THE ANALYSIS OF PERFORMATIVE UTTERANCES IN THE MOVIE SCRIPT CAPTAIN AMERICA: CIVIL WAR AND ITS APPLICATION TO TEACH SPEAKING AT THE TENTH GRADE FOR SENIOR HIGH SCHOOL

S1 Thesis

Submitted as a partial fulfillment of the requirement to obtain Sarjana Pendidikan degree at English Education Program of Purworejo Muhammadiyah University

By RIYA ARBIYANTI 132120206

ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY PURWOREJO MUHAMMADIYAH UNIVERSITY

2017 THE ANALYSIS OF PERFORMATIVE UTTERANCES IN THE MOVIE SCRIPT CAPTAIN AMERICA: CIVIL WAR AND ITS APPLICATION TO TEACH SPEAKING AT THE TENTH GRADE FOR SENIOR HIGH SCHOOL

S1 Thesis

Submitted as a partial fulfillment of the requirement to obtain Sarjana Pendidikan degree at English Education Program of Purworejo Muhammadiyah University

By RIYA ARBIYANTI 132120206

ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY PURWOREJO MUHAMMADIYAH UNIVERSITY

2017 i ii iii iv MOTTOS

Really shared hardship and relief. Because it when you have finished (do something else). And to ALLAH SWT, hopefully. (Q.S Al Insyirah:6-8)

Try not to be a people of success, but rather to become a people value (Einstein)

“Ajining dhiri iku dumunung ana ing anggone pribadhi netepi kewajiban” (Mbah Maridjan)

Fall down seven time, get up eight !!

Whatever I receive today is the best of ALLAH SWT, because ALLAH SWT will always give the best for me and have wonderful planning.

Riya Arbiyanti

v DEDICATION

This work is lovingly dedicated to:

My one and only Mamak,

alm. Bapak, and

my beloved Mas and Mba

vi ACKNOWLEDGEMENT

ﺑِﺴْﻢِ ﷲﱠ ِ اﻟﺮﱠﺣْ ﻤَﻦِ اﻟﺮﱠﺣِﻲ

Alhamdulillahirobbil’alamin. All praises to Allah, the Almighty, who has always been giving me blessing, grace, and mercy, without which I would never be able to finish this thesis. Sholawat and salam are devoted to the

Prophet Muhammad SAW., who has provided a spiritual oasis for all people.

In accomplishing this thesis, I feel indebted to a lot of people for their guidance, assistance, and help. Therefore, I would like to express my special gratitude to:

1. Drs. H. Supriyono, M.Pd as the rector of Muhammadiyah University

of Purworejo;

2. Yuli Widiyono, M.Pd as the dean of the teacher training and

Educational Science and Faculty of Muhammadiyah Universitas of

Purworejo;

3. Sri Widodo, S.S., M.Hum, as the Head of Study Program of English

Educational department and as her second consultant, for his valuable

guidance, help, ideas, suggestion and encouragement, motivation and

valuable time in correcting every part of this thesis with all his

patience;

4. Juita Triana, M.Pd as her first consultant, who has given suggestions

and guidance and also sacrificed her mind, time, and energy for the

sake of the researcher’s thesis;

vii viii ABSTRACT

Arbiyanti, Riya. 2017. The Analysis of Performative Utterances in the Movie Script Captain America: Civil War and Its Application to Teach Speaking at the Tenth Grade for Senior High School. A Thesis. Teacher Training and Education Faculty of. Muhammadiyah University of Purworejo. 2017. Consultants: JuitaTriana, M.Pd

Language is very important in interaction among people around the world. Language is a system for expressing meaning through communication. The utterances between characters can be used as one of linguistics studies is Pragmatics. In daily communication, every speech that is produced or uttered by the characters called as speech act. Performative utterance is one of them kinds of speech act. Performative are used to help us to understand meaning which uttered by the speaker. This study used descriptive qualitative because the researcher would like to describe about. The objective of this study is to identify types of performative utterances found in movie script Captain America: Civil War and applying the types in teaching speaking. The data analysis is from the movie script Captain America: Civil War. The researcher used documentation method to collect the data and uses takes some steps. First, watching the movie. Second, searching and downloading from the internet. Third, reading the movie script to observe performative utterance. Fourth, selecting the data which containing performative utterance. In analyzing data, the researcher takes some steps such identification, codes the data, categorizing, describe and examine, and then draw the result. Based on the analysis, the result of this study shows that there are five types of performative utterances found in movie script Captain America: Civil War. There 3 verdictives, 27 exercitives, 10 commissives, 10 behabitives, and 10 expositives. Verdictives is 5 %, exercitives is 45%, commissives is 17%, behabitives is 17%, and expositives is 16%. The last is the applications of performative utterances in movie script Captain America: Civil War in teaching speaking. The researcher hopes that this thesis will be useful for the students, the teachers, and the readers to understanding performative utterance and to increase speaking skill.

Key words: Performative Utterance, Movie Script, Teaching Speaking

ix TABLE OF CONTENTS

TITLE ...... i APPROVAL SHEET ...... ii RATIFICATION SHEET ...... iii STATEMENT ...... iv MOTTOS ...... v DEDICATION ...... vi ACKNOWLEDGEMENT ...... vii ABSTRACT ...... ix TABLE OF CONTENTS ...... x LIST OF FIGURES ...... xii LIST OF TABLE ...... xiii LIST OF DIAGRAM ...... xiv LIST OF APPENDICES ...... xv CHAPTER I INTRODUCTION ...... 1 A. Background of the Study...... 1 B. Identification of the Problem ...... 4 C. Limitation of the Study ...... 5 D. Statement of the Problem...... 6 E. Objective of the Study...... 6 F. Significance of the Study ...... 7

CHAPTER II REVIEW OF RELATED LITERATURE ...... 8 A. Theoretical Review ...... 8 1. Pragmatics ...... 8 a. Definition of Pragmatics ...... 8 b. Scope of Pragmatics ...... 10 2. Speech Act ...... 15 a. Definition of Speech Act ...... 15 b. Function of Speech Act ...... 16 3. Performative Utterance ...... 19 a. Definition of Performative Utterance ...... 19 b. Types of Performative Utterance ...... 22 4. Movie ...... 25 a. Definition of Movie ...... 25 b. Definition of Movie Script ...... 26 c. Genres of Movie ...... 26 d. Captain America: Civil War ...... 34 5. Teaching Speaking ...... 36 a. Teaching ...... 36 b. Speaking ...... 36 B. Previous Study ...... 39

x CHAPTER III RESEARCH METHODS ...... 42 A. Research Design...... 42 B. Data and Data Source ...... 43 C. Unit of Analysis ...... 44 D. Instrument of The Research ...... 44 E. Technique of Data Collection ...... 45 F. Technique of Coding Data ...... 47 G. Technique of Analyzing Data ...... 48

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ...... 50 A. Research Findings ...... 50 B. Discussions ...... 52 1. Types of Performative Utterance ...... 52 a. Verdictives ...... 53 b. Exercitives ...... 54 c. Commissives ...... 61 d. Behabitives ...... 64 e. Expositives ...... 67 2. The Application of Performative Utterance ...... 71 a. Lesson Plan ...... 73

CHAPTER V CONCLUSIONS AND SUGGESTIONS ...... 81 A. CONCLUSIONS ...... 81 B. SUGGESTIONS ...... 82 REFERENCES ...... 84 APPENDICES

xi LIST OF FIGURES

Figure 4.1 ...... 27 Figure 4.2 ...... 28 Figure 4.3 ...... 28 Figure 4.4 ...... 29 Figure 4.5 ...... 29 Figure 4.6 ...... 30 Figure 4.7 ...... 31 Figure 4.8 ...... 31 Figure 4.9 ...... 32 Figure 4.10 ...... 33 Figure 5.1 ...... 34

xii LIST OF TABLES

Table 4.1 The data findings of types for Performative Utterances ...... 51

xiii LIST OF DIAGRAM

Diagram 1 ...... 51

xiv LIST OF APPENDICES

Appendix 1. Syllabus Appendix 2. Movie Script Captain America: Civil War Appendix 3. Data sheet Appendix 4. Surat Keputusan Dosen Pembimbing Appendix 5. Thesis Consultant Log Appendix 6. Keterangan Selesai Bimbingan

xv CHAPTER I

INTRODUCTION

This chapter describes the background of why this research is important

to conduct. It also conveys identification of the problems, limitation of the

problems, and statement of the problems. This chapter also mentions the

objectives of this research and states the significance of this research.

A. Background of the Study

Language is very important in interaction among people around the

world. Language function as a medium to express people idea, think, thought,

and feelings. People have learned language since they were children. Their first

language that they learn is called mother tongue. The process of learning the

first language occurs naturally. Language is a system for expressing meaning.

The primary function of language is to communication. Communication is a

part of human daily activities.

In modern times now, communication can be done directly and

indirectly. Directly communication can be through face to face, while

indirectly communication can be through like telephone, hand phone, e-mail,

and using another social media. A successful communication only can be

reached if the information in the messages can be understood by both of the

speaker and the hearer. In communication, we must use the rules of a language

in order to be able give and receive information well.

1 2

In the world, there are many languages but we have one of international language, it is English. In Indonesia, English is regarded as the first foreign language and also one of language that students must be learn since kinder garden level until University level. One of foreign language that we must be able to learn and use English because is understood as a tool which is used to communicate which unifying language all over the world.

In learning English there are four important skills that must be achieved or acquired by the students. They are reading skill, writing skill, listening skill and speaking skill. Speaking is one the four language skills that are very important in learning English, so the students’ must learn it. Speaking is a process interactive process of producing and receiving information.

Based on the English Teaching Guideline in the K2013 the general objective of the language teaching is to develop the communicative competence of the students in four language skills. The specific objective of the language teaching-learning process is to make students active in the language class both in oral, written, and can applied what they have learned in the real world.

Teaching speaking for Senior High School is not an easy thing. The use of media in learning is very important for learning more interesting and not boring. Movie is a media that can deliver learning directly to the audience.

Many people like watching movie because movie is easy to understand. Movie

English is one way to increase of student interest in learning English. English movies can encourage students to think and imagine with a variety of objects to 3

see in the movie, so that students' interest in English learning can grow. The conversation is written in the screen of movie called movie script. Movie script can also help student in study English, especially for speaking skill.

The language used in the dialogue or utterance in the movie gives us learning about literary elements. Those studies are the branch of interdisciplinary sciences such as pragmatics, sociolinguistics, psycholinguistic, and others. In the conversation movie, there are many dialogues that can be found. The utterances between characters can be used as one of linguistics studies is Pragmatics. Pragmatics is a study about the meaning of the context between the speaker and the hearer. It is also the meaning of the communication. In daily communication, every speech that is produced or uttered by the characters called as speech act. It is an act that a speaker performs in making speech. Speech acts perform when a speaker performs when a speaker makes utterances. There are two kinds of utterance, namely performative utterance and constative utterance.

Performative utterance describes the act that it performs. In communication, we produce utterances such as types of action like promising, ordering, and requesting. It means that they often produce types of utterances namely performative. For example, I promise I will always protect my child is performative because she promises to the listener to always protect his child.

While, constative utterance is one of which makes an assertion, but it is not a performative. For example, I give you special cake every month is constative 4

because it makes an assertion and does not simultaneously describe. Not all

people have sufficient knowledge and understanding about this utterance type.

Based on explanation above, this researcher focuses on the performative

utterance. Performative utterance is very important to learn because it helps us

to understand what the speaker actually says, just talking or stating an

important fact, or doing something rather than saying something. Researcher

used a movie as a media to help student to understand more about performative

utterances in increase speaking skill. Researcher are interested to use the movie

script of Captain America: Civil War as a media because that movie is a

category of marvel films that can be a race from the taste of fans or viewer

superhero movie from the children to adults. Not apart from the study of the

material studied in this film that contains many utterances which finds in

conversation.

B. Identification of the Problem

Based on the background above, the researcher finds there are some

possible cases or problems to analyze. Dealing with the content, of the movie

itself, the first problem that student feels not confident to speak up in English

and be actively involved in class. They are afraid making mistakes on their

speaking. The second problem, that teachers usually use module and book in

teaching. So, students cannot usual study using media. It is not effective in

teaching speaking and improves the students speaking skill. 5

The third problem, that appears is the seriousness of the movie. This

movie contains long dialogues spoken by the characters. In addition, the topics

of the conversation are mostly about stock, which is, often considered as a

serious topic. The long dialogues in the movie are rather hard to be understood

by common people who have limited information on the topic of stocks.

The fourth problem is the phenomenon performative utterance.

Performative verbs are frequently uttered by the characters in this movie. In

this research, it is hard to find and analyze all utterance in long dialogues in the

movie. In the movie script of Captain America: Civil War, the phenomena of

performative utterance are well portrayed.

C. Limitation of the Study

The data analyzed in this study are the performative utterance in the

movie script Captain America: Civil War. There are many probabilities of

problems that can be analyzed. Many subjects can be analyzed from the movie

script such as language use, performative, constative, illocutionary, and so on.

However, due to the limited time and knowledge possessed by the researcher,

this research focuses on performative utterance. Based on identification of

problem, some limitations are made below:

1. The types of performative utterance of Captain America: Civil War

movie script is significant to be analyzed, and 6

2. Application movie script Captain America: Civil War in

performative utterance substance which connected about teaching

speaking.

D. Statements of the Problem

In reference to the above problem limitations, the problems are

formulated as follows:

1. What are the types of performative utterances in the movie script

Captain America: Civil War?

2. How is the application of performative utterances in the movie script

Captain America: Civil War in teaching speaking at the tenth grade

for Senior High School?

E. Objectives of the Study

Concerning to the problem above, the objectives of the research are

intended.

1. To describe and find out types of performative utterances in the

movie script Captain America: Civil War

2. To describe the application of performative utterances in the movie

script Captain America: Civil War in teaching speaking at the tenth

grade for Senior High School 7

F. Significance of the Study

The results of the research are expected to give both theoretical and

practical significances.

1. Theoretically, it is expected that the results of this research could

enrich the specific knowledge of the researcher in the linguistic field,

especially in the analysis of pragmatic that are used in English daily

conversation. Specifically, the research is intended to identify and

describe the types, functions and also the factors influencing the

choice of pragmatic employed by the performative utterance in

Captain America: Civil War movie script.

2. Practically, it is expected that the results of this research can be

useful for the students of English Education Program. This research

hopefully can contribute more knowledge about linguistics,

especially to the student of pragmatic. Moreover, this research can

be a reference of performative utterance for their study. In addition,

this research hopefully can be beneficial to the readers in general, in

improving their knowledge on speech act. CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher quotes and explains some related sources

in line with the topic of the thesis. The researcher divides this chapter into eight

subtitles. They are pragmatics, speech act, performative utterance, types of

performative utterance, definition and genre movie, summary of Captain

America: Civil War movie, application the movie to teaching speaking, and

previous study.

A. Theoretical Review

1. Pragmatics

a. Definition of Prgamatics

Pragmatic is concerned with how people language within a context in

real life situation. Pragmatic is a systematic way to explain aspect of meaning

which cannot be found in the plain some of words or structures. In the

pragmatics, we study how factors such as time, place, and the social

relationships between the speaker and hearer affect the way in which language

is used to perform different function. Pragmatics is needed if we want a fuller,

deeper, and generally more reasonable account of human language behavior.

Pragmatics is a branch of linguistics that involves the entire context of

the speech. In pragmatic context is very important because that determines the

8 9

purpose of a speech to be different although the form of the same speech.

Pragmatics and Semantics are studies of different meanings. The study of meaning is divided into two, internal meanings and external meanings. If semantics examines the meaning of X, then pragmatics examines what is meant by X.

Communication clearly depends on not only recognizing the meaning of words in utterances, but recognizing what speakers mean by their utterances.

The study of what speakers mean, or speaker meaning, is called pragmatics

(Yule, 2006:112). It requires a consideration of how speakers organize what they want to say in accordance with who they are talking to where, when, and under what the circumstances. Every speech must contain action, many benefits gained when learning the language through pragmatics. Pragmatic is the study of speaker meaning. Thus, when people deal with pragmatics, they deal with utterances’ meaning. This is a study that can help people to be able to figure out the meaning of particular utterances.

According to Griffiths (2006:1), pragmatics is concerned with the use of these tools in meaningful communication. Pragmatics is about the interaction of semantic knowledge with our knowledge of the world, taking into account contexts of use. Pragmatics is concerned with the study of utterances meaning in which as communicated by speakers and interpreted by hearers. It focuses on what people mean by their utterances that involve the interpretation of what people mean in a particular context and how the context influences what is said. Pragmatics shows us about what is unsaid is 10

recognized as part of what is communicated. Pragmatics is the study of how more gets communicated than is said.

Levinson (2008:9), states that pragmatics is the study of those aspects of the relationship between language and context that are relevant to the writing of grammars. It concentrates on those aspects of meaning that cannot be predicted by linguistic knowledge alone. Pragmatic is a systematic way to explain aspect of meaning which cannot be found in the plain some of words or structures. It’s dealing with language use and the relationship between language form and language uses.

There are some central topics in pragmatics that must be considered because it has something to do with the analysis of what people mean by their utterances than what the words or phrases in those utterances might mean by themselves. So, the focus of pragmatic analysis is on the meaning of speaker utterances rather than on the meaning of words or sentences. The advantage of studying language through pragmatic is that one can talk about people’s intended meaning, their assumption, their purposes or goals, and the kinds of actions that they are performing when they speak.

b. Scope of Pragmatics

According Levinson (2008:9), says that the scope of pragmatics is the study of deixis, implicature, presupposition, speech acts, and aspects of discourse structure. In this research, speech act will be explained more in the next item. The other topics, however, will be explained briefly. 11

a. Deixis

Deixis is a technical term (from Greek) for one of the most basic things we do with utterances. Deixis concern the ways in which language encode or grammaticalize features of the context of utterance or speech event, and thus also concerns ways in which the interpretation of utterances depends on the analysis of that context of utterance (Levinson, 2008:54). Deixis is clearly a form of referring that is tied to the speaker’s context, with the most basic distinction between deictic expressions being near speaker versus away from speaker. Therefore, the deixis of utterance is meaningful if the context of the utterance is accurately known.

For example: Listen, I’m not disagreeing with you, and not about this but about this (Levinson, 2008:55).

People do not know how the participants are, where it occurs, and when it is said. Therefore, the interpreter needs to know the context accurately to get the meaning of deixis in the utterances. Based on Levinson (2008:68), there are five kinds of deixis. They are person deixis, place deixis, time deixis, discourse deixis, and social deixis.

b. Implicature

Implicature is meaning that is not explicitly conveyed in what is said, but that can nonetheless be inferred. According Grice (2004:45), states that divides implicature into two types; they are conversational implicature and conventional implicature. Conversational implicature is reveals an implied meaning that can be assumed only by participants that are involved in the 12

speech event, or by ones who understand the context of the speech event.

While, conventional implicature is an associated with specific words and result in additional conveyed meaning when those words are used. The two types are exemplified below:

1) Conversational implicature

‘Utada is from Japan, so she is wise’ (implies that living in Japan

makes one wise)

2) Conventional implicature

P: You need some water

Q: May be (it implies that Q feels shy)

c. Presupposition

Presupposition is a pervasive feature of communication. There are words, like again, that act as presupposition triggers (this one signaling that the speaker or writer believes that the state or event referred to was instantiated before), and some syntactic constructions (for instance, relative clauses) act as presupposition triggers too.

Presupposition is a pragmatic element that is relate to speech acts. It means assumptions taken for granted by a speaker. The assumption is that the hearer has some background knowledge on what is being said. For example the utterance of ‘John regrets that he stopped doing linguistic before he left

Cambridge’ has the following presuppositions:

1) There is someone uniquely identifiable to speaker and addressee as

‘John’, 13

2) John stopped doing linguistics before he left Cambridge

3) John was doing linguistic before he left Cambridge

4) John left Cambridge

5) John had been at Cambridge

If the assertion is changed to a denial or a question, it retains its presuppositions (http://www.ling.gu.se/~biljana/st1-97/pragmalect3.html).

There are two major types of presupposition: Semantic and Pragmatic presupposition. Semantic presupposition is assumption that is based on the definite description of the referents, while pragmatic presupposition occurs when assumption is determined by the context. For example, illustration:

1) Semantic presupposition: ‘The lecturer is in the class’ presupposes

that the hearer knows an individual refers to as lecturer and that he/she

performs teaching in a place called ‘classroom’.

2) Pragmatic presupposition: the same sentence above presupposes that

the hearer needs to be attentive and that the lecturer has control over

the class.

d. Discourse structure

It relates with the organization of conversation. Every conversation can be analyzed through conversation analysis because it has structures. For example, turn taking is done when someone respects other people in taking their turns in speaking. There is also adjacency pairs, a fundamental unit of conversational organization, that manage the kind of paired utterances of which 14

question should be replied by answer, greeting by greeting, or offer by acceptance.

The advantage of studying language in pragmatics is that one can talk about people’s intended meanings, their assumption, their purposes or goals, and the kind of actions that they are performing when they speak. The disadvantage is that all these very human concepts are extremely difficult to analyze in a consistent and objective way.

e. Speech acts

According to Black (2006:17), the term speech act does not refer simply to the act of speaking, but the whole communicative situation, including the context of the utterance and paralinguistic features which may contribute to the meaning of the interaction. Speech act is the central theory of linguistic for communication. This theory is about how speakers use language to communicate, that language is not merely used to explain the word, but also to perform an action. Actually, when people say something, they also perform action to emphasize the intended meaning of their utterance. For example: I’m going to get it right next time. There are three basic senses in which in saying something one is doing something; they are locutionary act, illocutionary act, and perlocutionary act.

Based on the definition above, we can conclude that pragmatics is learning to use the language that is used to communicate between the speaker and the listener and how the language encoded in the structure of language.

Pragmatics is a science that discusses a meaning of utterance by regarding the 15

relation between language and context. There are scope pragmatics is study of deixis, implicature, presupposition, discourse structure, and speech act. In conclusion, pragmatic is the study of the relationship between linguistic forms, the users of those forms and the study of the use of context to make inferences about meaning.

2. Speech Act

a. Definition Speech Act

Speech acts are acts of communication. Speech act is used to examine underlying relations of functions and the meaning implied behind utterances.

So the speech act theory can be simply defined as the scientific study of speech acts in communication. The speech act theory aims to tell us when it is that one asks a question, but means a request order, or when he says one thing, but means something else.

According to Cutting (2008:13), speech acts as the actions performed in saying something. Speech acts theory said that the action performed when an utterance is produced can be analyzed to three different levels are: The first level is the locution (the form of the words uttered; the act of saying something), the second level is illocution (what is done in uttering the words, the function of the words, the specific purpose that the speaker have in mind) and the third is level is perlocutionary effect (what is done by uttering the words; it is the effect on hearer, the hearer’s reaction). 16

b. Function of Speech Act

According to Austin in Laurence R. Horn (2006:54), speech act consist three related acts:

a. Locutionary act, are acts of speaking, acts involved in the construction of

speech, such as uttering certain sounds or making certain marks, using

particular words, and using them in conformity with the grammatical

rules of a particular language and with certain senses and certain

references as determined by the rules of the language from which they

are drawn. For example: Please will you open the window.

b. Illocutionary act, are acts done in speaking (hence illocutionary),

including and especially that sort of act that is apparent purpose for using

a performative sentence: christening, marrying, and so forth.

Illocutionary acts are characteristic of the use of canonical constatives,

and such sentences are, by assumption, not performatives. Furthermore,

acts of ordering or requesting are typically accomplished by using

imperative sentences, and acts of asking whether something is the case

are properly accomplished by using interrogative sentences, though such

forms are at best very dubious examples of performative sentences. For

example: I request that you pass the salt.

c. Perlocutionary act, which is a consequence or by-product of speaking,

whether intended or not. Perlocutions are acts performed by speaking.

Perlocutionary acts consist in the production of effects upon the thoughts,

feelings, or actions of the addresses, speaker, or other parties. The effect 17

from the hearer called perlocutionary act. For example: I bet you a

dollar, I can jump that puddle.

These are illustrates the distinction between the three component; locutionary, illocutionary, and perlocutionary:

1) Tomorrow is holiday

a) Locution : the utterance (Tomorrow is holiday)

b) Illocution : the meaning (an act of reminding not to go to

school, campus or office; or an act of inviting to go out; depending

on context)

c) Perlocution : reaction (the hearer will not go to school, campus

or office; or agree to go out)

2) Take your hands on the table.

a) Locution : the utterance (Take your hands on the table)

b) Illocution : the meaning (an act of ordering the hearer to take

her/his hand from the table)

c) Perlocution : reaction (an effect from the hearer, the hearer will

follow the order because the speaker is her/his teacher or feel angry

because the speaker is younger than the hearer).

3) Give me some cash

a) Locution : the utterance (Give me some cash)

b) Illocution : the meaning (it is may be perform an act of

requesting some money) 18

c) Perlocution : reaction (the hearer may give some money or may

not give some money to speaker)

According to Cutting (2008:14), he classified speech acts into five types:

a. Declarations: declaratives are said to bring about a change in reality: that

is to say, the world is in some way no longer the same after they have

been said. The following examples are illustrative: resign, dismiss,

divorce (in Islam), christen, name, open, excommunicate, sentence (in

court), consecrate, bid (at auction), and declare (at cricket). Words and

expressions that change the world by their very utterance, such as I bet, I

declare, I resign, I baptize, I hereby, and etc. For example: You are fired.

b. Representatives: acts in which the words state what the speaker believe to

be the case, such as describing, claiming, hypothesizing insisting, and

predicting. For example: Chomsky did not about peanuts.

c. Commissives: acts in which the words commit are the speaker to future

action, such as promising, offering, threatening, refusing, vowing, and

volunteering. For example: I will take you to the movies tomorrow.

Commissives commit the speaker to some future action: promise, vow,

offer, undertake, contract, and threaten.

d. Directives: acts in which the words commit are aimed at making the

hearer do something, such as order, commanding, requesting, inviting,

forbidding, suggesting, beg, beseech, advise, warn, recommend, ask, etc.

For example: Why don’t you close the window? 19

e. Expressives: act in which the words state what the speaker feels, such as

thank, condole, blame, forgive, pardon, apologizing, praising,

congratulating, deploring and regretting. For example: congratulation!

Yule (2006:118), says that we have been considering ways in which we interpret the meaning of an utterance in terms of what the speaker intended to convey. We have not yet considered the fact that we usually know how the speaker intends us to take what is said. In general terms, we can usually recognize the type of action performed by a speaker with the utterance. We use the term speech act to describe actions such as requesting, commanding, questioning, or informing. We can define a speech act as the action performed by a speaker with an utterance.

Based on definition above, speech act is the action between the speaker, who talks and the hearer, who listens to the speaker. Speech acts consist of three related acts to say something and concluded that in issuing an utterance a speaker, they are locutionary acts, illocutionary acts, perlocutionary acts. There are five types classification of speech act; they are declarations, representatives, commissives, directives, expressives.

3. Performative Utterance

a. Definition of Performative Utterance

Performative utterance describes the act that it performs. Searle (2002:

157) states that the word performative has had a very confusing history.

Performatives are historically the first speech acts to be examined within the 20

theory of speech acts. Austin defines a performative as an utterance which contains a special type of verb (a performative verb) by force of which it performs an action. In other words, in using a performative, a person is not just saying something but is actually doing something. Performative is a first- person indicative active sentence in the simple present tense. This criterion is ambiguous though and that is why, in order to distinguish the performative use from other possible uses of first person indicative active pattern, Austin introduces a hereby test since he finds out that performative verbs only can collocate with this adverb.

The performative utterance, by contrast, can never be either. To issue such an utterance is to perform the action, which one might not perform, at least not with so much precision, in any other way. For instance: I name this ship ‘Liberate’, I apologize you, I welcome you, and I advise you to do it.

Austin’s point is that by making such utterances under the right conditions, speaker performs, respectively, an act of naming, an act apologizing, an act of welcoming, and an act of advising. Performative utterances generally use sentences which have first person subjects, active simple present tensed verbs, and one of a special set of performative verbs (that allow the use of hereby).

A short list of performative verbs may comprise:

Abolish, accept, acknowledge, acquit, admit, admonish, advise, affirm, agree to, announce, answer, apologize, ascribe, ask, assert, assess, assume, authorize, baptize, beg, bet, bid, caution, charge, christen, claim, claim, classify, command, commiserate, compliment, concur, congratulate, convict, counsel, 21

declare, delegate, demand, deny, describe, diagnose, disagree, donate, dub, excuse, exempt, fire, forbid, grant, guarantee, guess, hire, hypothesize, identify, implore, inform, instruct, license, name, notify, offer, order, pardon, permit, plead, pray, predict, prohibit, promise, query, question, rank, recommend, refuse, reject, renounce, report, request, require, resign, sanction, say, sentence, state, submit, suggest, summon, suppose, swear, tell, testify, thank, urge, volunteer, warn, withdraw.

The performative verb must be in the present tense, because the illocutionary act is being performed and denominated at the moment of utterance. If ‘I promise to take you to the game tomorrow’ counts as a promise on the part of speaker, than ‘I promised to take you to the game tomorrow’ only reports on a past promise and ‘I promise to visit you next time I’m in town’ only announces a predicted promise. The adverb hereby, inserted into a performatives clause, will mark the verb as performative. For instance: I must hereby renounce at your services, Trespassers should hereby be warned that they will be prosecuted, I hereby authorized you to act as our agent from this moment.

Based on definition above, performative utterances is an utterance of a performative sentence token, such that the utterance constitutes the performance of the act named by the performative expression in the sentence.

Performative is a first person indicative active sentence in the simple present tense. Performative use other possible uses of first person indicative active pattern. 22

b. Types of Performative Utterance

Austin in Wardhaugh (2006:286), divided performatives into five categories:

a. Verdictives

Verdictives is performative in which the speaker makes an assessment or

judgment about the acts of another, especially the addresses or which

give a finding or verdict. They are typified by the giving of a verdict as

the name implies, by a jury, arbitrator, or umpire. Verdictives consist in

the delivering of a finding, official or unofficial, upon evidence or

reasons as to value or fact, so far as these are distinguishable. This is

examples of verbs in this class are: acquit, hold, calculate, describe,

analyze, estimate, date, rank, assess, and characterize. This is example in

sentence, the doctor says to patient ‘You are suffering typhus’. The

utterance is a diagnosis that the patient is suffering typhus, when the

speaker expresses the diagnosis in that utterance, and intends that the

listener believes the value of diagnosis.

b. Exercitives

They are the exercising of powers, rights, or influence. An exercitives is

the giving of a decision in favor of or against a certain course of action,

or advocacy of it. It is a decision that something is to be so, as distinct

from a judgment that it is so. This class is very wide one, some examples

of it are: order, command, appoint, direct, beg, recommend, nominate,

plead, dismiss, give and advise. Typical contexts in which exercitives are 23

used are in advice, exhortation, petition, enablement’s, orders, sentences,

admissions, annulments, filling offices, appointments, elections, right,

claims, accusations, the conduct of meetings and business. This is

example in sentence, ‘Give me a cup of tea, please?’ The utterance is an

ordering, that the speaker begs the listener to give her a cup of tea, when

the speaker expresses the wish that the listener will give her a cup of tea

and intends that the listener gives her a drink because of the speaker’s

will. So, the order in this case should be from the more powerful to less

powerful. c. Commissives

The whole point of commissives is to commit the speaker to a certain

course of action. Commissives is typified by acts which a commit the

speaker to do something in the future, but also include declaration or

announcements of intention such as in promise, covenant, embrace,

guarantee, swear, vow, bet and oppose. This is example in sentence, ‘I

promise to do the best for my theses’. The utterance is a commissive of

promise that the speaker expresses the belief that his utterances obligates

him to do the best, and intends that the listener believes the speaker

utterance which obligates him to do the best and the speaker intends to do

the best. d. Behabitives

Behabitives is reaction to other people’s behavior and fortunes having to

do or expressing attitude about social behavior with such matters as 24

apologizing, thank, felicitate, congratulating, commending, condoling,

blessing, cursing, or challenging. This is example in sentence

‘Congratulation for your graduation’. This utterance means that the

speaker makes a reaction to the listener’s fortune by giving

congratulation for her graduation.

e. Expositives

Expositives is a term used to refer expounding of views, the conducting

of arguments and the clarifying usages and references or which fit

utterances into conversations. This is example of verbs, I reply, I argue, I

concede, I assume, accept, answer, describe, identify, deny, report. This

is example in sentence, ‘I assume that your prediction is wrong’. The

utterance shows the speaker’s assumption that the listener’s prediction is

wrong.

Based on definition above, types of performative utterances are verdictives, exercitives, commissives, behabitives, expositives. Verdictives typified by the giving of verdict as the name implies, by a jury, arbitrator, or umpire. Exercitives which used are in advice, exhortation, petition, enablement’s, orders, sentences, and etc. Commissives typified a commit the speaker to do something in the future, but also include declaration or announcements of intention such as in promise, covenant, embrace, guarantee, swear, vow, bet and oppose. Behabitives with such matters as apologizing, thank, felicitate, congratulating, commending, condoling, blessing, cursing, or 25

challenging. Expositives typified conduct of arguments and the clarifying usages and references or which fit utterances into conversations.

4. Movie

a. Definition of Movie

Movies, also known as films, are a type of visual communication which moving pictures and sound to tell stories or inform (help people to learn about new ideas). In this part, the researcher wants to discuss about movie and movie script. It is important to know what movie is before the researcher explains the movie script.

According to Monahan (2010:3), movie or film derives from the celluloid strip on which the images that make up motion pictures were originally captured, cut, and projected. They are produced by recording the images using cameras, high technique and technology. Both technique and technology are as well required in the voice taking, images taking, and the other complements with special effects, so that, viewers can say that films are also including in a good literary works. In addition, there are actors and actresses who play in it.

Movie is very influence to be a media more the other media because of audio and visual, it works well to make audience not bored and more remembering because the interesting format. Teachers use popular films because they assume that this will enhance student’s learning and understanding of the topic. This may happen for several reasons, they are 26

repetition is a good way to increase memory performance, and adding a movie to classroom instruction time is perceived by students as an entertaining and welcoming change and, in turn, may increase their motivation and interest in the topic

b. Definition of Movie Script

Movie script is rarely an autonomous literary product (Gianneti,

2008:416). It means the relationship between a movie and literature is the movie script itself. It can be conclude that a movie script is a literary work to.

A screenplay is a story told with pictures, in dialogues and description, and placed within the context of dramatic structure (Field, 2005:19). All stories can be rewritten as a screenplay or movie script as long as the scriptwriter could change the story into dialogues and picturing the character in the story.

Based on description above the researcher concludes that movie is a works to somebody and it is including arts of acting. Movie script is a literary product that written as narrative which describe the characters, layout, location, scenes and all of the dialogues in the movie. Students learn from movie, others of its movie scripts, it would be better also watching the movie. Furthermore, it will make more interesting in study English.

c. Genres of Movie

There are many kinds of movie or film it usually called genre of movie.

Movie genres are categories, classifications or groups of movie that have similar elements. Some movie mix together two or more genres. These are some of the most common identifiable movie genre categories. Cited at 27

http://www.filmsite.org/genres.html accessed on Juny 12th, 2017 at 22.33. To know more about the movie genres, the researcher will explain it below:

a. Action movie

Action films usually include high energy, big-budget physical

stunts and chases, possibly with rescues, battles, fights, escapes,

destructive crises (floods, explosions, natural disasters, fires, etc.),

non-stop motion, spectacular rhythm and pacing, and adventurous,

often two-dimensional 'good-guy' heroes (or recently, heroines)

battling 'bad guys all designed for pure audience escapism.

Here some examples of the action movie in the figure 4.1:

Baby Driver Ip Man 3 Thor Captain America

b. Adventure movie

Adventure films are usually exciting stories, with new experiences

or exotic locales, very similar to or often paired with

the action film genre. They can include traditional

swashbucklers, serialized films, and historical spectacles (similar to

the epics film genre), searches or expeditions for lost continents,

"jungle" and "desert" epics, treasure hunts, disaster films, or

searches for the unknown. 28

Here are some examples of adventure movies in the figure 4.2:

Kong Jurassic World The lost city of Z Maleficent

c. Comedy movie

Comedy is light-hearted plots consistently and deliberately

designed to amuse and provoke laughter by exaggerating the

situation, the language, action, relationships, and characters. This

section describes various forms of comedy through cinematic

history, including slapstick, screwball, spoofs and parodies,

romantic comedies, action comedy, black comedy, and more.

Here are some examples of comedy movies in the figure 4.3:

Baywatch The nice guys Baby Mama 17 again

d. Drama movie

Dramas are serious, plot-driven presentations, portraying realistic

characters, settings, life situations, and stories involving intense

character development and interaction. Usually, they are not

focused on special-effects; comedy, or action, Dramatic films are 29

probably the largest film genre, with many subsets.

Dramatic biographical films (or "biopics") are a major sub-genre,

as are 'adult' films (with mature subject content).

Here are some examples of drama movies in the figure 4.4:

Crash Gran Torino Black Swan Gladiator

e. Hystorical movie

Epics include costume dramas, historical dramas, war films,

medieval romps, or 'period pictures' that often cover a large

expanse of time set against a vast, panoramic backdrop. Epics often

share elements of the elaborate adventure films genre. Epics take

an historical or imagined event, mythic, legendary, or heroic figure,

and add an extravagant setting and lavish costumes, accompanied

by grandeur and spectacle, dramatic scope, high production values,

and a sweeping musical score. Epics are often a more spectacular,

lavish version of a biopic film.

Here are some examples of history movies in the figure 4.5:

The Promise Dunkirk Silence Tombstone 30

f. Horror movie

Horror films are designed to frighten and to invoke our hidden

worst fears, often in a terrifying, shocking finale, while captivating

and entertaining us at the same time in a cathartic experience.

Horror films feature a wide range of styles, from the earliest silent

Nosferatu classic, to today's CGI monsters and deranged humans.

They are often combined with science fiction when the menace or

monster is related to a corruption of technology, or when Earth is

threatened by aliens. The fantasy and supernatural film genres are

not usually synonymous with the horror genre.

Here are some examples of horror movies in the figure 4.6:

The Shining Spawn It XX

g. Musical/dance movie

Musical/dance films are cinematic forms that emphasize full-scale

scores or song and dance routines in a significant way (usually with

a musical or dance performance integrated as part of the film

narrative), or they are films that are centered on combinations of

music, dance, song or choreography. Major subgenres include

the musical comedy or the concert film. 31

Here are some examples of musical movies in the figure 4.7:

LesMiserables High School Musical La la land Fame

h. Science Fiction

Sci-fi films are often quasi-scientific, visionary and imaginative -

complete with heroes, aliens, distant planets, impossible quests,

improbable settings, fantastic places, great dark and shadowy

villains, futuristic technology, unknown and unknowable forces,

and extraordinary monsters ('things or creatures from space'), either

created by mad scientists or by nuclear havoc. They are sometimes

an offshoot of fantasy films (or superhero films), or they share

some similarities with action/adventure films. Science fiction often

expresses the potential of technology to destroy humankind and

easily overlaps with horror films.

Here are some examples of sci-fi movies in the figure 4.8:

Inception Captain America Avengers Frequencies 32

i. War

War (and anti-war) films acknowledge the horror and heartbreak of

war, letting the actual combat fighting (against nations or

humankind) on land, sea, or in the air provide the primary plot or

background for the action of the film.

War films are often paired with other genres, such as

action, adventure, drama, romance, comedy (black), suspense, and

even epics and westerns, and they often take a denunciatory

approach toward warfare.

Here are some examples of war movies in the figure 4.9:

American Sniper Pearl Harbour War Horse War Machine

j. Western

Westerns are the major defining genre of the American film

industry - a eulogy to the early days of the expansive American

frontier. They are one of the oldest, most enduring genres with very

recognizable plots, elements, and characters (six-guns, horses,

dusty towns and trails, cowboys, Indians, etc.). Over time, westerns

have been re-defined, re-invented and expanded, dismissed, re-

discovered, and spoofed. 33

Here are some examples of western movies in the figure 4.10:

Open Range Appaloosa Monte Walsh The Cowboys

According to explanation above, Captain America Civil War is mix genre movie there are action and science fiction. The researcher focuses on that movie, because that movie is a category of marvel films that contain pop culture that can be race from the taste of fans or viewer superhero movie. In this movie is interesting when the viewer that should be the children were many adults who also watch it. It can make the student have more interest to learn about referring utterances from the movie. 34

5. Captain America: Civil War Movie

5.1 Captain America: Civil War Posters

Captain America: Civil War movie is based on the Marvel Comics

Superhero Captain America by Mark Millar. This movie is included in the genres action, sci-fi, fantasy, superhero, thriller movie. It is a sequel to Captain

America: The First Avenger, Captain America: The Winter Soldier, Avengers:

Age of Ultron and Ant-Man, and is the thirteenth installment in the Marvel

Cinematic Universe, while also being the first installment of Phase Three. It was released worldwide on May 6, 2016. It is directed by Anthony Russo and

Joe Russo, and the screenplay writing by Stephn McFeely, and Christopher

Markus is produced by Kevin Feige. The movie stars Chris Evans as Captain

America, Robert Downey, Jr. as Iron Man, Sebastian Stan as Winter Soldier,

Scarlett Johansson as Black Widow, Anthony Mackie as Falcon, Chadwick

Boseman as Black Panther, Elizabeth Olsen as Scarlet Witch, Paul Bettany as

Vision, Don Cheadle as War Machine, Jeremy Renner as Hawkeye, Paul Rudd as Ant-Man, Tom Holland as Spider-Man and Daniel Brühl as Helmut Zemo.

When politicians and world leaders think that people like Captain

America and Iron Man are running amok, they tell them they need to be regulated. Tony Stark Iron Man thinks it's necessary. While Steve Rogers, 35

Captain America doesn't think so. That eventually splits their team, The

Avengers. At a UN gathering where the regulations are being worked out, there's an explosion and some people are killed among them is the King of

Wakanda. Investigation reveals that the bomb was planted by the Winter

Soldier, who is Bucky Barnes, Captain America's friend during the war.

Everyone is out to get Barnes and kill him if necessary but Steve wants to get to him first and help him. When he finds him he says he didn't plant the bomb, suddenly another person shows up whose out to get him dressed in black.

When security forces catches up to them they are arrested and the one in black is revealed to be the son of the Wakandan King, T'Challa and he is the Black

Panther the guardian of Wakanda. While in custody, a psychiatrist is sent to evaluate Bucky but suddenly the power goes out that's when he begins to say some words that have an effect on Bucky. He breaks out and Steve tries to get him. Believing that Bucky is innocent Steve sets out to find the man who got to him. Tony is told that because Steve helped Bucky he is now also wanted. He offers to bring him in so he asks War Machine, and Black Widow to join him.

He recruits someone to help him while Widow offers T'Challa to join them.

Steve brings Falcon with him who gets Ant Man and Steve calls Hawkeye who gets Wanda whom tony has under lock and key under the eye of Vision. They get away and Vison joins tony. Eventually they all have a confrontation. 36

6. Teaching Speaking

a. Teaching

According to Brown (2000:7), teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know understand. Teaching is work of teachers to teaching includes of activity of teacher in teaching the students like giving material, instruction, evaluation and other job of teacher.

b. Speaking

In learning English, learners should master four language skill, they are speaking, reading, writing and listening. English teachers should ensure that the student should not only understand the meaning of words in context, but also communicate with others. Peoples that have much communication will be has good speaking. Thornbury (2005:1), defines speaking is so much part of daily life that he takes it for granted. So, at least by practice speaking, student could achieve fluent yet not directly perfect.

According to Nunan (2003:54), there are some principles for teaching speaking:

a. Be aware of the differences between second language and foreign

language learning contexts

b. Give students practice with both fluency and accuracy

c. Provide opportunities for students to talk by using group work or pair

work, limiting teacher talk

d. Plan speaking tasks that involve negotiation for meaning, and 37

e. Design classroom activities that involve guidance and practice in both

transactional and interactional speaking.

According to Harmer (2007:348), there are a number of widely-used categories of speaking activity:

a. Acting from a script

b. Communication games

c. Discussion

d. Prepared talks

e. Questionnaires

f. Simulation and role-play

According to Harmer (2001:88), there are four example of speaking activities:

a. Information Gaps (Describe and draw)

It describes and draw has many of the elements of an ideal speaking

activity. It is highly motivating (if used only very occasionally). There is

a real purpose for communication taking place (the information gap, the

completion task) and almost any language can be used.

b. Survey

There are 2 kind activities questionnaires and survey, Questionnaires and

survey one way of provoking conversation and opinion exchange to the

students. If the students plan these questionnaires themselves, the activity

becomes even more useful. Questionnaire and survey varies the structure 38

of classroom periods, allow people a bit physical movement, and

provides a welcome variety interaction.

c. Discussion

There are many discussion possibilities. The important thing is that the

students need to engage with the topic. They then might do some study,

and more quickly to activate stages which include the discussion itself.

Almost certainly, however there will be feedback, including study, after

the discussion is over.

d. Role Play

Role play activities are those where the students are asked to imagine that

they are in different situations and act accordingly. Role play is more

than just play acting; it offers chances for rehearsal and engagement that

some other activities fail to give.

Nowadays, when the peoples who have spoken communication, they produce utterances such as types of action such as promising, ordering, and requesting. It means that they often produce types of utterances namely performative. That performative here had an advantages when the teacher their students.

a. Interesting the student to learn

b. Increase understanding of a topic

c. Add interesting to a subject

d. Understanding the student about utterances

e. Increasing the students and teacher conversation 39

In teaching speaking class the researcher apply performative utterance

using film as a method to improve students speaking skills. Performative

utterance is a simply method and very easy for student to understanding the

meaning and the types. Student can find all the expressions and analyze

whether it belongs to the expression of thanking, apologizing, or

congratulating, then they can produce the similar utterances from the movie

based on the material that taught by the teacher.

Based on the statement above, it can be inferred that learn speaking

with performative utterances have several benefits to the students in learning

speaking by increasing their conversation, spoken language and understanding.

In addition, the students will get some verb in movie script. Then, they can

classify the types of performative utterance from it. The researcher hopes the

students can more seriously in studying English lesson, especially about

performative utterances with movie script of Captain America: Civil War as a

media for teaching.

B. Previous Study

There are some related researches that have been done previously. In

this study, the researcher takes two previous studies as comparison for the

study. The first study is “An Analysis of Performative Utterances in Movie

Script Entitled Legally Blonde by Robert Luketic and Its Application in

Language Teaching”. The first study had been done by Pratiwi in 2014. The

objective of this research in language teaching aims to help students in 40

understanding performative utterance. In his study, the researcher analyzed and described sentences used in Legally Blonde movie based on the types of performative utterance that found there. The method that used by the researcher is qualitative method. She founds many kinds/types of performative utterance there as follows 8 or 16% explicit performative utterances and 42 or 84% implicit performative utterances. The function of the illocutionary acts found in movie 36 or 72% competitive, 10 or 20% convivial, 2 or 4% collaborative, and

2 or 4% conflictive.

The second study is “An Analysis of Performative Utterances in

Textbook of Look Ahead for the Second Senior High School Students and its

Application in Language Teaching”. The second study had been done by

Nevianti in 2014. The objective of this research are to understand and give detailed explanation about how to applied performative utterance analysis in the textbook Look Ahead in speaking teaching learning using Austin’s theory.

She used the descriptive qualitative method to classify and analyze the utterance. She founds many types of performative utterance in the textbook they are, verdictives, exercitives, commissives, behabitives, and expositives.

Therefore, those two studies have similarity with the researcher’s study.

Pratiwi and Nevianti used descriptive qualitative method in doing their research. The researcher also uses descriptive qualitative method to carry out her research. The difference between the researcher’s study and the two others study is the objective. The objective of Pratiwi’s research is to describe the performative utterances in the movie Legally Blonde with the function of 41

illocutionary acts, while the objective of Nevianti’s research is to describe the performative utterances in the textbook of Look Ahead. The researcher herself is going to find the performative utterances especially types of performative utterances based on Austin’s theory, and the application of performative utterances found in Captain America: Civil War movie in teaching speaking. CHAPTER III

RESEARCH METHOD

This chapter presents a guidance of how the study was conducted. It

comprises the type of the research, data and source data, unit of analysis, the

instrument used in the research, the technique of data collection, the technique

of coding data, and the technique of data analysis.

A. Research Design

In this part, the researcher would like to explain about the research type

that is used. According to Creswell (2012:22), qualitative research is a means

for exploring and understanding the meaning individuals or groups ascribe to a

social or human problem. Furthermore, the investigation used a descriptive

method in order to describe and interpret the data or the result. According to

Bogdan and Biklen in Sugiyono (2015:13), characterictics of qualitative

research, as follows:

a. Qualitative research has the natural setting as a direct source and data and

researcher is the key instrument.

b. Qualitative research is descriptive. The data which is collected is form of

words of pictures rather than number.

c. Qualitative research is concerned with the process rather than simply with

outcomes or products.

d. Qualitative research tends to analyze their data inductivity.

e. Meaning is of essential to the qualitative approach.

42 43

This research is descriptive qualitative. The researcher uses descriptive

qualitative type to conduct the research because the researcher intents to

analyze and describe the uses performative utterances in the Captain America:

Civil War movie.

B. Data and Data Source

Arikunto (2013:172) state that the data source is data subject can be

obtained. In doing research, the data is an essential matter for the researcher.

Data in qualitative research is different from the data in quantitative research.

According to Cresswell (2016:245), data in qualitative research is taken from

words or images that are used in the subject that being analyzed. The data of

this research were in the form of words, phrases, clauses, and sentences taken

from the dialogues of the movie script Captain America: Civil War. The

contexts of data are utterances and conversations that were taken from the

dialogue in the movie. Arikunto (2013:21), states that the research is the rights

qualify; the collect of data will completely, that is primarily data and secondary

data. Primarily data is the form of data in verbal form, and secondary data is

the data that obtain from the documents such as graphic, pictures, film, and

video.

In this research, the primary data used by the researcher in this research

is the movie of Captain America: Civil War. This movie chosen since it was

assumed to reveal the phenomena of performative utterance. The secondary

data is the script of the movie downloaded from the internet. The data were 44

analyzed based on the context in which the utterances occurred in the movie.

The context of the data was the dialogues or conversations of the Captain

America: Civil War movie in his interaction with each other characters of the

movie as well as the monologues functioned as the narration of the movie.

C. Unit of Analysis

Unit of analysis is a number of groups that used to be a target

observation. Speaking is one of the four macro skills that are very important to

learn and it considered to be difficult. In speaking, students must master to

combine vocabulary to make utterance or create something that is meaningful.

This research is conducted to analyze performative utterances produced by the

characters in the Captain America: Civil War movie and its application to

teaching speaking. Movie script in this movie contains the performative

utterances produced by all actors in movie script that the researcher would like

to analyze.

D. Instrument of the Research

Lincoln and Guba in Vanderstoep and Johnson (2009:188), states that

the best instrument for qualitative naturalistic inquiry is the human. So, in this

research, the intrument is the research her self. According to Arikunto

(2013:203), states that instrument is a tools or facilities used by the writer in

collecting the data in order to make his or her work in easier and the result is

better. In this study, the research was continually driven from the planning 45

stage, collecting data, analyzing and interpreting data, until reporting as well as

concluding the research. Therefore, in this research, the researcher was the

main instrument. In addition, data sheet was also employed as the secondary

instrument. This data sheet was functioned to write down the classified data.

E. Technique of Data Collection

Data collection is systematic procedure to get the data that the

researcher needs. In collecting the data, the researcher needed some techniques.

Without knowing the technique of collecting data, the researcher will not get

the data. According to Sugiyono (2015:224), states that the collecting data can

be done through observation, interview, questionnaire, documentation, and

triangulation.

Arikunto (2013:192), states that is the instrument as a tool on times the

research that using the method. Some methods that using the instrument with

the name of method:

1. Test

Test is the question that using to measure a skill, knowledge or talent that

their own by individual or group.

2. Questionnaires

A number of some question by written that using to obtain the information

from the respondent about report of individual.

3. Observation

The observe something through the direct object. 46

4. Document

In method of document, the researcher to do research writes things such as

book, magazine, notes and others.

Djamal (2015:86), states that reveal some reasons for the use of the documents as follows:

a. Document is a stable source of data.

b. Useful as evidence of testing.

c. According to the context of its natural.

d. Document can react to any influence

According to Sugiyono (2015:240), document is the note of event in the past. Documents can be written language, picture, or monumental work from a person. The examples of written language are diary, life history, story, rule, and policy. The researcher used written document in doing the research. The researcher uses the technique because it is considered to be the most relevant to the target of this research. The document here is movie script of Captain

America: Civil War movie.

In this research, the procedures used in the data collection are:

1. Watching Captain America Civil War movie to comprehend the whole of

story.

2. Searching movie script and downloading from the internet.

3. Reading the movie script to observe performative utterances in Captain

America: Civil War movie.

4. Selecting the data which containing performative utterances. 47

F. Technique of Coding Data

In order to make the researcher easier in classifying and analyzing the

data, each datum is marked by a code. Data coding is needed to make the

classification of data. The steps of coding the data in this research as follows:

1. Giving the number.

2. Giving abbreviation of the speakers of the utterances:

a. SR : Steve Roger

b. SW : Sam Wilson

c. NR : Natasha Rumanoff

d. WM : Wanda Maximoff

e. BR : Brock Rumlow

f. BG1 : Bad Guy #1

g. MS : Maria Stark

h. HS : Howard Stark

i. TS : Tony Stark

j. MIT : MIT Teacher

k. SA : Stark’s Assistant

l. V : Vision

m. S : Secretary Ross

n. JR : James Rhodes

o. HZ : Helmut Zemo

p. SC : Sharon Carter

q. TC : T’Challa 48

r. BB : Bucky Barnes

s. ER : Everett Ross

t. MP : May Parker

u. PP : Peter Parker

v. CB : Clint Barton

w. SC : Security Chief

x. SL : Scott Lang

3. Exact time when the dialogue occurs

For example:

(01/CA/00:01:35 --> 00:01:37)

It means the datum is number 01. The character who produces the

utterance is Captain America. The utterance is on the minute of 00:01:35 until

00:01:37 in the movie.

G. Technique of Analyzing the Data

Susan Stainback in Sugiyono (2015:244), clarifies that data analysis is

critical to the qualitative research process. It involves a way of thinking. It

refers to the systematic examination of something to determine its parts, the

relation among parts, and the relationship to the whole. Analysis is a search for

patterns. 49

In this research, the technique of analyzing data covers the following steps:

1. The first step is identification. In this step, the researcher identified the data

which gathered from the dialogue in the movie script.

2. From the identified data, the researcher codes the data. The researcher

classifies the utterance that shows performative utterances evidence of the

research.

3. After find all the utterances that show performative utterance, the researcher

categorized those utterances into each types of performative utterance.

4. Describes and examine the chosen utterances which include types of

performative utterance from Captain America: Civil War movie.

5. Draw the result of the analysis. CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter consist of research finding and discussion. The researcher tries to analyze the performative utterances on the Captain America:

Civil War movie based on Austin’s theory. The theory of performative utterance consists of five types, namely verdictives, exercitives, commissives, behabitives, and expositives. To analyse the performative utterances on the movie script, the researcher will apply those types one by one. Furthermore, the researcher presents of the application of performative utterances on the movie script of Captain America: Civil War to the students in learning speaking.

A. Research Finding

In this part, the researcher will present the result of the data analysis before analyzing the data in details. The researcher analyzes this study by using movie script of Captain America: Civil War that becomes the primary data in collecting data. The data of this research is represented in the following in the following table.

50 51

Table. 1. The data findings of types for Performative Utterances in the movie script of Captain America: Civil War

Types of Performative Quantity Percentage (%) Utterance a. Verdictives 3 5 b. Exercitives 27 45 c. Commisives 10 17 d. Behabitives 10 17 e. Expositives 10 16 Total 60 100

Diagram 1

The Use of Types Performative Utterances in the Movie Script Captain America: Civil War

Verdictives Exercitives Commissives Behabitives Expositives

5% 17% 17% 45% 16%

From the table and diagram above, we can draw conclusion:

1. Austin in Wardhaugh (2006:286) states that there are five types of the

performative utterances are found in movie script Captain America:

Civil War. Those are verdictives, exercitives, commissives, behabitives,

and expositives. 52

2. The researcher concluded that all types in the Captain America: Civil

War movie performed 60 utterances. The first are considered as

Verdictive 3 utterances (5%). The second are considered as Exercitive

27 utterances (45%). The third are Commissive 10 utterances (17%).

The fourth are Behabitive 10 utterances (17%). And the fifth are

Expositive 10 utterances (16%). It concluded that the most appearing

phenomenon is exercitives. It occurs 27 times out of the total data 60.

B. Discussion

Discussion is an essential part in this research. Here, the researcher provides the result of her analysis in finding the types of performative utterances found in Captain America: Civil War movie script based on

Austin’s theory. The analysis of the data is started from the beginning of the movie until the end of the movie. The researcher only provides the data that contain the types of performative utterances. The researcher also discusses how the application of performative utterances found in the movie in teaching speaking is. The detail explanations are as follows:

1. The types of Performative Utterance in the Movie Script Captain

America Civil War

Austin in Wardhaugh (2006:286), divided performatives into five categories: 53

a. Verdictives

Verdictives is performative in which the speaker makes an

assessment or judgment about the acts of another, specially the

addresses or which give a finding or verdict. They are typified by

the giving of a verdict as the name implies, by a jury, arbitrator, or

umpire. Verdictives consist in the delivering of a finding, official or

unofficial, upon evidence or reasons as to value or fact, so far as

these are distinguishable. This is examples of verbs in this class

are: acquit, hold, calculate, describe, analyze, estimate, date, rank,

assess, and characterize. This is example in sentence, the doctor

says to patient ‘You are suffering typhus’. The utterance is a

diagnosis that the patient is suffering typhus, when the speaker

expresses the diagnosis in that utterance, and intends that the

listener believes the value of diagnosis.

After analyzing the data, the researcher found that there are three verdictives performative in movie script Captain America: Civil War. The details as follows:

01/SW/00:04:02 --> 00:04:04

SW : you're a little paranoid

This is one of performative utterances that are verdictives. It is considered as verdictives because this act judgment about the acts of another.

The utterance is that Natasha Romanoff is paranoid, when Sam Wilson uttered that the fact Natasha Romanoff has afraid and worry feeling. 54

02/JR/00:51:21 --> 00:51:59

JR : Stand down, now. Congratulations, Cap. You're a criminal. Your

highness.

This is one of performative utterances that are verdictives. It is considered as verdictives because this act judgment about the acts of another.

The utterance is that Steve Roger is criminal, when James Rhodes uttered that the fact Steve Roger’s action like a criminal when chasing Helmut Zemo.

03/TS/01:57:46 --> 01:57:51

TS : You seem a little defensive.

This is also one of performative utterances that are verdictives. It is considered as verdictives because this act judgment about the acts of another.

The utterance is that Steve Roger is defensive, when Tony Stark uttered that the fact Steve Roger’s action a little defensive when approaching Tony Stark.

b. Exercitives

They are the exercising of powers, rights, or influence. An

exercitives is the giving of a decision in favor of or against a

certain course of action, or advocacy of it. It is a decision that

something is to be so, as distinct from a judgment that it is so. This

class is very wide one, some examples of it are: order, command,

appoint, direct, beg, recommend, nominate, plead, dismiss, give

and advise. Typical contexts in which exercitives are used are in

advice, exhortation, petition, enablement’s, orders, sentences,

admissions, annulments, filling offices, appointments, elections, 55

right, claims, accusations, the conduct of meetings and business.

This is example in sentence, ‘Give me a cup of tea, please?’ The

utterance is an ordering, that the speaker begs the listener to give

her a cup of tea, when the speaker expresses the wish that the

listener will give her a cup of tea and intends that the listener gives

her a drink because of the speaker’s will. So, the order in this case

should be from the more powerful to less powerful.

After analyzing the data, the researcher found that there are twenty seven exercitives performative in movie script Captain America: Civil War.

The details as follows:

04/SR/00:04:19 --> 00:04:41

SR : Sam, see that garbage truck? Tag it.

SW : Give me X-ray. That truck loaded for max weight. And the

driver's armed

This utterance is one of performative utterances that are exercitives.

The function of the act is ordering. The dialogue occurs when Steve Roger asks to fast tag the garbage truck. Example: I order you to tag it.

05/SR/00:04:41 --> 00:04:53

SW : Give me X-ray. That truck loaded for max weight. And the

driver's armed.

NR : It's a battering ram.

SR : Go now. 56

This utterance is one of performative utterances that are exercitives.

The function of the act is ordering. The dialogues occurs when Steve Roger ask to fast tag the garbage truck with X-ray and found that something wrong and immediately act. Example: I order you to get out.

06/SR/00:06:32 --> 00:06:33

SR : Get it out.

This utterance is one of performative utterances that are exercitives.

The function of the act is ordering. The dialogues occurs when Steve Roger ask to Wanda Maximoff to fast get out the gas. Example: I order you to get out.

Example: I order you to get it out.

07/BR/00:06:52 --> 00:07:31

BR : Pack it up. He's here.

The function of the act is ordering. The dialogues occurs when Brock

Rumlow ask to fast securing the biological weapon. Example: I order you to pack it up.

08/BR/00:08:59 --> 00:09:02

BR : Take this to the airstrip. We're not gonna out run them. Lose the

truck.

The function of the act is ordering. The dialogues occurs when Brock

Rumlow ask to fast securing the tube which contain red liquid. Example: I order you to pack it up. Example: I order you to lose the truck.

09/NR/00:10:10 --> 00:10:12

NR : Out of the way! Look out! 57

The utterance which uttered by Natasha Romanoff included exercitives,

that is warning. The dialogue occurs when Sam Wilson is busy to analyzing the

target. Example: I warn you to out of the way.

10/B1/00:10:54 --> 00:11:01

B1 : Drop it. Or I'll drop this. Drop it!

The function of the act is ordering. The dialogues occurs when Bad Guy

#1 ask to fast drop the weapon when fighting with Natasha Romanoff to get a

red liquine. Example: I order you to drop it the weapon!

11/SH/00:12:45 --> 00:12:56

SR : Oh my...Sam... We need Fire and Rescue on the south side of

the building. Get up there.

The function of the act is ordering. The dialogues occur when Wanda

Romanoff tries to protect Steve Roger from fire but a fire impact a building.

12/MS/00:13:16 --> 00:13:19

MS : Try to remember the kind of September. When grass was green...

Wake up, dear, and say goodbye to your father.

The function of the act is ordering. The dialogue occurs when Howard

Stark will leave and Maria Stark asks to fast wake up Young Tony Stark.

Example: I order you to wake up.

13/TC/00:37:25 --> 00:37:26

T'C : everybody get down! 58

The function of the act is warning. The dialogues occurs when T’Challa know that there are a bomb that will approaches the place, and an enormous explosion goes off between two buildings and destroys the conference hall.

14/SW/00:45:34 --> 00:45:36

SW : Breach! Breach! Breach!

The function of the act is warning. The dialogue occurs when Bucky kicks it to Steve, and he smothers it with his shield. The cop slams the battering ram against the door.

15/SR/00:45:56 --> 00:45:57

SR : Buck, stop! You're gonna kill someone.

The function of the act is warning. The dialogue occurs when Bucky

Barnes blocks the door with a table as cops swing in on cables. Steve pulls the rug from under a policeman, sending him flying. Bucky slams another policeman into the wall. Example: I warn you to stop!

16/SW/00:48:26--> 00:48:28

SW : Got him.

The function of the act is ordering. The dialogue occurs when Sam flies down and shoves the chopper off course. Then swoops towards street level.

Example: I order you to got him!

17/TC/00:55:49 --> 00:56:00

TC : The Black Panther has been the protector of Wakanda for

generations. A mantle, passed from warrior to warrior. And now,

because your friend murdered my father, I also wear the mantle of 59

king. So, I ask you... as both warrior and king... how long do you

think you can keep your friend safe from me?

The dialogue occurs when T’Challa angry with Steve Roger because he always keep Bucky Barnes which have mudered his father.

18/HZ/01:05:49 --> 01:05:52

HZ : Help me. Help.

The function of the act is ordering. The dialogues occurs when Helmut

Zemo ask to fast help in a heap.

19/SR/01:05:55 --> 01:05:56

SR : Get up. Who are you? What do you want?

The function of the act is ordering. The dialogue occurs when Helmut

Zemo in a heap and Steve Roger grabs Zemo and shoves him against the wall.

20/SC/01:06:50 --> 01:06:56

SC : Follow me.

The function of the act is ordering. The dialogues occurs when Sharon

Carter ask to Steve Roger to follow his past Tony and Natasha.

21/VK/01:14:07 --> 01:14:09

VK : Get me out of here.

The function of the act is ordering. The dialogue occurs when Josef and the other four Winter Soldiers effortlessly dispatch a squad of Soldiers. Bucky escorts covering Karpov from the barred chamber, batting guards aside

22/SC/01:24:59 --> 01:25:13

SC : Move or you will be moved. 60

The function of the act is ordering. The dialogues occurs when Security

Chief ask to Attaches to move from computer.

23/SL/01:41:15 --> 01:41:17

SL : Get off.

The function of the act is ordering. The dialogues occurs when Scott

Lang distracted by Peter Ant-Man doesn't spot Vision curling into a ball and ramming into him

24/JR/01:42:31 --> 01:42:33

JR : High now, Tony. Go high.

The function of the act is ordering. The dialogue occurs when Tony

Stark tries to finding Peter Park.

25/PP/01:43:08 --> 01:43:16

TS : Kid you alright?

PP : Hey! Get of me!

The function of the act is requesting. The dialogue occurs when Tony

Stark find Peter Parker in a heap.

26/TS/01:43:19 --> 01:43:21

TS : Stay down.

The function of the act is ordering. The dialogue occurs when Tony

Stark help Peter Parker out of heap and he tries to comfort Peter Parker.

27/FS/01:48:47 --> 01:48:49

TS : Fire up the chopper. 61

The function of the act is ordering. The dialogues occurs when Tony

Stark go to Berlin police to find Helmut Zemo.

28/S/01:54:14 --> 01:54:17

S : What did you do? Get it back up!

The function of the act is ordering. The dialogues occurs when

Secretary Ross in the operation room when she interrogate Barnes.

29/SR/02:04:03 --> 02:04:05

SR: Get out of here!

The function of the act is ordering. The dialogue occurs when Steve

Rogers ask to get out as Bucky bolts Iron Man fires, but misses. Steve lands in front of him. Bucky hits a control panel and the silo-styled door overhead starts to open.

30/PP/02:27:07

PP : Love you, May. Hey, can you shut the door?

The function of the act is ordering. The dialogues occurs when May

Parker arrive in the Peter Parker’s bedroom to inquire his friends.

c. Commissives

The whole point of commissives is to commit the speaker to a

certain course of action. Commissives is typified by acts which a

commit the speaker to do something in the future, but also include

declaration or announcements of intention such as in promise,

covenant, embrace, guarantee, swear, vow, bet and oppose. This is

example in sentence, ‘I promise to do the best for my theses’. The 62

utterance is a commissive of promise that the speaker expresses the

belief that his utterances obligates55 him to do the best, and intends

that the listener believes the speaker utterance which obligates him

to do the best and the speaker intends to do the best.

After analyzing the data, the researcher found that there are ten commissives performative in movie script Captain America: Civil War. The details as follows:

31/TS/00:017:00 --> 00:17:03

TS : It's... fine. I'll be right back.

The function of the act is promising. The dialogue occurs when

Secretary Ross to apologize and Tony Stark taps into a quiet corridor. He loiters by the men's room, and then glances back at the stage door before walking towards the elevator.

32/MIT/00:17:03 --> 00:17:04

MIT : We'll catch up later.

The function of the act is promising. The dialogue occurs when

Secretary Ross to apologize and Tony Stark have to go.

33/SW/01:08:41 --> 01:08:43

SW: Damn it.

The function of the act is swearing. The dialogue occurs when Sam

Wilson he follow Sharon and find something wrong.

34/SC/01:24:19 --> 01:24:19

SR : Late. 63

SC : Damn right. I should go.

The function of the act is swearing. The dialogue occurs when Sharon

Carter late because she not understand the concept of a getaway car.

35/PP/01:39:15 --> 01:39:17

PP : Holy shit!

The function of the act is swearing. The dialogue occurs when he leaps from mobile stairs and lands on War Machine's back as he flies past. He operates his suit's wrist, shuts his eyes and activates a remote. Scott grows into a towering Behemoth and grabs War Machine's leg.

36/TS/01:59:39 --> 01:59:41

TS : I'm betting I could beat that

The function of the act is betting. The dialogue occurs when Tony Stark tries to bet Helmut Zemo.

37/HZ/02:00:27 --> 02:00:33

HZ : Sokovia was a failed state long before you blew it to hell. No. I'm

here because I made a promise.

The function of the act is promising. The dialogue occurs when Helmut

Zemo tries to explain to Steve Roger and he plays surveillance footage.

38/TS/02:04:34 --> 02:04:36

TS : Ah crap.

The function of the act is swearing. The dialogue occurs when he

Bucky leaps from platform to platform. With stuttering jets Iron Man gives 64

chase, then kicks Bucky and takes aim, but the energy bold rebounces on

Steve's shield onto himself.

39/TS/02:13:35 --> 02:13:36

TS : Let's go. I'll give you a hand.

. The function of the act is promising. The dialogue occurs when Tony

Stark tries to help James Rhodes to fighting.

40/SR/02:16:32 --> 02:16:46

SR : So, no matter what. I promise you, if you need us, if you need me,

I'll be there.

The function of the act is promising. The dialogue occurs when

Secretary Ross have a problem, Steve Rogers promise to help

d. Behabitives

Behabitives is reaction to other people’s behavior and fortunes

having to do or expressing attitude about social behavior with such

matters as apologizing, thank, felicitate, congratulating,

commending, condoling, blessing, cursing, or challenging. This is

example in sentence, ‘Congratulation for your graduation’. This

utterance means that the speaker makes a reaction to the listener’s

fortune by giving congratulation for her graduation.

After analyzing the data, the researcher found that there are ten behabitives performative in movie script Captain America: Civil War. The details as follows: 65

41/NR/00:11:07 --> 00:11:09

NR : Payload secure. Thanks, Sam.

SW : Don't thank me.

The function of the act is thanking. The dialogue occurs when Bad Guy

#1 fighting with Natasha Romanoff to get a red liquine and Sam Wilson help to

Natsaha.

42/SA/00:16:53 --> 00:16:59

SA : Mr. Stark, I am so sorry about the teleprometer. I didn't know

Miss Potts had cancelled. They didn't have time to fix it.

The function of the act is apologizing. The dialogues occurs when

Stark’s Assistent done something wrong with teleprometer.

43/KT/00:36:38 --> 00:36:40

KT : For a man who disapproves of diplomacy, you're getting quite

good at it.

TC : I'm happy, Father.

The function of the act is felicity. The dialogue occurs when King

T’Chaka arrives to T’Challa, and she surprised.

44/NR/00:39:45  00:39:47

NR : I'm very sorry.

The function of the act is apologizing. The dialogue occurs when

Sharon strides through with a man in a green jumpsuit. They pass T'Challa who sits on a bench looking stunned. There's a cut on his head. Natasha sits on the next bench along. 66

45/BB/00:45:06 --> 00:45:09

SR : Well, the people who think you did are coming here now. And

they're not planning on taking you alive.

BB : That's smart. Good strategy.

The function of the act is condoning. The dialogue occurs when Steve

Roger makes a plan and armed cops run upstairs.

46/VK/01:13:54 --> 01:13:56

VK : Good work.

The function of the act is commending. The dialogue occurs when

Bucky and Josef fight each other in a barred chamber. The four others who were given the blue liquid are there. Josef kicks with enormous power, sending

Bucky flying.

47/TS/01:17:39 --> 01:17:45

TS : I approved, so now we're in business.

MP : You didn't tell me anything. What's up with that? You keeping

secrets from me now?

The function of the act is commending. The dialogue occurs when Tony

Stark remembering Peter Parker of September Foundation.

48/TS/01:18:47 01:18:55

TS : Yeah. Look at you go. Wow! Nice catch. 3,000 pounds, 40 miles

an hour. That's not easy. You got mad skills.

The function of the act is commending. The dialogue occurs when Tony

Stark throws hand phone and Peter Parker tries to catch that. 67

49/HZ/01:59:24 --> 01:59:29

HZ : I'm grateful to them, though. They brought you here. Please,

Captain. The Soviets built this chamber to with stand the launch

blast of UR-100 rockets

The function of the act is felicity. The dialogue occurs when all of the enhanced soldiers have been shot in the head. Bucky stares at Josef's corpse.

50/HZ/ 02:07:40 --> 02:08:54

HZ : My father lived outside the city. I thought we would be safe there.

My son was excited. He could see the Iron Man from the car

window. And I told my wife, "Don't worry." "They are fighting in

the city. We are miles from harm." When the dust cleared, and the

screaming stopped. It took me two days until I found their bodies.

My father... still holding my wife and son in his arms. And the

Avengers... they went home. I knew I couldn't kill them. More

powerful men than me have tried. But, if I could get them to kill

each other? I'm sorry about your father. He seemed a good man.

With a dutiful son.

The function of the act is apologizing. The dialogue occurs when

Helmut Zemo to meet T’Challa and admit that he already kill her father.

e. Expositives

Expositives is a term used to refer expounding of views, the

conducting of arguments and the clarifying usages and references

or which fit utterances into conversations. This is example of verbs, 68

I reply, I argue, I concede, I assume, accept, answer, describe,

identify, deny, report. This is example insentence, ‘I assume that

your prediction is wrong’. The utterance shows the speaker’s

assumption that the listener’s prediction is wrong.

After analyzing the data, the researcher found that there are

ten expositives performative in movie script Captain America:

Civil War. The details as follows:

51/BR/00:12:05 --> 00:12:29

SR : What did you say?

BR : He remembered you. I was there. He got all weepy about it. Till

they put his brain back in a blender. He wanted you to know

something. He said to me, "Please tell Rogers. When you gotta go,

you gotta go." [He smiles and laughs.] And you're coming with me.

The function of the act is remembering. The dialogue occurs when

Brock Rumlow tries to divert Steve Roger with the bomb actives.

52/V/00:20:39 --> 00:20:46

WM : [Vision materializes in the room.] Vis! We talked about this.

V : Yes, but the door was opened so I assumed that... Captain Rogers

wished to know when Mr. Stark was arriving.

The function of the act is assuming. The dialogue occurs when Wanda

Maximoff need to talk about Tony Stark with Vision.

53/TS/01:17:35 --> 01:17:39

TS : Yeah. Remember when you applied? 69

PP : Yeah

The function of the act is remembering. The dialogue occurs when

Tony Stark remembering Peter Parker of September Foundation.

54/PP/01:19:50 --> 01:19:56

PP : No. No, no. No, no. If she knew, she would freak out. And when

she freaks out, I freak out.

The function of the act is denying. The dialogue occurs when Tony

Stark tries to inform to May Parker but Peter Parker deny.

55/SR/01:37:28 --> 01:37:30

SR : Guess he had a point. You got heart, kid. Where're you from?

The function of the act is guessing. The dialogue occurs when He throws his shield at the leg and the gangway falls. Peter holds it up.

56/SR/01:39:24 --> 01:39:28

SR : I guess that's the signal.

SW : Way to go, Tic Tac!

The function of the act is guessing. The dialogue occurs when Scott sends War Machine flying and Peter catches him with a web.

57/PP/01:43:25 --> 01:43:34

PP : Wait. Mr. Stark, wait! I'm not done, I'm not... Okay, I'm done.

I'm done.

The function of the act is denying. The dialogue occurs when Tony

Stark tries to call May Parker and Peter Parker deny. 70

58/SR/01:56:16 --> 01:56:24

SR : You remember that time we had to ride back from Rockaway

Beach in the back of that freezer truck?

BB : Was that the time we used our train money to buy hot dogs?

The function of the act is remembering. The dialogue occurs when

Steve Roger tries to remember Bucky Barnes about Rockaway Beach.

59/JR/02:13:36 --> 02:13:38

JR : No, no, don't. Don't help me. Don't help me.

The function of the act is denying. The dialogue occurs when Tony

Stark tries to help but James Rhodes refuses it.

60/S/02:16:27 --> 02:16:30

S : No. Don't.

The function of the act is denying. The dialogue occurs when Secretary

Ross has a problem and Tony Stark tries to help, but she refuses it.

Based on the analyzing above, there are five types of performative utterances in the movie script. The researcher may conclude that there are 60 utterances of performative. Verdictives 3 utterances (5%), Exercitives 27 utterances (45%), Commissives 10 utterances (16.7%), Behabitives 10 utterances (16.7%), and Expositives 10 utterances (16.6%). As seen on the table types of performative utterances, Exercitives reaches the highest number of data and the most dominant of the function act of utterances is ordering.

After watching the movie, the researcher found the most dominant of the speaker of the utterance is Steve Roger or Captain America as the leader. He is 71

one of main characters and he has influenced much in this movie. This movie tells the story about military, in military there are many utterances that give orders to perforrm the action.

2. The Application of Performative Utterance Found in Movie Script

in Teaching Speaking

Teaching speaking is commonly considered as a simple process.

Learners just need to produce words. As the time flies by, the method of teaching speaking has been highly varied. It depends on the teacher creativity to bring the interesting atmosphere for the students in learning English, especially in speaking field. One of the materials that taught in senior high school is functional skill material. It is closely related to expressive of performative utterance, because functional skill material deals with expression.

Performative utterance describes the act that it performs. It is absolutely related to expression. One of the kinds of expressive performative is ordering. On functional skill, it is known as expression of ordering. Talking about teaching speaking, especially in teaching expressive speech act, teachers need certain method to make the teaching learning process become more interesting. The method that suitable for expression material is by using role play or simulation.

Not only the method that need to be attractive, but also the media that used by teacher to taught. Teachers may use movie as media to bring the fun and interesting atmosphere in their class. Particularly in teaching expression, teachers should provide not only a drilling method but also an attractive 72

method which can be done by enclosing movie as a media. Teachers can play the movie and ask the students to pay attention at the sentences that contain the expressions being taught.

The strengths of applying movie’s speech act in the speaking class are the teacher can find new reference in teaching speaking, the students can be more motivated and interested in the material because of the plot of the story, they also can enjoy the lesson because they done not just learning but also refreshing their minds. By watching movie, the students can learn how to pronounce the words correctly, they may learn about the culture and character of the actors and actresses in the movie. The weaknesses of applying movie’s speech act are when the students cannot set up their mind, and they only focus on the story, they may not find the important part of the movie which is the expressive speech act performed by the characters, the teacher have to really concerned about the movie being watched by the students, make sure that the movies are not contain unsuitable content. In order to make the explanation clearer, the researcher made the example of lesson plan about one of expressions material. 73

LESSON PLAN

School Name : SMK N 2 KEBUMEN

Subject : Bahasa Inggris

Class/ Semester : X / 1

Topic : Expression of giving order

Time Allocated : 2 x 2 JP (90 menit)

A. Core Competence :

1. Comprehending and applying religious values.

2. Comprehending and applying the values of honesty, self-discipline,

responsibility, care (mutual aid, cooperation, tolerance, peace), polite,

responsive and proactive; demonstrating such attitudes in solving various

problems in interesting effectively with the social and natural environment

as well as in being a model in the global society.

3. Understanding, applying, analyzing factual, conceptual and procedural

knowledge based on the interest in science, technology, arts, culture and

humanistic, nationalistic, and civilized insights in relation to the causes of

phenomena and events; applying procedural knowledge in desired specific

field of studies in solving problems.

4. Processing, analyzing, and presenting developments of the concrete and

abstract domains of the learned materials; being able to apply various

methods according to scientific principles. 74

B. Basic Competence

4.1 Analyzing the social functions, the structure and language features of

expressing ordering, according to the contexts.

4.2 Constructing spoken and written text to express, ask, and respond

expressing ordering according to its social functions, text structure, and

proper language features, according to the contexts.

C. Indicators

4.1.1 Identify the social functions, the structure and language features of

expressing ordering, according to the contexts.

4.2.1 Make oral and written txt to express, ask, and respond expressing

ordering according to its social functions, text structure, and proper

language features, according to the contexts.

D. Learning Goals

1. Students are able to identify, discuss, and use the social functions, the

structure and language features of expressing ordering according to the

contexts.

2. Students are be able to use, arrange, and analyze expressing ordering to

carry out transactional and functional communication in right and

appropriate contexts, with full responsibility, care, cooperation, and peace.

3. Improve vocabulary. 75

E. Teaching Material

1. Performative Utterance

Performative utterance describe the act that it performs. In using

performative, a perdon is not just saying somthing but is actually doing

something. Performative is a first person indicative active sentence in the

simple present tense. Performative use from other possible uses of first

person indicative active pattern.

2. Giving order

The tense used in giving instruction is “simpl present”

a. Use verb as commanding word in the form of infinite without to

b. Use Be + Adj / N / V

c. Use word Don’t + infinitive V

d. To make the instruction be politer, we can used please that put in front of

sentences or back.

3. Example

a. Stay down

b. Out of the way!

c. Lose the truck

d. Wake Up

e. Get it out 76

F. Metode :

Discussion, Role play

G. Media, Tools, and Sources of Material

Media : Power Point Presentation, Movie Clip, Movie Script

Tools : Laptop, LCD, Speaker

Source : CD/Audio video/VCD

www.dailyenglish.com

http://americanenglish.state.go/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

H. Learning Activities

1) Pre-activity

Teacher Time

a. Preparing students to follow the learning process

such as praying, attendance, preparing textbooks.

b. Motivate students to care about the problem of

friends by giving advice. 10’

c. Explain learning objectives or basic competencies to

be achieved; and conveying material coverage and

explanation of activity description to syllabus 77

2) Main Activities (75’)

Teacher Time

a. Observing

- Students pray attention to the video contain dialogue

about giving order which are showed by the teacher. 15’ - With the teacher guidance, students discuss expression

of giving order in the movie script.

b. Questioning

- With the teacher guidance, students ask some questions 10’ about expression of giving order.

c. Exploring

- Students seek information by reading the movie script 15’ about expression of giving order.

- Students practice using expression of giving order in

pairs

- Students seek other sources related expression of giving

order.

d. Associating

- Teacher asks every pair to make a dialogu related to the 10’ materials

e. Communicating

- Teacher asks evry pair to perform the dialogue in front 20’ of the class. 78

- Teacher gives confirmation about the performance of

the presentation.

3) Post Activities

Teacher Time

- Teacher givs th assignment to students to find another

utterance of giving order. 5’

- Teacher closes the learning by praying together

I. Assessment :

Knowledge Assessment : Assignment

Instruction : Find 3 examples of expression giving

order, then give explanation about the meaning of expression.

Skill Assessment : Make a group consist of two students and

very group makes a dialogue which shows expression of giving order.

Mengetahui Kebumen,

Guru Mata Pelajaran Guru Praktik

( ) (Riya Arbiyanti)

NIP. NIM. 132120206 79

SPEAKING RUBRIC ASSESSMENT

Name : ……………………………… Class/Number : ……../ ……..

Name : ……………………………… Class/Number : ……../ ……..

KKM : 75

No Criteria to be assessed Low Good Very Good Score performance Performance Performance 7 8 9 1. Pronunciation too many with 2 until 5 perfect mistakes mistakes pronunciation 2. Intonation monotonous begins to vary Accurate the intonation intonation 3. Grammar too many with 2 until 5 no mistakes in mistakes mistakes grammar 4. Content plain/simple begins to add add more some personal information information Total score Final Score = Total score : 4

WRITING RUBRIC ASSESSMENT

Name : ……………………………… Class/Number : ……../ ……..

No Criteria to be Low Good Very Good Score assessed performance Performance Performance 7 8 9

1. Text Organization Doesn’t use Use the correct Use the correct the correct text text text organization organization organization of recount text but has not and with elaborated the elaborated idea idea 80

2. Sentence formation Use simple begins to vary Use simple sentences simple sentences, sentences and compound compound sentences and sentences complex sentences correctly 3. Grammar Too many 6 until 10 Under 5 mistakes mistakes mistakes 4. Vocabulary Basic Developed Purposefully Vocabulary, vocabulary chosen less precise vocabulary 5. Mechanic Some errors Mostly Effective use of with spelling effective use capitalization, and of mechanics; punctuation, punctuation errors do not and spelling detract from meaning 6. Tidiness and deadline Write Write quite Write neatly, awkwardly, neatly, quite clear font, Unreadable, clear font, submit the work submit late submit late in/on time more than 3 three days days from the from the deadline deadline Total score

Final Score = Total score : 6 CHAPTER V

CONCLUSSION AND SUGGESTION

After analyzing the data and getting the result of this research, the researcher draws conclusion from the data analysis in the previous section. The researcher also proposes some suggestions to improve the understanding about the performative utterances in the movie script Captain America: Civil War, especially in the teaching-learning.

A. Conclusion

After getting some data, the researcher draws conclusions of her thesis under the title “The Analysis of Performative Utterances in the Movie Script

Captain America: Civil War for tenth grade senior high school. The researcher used five types of performative utterances devised by Austin theory and the researcher applicated the types of performative utterances in teaching speaking.

They are as follows:

1. There are five types of performative utterances found in movie script

Captain America Civil War are 3 verdictives, 27 exercitives, 10

commissives, 10 behabitives, 10 expositives. Verdictive is 5%,

exercitives is 45%, commissives is 17%, behabitives is 17%, and

expositives is 16%. The most dominant of performative utterances

used in the movie script Captain America Civil War is Exercitives

(45%).

81 82

3. The application of performative utterance in the movie script Captain

America: Civil War in teaching speaking aims to help students in

increase understanding performative utterances and increasing the

students and teacher conversation. The researcher finds material

containing performative utterance in Senior High School at the tenth

grade of the first semester.

B. Suggestions

Based from result which is done by the researcher, the researcher thinks that improvement speaking is necessarily important. The researcher would like to give some suggestion to teachers, students, and other researcher. They are presented as follows:

1. Teachers

The researcher is suggested to use the movie script as media in teaching

learning process at school. There are many advantages can be taken by

used the types of performative utterances in movie. Beside that the

students can enjoy and essay to understand about types of performative

utterances in the movie and also will be increase their speaking.

2. Students

The researcher suggests that performative utterances should be learning

as early as possible. Types of performative utterances just can be

understand if the students practice in speaking and improve speaking. 83

3. Next researchers

The researcher suggests that the next researcher will conduct similar

study and practice speaking in another of performative utterances in the

movie Captain America: Civil War. The next researcher can use the

other theory of performative utterances or combine it with the other

theory to get completeness and the better result in the research. BIBLIOGRAPHY

Arikunto, Suharsimi. 2013. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta.

Barsam, Richard and Dave Monahan. 2010. An Introduction to Film. New York W. W. Norton & Company, Inc.

Black, Elizabeth. 2006. Pragmatics Stylistics. Edinburgh: Edinburgh University Press.

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Pearson Longman.

Cutting, Joan. 2008. Pragmatics and Discourse. London: Routledge.

Creswell, John W. 2012. Educational Research: Planning, Conducting and Evaluating Quantitavive and Qualitative Research. Boston: Pearson Education, Inc.

______. 2016. Research Design: Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran. Yogyakarta: Pustaka Belajar.

Djamal, M. 2015. Paradigma Penelitian Kualitatif (Edisi Revisi). Yogyakarta: Pustaka Belajar.

Field, Syd. 2005. Screenplay: the foundations of screenwriting. New York: Bantam Dell.

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Levinson, Stephen C. 2008. Pragmatics. Cambridge: Cambridge University Press.

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Nevianti, Amalia. 2013. An Analysis Performative Utterances in Textbook of Look A Head for the Second Senior High School and Its Application in Language Teaching. A Thesis. Universitas Muhammadiyah of Purworejo. Unpublished.

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Sugiyono. 2015. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Thornburry, Scott. 2005. How to Teach Speaking. Harlow: Pearson Education Limited.

Vanderstoep, Scott W. & Deirdre D. Johnston. 2009. Research Methods for Everyday Life: Blending Qualitative and Quantitative Approaches. San Francisco: Jossey-Bass.

Wardhaugh, Ronald. 2006. An Introduction to Sociolinguistic: Fifth Edition. Malden, Mass: Blackwell.

Yule, George. 2006. The Study of Language: 3rd Edition. New York: Cambridge University Press. http://www.filmsite.org/genres.html on May 15st, 2017 at 23.00. http://www.imdb.com/title/tt3498820/plotsummary on July at 11st, 2017 at 13.00. APPENDICES SILABUS BAHASA INGGRIS

NAMA SEKOLAH : SMK N 2 KEBUMEN MATA PELAJARAN : Bahasa Inggris KELAS/SEMESTER : X / 1 - 2 STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level Novice KODE KOMPETENSI : ALOKASI WAKTU : 148 jam X 45 menit

KOMPETENSI MATERI KEGIATAN ALOKASI WAKTU SUMBER INDIKATOR PENILAIAN DASAR PEMBELAJARAN PEMBELAJARAN BELAJAR TM PS PI      1. 1 Memahami Greetings and leave Listening Ucapan salam (greetings) Tes lisan: 9 Global ungkapan- takings − About greetings, pada saat bertemu dan  Memperag Access to ungkapan − Good morning. introducing, thanking, berpisah digunakan secara akan dialog the World of Work dasar pada − How are you? leave takings, and tepat secara  interaksi sosial − I’m fine, thanks apologizing  Memperkenalkan diri sendiri berpasang English for untuk − See you later. − Listening for information dan orang lain diperagakan an Hotel Services kepentingan  Introducing − Dictation dengan tepat  Tes tertulis:  kehidupan − May I introduce myself. I  Speaking  Berbagai ungkapan terima  Melengkap Grammar in am Budi. − Saying greetings, kasih dan responnya i dialog Use − Ani, this is Ida. introducing, thanking, digunakan secara tepat − Nice to meet you. leave takings, and  Berbagai ungkapan  Thanking apologizing penyesalan dan permintaan − Thank you very much. − Role playing, dialogues, maaf serta responnya − You are welcome. introducing, thanking, diperagakan secara tepat  Apologizing leave takings, and − I am sorry for ... apologizing − Please forgive me .. − Telling one’s self  Grammar Review  Reading for information − Personal Pronoun − Short passages (Subject & possessive) − Dialogues  I – my  Writing  You – your − Completing dialogues − Simple Present Tense : − Arranging jumbled to be & Verb 1 dialogues − Composing dialogues KOMPETENSI MATERI KEGIATAN ALOKASI WAKTU SUMBER INDIKATOR PENILAIAN DASAR PEMBELAJARAN PEMBELAJARAN BELAJAR TM PS PI      1.2 Menyebutkan Nama-nama benda dan kata Adjectives showing Listening Tes lisan 12 Breakthrou benda-benda, yang mendeskripsikan colours, quality, size, − Matching pictures with − Mendes- gh  orang, ciri-ciri, benda yang terkait dengan shape, age, origin, material words kripsikan Global Access to waktu, hari, warna, bentuk, asal (origin), - green, good, big, old, − Dictation gambar bulan, dan ukuran, bahan, jumlah dan Indonesian, wooden, − Listening for information secara the World tahun kualitas disebutkan dengan dsb.  Speaking: lisan of Work tepat.  Profession, nationality − Naming objects, quality of  Person to  Kata-kata yang  Adjectives showing objects and persons,  Tes tertulis Person mendeskripsikan orang physical (appearance), professions, nationalities, − Meleng-  Grammar yang terkait dengan profesi, non-physical and time of the day. kapi in Use kebangsaan, ciri-ciri fisik, (characteristic)  Reading: kalimat kualitas, dan aktifitasnya - beautiful, humorous dsb − Reading for information − Pilihan disebutkan dengan tepat.  Nouns showing time, day,  Writing: Ganda  Waktu (time of the day), date, month, year − Completing passages with − Memberi nama-nama hari/tanggal, - six o’clock, Sunday, 1st of suitable words label bulan, tahun disebutkan May, July, 2006 pada dengan tepat.  Grammar review: gambar − Singular – plural nouns. − Menja- (book – books wab per- box - boxes tanyaan child – children cerita. fish – fish) KOMPETENSI MATERI KEGIATAN ALOKASI WAKTU SUMBER INDIKATOR PENILAIAN DASAR PEMBELAJARAN PEMBELAJARAN BELAJAR TM PS PI      1.3 Mendeskripsik Bilangan (cardinal / ordinal) Cardinal and ordinal Listening: Tes lisan 21 English for an benda- digunakan dengan tepat numbers − Matching pictures with − Mendes- Hotel benda, orang, dalam berbagai konteks. − ten, twenty, first, fifth, dsb words. kripsikan Services  Internation ciri-ciri, waktu,  Kata-kata dirangkai dengan  Adjectives of quality: good, − Dictation gambar hari, bulan, tepat untuk mendeskripsikan beautiful, dsb − Listening for information − Menyebut- al Hotel dan tahun benda berdasarkan warna,  Adjectives of size: big,  Speaking: kan waktu, English bentuk, asal (origin), ukuran, small, dsb. − Describing things, people, bilangan.  Person to bahan, jumlah dan kualitas.  Adjectives of shape: round, profession, and − Menceritakan Person  Kata- kata dirangkai dengan straight, dsb. nationalities kejadian  Grammar tepat untuk mendeskripsikan  Adjectives of age: old, new, − Telling numbers, secara in Use orang yang terkait dengan dsb. responding to questions lisan.  Posters or profesi, kebangsaan, ciri-ciri  Adjectives of colour: blue, about numbers. pictures fisik, kualitas, dan red, dsb. − Discussing things based  Tes tertulis: from aktifitasnya.  Nationality, profession on physical appearance. - Pilihan magazines  Kata-kata dirangkai dengan − John is an American. − Role playing dialogues ganda or tepat untuk mendeskripsikan − He is a very busy chef  Reading: - Menjodoh newspaper s suatu kejadian berdasarkan  Adjective in series: A − Understanding and - waktu (time of the day), beautiful big U-shaped discussing passages. kan nama-nama hari/tanggal, wooden house.  Writing: gambar. bulan, tahun.  Description of events: − Describing things - Menyusun The accident happened at − Matching numbers and paragraph nine PM on Monday, the the way they are said. pendek. 26th of July 2006. − Arranging jumbled  Antonym / synonym paragraphs. − Composing dialogues involving the use of numbers in various contexts − Writing paragraphs based on pictures. KOMPETENSI MATERI KEGIATAN ALOKASI WAKTU SUMBER INDIKATOR PENILAIAN DASAR PEMBELAJARAN PEMBELAJARAN BELAJAR TM PS PI  Ungkapan penyesalan dan  Words and expressions used  Listening:  Tes lisan 22  Global 1.4 Menghasilkan to show regrets and tuturan permintaan maaf serta − Dictation − Dialog Access to pemberian responnya apologies: − Listening for information − Merespon the World sederhana - I’m sorry that ... of Work yang cukup disampaikan dengan tepat.  Words and expressions used − Completing passages pernyataan  untuk fungsi-  Ungkapan simpati serta to express sympathy:  Speaking:  Tes tertulis American fungsi dasar pemberian respon - I’m sorry to hear that .. − Pronunciation practice − Melengkapi Business terhadapnya disampaikan  Adjectives for expressing − Dialogue practice kalimat English dengan tepat feelings: − In pairs, creating and − Membuat  Person to - happy, terrible, sad, etc Person  Ungkapan berbagai  practising dialogues kalimat Adjectives ‘ –ing’ vs ‘-ed’  Grammar perasaan disampaikan - boring ›‹ bored dealing with regret and berdasarkan dengan tepat  Adjective set expressions apoligies, simpathy, gambar. in Use  Ungkapan permintaan dan - get bored; turn bad, etc asking for and giving − Menyusun pemberian ijin disampaikan  Subject – verb agreement: information, offering cerita. dengan tepat - John is very happy to see things and services.  you. − Expressing feelings about Ungkapan perintah dan  Words and expressions used permintaan digunakan in asking for and giving certain events secara tepat. permission:  Reading:  Ungkapan penawaran - May I use the phone? Reading for information: barang dan jasa digunakan - You can leave now. − Dialogues secara tepat.  Grammar: Modals + Auxiliary − Stories which stimulate  Expressions and verb forms readers’ emotion used in order and requests:  - Can you lend me a pen, Writing: please? − Completeing Dialogues - Come here!; Stand up! − Rearranging jumbled  Responses to commands: dialogues - Yes, I will. − Composing short stories - Certainly. (good or bad  Expressions used for offering experiences) things and services. - Would you like to have some tea? - Would you like to taste this food? KOMPETENSI MATERI KEGIATAN ALOKASI WAKTU SUMBER INDIKATOR PENILAIAN DASAR PEMBELAJARAN PEMBELAJARAN BELAJAR TM PS PI      1.5 Menjelaskan Peristiwa yang sedang Words and expressions used Listening: Tes lisan 22 American secara terjadi diceritakan dengan in the context of telling or − Matching pictures and − Menceritakan Business sederhana tepat sesuai dengan waktu describing events. sentences. gambar English  Person to kegiatan yang dan tempat kejadian. - The students are cleaning − Completing passages − Dialog sedang terjadi  Pernyataan dengan the foor.  Speaking: Person menggunakan ”there is/are” - When you arrive, the − Pronunciation practice  Tes tertulis  Pictures disampaikan dengan tepat guests will be travelling − Dialogue practice telling − Melengkapi from sesuai dengan waktu dan around the city. what’s happening in kalimat newspaper tempat kejadian.  Grammar: Present pictures. − Menjawab s or  Pertanyaan tentang continuous, future − Giving responses to the soal cerita. magazines peristiwa yang sedang continuous. events shown in pictures, − Membuat  Breakthrou terjadi disampai-kan dengan  Sentences using ‘there + be’ films, or dramas. kalimat gh tepat  Prepositions: in, on, at, − Dialogue practice using berdasarkan  Pengungkapan perasaan / under, etc. “there” gambar. pendapat tentang peristiwa - There is a napkin on the  Writing: yang sedang terjadi table − Writing short paragraphs disampaikan dengan tepat  Questions about events: based on pictures. - How/When did it happen?  Expessions of feelings / opinions concerning an event - I was very shocked to learn about the number of the victims. KOMPETENSI MATERI KEGIATAN ALOKASI WAKTU SUMBER INDIKATOR PENILAIAN DASAR PEMBELAJARAN PEMBELAJARAN BELAJAR TM PS PI      1.6 Memahami Pesan ditulis dalam bentuk Samples of memo Listening Tes lisan 22 Various memo dan memo dengan benar.  Sample of menu − Dictation − Menjawab kinds of menu  Memo yang sudah ada  Words and expressions to − Completing memos and pertanyaan memos and menus, sederhana, dijelaskan dengan tepat. explain signs and symbols: menus secara lisan jadwal  Menu ditulis dan dijelaskan - That “P” sign means that − Matching pictures based − Menjelaskan time tables perjalanan dengan tepat. you can park here. on signs, symbols, time jadwal and schedules kendaraan  Tanda-tanda dan lambang - The symbol “Lady” means tables and schedules perjalanan, umum, dan (misalnya: rambu lalu lintas) that the toilet is for given. rambu lalu from rambu-rambu dijelaskan dengan benar. women.  Speaking lintas, simbol different sources lalu lintas  Berbagai macam jadwal - “No smoking” means that − Pronunciation practice dan tanda. (time table) dibuat dan you are not allowed to − Dialogue practice  Person to dijelaskan dengan benar. smoke in that area. involving memos, menus, Person   Bentuk kata sifat dan  Samples of time table and signs, symbols, time  Tes tertulis American keterangan digunakan schedule tables and schedules − Membuat Business secara tepat untuk  Degrees of comparison: − Making sentences using memo English  membandingkan sesuatu. - Bus is fast. degrees of comparison, − Menulis Breakthrou - Train is faster than the pronouns and reported menu gh bus. speech. − Menulis - Plane is the fastest of all.  Writing jadwal - Travelling by plane is more − Completing time tables − Menjawab convenient than travelling and schedules pertanyaan by bus. − Writing sentences using tentang  Pronouns and Reported comparative degree, menu, jadwal, Speech pronouns and reported memo, rambu speech. lalu lintas. − Composing memos and menus. KOMPETENSI MATERI KEGIATAN ALOKASI WAKTU SUMBER INDIKATOR PENILAIAN DASAR PEMBELAJARAN PEMBELAJARAN BELAJAR TM PS PI      1.7 Memahami Berbagai ungkapan untuk Words and expressions used Listening Tes lisan 22 Person to kata-kata dan menyatakan pilihan in expressing preference: − Dictation − Dialog Person  istilah asing (preferences) digunakan - I prefer coffee to soft drink − Listening for information: tentang Grammar in Use serta kalimat dengan tepat. at this time of the day. dialogues preference,  sederhana  Ungkapan untuk - I’d rather stay home over − Listening and completing direction, Maps  berdasarkan menyatakan pengandaian the weekend than go to maps. capabilities, Breakthrou gh rumus (conditional type I) movies.  Speaking conditional. digunakan dengan tepat. - I like badminton better − Interviewing for one’s  English for  Berbagai ungkapan untuk than volley ball. preferences and  Tes tertulis Hotel menyatakan kemampuan  Conditional sentence type 1: capabilities, asking and − Melengkapi Services (capabilities) digunakan - If the weather is nice this giving directions based dialog  Global dengan tepat. morning, we can go to the on maps given. − Menuliskan Access to  Ungkapan untuk meminta beach. − Responding to questions arah / the World dan memberi arah dan  Words and expressions used using conditional petunjuk. of Work lokasi (direction) digunakan to talk about capabilities: sentences type 1. − pilihan ganda dengan tepat. - Can you swim to cross this  Reading river? − Reading for information: - When I was a child, I could passages, dialogues, etc. (was able to) climb that − Identifying skills and tree. capabilities from reading  Words and expressing used passages. in asking for and giving − Reading and finding a direction (location): location on the map - Could you tell me the way  Writing to the Zoo, please? − Writing sentences - Go straight on as far as expressing preferences the junction, then turn left. and capabilities, The Zoo is on your left ... directions or locations.  Prepositions of place: in front − Writing sentences using of, behind, beside, dsb. conditional type 1. − Composing dialogues involving preferences and capabilities and giving directions. KOMPETENSI MATERI KEGIATAN ALOKASI WAKTU SUMBER INDIKATOR PENILAIAN DASAR PEMBELAJARAN PEMBELAJARAN BELAJAR TM PS PI      1.8 Menuliskan Sejumlah kata dirangkai Grammar review: “will”, Listening Test Lisan 18 Different undangan menjadi kalimat yang “could”, “would” and − Completing invitations − Mengun- kinds of sederhana mengandung unsur prepositions: in, on at. − Listening for information dang secara invitations undangan  Samples of invitation  Speaking lisan  Person to  Kalimat dirangkai dengan (personal invitation). − Pronunciation practice − Dialog Person benar untuk membentuk  Parts of personal invitations. − Dialogue practice  Breakthrou undangan  Contents, style, spelling and − Responding to questions gh  Undangan sederhana punctuation. dealing with invitations  Test tertulis  Global (misalnya: undangan ulang using “yes-no” and “wh-” − Membuat Access to tahun) dituliskan dengan questions. undangan the World benar. − Telling about invitations, of Work − Creating dialogues in pairs  Reading − Reading for information: invitations  Writing − Rearranging jumbled sentences to create invitation − Writing personal invitations.

Keterangan: TM : Tatap muka PS : Praktik di Sekolah (2 jam praktIk di sekolah setara dengan 1 jam tatap muka) PI : Praktek di Industri (4 jam praktIk di Du/Di setara dengan 1 jam tatap muka) SCRIPT CAPTAIN AMERICA: CIVIL WAR

00:03:53,649 --> 00:03:56,428 42

which means more headaches 00:04:10,235 --> 00:04:11,982 for somebody. Probably us. in 6 months.

36 I don't want to lose him.

00:03:56,453 --> 00:03:59,022 STEVE ROGER

You guys know 00:04:19,077 --> 00:04:22,099

I can move things with my mind, Sam... see that garbage truck? right? Tag it. 37 47 00:03:59,047 --> 00:04:02,144 00:04:41,683 --> 00:04:43,373 Looking over your shoulder Give me X-ray. needs to become second nature. 48 SAM WILSON 00:04:47,939 --> 00:04:49,815 00:04:02,352 --> 00:04:04,812 That truck's loaded for max weight. Anybody ever tell you 49 you're a little paranoid? 00:04:49,816 --> 00:04:50,941 39 And the driver's armed. 00:04:04,813 --> 00:04:07,231 50 Not to my face. 00:04:50,942 --> 00:04:52,109 Why? Did you hear something? It's a battering ram. STEVE ROGER

00:04:52,110 --> 00:04:53,686 BROCK RUMLOW

- Go now. 00:08:57,522 --> 00:08:59,356

- What? Take this to the airstrip. We're not gonna outrun them. 52 Lose the truck. 00:04:54,320 --> 00:04:56,336 73 He's not hitting the police. 00:09:09,117 --> 00:09:10,367 59 Where are you going to meet us? 00:06:30,708 --> 00:06:32,250 82 Wanda, just like we practiced. 00:10:12,499 --> 00:10:13,785 60 I'm empty! 00:06:32,251 --> 00:06:33,377 NATASHA RUMANOFF What about the gas? 00:10:13,810 --> 00:10:15,461 STEVE ROGER Out of the way! 00:06:33,378 --> 00:06:34,820 BAD GUY #1 Get it out. 00:10:54,305 --> 00:10:55,847 BROCK RUMLOW Drop it. Or I'll drop this. Drop it! 00:06:52,397 --> 00:06:53,839 - He'll do it! Pack it up. He's here. NATASHA RUMANOFF 64 00:11:07,735 --> 00:11:09,861 00:07:35,857 --> 00:07:37,441 Payload secure. Thanks, Sam. Rumlow has a biological weapon. 88 00:11:09,862 --> 00:11:11,195 117

Don't thank me. 00:13:19,116 --> 00:13:21,613

89 Who's the homeless person

00:11:11,220 --> 00:11:12,677 on the couch?

I'm not thanking that thing. 184

BROCK RUMLOW 00:16:51,328 --> 00:16:52,370

00:12:06,739 --> 00:12:08,849 Restroom's this way, yeah?

He remembered you. I was there. 185 He got all weepy about it. Till they 00:16:52,371 --> 00:16:53,580 put his brain back in a blender. He wanted you to know something. He Yeah. said to me..."Please tell Rogers. Embedded in the meat shaft. "When you gotta go..."you gotta STARK’S ASSISTENT go." And you're coming with me. 00:16:53,581 --> 00:16:55,999 STEVE ROGER Mr Stark, I am so sorry 00:12:45,719 --> 00:12:47,554 about the teleprompter. I didn't Oh, my...Sam... we need Fire and know Miss Potts had cancelled. Rescue on the south side of the They didn't have time to fix it. building. We gotta get up there. TONY STARK MARIA STARK 00:17:00,879 --> 00:17:03,275 00:13:05,061 --> 00:13:11,775 It's fine. I'll be right back. Try to remember the kind of September When grass was MIT TEACHER green Wake up, dear, 00:17:03,300 --> 00:17:04,868 and say goodbye to your father. We'll catch up later. 191 I'm happy, Father.

00:17:22,611 --> 00:17:25,847 513

That was nice, 00:36:45,354 --> 00:36:46,790 what you did for those young people. Thank you.

247 525

00:20:37,092 --> 00:20:39,388 00:37:23,267 --> 00:37:25,352

Vis! to extend its hand in peace.

We talked about this. T’CHALLA

VIXION 00:37:25,353 --> 00:37:26,754

00:20:39,389 --> 00:20:42,500 Everybody get down!

Yes, but the door was open so I 527 assumed that... Captain Rogers 00:38:01,514 --> 00:38:04,432 wished to know when Mr. Stark was arriving. My mom tried to

250 talk me out of enlisting...

00:20:46,980 --> 00:20:48,957 560

Thank you. 00:39:34,025 --> 00:39:35,510

We'll be right down. or it's not worth it.

511 NATASHA RUMANOFF

00:36:36,106 --> 00:36:38,740 00:39:45,451 --> 00:39:47,019 you're getting quite good at it. I'm very sorry.

T’CHALLA 562

00:36:38,765 --> 00:36:40,749 00:39:53,626 --> 00:39:55,210 In my culture... 00:46:01,994 --> 00:46:04,061

631 I'm not gonna kill anyone.

00:45:04,770 --> 00:45:06,688 651

And they're not planning 00:48:12,416 --> 00:48:14,067 on taking you alive. About to find out.

BUCKY BARNES SAM WILSON

00:45:06,689 --> 00:45:08,273 00:48:26,346 --> 00:48:28,540

That's smart. Good strategy. - Sam.- Got him.

634 653

00:45:11,151 --> 00:45:13,330 00:49:09,765 --> 00:49:11,541

They're on the roof. Stand down!

I'm compromised. 656

640 00:49:45,467 --> 00:49:47,035

00:45:31,640 --> 00:45:33,625 Right behind you.

Yes, you do. JAMES RHODES

SAM WILSON 00:51:21,651 --> 00:51:24,249

00:45:34,422 --> 00:45:36,395 Stand down, now. Congratulations, Cap. Breach! Breach! Breach! You're a criminal. Your STEVE ROERR Highness.

00:45:56,196 --> 00:45:57,798 712

Buck, stop! You're gonna kill 00:55:27,392 --> 00:55:29,985 someone. Your suit... it's vibranium? 644 T’CHALLA To see an empire fall.

00:55:32,814 --> 00:55:34,890 SHARON CARETER

The Black Panther has been the 01:06:55,037 --> 01:06:56,814 protector of Wakanda for Follow me. generations. A mantle, passed from warrior to warrior. And now, 895 because your friend murdered my 01:07:46,797 --> 01:07:49,116 father...I also wear the mantle of You could at least recognise me. king. So, I ask you... as both warrior and king...how long do you think SAM WILSON you can keep your friend safe from 01:08:41,852 --> 01:08:43,462 me? Damn it. 881 897 01:05:33,122 --> 01:05:39,038 01:10:20,367 --> 01:10:22,660 Mission report. He asked me again December 16, 1991. if you were going to be there. HELMUT ZEMO VASILY KARPOV 01:05:49,180 --> 01:05:50,915 01:13:54,915 --> 01:13:56,483 Help me. Help. Good work. STEVE ROGER VASILY KARPOV 01:05:55,144 --> 01:05:56,545 01:14:07,261 --> 01:14:09,037 Get up. Who are you? What do you Get me out of here. want? 930 886 01:14:22,651 --> 01:14:23,943 01:06:02,818 --> 01:06:05,220 Who were they? You got mad skills.

TONY STARK 1039

01:17:36,845 --> 01:17:38,042 01:18:55,799 --> 01:18:57,717

Remember when you applied? That's all on YouTube,

1008 though, right?

01:17:38,067 --> 01:17:39,180 1060

Yeah. 01:19:48,352 --> 01:19:50,519

TONY STARK Not even your unusually attractive aunt? 01:17:39,181 --> 01:17:42,278 PETER PARKER I approved, so now we're in business. 01:19:50,520 --> 01:19:51,979

1010 No. No. No! If she knew, she would freak out. And when she freaks out, 01:17:42,329 --> 01:17:44,518 I freak out. But you didn't tell me anything. 1064 What's up with that? 01:19:56,735 --> 01:19:59,135 1036 You know what I think 01:18:47,708 --> 01:18:49,500 is really cool? This webbing. Look at you go. 1151 TONY STARK 01:25:04,012 --> 01:25:06,512 01:18:49,501 --> 01:18:52,795 and behavioural pattern scans. Wow! Nice catch. SHARON CARTER 3,000 pounds, 40 miles an hour. 01:25:10,092 --> 01:25:13,037 That's not easy. Move or you will be moved. He's big now.

1153 STEVE ROGER

01:25:13,802 --> 01:25:16,637 01:39:24,860 --> 01:39:26,194

As entertaining as that would be... I guess that's the signal.

1347 1389

01:37:21,821 --> 01:37:23,648 01:39:26,195 --> 01:39:28,055

That makes you dangerous. Way to go, Tic Tac!

STEVE ROGER JAMES RHODES

01:37:28,202 --> 01:37:30,020 01:42:32,506 --> 01:42:33,906

Guess he had a point. High now, Tony. Go high.

1349 1417

01:37:34,708 --> 01:37:37,236 01:42:41,974 --> 01:42:43,375

You got heart, kid. Where you from? Yes!

1385 TONY STARK

01:38:59,509 --> 01:39:01,315 01:43:19,178 --> 01:43:21,345

I'm the boss! - What? I'm good, I'm fine. You did a good job. Stay down. PETER PARKER 1427 01:39:15,142 --> 01:39:17,044 01:43:21,346 --> 01:43:22,680 Holy shit! No, it's good. 1387 I gotta get him back. 01:39:20,940 --> 01:39:23,216 PETER PARKER Okay, tiny dude is big now. 01:43:25,184 --> 01:43:26,392 Wait. Mr Stark, wait. Just look.

I'm not done. I'm not..Okay, I'm STEVE ROGER done. 01:56:16,788 --> 01:56:18,413 I'm done. You remember that time we had to 1433 ride back from Rockaway Beach

01:43:50,130 --> 01:43:52,770 in the back of that freezer truck?

I said 1576

I'd help you find him, not catch him. 01:56:20,708 --> 01:56:23,043

TONY STARK Was that the time

01:48:47,798 --> 01:48:49,699 we used our train money

Fire up the chopper. TONY STARKS

1487 01:57:46,771 --> 01:57:49,173

01:48:55,263 --> 01:48:57,223 You seem a little defensive.

The Task Force called for a 1606 psychiatrist 01:59:21,723 --> 01:59:23,833 1553 What the hell? 01:54:14,791 --> 01:54:15,999 HELMUT ZEMO What'd you do? 01:59:24,225 --> 01:59:26,418 SECRETARY ROSS I'm grateful to them, though. 01:54:16,000 --> 01:54:17,944 1611 Get it back up! 01:59:37,113 --> 01:59:39,865 1555 the launch blast of UR-100 01:54:18,628 --> 01:54:20,028 rockets. TONY STARK TONY STARK

01:59:39,866 --> 01:59:41,825 02:04:34,730 --> 02:04:36,130

I'm betting I could beat that. Ah, crap.

1613 1655

01:59:41,826 --> 01:59:44,026 02:04:49,425 --> 02:04:51,742

Oh, I'm sure you could, Mr He's not gonna stop. Go. Stark. HELMUT ZEMO 1627 02:07:40,095 --> 02:07:43,123 02:00:27,872 --> 02:00:29,398 My father lived outside the city. I No. thought we would be safe there. My son was excited. He could see the HELMUT ZEMO Iron Man from the car window. I 02:00:30,333 --> 02:00:33,694 told my wife, "They're fighting in I'm here because I made a promise. the city. We're miles from harm." When the dust cleared... and the 1629 screaming stopped... it took me two 02:00:36,506 --> 02:00:38,115 days until I found their bodies. My father...still holding my wife and You lost someone? son in his arms. And the Avengers? STEVE ROGER They went home. I knew I couldn't 02:04:03,754 --> 02:04:05,489 kill them. More powerful men than me have tried. But, if I could get Get out of here! them to kill each other... I'm 1649 sorry about your father. He seemed

02:04:16,308 --> 02:04:18,560 a good man. With a dutiful son.

It wasn't him, Tony. 1691

HYDRA had control of his mind! 02:08:58,757 --> 02:09:00,951 Vengeance has consumed you. 02:27:03,132 --> 02:27:05,415

TONY STARK Okay, tough guy.

02:13:35,117 --> 02:13:36,492 PETER PARKER

Let's go. I'll give you a hand. 02:27:07,896 --> 02:27:11,108

JAMES RHODES Love you, May. Hey, can you shut the door? 02:13:36,493 --> 02:13:38,489

No. Don't-Don't help me.

1727

02:13:41,578 --> 02:13:42,979

Ah.

SECRETARY ROSS

02:16:27,372 --> 02:16:30,202

- Uh, please hold. - No, don't.

STEVE ROGER

02:16:32,233 --> 02:16:34,009

So no matter what... I promise you... if you need us... if you need me... I'll be there.

1781

02:18:45,901 --> 02:18:47,794

You sure about this?

1848 Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Types

No Code Dialogue Explanation verdictives exeercitives commisives behabitives expositives 1. SW/00:04:02 --> Anybody ever tell you √ It is considered as verdictives because this act judgment about the acts of another. The 00:04:04 you're a little paranoid? utterance is that Natasha Romanoff is paranoid, when Sam Wilson uttered that the fact Natasha Romanoff has afraid and worry feeling. 2. SR/00:04:19--> Sam... see that garbage truck? √ The function of the act is ordering. The dialogue occurs when Steve Roger asks to fast 00:04:22 Tag it. tag the garbage truck.

3. SR/00:04:52--> Go now √ The function of the act is ordering. The dialogues occurs when Steve Roger ask to fast 00:04:53 tag the garbage truck with X-ray and found that something wrong and immediately act. 4. SR/00:06:33--> Get it out. √ The function of the act is ordering. The dialogues occurs when Steve Roger ask to 00:06:34 Wanda Maximoff to fast get out the gas.

5. BR/00:06:52--> Pack it up. He's here. √ The function of the act is ordering. The dialogues occurs when Brock Rumlow ask to 00:06:53 fast securing the biological weapon.

Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Types

No Code Dialogue Explanation ommisives verdictives exeercitives C behabitives expositives 6. BR/00:08:57--> Take this to the airstrip. We're not √ The function of the act is ordering. The 00:08:59 dialogues occurs when Brock Rumlow ask to gonna out run them. Lose the truck. fast securing the tube which contain red liquid. Example: I order you to pack it up. 7. NR/00:10:13 --> Out of the way! √ The utterance which uttered by Natasha Romanoff included exercitives, that is 00:10:15 warning. The dialogue occurs when Sam Wilson is busy to analyzing the target. 8. B1/00:10:54--> Drop it. Or I'll drop this. Drop it! √ The function of the act is ordering. The dialogues occurs when Bad Guy #1 ask to fast 00:10:55 drop the weapon when fighting with Natasha Romanoff to get a red liquine. 9. NR/00:11:07 --> Payload secure. Thanks, Sam. √ The function of the act is thanking. The dialogue occurs when Bad Guy #1 fighting 00:11:09 with Natasha Romanoff to get a red liquine and Sam Wilson help to Natasha.

10. BR/00:12:06, --> He remembered you. I was there. He √ The function of the act is remembering. The got all weepy about it...... dialogue occurs when Brock Rumlow tries to 00:12:08 divert Steve Roger with the bomb actives.

Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Types

No Code Dialogue Explanation ommisives verdictives exeercitives C behabitives expositives 11. SR/00:12:45--> ...... We gotta get up there. √ The function of the act is ordering. The dialogues occur when Wanda Romanoff tries 00:12:47 to protect Steve Roger from fire but a fire impact a building. 12. MS/00:13:05--> Wake up, dear, √ The function of the act is ordering. The dialogue occurs when Howard Stark will leave 00:13:11 and say goodbye to your father. and Maria Stark asks to fast wake up Young Tony Stark. 13. SA/00:16:53--> Mr. Stark, I am so sorry √ The function of the act is apologizing. The dialogues occurs when Stark’s Assistent done 00:16:55 about the teleprompter. something wrong with teleprometer. 14. TS/00:17:00--> It's fine. I'll be right back √ The function of the act is promising. The dialogue occurs when Secretary Ross to 00:17:03 apologize and Tony Stark taps into a quiet corridor. He loiters by the men's room, and then glances back at the stage door before walking towards the elevator. 15. MIT/00:17:03--> We'll catch up later. √ The function of the act is promising. The dialogue occurs when Secretary Ross to 00:17:04 apologize and Tony Stark have to go.

Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Types

No Code Dialogue Explanation xpositives verdictives exeercitives commisives behabitives E 16. V/00:20:39--> Yes, but the door was open so I √ The function of the act is assuming. The assumed that... dialogue occurs when Wanda Maximoff need 00:20:42 to talk about Tony Stark with Vision. 17. TC/00:36:38 --> I'm happy, Father. √ The function of the act is felicity. The dialogue occurs when King T’Chaka arrives to T’Challa, 00:36:40 and she surprised. 18. TC/00:37:25--> Everybody get down! √ The function of the act is warning. The dialogues occurs when T’Challa know that 00:37:26 there are a bomb that will approaches the place, and an enormous explosion goes off between two buildings and destroys the conference hall. 19. NR/00:39:45--> I'm very sorry. √ The function of the act is apologizing. The 00:39:47 dialogue occurs when Sharon strides through with a man in a green jumpsuit. 20They pass T'Challa who sits on a bench looking stunned. There's a cut on his head. Natasha sits on the next bench along. 20. BB/00:45:06--> That's smart. Good strategy. √ The function of the act is condoning. The dialogue occurs when Steve Roger makes a 00:45:08 plan and armed cops run upstairs

Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Type

No Code Dialogue Explanation ommisives verdictives exercitives C behabitives expositives 21. SW/00:45:34--> Breach! Breach! Breach! √ The function of the act is warning. The dialogue occurs when Bucky kicks it to Steve, 00:45:36 and he smothers it with his shield. The cop slams the battering ram against the door. 22. SR/00:45:56--> Buck, stop! You're gonna kill someone. √ The function of the act is warning. The dialogue occurs when Bucky Barnes blocks the 00:45:57 door with a table as cops swing in on cables. Steve pulls the rug from under a policeman, sending him flying. Bucky slams another policeman into the wall. 23. SW/00:48:26--> Got him. √ The function of the act is ordering. The dialogue occurs when Sam flies down and 00:48:28 shoves the chopper off course. Then swoops towards street level. 24. JR/00:51:21--> You're a criminal.Your Highness. √ It is considered as verdictives because this act judgment about the acts of another. The 00:51:24 utterance is that Steve Roger is criminal, when James Rhodes uttered that the fact Steve Roger’s action like a criminal when chasing Helmut Zemo.

Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Type

No. Code Dialogue Explanation ommissive verdictives exercitives C s behabitives expositives 25. TC/00:55:32--> So, I ask you... as both warrior and √ The dialogue occurs when T’Challa angry with king... Steve Roger because he always keep Bucky 00:55:34 Barnes which have mudered his father. 26. HZ/01:05:49--> Help me. Help. √ The function of the act is requesting. The dialogues occurs when Helmut Zemo ask to 01:05:50 fast help in a heap. 27. SR/01:05:55--> Get up. Who are you? What do you √ The function of the act is ordering. The dialogue occurs when Helmut Zemo in a heap 01:05:56 want? and Steve Roger grabs Zemo and shoves him against the wall. 28. SC/01:06:55--> Follow me. √ The function of the act is ordering. The 01:06:56 dialogues occurs when Sharon Carter ask to Steve Roger to follow his past Tony and Natasha. 29. SW/01:08:41 --> Damn it. √ The function of the act is swearing. The dialogue occurs when Sam Wilson he follow 01:08:43 Sharon and find something wrong. 30. VK/01:13:54 --> Good work. √ The function of the act is commending. The dialogue occurs when Bucky and Josef fight 01:13:56 each other in a barred chamber. The four others who were given the blue liquid are there. Josef kicks with enormous power. Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Type

No. Code Dialogue Explanation verdictives exercitives commissives behabitives expositives 31. VK/01:14:07--> Get me out of here. √ The function of the act is ordering. The dialogue occurs when Josef and the other four 01:14:09 Winter Soldiers effortlessly dispatch a squad of Soldiers. Bucky escorts covering Karpov from the barred chamber, batting guards aside. 32. TS/01:17:36--> Remember when you applied? √ The function of the act is remembering. The dialogue occurs when Tony Stark 01:17:38 remembering Peter Parker of September Foundation. 33. TS/01:17:39 --> I approved, so now we're in business. √ The function of the act is commending. The dialogue occurs when Tony Stark 01:17:42 remembering Peter Parker of September Foundation. 34. TS/01:18:49--> Wow! Nice catch. That's not easy. √ The function of the act is commending. The dialogue occurs when Tony Stark throws hand 01:18:52 You got mad skills. phone and Peter Parker tries to catch that.

35. PP/01:19:50 --> No. No. No! If she knew, she would √ The function of the act is denying. The dialogue occurs when Tony Stark tries to 01:19:51 freak out. And when she freaks out, I inform to May Parker but Peter Parker deny. freak out. Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Types

No Code Dialogue Explanation verdictives Exeercitives commisives behabitives expositives 36. SC/01:24:19 --> Damn right. I should go. √ The function of the act is swearing. The 01:24:19 dialogue occurs when Sharon Carter late because she not understand the concept of a get away car. 37. SC/01:25:10--> Move or you will be moved. √ The function of the act is ordering. The 01:25:13 dialogues occurs when Security Chief ask to Attaches to move from computer. 38. SR/01:37:28--> Guess he had a point. √ The function of the act is guessing. The dialogue occurs when He throws his shield at 01:37:30 the leg and the gangway falls. Peter holds it up. 39. PP/01:39:15 --> Holy shit! √ The function of the act is swearing. The dialogue occurs when he leaps from mobile 01:39:17 stairs and lands on War Machine's back as he flies past. He operates his suit's wrist, shuts his eyes and activates a remote. Scott grows into a towering Behemoth and grabs War Machine's leg. 40. SR/01:39:24 --> I guess that's the signal. √ The function of the act is guessing. The 01:39:26 dialogue occurs when Scott sends War Machine flying and Peter catches him with a web. Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Types

No Code Dialogue Explanation verdictives Exeercitives commisives behabitives expositives 41. SL/01:41:15  Get off √ The function of the act is ordering. The 01:41:17 dialogues occurs when Scott Lang distracted by Peter Ant-Man doesn't spot Vision curling into a ball and ramming into him 42. JR/01:42:32 --> High now, Tony. Go high. √ The function of the act is ordering. The dialogue occurs when Tony Stark tries to 01:42:33 finding Peter Park.

43 PP/01:43:08 --> Hey! Get of me! √ The function of the act is requesting. The dialogue occurs when Tony Stark find Peter 01:43:16 Parker in a heap. 44. TS/01:43:19--> Stay down. √ The function of the act is ordering. The dialogue occurs when Tony Stark help Peter 01:43:21 Parker out of heap and he tries to comfort Peter Parker. 45. PP/01:43:25 --> Wait. Mr Stark, wait. I'm not done. I'm √ The function of the act is denying. The dialogue occurs when Tony Stark tries to call 01:43:26 not..Okay, I'm done. I'm done. May Parker and Peter Parker deny. 46. TS/01:48:47 --> Fire up the chopper. √ The function of the act is ordering. The dialogues occurs when Tony Stark go to Berlin 01:48:49 police to find Helmut Zemo.

Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Types

No Code Dialogue Explanation verdictives Exeercitives commisives behabitives expositives 47. S/01:54:16--> Get it back up! √ The function of the act is ordering. The dialogues occurs when Secretary Ross in the 01:54:17 operation room when she interrogate Barnes.

48. SR/01:56:16 --> You remember that time we had to ride √ The function of the act is remembering. The dialogue occurs when Steve Roger tries to 01:56:18 back from Rockaway Beach remember Bucky Barnes about Rockaway in the back of that freezer truck? Beach.

49. TS/ You seem a little defensive. √ It is considered as verdictives because this act judgment about the acts of another. The 01:57:46--> utterance is that Steve Roger is defensive, 01:57:49 when Tony Stark uttered that the fact Steve Roger’s action a little defensive when approaching Tony Stark. 50. HZ/01:59:24--> I'm grateful to them, though √ The function of the act is felicity. The dialogue occurs when all of the enhanced soldiers have 01:59:26 been shot in the head. Bucky stares at Josef's corpse. 51. TS/01:59:39--> I'm betting I could beat that. √ The function of the act is betting. The dialogue occurs when Tony Stark tries to bet Helmut 01:59:41 Zemo. Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Types

No Code Dialogue Explanation verdictives Exeercitives commisives behabitives expositives 52. HZ/02:00:30--> I'm here because I made a promise √ The function of the act is promising. The dialogue occurs when Helmut Zemo tries to 02:00:33 explain to Steve Roger and he plays surveillance footage. 53. SR/02:04:03--> Get out of here! √ The function of the act is ordering. The dialogue occurs when Steve Rogers ask to get 02:04:05 out as Bucky bolts Iron Man fires, but misses. Steve lands in front of him. Bucky hits a control panel and the silo-styled door overhead starts to open. 54. TS/02:04:34 --> Ah, crap. √ The function of the act is swearing. The dialogue occurs when he Bucky leaps from 02:04:36 platform to platform. With stuttering jets Iron Man gives chase, but the energy bold rebounces on Steve's shield onto himself. 55. HZ/02:07:40 --> I'm sorry about your father √ The function of the act is apologizing. The dialogue occurs when Helmut Zemo to meet 02:07:43 T’Challa and admit that he already kill her father. 56. TS/02:13:35--> Let's go. I'll give you a hand. √ The function of the act is promising. The dialogue occurs when Tony Stark tries to help 02:13:36 James Rhodes to fighting Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion Appendix. Data sheet for types of Performative Utterances in the movie script Captain America: Civil War

Types

No Code Dialogue Explanation Verdictives Exeercitives commisives behabitives expositives 57. JR/02:13:36--> No. Don't-Don't help me. √ The function of the act is denying. The dialogue occurs when Tony Stark tries to help 02:13:38 but James Rhodes refuses it. 58. S/02:16:27 --> No, don't. √ The function of the act is denying. The dialogue occurs when Secretary Ross has a 02:16:30 problem and Tony Stark tries to help, but she refuses it. 59. SR/02:16:32--> I promise you... √ The function of the act is promising. The dialogue occurs when Secretary Ross have a 02:16:34 problem, Steve Rogers promise to help 60. PP/02:27:07--> Love you, May. Hey, can you shut the √ The function of the act is requesting. The dialogues occurs when May Parker arrive in 02:27:11 door? the Peter Parker’s bedroom to inquire his friends

Notes: SR : Steve Roger TS : Tony Stark B1 : Bad Guy #1 PP : Peter Parker 01:00:10 : Hour: 01; Minute: 00; Second: 10 SW : Sam Wilson JR : James Rhodes SA : Stark’s Assistent BB : Bucky Barnes _1 : Datum number 1 WM : Wanda Maximoff HZ : Helmut Zemo MS : Maria Stark S : Secretary Ross NR : Natasha Rumanoff SC : Sharon Carter MIT : MIT Teacher VK : Vasily Karpov BR : Brock Rumlow SL : Scott Lang V : Vixion