of data because it gives a lot of examples of adult-children communication.

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The series gives certain strategies for parents to deal with their children bad behavior. Furthermore, Carrol and Reid (2009) mention that there are eleven principles in Nanny 911. First, parents should be consistent. When they say no to their children, it should mean no, and when they say yes it should also mean yes.

Second, every action has its consequence. Good behavior will get reward, while bad behavior will get punishment. Third, say what you want and mean what you say. Before speaking, someone should think first because it will have impact, whether it is good or bad. Fourth, parents should works as a team. When parents do not agree on one thing, children will be confused on who they should listen to.

As a result, they would not listen to either of their parents. Fifth, parents should not promise if they cannot or do not intend to fulfill it. When parents promise to their children that they will take them to Disneyland, then they should be ready to take them. Breaking promises will make the children do not believe them. Sixth, parents should listen to the children. Parents should acknowledge the children feelings, by saying “I understand” or “I listen to you”. Consequently, parents provide time for their children to listen and understand them. Seventh, parents should define routines. It is because routine will made the children feel safe and use their time structurally. Eighth, respect is reciprocal for both children and parents. When parents do not respect their children, the children will not respect them in return. Ninth, positive reinforcement works more effectively than negative reinforcement. Praises, compliments, and prides are much more benefited than being negative, talkative, and indifferent. Tenth, behavior is universal. It means that good behavior is acceptable everywhere, otherwise bad

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behavior is rejected everywhere. Eleventh, parents should define their role.

Parents role is not to make the children attach to them, but to make them ready to face the outer world and let them be themselves.

However, this research will not deliberate on the nannies’ parenting strategies. This research will analyze the utterances used by the parents and the nannies to the children and the effect that rose from the utterances. It will discuss the sentence types and the strategies used to gain respect and obedience from the children. Celce-Murcia and Larsen-Freeman (1999) suggest that sentence mood conveys the speakers’ mood, therefore identifying the sentence types is significant to understand the mood of the speaker. Consequently, discussing the linguistic features is essential in understanding how respect and obedience are obtained in the utterances. The discussion will also cover the strategies used in the utterances to gain the desired action from the hearer. Besides employing conventional strategies, such as using imperatives, speakers sometimes also use nonconventional strategies. The analysis explores the non-conventional strategies used by adults to gain obedience and respect from children.

B. Research Questions

The questions raised in this research are as follows

1. What linguistic features are used to gain respect and obedience in Nanny 911?

2. What strategies are employed to gain respect and obedience in Nanny 911?

C. Research Objectives

Based on the research questions, this research has two objectives. The first objective of this study is to identify the linguistic features used to gain and show

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respect and obedience from children. In order to achieve this objective, first, the utterances used by parents to communicate with their children will be identified.

Then, the linguistic features related to the sentence types and the communicative functions of each utterance will be studied.

The second objective is to identify the strategies used to gain respect and obedience from children. It will reveal the nonconventional strategies used by adults in their utterances. Further, the possible reasons of the children’s compliance related to the employed strategies are revealed.

D. Research Benefits

The study is expected to have some benefits. First, a better understanding in communicating with children would be achieved. To know what types of sentences and strategies are proper when dealing with children in a certain context and condition would help to reduce miscommunication and misunderstanding when communicating with children. As a result, it will contribute to the understanding of children communication development of the pragmatics.

Second, the findings may be applicable in defining the appropriate language to teach children, especially in their early childhood when they are not able to do verbal communication appropriately. In other words, the research is aimed to give benefit practically to parents and teachers, and theoretically, to students of linguistics in general.

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CHAPTER II

LITERATURE REVIEW

This chapter is divided into three sections. They are the theoretical review, the related studies, and the theoretical framework. The first is the theoretical review which includes theories that will be applied in answering the questions proposed in this research. The second section is review on the related studies on the same topic, communication between adult and children. The third section is the theoretical framework presenting the explanation on how each theory is used to answer the problems.

A. Theoretical Review

This section presents the theories that will be used in the analysis. It covers the theories that are useful to answers the research questions. They are the theories on of respect and obedience, sentence types and moods, also on pragmatics

1. The Concept of Respect and Obedience

Respect means to recognize the value of people and things and to treat them with consideration, care and concern. It is also to treat others the way someone would like to be treated. Respect is not only applied to people, it also applied to someone‟s possessions and environment. The foundation of respect is constant, regardless of whether you are demonstrating respect for a person, an object, or our planet.

(www.peacefulsolution.org retrieved on February 10, 2014)

The teaching in the Peaceful Solution emphasized a list of some common forms of disrespect that are widespread within the society. First is verbal disrespect which includes not saying “please,” “thank you,” or “excuse me”; cursing; name-calling;

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teasing; bullying; threatening to hurt someone; and sarcasm. The second is physical disrespect includes assault with a weapon, hitting, pushing or kicking as well as touching someone‟s body inappropriately. The third is self disrespect includes not taking care of oneself by not keeping oneself clean, abusing alcohol, experimenting with drugs, engaging in premarital sex, and even dressing and acting inappropriately.

The fourth is disrespect for the environment includes littering, polluting and harming animals and plants. The fifth is disrespect for property includes stealing, and defacing property as in the case of graffiti. The last is other forms of disrespect include rude or vulgar gestures and inappropriate public behavior such as playing songs with vulgar language in a public place. (www.peacefulsolution.org retrieved on February 10,

2014)

Milgram asserts that obedience is an element in the structure of social life.

Some system of authority is a requirement of all communal living and only the person dwelling in isolation who is not forced to respond, with defiance or submission, to the commands of others. For many people, obedience is an ingrained behavior tendency, a potent impulse overriding training in ethics, sympathy, and moral conduct. However, the problem of obedience is not only psychological. It is also developed by the form and shape of society.

(www.grossmont.edu retrieved on February 10, 2014)

McLeod (2007) suggest that obedience is a form of social influence where an individual acts in response to the order from another individual with the authority figure. It is assumed that without the order the person would have acted differently. Obedience occurs when you are told to do something by the authority.

Therefore, the person giving the order has a higher status than the person

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receiving the order (http://www.simplypsychology.org/obedience.html retrieved on February 10, 2014).

2. Sentence Types and Moods

Celce_Murcia, et al (1999) suggest that English sentences have three main moods, they are declarative (indicative), interrogative, and imperative, and two minor moods; exclamatory and subjunctive. Mood conveys the speaker‟s attitude toward the factual content of the sentence. There are three main options in the

English mood system correspond to the three main communicative functions of language: telling someone something, asking someone something, and getting someone to do something. However, a sentence type does not necessarily match its function. It is possible to ask someone to do something using the three types.

For example, someone can ask other to do something using the imperative, the declarative or the interrogative.

(1) Take the litter! (2) I want you to take the litter. (3) Would you take the litter?

The three sentences are expressed in different moods, however, they have similar functions of telling the hearer to take the litter.

In the discussion of moods, Halliday (1994) identifies three kinds of mood, they are declarative, imperative, and interrogative. Each of them has their own characteristics, which is essentially identified by the existence of subject and finite in the sentence, as described in Figure 1 below.

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Figure 2.1: The Mood System (Thomson, 2004:58)

Thomson (2004:53) further explained that in functional grammar “Subject is the entity on which the validity of the clause” while “Finite makes it possible to argue about the proposition”. Changes of Subject in a proposition will change the meaning of the proposition. Examples given by Thomson are

She was sacked last week by NatWest. (Thomson, 2004:52)

is different from

No, NatWest didn‟t sack her, Barclays did. (Thomson, 2004:53)

The first proposition is about „she” while the second is about “NatWest”, therefore changing in subject will make new complete message. Finite enables a speaker to signals three basic claims of the validity of a proposition which can be accepted or rejected by the listener. First, tense will show whether a proposition is valid for the present time or for other time or for unreal situation. Second, polarity will show whether the validity is positive or negative. Third, modality will show to what extent the proposition is valid.

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The examples on proposition validity are

She was a brilliant actress. She still is. (Thomson, 2004:53) You know what I mean. No, I don‟t, as a matter of fact. (Thomson, 2004:53) It could be a word meaning “inferior”. Oh, yes, it must be, because the rest is an anagram. (Thomson, 2004:53)

In an exchange or a conversation, the fundamental types of speech role are giving and demanding (Halliday, 2004:107). The commodity that is being given or demanded could be goods and services or information. When the commodity is in the form of goods and services, such as an object or an action, then language is only help the process. However, when the demanded is information then the answer would be verbal.

Figure 2.2. Giving or demanding, goods-&-services or information (Halliday, 2004:107) Commodity exchanged Role in exchange (a)goods-&-services (b) information (i) Giving „offer‟ „statement‟ Would you like this He‟s giving her teapot teapot? (ii) Demanding „command‟ „question‟ Give me that teapot! What is he giving her?

3. Context

Holtgraves (2002) asserts that language can be seen as a tool to achieved particular ends. To use a language is to perform a meaningful action with consequences for the speaker, the hearer, and the conversation. In addition, to understand the meaning, a speaker and a context must exist. According to

Holtgraves (2002) it is because what a speaker means with an utterance can only be derived with some reference to the context. Further, Holtgraves marks that language is also an interpersonal action because the action that we perform with

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language has implications for the thoughts and feelings of the parties involved and the relationships between them. Our utterances addressed to other people are filled with feelings, goals, thoughts and values.

Context determines the meaning of utterances. Different context would determine different meaning of utterances. In his research, Song quoted some definitions of context from other writers. Cook as quoted in Song (2010) defines context in narrow sense as knowledge of factors outside the text under consideration, in broad sense as knowledge of other parts of the text under consideration. Song (2010) classifies context into three types, they are linguistic, situational, and cultural context. Linguistic context is the relationship between words, phrases, sentences, and paragraph. Situational context refers to the environment, time and place where the discourse happen. It also includes the relationship between the participants. Cultural context implies to the culture, customs, and background of language of the participants.

Song (2010) also generalizes the role of context in a discourse. They are eliminating ambiguity, indicating referents, and detecting conversational implicature. Ambiguity suggests lexical and structural ambiguity. Lexical ambiguity refers to word, phrase, sentence that have more than one possible meaning or interpretation, while structural ambiguity refers to the grammatical structure of sentences. Indicating referents refers to referents words such as the pronouns of the participants of a discourse. Detecting conversational implicature means understanding the intended meaning of an utterance, it is related to the literal meaning of the utterance in a specific context.

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Ervin-Tripp, O‟Connor, and Rosenberg (1984) mention that compliance to a speaker‟s command or directive is unlikely happening when (1) compliance interrupts the hearer‟s conversation, (2) compliance would disrupt the hearer‟s present or planned activity, (3) the projected things is expensive or the activity is difficult, (4) the properties discussed belongs or is currently in use by the hearer,

(5) a subordinate tries to direct someone in authority beyond their normal rights.

Leech (1988) asserts that two individuals might have incompatible goals which lead to direct conflict with the scale of decreasing gravity as (1) actual conflict (strongest), in which a makes or tries to make b do A, but b tries to or does not A, (2) disobedience, in which a tells/orders b to do A, but b does not do

A, (3) will flouting, in which a communicates to b that a wants b to do A, but b does not do A, (4) will incompatibility, in which a communicates to b that a wants b to do A, but b communicates to a that b does not want to do A. Further, Leech

(1988) claims that on the reverse of the positive and negative actions above, there are another four types of situations: (1) actual conflict (strongest) in which a stops or tries to stop b doing A, but b tries to do or does A, (2) disobedience in which a forbids b to do A, but b does A, (3) will flouting in which a communicates to b that a wants b not to do A, but b does A, (4) will incompatibility (weakest) in which a communicates to b that a wants b not to do A, but b communicates to a that b wants to do A.

Hymes‟s (1974) theory of SPEAKING is applicable to analyze a speech and its context. It is indeed an old theory; nevertheless it is useful in explaining a speech event. The model involves some aspects of the linguistic situation. First,

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S- Setting and scene, setting refers to the time and place while scene refers to the environment of the situation. In the Nanny 911, the setting and scene is usually in the house whether it is in a kitchen, in a bedroom, etc. Second, P-Participants, it refers to the parties involves in the speech, including the speaker and the audience.

In the Nanny 911 series the participants of a speech involves children and adult whether they are the parents or the nannies. Third, E-Ends, the purpose and goal of the speech along with any outcomes of the speech. The purpose and goal of a speech event in Nanny 911 is to make the children behave as the adult wants or in line with the set rules in the family. Fourth, A-Act Sequence, the order of events took place during the speech. The speech event might be started by a child‟s refusal to obey the parents‟ rules, then with their exchange arguments, and ended with the child or the parent giving up on the issue. Fifth, K-Key, the overall tone or manner of the speech, in the series the tome or manner is mostly in anger from the parents and from the children side. Sixth, I-Instrumentalities, the form and style of the speech being given. The style and form of speech is usually informal between adult and children. Seventh, N-Norms, defines what is socially acceptable at the event. In adult and child conversation, both parties may have their own arguments, however, still there are some rules that has to be obeyed.

And finally, G-Genre, the type of speech that is being given. It means the speech acts that are applied in the speech event.

4. Speech Acts

In relation with speech act of a speech event, Jowarowska (2011) asserts that speech act theory explains how speakers use language to accomplish the

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intended actions and how hearers infer intended meaning from what is said. Austin as cited in Holtgraves (2002) classifies speech acts into lucotion, illucotion, and perlucotion. Lucotion is the literal meaning of what is said by the speaker. Illucotion is the social function of the utterance, it can be a refusal, a command, a complaint, or any other thing. Perlucotion is the effect that take place after the utterance.

Another speech act theory developed by Cohen also cited in Holtgraves

(2002) identifies five categories of speech acts based on the functions assigned to them. The first is representatives, it includes assertions, claims, and reports. The second is directives, it includes suggestions, requests, and commands. The third is expressives, it includes apologies, complaint, and thanks. The fourth is commisives, which includes promises, threats, and offers. The last category is declaratives, which includes decrees and declarations.

Searle (1969) also develops five illocutionary points that represents an important attempt of the speakers to perform something with their utterances.

They are (1) directives, that attempt to have the hearer to perform some future action which includes requesting, ordering, and questioning; (2) assertives, attempt to represent the actual state of affairs to commit the speaker to the case, it includes asserting, concluding, informing, predicting, and reporting; (3) commissives, attempt to commit the speaker to future course of action, it includes warning, promising, threatening, and guaranteeing; (4) declaratives attempt to bring about a change in some institutional state of affairs, it includes declaring a

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war, performing a marriage; (5) expressives attempt to express a psychological state which includes thanking, complaining, greeting and apologizing.

5. Politeness and Face Threatening Acts

A communication always involves participants that in the politeness strategy involve the face of the participants. Brown and Levinson (1987:61) cited in Nadar

(2009:32) defines face as the public self-image that every participants wants to claim for himself, consisting in two related aspects: (a) negative face; the basic claim to territories, personal preserves, rights to non-distraction – i.e. to freedom of action and freedom from imposition, (b) positive face: the positive consistent self-image or personality (crucially including the desire that this self-image be appreciated and approved of) claims by the participants. In short, a participant has two faces, the negative face is the individual desire to be free from others interference and the positive face is the individual desire to be approved and favored by others. Brown and Levinson (1987: 65-68), as quoted by Nadar, state further that the face concept is universal and some utterances tend to be an annoying act which is termed as Face Threatening Acts (FTA).

FTA may threaten the positive face and the negative face of the hearer.

Some acts that threat the negative face are (a) utterance of „orders and requests, suggestions, advice, reminding, threats, warnings, dares; (b) utterances of offers, promises; (c) utterances on compliments, expressions of strong (negative) emotions toward the hearer such as anger and hatred. Another acts that threat the positive face are (a) utterances of disapproval, criticism, contempt, ridicule, complaints and reprimands, accusations, insults; (b) utterances of contradictions

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or disagreements, challenges; (c) utterances of violent (out of control)) emotions

(S gives H possible reason to fear him or be embarrassed by him); (d) utterance of irreverence, mentions of taboo topics, including those that are inappropriate in the context (S indicates that he doesn‟t value H‟s values and doesn‟t fears J‟s fears);

(e) utterances on bad news about H, or good news (boasting) about S (S indicates that he is willing to cause distress to H, and/or does not care about H‟s feeling); (f) utterances on dangerously emotional or decisive topics such as politics, race, religion, women‟s liberation (S raises the possibility or likelihood of face threatening acts (such as above) occurring i.e. S creates a dangerous-to-face- atmosphere; (g) utterances on non-cooperation in an activity, such as disruptively interrupting H‟s talk, making non-sequiturs or showing non-attention (S indicates that he doesn‟t care about H‟s negative or positive wants); (h) utterances on address terms and other status marked identification in initial encounters (S may misidentify H in an offensive or embarrassing way, intentionally or accidentally).

Although the acts are classified as threatening the positive face or the negative face, Brown and Levinson, quoted in Nadar (2009) note that there are some expressions that may threat both negative and positive face.

Brown and Levinson as cited in Nadar (2009) also suggest some strategies to save the face of the hearer. To save the positive face (1) to notice and attend H

(his interest, wants, deeds, goods) also giving special attention to H, such as their physical appearance; (2) exaggerate (interest, approval, sympathy) to H; (3) intensify interest to H; (4) use in-group identity markers; (5) seek agreement; (6) avoid disagreement; (7) presuppose/raise/assert common ground; (8) joke; (9)

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assert or presuppose S‟s knowledge of and concern for H‟s wants; (10) offer, promise; (11) be optimistic; (12) include both S and H in the activity; (13) give or ask for reasons; (14) assume or assert reciprocity; (15) give sympathy to H.

Nadar (2009) cited Brown and Levinson‟s strategies in saving positive face in a conversation, they are (1) be conventionally indirect; (2) question and hedge;

(3) be pessimistic; (4) minimize the imposition; (5) give deference; (6) apologize;

(7) impersonalize S and H; (8) state the FTA as a general rule; (9) nominalize;

(10) go on record as incurring a debt, or as not indebting H.

According to Leech (1988), the maxim of politeness involves the self or the speaker, the other or the hearer. The maxim of politeness tend to go in pair as in the tact maxim (in impositives and commissives) is to minimize cost to other and to maximize benefit to other, in the generosity maxim (in impositives and comissives) is to minimize benefit to self and maximize cost to self, in the approbation maxim (in expressives and assertives) is to minimize dispraise of other and maximize praise of other, in the modesty maxim (in expressives and assertives) is to minimize praise of self and maximize dispraise of self, in the agreement maxim (in assertives) is to minimize disagreement between self and other, and to maximize agreement between self and other, in the sympathy maxim

(in assertives) is to minimize antipathy between self and other and to maximize sympathy between self and other (1988:132).

Politeness does not only deal with the content of the conversation, but also with the way the conversation is managed and structured by its participants (1988:

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139). One of the examples is how people aware of the turn-taking in a conversation, when should they keep silent or should speak.

Watts (2003) argues the structures of linguistic politeness are consists of

(1) term of address including first names like Bill, David; deferential names like sir; first name+surname like Richard Wells; title+surname like Dr. Weber, (2) formulaic expressions of specific speech act types like thanking such as very many thanks, thank you very much or apologizing like excuse me, (3) ritualized expressions of leave-taking like bye or bye bye, (4) hedges of different kinds, i.e. linguistic expressions which weaken the illocutionary force of a statement: by means of attitudinal predicates like I think, I don’t think, I mean, or by no means of adverbs such as actually, (5) solidarity markers, i.e. linguistic expressions which appeal to mutual knowledge shared by the participants, or support and solidarity from participants, like you know, (6) boosters, i.e. linguistic expressions enhancing the force of the illocution in some way, like of course, clearly, (7) sentential structures containing specific modal verbs, such as may I ask you to accept.

While House and Casper as cited in Watts (2003) propose the structure of linguistic politeness are categorized in eleven groups. The first is the politeness markers, i.e. expressions added to the utterance to show deference to the addressee and to bid for cooperative behavior, for example the use of politeness markers please, if you wouldn’t/don’t mind, tag questions with modal verbs such as will/would following an imperative structure in close the door will you/would you?.

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The second is play-downs, syntactic devices which likely tone down the perlocutionary effect of an utterance on the addressee. The category is subdivided into: the use of past tense (I wonder if …., I thought you might….), progressive aspects together with past tense (I was wondering whether…, I was thinking you might …), an interrogative containing a modal verb (would it be a good idea …, could we …), a negative interrogative containing a modal verb (would it be a good idea …, could we …), a negative interrogative containing a modal verb

(wouldn’t it be a good idea if…, couldn’t you ….) (quoted in Watts; 182-184).

The third is consultative devices, structures which seek to involve the addressee and attempt for their cooperation, e.g. Would you mind …, Could you …

The fourth is hedges, a structure which avoid giving a precise propositional content and leaving an option open to the addressee to impose her/his own intent, e.g. kind of, sort of, somehow, more or less, rather, and what have you.. The fifth is understaters, a means of underrepresenting the propositional content of the utterance by a phrase functioning as an adverbial modifier or also by an adverb itself, e.g. a bit, a little bit, a second, a moment, briefly. The sixth is downtoners, modulate the impact of the speaker‟s utterance, e..g. just, simply, possibly, perhaps, really (quoted in Watts; 182-184).

The seventh is committers, to lower the degree to which the speaker commit her/himself to the propositional content of the utterance, e.g. I think, I believe, I guess, in my opinion. The eight is forewarning, this strategy could be realized by many different structures in which the speaker makes some kind of metacomment of an FTA (e.g. pays compliment) of invokes a generally accepted principle which

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they about to flout (e.g. far be it from me to criticize, but…., you may find this a bit boring, but…., you’re good at solving computer problems)..The ninth is hesitators, pauses filled with non-lexical phonetic materials, such as er, uhh, ah, or instances of stuttering.. The tenth is scope-staters, expression of a subjective opinion about a state of affairs referred to in the proposition, e.g. I’m afraid you’re in my seat, I’m disappointed that you couldn’t…., it was a shame you didn’t…... .

The last one is agent avoiders, refer to propositional utterances in which the agent is suppressed or impersonalized, deflecting the criticism from the addressee to some generalized agent, e.g. passive structures or utterances such as people don’t do X (quoted in Watts; 182-184).

6. Control Acts Strategies

Gordon and Ervin-Tripp (1984) suggest that compliance of control acts can be achieved by considering to get attention of the addressee and calculating the cost and the status of the participant. The observed steps in getting compliance are

(1) attention-getters, to get the attention of the addressee by verbal or nonverbal means, such as “hey!” or waving hand. An attention-getter alone can function as a request if the context makes clear what is wanted by the speaker.(2) framing moves, to set up a cooperative situation to make an instrumental move more effective, a preliminary moves such as proposing a particular kind of play may be necessary, “Let’s play fire engine.” (3) persuasive adjuncts, instrumental moves are often prefaced or followed by reasons, promises, threats, and so forth, which serves to justify the request or persuade the hearer, like “I haven’t got enough

….”, “I’ve gotta drive ….”. persuasive adjuncts can stand as alone as instrumental

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moves in themselves. (4) instrumental moves, a conventional speech act may occur, qualified by the addition of politeness formula, vocatives, and so on. (5) responses, the hearer responses such as assent, denial and excuses for noncompliance, and requests for clarification require much attention to politeness and persuasion as do the original speaker‟s instrumental moves and adjuncts, (6) remedies, after hearing a response, a speaker may repeat, alter, intensify, clarify, or add persuasive arguments to support an instrumental move that has been challenged.

Nonconventional strategies (NCI) are commonly used when the speaker wants to maintain deference or mitigate the appearance of control (Gordon

1984:306). There are three basic approaches of NCIs: (1) R (The Reason) identifying the reason or cause for the hearer to carry out, or facilitate the desired action and make the hearer awake of it e.g. “It’s your turn”. Five strategies related to Reason approach are first, call attention to a problem. A hearer‟s action is necessary to make up some problem, or a problem can be identified that the desired action would remedy, state the problem, e.g. “This is too heavy for me”.

Second is to state an infraction. If the hearer is engaged in an activity that violates a norm or create a problem, state the infraction, e.g. “You’re not supposed to do that”. Third is to make a correction. If the hearer is engaged in an inappropriate action, make the hearer aware of the appropriate action, e.g. “That goes there”,

Fourth is to provide preconditions. If the hearer carries out the desired action when specific precondition are met, make the hearer aware that such preconditions have been or will be met, e.g. “The train is leaving.”. Fifth is

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toorestall intervention. If intervention in some activity is anticipated, identify, or justify the planned activity, the effect is a prohibition, e.g. “That’s mine” said as speaker grabs toy. (2) N (Neutralize) anticipate an obstacle to the hearer‟s cooperation and neutralize it, e.g. “I’ll give you a dollar for it”. Three strategies related to obstacle neutralization approach: (a) N.1. Anticipate counterarguments: if the hearer may have reasons not to cooperate with the goal, identify a way to mitigate such obstacle and inform the hearer, e.g. “If I can have a kitten I’ll take care of it all by myself.” (b) N.2. Modify cost: If the cost of a goal or activity is high, find a way of neutralizing it by minimize cost, e.g. ask for small amount, provide compensation, e.g. “If you give me this for a while, you can have this for a while”, or increase cost of noncompliance, e.g. threaten hearer, “If you don’t give it to me, I’ll take my truck back” (c) N.3. Change activity context: If the framing situation or current activity is not favorable to obtaining the goal, invoke a different situation or activity, e.g. a child denied access to a toy may suggest a game or activity in which the use of the toy is routine. (3) G (Goal) make the hearer awake of the desired goal situation or some aspect of it and hope the hearer brings it voluntarily, e.g. “Do we have any candy?” asked when child knows

“we” do.

B. Related Studies

There are several studies that related to this study. First is Speech Acts by

Mother and Child: Determining Their Nature and Form by Josie Bernicot, Judith

Comeau, and Helga Feider (1993). The goal of the study is to determine to what extent the psychological, social, and cultural features of the communication

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situation affect the production of speech acts during an interaction between an adult and a child. Variations in the nature of the speech acts produced (assertive, directive, expressive, and commissive) and in their linguistic form (imperative, declarative, interrogative, and exclamative) are studied in relation to three variables describing the communication situation: (a) a psychological variable, the mother‟s child-raising style (coercive or inductive) which was assessed using a questionnaire on parental control behavior (b) a social variable, the social role of the speaker (mother or child); and (c) a cultural variable, the origin of the dialogue partners (French or Canadian). For each cultural sample, 15-minute dialogues were recorded while 10 pairs of mothers in interaction with their 5 and 6 year old daughters performed a task involving drawing on a computer. The results suggest that for children between the ages of 5 and 6, the production of speech acts is mainly controlled by the social characteristics of the communication situation rather than by its psychological and cultural features. Mothers appear instead to be sensitive to all three kinds of factors. Moreover, the four types of speech acts were found to differ in their frequency of occurrence, linguistic form, and reaction to the psychological, social, and cultural characteristics of the communication situation. The study suggests that the effects of these characteristics on speech act production are not uniform, but vary according to the index under consideration.

The second study is Children’s Pragmatic Competence: A Case Study of

English Speech Acts Performed by American Children by Toshihiko Suzuki

(2010). It attempts to demonstrate the pragmatic competence of American elementary school children who speak English as their first language. The data

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was taken from pupils aged 8 – 10 in San Francisco in March 2010. It was designed to reveal native English speaking children‟s pragmatic ability to realize their intentions verbally in the form of speech acts, and to consider its significance in human language acquisition in pragmatic development, also to apply the research results to English Language Teaching in Japan. The data consist of six

English speech acts, i.e. complimenting, requesting, thanking, inviting, apologizing, comforting, performed orally by children in role-play with puppets and then transcribed for the examination of their linguistic features in detail. The finding of the study is confirming that positive direction strategies were usually used in the face enhancing acts, i.e. apologizing, complimenting, and thanking, and negative direction strategies dominated in face threatening acts, i.e. inviting and requesting. The features are commonly found in adults‟ interaction, therefore it indicates that people at different ages are following general rules for performing speech acts.

The third study is Understanding Request by Susan Ervin-Tripp, Amy

Strage, Martin Lampert, and Nancy Bell (1986). It is intended to understand the extent to which interlocutors actually rely on linguistic information, contextual aid and situational knowledge to understand request. The data are taken from 11 three-years-old, 10 five-years-old, and 11 seven-years-old native speakers of

English. The finding is that listeners can interpret contextual demand without explicit language. Contextual information, in many cases, is enough to get the listeners compliance.

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The current study on respect and obedience is aimed at finding the linguistic features and the strategies used. It is more or less similar to the studies mentioned, however it is limited to the act of gaining respect and obedience.

C. Theoretical Framework

The concepts of respect and obedience are the basic theories for the study. It assists to build the understanding of the two concepts of respect and obedience.

Both concepts are helpful to identify which utterance is obeyed and which one is disobeyed.

The theory on sentence consists the basic concepts of sentences and its categories. It is helpful to understand the identification of the types of sentences and moods in the adult children communication. Further, it is used to categorize the utterances into their types of sentences and moods.

The context theory clarifies the understanding on the discourses between children and adults. Understanding the utterances in a discourse is inseparable from the context of the discourse because different context will demand different understanding of utterances.

The theory of speech acts is valuable in interpreting the intention of the speaker and the perception of the hearer. Since the discussion is mostly about telling others to do something, the utterances are speech acts. It is also used to define the communicative function of each utterance.

The politeness theories help to identify any deference or mitigation in the utterances. It deliberates not only with the use of certain politeness marker‟s but also the use of other form of politeness. Face threatening acts contribute in

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defining the utterances and the strategies used in saving the face. Control acts strategies are used to identify the strategies used by the adults in the discourses.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology applied in the study. It covers four parts, namely Types of Study, Data Source, Data Collection, and Data Analysis.

The type of the study elucidates the kind of the study conducted in the research.

The data source consists of the main source of the data as the object of the study.

The data collection covers the way the data is collected and processed in the research. The data analysis comprises the steps taken to answer the questions posed in Chapter I.

A. Types of Study

This research is a pragmatic study. Thomas proposes that pragmatics is the study of ‘meaning in interaction’ involving the negotiation of meaning between speaker and hearer, the context of utterance (physical, social, and linguistic) and the meaning potential of an utterance (quoted in Cameron 68). The study describes the language use in gaining respect and obedience in adult – children communication, especially in parents – children interaction. The discussion is on the types of sentences, mood, and communicative function of the utterances.

Further, it discusses the nonconventional strategies employed in the process of gaining children’s respect and obedience.

B. Data Source

The data source was the recording of the reality show Nanny 911. Nanny 911 is a reality television show focusing on child parenting. It was broadcasted by the

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FOX television and also many other parts of the worlds. The duration of each episode is 60 minutes included the commercial breaks. In Indonesia the series were broadcasted by Metro TV. Nanny 911 was an adaptation of an English serial entitled Little Angels, a film of an American family with unruly children who were reformed by British Nannies who formerly served the Royal families. In

Nanny 911, different nannies were on duties for different issues in different families. In each episode, the Head Nanny Lilian Sperling decides which nanny is suitable to help solve the family problem. For example, Nanny Deborah Carrol is good in dealing with discipline, Nanny Stella Reid is expert to form routines and family system.

An episode of Nanny 911 begins with the pictures of some families with unmanaged children, follows by the introduction of the parents, the children and the unaccepted behavior of the children. One of the nannies then is sent by The

Head Nanny Lilian Sperling to the family. The supervision of the nanny in the family lasts for one week. On the first day, the nanny observes the family and takes notes on the behavior of each member of the family. At the end of the day, the nanny, mother, and father discuss the family issues on the nanny’s perspective.

In the morning, the nanny already prepares the family rules to overcome the problems of the family. In some episodes, at the first days there are party who does not willing to follow the rule. They can be the father, mother, or the children.

This makes the nanny force the family to follow the rule. After they follow the rule, the family is able to solve with their problem of behavior and pictured as

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being happier. On the last day, the nanny says good bye to the family and gives them presents or gifts.

The data taken was limited to Season 1 of Nanny 911 produced in the year

2004. It was taken because the study was about respect and obedience in children

– adult communication and the TV show contained the examples of interactions between children – adult which shows respect and obedience. It represented the various nannies and families, also the differences of utterances between the obeyed and the disobeyed. The nannies presented in the series were Nanny

Deborah Carrol, Nanny Stella Reid, and Nanny Ivonne Finnerty. Seventeen families were presented in Season 1, they were The Rock Family, The Johnston

Family, The Paul Family, The Mccray Family, The Mckelvain Family, The

Mcroberts Family, The Lorimor Family, The Priore Family, The Sterneman

Family, The Finck Family, The Dunleavy Family, The Cubbison Family, The King

Family, The Amico Family, The Lawrence Family, The Dickson Family, and The

Silcock Family.

C. Data Collection

The data of this study were taken from the discourses between adult and children in the Season 1 of Nanny 911. There were some steps done to gather the data. First was to watch the show carefully to consider which part of the show that involved adult-children communication which demanded the children’s respect and obedience. Second was to transcribe the discourses. Third was to classify which discourses show the children’s respect and obedience and which discourses were not.

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Examples of the data were shown below. After watching the episode of The

Finck Family, choosing the scenes that contain conversations which demand respect and obedience, the writer transcribed the discourses. The first was a conversation between Nanny Deb and Catherine, a child of The Finck Family, when suddenly Catherine cried because she wanted to have her mommy’s timer and her mommy did not want her to have it. The setting was the living room.

Nanny Deb : Excuse me, Catherine. You need to use your word, you have a wonderful word. Take your breath. You are doing a good job. You are just upset, tell me why? Catherine : I want that…. Nanny Deb : You want the timer? OK. Look, mommy took the timer away because she does not want you to have it. But we are not whining any more. Do you need to have sometime in your room or would you like to play with your sisters downstairs? Catherine : Play downstairs… Nanny Deb : OK.

The second conversation was between Mrs. Finck and her son, David, who cried and would not stop crying when his mother told him to. The setting was the living room.

Mommy : No kicking, David! (David keeps on kicking) David : No….. Mommy : Say I’m sorry for using bad words, Mommy. David : No….. Mommy : Then this is going bye bye. I’m taking it away. David : No…. (crying) Mommy : You want me to give it to you back? No more bad words. (giving the toy to David)

The number of data taken was 140 utterances. The utterances then were classified according to the responds of the hearer whether it was positively responded or obeyed, or negatively responded or disobeyed. Each utterance was given the code according to the number of the episodes. The numbers of the episodes in the series were (1) The Rock Family, (2) The Johnston Family, (3) The Paul Family, (4) The

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McCray Family, (5) The McKelvain Family, (6)The McRoberts Family, (7)The

Lorimor Family, (8) The Priore Family, (9) The Sterneman Family, (10) The

Finck Family, (11) The Cubbison Family, (12) The Dunleavy Family, (13) The

King Family, (14) The Amico Family, (15) The Lawrence Family, (16) The

Dickson Family, and (17) The Silcock Family

A discourse was then divided into each turn of the conversation. For instance Mommy’s utterance and David’s response was considered as one turn then coded as a. Mommy’s utterance was then coded as 1 and David’s respond was coded as 2. The table below shows the illustration of the coding.

Participants Utterance Code Mommy No kicking, David! 10.a.1 (David: No …..(David keeps on kicking and crying)) 10.a.2 Mommy Say I’m sorry for using bad words, Mommy. 10.b.1 (David: No….. (crying)) 10.b.2 Mommy Then this is goin bye bye. 10.c.1 I’m taking it away. 10.c.2 (David: No…. (crying)) 10.c.3 Mommy You want me to give it to you back? 10.d.1 No more bad words. (giving the toy to David) 10.d.2

The next step was to classify the discourses that gained the children’s respect and obedience and those that did not. It was seen from the children’s responses whether they give positive or negative responses. Positive responses meant that the children voluntarily followed the adults saying without any resistance, whereas negative responses were whether the children resisted the adult saying or follow them with resistance. For example, the utterance (10.a.1) was classified as

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having negative response. David answered No to his mother’s order to stop kicking, he also still kept on kicking and crying despite his mother’s order.

D. Data Analysis

This part presents the steps taken in answering the research questions which have been formulated in the first chapter. Several steps were taken in the process of analyzing the data. The first step was classifying the data into the mood whether they were imperative, declarative, or interrogative. It was to answer the first research question What linguistic features are used to gain respect and obedience in Nanny 911? The next step was identifying which utterance included in the obeyed or disobeyed utterances. It was based on the responses of the children on the directives expressed by the adult.

The step was followed by identifying the communicative function of each utterance. It was to identify the function of the utterances in the context of the discourse. The politeness strategies, the cost of action, and the face threatening acts were also included in the discussion to figure out the possible reason of the utterances being obeyed or disobeyed.

The following step concerned with the second research question What strategies are used to gain respect and obedience in Nanny 911? The strategies used in the utterances were identified whether it is conventional strategies or nonconventional strategies. In this step, the approaches in the nonconventional strategies were identified. The last step was concluding the findings. The findings consisted of the form of language used by adults to gain respect and obedience and the strategies used in the utterances.

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CHAPTER IV

ANALYSIS RESULTS AND DISCUSSION

This chapter discusses the findings of the research. It answers the research questions stated in Chapter 1. The first section answers the features of the language used by adults to gain children‟s respect and obedience. The second one presents the answer to the strategies used in the adult utterances. The tables provide the results of the data classification.

A. Sentence Types and Moods

This section covers the sentence types and the moods of the utterances used by adults in their directive to the children in Nanny 911, further it discusses the communicative function of the utterances. The moods being identified in the discourses which are used by the adults to give directives to the children are declarative, imperative, and interrogative. The percentage of the moods found in the discourses is presented in the table below.

Table. 4.1. The Moods used in Nanny 911 Discourses No Moods Disobedience Obedience Total Percentage (%) 1 Declarative 39 21 60 43.3 2 Imperative 48 10 58 41.1 3 Interrogative 9 13 22 15.6 Total 140 100

Table 4.1 shows that the utterances are mostly expressed in declarative, which covers 60 utterances. From the total number of 60 utterances, 39 are disobeyed and 21 are obeyed. The imperative occurs 58 times, which means that it is not significantly different in number from the declarative. However, the number of

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imperative utterances which are disobeyed is 48, higher by 9 than the declarative, and the number of obeyed imperative is only 10. Then, the least number is the interrogative, which only covers 22 utterances, with 9 utterances disobeyed and 13 obeyed. The analysis shows that sentence types are not significant in determining the addressee‟s obedience. The following sections discuss further on the declarative, imperative and interrogative moods used in the discourses of Nanny

911 with the communicative functions of the utterances.

1. Declarative

Declarative sentences are mostly used by adults in the discourses. The total numbers of declarative used in the discourses are 60, with 39 utterances disobeyed and 21 obeyed. The structure of declarative is subject followed by finite, and usually used to show statement from the view point of the speaker. The subjects being used in the utterances are I, you, and only one we. The utterances are all proposals, in the form of obligation or inclination (Halliday, 1970:116).

Furthermore, in the utterances some communicative functions can be identified, they are giving commands, threats, advices, offers, suggestions, and permissions. a. Disobeyed utterances.

Table 4.2. The communicative function in declarative disobeyed utterances No Communicative function Numbers Percentage 1 Command 26 66.7 2 Threat 5 12.8 3 Advise 6 15.4 4 Offer 1 2.6 5 Permits 1 2.6 Total 39 100

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Table 4.2 shows that in disobeyed declarative moods the functions of the utterance

as giving commands have 66.7 % or the highest percentage in the disobeyed

utterances. It is followed by advices by 12.8 %, threats by 12.8 %, offers by 2.6%,

and permission by 2.6 %. Some examples on the utterances with the identified

communicative functions that are not obeyed by the children are described below.

Out of 39 data, 14 are taken as examples. They are taken on the criteria of

different forms, such as direct or indirect, imbedded, or conditional for each

communicative function.

The first communicative function is giving a command. In uttering a

command, a speaker is exercising his social power over the hearer. A parent is

socially has higher power over their children. The speaker demands the hearer to

do the proposition of the utterance. Below are examples of the utterances to give

command in declarative.

(1) I think you need to go to time out (14.k.1) (You don’t care! You are stupid (14.k.6)

Example (1) is a form of punishment from the father because one of the girls keeps on challenging what he says. The identified communicative function is giving command to the addressee to have a time out because of what she has been doing.

A time out is when a child is being put in a certain place for some times as a form of punishment. The utterance uses the modal need, which is high in value, which means that the order should be obeyed by the addressee. However, this order is not respected by the girl that the father has to pick her to the time out place. Her answer is You don’t care! You are stupid! This shows her disrespect and disobedience to her father. She feels that her father does not understand her. Although her father has

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express the command in an indirect statement, still she rejects to obey because it disturb her enjoyment in her present activity of coloring. Thus, it is a negative face threatening acts.

(2) I‟m on the phone, Joseph (8.a.1) (screaming)

Utterance (2) is expressed by a father to his son who is playing and screaming when he is speaking on the phone. It is intended to stop the boy from playing and screaming because the activity disturbs the father. The utterance is in the form of giving information to the boy that he is on the phone, but indirectly it is a command to stop making the disturbing noise of playing. Joseph‟s respond to his father is screaming, a form of rejection to comply the command. He is in the middle of playing, therefore his father‟s command has interfere his enjoyment of playing, a form of negative face threatening act.

(3) Olivia, I did I asked you to get the napkins (2.d.1) (No, you said Mimi. (2.d.2)

Example (3) is spoken by a father as a restatement of his previous command to the girl to get him napkins because he is preparing dinner for his children. His previous command, which is in the imperative moods is rejected by the girl, therefore he is restating his command in the declarative to point out that he is really command her, not her sister, to get the napkins. The choice of using I did ask you is to emphasize that the command is given by the father to her and not anybody else.

However, this command is still rejected by the girl by verbally saying No, you said

Mimi. At the point of his father tells her to get the napkins, she is sitting around the

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table with her other sisters joking with them, therefore to comply the command will disturb her present activity. It is a form of negative face threatening act.

(4) Yes! I want you to try them (13.e.1) (listening)

Utterance (4) is spoken by a mother who wants her son to eat vegetable, but he does not like it. A type of indirect command showing the mother inclination that the boy tries the vegetable using I want you to try them. Still, the boy rejects this indirect command. The boy‟s answer is No, I don’t like them. The command is a form of interference to the boy‟s preference for food. Furthermore, the utterance emphasizes more on the mother‟s interest rather than the boy.

The next communicative function in the declarative form is threat. Threat is

expressed by a speaker to make the hearer do what they want by giving unpleasant

situations. Below are some examples of the function.

(5) If you guys don‟t want to listen to me, I will leave and Nanny Deb can stay for the rest of the week (14.d.1) (spits on mommy)

Utterance (5) is stated by a mother to her children who do not comply with

her command. It is stated in a conditional sentence and the communicative

function is giving a threat. She orders her children to follow her command or else

she will leave them with the Nanny. The sentence uses two modal operators, will

and can. Will is median in value, while can is low in value. It shows the low

validity of the utterance, indeed, the mother in this episode threats the children

many times that she will leave them when they are incompliance to her. However,

it is only a form of threat because she never really leaves them. The mother

imposes her will on the children. One of the children, Giana, responds to this

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utterance by spitting on her mother as an expression of rejection toward the mother‟s imposition. At the point the mother utters the threat, the children are playing, therefore her expression interrupts their activity of playing, interference to their freedom of action, a threat to their negative face.

(6) Then this is going bye bye (10.c.1) (No…(crying))

Example (6) is uttered by a mother who wants her son to stop his crying and comply with her by saying that she would throw away his toy. It turns out to be only a threat because finally she gives him back the toy although the boy does not obey her. The expression is answered with crying from the boy as a form of refusal to the proposition because he will lose his possession of the toy.

(7) Cause I will put it in your mouth right now (14.e.4) (move away from mother)

Utterance (7) is expressed by a mother as a restatement of a threat to put pepper in the daughter mouth, but this time she really puts the pepper into her mouth. Still, the threat does not make the girl obey her command because it is an imposition to her personal preserves, a negative face threatening acts. The girl runs away from her mother, however the mother catches her and puts the pepper into her mouth. She shouts You burned my mouth! to her mother while she spits the pepper from her mouth and wipes it.

(8) I‟m taking it away (10.c.2) (No…(crying))

Example (8) is stated by a mother to her son as a restatement of (6) that she is going to take the boy‟s toys if he does not stop saying bad words as his mother tells him. However, as (6) it is also only a threat because in the end the mother

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gives him back the toy with a condition that he would comply with her not to say bad words. The threat is answered with the boy‟s crying, although in the end he will not lose his possession however the mother has frightened him, a form of imposition over his personal preserves, a negative face threatening act.

Other function used in declarative is giving advice. Advice is given to a hearer to convince him that there is a certain value or condition that they should believe (Bach and Harnish, 1979). Below are some examples.

(9) Theron, that‟s not nice (7.g.1) (I got her! (throw something on his Mom))

Examples (9) to (12) show what speakers say to convince the hearer that what they are doing is not appropriate. Consequently, they should believe and follow what the speaker says. Utterance (9) is in the context of giving information to a boy who is disturbing his mother by throwing things to her. She tries to stop him by saying that what he is doing is not a nice thing; consequently he has to stop doing it. However, the boy, Theron, does not comply with her mother‟s advice, instead he is very happy that he can hit his mother. He shouts I got her!

Compliance to his mother will disturb his current activity and enjoyment.

(10) If you are angry, you go to the other room (16.e.1) (I am angry.)

Example (10) is advice given by a mother to her son who is getting angry because his mother stops him from disturbing his sister. It is the mother‟s effort to stop him from being angry by advising that when someone is angry he has to go to another room to calm down. The boy does not conform to his mother and answers

I am angry! A statement that he is still angry, he does not want to go to his room

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to calm down. The advice is a form of interference to his present emotional expression.

(11) We‟re not doing that. OK? (16.c.2) (keeps on doing his activity)

Expression (11) is stated by a mother to his son, as advice that he should not bother his sister because it is not an appropriate behavior. Mother‟s advice is not answered verbally but he keeps on disturbing his sister as an expression that he rejects and does not listen to the advice. The utterance is expressed in an impersonalized subject using „we‟ to make the addressee does not feel directly attack with the proposition. However, this proposition is a kind of imposition to his freedom to act as his wish.

(12) If you don‟t choose to listen, you gonna have to go to your own room (1.c.2) (No…..)

Utterance (12) is advice from Nanny Deb to a girl that she better listens to

Nanny Deb‟s otherwise she has to go to her room to be separated from other member of the family because she does not comply the rule. Nanny Deb seems to give choices to the girl, whether she chooses to listen and can join other member of the family, or she does not listen and she has to go to her room and does not mingle with others. This is answered with the crying when she is taken by Nanny

Deb to her room. She does not agree with the given choices of value. She wants to do what she likes, not listening to the advice but still join with others. Utterances

(9) to (12) are disobeyed by the children because the sudden action that they

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should do by complying with the rule will disturb their present activity and freedom of action.

Another function used in declarative is giving offer. An offer is expressed when a speaker will do something for the hearer if the hearer fulfills a certain condition given by the speaker (Bach and Harnish, 1979). Below is the example.

(13) I will let go of you if you go to the other room or sit down so that I can talk to you (16.f.2) (I’m not talking.)

Example (13) is in the context of a mother who offers to let her son free if he would choose the given conditions, either to go to the other room or to sit down. Previously the boy is disturbing his sister. Seeing this, mother holds on him so that he would stop disturbing. However, he rejects his mothers‟ offer, struggles when his mother slightly forces him to do either of the choice. While his mother has given him choices, it is not what he wants to do. Thus, it is a form of imposition to his will.

The next function is permission. It is an expression of entitlement from the speaker to the hearer. Below is the example.

(14) That‟s right, you have the rights to be angry (16.f.1) (I’m not talking.)

The boy is left by his father and stays in the house only with his mother and sister when he really loves and respects his father. In fact, now he has to obey his mother and respects her like he does previously to his father. It is a difficult thing for him, consequently he becomes angry most of the time. The expression

(14) is a permission given by the mother for the boy to be angry on the condition.

The expected action is that the boy finally will accept the condition and respect

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his mother. Consequently, he will obey his mother. However, the boy rejects mildly by saying that still he wants his father to be the one with him.

The discussions above shows the cost of action is determining in obedience. When the cost of obedience is high the participant tends to disobey the directive given. The high cost includes interruption of present activity or planned activity and losing possessions. Most of the directives are given to stop the addressee from doing something, certainly this is high cost because it disturbs their present activity. Other determinant is the form of imposition to the addressee. Almost all directives are form of imposition to the addressee, therefore when the addressee feels imposed to do something that beyond their preference they tend to reject the directive. b. Obeyed Utterances

The declarative utterances that are obeyed by the children show some illocutionary forces. They are advise, offer, suggest, request, promise, and threat.

The total numbers of advice is dominant by 66.7%, followed by request by 19%, suggestion by 9.5%, and other functions which are offers, promises, and threats each of them by 4.8%. From 39 utterances in this category, only 13 are taken as examples. The choice is based on the form of the utterances.

Table 4.3. The communicative functions in obeyed declarative utterances No Communicative function Numbers Percentage 1 Advise 12 66,7 2 Offer 1 4,8 3 Suggest 2 9,5 4 Request 4 19,0 5 Promise 1 4,8 6 Threat 1 4,8 Total 39 100

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The first function is advice. The speaker seems to give a certain rule or condition which has better values than what the children do. The examples are shown below.

(15) Then you know what, you need to treat me good all the time (14.m.2) (crying)

Utterance (15) is expressed by a father who reminds his daughter of the value that she should always take good care of her father if she wants him to be with her even after she grows up. In the previous scene of the episode, she always resists what her father says by saying bad things, such as I’m gonna poke you in the eye or You don’t care! You are stupid! The advice is responded by the girl‟s crying, which is interpreted as a form of regret of what she has been doing. The utterance uses high value modal need which shows the high intensity of the obligation. It also uses solidarity markers you know to ask for the girl‟s support on the idea, that both father and daughter share the same believe that if someone wants to be treated well they should also treat others well. It is a form of asserting reciprocity between father and daughter.

(16) But we are not whining anymore (10.f.3) (listening)

Utterance (16) is expressed by Nanny Deb to a girl who whines when she wants to have a timer being held by her mother. The girl is being advised not to whine to get what she wants because it is not an acceptable behavior. The girl responds by stop whining and answers the Nanny‟s next question. The utterance uses the subject we as an agent avoider so that the criticism is deflected from the addressee to generalized agent. It includes both the speaker and the hearer.

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Utterance (17) is stated by a father to his son who does not obey his father‟s rule.

In the preceding scenes, the son is running, screaming, and throwing foods. His behavior makes his father angry.

(17) All you do is just make it worse (8.g.3) (listening)

Utterance (17) is an advice to stop his behavior if the boy does not want worse condition. The advice is affirmed by the boy, it is seen from his answer to the father‟s next question. The expression uses the down toner just to modulate and soften the impact of the proposition to the boy. It also shows that the father notices and attends to the boy‟s deeds and needs.

(18) You need to use your word, you have a wonderful word (10.e.2) (listening)

Example (18) is uttered by Nanny Deb to a girl to advise her to say what she wants rather than just cries, because it would be more acceptable and understandable. This is affirmed by the girl that she answers the Nanny‟s question when she asks the reason of crying, which means that she finally uses her words to show what she wants. She says I want that… and points to the timer that is held by her mother on the Nanny‟s question You are just upset, tell me why? The utterance uses the modal need showing the high level of obligation of the proposition. The Nanny shows that she notices the girl has wonderful word as reason that she should speak out her mind. Both expressions (15) and (18) use the high value modal need which emphasized the urgency of the advice given by the adults, meaning that the advices have strong reason to be followed by the addressees.

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The second communicative function in this group is giving offer. The example is given below.

(19) Ok. We work the same way, I treat you nice, you treat me nice (14.m.4) (crying)

Utterance (19) is stated by a father to his daughter that if she wants him to treat her good she also has to treat him nicely. The context of the discourse is that the father is previously angry to her because she behaves badly by saying bad things and challenging his wants. Therefore, to make up the condition, he offers a win- win solution for both of them, that he will treat her nice if she also treat him nicely. This is a form of reciprocity between father and daughter. Reciprocity will share the burden of responsibility between both participants. The offer is responded by the girl‟s crying as a form of regret and acceptance.

Another communicative function identified in the declarative mood is giving suggestion. It is a statement where the speaker gives reasons to the hearer for a certain condition. Below are the examples.

(20) You have no reason to cry (14.n.3) (crying)

Example (20) is expressed by a father to his daughter who is crying because she regrets what she has been doing. The father suggests that she cries for not enough reason therefore she should not cry. Giving reason is a way to mitigate a face threatening act. The girl understands that she should stop crying without feeling imposed by her father. The girl says I’m sorry, Daddy as a respond to the father‟s suggestion.

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(21) I love you very much, Joseph, but you got to stop and learn to behave better (8.g.2) (listening)

The context of utterance (21) is a father speaks to his son about his behavior.

Previously, he behaves badly that he throws food, screams and plays around and does not listen to his father‟s instruction. By suggesting to his son that he loves his son, the father wants him to believe that there is good reason for him to stop his bad behavior and learn to be better. In this case, father is giving sympathy to his son. Bad behavior will lead the boy to worse condition, which is not wanted by both. The boy affirms father‟s suggestion by answering the next question that he does not want him to scream a lot because of his bad behavior.

Giving request is also communicative function in declarative mood.

Expressing a request is a communicative function that made the hearer do something on the speaker‟s desire, however the hearer have a chance to reject or grant it. Some examples are presented below.

(22) I need to talk to you (8.d.2) (listening)

In example (22) the speaker is a father who requests his son to talk to him on the issue of his son bad behavior. It is classified as a request because in the context, the father asks the son‟s consent to talk to him, he does not force his son to do so.

It is the speaker‟s desire and the son may not affirm the proposition. The utterance uses the modal operator need with the subject I and not you. Need is high value modality, therefore the urgency of the proposition is high. The respond to this

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request is the son‟s approaching father to talk to him. He also responds to fathers questions after that.

(23) I expect you to behave (8.d.4) (listening)

Similarly, utterance (23) is also a father‟s request to his son. The context is the same. It is the father‟s desire that his son behaves better, therefore, the son is given a change not to affirm to the proposition. However, the proposition is accepted by the son. The use of I expect is to lower the degree of commitment of the father to the proposition and to weaken the illocutionary force of the utterance.

(24) I just want you to do what I say (14.n.1) (I’m sorry, Daddy)

Expression (24) is also similar, it is on the speaker‟s desire, in this case a father who wants his daughter to obey the rules that is set by her parents. The utterance is responded positively that the daughter regrets what she has been doing. It uses the down-toner just to lower the degree of the impact of the utterance on the girl.

(25) I expect you to listen. OK? (8.d.5) (listening)

Example (25) is expressed by a father to his son to listen to him, which means that he would obey the rules given to him and behaves well. The request is affirmed by the boy. Similar to (23) it uses hedges that weaken the illocutionary force of the proposition.

Giving promise is another communicative function identified in the declarative mood. A promise is a condition that is wanted by the speaker and it requires the speaker to the intended condition. Below is the example.

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(26) You know what, that‟s gonna be changed (16.l.1) (Give me a little space)

Utterance (26) is expressed by a mother who wants her son to obey her instead of always wishing his father who has passed away to be with him and to be the one who controls the house. The mother asserts the promise that she will act like his father, therefore the boy should obey her. The boy responds by saying Give me a little space which is interpreted as a sign of giving up and accepting the proposition. The utterance uses the solidarity markers expression you know what as an appeal to the boy to support the mother‟s promise that the condition will be changed started from the moment.

Threat is the next communicative function found in the declarative mood.

A threat is given to suggest that something unpleasant is going to happen if the addressee does not follow a particular action. Below is the example.

(27) Then we are gonna leave her (1.k.1) (I wanna go too)

Utterance (27) is expressed by Nanny Deb when Catherine does not want to obey her when she tells her to stop jumping on the bed. The girl is being sent to a time out in her room as a punishment. After she finishes the time out, Nanny Deb asks her to speak out what she wants and follow the rules of the family. At first she says that she is not ready to return and join other members of the family therefore

Nanny Deb threats to leave her in her room. It is intended to make the girl follow the rule on her own consent. Indeed, it is then followed by Catherine, who responds I wanna go to. This is interpreted as she is willing to obey the rule. The girl is given a chance to follow them or not to avoid disagreement with her.

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The above discussion shows that compliance can be achieved by given the addressee a chance to decide whether they agree or not. It means that speaker does not imposed on the addressee‟s freedom of action, but supports them to choose the right decision which is the speaker‟s intention.

2. Imperative a. Disobeyed utterances

The identified communicative function in this imperative mood is command, although according to Condoravdi and Lauer (2012) imperative is not only to assert command, it can also function to give permission, advice, wish, invitation, etc. Out of 48 utterances, only 4 examples are taken. They represent the variety of form. Below are the examples on the function of commands in imperative found in Nanny 911 discourses.

(28) Sit on the couch! (14.a.1) (children runs to sit on the couch) (29) Respect each other and share! (14.h.1) (Giana pulls the crayon to her side)

Utterances (28) and (29) are direct commands from a father to his children.

Example (28) is in the context of a child who plays around and does not willing to stop when his father tells him to do so, consequently his father yells at him to sit on the couch so that he would stop playing around. The boy runs away from his father as his respond to this command. The direct command does not give chance to the addressee to reject, it disturbs the boy‟s freedom of action. Utterance (29) is in the context of children who do not want to share crayons and color together, therefore they quarrels to have the crayons for themselves. This is responded by one of the girl by pulling the crayons to her side to have it for herself. Father‟s

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command is a disturbance to the possession of the crayon. If the girls comply to the command they would lose their possession over the crayons because they have to share.

(30) Olivia, please go get the napkins! (2.c.1) (Mimi wanna go get the napkin) (31) Say I‟m sorry for using bad words, Mommy (10.b.1) (No….. (crying))

Example (30) is in the context of a father who prepares dinner and asks his daughter to help him to get napkins. It is stated in a polite form using the politeness marker please. However, this command is answered by the girl saying

“Mimi wanna go get the napkins”. As a form of rejection to his father‟s command, she passes the command to her sister while actually she is the one who is being ordered. Complying with the command will disturb her enjoyment in playing with her siblings at that time. Example (31) is a direct command from a mother to her son who cries out loud saying bad words when his mother commands him to stop kicking. On this command, the boy replies No and cries as a form of rejection.

Mother has disturbed the boy‟s enjoyment of playing which consequently imposing his freedom.

The discussion shows that disobedience may be caused by disturbance on someone possessions and disturbance on someone enjoyment. Stopping someone from their current activity needs high cost action of compliance. The examples on disobeyed imperative are all the adults‟ directives to stop children current activity or tell them to do something immediately.

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b. Obeyed utterances

In the imperative mood, some identified communicative functions are advice, invitation, suggestion, and request. The dominant function is request by 40% of the utterance, followed by suggestion by 30%, then advice by 20%, and invitation by 10%. The summary in the form of table for the numbers and the percentage of the communicative functions is shown below.

Table 4.4 The Communicative Function in Obeyed Imperative No Communicative function Numbers Percentage 1 Advise 2 20 2 Suggest 3 30 3 Request 5 50 Total 10 100

The number of utterances is 10, however 7 are taken as examples based on the form. The first identified function in the obeyed imperative is giving advice.

Below are the examples for the communicative function.

(32) Don‟t cry (14.n.1) (listening) (33) No more hurting (5.d.1) (OK)

As already mentioned, advice is given when a speaker expresses his belief that the hearer is supposed to believe that he has sufficient reason to do something. The case of example (32) is included in the function of advice because the context is a conversation between a father and his daughter who cries because she is sorry for being naughty and treats her father badly. The father is advising her not to cry because she does not have sufficient reason to do it. Simultaneously, it also has the function as a command for her to stop crying. The girl responds by saying I’m

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sorry, Daddy and stops crying when her father hugs her. Here is a part of the conversation as the context of the utterance

Daddy : Don‟t cry. I don‟t want you to cry. You have no reason to cry. I just want you to do what I say. Gabriella: I‟m sorry, Daddy.

Seen from the father‟s whole utterances, he restates giving reason and values that crying is not appropriate because actually she does not have reason to cry. Similar to example (32) is utterance (33), it is an advice from a mother to her son not to hurt his sister because hurting is not an accepted behavior, moreover he has not enough reason to hurt his sister. At the same time, it also has the function of a command. However, in the researcher view point it is more an advice because it gives the hearer a chance to comply or not to the advice when in a command the hearer should comply. The boy responds by saying OK. The utterance uses no subject, it suppresses the agent so that it seems not only directed to the boy but also to the others.

The imperative may also have request as communicative function. Request is a communicative function that rooted entirely or partly on the speaker‟s desire.

Below are some of the examples.

(34) Come over here (8.d.1) (approaching) (35) Now turn around and look at me (8.d.3) (facing his father) (36) Excuse me, Catherine (10.e.1) (listening)

Example (34) is uttered by a father who wants his son to come closer to him because he wants to speak to him on his bad behavior. As respond, the boy moves

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closer to his father and listens to his next statements. Father intensifies his interest to the boy. It is seen in the context of utterance

Dad : Come over here. I need to talk to you. Now turn around and look at me. I expect you to behave. I expect you to listen. Ok? Don‟t you want to have a nice relationship with Daddy? Joseph : Yes

In the context, father shows that it is his desires to speak to him because he concerns and attends the boy‟s need.

Utterance (35) is a request from a father to his son to face him because he wants to speak to him, it may have the function of a command but in this context the expression is more a request because the situation is more relax and the sense of obligation is low. The boy grants his father‟s request that he comes closer to his father and faces him to listen to him. Similar to (34), in this context father shows his concerns and attends to the boy‟s interest.

Expression (36) is a request from Nanny Deb to a girl to allow her to speak to her on a situation that makes her upset. The girl wants to have a timer that is owned by her mother. Her mother does not want her to have it, therefore, she cries and is upset. The utterance can have the function of a greeting, but in this context it is more a request because they are already in the same room when it happens. It is a formulaic expression that shows the speech act of apologizing that Nanny Deb would interrupt the girl who is crying at that time. The girl‟s responds by the listening to what the Nanny says. The next identified function in imperative is giving suggestion. Some examples are presented below.

(37) Show the red mark if he does not believe you (5.c.1) (showing the redmark)

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(38) Just take my word for it (5.c.2) (Oh, I see it. Now I see it)

Utterances (37) and (38) are functioned as suggestions because they give reasons to the hearers to believe what the speaker says which then will make them do the proposition. Expression (37) is uttered by a mother to her daughter who previously being pinched by her brother. The mother tells the boy that he should not hurt his sister, but the boy insists that he does not do it so the mother suggests her daughter to show the mark in order to be believed by the boy. The girl shows the red mark to her brother as her mother tells her. Mother gives reason in the utterance to mitigate the proposition of telling her to show the red mark, further it is done on the girl‟s interest because she is the one who is being protected by her mother. It is followed with utterance (38) that the mother suggests the boy to believe her because she has enough reason to make him do what she says. The boy responds by saying Oh, I see it. Now I see it. The use of just in the utterance modulates the impact on the hearer.

The discussion shows that directive in imperative may be obeyed when it is mitigated, such as by giving reason, also by modulated the impact on the addressee by using certain words, and attending to the addressee‟s need and interest as in the strategies of mitigating face threatening acts.

3. Interrogative a. Disobeyed Utterances

The adult utterances in this mood are categorized into three communicative functions, they are giving suggestion by 11.1%, threat by 22.2 %, and question by

66.7%. Below is the summary of the communicative function.

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Table 4.5 The Communicative Function in Disobeyed Interrogative No Communicative function Numbers Percentage 1 Suggest 1 11.1 2 Threat 2 22.2 3 Question 6 66.7 Total 9 100

Out of 9 utterances, 6 are taken as examples based on their form. The first identified communicative function in disobeyed interrogative is giving suggestion.

Example is given below.

(39) Gabriella, why don‟t we put it this way? (14.i.1) (I’m gonna poke you in the eye (raise her hands to dad))

The context of utterance (39) is two girls who are coloring together and each of them wants to own the crayon for themselves. The father tells them to share the crayon. He gives suggestion by uttering (39) to the girls to put crayon in the middle so that each of them can reach the crayon easily. Father‟s suggestion is rejected by one of the girls, Gabriella, by saying I’m gonna poke you in the eye because in the current condition she is the one who has the power over the crayon and her father has disrupt her possession, although father has included both the speaker and the hearer in the proposition to mitigate the face threatening act. The next communicative function in the disobeyed interrogative is giving threat.

Below are some of the examples.

(40) You want pepper on your mouth? (14.e.1) (moves away from her mother) (41) Do you want it? (14.e.3) (covers her mouth with her hands)

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Example (40) and (41) is taken from a scene with the context of a mother who wants her children to listen to what she says, however the children keep on playing and do not pay attention to their mother. Therefore, in her effort to make the children listen to her, she threats the children. She utters (40) after one of the girl, Giana, spits on her as a form of rejection. Mother imposes her will to Giana.

The utterance is a threatening act to the girl‟s negative face. It is followed with utterance (41) which functions more as a threat rather than a question to find the girls‟ opinion because after that mother really puts the pepper on Giana‟s mouth.

Giana‟s form of challenge over her mother is by spitting the pepper and saying

You burned my mouth. It is another negative face threatening act because mother is interfere the child‟s freedom of action.

The next communicative function is giving question. Question is given to find out the hearer‟s opinion or feeling. Below are some examples on the function.

(42) What do you think your Dad would have done? (16.k.1) (I would listen, but I wouldn’t listen to you.) (43) Would he told you to go to your room? (16.k.2) (I would listen, but I wouldn’t listen to you.) (44) Why did you bite him, Jack? (5.a.1) (He hit me)

Examples (42) is a question expressed by a mother to her son to ask for his opinion on what his father would have done if the boy does bad thing. The context is that the boy does not want to obey his mother‟s command to behave better. The boy is angry because he would rather be with his father than his mother. The question (43) is functioned to ask for the boy‟s agreement over what his father would have done if he was with them, it is clarified by the mother‟s next utterance that father would tell him to go to his room. Beside as questions, both (42) and

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(43) are also functioned as reminder to the boy to his father‟s rules. Mother is rejected by the boy that he says I would listen but I wouldn’t listen to you. He would listen if it was his father who tells him to go to his room, but he would not listen to his mother. This is because he has already accustomed to the condition of not obeying his mother as a form of anger over his father‟s death. Complying with his mother will change his present feeling and custom. Example (44) is uttered by a mother to his son who previously bit his brother. This question demands the boy‟s information on the matter. At the same time it implies that biting his brother is not an appropriate action. The boy answers He hit me to mother‟s question. This expresses the boy‟s judgement that what he does is appropriate. He bites his brother because his brother has hit him. It is his freedom of action that is being interfered.

The discussion illustrates that directives in interrogative may be disobeyed when the intended action has a high cost. Included in high cost action are interference with the addressee‟s current activity or belief and feeling. Although the directive is given in a polite way, when it has high cost, the addressee would not comply the directive. Ervin-Tripp (1984) asserts that adults may not reject request which is expressed in polite way, but children may not comply such directive. b. Obeyed Utterances

In the obeyed interrogative utterances, the identified communicative functions are giving offer by 30.8 %, question by 53.8 % and requests by 15.4%.

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Table 4.6 The Communicative Function in Obeyed Interrogative No Communicative function Numbers Percentage 1 Offer 4 30.8 2 Question 7 53.8 3 Request 2 15.4 Total 13 100

Out of 13 utterances, 10 are taken out as examples. The choice is based on their forms. The first communicative function in the obeyed interrogative utterances is giving offer.

(45) You want me to be there? (14.m.1.) (listening) (46) You want me to treat you nice? (14.m.3) (listening) (47) Do you need to have some time in your room or would you like to play with your sisters downstairs? (10.f.4) (Play downstairs…) (48) Don‟t you want to have a nice relationship with Daddy? (8.d.6) (Yes)

Utterances (45) and (46) are expressed by a father to his daughter in the context of the father giving advice to the girl to behave better. Utterance (45) is an offer from the father to always be there for the girl even after she grown up. It is followed with utterance (46) as an offer from the father to always treat her nice instead of always angry at her. Both (45) and (46) are on the condition that the girl behaving better. The girl responds by crying as a form of regret. Father gives the question to know what the girl‟s wants, simultaneously it expresses that he concerns with what the girl wants and attends them, thus it mitigates the face threatening acts on the girl. Similar to (45) and (46) is utterance (48), it is an utterance by a father to his son offering a nice relationship if the boy behaves better. The boy responds by saying Yes to the offer. The utterance shows that father notices and attends that

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actually the boy want to have a good relationship with his father. Example (47) is uttered by Nanny Deb to a girl after talking to the girl calming and reminding her to behave well. After the girl being calmed, Nanny Deb offers her to choose whether to stay in her room or to play with her sister. The girl answers Play downstairs… Nanny Deb gives the girl a chance to choose between the two choices. It is a recognition to the girl‟s freedom of choosing. The examples are functioned as offer; therefore, the hearer has the chance to decline the offer.

However, the speaker also has the obligation to grant their offers.

The next communicative function is giving question. Some examples are given below.

(49) And you gonna listen? (1.l.1) (Yes.) (50) Tell me why? (10.e.6) (I want that….(crying and pointing at her mommy)) (51) Hey, can I just ask you something? (13.f.1) (listening) (52) Did your Dad pinch you and nobody was looking? (13.f.4) (listening)

Examples (49) to (52) are functioned as question. They are intended to know the hearer‟s opinion or feeling on the asked condition. The context of (49) is Nanny

Deb‟s question to the girl whether she would listen, in this case to follow Nanny

Deb and her mother‟s rule. It can also function as a command to obey the rule, however, it is more a question because the hearer‟s opinion is being considered.

The girl answers Yes. Utterance (50) is asked by Nanny Deb to a girl who cries to know the reason she is crying, the girl answers that she cries because she wants to have her mother‟s timer. Example (51) is questioned by Nanny Stella to a boy whether he allows her to speak to him. Besides a question, it can also function as

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an asking for permission from the boy , however, it requires the boy to answer it.

Utterance (52) is uttered by Nanny Stella to the boy to ask for his opinion on the matter, whether he is previously pinched by his father and nobody concerns on that matter. It is also to find out his feeling on the matter. The boy is angry at his father, therefore, he leaves the dining room and goes to his own room.

The next communicative function in obeyed interrogative is giving request. The examples are given below.

(53) Would you do me a favour? (13.f.5) (listening) (54) Can you go back to the table and finish your lunch? (13.f.6) (OK)

Examples (53) and (54) are request from Nanny Stella to a boy to comply her desire and at the same time also asking for his consent to do what she wants.

Utterance (53) followed by (54) is requesting the boy‟s permission to help Nanny

Stella to go back to the table and finish lunch. Actually, it is also a form of command for the boy to go back to the table and finish his lunch in a more polite way because at first she asks for the boy‟s consent on the matter. He answers OK to Nanny Stella proposition. Both utterances use consultative devices Would you… and Can you… to attempt for the boy‟s cooperation and involvement.

The above discussion indicates that to seek for the addressee‟s compliance, the directive may be expressed in a way to seek for their consent and permission.

It is a form of acknowledgement to their freedom of action and choice. The directive may be guided to the intention of the speaker.

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B. THE STRATEGIES USED TO GAIN RESPECT AND OBEDIENCE

In the efforts to gain obedience and compliance, a speaker uses some strategies. The data shows that the speaker uses conventional and nonconventional strategies. Further, the data indicates that conventional strategies are mostly used in the form of imperative, while other form uses both conventional and nonconventional strategies. The nonconventional strategies are used under three different approaches, they are the reason, obstacle neutralization, and goal statement approaches. The table below provides the number of uses of the approaches and strategies in the discourses in Nanny 911.

Table. 4.7 The Strategy Used in Nanny 911 Approach Strategy Disobedience Obedience Conventional Conventional request 57 14 Goal Goal 1 12 Neutralization Anticipate counterargument 7 0 Increase cost of noncompliance 6 0 Provide compensation 1 2 Reason Forestall intervention 3 0 Make correction 4 5 Provide precondition 4 5 State problem 6 1 State infraction 6 5

The strategies under the reason approach are mostly used in the utterances. It is applied by identifying a reason or a cause for the addressee to carry out or facilitate the desired action and make the addressee aware of it. Included in the reason approach is call attention to a problem. In this strategy, the addressee‟s action is necessary to answer some problem.

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(55) I‟m on the phone, Joseph (8.a.1) (56) She got red mark on her arm from where you pinched her. (5.b.2) (57) Dylan is gonna make the bed. (1.b.2) (58) I don‟t want to hear that Tyler (9.h.1)

Utterance (55) is calling attention to a problem by stating that the father is having a conversation on the phone therefore he needs a quiet situation to be able to hear the voice. The consequence is that the addressee, in this case, the boy should remedy by being calm. Expression (56) is stating the problem of the girl who has red mark because her brother has pinched her. The addressee needs to be aware of the situation so that he would not do the cause again. (57) is the statement of a problem that the girl should be aware. Consequently, she should stop jumping on the bed so that Dylan can make his bed. Utterance (58) is the problem statement faced by the mother who does not want to hear what Tyler says because he always challenges her. Therefore, the expected action is Tyler stops saying things that challenge his mother.

The second strategy in the reason approach is stating an infraction. When the addressee involved in an action that against a norm or creates a problem, stating the infraction is used.

(59) Theron, that‟s not nice. (7.g.1) (60) We‟re not doing that. Ok? (16.c.2) (61) You don‟t treat me that way. (7.i.5) (62) All you do is just make it worse. (8.g.3)

Utterance (59) is stating that the boy‟s deed is not acceptable. Theron throws things to his mother which disturbs her. Therefore, by saying the infraction, the desired action from Theron is to stop throwing things. The infraction stated in (60) is that the boy, Collin, stops quarrelling with his sister, because it is not acceptable

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and creates problem between both brother and sister. (61) expresses the violated norm by Theron because he hits his mother. Therefore, the utterance is intended to stop what he has been doing. Expression (62) is stated to stop Joseph from doing bad things, such as quarrelling with his brothers. Father lets him know that what he does would make things worse.

The third strategy is making a correction. It is done when a hearer does inappropriate action to make him aware of the right things to do.

(63) If you are angry, you go to the other room (16.e.1) (64) You need to use your words. (1.g.3) (65) I love you very much, Joseph, but you got to stop and learn to behave better (8.g.2) (66) You gonna listen to me just like you did to dad. (16.l.2)

Utterance (63) is expressed to remind the hearer of the agreed rule to go to his room to calm himself when he is angry. It is intended to make him aware of the inappropriate action and end his anger to calm down. The inappropriate action in

(64) is that the girl, Catherine, is crying instead of saying what she wants. (63) is uttered to make her aware that she better says what she wants rather than just crying because Nanny Deb and the mother cannot understand what she wants.

Joseph, the addressee of (65), is reminded by his father that the appropriate things to do is stop fighting with his brothers and behaves better. It is intended to make him aware that what he has been doing is wrong and he has to do the right things.

The context of (66) is a boy Colin who does not want to obey his mother and respect her like he did to his father. (66) is to make him aware that what he has been doing is wrong, he should respect his mother as he did to his father.

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The fourth strategy is providing preconditions. If the addressee will do the desired action when specific preconditions are met, it is to make him aware that such preconditions have been or will be met.

(67) I will let go of you, if you go to the other room or sit down so that I can talk to you. (16.f.1) (68) I just trying to be fair to everybody. (14.m.5) (69) Are you ready to come back? (1.j.1)

Utterance (67) is a precondition from a mother to her son that she will let him go if he would calm down by sitting down or going to the other room. Expression

(68) is a precondition for the girl to share the crayon with her sister. His father‟s treatment to his children, to be fair to all of them, is a precondition for the girl to do what he says. The proposition in (69) is a precondition for the girl to join the family, if she is not ready she would be left in her room.

The fifth is forestalling intervention, happens when intervention in some activity is anticipated to identify or justify the planned activity.

(70) I mean it, Sal (14.c.2) (71) I think so. (16.k.3)

Utterance (70) is said by a mother to her son to stop him from hitting her. This is to identify and underline the mother‟s intention. Mother does not want the boy to say anything on her command. (71) is an utterance after Mother mentions What do you think your dad would have done? Would he told you to go to your room?. It is to justify her intention to make the boy understand that she would do the same like his father did.

The next strategies are part of the obstacle neutralisation approach. The first is anticipating counterargument. It is used when an addressee might have

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reasons not to cooperate with the speaker‟s goal, to identify a way to mitigate such obstacle and inform the addressee.

(72) That‟s right, you have the right to be angry. (16.f.1) (73) What do you think your dad would have done? (16.k.1)

(72) is uttered to mitigate the reason that might be uttered by the boy. It is informed to the boy that he has the reason to be angry, therefore the boy feels justified that he is angered. Consequently, he would not challenge his mother anymore. Utterance (73) is used to anticipate the boy‟s respond if he would refuse the mother‟s intention, therefore mother uses his late father‟s usual punishment to him as a way to mitigate the action.

The second strategy is by providing compensation. It is used to neutralize the high cost of an intended action or goal.

(74) Now you want to stay with mama, but you need to use your word, Natalie. (1.g.1) (75) Then you know what, you need to treat me good all the time. (14.m.2) (76) Ok. We work the same way, I treat you nice, you treat me nice. (14.m.4)

Utterance (74) is to say that if the girl would use her words to say what she means other than crying, she may stay with her mother. The compensation of being with her mother is using her words to say what she wants. (75) is giving compensation for the expected condition to be with her father. Instead of just saying that the girl should behave, father provides compensation that he would be with her all the way if she would behave. Utterance (76) is providing compensation for the girl that if she would treat her father well, father will also treat her well.

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The third strategy is increasing the cost of noncompliance. It is done by threatening, for example.

(77) If you guys don‟t listen to me, I will leave and Nanny Deb can stay for the rest of the week. (14.d.1) (78) If you don‟t choose to listen, you gonna have to go your own room. (1.c.2) (79) I‟m gonna separate the two of you. (2.b.1)

Mother, the speaker of utterance (77) expects her children to listen to her and obey her. She uses intimidations to make her children obey her. She says the compensation of being with her is by listening to her and obeying her. (78) is uttered by Nanny Deb to a girl to come down from the bed. The cost of noncompliance to her is to go to her own room, a form of isolation from other member of the family. (79) is expressed by a mother to her daughters who fight each other. She tells them to stop fighting, the cost of noncompliance to this is that she would separate them. This should be a high cost because when they are being separated, they cannot have the joy of playing together.

The third approach is to make the addressee aware of the desired goal.

Some examples of using this approach are stated below.

(80) You want me to be there? (14.m.1) (81) You want me to treat you nice? (14.m.3) (82) Don‟t you want to have a nice relationship with Daddy? (83) Do you want me to scream a lot? (8.g.4)

The goal of (80) is the father being with the girl all the time to take care of her. By stating this goal, father makes the girl aware of the cost and things that she has to do to achieve the goal. Similar to (80) is utterance (81), the goal is father treats the girl nice, therefore she had to treat him nice in return. In (82), the goal is having a

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nice relationship with Daddy, the consequence is the addressee has to behave well and obey him. (83) is stating part of the goal that should be achieved, if father is screaming a lot then the situation would not be comfortable, thus to avoid this the boy should behave well and obey his father.

The analysis refers that parents also use nonconventional strategies to control their children acts. The reason approach is partly obeyed and disobeyed by the children. The neutralization approach is also partly obeyed and disobeyed. The stating goal approach seems to be the most obeyed by the children, perhaps because by stating the goal the children would have the clear picture of what they would get when they comply to the directives.

In the final analysis, the expressions of control acts are in declarative, imperative, and interrogative. Each grammatical form has the obedience and disobedience percentage. The utterances have various communicative functions, which do not determine respect and obedience. The determining factors are the cost of action and the face threatening acts of the utterance. Hence, there is no specific form of utterances to gain respect and obedience. The strategies used determine the children‟s respect and obedience. The conventional strategies are mostly disobeyed while the nonconventional strategies are mostly obeyed by the children.

The results of the study show adjacent relation to the background culture of the participants. Since American children are raised to be autonomous, they reject to be imposed by others, even though by their own parents. They tend to

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make their own choices from their intrinsic motivation. It shows their high self- esteem.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and the suggestions from the analysis. The conclusion consists of the summary of the findings from the study.

The suggestions offer some recommendations that can be explored by other researchers.

A. Conclusions

The analysis in the previous chapter implies some conclusions. Regarding the first research question, What linguistic features are used to gain respect and obedience in Nanny 911? some inferences are made. First, the moods are not defining respect and obedience. The analysis shows that the control acts are expressed in declarative, imperative, and interrogative sentences. Each type has the disobeyed and obeyed percentage of utterances. The declarative has the highest percentage of obeyed utterances, followed by imperative, and interrogative, however the number is not significant. The utterances have been categorized into different communicative functions. However, it can be inferred that this is also not a significant factor in defining obedience and compliance.

Therefore, simply expressing utterances in certain sentence types and moods do not consequently gain obedience.

The factors influence obedience and compliance are (1) the cost of the intended action to the addressee and (2) the face threatening act of the expression.

High cost action tends to be disobeyed by children. The high cost appears when

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compliance (i) interrupts the addressee’s current or planned activity, (ii) is difficult or expensive for the hearer, and (iii) endangers the possession of the hearer.

Directives are commonly face threatening, therefore to gain obedience the the speaker should save the hearer’s face. It is done by (1) attending the hearer’s interest and wants; (2) use in-group identity markers; (3) seek agreement; (4) avoid disagreement; (5) assert common ground; (6) assert speaker’s knowledge of and concern for H’s wants; (7) offer, promise; (8) include both S and H in the activity; (9) give or ask for reasons; (10) assume or assert reciprocity.

Related to the second research question What strategies are used to gain respect and obedience in Nanny 911?, the study reveals that nonconventional strategies in directives also influence the compliance of the addressee. The nonconventional strategy used in the utterances includes (1) Reason, (2)

Neutralization, and (3) Goal. The reason approach consists of (a) call attention to a problem. (b) state an infraction. (c) make a correction. (d) provide preconditions, and (e) forestall intervention. The neutralization approach contains modifying cost, such as providing compensation, and increasing cost of noncompliance.

Overall, the results of the study show close relationship to background culture, the European American. European American children are raised to be autonomous-oriented. They reject to be imposed by others, even though by their own parents. They tend to make their own choices from their intrinsic motivation.

It shows their high self-esteem. Therefore, parents should also show respect to their children if they want the children to respect them.

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B. Suggestions

The study focused on the linguistic features and the strategies used by adults in controlling the acts of the children. Actually, many other aspects can be explored from the subject. The first suggestion is for researchers who are interested in phonetics and phonology can study the influence of the tone or intonation of the adult’s utterances to gain children’s obedience. Consequently, the effect of different tones can be explored.

The second suggestion is for researchers who are interested in the influence of culture on the children obedience. This research only focuses on family conversation with European American cultural background, thus to explore deeper on the influence of culture, comparing data from other culture can be taken to achieve the goal. Researchers can study the form of politeness in different cultures or how children view adults in their culture.

The third suggestion is to study the discourse as a whole. This study takes the discourse for each utterance. Discussing the discourse as an act will reveal the turn-taking of the participants and the retries of the act of gaining respect and obedience since the action is sometimes done in several attempts.

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APPENDICES

Appendix 1

NANNY 911 – MOODS AND COMMUNICATIVE FUNCTION

Disobeyed Declarative

No Participant Utterance Eps. Mood Communicative functions 1 Mom Theron, that’s not nice. 7.g.1 DEC.D Advice 2 Mom Ou…. (Theron hits Mom) Theron not nice! 7.i.1 DEC.D Advice 3 Mom I know but you got to try ‘em. 13.b.1 DEC.D Advice 4 Mom We’re not doing that. Ok? 16.c.2 DEC.D Advice 5 Mom If you are angry, you go to the other room. 16.e.1 DEC.D Advice 6 Nanny Deb If you don’t choose to listen, 1.c.2 DEC.D Advice you gonna have to go to your own room. (Nanny Deb takes Natalie to her own room) 7 Dad I put it this way so that everybody can reach it. 14.i.2 DEC.D Command 8 Dad I turn it on. (turns a stop watch, take Gabriella to 14.k.3 DEC.D Command the couch) 9 Dad I’m taking you from your brother and sister. 14.k.4 DEC.D Command 10 Dad I’m on the phone, Joseph. 8.a.1 DEC.D Command 11 Mom I mean it, Sal! 14.c.2 DEC.D Command 12 Mom I think so. 16.k.3 DEC.D Command 13 Mom I never heard him hurts you 5.a.2 DEC.D Command 14 Mom She got red mark on her arm from where you 5.b.2 DEC.D Command pinched her 15 Mommy That’s hurting! 2.a.2 DEC.D Command 16 Nanny Deb Natalie, Dylan is gonna make the bed. 1.a.1 DEC.D Command 17 Nanny Deb Dylan is gonna make the bed. 1.b.2 DEC.D Command 18 Nanny Deb Now you want to stay with mama, but you need 1.g.1 DEC.D Command to use your words, Natalie. 19 Dad I think you need to go to time out. 14.k.1 DEC.D Command 20 Dad I want you to think what you have did 14.k.5 DEC.D Command

21 Daddy Olivia, I did ask you to get the napkins. 2.d.1 DEC.D Command 22 Mom Yes! I want you to try them! 13.e.1 DEC.D Command 23 Mom You look at me Colin, I mean business. 16.e.2 DEC.D Command 24 Mom You want to sit down right here. 16.g.1 DEC.D Command 25 Mom You don’t run away from me, Theron. 7.c.2 DEC.D Command 26 Mom You don’t hit your mother. 7.i.2 DEC.D Command 27 Mom You stop it. 7.i.3 DEC.D Command

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28 Mom You don’t treat me that way. 7.i.5 DEC.D Command 29 Mom You don’t hit mommy, that’s hurt. 7.i.6 DEC.D Command 30 Nanny Deb You need to use your words. 1.g.3 DEC.D Command 31 Nanny Deb Yes, you need to use your words. 1.h.1 DEC.D Command 32 Mom I don’t want to hear that Tyler 9.h.1 DEC.D Command 33 Mom I will let go of you, if you go to the other room or 16.f.1 DEC.D Offer sit down so that I can talk to you. 34 Mom That’s right, you have the right to be angry. 16.f.1 DEC.D Permit 35 Mommy Then this is goin bye bye. 10.c.1 DEC.D Threat 36 Mommy I’m taking it away. 10.c.2 DEC.D Threat 37 Mom If you guys don’t want to listen to me, 14.d.1 DEC.D Threat I will leave and Nanny Deb can stay for the rest of the week 38 Mom Cause I will put it in your mouth right now. 14.e.4 DEC.D Threat (putting the red pepper in Giana’s mouth). 39 Mommy I’m gonna separate the two of you. 2.b.1 DEC.D Threat

Obeyed Declarative

No Participant Utterance Eps. Mood Communicative functions 1 Dad I just trying to be fair to everybody. 14.m.5 DEC.O Advice 2 Dad Ok. I’m trying to be fair to your two sisters and 14.m.6 DEC.O Advice your two brothers. 3 Dad All you do is just make it worse. 8.g.3 DEC.O Advice 4 Nanny Deb You need to use your word, you have a 10.e.2 DEC.O Advice wonderful word. 5 Nanny Deb You are doing a good job. 10.e.4 DEC.O Advice 6 Nanny Deb You are just upset. 10.e.5 DEC.O Advice 7 Nanny Deb OK. Look, mommy took the timer away 10.f.2 DEC.O Advice Because she does not want you to have it. 8 Nanny Deb But we are not whining any more. 10.f.3 DEC.O Advice 9 Nanny Stella You’re not in trouble. 13.f.2 DEC.O Advice 10 Dad Then you know what, you need to treat me 14.m.2 DEC.O Advice good all the time. 11 Dad I love you very much, Joseph, but you got to 8.g.2 DEC.O Advice stop and learn to behave better. 12 Mom You gonna listen to me just like you did to dad. 16.l.2 DEC.O Advice 13 Dad Ok. We work the same way, I treat you nice, you 14.m.4 DEC.O Offer treat me nice. 14 Mom You know what, that’s gonna be changed. 16.l.1 DEC.O Promise 15 Dad I just want you to do what I say. 14.n.4 DEC.O Request 16 Dad I need to talk to you. 8.d.2 DEC.O Request 17 Dad I expect you to behave. 8.d.4 DEC.O Request 18 Dad I expect you to listen. Ok? 8.d.5 DEC.O Request 19 Dad You have no reason to cry. 14.n.3 DEC.O Suggest

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20 Dad I don’t want you to cry. 14.n.2 DEC.O Suggest 21 Nanny Deb Then we are gonna leave her. (Raise and ready 1.k.1 DEC.O Threat to leave her)

Disobeyed Imperative

No Participant Utterance Eps. Mood Communicative functions 1 Dad Sit on the couch! 14.a.1 IMP.D Command

2 Dad Hey, don’t call each other names! 14.g.1 IMP.D Command 3 Dad Put the crayon in the middle, Gabriella! 14.g.2 IMP.D Command 4 Dad Respect each other and share! 14.h.1 IMP.D Command

5 Dad Don’t touch everything, guys… OK? 6.b.1 IMP.D Command 6 Dad Stop it, Jacob. 6.c.1 IMP.D Command 7 Dad Stop crying, please. 6.c.2 IMP.D Command 8 Dad Stop throwing your food. 6.c.3 IMP.D Command 9 Dad Stop screaming, Joey. 6.c.4 IMP.D Command 10 Dad Shut up! 8.a.2 IMP.D Command 11 Dad Sit down and behave! 8.b.1 IMP.D Command 12 Dad Put the pillow back and stop running around! 8.c.1 IMP.D Command 13 Dad Clean up your mess! 7.d.1 IMP.D Command 14 Dad Go to you room! 7.e.1 IMP.D Command 15 Dad Go to your room! 7.f.1 IMP.D Command 16 Daddy Olivia, please go get the napkins. 2.c.1 IMP.D Command 17 Mom Stop it! 14.b.1 IMP.D Command 18 Mom Sal, stop it! 14.c.1 IMP.D Command 19 Mom Come on… (leaves to get the red pepper). 14.e.2 IMP.D Command 20 Mom Sit down and don’t move! 14.e.5 IMP.D Command 21 Mom Do not move! 14.e.6 IMP.D Command 22 Mom Don’t spit! 14.e.7 IMP.D Command 23 Mom (Jacqueline grabs Colin shirts) 16.b.1 IMP.D Command Let go of his shirts! 24 Mom Get off, you have to respect sessions (take him 16.d.1 IMP.D Command to another side, grab him) 25 Mom Colin, look at me, I mean it. 16.e.3 IMP.D Command 26 Mom Hey, Jack, no hurting of any kind. 5.b.1 IMP.D Command 27 Mom Shut your mouth and quit yelling at me! 9.e.1 IMP.D Command 28 Mom Finish eating and then get your homework 9.f.1 IMP.D Command started. 29 Mom Finish eating, take out the trash, wash your 9.f.3 IMP.D Command hands, then get your homework started. 30 Mom Guys, stop jumping on the bed! (The boys are 6.a.1 IMP.D Command running) 31 Mom Stop running! 6.a.2 IMP.D Command 32 Mom Hey, no fighting! 6.a.4 IMP.D Command

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33 Mom Guys, stop it! 6.a.5 IMP.D Command 34 Mom Stop it! 7.a.1 IMP.D Command 35 Mom Pick them up right now! 7.a.2 IMP.D Command 36 Mom Don’t push me! 7.b.1 IMP.D Command 37 Mom Get back here! 7.c.1 IMP.D Command 38 Mom Get back here right now! 7.c.3 IMP.D Command 39 Mom Stop it. 7.g.2 IMP.D Command 40 Mom Go away. 7.i.4 IMP.D Command 41 Mom Karen Natalie, look at me in the eyes 1.i.1 IMP.D Command 42 Mommy No kicking, David! 10.a.1 IMP.D Command 43 Mommy Say I’m sorry for using bad words, Mommy. 10.b IMP.D Command 44 Mommy Girls, stop it! 2.a.1 IMP.D Command 45 Mommy Cut it off! 2.b.2 IMP.D Command 46 Nanny Deb Come on down, please! 1.a.2 IMP.D Command 47 Nanny Deb Natalie, look at mama and tell her. 1.g.2 IMP.D Command 48 Mommy No more bad words. (giving the toy to David) 10.d.2 IMP.D Command

Obeyed Imperative

No Participant Utterance Eps. Mood Communicative functions 1 Dad Don’t cry. 14.n.1 IMP.O Advice 2 Mom No more hurting. 5.d.1 IMP.O Advice 3 Dad OK, come on. 8.g.1 IMP.O Invitation 4 Dad Come over here. 8.d.1 IMP.O Request 5 Dad Now, turn around and look at me. 8.d.3 IMP.O Request 6 Dad Give me a kiss… 8.i.1 IMP.O Request 7 Nanny Deb Excuse me, Catherine. 10.e.1 IMP.O Request 8 Mom Show the red mark if he does not believe you. 5.c.1 IMP.O Suggest 9 Mom Just take my word for it. 5.c.2 IMP.O Suggest 10 Nanny Deb Take your breath. 10.e.3 IMP.O Suggest

Disobeyed Interrogative

No Participant Utterance Eps. Mood Communicative functions 1 Mommy You want me to give it to you back? 10.d.1 INT.D Question 2 Mom What did she do? 16.c.1 INT.D Question 3 Mom What do you think your dad would have done? 16.k.1 INT.D Question 4 Mom Would he told you to go to your room? 16.k.2 INT.D Question 5 Mom Why did you bite him, Jack? 5.a.1 INT.D Question 6 Nanny Deb Are you ready to come back? 1.j.1 INT.D Question

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7 Dad Gabriella, why don’t we put it this way? (turns 14.i.1 INT.D Suggestion the crayon in the middle). 8 Mom You want pepper on your mouth? 14.e.1 INT.D Threat 9 Mom Do you want it? 14.e.3 INT.D Threat

Disobeyed Interrogative

No Participant Utterance Eps. Mood Communicative functions 1 Dad You want me to be there? 14.m.1 INT.O Offer 2 Dad You want me to treat you nice? 14.m.3 INT.O Offer 3 Dad Don’t you want to have a nice relationship with 8.d.6 INT.O Offer Daddy? 4 Nanny Deb Do you need to have sometime in your room or 10.f.4 INT.O Offer would you like to play with your sisters downstairs? 5 Dad Do you want me to scream a lot? 8.g.4 INT.O Question 6 Karen And you gonna listen? 1.l.1 INT.O Question 7 Nanny Deb Tell me why? 10.e.6 INT.O Question 8 Nanny Deb You want the timer? 10.f.1 INT.O Question 9 Nanny Stella Why do you leave the table? 13.f.3 INT.O Question 10 Nanny Stella Did your Dad pinch you and nobody was 13.f.4 INT.O Question looking? 11 Nanny Stella Hey, can I just ask you something? 13.f.1 INT.O Question 12 Nanny Stella Would you do me a favour? 13.f.5 INT.O Request 13 Nanny Stella Can you go back to the table and finish your 13.f.6 INT.O Request lunch?

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Appendix 2

NANNY 911 – NONCONVENTIONAL STRATEGIES

Disobeyed Declarative

No Participant Utterance Eps. Mood Strategy 1 Dad I think you need to go to time out. 14.k.1 DEC.D Anticipate counterargument 2 Mom That’s right, you have the right to be angry. 16.f.1 DEC.D Anticipate counterarguments 3 Mom I don’t want to hear that Tyler 9.h.1 DEC.D Call attention to a problem

4 Daddy Olivia, I did ask you to get the napkins. 2.d.1 DEC.D Conventional request 5 Mom I know but you got to try ‘em. 13.b.1 DEC.D Conventional request 6 Mom Yes! I want you to try them! 13.e.1 DEC.D Conventional request 7 Mom You look at me Colin, I mean business. 16.e.2 DEC.D Conventional request 8 Mom You want to sit down right here. 16.g.1 DEC.D Conventional request 9 Mom You don’t run away from me, Theron. 7.c.2 DEC.D Conventional request 10 Mom You don’t hit your mother. 7.i.2 DEC.D Conventional request 11 Mom You stop it. 7.i.3 DEC.D Conventional request 12 Mom You don’t hit mommy, that’s hurt. 7.i.6 DEC.D Conventional request 13 Dad I turn it on. (turns a stop watch, take Gabriella to 14.k.3 DEC.D Forestall the couch) intervention 14 Mom I mean it, Sal! 14.c.2 DEC.D Forestall intervention 15 Mom I think so. 16.k.3 DEC.D Forestall intervention 16 Mom Cause I will put it in your mouth right now. 14.e.4 DEC.D increase cost of (putting the red pepper in Giana’s mouth). noncompliance 17 Nanny Deb If you don’t choose to listen, 1.c.2 DEC.D Increase cost of you gonna have to go to your own room. (Nanny noncompliance Deb takes Natalie to her own room) 18 Mommy Then this is goin bye bye. 10.c.1 DEC.D increase cost of noncompliance 19 Mommy I’m gonna separate the two of you. 2.b.1 DEC.D increase cost of noncompliance 20 Mom If you guys don’t want to listen to me, 14.d.1 DEC.D increase cost of

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I will leave and Nanny Deb can stay for the rest of noncompliance the week 21 Mommy I’m taking it away. 10.c.2 DEC.D Increase cost of noncompliance 22 Mom If you are angry, you go to the other room. 16.e.1 DEC.D Make correction 23 Nanny Deb You need to use your words. 1.g.3 DEC.D Make correction 24 Nanny Deb Yes, you need to use your words. 1.h.1 DEC.D Make correction 25 Nanny Deb Now you want to stay with mama, but you need 1.g.1 DEC.D provide to use your words, Natalie. compensation 26 Dad I’m taking you from your brother and sister. 14.k.4 DEC.D provide precondition 27 Mom I never heard him hurts you 5.a.2 DEC.D Provide precondition 28 Mom I will let go of you, if you go to the other room or 16.f.1 DEC.D provide sit down so that I can talk to you. precondition 29 Dad I’m on the phone, Joseph. 8.a.1 DEC.D State problem 30 Mom She got red mark on her arm from where you 5.b.2 DEC.D State problem pinched her 31 Mommy That’s hurting! 2.a.2 DEC.D State problem 32 Nanny Deb Natalie, Dylan is gonna make the bed. 1.a.1 DEC.D State problem 33 Nanny Deb Dylan is gonna make the bed. 1.b.2 DEC.D State problem 34 Dad I put it this way so that everybody can reach it. 14.i.2 DEC.D State infraction 35 Mom Theron, that’s not nice. 7.g.1 DEC.D State infraction 36 Mom Ou…. (Theron hits Mom) Theron not nice! 7.i.1 DEC.D State infraction 37 Mom We’re not doing that. Ok? 16.c.2 DEC.D State infraction 38 Mom You don’t treat me that way. 7.i.5 DEC.D State infraction 39 Dad I want you to think what you have did 14.k.5 DEC.D State infraction

Obeyed Declarative

No Participant Utterance Eps. Mood Strategy 1 Mom You know what, that’s gonna be changed. 16.l.1 DEC.O Goal 2 Nanny Deb Then we are gonna leave her. (Raise and ready to 1.k.1 DEC.O Goal leave her) 3 Dad I need to talk to you. 8.d.2 DEC.O Goal 4 Dad I expect you to behave. 8.d.4 DEC.O Goal 5 Dad I expect you to listen. Ok? 8.d.5 DEC.O Goal 6 Mom You gonna listen to me just like you did to dad. 16.l.2 DEC.O Goal 7 Dad I just want you to do what I say. 14.n.4 DEC.O Make correction 8 Dad I love you very much, Joseph, but you got to stop 8.g.2 DEC.O Make correction and learn to behave better. 9 Dad Then you know what, you need to treat me good 14.m.2 DEC.O provide all the time. compensation 10 Dad Ok. We work the same way, I treat you nice, you 14.m.4 DEC.O Provide treat me nice. compensation

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11 Dad I just trying to be fair to everybody. 14.m.5 DEC.O Provide precondition 12 Dad Ok. I’m trying to be fair to your two sisters and 14.m.6 DEC.O Provide your two brothers. precondition 13 Nanny Deb You are doing a good job. 10.e.4 DEC.O Provide precondition 14 Nanny Deb You are just upset. 10.e.5 DEC.O Provide precondition 15 Nanny Deb OK. Look, mommy took the timer away 10.f.2 DEC.O Provide because she does not want you to have it. precondition 16 Dad You have no reason to cry. 14.n.3 DEC.O State infraction 17 Dad All you do is just make it worse. 8.g.3 DEC.O State infraction 18 Nanny Deb But we are not whining any more. 10.f.3 DEC.O State infraction 19 Dad I don’t want you to cry. 14.n.2 DEC.O State infraction

20 Nanny Stella You’re not in trouble. 13.f.2 DEC.O State correction

21 Nanny Deb You need to use your word, you have a wonderful 10.e.2 DEC.O State correction word.

Disobeyed Imperative

No Participant Utterance Eps. Mood Strategy 1 Dad Sit on the couch! 14.a.1 IMP.D Conventional request 2 Dad Hey, don’t call each other names! 14.g.1 IMP.D Conventional request 3 Dad Put the crayon in the middle, Gabriella! 14.g.2 IMP.D Conventional request 4 Dad Respect each other and share! 14.h.1 IMP.D Conventional request

5 Dad Don’t touch everything, guys… OK? 6.b.1 IMP.D Conventional request 6 Dad Stop it, Jacob. 6.c.1 IMP.D Conventional request 7 Dad Stop crying, please. 6.c.2 IMP.D Conventional request 8 Dad Stop throwing your food. 6.c.3 IMP.D Conventional request 9 Dad Stop screaming, Joey. 6.c.4 IMP.D Conventional request 10 Dad Shut up! 8.a.2 IMP.D Conventional request 11 Dad Sit down and behave! 8.b.1 IMP.D Conventional request

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12 Dad Put the pillow back and stop running around! 8.c.1 IMP.D Conventional request

13 Dad Clean up your mess! 7.d.1 IMP.D Conventional request 14 Dad Go to you room! 7.e.1 IMP.D Conventional request 15 Dad Go to your room! 7.f.1 IMP.D Conventional request 16 Daddy Olivia, please go get the napkins. 2.c.1 IMP.D Conventional request 17 Mom Stop it! 14.b.1 IMP.D Conventional request 18 Mom Sal, stop it! 14.c.1 IMP.D Conventional

- request 19 Mom Come on… (leaves to get the red pepper). 14.e.2 IMP.D Conventional request 20 Mom Sit down and don’t move! 14.e.5 IMP.D Conventional request 21 Mom Do not move! 14.e.6 IMP.D Conventional request 22 Mom Don’t spit! 14.e.7 IMP.D Conventional request 23 Mom (Jacqueline grabs Colin shirts) 16.b.1 IMP.D Conventional Let go of his shirts! request 24 Mom Get off, you have to respect sessions (take him to 16.d.1 IMP.D Conventional another side, grab him) request 25 Mom Colin, look at me, I mean it. 16.e.3 IMP.D Conventional request 26 Mom Hey, Jack, no hurting of any kind. 5.b.1 IMP.D Conventional request 27 Mom Shut your mouth and quit yelling at me! 9.e.1 IMP.D Conventional request 28 Mom Finish eating and then get your homework 9.f.1 IMP.D Conventional started. request 29 Mom Finish eating, take out the trash, wash your 9.f.3 IMP.D Conventional hands, then get your homework started. request 30 Mom Guys, stop jumping on the bed! (The boys are 6.a.1 IMP.D Conventional running) request 31 Mom Stop running! 6.a.2 IMP.D Conventional request 32 Mom Hey, no fighting! 6.a.4 IMP.D Conventional request 33 Mom Guys, stop it! 6.a.5 IMP.D Conventional request

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34 Mom Stop it! 7.a.1 IMP.D Conventional request 35 Mom Pick them up right now! 7.a.2 IMP.D Conventional request 36 Mom Don’t push me! 7.b.1 IMP.D Conventional request 37 Mom Get back here! 7.c.1 IMP.D Conventional request 38 Mom Get back here right now! 7.c.3 IMP.D Conventional request 39 Mom Stop it. 7.g.2 IMP.D Conventional request 40 Mom Go away. 7.i.4 IMP.D Conventional request 41 Mom Karen Natalie, look at me in the eyes 1.i.1 IMP.D Conventional request 42 Mommy No kicking, David! 10.a.1 IMP.D Conventional request 43 Mommy Say I’m sorry for using bad words, Mommy. 10.b IMP.D Conventional request 44 Mommy Girls, stop it! 2.a.1 IMP.D Conventional request 45 Mommy Cut it off! 2.b.2 IMP.D Conventional request 46 Nanny Deb Come on down, please! 1.a.2 IMP.D Conventional request 47 Nanny Deb Natalie, look at mama and tell her. 1.g.2 IMP.D Conventional request 48 Mommy No more bad words. (giving the toy to David) 10.d.2 IMP.D Goal

Obeyed Imperative

No Participant Utterance Eps. Mood Strategy 1 Dad Don’t cry. 14.n.1 IMP.O Conventional request 2 Dad Come over here. 8.d.1 IMP.O Conventional request 3 Dad Now, turn around and look at me. 8.d.3 IMP.O Conventional request 4 Dad OK, come on. 8.g.1 IMP.O Conventional request 5 Dad Give me a kiss… 8.i.1 IMP.O Conventional request 6 Mom Show the red mark if he does not believe you. 5.c.1 IMP.O Conventional request

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7 Nanny Deb Excuse me, Catherine. 10.e.1 IMP.O Conventional request 8 Nanny Deb Take your breath. 10.e.3 IMP.O Conventional request 9 Mom Just take my word for it. 5.c.2 IMP.O Goal 10 Mom No more hurting. 5.d.1 IMP.O Goal

Disobeyed Interrogative

No Participant Utterance Eps. Mood Strategy 1 Mom What do you think your dad would have done? 16.k.1 INT.D Anticipate counterargument 2 Mom Would he told you to go to your room? 16.k.2 INT.D Anticipate counterargument 3 Mom Do you want it? 14.e.3 INT.D Conventional request 4 Mommy You want me to give it to you back? 10.d.1 INT.D Conventional request 5 Mom What did she do? 16.c.1 INT.D Conventional request 6 Mom You want pepper on your mouth? 14.e.1 INT.D Increase cost of noncompliance 7 Dad Gabriella, why don’t we put it this way? (turns 14.i.1 INT.D Make correction the crayon in the middle). 8 Nanny Deb Are you ready to come back? 1.j.1 INT.D Provide precondition 9 Mom Why did you bite him, Jack? 5.a.1 INT.D State infraction

Obeyed Interrogative

No Participant Utterance Eps. Mood Strategy 1 Nanny Deb Do you need to have sometime in your room or 10.f.4 INT.O Conventional would you like to play with your sisters request downstairs? 2 Nanny Deb Tell me why? 10.e.6 INT.O Conventional request 3 Nanny Stella Hey, can I just ask you something? 13.f.1 INT.O Conventional request 4 Nanny Stella Did your Dad pinch you and nobody was looking? 13.f.4 INT.O Conventional request 5 Nanny Stella Would you do me a favour? 13.f.5 INT.O Conventional request 6 Nanny Stella Can you go back to the table and finish your 13.f.6 INT.O Conventional lunch? request

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7 Dad You want me to be there? 14.m.1 INT.O Goal 8 Dad You want me to treat you nice? 14.m.3 INT.O Goal 9 Dad Don’t you want to have a nice relationship with 8.d.6 INT.O Goal Daddy? 10 Dad Do you want me to scream a lot? 8.g.4 INT.O Goal 11 Karen And you gonna listen? 1.l.1 INT.O Make correction 12 Nanny Stella Why do you leave the table? 13.f.3 INT.O State infraction 13 Nanny Deb You want the timer? 10.f.1 INT.O State problem

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Appendix 3

NANNY 911- DISCOURSES

SCENE : 1 (Nanny Deborah and Dylan agree to make the bed. Natalie is jumping on the bed) TIME : 09.04 PARTICIPANTS : The Rock Family SETTING : Dylan’s bedroom

1. Nanny Deb : Natalie, Dylan is gonna make the bed. Come on down, please! 2. Natalie : No. Big. (jumping on the bed) 3. Nanny Deb : Yes. I saw you big. Dylan is gonna make the bed. 4. Natalie : Go away. (still jumping on the bed) 5. Nanny Deb : No, I’m not going away. If you don’t choose to listen, you gonna have to go to your own room (Nanny Deb takes Natalie to her own room. Natalie cries.)

SCENE : 2 (Natalie cries because Nanny Deb grounds her for not listening to her.) – Rock-2 TIME : 14.00 PARTICIPANTS : The Rock Family SETTING : Natalie’s bedroom

1. Nanny Deb : You understand, don’t you? 2. Natalie : No. (crying) 3. Nanny Deb : No, you’re saying no. What did I say, did I tell you to get off the bed? 4. Natalie : No. 5. Nanny Deb : Did you say you don’t want to go off the bed? You want to stay on the bed? 6. Natalie : I want to stay with mama. 7. Nanny Deb : Now you want to stay with mama, but you need to use your words, Natalie.Natalie, look at mama and tell her, you need to use your words. 8. Natalie : No. 9. Nanny Deb : Yes, you need to use your words. 10. Karen : Natalie, look at me in the eyes 11. Nanny Deb : Are you ready to come back? 12. Natalie : No. 13. Nanny Deb : Then we are gonna leave her. (Raise and ready to leave her) 14. Natalie : I wanna go too… 15. Karen : And you gonna listen? 16. Natalie : Yes.

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SCENE : 3 (Catherine cries because she wants to have her mommy’s timer and her mommy does not want her to have it.) TIME : 16.44 PARTICIPANTS : The Finck Family SETTING : Living room

1. Nanny Deb : Excuse me, Catherine. You need to use your word, you have a wonderful word. Take your breath. You are doing a good job. You are just upset, tell me why? 2. Catherine : I want that….(crying and pointing at her mommy) 3. Nanny Deb : You want the timer? OK. Look, mommy took the timer away because she does not want you to have it. But we are not whining any more. Do you need to have sometime in your room or would you like to play with your sisters downstairs? 4. Catherine : Play downstairs… 5. Nanny Deb : OK.

SCENE : 4 (The children are playing.) TIME : 23.44 PARTICIPANTS : The Finck Family SETTING : Living room

1. Mommy : No kicking, David! (David keeps on kicking) 2. David : No….. 3. Mommy : Say I’m sorry for using bad words, Mommy. 4. David : No….. 5. Mommy : Then this is going bye bye. I’m taking it away. 6. David : No…. (crying) 7. Mommy : You want me to give it to you back? No more bad words.(giving the toy to David)

SCENE : 5 (Preparing food) TIME : 9.12 PARTICIPANTS : The Johnston SETTING : Dining room

1. Mommy : Girls, stop it! That’s hurting! 2. Children : Ouch….. 3. Mommy : I’m gonna separate the two of you. Cut it off! 4. Children : Separate the two of us, please….

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SCENE : 6 (Dinner preparation) TIME : 12.43 PARTICIPANTS : The Johnston SETTING : Dining room

1. Daddy : Olivia, please go get the napkins. 2. Olivia : Mimi wanna go get the napkins 3. Daddy : Olivia, I did ask you to get the napkins 4. Olivia : No, you said Mimi.

SCENE : 7 (Lunch time) TIME : 14.04 PARTICIPANTS : The King SETTING : Chris’ bedroom

1. Nanny Stella : Hey, can I just ask you something. You’re not in trouble. Why do you leave the table? Did your Dad pinch you and nobody was looking? Would you do me a favour? Can you go back to the table and finish your lunch? 2. Chris : OK 3. Nanny Stella : That’s a good idea. Let’s go.

SCENE : 8 (Dinner time) TIME : 10.50 PARTICIPANTS : The Kings SETTING : The Dining room

1. Boy : I don’t like green beans! 2. Mom : I know but you got to try ‘em. 3. Boy : No, I don’t like them… 4. Mom : How about…..? 5. Boy : No…. 6. Mom : Yes…. 7. Boy : No…. 8. Mom : Yes! I want you to try them!

SCENE : 9 (The kids make messes) TIME : 01.48 PARTICIPANTS : The Amicos SETTING : The Living room

1. Dad : Sit on the couch! Nanny or no nanny, I don’t care! 2. (children runs to sit on the couch)

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SCENE : 10 (play time) TIME : 02.35 PARTICIPANTS : The Amicos SETTING : The living room

1. Mom : Stop it! 2. Sal : I’m gonna kill you, Mommy!

SCENE : 11 (play time) TIME : 09.45 PARTICIPANTS : The Amicos SETTING : The Stairs

1. Mom : Sal, stop it! I mean it, Sal! 2. Sal : (hit his mother)

SCENE : 12 (Play time) TIME : 12.24 PARTICIPANTS : The Amicos SETTING : The girl’s bedroom

1. Mom : If you guys don’t want to listen to me, I will leave and Nanny deb can stay for the rest of the week 2. Giana : (spits on mommy) 3. Mom : You want pepper on your mouth? Come on… (leaves to get the red pepper). Do you want it? Cause I will put it in your mouth right now. (putting the red pepper in Giana’s mouth). Sit down and don’t move! Do not move! Don’t spit! 4. Giana : (spits, wipes her mouth) You burned my mouth

SCENE : 13 (Play time, the children are coloring) TIME : 20.57 PARTICIPANTS : The Amicos SETTING : The Dining room

1. Gab : You are a poppy head! 2. Dad : Hey, don’t call each other names! Put the crayon in the middle, Gabriella! 3. Gab : (put it in the middle of the table by throwing it) 4. Dad : Respect each other and share! 5. Giana : (pulls the crayon to her side) 6. Gab : No, you’re taking it away (pulls it to her side) 7. Dad : Gabriella, why don’t we put it this way (turns the crayon in the middle) I out it this way so that everybody can reach it. 8. Gab : I’m gonna poke you in the eye (raise her hands to dad)

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9. Dad : That’s it, Gabriella! You lost a pizza. (take Gabriella’s pizza) 10. Gab : oh…… 11. Dad : I think you need to go to time out. 5 mins ok? I turn it on. (turns a stop watch, take Gabriella to the couch) I’m taking you from your brother and sister. I want you to think what you have did 12. Gab : You don’t care! You are stupid! 13. Dad : Right now you are complaining and calling me names, someday in life you will thank me for everything. Hopefully I’m still here. And you thank me and tell me that you love me. 14. Gab : I want you to be there. 15. Dad : You want me to be there? Then you know what, you need to treat me good all the time. You want me to treat you nice? Ok. We work the same way, I treat you nice, you treat me nice. I just trying to be fair to everybody. Ok. I’m trying to be fair to your two sisters and your two brothers. 16. Gab : (crying) 17. Dad : Don’t cry. I don’t want you to cry. You have no reason to cry. I just want you to do what I say. 18. Gab : I’m sorry, Daddy. 19. Dad : You are sorry? Ok… (hugs her)

SCENE : 14 (play time) TIME : 03.25 PARTICIPANTS : The Dicksons SETTING : The Stairs

1. Jacqueline : (hits Colin) 2. Mom : No. Enough. Enough. Enough.

SCENE : 15 (Play time) TIME : 03.40 PARTICIPANTS : The Dickson SETTING : The Dining room

1. Jacqueline : (grabs Colin shirts) 2. Mom : Let go of his shirts! 3. Jacqueline : No. Leave me alone (hits her mom)

SCENE : 16 TIME : 11.40 PARTICIPANTS : The Dicksons SETTING : The Dining room

1. Mom : What did she do? We’re not doing that, Ok?

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SCENE : 17 (Colin disturbs Jacqueline quiet sessions) TIME : 19.00 PARTICIPANTS : The Dicksons SETTING : in front of Jacqueline’s room

1. Mom : Get off, you have to respect sessions (take him to another side, grab him) 2. Colin : (struggles) Get of me, I’m angry. 3. Mom : If you are angry, you go to the other room. You look at me Colin, I mean business. Colin, look at me, I mean it. 4. Colin : I am angry. 5. Mom : That’s right, you have the right to be angry. I will let go of you, if you go to the other room or sit down so that I can talk to you.

SCENE : 18 (Mom speaks to Colin) TIME : 20.00 PARTICIPANTS : The Dicksons SETTING : The Living room

1. Mom : You want to sit down right here. 2. Colin : I’m not talking. 3. Mom : You need to know that your mom is in charge. Your mom is the boss. I know what is best for you. I’m here to be mom and dad for you. 4. Colin : No no no no 5. Colin : I don’t want you to be here, I’d rather have dad here. 6. Mom : Colin, I know you miss your daddy dearly 7. Colin : I’d rather have him here than you 8. Mom : But he’s not, but he’s not. I’m the one here for you and I will make daddy proud and happy that I can take care of you. He’s very happy right now that I’m making changes. I’m become positive parent. 9. Colin : No, he’s not. 10. Mom : What do you think your dad would have done? Would he told you to go to your room? I think so. 11. Colin : I would listen, but I wouldn’t listen to you. 12. Mom : You know what, that’s gonna be changed. You gonna listen to me just like you did to dad. 13. Colin : Give me a little space. 14. Mom : Ok. I’ll give you little space.

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SCENE : 19 (play time) TIME : 10.35 PARTICIPANTS : The McKelvains SETTING : The garden

1. Mom : Why did you bite him Jack? I never heard him hurts you 2. Jack : He hit me

SCENE : 20 (play time) TIME : 19.16 PARTICIPANTS : The McKelvains SETTING : The garden

1. Maddie : Mom, Jack hurt my arm really bad 2. Mom : Hey, Jack, no hurting of any kind. She got red mark on her arm from where you pinched her 3. Jack : I don’t see any red marks. 4. Mom : Show the redmark if he does not believe you. Just take my word for it 5. Maddie : (show the red mark) 6. Jack : Oh, I see it. Now I see it 7. Mom : No more hurting 8. Jack : OK

SCENE : 20 (Dana asks her mother’s attention) TIME : 06.12 PARTICIPANTS : The Sternemans SETTING : The dining room

1. Mom : Shut your mouth and quit yelling at me! 2. Dana : I need you to listen to me!

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SCENE : 21 (Mom gives instruction to Tyler) TIME : 10.20 PARTICIPANTS : The Sternemans SETTING : The dining room

1. Mom : Finish eating and then get your homework started. Let me be very specific to you. Finish eating, take out the trash, wash your hands, then get your homework started. 2. Tyler : Why should I listen to you? 3. Mom : Why should you listen to me? Because I gave birth to you and without me you wouldn’t be here. 4. Tyler : and you…never listen to me 5. Mom : I don’t want to hear that Tyler 6. Tyler : You don’t care about me 7. Mom : That’s what you think, right?

SCENE : 22 (Dana is upset about losing her marbles) TIME : 31.30 PARTICIPANTS : The Sternemans SETTING : The living room

1. Nanny Deb : So let me have a little chat with you, Madam. First of all, I understand that you forgot. Everybody forgets sometime. And it’s hard to remember when something new has become a family rules 2. Dana : I don’t want to lose them 3. Nanny Deb : I know you don’t. You obviously very very upset about it. Because you feel like nobody is really listening or understand what you want to say. Am I right? 4. Dana : (nods) 5. Nanny Deb : You and I had a conversation yesterday you said that you wanted to save your marbles because there’s something special that you wanted to buy for somebody in this family. Is that part why you are so upset about losing your marbles? 6. Dana : (nods) 7. Nanny Deb : I understand that (hugs Dana)

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SCENE : 23 (The children playing) TIME : 03.33 PARTICIPANTS : The McRoberts SETTING : The dining room

1. Mom : Guys, stop jumping on the bed! (The boys are running) Stop running! Hey…guys! (The boys are fighting) Hey, no fighting! Guys, stop it!

SCENE : 24 (Dinner time) TIME : 11.42 PARTICIPANTS : The McRoberts SETTING : The dining room

1. Dad : Don’t touch everything, guys… OK? This is a cup of green peas. OK? 2. Children: (screaming) 3. Dad : Stop it, Jacob. Stop crying, please. Stop throwing your food. Stop screaming, Joey. 4. Mom : Joey!

SCENE : 25 (Dad’s on the phone, children ) TIME : 03.45 PARTICIPANTS : The Priores SETTING : The dining room

1. Dad : I’m on the phone, Joseph. Shut up! 2. Joseph : (screaming)

SCENE : 26 (play time) TIME : 09.00 PARTICIPANTS : The Priores SETTING : The living room

1. Dad : Sit down and behave! 2. Joseph : No!

SCENE : 27 (play time) TIME : 12.20 PARTICIPANTS : The Priores SETTING : The living room

1. Dad : Put the pillow back and stop running around! 2. Children : (screaming and keep on running around)

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SCENE : 28 (play time) TIME : 35.50 PARTICIPANTS : The Priores SETTING : The living room

1. Dad : Come over here. I need to talk to you. Now turn around and look at me. I expect you to behave. I expect you to listen. Ok? Don’t you want to have a nice relationship with Daddy? 2. Joseph : Yes 3. Dad : Alright. Look at me. Do you want to have fun? 4. Joseph : Yes 5. Dad : Do you want to get in trouble when you get older? 6. Joseph : Not 7. Dad : OK, come on. I love you very much, Joseph, but you got to stop and learn to behave better. All you do is just make it worse. Do you want me to scream a lot? 8. Joseph : No 9. Dad : You like better, I like better. Is it a deal? 10. Joseph : Yeah 11. Dad : Give me a kiss…

SCENE : 29 (shopping, the children pile shoes) TIME : 05.55 PARTICIPANTS : The Lorimors SETTING : The shop

1. Mom : Stop it. Pick them up right now! 2. Theron : (laughing) (push mama) 3. Mom : Don’t push me! 4. Theron : Go away, Mama! (running away) 5. Mom : Get back here. You don’t run away from me, Theron. Get back here right now!

SCENE : 30 (play time) TIME : 12.17 PARTICIPANTS : The Lorimor SETTING : The living room

1. Dad` : Clean up you mess! 2. Seersha : No 3. Dad : Go to you room. 4. Seersha : I wanna pick up the mess. I wanna pick up (crying) 5. Dad : Go to your room!

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SCENE : 31 (play time) TIME : 13.04 PARTICIPANTS : The Lorimor SETTING : The living room

1. Mom : Theron, that’s not nice. Stop it. 2. Theron : I got her! (throw something on his Mom) 3. Mom : (pick up Seersha) Get on this side so that you won’t get hit. 4. Mom : Ou…. (Theron hits Mom) Theron not nice, You don’t hit your mother. You stop it. Go away. You don’t treat me that way. You don’t hit mommy, that’s hurt.

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Appendix 4

THE PICTURES OF THE NANNIES

The Picture of The First Season of Nanny 911

The Team of The Nannies

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Nanny Yvonne, Nanny Deborah, and Nanny Stella

Nanny Deborah

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